Presidential Perspectives
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Higher Education and Effective Citizens |
This election year has already produced many exciting and surprising events. Certainly, the ability of this campaign season and Barack Obama to energize a host of new, young individuals has been impressive and, in many ways, heartening. It would appear that younger individuals in significant numbers have decided that involving themselves in the electoral process in one form or another is something of value to them.
Needless to say, for many in older generations, seeing our sons, daughters and younger colleagues beginning to care about our political circumstance prompts us to hope that they will bring new ideas and fresh initiatives which will improve our society in the long run.
However, with the excitement that comes with the energy of those new participants also, for some of us in higher education, comes concern that we have done our jobs well. That is, at the Bachelors degree level across our country, one of the purposes for our General Education programs is to aid in the development of individuals as effective citizens. Of course, in the context of this election year, one important aspect of being effective as a citizen is that one understands our political systems, is able to develop an understanding of critical issues involved in political campaigns and to evaluate candidates’ assertions regarding those issues. Certainly, if our general education programs, as they are described in our course catalogues are accomplishing what they claim, our graduates are “up to” the above tasks. However, it is relevant at this time to ask whether our graduates do have those skills, competencies and understandings.
One of the reasons these questions come to my mind is that I am aware of an institution that, some years ago, made a commitment eventually to being able to document that its graduates are, among other things, prepared to be effective citizens, to engage in ethical practices, to be successful in their careers and to engage in lifelong learning. As a result of that commitment, this institution has pursued a comprehensive and focused effort to redesign its general education program. It would appear that this process is progressing quite well. Many faculty are engaged and addressing the issues with sincerity and a commitment to developing a product that will be effective in accomplishing the ends described above. Of course, at this point, seriousness and commitment, while admirable, do not solve the very serious issues that will develop at the point that implementation decisions must be made. For, as we know, at that point, questions will begin to arise regarding teaching schedules, courses to be included in the general education program, who gets credit for what, etc. Other questions that are being addressed, even now, relate to whether or not the general education curriculum will focus on competencies or remain in the more traditional mode of courses, credits, grades, etc. Certainly, the manner in which this institution resolves the issues above will have much to do with whether or not this institution succeeds in developing a way to ensure that its graduates have the valued competencies.
It is probably the case that the scenario just described is being or has been replicated in many CUMU institutions across the country and, of course, other institutions that are not urban or metropolitan in their nature. However, it seems that urban and metropolitan institutions, more frequently than others, face the difficult task of helping individuals who enter the institution with limited preparation to graduate eventually with the skills needed to be successful in life.
My concern, of course, is that while many, many institutions have reviewed, revised and redeveloped their general education programs, the number of institutions that are able to assert honestly that their graduates are prepared to be effective citizens, to pursue ethical practices, to engage in lifelong learning, and to develop successful careers, and so forth, probably is rather small. Of course, when we attend meetings of Presidents and Chancellors, we tend to engage in glowing descriptions of important current initiatives involving sustainable development, globalization and other efforts, and in those instances, I frequently find myself wondering whether we have, at the very least, also fulfilled our responsibility to our students with regard to effective citizenship. I don’t know how many of our institutions can honestly claim to have accomplished that end, but I hope, at least, this piece will stimulate you to think realistically and rigorously about your institution and whether you are able to answer the question affirmatively.
Bruce W. Bergland is currently serving as Chancellor of Indiana University Northwest. He also serves on the Executive Committee and Programs and Policy Committee of the Coalition of Urban and Metropolitan Universities.
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