In 1947, Martin Luther King Jr. stated that “the function of education is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society.”
Right now, in Utah, there are numerous discussions regarding the future of higher education for the state. For example, Utah colleges will require fewer general education prerequisite classes to graduate so that students can “graduate faster.” The pressure that is leading to this and other “efficiency” decisions is troubling and does not align with the broader purpose of what a college and university experience should be, particularly within our comprehensive and research universities.
Utah has a long history of understanding and protecting this broader purpose. In fact, Brigham Young, the first territorial governor of Utah, once stated that “education is the power to think clearly, the power to act well in the world’s work, and the power to appreciate life.” He also argued that “our education should be such as to improve our minds and fit us for increased usefulness; to make us of greater service to the human family.” Notice that he doesn’t even allude to the notion that the sole focus of higher education should be to obtain a marketable certificate or degree. A comprehensive education is intended to be so much more.
Obviously, there are various types of institutions of higher learning that differ in their goals. For example, the purpose of Utah’s eight public technical colleges is to provide hands-on training that is focused on a single trade so that students have the practical skills to immediately enter the workforce to be employed in that specific profession.
In addition, Utah has two public community colleges — Salt Lake Community College and Snow College — that are focused on educational goals and pathways that lead to meaningful employment and successful transfers.
Utah also has four public regional comprehensive universities — Southern Utah University, Utah Tech University, Utah Valley University and Weber State University — that provide a wide range of disciplines and educate students for all life domains, including the workforce, community and home.
Utah also has two public research institutions — The University of Utah and Utah State University. With a focus on the student experience, a research university also prioritizes research for the purpose of expanding knowledge, answering questions and addressing specific problems for society. Our institutions are well known regionally, nationally and globally for their reputable work.
The missions of comprehensive and research universities extend beyond the sole goal of preparing students for paid employment. Instead they encourage students to experience or learn personal growth, civic responsibility, professional development, resilience and lifelong learning for the purpose of succeeding in work and life. Higher education for these institutions is also about transforming students and empowering people to lead successful lives of involvement, innovation and impact, while also engaging students in unsurpassed societal impact. All types of educational experiences, including program-specific and general education courses, are critical to preparing students for all of this. Human growth and development take time.
As I have written about previously, the economic benefits of college degrees are well documented, and these financial job-related benefits are important. However, if we narrow the purpose for attending and completing postsecondary education only to the economic benefits, we are missing the boat in Utah. If we short-change our students by removing critical requirements for general education courses and imposing dramatic budget cuts, we are then at risk of offering an “education which stops with efficiency.” We are better than this.
Utah’s public institutions of higher education have not lost their way. Each of our university and college administrators and their staff have spent decades studying the latest research and best practices, along with having years of on-the-ground experience, to guide their institutional decisions and actions. It takes decades of immersive work to even scratch the surface of truly understanding and valuing higher education’s opportunities, challenges and needs. Through a variety of methods, they also listen extensively to thousands of students, faculty, staff, trustees and community members. We as Utahns must respect and listen to this experience. These professionals are focused on what is best for their students’ careers and lives. This work is both an art and a science.
It may be tempting to want to fast-track degrees. But at what cost? With all the challenges that our college students are facing these days, Utah’s rising generations must not be short-changed by decisions that could have both short- and long-term negative consequences. Let’s make decisions based on extensive research, proven best practices and decades of experience and not just “stop with efficacy.” I believe that we can find better ways to improve our students’ education by working together. Our students must come first!