Wednesday, April 17, 2024
Each year, Benedictine College cancels its classes and meetings to allow for students and faculty to attend Discovery Day, a day of learning focused on student projects that have been researched outside of the classroom. Since the event's inception in 1996, more than 3400 students have participated in a Discovery Project, involving virtually all the faculty and representing all academic departments.
All Discovery Day events and presentations are free and open to the public.
The Discovery concept promotes innovative educational practices and active teaching-learning relationships centered around collaborative problem-solving. Students are encouraged to reflect on life’s great questions and to develop their abilities to find solutions to the problems facing the world. In a learner-centered atmosphere, students are given the opportunity to get a hands-on head-start in their career while making a real difference in the world around them.
Benedictine College students and faculty share an intellectual journey which seeks to revitalize liberal arts education by applying the strengths of a liberal education to bridge the gap between learning and working. The challenges of the twenty-first century are guided by the traditions and values inherited from centuries of intellectual, cultural, and spiritual growth. Graduates who participate in the Discovery program are better prepared for the collaborative and creative demands they will encounter in the workplace.
Discovery Day has become a central academic event in the spring semester. Through Discovery Day, students experience the excitement of presenting (orally) and displaying (visually) their year’s intellectual ventures which have become an integral part of their learning experience.
Benedictine College’s Discovery Program prepares students for lifelong learning by engaging them in interdisciplinary Discovery Projects. These projects offer students a meaningful context for their liberal arts education by integrating multiple perspectives, translating understanding into performance, and extending learning beyond the classroom.
Dr. Julia Bowen
Dr. Terry Malloy
Dr. Jeremy Stubblefield
Dr. Andrew Downs
Dr. Christopher Shingledecker
Dr. John Romano