Higher education value declining
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Justin Covington
Many things have been said about the decreasing value of an undergraduate college degree.
According to a Time magazine news article, part of the problem is the significantly greater number of American college graduates. In 1973, only 47 percent of Americans even went to college. In 2008, nearly 70 percent of Americans went to college. It is obvious that not everyone made it through, but judging based on the entrance rates, we have many more college graduates.
This is a compelling reason, but a contributing factor to the decrease in value might be the things that actually occur in classrooms of college campuses across the nation.
Take a look around your typical, low-level IAH or ISS class and you’re likely to see students engaging in a variety of activities that don’t include paying attention to a lecture. Students repeatedly surf the Web, do homework for other classes or text message. Some professors see this as a problem and strictly prohibit the use of electronic devices in class, only to be embarrassed when their own phone rings and class is paused while he or she takes a call. Clearly, the prohibition of electronic devices is not the solution. These in-class diversions are a symptom of the actual problem: Classes aren’t engaging.
I have been in classes where the professor simply reads slides from a PowerPoint presentation or reads out of a textbook. Sure, information is thrown at the students, but there is little incentive to catch it.
One element of the system that seems mostly pointless is mandatory attendance. Its main benefit seems like a nice cushion for a grade, but beyond that, there isn’t much else. A class should be made so engaging that students wouldn’t dare miss a session instead of requiring them to go so their grade doesn’t drop significantly.
This engagement problem does not rest solely on instructors and professors. Some students take lax attitudes toward classes unrelated to their major. This attitude does not gel with the aim of the university education model, which is to learn about a variety of subjects and not to just study one subject. A recent USA Today article suggests that college might not be for everyone. Although there are more people graduating, there also are more people dropping out.
According to a Michigan House Fiscal Agency memo, only the University of Michigan, Michigan State University and Michigan Tech have five-year graduation rates above 50 percent. For whatever reason, students are leaving college with debt and without a degree. It could be in the best interests of some high school graduates to pursue other pathways beside a four-year university degree.
There have been efforts by the state Legislature to change high school requirements so that students are ready for college. Some of these rules ignore the harsh reality that college, or at least college immediately following high school, is not for everyone.
I was lucky enough to go to a high school where auto repair, culinary arts and performing arts programs were well-supported, so high school students could explore options instead of being pushed along into an experience for which the student might not be ready. The problems with higher education are not the fault of just students, instructors or legislators.
Students need to be allowed more opportunities to learn about and prepare for paths that don’t immediately lead to a university. The problem with the unemployment of college graduates begins in high school, as some people are pushed to go to a university when he or she might not be ready. The ones who do make it through college might not have learned much beyond their major, since the focus now seems to be more on the destination (the degree) instead of the journey (learning along the way).
As college students, we should make the most of our college experience by doing things beyond passing tests and going to class. Being active in a student group or doing volunteer work are great ways to network, gain references for the future and make yourself stand out to future employers.
Justin Covington is the State News guest columnist. Reach him at coving272@msu.edu.
Commentary
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student
(03/21/10 7:11pm)Report
I have mixed feelings about this article.
First, although there are more high school graduates, it is important to emphasize that the difference in income between college graduates and non-college graduates is increasing. It used to be that a high school diploma would get you a comfortable income but today that won’t happen, on average.
Second, the engagement in higher education dilemma is much tougher than how it is stated in this article.
Third, there is a growing misconception between practicality, interests and income. More college students are drawn to major in business because they think it is the most practical major and it will lead to high income. Still, many of these students leave behind their interests by studying business. These college graduates end up being less happy. The reality is that people should study what they like and what is of interest to them. If people would do this there would be more employed college graduates, a more diversified and intellectual economy and higher incomes for everybody.
This is my opinion in a nutshell.
instructor
(03/21/10 9:27pm)Report
Some excellent points here. But I think you’re missing a key connection between the second half of the article and the first half. More and more students regard their role not as active participants in their own education but as passive consumers who deserve to be entertained in the classroom. I require attendance in my classes, and make participation a hefty part of the course grade, because it is a step toward gaining an active education. Dismissing the value of courses outside your major is part of the attitude that students use to justify some of this passive behavior in the classroom.
Just of curiosity, has the author ever actually seen a professor or instructor take a phone call during class? If so, I am horrified and indignant on your behalf. (I can only hope it was a ploy to demonstrate to students how distracting and disrespectful that kind of behavior can be – I’ve certainly been tempted to do that myself!)
Wonders never cease
(03/23/10 12:18am)Report
Think of all that money MSU spent to educate Kirk Cousins. All they got was a quarter back.
John
(03/27/10 2:10am)Report
Some of these classes simply do not offer value to any student. They are there as a “requirement” to further education…. Not really. These classes are mandated by the university to keep some people employed. Another example of Gov’t involvement at it’s finest.
Just wait. As most politicians push education for all. Education will continue to devalue over time, that is a fact. This would be in terms of investment on rate of return. What drives value in anything? The dollar is a great example, keep printing that cash yo… Wheel-barrel of cash for a loaf a bread coming back at ya.