Elad Granot’s Sept. 8 column, “Reimagining higher education,” offers a toolkit to rescue American higher education. However, his recommendations have already been implemented extensively over the past 30 years and have not led to success.
For example, Granot recommends a “focus on outcomes,” yet outcomes assessment has been, for over two decades, a requirement for continuing accreditation of U.S. colleges.
Technology is used everywhere in coursework and in student advising, but promised increases in student engagement and learning have not materialized, while the costs of purchasing and maintaining technology are high.
“Expanding access” and “diversifying revenue streams” seem promising ways of increasing revenues. However, their implementation also results in considerable costs. Nursing, computer, and technology programs are especially costly, requiring expenses in lab equipment and faculty salaries. International, nontraditional, and first-generation students require additional supports to succeed, which requires hiring additional staff. Ever-expanding athletic scholarships require costs in coaches, facilities, and equipment. These costs eat up the projected revenue streams and can worsen deficits.
A better solution would be to focus anew on the unique mission of liberal arts education: to develop a person who is able to think and act in new situations and solve problems not encountered before.
Charlotte Pressler,
Lakewood
Charlotte Pressler was a professor and honors director at South Florida State College.
