diff --git a/2026/liberal-arts-decline-src/index.html b/2026/liberal-arts-decline-src/index.html index 4fcf0470..bdaf31f5 100644 --- a/2026/liberal-arts-decline-src/index.html +++ b/2026/liberal-arts-decline-src/index.html @@ -4,13 +4,13 @@ - The Decline of the Liberal Arts at Chicago, by the Numbers + The Decline of the Liberal Arts at UChicago, by the Numbers Archived versions of the course catalog show that half of arts and humanities major pathways have decreased the number of required courses since 2005, compared with 10 percent of majors in the physical sciences division. The Department of History also created the colloquium track, which Heffington says has very few strict requirements and is designed for double majors.`, + `Another approach to dealing with the decline of the humanities, not unlike something that could have been cooked up by economists in Saieh Hall, has been lowering the time for completion. This has taken many forms, including shrinking major requirements. Archived versions of the course catalog show that half of arts and humanities major pathways have decreased the number of required courses since 2005, compared with 10 percent of majors in the physical sciences division. The Department of History also created the colloquium track, which Heffington says has very few strict requirements and is designed for double majors.`, `These reforms come at a time when double majoring has become increasingly popular and has partially buoyed the arts and humanities’ decline. “The thing saving us is the share of double majors,” Heffington said. When looking only at primary majors—students with multiple majors designate one as their primary field of study—the enrollment numbers for the arts and humanities at UChicago are much starker, having halved in size since 2005.`, diff --git a/2026/liberal-arts-decline-src/public/dotchart.svg b/2026/liberal-arts-decline-src/public/dotchart.svg index 42a5b554..8e7fb064 100644 --- a/2026/liberal-arts-decline-src/public/dotchart.svg +++ b/2026/liberal-arts-decline-src/public/dotchart.svg @@ -5,7 +5,7 @@ - + diff --git a/2026/liberal-arts-decline-src/src/components/ArticleContent.jsx b/2026/liberal-arts-decline-src/src/components/ArticleContent.jsx index 8d1ed567..5a04244c 100644 --- a/2026/liberal-arts-decline-src/src/components/ArticleContent.jsx +++ b/2026/liberal-arts-decline-src/src/components/ArticleContent.jsx @@ -145,7 +145,7 @@ export default function ArticleContent({ windowHeight, windowWidth }) { {/* Penn comparison chart (mentioned at end of section 1) */} -
+
@@ -291,7 +291,7 @@ export default function ArticleContent({ windowHeight, windowWidth }) { {/* Share of students vs share of degrees chart */} -
+
@@ -348,7 +348,7 @@ export default function ArticleContent({ windowHeight, windowWidth }) { header={section6Header} paragraphs={section6.slice(0, -1)} /> -
+

@@ -368,7 +368,7 @@ export default function ArticleContent({ windowHeight, windowWidth }) {

Editor’s note: Elizabeth Eck previously served as an associate Arts editor for the{' '} - Maroon. + Maroon.

The version of this article published in the May 20 print diff --git a/2026/liberal-arts-decline-src/src/components/Footer.jsx b/2026/liberal-arts-decline-src/src/components/Footer.jsx index feee51dc..b8ce65b4 100644 --- a/2026/liberal-arts-decline-src/src/components/Footer.jsx +++ b/2026/liberal-arts-decline-src/src/components/Footer.jsx @@ -21,7 +21,7 @@ export default function Credits() { const [showMethods, setShowMethods] = useState(false); return ( -

+

{ ? '2.3em' : '2.8em' : '3.2em', - lineHeight: windowHeight < 800 ? '1.2em' : '1.1em' + lineHeight: windowHeight < 800 ? '1.2em' : '1.1em', + fontFamily: 'Georgia, serif' }} dangerouslySetInnerHTML={{ __html: windowWidth < 640 ? headlinesm : headlinelg @@ -86,8 +87,8 @@ const Subhead = ({ windowWidth }) => { const Byline = ({ windowWidth }) => { return (

{byline.map((text, index) => (

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https://fontawesome.com - * License - https://fontawesome.com/license/free (Icons: CC BY 4.0, Fonts: SIL OFL 1.1, Code: MIT License) - * Copyright 2026 Fonticons, Inc. - */var B2={prefix:"fas",iconName:"caret-right",icon:[256,512,[],"f0da","M249.3 235.8c10.2 12.6 9.5 31.1-2.2 42.8l-128 128c-9.2 9.2-22.9 11.9-34.9 6.9S64.5 396.9 64.5 384l0-256c0-12.9 7.8-24.6 19.8-29.6s25.7-2.2 34.9 6.9l128 128 2.2 2.4z"]};const Y2="The Decline of the Liberal Arts at Chicago",G2="The Decline of the Liberal Arts at Chicago, by the Numbers",X2="Over the past decade, the share of students majoring in the humanities and arts has declined while business economics has exploded—realizing long-standing fears about the pre-professionalization of the College.",K2=["Data and Reporting by Ari Jacob","Graphics and Design by Ari Jacob and Nolan Shaffer","May 21, 2026"],Q2=["In twenty years, the economics major at UChicago has doubled in size...","...even though it has barely grown at peer institutions.","The primary driver of this growth? Business economics.","All the while, the humanities and arts have been steadily declining."],qs=["The University of Chicago is having an identity crisis. It’s been going on for more than a hundred years, but now things feel different.","The University has long faced questions about its ability to maintain an intellectually serious liberal arts college within the apparatus of a large research university. For John Boyer, former dean of the College and a fixture at the University for over 50 years, hearing complaints from students about this tension is an annual ritual.",'He hears, “‘I’m a third- or fourth-year student. I’ve heard that the new first-year class is very different. They’re not worthy of the College; they’re more pre-professional, more vocationally oriented,’” he recounted to the Maroon last spring. But, at least for the past decade, students have grown increasingly different from their predecessors.',"Students’ majors have shifted dramatically in recent years. At the school described in the Atlantic not so long ago as the “last bastion” of people who read, the humanities and arts are declining at least as quickly as at peer institutions. This decline touches all but three humanities majors. The rest are proportionally smaller than they were 20 years ago.","At the same time, the economics major has experienced unprecedented growth. Last year, over 40 percent of students graduated with a degree in economics—double the share from 20 years ago. The most obvious culprit is the business economics specialization introduced in 2018.","The business economics specialization—affectionately referred to as “Bizcon” by students—adds Booth School of Business classes to the standard economic major’s curriculum with the goal of providing students with career-related skills in economics without the mathematical rigor of the standard economics track. It shares no required classes with its standard track counterpart, setting it apart from specializations in other majors.","At least in terms of enrollment numbers, the specialization has been a resounding success. Data from the Department of Economics, shared with the Maroon under an agreement not to publish precise numbers, shows that the total number of students in the standard track has decreased since 2018, even as the population of the College as a whole has grown. Today, the economics major offers three tracks—with a fourth politics and policy track to come. But well over half of economics majors opt for the business specialization.","The University offers itself as an alternative to its pre-professionally focused peer institutions. Indeed, Chicago touts its substantial general education requirements and advertises an intellectual culture to prospective students.","However, the rapid expansion of the economics major is unique to Chicago. Rather than bringing it in line with the Ivy Plus, the growth has launched Chicago to the top of the pre-professional pack. Today, the economics major at Chicago is as large as the combined finance, business, and economics majors at the University of Pennsylvania, a school long viewed as pre-professionally oriented.","Professors are taking note. Sarah Newman, a professor in the Department of Anthropology, had a particular notion of the typical UChicago student before coming to campus. She imagined them as “very quirky, very intellectual… interested in deep thinking and a little bit of a classical education.” But as a faculty member since 2019, and now as director of undergraduate studies for her department, she has seen things change.","“Even in the time that I’ve been here, there’s been a shift towards basically pre-professionalization,” Newman remarked. This change is not universal, and Newman knows students who fit the “original Chicago” mold. But to her, more and more, students are thinking not about whether they enjoy their classes but rather about what boxes those classes will check. “It’s very much like people are thinking that the college years are just a stepping stone to the next real thing.”","For some students, the result is a student body that falls short of their expectations. “I think I’ve had to be more intentional about finding those niches and people and spaces where the discussion is still very much alive,” said fourth-year Ruby Velez, a human rights and Law, Letters, and Society (LLSO) double major. “Not to say that it doesn’t exist, but I think you have to look for it more than I thought you would have had to.”","This pre-professionalization is epitomized in the curriculum of the business economics specialization. The appeal of Booth classes is the skills they provide, according to third-year business economics major Yero Diamanka. “Unlike in the College, classes in Booth are so applicable,” he said. “For marketing management, we get cases every single week on a company that we chose. At the end, we have to pick a company and add a new business line, [then] do all of the modeling and all of the financial stuff.”","This pre-professionalism isn’t contained to the Charles M. Harper Center. “The job fair this fall was a total mess,” said Ethan Jick, a fourth-year astrophysics and business economics major. He recalled attending Career Advancement’s annual fair in Ida Noyes Hall this September, standing in a sea of students modeling various interpretations of business casual. “There [were] probably many hundreds of kids in there, a bunch of employers, and... long lines. Half of [the employers] weren’t even hiring,” he added.","This mindset is directly affecting students’ major decisions. When Vincent Li, now a fourth-year, came to the University, he wanted to major in human rights and become a human rights lawyer, but his friends quickly persuaded him that there was no way to justify such a career given the tuition he was paying. “‘You have to be an investment banker or a consultant,’” he recalled them saying. “‘It doesn’t really make sense that you’re spending $80k and then pursuing something that doesn’t pay off financially.’” Now a business economics and LLSO major, Li plans to go into consulting after graduation."],q2="The Rise of Business Economics",Ea=["There is a fiefdom in Saieh Hall, and it’s growing. Next to the hallway with the faded sepia photos of Ph.D. students past, home to administrator of legend Julie Wong, sits the undergraduate economics wing. Over this past winter break, the University embarked on renovations, intending to make room for more instructional professors by shrinking existing offices. When I was down there recently, I saw one temporarily evicted instructional professor lugging a monitor and pogo stick out of his office.","The expansion, prompted by growing demand for the business economics major, is part of a broader surge in the department’s instructional faculty hiring. The headcount of these instructors has more than quintupled, increasing from just four in 2001 to more than 20 today. Kanit Kuevibulvanich, the professor with the pogo stick, taught 545 students in the Principles of Macroeconomics course for business economics this academic year. He is just one instructor: overall 2,088 students enrolled in the introductory micro- and macroeconomics courses taught in Kent Chemical Laboratory, a building whose lecture halls have transformed it into the cathedral of business economics.","The growth that brought economics to this point has been “explosive,” Victor Lima, codirector of undergraduate studies in the Department of Economics, told me. “It’s been tough adapting… and we really haven’t been able to keep up.” To put this size in context, the two introductory courses in computer science, the second-largest major on campus, are less than half the size of the introductory economics classes.","Kevin Guo, a third-year studying business economics and LLSO, put his economic training to use when prescribing a cure for the enrollment issues faced by his major: “They can reduce demand, which is to make the major harder, or they can increase supply, which is to just hire more professors.”","Lima agreed with Guo’s framing. “As the demand for the degree grows, you have to increase the supply.” He described the business economics major as having “reduced the entry cost of the degree.” No longer must students complete a yearlong sequence in economic theory and a year of statistics and econometrics before moving on to electives. Now, after completing just two introductory economics courses, Lima says students are free to go in “a bunch of different directions.”","One consequence of these lower costs is that students may be funneled into business economics out of a fear of more technical coursework, rather than because the specialization is a better fit. Describing his decision to choose business economics, Li said that he was “a little scared of economics.” He went on to say that he has since taken some classes in the standard track. “I don’t find them as challenging as I expected. So, if I didn’t have that sort of irrational fear coming in, maybe I would have chosen the standard econ track.”","The new economics students often come from a variety of other fields, including the arts and humanities. Like business economics, these fields do not require advanced math, and many of their students enter consulting after college. Third-year Audrey Hui, who is majoring in business economics and media arts and design, said that, if business economics didn’t exist, she could have “been pretty happy as an English or creative writing major” and would have still planned to do consulting after college. Students like Hui who may have previously majored solely in English or other humanities disciplines are now choosing business economics. This may explain why, after remaining roughly constant for several years after 2012, the number of arts and humanities majors has declined by 15 percent since the establishment of the business economics specialization.","Perhaps the major which has lost the most students to business economics is public policy. After steadily growing since 2005, public policy has declined steeply since 2018—the year business economics launched. The 50 percent decline was more than any other major. Last month, perhaps in an effort to increase enrollment in public policy classes, the economics major announced a new specialization in politics and policy starting in the 2026–27 academic year, in partnership with the Harris School of Public Policy. The track requires taking two classes offered through Harris.","The exodus from public policy alongside the growth of business economics could stem from the shared intellectual style of these majors. Both are quantitative social sciences that don’t require calculus, making them available to a broader range of students. They also orient themselves toward applied problems, albeit ones of different natures. This contrasts the theoretical or critical debates that drive other social science disciplines such as sociology and anthropology.","One could imagine that the growth of the economics major is the product of an effort on the part of admissions officers to admit a new “type” of student to the University. This type of student is less quirky and intellectual: think undergraduate finance club, then investment banking in New York City, then private equity or venture capital. But, if that were the goal, selecting students by their prospective major would be a poor way to achieve it. Applicants often strategically lie about their intended major to improve their admissions chances. Believing that the University looks to populate the class with a diverse set of majors, they might present, for instance, as sociology or global studies majors, when they actually intend to major in business economics. Furthermore, many students depart from their intended major without any prior intent to do so as they develop a better understanding of themselves in college.","However, the difficulty of selecting students based on majors does not preclude a more subtle version of the strategy to change the College. Even if the University isn’t explicitly selecting for a different type of student, changes it has made to the College might attract a different set of applicants, crowding out those who fit the more traditional archetype of a UChicago student. Two such moves are the creation of the business economics specialization and the expansion of the Career Advancement office—which features prominently on the admissions website. And although leading with “Student Success Beyond the Classroom” on that website might help reassure parents that UChicago will provide their children the career resources they need, it seems hard to imagine that this doesn’t also attract students that are themselves more focused on their post-college career.","Another potential cause of these changes lies outside of the University’s control. Professor Peggy Heffington, associate director of undergraduate studies in the Department of History, told me that she hears “students talking about a return on investment.” This cost-benefit thinking, a recurrent theme in my interviews with professors, comes at a time when students are facing rising tuition bills and a worsening entry-level job market. The resulting career anxiety may have made the business economics specialization an increasingly attractive option for those seeking both prestige and security.","These wider economic concerns are causing students to reevaluate the value proposition of the humanities. “I did not apply Marx to my job,” quipped Nancy Martinez, a fourth-year majoring in business economics, when asked whether the classes she had taken were useful at her consulting internship last summer.","This reevaluation leads to students prioritizing career preparation over the enjoyment of their classes. After Diamanka secured an internship, he decided to add a minor in Molecular Engineering. “I was like, ‘I’m fine now,’ [so] now I’ll do something that actually interests me.” It seems that many students are majoring in economics despite their lack of interest in the subject. Kaisen Krishnamurthy, a first-year prospective economics major, speculated that some of his friends who plan to study economics are doing it just because “they want to have a financially stable major.”","But even if students do find economics interesting, career benefits are often a crucial consideration. “I didn’t want to do anything in the humanities, because I think that I’m a pretty practical person,” Martinez said. “I wanted to have a degree that would somehow be able to actually help me post-college.” She added that being a first-generation, low-income student reinforced this mindset. “I feel like there was an added pressure that my parents never really put on me, but [that] I put on myself, to make sure that going to college was worth it and that their struggles and their sacrifices would amount to something.”","In 2024, 98 percent of graduates expected to receive offers for employment, graduate school, or another post-college opportunity, compared to a national average of 86 percent. Is an acute fear of joblessness really the primary driver of these changes? While it might be part of the story for some students, the decision to major in economics may be driven less by economic anxiety than a desire for a high-status, well-paying career. “Yes, finance is boring. Yes, it’s not the best thing. But I think there is a lot of power in finance,” Diamanka said.","However, at this point the data presents a puzzle: if business economics is useful for landing jobs in finance, and students are majoring in business economics to get these lucrative jobs, then we would expect the share of students working in this industry to increase. But the share of students working in finance and business after graduating from Chicago has not changed since the introduction of the business economics specialization in 2018.","One explanation for this puzzle is that students overestimate the importance of their major for getting these jobs, believing that having business economics on their resume, an easier workload, and the extra time for recruiting will give them a competitive advantage in the hiring process. In reality, for target schools—schools like UChicago, from which finance industries actively recruit—a student’s major is far less important than their relevant experience and enrollment in specific classes such as financial accounting and corporate finance. If the signal that comes with business economics doesn’t improve students’ ability to land these jobs, then we would not expect to see the number of students going into these industries rise even as the number of business economics majors rise. And, in fact, the University is not seeing an increase.","Furthermore, at least to some students, business economics may not be about academics or the signal so much as the peer network. For Diamanka, choosing a career came before choosing a major. Once he decided he was going to do finance, business economics became the natural choice. “I knew I wasn’t going to get the skills I needed for the job, but it’s more so about being in the finance bubble,” he said. “You’re taking the same classes, you’re then going to recruit together, then post-recruiting, and then going through the job.”","Other students think the focus on business economics for finance is misguided in a deeper sense. Shravan Hari, a third-year triple majoring in economics, mathematics, and statistics, said that standard economics provides a better preparation for careers in business and finance than business economics. “If you want to do anything in finance, you are probably better off learning all the economic theory in standard econ and then doing what you want with it post-graduation,” he said. In this view, the focus on pre-professionalism—and the move away from a liberal arts education—might be all for naught."],J2="“A Symptom of Something Much Deeper”",Js=["Before John D. Rockefeller had even agreed to fund the University, debates began over the identity of the soon-to-be institution. These debates centered on whether the new institution would be a four-year liberal arts college or a full-fledged research university, rivaling the Ivy League schools 800 miles to its east. The latter vision ultimately won out, and its primary advocate, William Rainey Harper, would be inaugurated as the school’s first president in 1891.","This clash, recounted at length in Boyer’s The University of Chicago: A History, gave way to fresh debate in 1931. The University introduced its first general education curriculum—the New Plan—built around five yearlong lecture-based sequences and end-of-year examinations. In Boyer’s telling, the New Plan marked the “beginning of an extraordinary odyssey” for the College.","But the curriculum soon faced criticism. Robert Maynard Hutchins, who ironically was instrumental to the creation of the New Plan, argued alongside others that it had caused an “information disease” to infect the University. Hutchins and his allies moved to modify the New Plan so that the curriculum focused not on conveying knowledge but on teaching students how to approach problems, read and write critically, and understand the assumptions upon which arguments rest. In practice, this meant a culture of small-group learning, regular feedback and participation, and a humanistic (rather than scientific) approach. These are the pillars of a liberal arts education.","Around this time, the hyper intellectual culture of the College began to solidify. During the curriculum battles, proponents of each side debated whether facts or ideas should reign supreme in front of hundreds of students in Mandel Hall. Then, in 1939, in a moment that has become more than a little clichéd, Hutchins abolished the football program as further means of cementing this culture.","The Chicago approach to education—an approach that states that knowing how to think is more valuable than knowing any set of skills or facts—forcefully emerged during this decade.","To some today, this approach disregards modern-day realities. “I think that it’s nice that they emphasize a well-rounded knowledge,” Martinez said. “That being said, I think that, if the Core continues to exist, it should be minimized… It can be a slight imposition, especially for a lot of students I know who are very ambitious and want to do all these majors and minors.”","Rather than the foundation of an education, some students see the Core as a secondary set of requirements, an impediment to be maneuvered around. “I think if it imposes on students’ ability to actually take advantage of the four years that they’re here and take classes that they want to be in, not that are forced upon them, then I think it can be harmful,” Martinez said.","While some might lament that this perspective has now taken hold among students, claims of a deteriorating intellectual and academic culture are not new to the University. In the 1990s, when the school set out to improve the undergraduate experience by reforming the Core and investing in student buildings like Ratner Athletic Center and the Reynolds Club, many expressed fears about the demise of the University’s “life of the mind” ethos.","Although the reforms passed, there was pushback from many in the University community, and people outside of Hyde Park took notice. “The core controversy is only a symptom of something much deeper: a rapidly changing institutional self-image and intellectual culture,” read one editorial in the Wall Street Journal. The New York Times wrote that, “with colleges today increasingly viewed as employment credentialing stations, students as customers, and learning for its own sake as a quaint idea whose time has passed, the University of Chicago finds itself a victim of its own high-mindedness and a painful identity crisis.”","Since its inception, the University has faced tensions between contrasting visions of itself. In these struggles, change acts as a Rorschach test: the school’s identity has always been up for grabs. But 30 years in, as we enter the late stages of the pre-professional angst that these writers began to identify in the ’90s, the changing student body and the rise of business economics are bringing these fears to fruition."],Z2="The Humanities Falling in Line",Zs=["I had missed my first meeting with Newman, so I got to Haskell Hall early for our second one. While waiting, I sat in a corner armchair on the mezzanine level, where the low ceilings and warm light made the space as cozy as a public building can reasonably be. A woman approached me and introduced herself—she was a professor in the department. “What’s your name? I haven’t seen you around here,” she said. I explained that I wasn’t an anthropology major (no, not a prospective one either) and that I was there to talk with Newman.","The anthropology major has always been small, but it is half the size today that it was 20 years ago. Other humanities and social science departments share a similar arc. Political science and English language and literature, which together used to account for around a fifth of the undergraduate student body, have declined more than 50 percent over the past two decades.","In line with economic explanations, the decline in humanities majors at Chicago began with those entering the College around the 2008 financial crisis. The decline in humanities enrollments also appears around this time when examining enrollment at other universities and colleges across the country.","Decreased interest in humanities doesn’t mean that students see no value in a liberal arts education. Diamanka ended up choosing UChicago over the University of Pennsylvania and Stanford University because of the University’s liberal arts education. “[When] you’re at the College, you can do anything you want—it’s easier to find out what [you’re] actually interested in, and I think the Core helped me do that,” he said. Hui echoed his sentiment, noting that “the Core really did appeal to me because I could do a lot of different stuff.”","Additionally, many business economics majors still find the thought of studying at an undergraduate business school unappealing. Hui said she would have been unhappy had she gone to a pre-professional business school and been forced to specialize earlier. “They do Excel-type classes and [I think] that would have been an awful fit for me.”","When asked about these trends, Katelyn Yoshimoto, senior director of College communications, also emphasized how important the Core is to the College’s educational curriculum. “Through the general education and Core requirements, students are brought into contact with foundational knowledge, approaches, and questions across disciplines,” she wrote in an email to the Maroon. “All majors within the College—including economics—are designed as part of a liberal arts education.”","In light of this enduring appreciation for the liberal arts, how do the trends at Chicago compare to other elite institutions? There are two ways to answer this question: look at the share of students or the share of degrees awarded. This first metric—which has been used throughout this piece—shows that UChicago consistently remains above its peer institutions in terms of enrollment in the arts, humanities, and non-economics social sciences.","But the second metric shows that UChicago is quickly converging with its peers. Relative to 20 years ago, the gap in the share of degrees awarded in the humanities, arts, and social sciences (excluding economics) between the University and other Ivy Plus schools has declined by half.","These measures lead to different conclusions because of how they account for double majors. The growth of business economics makes all other majors take up a smaller share of total degrees. However, any growth in business economics that comes from students adding it as a second major does not directly affect the share of students majoring in the humanities, or any other field.","Despite their differences, both measures show that UChicago has been as vulnerable to declines in the humanities as other elite institutions."],eS="“It’s Just Kind of Silly”",el=["Did you know that “sneeze” was originally spelled “fnese”? If you walked by a certain poster advertising the History of the English Language course last fall, you certainly do. Aside from a few departments in the social sciences division, advertising classes is a phenomenon unique to the arts and humanities. Professors fight hard for students’ attention, both across and within departments. Majors like chemistry and economics don’t need to market their courses to students. In fact, every quarter the economics listhost comes alive with advertisements for classes in the humanities, social sciences, and arts departments that can count toward the perspectives requirement of the business economics major, which can be fulfilled by taking a class not housed in the economics department or the business school.","The desire, and even need, to appeal to students bleeds into the substance of the fields themselves; it has, at least in part, shaped the trajectory of these disciplines over the past decades. “I think of the humanities as having been very progressive, trying to be up to date with the internal knowledge of the discipline but also to be more appealing to students,” said W. J. T. Mitchell, the Gaylord Donnelley Distinguished Service Professor of English Language and Literature, Art History, and the College. “I think we’re really trying to keep them interested by going to where they are.”","Heffington said that the Department of History has been meeting to determine what types of classes to offer in response to the shift in students’ interest. “You teach very different classes to attract hardcore history majors versus attracting the broadest swath of people,” she said.","This attitude is evident in the College course catalog itself. It teems with classes such as Introduction of Philosophy through Taylor Swift or Reality TV in East Asia and Beyond. Even if these are extreme cases, for some students they represent a broader category of classes in the humanities. These classes are ostensibly trying to meet students where they are. They do so by crafting a subtle argument for their own relevance in an age that demands a high return on investment. But these moves can be viewed as a signal that the fields have ceased to treat themselves as academically serious, which perhaps, ironically, hastens their decline.","For Elizabeth Eck, a fourth-year double majoring in English language and literature and Fundamentals: Issues and Texts, there are many English classes that she says could be interesting but which are “advertised in a way that is completely unappealing” to her. Furthermore, she finds that many classes are “overly niche and specific” and study works that she does not believe merit academic attention. She recalled one class—Water Worlds—where they watched James Cameron’s Avatar. “Why would you do that in a class?” she asked. “It’s just kind of silly.”","For Eck, this lack of rigor contrasts with English classes that take authors and their works seriously. By her standards, this means either engaging with the Western canon or giving new works genuine consideration, rather than what she sees as cheapening them through references to popular culture. These are “serious classes that are about serious writers,” she said. Think of offerings like Shakespeare: Tragedies and Romances or American Literature: Fictions of National Identity, or just Poetry.","Another approach to dealing with the decline of the humanities, not unlike something that could have been cooked up by economists in Saieh Hall, has been lowering the time for completion. This has taken many forms, including shrinking major requirements. Archived versions of the course catalog show that half of arts and humanities major pathways have decreased the number of required courses since 2005, compared with 10 percent of majors in the physical sciences division. The Department of History also created the colloquium track, which Heffington says has very few strict requirements and is designed for double majors.","These reforms come at a time when double majoring has become increasingly popular and has partially buoyed the arts and humanities’ decline. “The thing saving us is the share of double majors,” Heffington said. When looking only at primary majors—students with multiple majors designate one as their primary field of study—the enrollment numbers for the arts and humanities at UChicago are much starker, having halved in size since 2005.","Students are also at least partially a driving force behind these changes. The allied fields track in the philosophy department, which allows students to take six electives, only one of which is required to be in the philosophy department, has existed since at least 1995 but has garnered greater interest in recent years. When he started teaching at UChicago in 2019, Tyler Zimmer, director of undergraduate studies in the Department of Philosophy, said that he was the one promoting the allied fields track to students who had never heard of it. Now, the roles are changing: “I have students approaching me about it because they know somebody who’s doing it and recommended it,” he said.","One way of looking at this evidence shows a clear path forward: refocus attention on “serious” work. Fundamentals had double the applicants last year, while the English major continued to shed students. Eck attributed this to the fact that, in her estimation, “Fundamentals offers an outlet for people who want to do a serious kind of textual study.”","Additionally, departments could consider adding a track to their majors that increases the ease of double majoring. The philosophy and history departments, with their tracks designed to supplement a primary major, have maintained steady shares of students over the past decade, and, according to Heffington, the Department of History has even seen an increase in undergraduates choosing to write theses.","But this kind of analysis can be misleading, and causal claims are always fraught with confounders. The Fundamentals major might be doing so well because it offers serious textual study, but it could also be growing because it creates a small and intimate cohort of like-minded students. And Zimmer, at least, is skeptical that an individual department can significantly affect students’ choices. “What if these bigger structural forces are at work?” he said, referring to attacks on higher education and the humanities in national politics. “You might be able to do things that mitigate their effects, but… there might be some parts of it that we can’t control.”","At the same time, the changes to the structure of these majors are also likely to carry a cost of their own. Some professors worry that creating tracks designed for double majors and reducing major requirements cheapens their disciplines. Heffington explained that faculty members lament that the new colloquium track of the history major does not train students to think in terms of a “historical perspective.” She says that the department’s desire to attract students is often in tension with the total freedom they want to give professors, particularly as it is becoming difficult to justify classes with just one student enrolled. “We are thinking about how to balance that intellectual and pedagogical freedom against the need to attract students.”"],tS="An Uncertain Future",tl=["With last year seeing the second largest year-to-year increase in students pursuing the economics major to date, there is no sign of its growth slowing down. To Lima, this makes sense. “The way we teach it here, based on Gary Becker’s economic approach… [makes it so] the degree is very general, very portable. You can do a lot of different things with it. I think students recognize that benefit.”","This broad applicability, according to Mitchell, is supposed to be the selling point of a liberal arts education, and of the humanities in particular. This is especially true when it is becoming increasingly difficult to predict what set of skills will be valuable. “I especially feel sorry for students who are obsessed with calculating the future, which is always going to be uncertain, but more so now,” said Mitchell, citing advances in AI and high unemployment rates among computer science majors as an example. “I gather that a lot of students who were hedging their bets and majored in computer science were having great difficulty finding a job this year because AI can take over all those jobs.”","According to Mitchell, it is important to be adaptable and to have a set of skills that can be useful in numerous environments. “A lot of people would like to just turn the University into a vocational institute, preparing people for jobs,” he said. “But that doesn’t prepare them for life.”","The uncertainty that Mitchell describes could present an opportunity for the liberal arts. If students are unable to achieve economic security with these pre-professional moves, they may revert back to the old Chicago-style methods and pursue majors that they are truly interested in.","But if the rapidly changing world demonstrates the value of the liberal arts, this data shows no sign that students are responding accordingly. The computer science major has continued to grow since 2005, and there is scant evidence suggesting an imminent rebound in humanities enrollment. For Lima, it’s not unreasonable to imagine the economics major growing until it consumes the entire College—until all the roughly 2,000 students in each graduating class are economics majors. Everyone will get “a business degree, or an economics degree of some sort, and then they do what they really want to do,” he said. “In that world, it ends with 2,000.”"],nS="Methodology",rS="The Data",iS="Where does the data come from?",aS=["The data in this piece primarily comes from the National Center for Educational Statistics (NCES), which is an agency within the U.S. Department of Education that collects and analyzes data on U.S. education. The specific data comes from the Integrated Postsecondary Education Data System (IPEDS), which combines data from multiple annual surveys from all colleges, universities, and technical and vocational institutions that participate in federal student financial aid programs. This encompasses nearly all institutions of higher education in the U.S.",'This piece uses the survey on completions, a dataset about the students who receive degrees. This data provides the number of students graduating in a given year that received a degree in a specific "program," which in the case of this piece is equivalent to a specific major. The survey on completions counts separately the number of primary majors and secondary majors, a designation students assign to each major when they have multiple majors. At the University of Chicago, this is done in my.uchicago when one declares their majors. Unless otherwise noted, secondary and primary major numbers are combined.',"These majors are classified according to the NECS’s Classification of Instructional Programs (CIP). These are six-digit codes which provide detailed information of the type of major. For example, code 45.06XX houses economics, under which the economics major at the University of Chicago is classified as 45.0603.","Along with the CIP codes, the piece also uses a classification from the National Academy of Arts and Sciences’s Humanities Indicator project to group CIP codes into categories such as humanities, social sciences, visual and performing arts, et cetera.","The piece also uses University of Chicago–specific data to better understand the economics major. This includes data provided by the Kenneth C. Griffin Department of Economics on the number of graduates in each track of the economics major from academic year (AY) 2018–19 to AY2024–25. This data was provided on the condition that quantitative results were not published. Thus, the piece only contains information on relative sizes and trends rather than specific shares or numbers. Data on the number of economics graduates in AY2024–25 was obtained from the 2025 convocation program. The count was verified with the economics department data.","Class enrollment data comes from the registrar’s website. Data on the number of requirements for each major in the 2005–06 school year comes from historical versions of the course catalog.",`Data on student outcomes comes from past versions of the Career Advancement website, which were accessed using the Wayback Machine. Data from 2018 to 2020 was not available and data from 2021 to 2022 was presented as an average over these two years. Additionally, the reported post-graduation industries change throughout the past decade. For instance, due to a reclassification in 2024, students in the "corporate" category, a sector that is included in other years, are not included. Despite these measurement challenges, under the most conservative assumptions, the data still shows that there has not been an increase in the share of students working in finance and business industries since 2018.`],oS="Sample Construction",sS="What schools and which years are included in the data?",lS=["The primary IPEDS sample used for this piece contains the Ivy Plus institutions (the Ivy League, plus Stanford, MIT, Duke, and UChicago). This data spans AY2005–06 through AY2023–24, the most recent year of available data."],uS="Classification",cS="How are majors classified as part of the humanities, arts, or social sciences?",fS=["Much of the analysis in this piece considers groups of majors rather than specific majors. The arts and humanities’ classification comes from the Humanities Indicators, which can be found in the GitHub repository. Arts and humanities majors are majors whose CIP codes fall under either the Humanities or the Fine & Performing Arts category. Note that this grouping classifies the history major as part of arts and humanities rather than the social sciences, where history falls at UChicago.","The Humanities Indicators classification is not used for the social sciences, as this classification does not have a clean mapping. Instead, a manual classification was created, which can be found in the repository.",'Note that this piece always considers economics separately from all other social sciences. In the piece, this is specified as either referring to this grouping as the "other social sciences" or explicitly referred to as "social sciences, excluding economics."'],dS="Measurement",hS="How is the size of a major measured?",mS=["There are two primary ways that the size of majors is measured: share of students and share of degrees. Share of students in major X is calculated as the number of students with major X divided by the number of graduating students. Share of degrees in major X is calculated as the number of degrees of major X divided by the number of total degrees. The piece primarily uses the share of students, although it sometimes uses the share of degrees.","When measuring a major’s prevalence using the share of students, growth in other majors through double majoring does not affect the statistic. 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Business economics.","All the while, the humanities and arts have been steadily declining."],qs=["The University of Chicago is having an identity crisis. It’s been going on for more than a hundred years, but now things feel different.","The University has long faced questions about its ability to maintain an intellectually serious liberal arts college within the apparatus of a large research university. For John Boyer, former dean of the College and a fixture at the University for over 50 years, hearing complaints from students about this tension is an annual ritual.",'He hears, “‘I’m a third- or fourth-year student. I’ve heard that the new first-year class is very different. They’re not worthy of the College; they’re more pre-professional, more vocationally oriented,’” he recounted to the Maroon last spring. But, at least for the past decade, students have grown increasingly different from their predecessors.',"Students’ majors have shifted dramatically in recent years. At the school described in the Atlantic not so long ago as the “last bastion” of people who read, the humanities and arts are declining at least as quickly as at peer institutions. This decline touches all but three humanities majors. The rest are proportionally smaller than they were 20 years ago.","At the same time, the economics major has experienced unprecedented growth. Last year, over 40 percent of students graduated with a degree in economics—double the share from 20 years ago. The most obvious culprit is the business economics specialization introduced in 2018.","The business economics specialization—affectionately referred to as “Bizcon” by students—adds Booth School of Business classes to the standard economic major’s curriculum with the goal of providing students with career-related skills in economics without the mathematical rigor of the standard economics track. It shares no required classes with its standard track counterpart, setting it apart from specializations in other majors.","At least in terms of enrollment numbers, the specialization has been a resounding success. Data from the Department of Economics, shared with the Maroon under an agreement not to publish precise numbers, shows that the total number of students in the standard track has decreased since 2018, even as the population of the College as a whole has grown. Today, the economics major offers three tracks—with a fourth politics and policy track to come. But well over half of economics majors opt for the business specialization.","The University offers itself as an alternative to its pre-professionally focused peer institutions. Indeed, Chicago touts its substantial general education requirements and advertises an intellectual culture to prospective students.","However, the rapid expansion of the economics major is unique to Chicago. Rather than bringing it in line with the Ivy Plus, the growth has launched Chicago to the top of the pre-professional pack. Today, the economics major at Chicago is as large as the combined finance, business, and economics majors at the University of Pennsylvania, a school long viewed as pre-professionally oriented.","Professors are taking note. Sarah Newman, a professor in the Department of Anthropology, had a particular notion of the typical UChicago student before coming to campus. She imagined them as “very quirky, very intellectual… interested in deep thinking and a little bit of a classical education.” But as a faculty member since 2019, and now as director of undergraduate studies for her department, she has seen things change.","“Even in the time that I’ve been here, there’s been a shift towards basically pre-professionalization,” Newman remarked. This change is not universal, and Newman knows students who fit the “original Chicago” mold. But to her, more and more, students are thinking not about whether they enjoy their classes but rather about what boxes those classes will check. “It’s very much like people are thinking that the college years are just a stepping stone to the next real thing.”","For some students, the result is a student body that falls short of their expectations. “I think I’ve had to be more intentional about finding those niches and people and spaces where the discussion is still very much alive,” said fourth-year Ruby Velez, a human rights and Law, Letters, and Society (LLSO) double major. “Not to say that it doesn’t exist, but I think you have to look for it more than I thought you would have had to.”","This pre-professionalization is epitomized in the curriculum of the business economics specialization. The appeal of Booth classes is the skills they provide, according to third-year business economics major Yero Diamanka. “Unlike in the College, classes in Booth are so applicable,” he said. “For marketing management, we get cases every single week on a company that we chose. At the end, we have to pick a company and add a new business line, [then] do all of the modeling and all of the financial stuff.”","This pre-professionalism isn’t contained to the Charles M. Harper Center. “The job fair this fall was a total mess,” said Ethan Jick, a fourth-year astrophysics and business economics major. He recalled attending Career Advancement’s annual fair in Ida Noyes Hall this September, standing in a sea of students modeling various interpretations of business casual. “There [were] probably many hundreds of kids in there, a bunch of employers, and... long lines. Half of [the employers] weren’t even hiring,” he added.","This mindset is directly affecting students’ major decisions. When Vincent Li, now a fourth-year, came to the University, he wanted to major in human rights and become a human rights lawyer, but his friends quickly persuaded him that there was no way to justify such a career given the tuition he was paying. “‘You have to be an investment banker or a consultant,’” he recalled them saying. “‘It doesn’t really make sense that you’re spending $80k and then pursuing something that doesn’t pay off financially.’” Now a business economics and LLSO major, Li plans to go into consulting after graduation."],q2="The Rise of Business Economics",Ea=["There is a fiefdom in Saieh Hall, and it’s growing. Next to the hallway with the faded sepia photos of Ph.D. students past, home to administrator of legend Julie Wong, sits the undergraduate economics wing. Over this past winter break, the University embarked on renovations, intending to make room for more instructional professors by shrinking existing offices. When I was down there recently, I saw one temporarily evicted instructional professor lugging a monitor and pogo stick out of his office.","The expansion, prompted by growing demand for the business economics major, is part of a broader surge in the department’s instructional faculty hiring. The headcount of these instructors has more than quintupled, increasing from just four in 2001 to more than 20 today. Kanit Kuevibulvanich, the professor with the pogo stick, taught 545 students in the Principles of Macroeconomics course for business economics this academic year. He is just one instructor: overall 2,088 students enrolled in the introductory micro- and macroeconomics courses taught in Kent Chemical Laboratory, a building whose lecture halls have transformed it into the cathedral of business economics.","The growth that brought economics to this point has been “explosive,” Victor Lima, codirector of undergraduate studies in the Department of Economics, told me. “It’s been tough adapting… and we really haven’t been able to keep up.” To put this size in context, the two introductory courses in computer science, the second-largest major on campus, are less than half the size of the introductory economics classes.","Kevin Guo, a third-year studying business economics and LLSO, put his economic training to use when prescribing a cure for the enrollment issues faced by his major: “They can reduce demand, which is to make the major harder, or they can increase supply, which is to just hire more professors.”","Lima agreed with Guo’s framing. “As the demand for the degree grows, you have to increase the supply.” He described the business economics major as having “reduced the entry cost of the degree.” No longer must students complete a yearlong sequence in economic theory and a year of statistics and econometrics before moving on to electives. Now, after completing just two introductory economics courses, Lima says students are free to go in “a bunch of different directions.”","One consequence of these lower costs is that students may be funneled into business economics out of a fear of more technical coursework, rather than because the specialization is a better fit. Describing his decision to choose business economics, Li said that he was “a little scared of economics.” He went on to say that he has since taken some classes in the standard track. “I don’t find them as challenging as I expected. So, if I didn’t have that sort of irrational fear coming in, maybe I would have chosen the standard econ track.”","The new economics students often come from a variety of other fields, including the arts and humanities. Like business economics, these fields do not require advanced math, and many of their students enter consulting after college. Third-year Audrey Hui, who is majoring in business economics and media arts and design, said that, if business economics didn’t exist, she could have “been pretty happy as an English or creative writing major” and would have still planned to do consulting after college. Students like Hui who may have previously majored solely in English or other humanities disciplines are now choosing business economics. This may explain why, after remaining roughly constant for several years after 2012, the number of arts and humanities majors has declined by 15 percent since the establishment of the business economics specialization.","Perhaps the major which has lost the most students to business economics is public policy. After steadily growing since 2005, public policy has declined steeply since 2018—the year business economics launched. The 50 percent decline was more than any other major. Last month, perhaps in an effort to increase enrollment in public policy classes, the economics major announced a new specialization in politics and policy starting in the 2026–27 academic year, in partnership with the Harris School of Public Policy. The track requires taking two classes offered through Harris.","The exodus from public policy alongside the growth of business economics could stem from the shared intellectual style of these majors. Both are quantitative social sciences that don’t require calculus, making them available to a broader range of students. They also orient themselves toward applied problems, albeit ones of different natures. This contrasts the theoretical or critical debates that drive other social science disciplines such as sociology and anthropology.","One could imagine that the growth of the economics major is the product of an effort on the part of admissions officers to admit a new “type” of student to the University. This type of student is less quirky and intellectual: think undergraduate finance club, then investment banking in New York City, then private equity or venture capital. But, if that were the goal, selecting students by their prospective major would be a poor way to achieve it. Applicants often strategically lie about their intended major to improve their admissions chances. Believing that the University looks to populate the class with a diverse set of majors, they might present, for instance, as sociology or global studies majors, when they actually intend to major in business economics. Furthermore, many students depart from their intended major without any prior intent to do so as they develop a better understanding of themselves in college.","However, the difficulty of selecting students based on majors does not preclude a more subtle version of the strategy to change the College. Even if the University isn’t explicitly selecting for a different type of student, changes it has made to the College might attract a different set of applicants, crowding out those who fit the more traditional archetype of a UChicago student. Two such moves are the creation of the business economics specialization and the expansion of the Career Advancement office—which features prominently on the admissions website. And although leading with “Student Success Beyond the Classroom” on that website might help reassure parents that UChicago will provide their children the career resources they need, it seems hard to imagine that this doesn’t also attract students that are themselves more focused on their post-college career.","Another potential cause of these changes lies outside of the University’s control. Professor Peggy Heffington, associate director of undergraduate studies in the Department of History, told me that she hears “students talking about a return on investment.” This cost-benefit thinking, a recurrent theme in my interviews with professors, comes at a time when students are facing rising tuition bills and a worsening entry-level job market. The resulting career anxiety may have made the business economics specialization an increasingly attractive option for those seeking both prestige and security.","These wider economic concerns are causing students to reevaluate the value proposition of the humanities. “I did not apply Marx to my job,” quipped Nancy Martinez, a fourth-year majoring in business economics, when asked whether the classes she had taken were useful at her consulting internship last summer.","This reevaluation leads to students prioritizing career preparation over the enjoyment of their classes. After Diamanka secured an internship, he decided to add a minor in Molecular Engineering. “I was like, ‘I’m fine now,’ [so] now I’ll do something that actually interests me.” It seems that many students are majoring in economics despite their lack of interest in the subject. Kaisen Krishnamurthy, a first-year prospective economics major, speculated that some of his friends who plan to study economics are doing it just because “they want to have a financially stable major.”","But even if students do find economics interesting, career benefits are often a crucial consideration. “I didn’t want to do anything in the humanities, because I think that I’m a pretty practical person,” Martinez said. “I wanted to have a degree that would somehow be able to actually help me post-college.” She added that being a first-generation, low-income student reinforced this mindset. “I feel like there was an added pressure that my parents never really put on me, but [that] I put on myself, to make sure that going to college was worth it and that their struggles and their sacrifices would amount to something.”","In 2024, 98 percent of graduates expected to receive offers for employment, graduate school, or another post-college opportunity, compared to a national average of 86 percent. Is an acute fear of joblessness really the primary driver of these changes? While it might be part of the story for some students, the decision to major in economics may be driven less by economic anxiety than a desire for a high-status, well-paying career. “Yes, finance is boring. Yes, it’s not the best thing. But I think there is a lot of power in finance,” Diamanka said.","However, at this point the data presents a puzzle: if business economics is useful for landing jobs in finance, and students are majoring in business economics to get these lucrative jobs, then we would expect the share of students working in this industry to increase. But the share of students working in finance and business after graduating from Chicago has not changed since the introduction of the business economics specialization in 2018.","One explanation for this puzzle is that students overestimate the importance of their major for getting these jobs, believing that having business economics on their resume, an easier workload, and the extra time for recruiting will give them a competitive advantage in the hiring process. In reality, for target schools—schools like UChicago, from which finance industries actively recruit—a student’s major is far less important than their relevant experience and enrollment in specific classes such as financial accounting and corporate finance. If the signal that comes with business economics doesn’t improve students’ ability to land these jobs, then we would not expect to see the number of students going into these industries rise even as the number of business economics majors rise. And, in fact, the University is not seeing an increase.","Furthermore, at least to some students, business economics may not be about academics or the signal so much as the peer network. For Diamanka, choosing a career came before choosing a major. Once he decided he was going to do finance, business economics became the natural choice. “I knew I wasn’t going to get the skills I needed for the job, but it’s more so about being in the finance bubble,” he said. “You’re taking the same classes, you’re then going to recruit together, then post-recruiting, and then going through the job.”","Other students think the focus on business economics for finance is misguided in a deeper sense. Shravan Hari, a third-year triple majoring in economics, mathematics, and statistics, said that standard economics provides a better preparation for careers in business and finance than business economics. “If you want to do anything in finance, you are probably better off learning all the economic theory in standard econ and then doing what you want with it post-graduation,” he said. In this view, the focus on pre-professionalism—and the move away from a liberal arts education—might be all for naught."],J2="“A Symptom of Something Much Deeper”",Js=["Before John D. Rockefeller had even agreed to fund the University, debates began over the identity of the soon-to-be institution. These debates centered on whether the new institution would be a four-year liberal arts college or a full-fledged research university, rivaling the Ivy League schools 800 miles to its east. The latter vision ultimately won out, and its primary advocate, William Rainey Harper, would be inaugurated as the school’s first president in 1891.","This clash, recounted at length in Boyer’s The University of Chicago: A History, gave way to fresh debate in 1931. The University introduced its first general education curriculum—the New Plan—built around five yearlong lecture-based sequences and end-of-year examinations. In Boyer’s telling, the New Plan marked the “beginning of an extraordinary odyssey” for the College.","But the curriculum soon faced criticism. Robert Maynard Hutchins, who ironically was instrumental to the creation of the New Plan, argued alongside others that it had caused an “information disease” to infect the University. Hutchins and his allies moved to modify the New Plan so that the curriculum focused not on conveying knowledge but on teaching students how to approach problems, read and write critically, and understand the assumptions upon which arguments rest. In practice, this meant a culture of small-group learning, regular feedback and participation, and a humanistic (rather than scientific) approach. These are the pillars of a liberal arts education.","Around this time, the hyper intellectual culture of the College began to solidify. During the curriculum battles, proponents of each side debated whether facts or ideas should reign supreme in front of hundreds of students in Mandel Hall. Then, in 1939, in a moment that has become more than a little clichéd, Hutchins abolished the football program as further means of cementing this culture.","The Chicago approach to education—an approach that states that knowing how to think is more valuable than knowing any set of skills or facts—forcefully emerged during this decade.","To some today, this approach disregards modern-day realities. “I think that it’s nice that they emphasize a well-rounded knowledge,” Martinez said. “That being said, I think that, if the Core continues to exist, it should be minimized… It can be a slight imposition, especially for a lot of students I know who are very ambitious and want to do all these majors and minors.”","Rather than the foundation of an education, some students see the Core as a secondary set of requirements, an impediment to be maneuvered around. “I think if it imposes on students’ ability to actually take advantage of the four years that they’re here and take classes that they want to be in, not that are forced upon them, then I think it can be harmful,” Martinez said.","While some might lament that this perspective has now taken hold among students, claims of a deteriorating intellectual and academic culture are not new to the University. In the 1990s, when the school set out to improve the undergraduate experience by reforming the Core and investing in student buildings like Ratner Athletic Center and the Reynolds Club, many expressed fears about the demise of the University’s “life of the mind” ethos.","Although the reforms passed, there was pushback from many in the University community, and people outside of Hyde Park took notice. “The core controversy is only a symptom of something much deeper: a rapidly changing institutional self-image and intellectual culture,” read one editorial in the Wall Street Journal. The New York Times wrote that, “with colleges today increasingly viewed as employment credentialing stations, students as customers, and learning for its own sake as a quaint idea whose time has passed, the University of Chicago finds itself a victim of its own high-mindedness and a painful identity crisis.”","Since its inception, the University has faced tensions between contrasting visions of itself. In these struggles, change acts as a Rorschach test: the school’s identity has always been up for grabs. But 30 years in, as we enter the late stages of the pre-professional angst that these writers began to identify in the ’90s, the changing student body and the rise of business economics are bringing these fears to fruition."],Z2="The Humanities Falling in Line",Zs=["I had missed my first meeting with Newman, so I got to Haskell Hall early for our second one. While waiting, I sat in a corner armchair on the mezzanine level, where the low ceilings and warm light made the space as cozy as a public building can reasonably be. A woman approached me and introduced herself—she was a professor in the department. “What’s your name? I haven’t seen you around here,” she said. I explained that I wasn’t an anthropology major (no, not a prospective one either) and that I was there to talk with Newman.","The anthropology major has always been small, but it is half the size today that it was 20 years ago. Other humanities and social science departments share a similar arc. Political science and English language and literature, which together used to account for around a fifth of the undergraduate student body, have declined more than 50 percent over the past two decades.","In line with economic explanations, the decline in humanities majors at Chicago began with those entering the College around the 2008 financial crisis. The decline in humanities enrollments also appears around this time when examining enrollment at other universities and colleges across the country.","Decreased interest in humanities doesn’t mean that students see no value in a liberal arts education. Diamanka ended up choosing UChicago over the University of Pennsylvania and Stanford University because of the University’s liberal arts education. “[When] you’re at the College, you can do anything you want—it’s easier to find out what [you’re] actually interested in, and I think the Core helped me do that,” he said. Hui echoed his sentiment, noting that “the Core really did appeal to me because I could do a lot of different stuff.”","Additionally, many business economics majors still find the thought of studying at an undergraduate business school unappealing. Hui said she would have been unhappy had she gone to a pre-professional business school and been forced to specialize earlier. “They do Excel-type classes and [I think] that would have been an awful fit for me.”","When asked about these trends, Katelyn Yoshimoto, senior director of College communications, also emphasized how important the Core is to the College’s educational curriculum. “Through the general education and Core requirements, students are brought into contact with foundational knowledge, approaches, and questions across disciplines,” she wrote in an email to the Maroon. “All majors within the College—including economics—are designed as part of a liberal arts education.”","In light of this enduring appreciation for the liberal arts, how do the trends at Chicago compare to other elite institutions? There are two ways to answer this question: look at the share of students or the share of degrees awarded. This first metric—which has been used throughout this piece—shows that UChicago consistently remains above its peer institutions in terms of enrollment in the arts, humanities, and non-economics social sciences.","But the second metric shows that UChicago is quickly converging with its peers. Relative to 20 years ago, the gap in the share of degrees awarded in the humanities, arts, and social sciences (excluding economics) between the University and other Ivy Plus schools has declined by half.","These measures lead to different conclusions because of how they account for double majors. The growth of business economics makes all other majors take up a smaller share of total degrees. However, any growth in business economics that comes from students adding it as a second major does not directly affect the share of students majoring in the humanities, or any other field.","Despite their differences, both measures show that UChicago has been as vulnerable to declines in the humanities as other elite institutions."],eS="“It’s Just Kind of Silly”",el=["Did you know that “sneeze” was originally spelled “fnese”? If you walked by a certain poster advertising the History of the English Language course last fall, you certainly do. Aside from a few departments in the social sciences division, advertising classes is a phenomenon unique to the arts and humanities. Professors fight hard for students’ attention, both across and within departments. Majors like chemistry and economics don’t need to market their courses to students. In fact, every quarter the economics listhost comes alive with advertisements for classes in the humanities, social sciences, and arts departments that can count toward the perspectives requirement of the business economics major, which can be fulfilled by taking a class not housed in the economics department or the business school.","The desire, and even need, to appeal to students bleeds into the substance of the fields themselves; it has, at least in part, shaped the trajectory of these disciplines over the past decades. “I think of the humanities as having been very progressive, trying to be up to date with the internal knowledge of the discipline but also to be more appealing to students,” said W. J. T. Mitchell, the Gaylord Donnelley Distinguished Service Professor of English Language and Literature, Art History, and the College. “I think we’re really trying to keep them interested by going to where they are.”","Heffington said that the Department of History has been meeting to determine what types of classes to offer in response to the shift in students’ interest. “You teach very different classes to attract hardcore history majors versus attracting the broadest swath of people,” she said.","This attitude is evident in the College course catalog itself. It teems with classes such as Introduction of Philosophy through Taylor Swift or Reality TV in East Asia and Beyond. Even if these are extreme cases, for some students they represent a broader category of classes in the humanities. These classes are ostensibly trying to meet students where they are. They do so by crafting a subtle argument for their own relevance in an age that demands a high return on investment. But these moves can be viewed as a signal that the fields have ceased to treat themselves as academically serious, which perhaps, ironically, hastens their decline.","For Elizabeth Eck, a fourth-year double majoring in English language and literature and Fundamentals: Issues and Texts, there are many English classes that she says could be interesting but which are “advertised in a way that is completely unappealing” to her. Furthermore, she finds that many classes are “overly niche and specific” and study works that she does not believe merit academic attention. She recalled one class—Water Worlds—where they watched James Cameron’s Avatar. “Why would you do that in a class?” she asked. “It’s just kind of silly.”","For Eck, this lack of rigor contrasts with English classes that take authors and their works seriously. By her standards, this means either engaging with the Western canon or giving new works genuine consideration, rather than what she sees as cheapening them through references to popular culture. These are “serious classes that are about serious writers,” she said. Think of offerings like Shakespeare: Tragedies and Romances or American Literature: Fictions of National Identity, or just Poetry.","Another approach to dealing with the decline of the humanities, not unlike something that could have been cooked up by economists in Saieh Hall, has been lowering the time for completion. This has taken many forms, including shrinking major requirements. Archived versions of the course catalog show that half of arts and humanities major pathways have decreased the number of required courses since 2005, compared with 10 percent of majors in the physical sciences division. The Department of History also created the colloquium track, which Heffington says has very few strict requirements and is designed for double majors.","These reforms come at a time when double majoring has become increasingly popular and has partially buoyed the arts and humanities’ decline. “The thing saving us is the share of double majors,” Heffington said. When looking only at primary majors—students with multiple majors designate one as their primary field of study—the enrollment numbers for the arts and humanities at UChicago are much starker, having halved in size since 2005.","Students are also at least partially a driving force behind these changes. The allied fields track in the philosophy department, which allows students to take six electives, only one of which is required to be in the philosophy department, has existed since at least 1995 but has garnered greater interest in recent years. When he started teaching at UChicago in 2019, Tyler Zimmer, director of undergraduate studies in the Department of Philosophy, said that he was the one promoting the allied fields track to students who had never heard of it. Now, the roles are changing: “I have students approaching me about it because they know somebody who’s doing it and recommended it,” he said.","One way of looking at this evidence shows a clear path forward: refocus attention on “serious” work. Fundamentals had double the applicants last year, while the English major continued to shed students. Eck attributed this to the fact that, in her estimation, “Fundamentals offers an outlet for people who want to do a serious kind of textual study.”","Additionally, departments could consider adding a track to their majors that increases the ease of double majoring. The philosophy and history departments, with their tracks designed to supplement a primary major, have maintained steady shares of students over the past decade, and, according to Heffington, the Department of History has even seen an increase in undergraduates choosing to write theses.","But this kind of analysis can be misleading, and causal claims are always fraught with confounders. The Fundamentals major might be doing so well because it offers serious textual study, but it could also be growing because it creates a small and intimate cohort of like-minded students. And Zimmer, at least, is skeptical that an individual department can significantly affect students’ choices. “What if these bigger structural forces are at work?” he said, referring to attacks on higher education and the humanities in national politics. “You might be able to do things that mitigate their effects, but… there might be some parts of it that we can’t control.”","At the same time, the changes to the structure of these majors are also likely to carry a cost of their own. Some professors worry that creating tracks designed for double majors and reducing major requirements cheapens their disciplines. Heffington explained that faculty members lament that the new colloquium track of the history major does not train students to think in terms of a “historical perspective.” She says that the department’s desire to attract students is often in tension with the total freedom they want to give professors, particularly as it is becoming difficult to justify classes with just one student enrolled. “We are thinking about how to balance that intellectual and pedagogical freedom against the need to attract students.”"],tS="An Uncertain Future",tl=["With last year seeing the second largest year-to-year increase in students pursuing the economics major to date, there is no sign of its growth slowing down. To Lima, this makes sense. “The way we teach it here, based on Gary Becker’s economic approach… [makes it so] the degree is very general, very portable. You can do a lot of different things with it. I think students recognize that benefit.”","This broad applicability, according to Mitchell, is supposed to be the selling point of a liberal arts education, and of the humanities in particular. This is especially true when it is becoming increasingly difficult to predict what set of skills will be valuable. “I especially feel sorry for students who are obsessed with calculating the future, which is always going to be uncertain, but more so now,” said Mitchell, citing advances in AI and high unemployment rates among computer science majors as an example. “I gather that a lot of students who were hedging their bets and majored in computer science were having great difficulty finding a job this year because AI can take over all those jobs.”","According to Mitchell, it is important to be adaptable and to have a set of skills that can be useful in numerous environments. “A lot of people would like to just turn the University into a vocational institute, preparing people for jobs,” he said. “But that doesn’t prepare them for life.”","The uncertainty that Mitchell describes could present an opportunity for the liberal arts. If students are unable to achieve economic security with these pre-professional moves, they may revert back to the old Chicago-style methods and pursue majors that they are truly interested in.","But if the rapidly changing world demonstrates the value of the liberal arts, this data shows no sign that students are responding accordingly. The computer science major has continued to grow since 2005, and there is scant evidence suggesting an imminent rebound in humanities enrollment. For Lima, it’s not unreasonable to imagine the economics major growing until it consumes the entire College—until all the roughly 2,000 students in each graduating class are economics majors. Everyone will get “a business degree, or an economics degree of some sort, and then they do what they really want to do,” he said. “In that world, it ends with 2,000.”"],nS="Methodology",rS="The Data",iS="Where does the data come from?",aS=["The data in this piece primarily comes from the National Center for Educational Statistics (NCES), which is an agency within the U.S. Department of Education that collects and analyzes data on U.S. education. The specific data comes from the Integrated Postsecondary Education Data System (IPEDS), which combines data from multiple annual surveys from all colleges, universities, and technical and vocational institutions that participate in federal student financial aid programs. This encompasses nearly all institutions of higher education in the U.S.",'This piece uses the survey on completions, a dataset about the students who receive degrees. This data provides the number of students graduating in a given year that received a degree in a specific "program," which in the case of this piece is equivalent to a specific major. The survey on completions counts separately the number of primary majors and secondary majors, a designation students assign to each major when they have multiple majors. At the University of Chicago, this is done in my.uchicago when one declares their majors. Unless otherwise noted, secondary and primary major numbers are combined.',"These majors are classified according to the NECS’s Classification of Instructional Programs (CIP). These are six-digit codes which provide detailed information of the type of major. For example, code 45.06XX houses economics, under which the economics major at the University of Chicago is classified as 45.0603.","Along with the CIP codes, the piece also uses a classification from the National Academy of Arts and Sciences’s Humanities Indicator project to group CIP codes into categories such as humanities, social sciences, visual and performing arts, et cetera.","The piece also uses University of Chicago–specific data to better understand the economics major. This includes data provided by the Kenneth C. Griffin Department of Economics on the number of graduates in each track of the economics major from academic year (AY) 2018–19 to AY2024–25. This data was provided on the condition that quantitative results were not published. Thus, the piece only contains information on relative sizes and trends rather than specific shares or numbers. Data on the number of economics graduates in AY2024–25 was obtained from the 2025 convocation program. The count was verified with the economics department data.","Class enrollment data comes from the registrar’s website. Data on the number of requirements for each major in the 2005–06 school year comes from historical versions of the course catalog.",`Data on student outcomes comes from past versions of the Career Advancement website, which were accessed using the Wayback Machine. Data from 2018 to 2020 was not available and data from 2021 to 2022 was presented as an average over these two years. Additionally, the reported post-graduation industries change throughout the past decade. For instance, due to a reclassification in 2024, students in the "corporate" category, a sector that is included in other years, are not included. Despite these measurement challenges, under the most conservative assumptions, the data still shows that there has not been an increase in the share of students working in finance and business industries since 2018.`],oS="Sample Construction",sS="What schools and which years are included in the data?",lS=["The primary IPEDS sample used for this piece contains the Ivy Plus institutions (the Ivy League, plus Stanford, MIT, Duke, and UChicago). This data spans AY2005–06 through AY2023–24, the most recent year of available data."],uS="Classification",cS="How are majors classified as part of the humanities, arts, or social sciences?",fS=["Much of the analysis in this piece considers groups of majors rather than specific majors. The arts and humanities’ classification comes from the Humanities Indicators, which can be found in the GitHub repository. Arts and humanities majors are majors whose CIP codes fall under either the Humanities or the Fine & Performing Arts category. Note that this grouping classifies the history major as part of arts and humanities rather than the social sciences, where history falls at UChicago.","The Humanities Indicators classification is not used for the social sciences, as this classification does not have a clean mapping. Instead, a manual classification was created, which can be found in the repository.",'Note that this piece always considers economics separately from all other social sciences. In the piece, this is specified as either referring to this grouping as the "other social sciences" or explicitly referred to as "social sciences, excluding economics."'],dS="Measurement",hS="How is the size of a major measured?",mS=["There are two primary ways that the size of majors is measured: share of students and share of degrees. Share of students in major X is calculated as the number of students with major X divided by the number of graduating students. Share of degrees in major X is calculated as the number of degrees of major X divided by the number of total degrees. The piece primarily uses the share of students, although it sometimes uses the share of degrees.","When measuring a major’s prevalence using the share of students, growth in other majors through double majoring does not affect the statistic. If everyone added a major in economics, but did not change any of their existing majors, the share of students would not change for any subject except economics.","On the other hand, since the share of degrees accounts for all degrees awarded across the University, more degrees in another subject will increase the denominator and make all other majors smaller."],pS=()=>x.jsx("img",{className:"absolute inset-0 w-full h-[50%] sm:h-full object-cover",src:"cover.jpg",alt:""}),gS=()=>x.jsx("a",{href:"https://chicagomaroon.com/",className:"w-[300px] md:w-[400px] absolute top-[20px]",children:x.jsx("img",{className:"w-[300px] md:w-[400px] absolute top-[20px]",src:"maroon_logo_white.svg",alt:"The Chicago Maroon"})}),yS=({windowWidth:e,windowHeight:t})=>x.jsx("div",{className:"w-10/12 mx-auto relative z-[5]",style:{top:e<640?"27vh":"22%"},children:x.jsx("h1",{className:`font-boldtext text-[black] - sm:text-white`,style:{fontSize:e<640?t<800?"2.3em":"2.8em":"3.2em",lineHeight:t<800?"1.2em":"1.1em"},dangerouslySetInnerHTML:{__html:e<640?Y2:G2}})}),vS=({windowWidth:e})=>x.jsx("div",{className:"w-10/12 mx-auto relative mt-5",style:{top:e<640?"25vh":"22%"},children:x.jsx("h1",{className:"text-lg sm:text-2xl text-[black] sm:text-white",style:{textShadow:e<640?"0 1px 3px rgba(255, 255, 255, 0.33)":"0 1px 8px rgba(0, 0, 0, 0.33)"},dangerouslySetInnerHTML:{__html:X2}})}),wS=({windowWidth:e})=>x.jsx("div",{className:`px-3 sm:px-12 mx-auto relative text-[black] w-[90vw] - top-[100vh] z-[20]`,children:K2.map((t,n)=>x.jsx("p",{className:"text-sm sm:text-lg",dangerouslySetInnerHTML:{__html:t}},n))}),xS=({windowWidth:e,windowHeight:t})=>x.jsxs("div",{className:"w-full h-[100vh] relative",children:[x.jsx(pS,{}),x.jsx("a",{href:"https://chicagomaroon.com/staff_name/nolan-shaffer/",children:"Nolan Shaffer"}),".",x.jsx("div",{className:`w-full h-[50vh] sm:h-[100vh] absolute bg-gray-500 + */var B2={prefix:"fas",iconName:"caret-right",icon:[256,512,[],"f0da","M249.3 235.8c10.2 12.6 9.5 31.1-2.2 42.8l-128 128c-9.2 9.2-22.9 11.9-34.9 6.9S64.5 396.9 64.5 384l0-256c0-12.9 7.8-24.6 19.8-29.6s25.7-2.2 34.9 6.9l128 128 2.2 2.4z"]};const Y2="The Decline of the Liberal Arts at UChicago",G2="The Decline of the Liberal Arts at UChicago, by the Numbers",X2="Over the past decade, the share of students majoring in the humanities and arts has declined while business economics has exploded—realizing long-standing fears about the pre-professionalization of the College.",K2=["Data and Reporting by Ari Jacob","Graphics and Design by Ari Jacob and Nolan Shaffer","May 21, 2026"],Q2=["Over the past 20 years, the economics major at UChicago has doubled in size…","...even though it has barely grown at peer institutions.","The primary driver of this growth? Business economics.","All the while, the humanities and arts have been steadily declining."],qs=["The University of Chicago is having an identity crisis. It’s been going on for more than a hundred years, but now things feel different.","The University has long faced questions about its ability to maintain an intellectually serious liberal arts college within the apparatus of a large research university. For John Boyer, former dean of the College and a fixture at the University for over 50 years, hearing complaints from students about this tension is an annual ritual.",'He hears, “‘I’m a third- or fourth-year student. I’ve heard that the new first-year class is very different. They’re not worthy of the College; they’re more pre-professional, more vocationally oriented,’” he recounted to the Maroon last spring. But, at least for the past decade, students have grown increasingly different from their predecessors.',"Students’ majors have shifted dramatically in recent years. At the school described in the Atlantic not so long ago as the “last bastion” of people who read, the humanities and arts are declining at least as quickly as at peer institutions. This decline touches all but three humanities majors. The rest are proportionally smaller than they were 20 years ago.","At the same time, the economics major has experienced unprecedented growth. Last year, over 40 percent of students graduated with a degree in economics—double the share from 20 years ago. The most obvious culprit is the business economics specialization introduced in 2018.","The business economics specialization—affectionately referred to as “Bizcon” by students—adds Booth School of Business classes to the standard economic major’s curriculum with the goal of providing students with career-related skills in economics without the mathematical rigor of the standard economics track. It shares no required classes with its standard track counterpart, setting it apart from specializations in other majors.","At least in terms of enrollment numbers, the specialization has been a resounding success. Data from the Department of Economics, shared with the Maroon under an agreement not to publish precise numbers, shows that the total number of students in the standard track has decreased since 2018, even as the population of the College as a whole has grown. Today, the economics major offers three tracks—with a fourth politics and policy track to come. But well over half of economics majors opt for the business specialization.","The University offers itself as an alternative to its pre-professionally focused peer institutions. Indeed, Chicago touts its substantial general education requirements and advertises an intellectual culture to prospective students.","However, the rapid expansion of the economics major is unique to Chicago. Rather than bringing it in line with the Ivy Plus, the growth has launched Chicago to the top of the pre-professional pack. Today, the economics major at Chicago is as large as the combined finance, business, and economics majors at the University of Pennsylvania, a school long viewed as pre-professionally oriented.","Professors are taking note. Sarah Newman, a professor in the Department of Anthropology, had a particular notion of the typical UChicago student before coming to campus. She imagined them as “very quirky, very intellectual… interested in deep thinking and a little bit of a classical education.” But as a faculty member since 2019, and now as director of undergraduate studies for her department, she has seen things change.","“Even in the time that I’ve been here, there’s been a shift towards basically pre-professionalization,” Newman remarked. This change is not universal, and Newman knows students who fit the “original Chicago” mold. But to her, more and more, students are thinking not about whether they enjoy their classes but rather about what boxes those classes will check. “It’s very much like people are thinking that the college years are just a stepping stone to the next real thing.”","For some students, the result is a student body that falls short of their expectations. “I think I’ve had to be more intentional about finding those niches and people and spaces where the discussion is still very much alive,” said fourth-year Ruby Velez, a human rights and Law, Letters, and Society (LLSO) double major. “Not to say that it doesn’t exist, but I think you have to look for it more than I thought you would have had to.”","This pre-professionalization is epitomized in the curriculum of the business economics specialization. The appeal of Booth classes is the skills they provide, according to third-year business economics major Yero Diamanka. “Unlike in the College, classes in Booth are so applicable,” he said. “For marketing management, we get cases every single week on a company that we chose. At the end, we have to pick a company and add a new business line, [then] do all of the modeling and all of the financial stuff.”","This pre-professionalism isn’t contained to the Charles M. Harper Center. “The job fair this fall was a total mess,” said Ethan Jick, a fourth-year astrophysics and business economics major. He recalled attending Career Advancement’s annual fair in Ida Noyes Hall this September, standing in a sea of students modeling various interpretations of business casual. “There [were] probably many hundreds of kids in there, a bunch of employers, and... long lines. Half of [the employers] weren’t even hiring,” he added.","This mindset is directly affecting students’ major decisions. When Vincent Li, now a fourth-year, came to the University, he wanted to major in human rights and become a human rights lawyer, but his friends quickly persuaded him that there was no way to justify such a career given the tuition he was paying. “‘You have to be an investment banker or a consultant,’” he recalled them saying. “‘It doesn’t really make sense that you’re spending $80k and then pursuing something that doesn’t pay off financially.’” Now a business economics and LLSO major, Li plans to go into consulting after graduation."],q2="The Rise of Business Economics",Ea=["There is a fiefdom in Saieh Hall, and it’s growing. Next to the hallway with the faded sepia photos of Ph.D. students past, home to administrator of legend Julie Wong, sits the undergraduate economics wing. Over this past winter break, the University embarked on renovations, intending to make room for more instructional professors by shrinking existing offices. When I was down there recently, I saw one temporarily evicted instructional professor lugging a monitor and pogo stick out of his office.","The expansion, prompted by growing demand for the business economics major, is part of a broader surge in the department’s instructional faculty hiring. The headcount of these instructors has more than quintupled, increasing from just four in 2001 to more than 20 today. Kanit Kuevibulvanich, the professor with the pogo stick, taught 545 students in the Principles of Macroeconomics course for business economics this academic year. He is just one instructor: overall 2,088 students enrolled in the introductory micro- and macroeconomics courses taught in Kent Chemical Laboratory, a building whose lecture halls have transformed it into the cathedral of business economics.","The growth that brought economics to this point has been “explosive,” Victor Lima, codirector of undergraduate studies in the Department of Economics, told me. “It’s been tough adapting… and we really haven’t been able to keep up.” To put this size in context, the two introductory courses in computer science, the second-largest major on campus, are less than half the size of the introductory economics classes.","Kevin Guo, a third-year studying business economics and LLSO, put his economic training to use when prescribing a cure for the enrollment issues faced by his major: “They can reduce demand, which is to make the major harder, or they can increase supply, which is to just hire more professors.”","Lima agreed with Guo’s framing. “As the demand for the degree grows, you have to increase the supply.” He described the business economics major as having “reduced the entry cost of the degree.” No longer must students complete a yearlong sequence in economic theory and a year of statistics and econometrics before moving on to electives. Now, after completing just two introductory economics courses, Lima says students are free to go in “a bunch of different directions.”","One consequence of these lower costs is that students may be funneled into business economics out of a fear of more technical coursework, rather than because the specialization is a better fit. Describing his decision to choose business economics, Li said that he was “a little scared of economics.” He went on to say that he has since taken some classes in the standard track. “I don’t find them as challenging as I expected. So, if I didn’t have that sort of irrational fear coming in, maybe I would have chosen the standard econ track.”","The new economics students often come from a variety of other fields, including the arts and humanities. Like business economics, these fields do not require advanced math, and many of their students enter consulting after college. Third-year Audrey Hui, who is majoring in business economics and media arts and design, said that, if business economics didn’t exist, she could have “been pretty happy as an English or creative writing major” and would have still planned to do consulting after college. Students like Hui who may have previously majored solely in English or other humanities disciplines are now choosing business economics. This may explain why, after remaining roughly constant for several years after 2012, the number of arts and humanities majors has declined by 15 percent since the establishment of the business economics specialization.","Perhaps the major which has lost the most students to business economics is public policy. After steadily growing since 2005, public policy has declined steeply since 2018—the year business economics launched. The 50 percent decline was more than any other major. Last month, perhaps in an effort to increase enrollment in public policy classes, the economics major announced a new specialization in politics and policy starting in the 2026–27 academic year, in partnership with the Harris School of Public Policy. The track requires taking two classes offered through Harris.","The exodus from public policy alongside the growth of business economics could stem from the shared intellectual style of these majors. Both are quantitative social sciences that don’t require calculus, making them available to a broader range of students. They also orient themselves toward applied problems, albeit ones of different natures. This contrasts the theoretical or critical debates that drive other social science disciplines such as sociology and anthropology.","One could imagine that the growth of the economics major is the product of an effort on the part of admissions officers to admit a new “type” of student to the University. This type of student is less quirky and intellectual: think undergraduate finance club, then investment banking in New York City, then private equity or venture capital. But, if that were the goal, selecting students by their prospective major would be a poor way to achieve it. Applicants often strategically lie about their intended major to improve their admissions chances. Believing that the University looks to populate the class with a diverse set of majors, they might present, for instance, as sociology or global studies majors, when they actually intend to major in business economics. Furthermore, many students depart from their intended major without any prior intent to do so as they develop a better understanding of themselves in college.","However, the difficulty of selecting students based on majors does not preclude a more subtle version of the strategy to change the College. Even if the University isn’t explicitly selecting for a different type of student, changes it has made to the College might attract a different set of applicants, crowding out those who fit the more traditional archetype of a UChicago student. Two such moves are the creation of the business economics specialization and the expansion of the Career Advancement office—which features prominently on the admissions website. And although leading with “Student Success Beyond the Classroom” on that website might help reassure parents that UChicago will provide their children the career resources they need, it seems hard to imagine that this doesn’t also attract students that are themselves more focused on their post-college career.","Another potential cause of these changes lies outside of the University’s control. Professor Peggy Heffington, associate director of undergraduate studies in the Department of History, told me that she hears “students talking about a return on investment.” This cost-benefit thinking, a recurrent theme in my interviews with professors, comes at a time when students are facing rising tuition bills and a worsening entry-level job market. The resulting career anxiety may have made the business economics specialization an increasingly attractive option for those seeking both prestige and security.","These wider economic concerns are causing students to reevaluate the value proposition of the humanities. “I did not apply Marx to my job,” quipped Nancy Martinez, a fourth-year majoring in business economics, when asked whether the classes she had taken were useful at her consulting internship last summer.","This reevaluation leads to students prioritizing career preparation over the enjoyment of their classes. After Diamanka secured an internship, he decided to add a minor in Molecular Engineering. “I was like, ‘I’m fine now,’ [so] now I’ll do something that actually interests me.” It seems that many students are majoring in economics despite their lack of interest in the subject. Kaisen Krishnamurthy, a first-year prospective economics major, speculated that some of his friends who plan to study economics are doing it just because “they want to have a financially stable major.”","But even if students do find economics interesting, career benefits are often a crucial consideration. “I didn’t want to do anything in the humanities, because I think that I’m a pretty practical person,” Martinez said. “I wanted to have a degree that would somehow be able to actually help me post-college.” She added that being a first-generation, low-income student reinforced this mindset. “I feel like there was an added pressure that my parents never really put on me, but [that] I put on myself, to make sure that going to college was worth it and that their struggles and their sacrifices would amount to something.”","In 2024, 98 percent of graduates expected to receive offers for employment, graduate school, or another post-college opportunity, compared to a national average of 86 percent. Is an acute fear of joblessness really the primary driver of these changes? While it might be part of the story for some students, the decision to major in economics may be driven less by economic anxiety than a desire for a high-status, well-paying career. “Yes, finance is boring. Yes, it’s not the best thing. But I think there is a lot of power in finance,” Diamanka said.","However, at this point the data presents a puzzle: if business economics is useful for landing jobs in finance, and students are majoring in business economics to get these lucrative jobs, then we would expect the share of students working in this industry to increase. But the share of students working in finance and business after graduating from Chicago has not changed since the introduction of the business economics specialization in 2018.","One explanation for this puzzle is that students overestimate the importance of their major for getting these jobs, believing that having business economics on their resume, an easier workload, and the extra time for recruiting will give them a competitive advantage in the hiring process. In reality, for target schools—schools like UChicago, from which finance industries actively recruit—a student’s major is far less important than their relevant experience and enrollment in specific classes such as financial accounting and corporate finance. If the signal that comes with business economics doesn’t improve students’ ability to land these jobs, then we would not expect to see the number of students going into these industries rise even as the number of business economics majors rise. And, in fact, the University is not seeing an increase.","Furthermore, at least to some students, business economics may not be about academics or the signal so much as the peer network. For Diamanka, choosing a career came before choosing a major. Once he decided he was going to do finance, business economics became the natural choice. “I knew I wasn’t going to get the skills I needed for the job, but it’s more so about being in the finance bubble,” he said. “You’re taking the same classes, you’re then going to recruit together, then post-recruiting, and then going through the job.”","Other students think the focus on business economics for finance is misguided in a deeper sense. Shravan Hari, a third-year triple majoring in economics, mathematics, and statistics, said that standard economics provides a better preparation for careers in business and finance than business economics. “If you want to do anything in finance, you are probably better off learning all the economic theory in standard econ and then doing what you want with it post-graduation,” he said. In this view, the focus on pre-professionalism—and the move away from a liberal arts education—might be all for naught."],J2="“A Symptom of Something Much Deeper”",Js=["Before John D. Rockefeller had even agreed to fund the University, debates began over the identity of the soon-to-be institution. These debates centered on whether the new institution would be a four-year liberal arts college or a full-fledged research university, rivaling the Ivy League schools 800 miles to its east. The latter vision ultimately won out, and its primary advocate, William Rainey Harper, would be inaugurated as the school’s first president in 1891.","This clash, recounted at length in Boyer’s The University of Chicago: A History, gave way to fresh debate in 1931. The University introduced its first general education curriculum—the New Plan—built around five yearlong lecture-based sequences and end-of-year examinations. In Boyer’s telling, the New Plan marked the “beginning of an extraordinary odyssey” for the College.","But the curriculum soon faced criticism. Robert Maynard Hutchins, who ironically was instrumental to the creation of the New Plan, argued alongside others that it had caused an “information disease” to infect the University. Hutchins and his allies moved to modify the New Plan so that the curriculum focused not on conveying knowledge but on teaching students how to approach problems, read and write critically, and understand the assumptions upon which arguments rest. In practice, this meant a culture of small-group learning, regular feedback and participation, and a humanistic (rather than scientific) approach. These are the pillars of a liberal arts education.","Around this time, the hyper intellectual culture of the College began to solidify. During the curriculum battles, proponents of each side debated whether facts or ideas should reign supreme in front of hundreds of students in Mandel Hall. Then, in 1939, in a moment that has become more than a little clichéd, Hutchins abolished the football program as further means of cementing this culture.","The Chicago approach to education—an approach that states that knowing how to think is more valuable than knowing any set of skills or facts—forcefully emerged during this decade.","To some today, this approach disregards modern-day realities. “I think that it’s nice that they emphasize a well-rounded knowledge,” Martinez said. “That being said, I think that, if the Core continues to exist, it should be minimized… It can be a slight imposition, especially for a lot of students I know who are very ambitious and want to do all these majors and minors.”","Rather than the foundation of an education, some students see the Core as a secondary set of requirements, an impediment to be maneuvered around. “I think if it imposes on students’ ability to actually take advantage of the four years that they’re here and take classes that they want to be in, not that are forced upon them, then I think it can be harmful,” Martinez said.","While some might lament that this perspective has now taken hold among students, claims of a deteriorating intellectual and academic culture are not new to the University. In the 1990s, when the school set out to improve the undergraduate experience by reforming the Core and investing in student buildings like Ratner Athletic Center and the Reynolds Club, many expressed fears about the demise of the University’s “life of the mind” ethos.","Although the reforms passed, there was pushback from many in the University community, and people outside of Hyde Park took notice. “The core controversy is only a symptom of something much deeper: a rapidly changing institutional self-image and intellectual culture,” read one editorial in the Wall Street Journal. The New York Times wrote that, “with colleges today increasingly viewed as employment credentialing stations, students as customers, and learning for its own sake as a quaint idea whose time has passed, the University of Chicago finds itself a victim of its own high-mindedness and a painful identity crisis.”","Since its inception, the University has faced tensions between contrasting visions of itself. In these struggles, change acts as a Rorschach test: the school’s identity has always been up for grabs. But 30 years in, as we enter the late stages of the pre-professional angst that these writers began to identify in the ’90s, the changing student body and the rise of business economics are bringing these fears to fruition."],Z2="The Humanities Falling in Line",Zs=["I had missed my first meeting with Newman, so I got to Haskell Hall early for our second one. While waiting, I sat in a corner armchair on the mezzanine level, where the low ceilings and warm light made the space as cozy as a public building can reasonably be. A woman approached me and introduced herself—she was a professor in the department. “What’s your name? I haven’t seen you around here,” she said. I explained that I wasn’t an anthropology major (no, not a prospective one either) and that I was there to talk with Newman.","The anthropology major has always been small, but it is half the size today that it was 20 years ago. Other humanities and social science departments share a similar arc. Political science and English language and literature, which together used to account for around a fifth of the undergraduate student body, have declined more than 50 percent over the past two decades.","In line with economic explanations, the decline in humanities majors at Chicago began with those entering the College around the 2008 financial crisis. The decline in humanities enrollments also appears around this time when examining enrollment at other universities and colleges across the country.","Decreased interest in humanities doesn’t mean that students see no value in a liberal arts education. Diamanka ended up choosing UChicago over the University of Pennsylvania and Stanford University because of the University’s liberal arts education. “[When] you’re at the College, you can do anything you want—it’s easier to find out what [you’re] actually interested in, and I think the Core helped me do that,” he said. Hui echoed his sentiment, noting that “the Core really did appeal to me because I could do a lot of different stuff.”","Additionally, many business economics majors still find the thought of studying at an undergraduate business school unappealing. Hui said she would have been unhappy had she gone to a pre-professional business school and been forced to specialize earlier. “They do Excel-type classes and [I think] that would have been an awful fit for me.”","When asked about these trends, Katelyn Yoshimoto, senior director of College communications, also emphasized how important the Core is to the College’s educational curriculum. “Through the general education and Core requirements, students are brought into contact with foundational knowledge, approaches, and questions across disciplines,” she wrote in an email to the Maroon. “All majors within the College—including economics—are designed as part of a liberal arts education.”","In light of this enduring appreciation for the liberal arts, how do the trends at Chicago compare to other elite institutions? There are two ways to answer this question: look at the share of students or the share of degrees awarded. This first metric—which has been used throughout this piece—shows that UChicago consistently remains above its peer institutions in terms of enrollment in the arts, humanities, and non-economics social sciences.","But the second metric shows that UChicago is quickly converging with its peers. Relative to 20 years ago, the gap in the share of degrees awarded in the humanities, arts, and social sciences (excluding economics) between the University and other Ivy Plus schools has declined by half.","These measures lead to different conclusions because of how they account for double majors. The growth of business economics makes all other majors take up a smaller share of total degrees. However, any growth in business economics that comes from students adding it as a second major does not directly affect the share of students majoring in the humanities, or any other field.","Despite their differences, both measures show that UChicago has been as vulnerable to declines in the humanities as other elite institutions."],eS="“It’s Just Kind of Silly”",el=["Did you know that “sneeze” was originally spelled “fnese”? If you walked by a certain poster advertising the History of the English Language course last fall, you certainly do. Aside from a few departments in the social sciences division, advertising classes is a phenomenon unique to the arts and humanities. Professors fight hard for students’ attention, both across and within departments. Majors like chemistry and economics don’t need to market their courses to students. In fact, every quarter the economics listhost comes alive with advertisements for classes in the humanities, social sciences, and arts departments that can count toward the perspectives requirement of the business economics major, which can be fulfilled by taking a class not housed in the economics department or the business school.","The desire, and even need, to appeal to students bleeds into the substance of the fields themselves; it has, at least in part, shaped the trajectory of these disciplines over the past decades. “I think of the humanities as having been very progressive, trying to be up to date with the internal knowledge of the discipline but also to be more appealing to students,” said W. J. T. Mitchell, the Gaylord Donnelley Distinguished Service Professor of English Language and Literature, Art History, and the College. “I think we’re really trying to keep them interested by going to where they are.”","Heffington said that the Department of History has been meeting to determine what types of classes to offer in response to the shift in students’ interest. “You teach very different classes to attract hardcore history majors versus attracting the broadest swath of people,” she said.","This attitude is evident in the College course catalog itself. It teems with classes such as Introduction of Philosophy through Taylor Swift or Reality TV in East Asia and Beyond. Even if these are extreme cases, for some students they represent a broader category of classes in the humanities. These classes are ostensibly trying to meet students where they are. They do so by crafting a subtle argument for their own relevance in an age that demands a high return on investment. But these moves can be viewed as a signal that the fields have ceased to treat themselves as academically serious, which perhaps, ironically, hastens their decline.","For Elizabeth Eck, a fourth-year double majoring in English language and literature and Fundamentals: Issues and Texts, there are many English classes that she says could be interesting but which are “advertised in a way that is completely unappealing” to her. Furthermore, she finds that many classes are “overly niche and specific” and study works that she does not believe merit academic attention. She recalled one class—Water Worlds—where they watched James Cameron’s Avatar. “Why would you do that in a class?” she asked. “It’s just kind of silly.”","For Eck, this lack of rigor contrasts with English classes that take authors and their works seriously. By her standards, this means either engaging with the Western canon or giving new works genuine consideration, rather than what she sees as cheapening them through references to popular culture. These are “serious classes that are about serious writers,” she said. Think of offerings like Shakespeare: Tragedies and Romances or American Literature: Fictions of National Identity, or just Poetry.","Another approach to dealing with the decline of the humanities, not unlike something that could have been cooked up by economists in Saieh Hall, has been lowering the time for completion. This has taken many forms, including shrinking major requirements. Archived versions of the course catalog show that half of arts and humanities major pathways have decreased the number of required courses since 2005, compared with 10 percent of majors in the physical sciences division. The Department of History also created the colloquium track, which Heffington says has very few strict requirements and is designed for double majors.","These reforms come at a time when double majoring has become increasingly popular and has partially buoyed the arts and humanities’ decline. “The thing saving us is the share of double majors,” Heffington said. When looking only at primary majors—students with multiple majors designate one as their primary field of study—the enrollment numbers for the arts and humanities at UChicago are much starker, having halved in size since 2005.","Students are also at least partially a driving force behind these changes. The allied fields track in the philosophy department, which allows students to take six electives, only one of which is required to be in the philosophy department, has existed since at least 1995 but has garnered greater interest in recent years. When he started teaching at UChicago in 2019, Tyler Zimmer, director of undergraduate studies in the Department of Philosophy, said that he was the one promoting the allied fields track to students who had never heard of it. Now, the roles are changing: “I have students approaching me about it because they know somebody who’s doing it and recommended it,” he said.","One way of looking at this evidence shows a clear path forward: refocus attention on “serious” work. Fundamentals had double the applicants last year, while the English major continued to shed students. Eck attributed this to the fact that, in her estimation, “Fundamentals offers an outlet for people who want to do a serious kind of textual study.”","Additionally, departments could consider adding a track to their majors that increases the ease of double majoring. The philosophy and history departments, with their tracks designed to supplement a primary major, have maintained steady shares of students over the past decade, and, according to Heffington, the Department of History has even seen an increase in undergraduates choosing to write theses.","But this kind of analysis can be misleading, and causal claims are always fraught with confounders. The Fundamentals major might be doing so well because it offers serious textual study, but it could also be growing because it creates a small and intimate cohort of like-minded students. And Zimmer, at least, is skeptical that an individual department can significantly affect students’ choices. “What if these bigger structural forces are at work?” he said, referring to attacks on higher education and the humanities in national politics. “You might be able to do things that mitigate their effects, but… there might be some parts of it that we can’t control.”","At the same time, the changes to the structure of these majors are also likely to carry a cost of their own. Some professors worry that creating tracks designed for double majors and reducing major requirements cheapens their disciplines. Heffington explained that faculty members lament that the new colloquium track of the history major does not train students to think in terms of a “historical perspective.” She says that the department’s desire to attract students is often in tension with the total freedom they want to give professors, particularly as it is becoming difficult to justify classes with just one student enrolled. “We are thinking about how to balance that intellectual and pedagogical freedom against the need to attract students.”"],tS="An Uncertain Future",tl=["With last year seeing the second largest year-to-year increase in students pursuing the economics major to date, there is no sign of its growth slowing down. To Lima, this makes sense. “The way we teach it here, based on Gary Becker’s economic approach… [makes it so] the degree is very general, very portable. You can do a lot of different things with it. I think students recognize that benefit.”","This broad applicability, according to Mitchell, is supposed to be the selling point of a liberal arts education, and of the humanities in particular. This is especially true when it is becoming increasingly difficult to predict what set of skills will be valuable. “I especially feel sorry for students who are obsessed with calculating the future, which is always going to be uncertain, but more so now,” said Mitchell, citing advances in AI and high unemployment rates among computer science majors as an example. “I gather that a lot of students who were hedging their bets and majored in computer science were having great difficulty finding a job this year because AI can take over all those jobs.”","According to Mitchell, it is important to be adaptable and to have a set of skills that can be useful in numerous environments. “A lot of people would like to just turn the University into a vocational institute, preparing people for jobs,” he said. “But that doesn’t prepare them for life.”","The uncertainty that Mitchell describes could present an opportunity for the liberal arts. If students are unable to achieve economic security with these pre-professional moves, they may revert back to the old Chicago-style methods and pursue majors that they are truly interested in.","But if the rapidly changing world demonstrates the value of the liberal arts, this data shows no sign that students are responding accordingly. The computer science major has continued to grow since 2005, and there is scant evidence suggesting an imminent rebound in humanities enrollment. For Lima, it’s not unreasonable to imagine the economics major growing until it consumes the entire College—until all the roughly 2,000 students in each graduating class are economics majors. Everyone will get “a business degree, or an economics degree of some sort, and then they do what they really want to do,” he said. “In that world, it ends with 2,000.”"],nS="Methodology",rS="The Data",iS="Where does the data come from?",aS=["The data in this piece primarily comes from the National Center for Educational Statistics (NCES), which is an agency within the U.S. Department of Education that collects and analyzes data on U.S. education. The specific data comes from the Integrated Postsecondary Education Data System (IPEDS), which combines data from multiple annual surveys from all colleges, universities, and technical and vocational institutions that participate in federal student financial aid programs. This encompasses nearly all institutions of higher education in the U.S.",'This piece uses the survey on completions, a dataset about the students who receive degrees. This data provides the number of students graduating in a given year that received a degree in a specific "program," which in the case of this piece is equivalent to a specific major. The survey on completions counts separately the number of primary majors and secondary majors, a designation students assign to each major when they have multiple majors. At the University of Chicago, this is done in my.uchicago when one declares their majors. Unless otherwise noted, secondary and primary major numbers are combined.',"These majors are classified according to the NECS’s Classification of Instructional Programs (CIP). These are six-digit codes which provide detailed information of the type of major. For example, code 45.06XX houses economics, under which the economics major at the University of Chicago is classified as 45.0603.","Along with the CIP codes, the piece also uses a classification from the National Academy of Arts and Sciences’s Humanities Indicator project to group CIP codes into categories such as humanities, social sciences, visual and performing arts, et cetera.","The piece also uses University of Chicago–specific data to better understand the economics major. This includes data provided by the Kenneth C. Griffin Department of Economics on the number of graduates in each track of the economics major from academic year (AY) 2018–19 to AY2024–25. This data was provided on the condition that quantitative results were not published. Thus, the piece only contains information on relative sizes and trends rather than specific shares or numbers. Data on the number of economics graduates in AY2024–25 was obtained from the 2025 convocation program. The count was verified with the economics department data.","Class enrollment data comes from the registrar’s website. Data on the number of requirements for each major in the 2005–06 school year comes from historical versions of the course catalog.",`Data on student outcomes comes from past versions of the Career Advancement website, which were accessed using the Wayback Machine. Data from 2018 to 2020 was not available and data from 2021 to 2022 was presented as an average over these two years. Additionally, the reported post-graduation industries change throughout the past decade. For instance, due to a reclassification in 2024, students in the "corporate" category, a sector that is included in other years, are not included. Despite these measurement challenges, under the most conservative assumptions, the data still shows that there has not been an increase in the share of students working in finance and business industries since 2018.`],oS="Sample Construction",sS="What schools and which years are included in the data?",lS=["The primary IPEDS sample used for this piece contains the Ivy Plus institutions (the Ivy League, plus Stanford, MIT, Duke, and UChicago). This data spans AY2005–06 through AY2023–24, the most recent year of available data."],uS="Classification",cS="How are majors classified as part of the humanities, arts, or social sciences?",fS=["Much of the analysis in this piece considers groups of majors rather than specific majors. The arts and humanities’ classification comes from the Humanities Indicators, which can be found in the GitHub repository. Arts and humanities majors are majors whose CIP codes fall under either the Humanities or the Fine & Performing Arts category. Note that this grouping classifies the history major as part of arts and humanities rather than the social sciences, where history falls at UChicago.","The Humanities Indicators classification is not used for the social sciences, as this classification does not have a clean mapping. Instead, a manual classification was created, which can be found in the repository.",'Note that this piece always considers economics separately from all other social sciences. In the piece, this is specified as either referring to this grouping as the "other social sciences" or explicitly referred to as "social sciences, excluding economics."'],dS="Measurement",hS="How is the size of a major measured?",mS=["There are two primary ways that the size of majors is measured: share of students and share of degrees. Share of students in major X is calculated as the number of students with major X divided by the number of graduating students. Share of degrees in major X is calculated as the number of degrees of major X divided by the number of total degrees. The piece primarily uses the share of students, although it sometimes uses the share of degrees.","When measuring a major’s prevalence using the share of students, growth in other majors through double majoring does not affect the statistic. If everyone added a major in economics, but did not change any of their existing majors, the share of students would not change for any subject except economics.","On the other hand, since the share of degrees accounts for all degrees awarded across the University, more degrees in another subject will increase the denominator and make all other majors smaller."],pS=()=>x.jsx("img",{className:"absolute inset-0 w-full h-[50%] sm:h-full object-cover",src:"cover.jpg",alt:""}),gS=()=>x.jsx("a",{href:"https://chicagomaroon.com/",className:"w-[300px] md:w-[400px] absolute top-[20px]",children:x.jsx("img",{className:"w-[300px] md:w-[400px] absolute top-[20px]",src:"maroon_logo_white.svg",alt:"The Chicago Maroon"})}),yS=({windowWidth:e,windowHeight:t})=>x.jsx("div",{className:"w-10/12 mx-auto relative z-[5]",style:{top:e<640?"27vh":"22%"},children:x.jsx("h1",{className:`font-boldtext text-[black] + 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b/2026/liberal-arts-decline/content.js @@ -2,10 +2,10 @@ // HEADLINES & BYLINE // ===================================================================== -export const headlinesm = 'The Decline of the Liberal Arts at Chicago'; +export const headlinesm = 'The Decline of the Liberal Arts at UChicago'; export const headlinelg = - 'The Decline of the Liberal Arts at Chicago, by the Numbers'; + 'The Decline of the Liberal Arts at UChicago, by the Numbers'; export const subhead = 'Over the past decade, the share of students majoring in the humanities and arts has declined while business economics has exploded—realizing long-standing fears about the pre-professionalization of the College.'; @@ -17,7 +17,7 @@ export const byline = [ ]; export const introScroll = [ - `In twenty years, the economics major at UChicago has doubled in size...`, + `Over the past 20 years, the economics major at UChicago has doubled in size\u2026`, `...even though it has barely grown at peer institutions.`, `The primary driver of this growth? Business economics.`, `All the while, the humanities and arts have been steadily declining.` @@ -182,7 +182,7 @@ export const section5 = [ `For Eck, this lack of rigor contrasts with English classes that take authors and their works seriously. By her standards, this means either engaging with the Western canon or giving new works genuine consideration, rather than what she sees as cheapening them through references to popular culture. These are “serious classes that are about serious writers,” she said. Think of offerings like Shakespeare: Tragedies and Romances or American Literature: Fictions of National Identity, or just Poetry.`, - `Another approach to dealing with the decline of the humanities, not unlike something that could have been cooked up by economists in Saieh Hall, has been lowering the time for completion. This has taken many forms, including shrinking major requirements. Archived versions of the course catalog show that half of arts and humanities major pathways have decreased the number of required courses since 2005, compared with 10 percent of majors in the physical sciences division. The Department of History also created the colloquium track, which Heffington says has very few strict requirements and is designed for double majors.`, + `Another approach to dealing with the decline of the humanities, not unlike something that could have been cooked up by economists in Saieh Hall, has been lowering the time for completion. This has taken many forms, including shrinking major requirements. Archived versions of the course catalog show that half of arts and humanities major pathways have decreased the number of required courses since 2005, compared with 10 percent of majors in the physical sciences division. The Department of History also created the colloquium track, which Heffington says has very few strict requirements and is designed for double majors.`, `These reforms come at a time when double majoring has become increasingly popular and has partially buoyed the arts and humanities’ decline. “The thing saving us is the share of double majors,” Heffington said. When looking only at primary majors—students with multiple majors designate one as their primary field of study—the enrollment numbers for the arts and humanities at UChicago are much starker, having halved in size since 2005.`, diff --git a/2026/liberal-arts-decline/dotchart.svg b/2026/liberal-arts-decline/dotchart.svg index 42a5b554..8e7fb064 100644 --- a/2026/liberal-arts-decline/dotchart.svg +++ b/2026/liberal-arts-decline/dotchart.svg @@ -5,7 +5,7 @@ - + diff --git a/2026/liberal-arts-decline/index.html b/2026/liberal-arts-decline/index.html index 45d3c99b..724d8f09 100644 --- a/2026/liberal-arts-decline/index.html +++ b/2026/liberal-arts-decline/index.html @@ -4,7 +4,7 @@ - The Decline of the Liberal Arts at Chicago, by the Numbers + The Decline of the Liberal Arts at UChicago, by the Numbers