In recent times, the focus on higher education institutions has intensified, particularly regarding their external challenges. However, it is equally crucial to examine the internal dynamics that shape the future of these universities. While elite institutions often dominate the national discourse, the experiences of the majority of American college students are more accurately reflected in regional public universities (RPUs), which serve as the backbone of public higher education.
Statistics from educational organizations reveal that approximately 70 percent of undergraduates enrolled in public four-year institutions attend RPUs. Despite their significance, these universities face declining enrollment numbers and the repercussions of prolonged budget cuts, making them particularly susceptible to financial instability. Experts warn that if these institutions continue to make drastic cuts, they risk losing their core identity and mission.
Those involved in regional public universities often assert that they have already undergone significant transformations. Unfortunately, these changes are rarely the result of open discussions within the campus community. Many times, the administrations leading these shifts do not clearly communicate their intentions, leaving faculty and students uncertain about the university’s direction. This raises a critical question: do we truly understand what these essential institutions should strive for?
My own university, part of a larger state system, has historically grappled with defining its mission. Scholars have noted that the institution’s identity has been shaped not only by challenges related to growth and funding but also by a fundamental disagreement about the purpose of higher education for its constituents. This ongoing struggle has left the university without a clear sense of identity, caught between various competing visions that emerged in the latter half of the 20th century.
These competing visions include a civic-minded approach that emphasizes broad access to liberal education, a utilitarian perspective that prioritizes economic outcomes through professional training, and a neoliberal ethos that advocates for efficiency and competition among institutions. The mission statement of my university reflects these overlapping visions, highlighting the importance of liberal arts and professional programs. However, the reality on the ground reveals a troubling trend: a significant reduction in liberal arts offerings, particularly in the humanities.
In recent years, my department has seen a drastic decrease in faculty numbers, while the focus has shifted towards pre-professional majors and microcredentials aimed at enhancing employability. Although there are occasional affirmations of the value of liberal arts education, the lack of support for these disciplines raises concerns about how we can effectively teach students about meaningful lives and engaged citizenship in a democratic society.
To articulate the issue in terms familiar to administrators, we lack a coherent vision of our educational product. Many believe that the solution lies in marketing, urging departments to promote their programs to attract students. While effective communication is essential, the problem runs deeper. As marketing expert Seth Godin suggests, true marketing involves creating remarkable offerings that stand out on their own, rather than merely adding promotional efforts as an afterthought.
Unfortunately, discussions on my campus often overlook the fundamental aspects of liberal education that occur in humanities classrooms. Instead of focusing on the intellectual journeys that faculty guide students through, the emphasis has shifted towards managing the educational experience through various support systems. This technocratic approach reduces the university experience to a transactional model, where the focus is on completing degrees and acquiring credentials rather than fostering genuine learning and exploration.
As a result, the essence of higher education is being diluted, with authority shifting away from faculty towards administrative and support personnel. Faculty members are frequently encouraged to innovate their teaching methods, as if they were not already engaged in continuous improvement. The emphasis on data and metrics further complicates the situation, as educational progress is often measured through simplified benchmarks that fail to capture the richness of the learning experience.
While I wholeheartedly support initiatives aimed at enhancing student success, I am concerned about the lack of meaningful dialogue regarding what terms like “student success” truly mean. A clearer vision of our educational purpose is essential for fostering collaboration among various campus stakeholders.
As we consider the nature of higher education, it is worth pondering whether the core elements of liberal learning can be endlessly innovated. Education, at its heart, is about drawing forth knowledge and understanding. This concept has been articulated by philosophers throughout history, emphasizing the transformative power of education in guiding individuals toward truth and self-discovery.
In the past, thinkers like Plato and Ralph Waldo Emerson highlighted the importance of creating an environment that nurtures intellectual curiosity and creativity. They warned that neglecting this mission could diminish the significance of colleges in society, even as they grow wealthier.
W. E. B. Du Bois further emphasized the profound impact of education on individuals and society. He argued that the true purpose of education is not merely vocational training but the cultivation of critical thinking and moral reasoning. This vision of education is particularly relevant today, as regional public universities strive to uphold civic ideals in the face of external pressures.
To fulfill their mission, RPUs must reevaluate their educational offerings and empower faculty, especially those in the humanities, to guide students in exploring life’s fundamental questions. A comprehensive civics education cannot exist without a foundation in the liberal arts, which fosters understanding and empathy in a diverse society.
While the call for civics education is growing louder, it is essential to recognize that a well-rounded education encompasses the humanities, which are vital for navigating the complexities of our political landscape. This endeavor may seem traditional, but it is a complex and necessary undertaking that remains relevant in today’s world.