Academics
Quest's approach to academics is rooted in the liberal arts tradition, emphasizing breadth as well as depth. Quest offers one degree: a Bachelors of Arts and Sciences. During the first half of the program, students are required to take 16 "Foundation" courses, which are distributed among five broad disciplinary areas: the Humanities, the Life Sciences, the Physical Sciences, Mathematics, and the Social Sciences.
The second half of the program is devoted to a "Concentration" program. With the help of a faculty advisor, all students design their own program of concentration studies according to an interdisciplinary question or topic of research. Each student's Individual Concentration Program consists of four principal elements:
- a statement of the Question;
- a course plan;
- a list of related readings; and
- a Keystone project.
The Concentration Program may also include experiential learning components such as a semester abroad, leadership training, service learning, or an internship.
Courses at Quest are limited to a maximum of 20 students. Students at Quest study on the block plan, taking one course at a time, each for 3 ½ weeks. There are four blocks per semester; full-time students take eight blocks per year.
Quest provides a rigorous and challenging education. In the 2010 National Survey of Student Engagement (NSSE), Quest University Canada was ranked highest among Canadian universities on five key criteria: academic challenge, student-faculty interaction, supportive campus environment, active and collaborative learning, and enriching educational experience. The Vancouver Sun reported that the NSSE report "found Quest students more satisfied with their educational experience than students at any of the other 52 participating Canadian universities."
Read more about this topic: Quest University
Famous quotes containing the word academics:
“Almost all scholarly research carries practical and political implications. Better that we should spell these out ourselves than leave that task to people with a vested interest in stressing only some of the implications and falsifying others. The idea that academics should remain “above the fray” only gives ideologues license to misuse our work.”
—Stephanie Coontz (b. 1944)
“Our first line of defense in raising children with values is modeling good behavior ourselves. This is critical. How will our kids learn tolerance for others if our hearts are filled with hate? Learn compassion if we are indifferent? Perceive academics as important if soccer practice is a higher priority than homework?”
—Fred G. Gosman (20th century)