By Michael Driscoll
During an interview in summer
2013 on Comedy Central’s Colbert Report,
Stephen Colbert asked Anant Agarwal, the founder of edX, the nonprofit
distributor of massive online open courses (MOOCs), “Why send the cows to
college if they’re giving the PhDs away for free?”
Agarwal, also an MIT professor,
said of his product—offered at no cost to millions of students around the
world—“Education in America is the absolute best education in the world. That’s
why we have to give it away. Think of this as an enlightened self-interest. We
are giving away education, and an educated world is a better world for
everybody. Our campuses are going to get better. Online learning is like a
rising tide that will lift all boats on campus or elsewhere, and this is a good
thing for everyone.”
While his vision of delivering
significant components of a higher education experience to those who cannot
otherwise obtain it is noble and, perhaps, altruistic, it is also important to
note that Agarwal went on to say campus learning offers something of greater
value to students—something worthy of society’s investment.
Face-to-face learning affords
young minds fuel for intellectual growth—personal and spontaneous interaction,
the chance to debate issues, and, most important, the chance to do so outside
of a classroom environment. We know that often, students learn as much about
themselves from social interaction as they do about academic subject matter in
the classroom or lab.
As many question the return on
investment graduates receive on their traditional higher education, I am more
impressed today than I ever thought I could be with the power and importance of
a traditional, residential education.
I came to IUP having spent my
career at two large, urban universities. A generous share of the students at
those two institutions never resided on campus. The majority commuted starting
their freshman year, coming to campus for classes and then departing. I didn’t
think much about that until I arrived here and began to immerse myself in the
IUP community, meeting with the faculty, staff, and students and, perhaps even
more enlightening, meeting with alumni.
Alumni, our very product—a symbol
of our brand—tell me regularly that what they benefited from most during their
years here was the sense of community. So many of them cite the relationships
they forged with their professors and their peers as a key strength of their
time here, that the value they place on their investment in IUP is as much
about the interpersonal skills and relationships they garnered as the knowledge
Rebecca Chopp, president of
Swarthmore College, asserted in an article published in the Association of
Governing Boards’ Trusteeship Magazine
that American culture faces a “serious and pervasive crisis, a crisis deeply
lined to the failure to find common ground in the midst of deep-seated
If you agree with President
Chopp, being intentional about our commitment to face-to-face education is the only
true course we can take for solving the crisis.
The residential experience here
at IUP holds value for those who have experienced it. Our living learning
communities as well as heightened campus programming meant to fortify classroom
learning are part of that. They force students to put down their devices of
choice and interact with one another. Anonymous communication can be easier,
but it is also so often misunderstood or ineffective. And what skills do our
students learn in the art of negotiation, the appreciation of the differences
of others, and the importance of common courtesy and civility when
communicating through impersonal, anonymous means?
Of course, we must prepare
students for our evolving world and the digital means that have become
standard, but we cannot abandon what makes IUP the special place that it has
been to so many. We can’t deny what makes us what we are—a place where a
student can learn the value of living in a multi-faceted community.
For example, if our students
missed out on exposure to interpersonal graces and spent time concentrating on
learning mathematics without the benefit of faculty interaction, peer
camaraderie, and a strong liberal arts core, they might understand the calculus,
but would they possess the broader perspective of its aesthetic beauty? Would
they understand how it might be applied to solve real problems? Would they
possess the ability to make others understand it?
I can agree with Anant Agarwal
that American higher education is the best in the world and that our knowledge
is worth sharing. I also am grateful that one of the stars of the recent MOOC
craze acknowledges rightfully that there is value in the campus experience.
I also agree with Rebecca Chopp:
It is the well-planned and -executed campus experience—one that builds
character, capitalizes on a strong work ethic, and sparks wonder—that will lead
us out of the greatest cultural crisis of our nation’s time.
Educating the whole student
always has been our aim at IUP. We will continue to adapt our practices, and we
will be a leader in solving the cultural crisis.
Michael Driscoll is president of Indiana University of Pennsylvania.
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