by Xypher Pino

When I first began thinking about college and where I should apply, I remember everyone telling me that this would be the beginning of a new life. Teachers, parents, and friends all reinforced the same message—college is where you find yourself and your passion, where you gain independence, and where you truly become free. But now, as I reflect on my time in college thus far, I wonder if this promised independence is real or just an illusion.

Why do we seek independence in the first place? It seems like a no-brainer question, especially in this day and age, but do you ever wonder why self-autonomy is hard-wired into each and every one of us? From childhood, we gradually move from complete dependence on our mothers to a desire for autonomy. As we learn more about the world, live through experiences and create memories, we quickly go from needing direct help to wanting to break free and have complete control of our own lives. This tendency to seek independence is an innate characteristic that we all share. 

Independence is also the foundation of many societies, including our own. Democracies are built on the idea that people should have the freedom to govern themselves. Yet, history shows that independence is not guaranteed. We had centuries where monarchies ruled, where slavery was rampant and when cruel men held dominion over their counterparts. If independence is so deeply rooted in our brains and bodies, how did systems like these even form in the first place? If we are naturally inclined toward freedom, how did we ever lose our independence? 

The answer lies in knowledge. There is a discernable theme in any of the significant power changes in history – people started revolting and fighting for their own freedom against the oppressors in power when they learned the truth and acquired knowledge. During the French Revolution, for example, many philosophers began questioning the idea of monarchy and aristocracy. As literacy rates increased and these ideas spread, people demanded more freedom and challenged the absolute power of kings. During the Enlightenment era, the spread of ideas of liberty, democracy and human rights led numerous places around the world, including our own country, to challenge those that had absolute power and fight for freedom. So, we can see that knowledge and independence are linked – knowledge is what creates independence, both in our own lives and in the world. 

Today, knowledge is more accessible than ever before. With the free exchange of ideas, we live in a world where true independence should be easier to achieve. And if knowledge is what creates independence, then education—especially higher education—should be the key to empowering individuals and society as a whole. College should be the place where students gain the tools they need to take control of their lives and create their own path to independence.  

If knowledge is what enables true independence, then a college’s primary responsibility is to ensure its students have access to meaningful education through rigorous coursework, hands-on experience and leadership opportunities.  

Greensboro College has existed since 1838 and has grown significantly over the years, yet it struggles to provide the academic challenges and leadership opportunities that a top-tier institution should. As much as I love our school there are still things it could improve on, especially in the area of academic excellence. While I have been fortunate to take on leadership roles, some of the main opportunities have come from off-campus programs, such as North Carolina Campus Engagement’s Hunger Challenge initiative and Civic Impact Fellowship program. If students have to search for meaningful opportunities for growth from off-campus organizations, what does that reveal about the college’s priorities? 

One major issue is the imbalance between academics and athletics. While sports can be a valuable part of the college experience, Greensboro College has invested heavily in athletics at the expense of academic excellence. Courses are often too easy, and professors are pressured to be lenient, creating an environment where intellectual challenge is sacrificed. The result? A campus where students—whether athletes or not—are not being pushed to reach their full potential. 

When a college lowers its academic standards, it impacts more than just the curriculum; it deprives students of the very thing that leads to independence. The lack of difficulty in courses combined with the leniency that professors allow often do not challenge students enough to force personal growth. Whether you major in science, mathematics or the arts, it seems as though the college wants to make things easier in order to tailor to its athletic population. Understanding the time commitment it takes to be a student athlete, I feel as though the college may have unintentionally lowered the level of difficulty and the expectations of professors as a way to keep athletes happy and improve graduation rates. But without rigorous coursework and meaningful leadership opportunities, students may graduate not much better equipped for independence than when they arrived. 

Poor retention rates, low GPAs and lack of a strong civic culture are topics that we seldom discuss. The deeper issue is the risk of not providing students with the kind of knowledge that leads to true independence. 

Greensboro College is at a crossroads. Do we stick to tradition and history, prioritizing athletics and maintaining a system that values short-term success over long-term growth? Or do we recognize the need for change and invest in and focus on what truly matters?  

Independence does not come from the diploma itself, but from the knowledge gained along the way; if we continue to shift focus away from academic excellence, the promise of college as a place of freedom and independence could become an illusion.