Summary of “Bates College has designed a liberal arts education fit for the future of work”

During a five-week “Short term” in May, Bates offers practitioner-taught courses: One digital marketing course was taught by a digital marketing consultant, while a dancer educated students on the business concerns involved in pursuing a career in the arts.
She then spent 15 years at Harvard working with four different presidents, thinking a lot about what, exactly, a liberal arts education is, and should be.
Shortly after taking over as Bates president, Spencer gathered a group of faculty, staff, and students in 2013 to develop the framework for what it would look like to make purposeful work a meaningful part of a Bates education.
“I always thought you had to have a passion and great work would follow. I was awaiting for that a-ha moment.” Bates has also built an internship network dedicated to purposeful work, a key resource for students who lack parents or other personal contacts who can hook them up with jobs.
Bates has raised $1 million for the purposeful work program, which helps fund internships for students who can’t afford to work for free, or next to nothing.
Callie Reynolds, a senior at Bates and current student in the “Life Architecture” class, said that recently, Fraser-Thill showed students a chart from Carleton College in Minnesota, which showed the relationships between students’ majors and their later professions.
The data Bates has released paints a positive picture, showing that a growing number of students say the program has helped them to identify potential future jobs, network, plan their careers, and more effectively present their skills and experiences.
Ninety-seven percent of employers agreed the purposeful work interns “Added value,” and 91% said the Bates student involved in an internship would be a competitive candidate for a full-time job.

The orginal article.