Way back when I was but a wee lass deciding which university to attend — so about one year ago — I was trying to decide what school would help me figure out what I wanted to do with my life. That’s part of the reason I chose Fordham: The core curriculum ensured that I would be exposed to a variety of disciplines. As such, while I agree that the core curriculum could be trimmed a bit, I don’t think Fordham should eliminate certain critical requirements. 

Let me start by stating what exactly would change. 

If this new core curriculum passes, students would have to take 12 core courses, a number significantly lower than the previously required 17 plus. The number of required language classes would drop from four — depending on the student’s entry level proficiency — to one, the philosophy and theology requirements would each be halved, the non-STEM major requirement of two science courses would also be halved and the two required advanced disciplinary studies courses (Literature, history and/or social science) would get cut. The courses not mentioned above would, in essence, remain the same. 

In addition to changing the courses themselves, the new core proposal also suggests changes to the attribute system. Under the current core curriculum, students must take four Eloquentia Perfecta (EP) courses, a global studies course and an American pluralism course. If the proposed core is approved, students will instead need to take three EP courses, as well as three justice and ethics courses. 

But don’t worry; they haven’t only taken away courses. They’ve added some as well. 

First-years would have to take a Fordham Core Seminar, in which students will be encouraged to consider their educational trajectory and what they value in life. Additionally, each student will have to participate in a New York City Experience, which “is meant to initiate a student’s exposure to their local environment and neighborhood in the hope of encouraging ongoing and maturing relationships with the city and its people.” This experience need not be a class; the requirement can be fulfilled through the Center for Community Engaged Learning’s co-curricular programs, Student Life or Campus Ministry. 

Overall, reducing the core is a fantastic idea. The core is currently inconvenient and stressful to fit into four years, especially if you need a concentration, decide to double-major or  pick up a minor or two. Plus, fewer required courses means undergrads have more options to take courses that actually interest them, which can improve both the student and professor experience. Teaching a subject to students who are not interested can become frustrating and this new core will decrease this. 

That said, this new core comes at the expense of language, arguably the most important thing a student can learn. Learning a new language has been linked to improved problem-solving, creativity and concentration, as well as reducing risk of cognitive decline. But perhaps more importantly to students, learning a second language can help you get a job. 90% of U.S. employers report relying on employees who can speak more than one language. Language isn’t just good for your brain: it’s good for your career.

Language classes also teach you a lot. “I’ve taken two French classes at Fordham,” said Salioudian Barry, FCLC ’29. “I think I’ve learned quite a bit.” I share that sentiment: I took one Russian class at Fordham, and it improved my understanding of the language tenfold. 

While one class, or even four classes, might not make a student fluent in a language, it certainly can put a student on the right path. “I would say I’m on the path to hopefully being fluent,” said Barry. Cutting down the language requirement at a time when America is falling behind in language education may have detrimental repercussions for future Fordham students.

Speaking of languages, the decision to cut down the number of required EP courses also seems ill-advised. So far, I’ve only taken two EP courses, but they’ve changed the way I approach reading and writing.

In my EP1 course last semester, I relearned how to write. We learned about the importance of short sentences (an idea I try to but often fail to implement), starting sentences with subjects and verbs (same sentiment as before) and avoiding too many introductory phrases (and once again). More importantly, I learned I can start a sentence with “and.” In all seriousness, that was the most revolutionary thing I’ve learned in years.

And I’m not the only one who thinks this (see what I did there?). Simon Beltran, FCLC ’28, has taken three EP courses so far. “I believe all the EPs I have taken so far have been extremely valuable,” said Beltran. He also mentioned the value of being able to choose which subjects his EP classes would focus on, as EP courses are generally more rigorous than their non-EP counterparts. “For example, I wanted to learn more about theology, so I wanted that to be my EP1,” he said. 

“I think that over time, changing EPs from four to three will hurt future students because it limits their opportunities to take these more rigorous classes,” said Beltran. “[EPs] are just classes where you know that you’re gonna be pushed past the usual expectations of a normal course… I really think that when it comes to the core curriculum, EPs aren’t something we should be worrying about.”

The core curriculum should be reduced, but not at the expense of language. Languages, whether native or foreign, are invaluable, yet Fordham has decided to halve the language requirements. Reducing students’ exposure to language undermines student development and risks placing Fordham graduates at a disadvantage in the job market. My writing, in both English and Russian, shapes who I am and how I think. Future Fordham students should have more opportunities to develop their language(s), not fewer, but this new core might rob them of that choice.

Emma Kelner, FCLC ’29, is an economics and history double major from Staten Island, New York.