Running head: OH SHEEP!

Oh Sheep! What the Flock Happens from Here?

Amy Bielicki

Western Illinois University

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Oh Sheep! What the Flock Happens from Here?

Summary

Attending college in the United States has become almost synonymous with drinking

water: both are critical for survival. At least, that is what William Deresiewicz writes in

Excellent Sheep: The Miseducation of the American Elite (Excellent Sheep). Deresiewicz argues

that the true meaning of college – learning for the sake of learning and expanding one’s mind –

has been lost in favor of attending the most elite institution, specializing in one area without

acknowledging others, and having today’s youth master the educational game of success only to

find upon graduation that they have no idea what to do next. Household incomes, admissions Commented [MB1]: Make sure there’s
parallelism in the sentence; the last thing in the
standards, jobs, and even presidential leadership has become subjected to, what Deresiewicz list doesn’t start the same way as the other two

coins, entitled mediocracy. Professors across the country, as well, have abandoned teaching, Commented [MB2]: Awkward wording with
the placement of the “as well”
viewing it as burdensome to that which institutions really reward: research and publication.

Through Excellent Sheep, Deresiewicz advocates that higher education, in its quest to provide

affordable, well-rounded education to help its students succeed, has unnecessarily burdened

students with conforming to societal standards and pressures, whereas an education should really

help one think about society in new, interesting, and challenging ways. Commented [MB3]: This just doesn’t make
really make sense. Maybe “burdened students
Informing Practice into thinking they must conform to societal…”.
And then the second part of the sentence should
Excellent Sheep outlines issues and paradoxes within higher education which I can be separate from the first… “whereas instead/in
reality an education should help one…”
translate into my practice as a professional working in Student Affairs. For instance,

Deresiewicz speaks of student success and learning being separate, though I do not believe they

must be (2014, p. 3). Part of this division between success and learning, I believe, stems from

the continuous rivalry between student and academic affairs. Yes, students, at some point, will

take on too many activities and become overwhelmed – partly because of their own desire to
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achieve, partly because of societal and social pressure to achieve – and that is when I believe it is

important to remind and help students understand that they do not have to do everything. To me,

students’ personal and mental well-being is far more important than any club, activity, or amount

of work they may be engaged in, especially those they are not invested in and stay committed to

out of obligation. When students find something they love doing, they will speak about the

experience with more joy and sincerity. Even if dropping an activity or changing a major does

not theoretically help the students with whom I interact right away, over time I think they will Commented [MB4]: I don’t understand what
the point you’re trying to make here is
have a better foundation for making decisions later in life.
Deleted: (i.e. receiving a job offer)
Another way that the information I have read about in this book will inform my life as a

Student Affairs professional is in vetting the institutions at which I will eventually work. A place

that aligns with my values, has strong cooperation amongst student affairs offices as well as

academic affairs, includes a diverse student group, and pushes students to learn about themselves

and the world not just within the scope of what they want to know (as I am describing it I believe

I have outlined what a small, liberal arts school looks like), is the type of institution at which I Commented [MB5]: Not a complete sentence

want to work. The notion of working at a school where “Professors don’t care because they have

no incentive to care. They want to do their research; they want to teach their research; and they

don’t want to have to think about anything else,” (Deresiewicz, 2014, p. 63) is of very little

interest to me. Having relationships with faculty members is important to me, and is not

something that it seems I will readily find at a large, research. Rather, I want to work with

students and colleagues who challenge my beliefs and perspectives and constantly push me to be

better, so that I, in turn, can also help them to grow and learn. Deleted: and they themselves learning and
growing in return, is the type of school in which I
Finally, the concept of “leadership” will inform my life in Student Affairs in a way that would like to work.

differs from how I currently understand the term’s relevance. In a quote from Excellent Sheep,
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Deresiewicz states: “an admissions officer from Stanford…[was] looking for applicants with

‘leadership potential’” (2014, p. 131). I believe that colleges should not only focus on “leaders” Commented [MB7]: Expand on this more.
Like tie your analysis to WHY people shouldn’t
but should accept students who challenge each other and establish a stimulating and supportive only focus on leadership

learning environment. Leadership is a term I feel is often thrown around to inspire today’s

generation of college students into feeling they are thriving and achieving. When speaking of

“leadership potential” (Deresiewicz, 2014, p. 131), it bothers me that this is something students

are pushed towards wanting. This is not to say that leadership potential and opportunities are

unhelpful for students, rather I find that engaging in activities one enjoys is often more fulfilling Deleted: simply

than always striving for the next step, regardless of rising to a leadership position or not. Simply Deleted: Working with all students, not just
those who elect or are chosen to thrive in certain
saying hello, taking advantage of opportunities to speak with those around me, and engaging groups, is a way I can go about making
connections with students and understanding
with students outside of the immediate groups in which I work are ways that can help me what it is that they want to achieve in life.

determine what students are passionate about and, from there, do my best to help them achieve. Commented [MB10]: confusing
Deleted: consequently
Conclusion

Understanding students’ needs and desires as well as knowing how the higher education

system functions are two key aspects that Excellent Sheep has highlighted for me. There are

some thoughts and remarks in this book that I can fold into my own mantras and carry into my

work life. Figuring out how to get students the knowledge they are so desperately craving is, I

believe, the next steps in Higher Education. Further, it is a step that we all must climb together,

listening to each other, engaging in understanding, and working collaboratively. Eventually, we

will all achieve a point of success in our lives, though until then, understanding, challenging, and

supporting one another is the way that we will all, one day, be able to finally say I am happy.
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References

Deresiewicz, W. (2014). Excellent sheep: The miseducation of the American elite and the way to

a meaningful life [Kindle Version]. Retrieved from Amazon.com