Most people view Covenant as a traditional four-year college, in which students progress from “freshman” to “senior.” However, a hidden plethora of college students begin their journey on a different path. Many transfer in dual enrollment classes, or credits from another school. Others embark on a 3:2 plan. Still others remain at Covenant for five years or more. As a result, an increasing number of students find themselves “between years.”
As a dual enrollment student, I entered as a second-semester sophomore by credits. I quickly realized identifying as a sophomore was frowned upon, as that implied that I had lived on campus for a year already. Although I discovered it was acceptable to “skip” one’s sophomore year instead, I still often felt slightly alienated from both the class with which I came in, and the one with which I will graduate.
Those in the year above mine frequently comment that they consider me the year lower, or that I may have more credits, but I cannot really consider myself their class level. Simultaneously, those whom I entered college alongside jest how I will “graduate early.” Because I get to skip some core classes, I am therefore different from the others in that year.
Emma Martin ’26, a dual enrollment transfer student, spoke of similar experiences. In her second year on campus, many people expect her to be a sophomore. Yet, she has begun identifying as a junior based on her plans to graduate next year. Martin additionally expressed that although she has felt “much more connected” with the class she entered Covenant with, she desires more interaction with the class above her, as her academic life often overlaps with that class year.
Emily White ’27, also a dual enrollment student, expressed the desire for Covenant’s faculty and students alike to become more aware of those taking alternate academic pathways at the college. White noted, “Different academic pathways are becoming more and more common, and I wish people would recognize that.” Often, she lamented, teachers refer to the four years that students will attend Covenant, seemingly excluding those who do not fall into this category.
Overall, we ought to reconsider our assumptions and judgments on fellow students based simply on their class year. Although it can provide a healthy basis for connections, we should not use this as a reason to exclude or differentiate between those following a traditional four-year path and those who are not.
Rather, perhaps as a part of fostering Covenant’s famous community, we should accept others into our “year” regardless of the physical time they have spent on campus. Just as God has created the many parts of the body to be different, yet unified, perhaps we should take the opportunity to bond with fellow students who aren’t on the same academic path as us.
Inclusivity on the part of teachers will also encourage students from all academic backgrounds to feel at home. Together, we can welcome one another as Covenant students and believers in Christ. After all, is that not what community is all about?