Recently, and by that I mean over the past thirty years, quality has taken the back seat to the "branding" of America and this seemingly ubiquitous fleecing has slowly found its way into the very fabric of an Ivy League education. For most, the notion of an Ivy League institution conjures thoughts of historic buildings, great architecture, and the brightest minds in the country (or possibly the world) collectively united in academic pursuits. Among these establishments, the University of Pennsylvania is currently heralded as one of the “best of the best” and in this regard is currently ranked as the number one graduate school for many nursing specialties. However, the classroom fails to substantiate the reputation, and as a new alumnus I remain disappointed that the curriculum was far from Ivy League caliber. As an example, lectures have turned from the process of imparting information to an interactive format through which the student is forced to embrace their feelings on subject material. Quality, substance, intellect, and empowerment have been replaced with hypothetical scenarios, sweeping generalizations, and professors who struggle with the dichotomy of teacher versus practitioner. And in this light, I experienced little grandeur within the walls of the Ivy League.
