A Look At The Recession-Proof University

“Let’s be honest. At a research university like Penn State, education just isn’t the primary mission.”

So declared an administrator at Penn State late last year in a private meeting, explaining his view of the real purpose of Pennsylvania’s flagship land-grant university. This was his rather tenuous way of defending the lack of cost controls on tuition and fees.

What has surprised me over the years at Penn State is not so much the amount of institutional waste that exists at an ostensibly non-profit enterprise, but how frank so much of the school’s leadership is in admitting the failure of the institution to mind its founding mission: to provide an liberal and practical education to the working class sons and daughters of the Commonwealth.

The university’s annual budget stands at more than $3.4 billion. Ten years ago, it was barely $2 billion. There are other costs, too, like the interest on the nearly $1 billion worth of debt that the university has accrued over the years, largely as a result of its unending building binge.

And while the research-minded administrator quoted above is wrong about the school’s core mission today, time looks to be on his side. According to a recent policy report by the Commonwealth Foundation, a sizable 30 percent of Penn State’s operating budget in 2006 was devoted to research expenditures.

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The Roots Of Penn State: Toward A More Vibrant University

The following remarks were delivered in a speech to Rotary International of State College in Centre County, Pennsylvania on March 24, 2009.

Introduction
First, thank you for inviting me tonight to speak. I’m sure you hear it often, but it really is an honor for me – a guy who four years ago was just an average freshman on a campus of some 45,000 – to be with you now, some of the most distinguished members of what I identify proudly and perhaps rather presumptuously as our shared community in the Nittany Valley.

I’ll be speaking tonight on some of my experiences at Penn State over the past four years as a student and campus leader. Specifically, I’ll be talking about a group I founded two years ago called “Safeguard Old State”, a student-alumni group designed to “protect the rights and traditions of Penn Staters.” I hope to relate how my experiences have shaped my impression of the state of modern university life at a land-grant school like ours.

Finally, I’ll introduce the conclusions I have drawn about the kinds of things I believe our University community will need to rediscover in this century, and how we can write a new chapter in the history of higher education by understanding the crossroads at which I believe we are soon to arrive. [Read more...]


The Professor, The Humanities And A New Spark

There is a growing consensus among those observing the changing state of higher education that we are losing sight of the core worth of education as a means to foster intellectual pluralism or the life of the mind.

The corporate university model of education that strives mainly to teach super-specific skills and thus ensure career placement is replacing the traditional university, which taught how to learn rather than what to know.

Those of the corporate model argue that, with research, rising costs and distance learning playing an increasing role in a 21st century college education, those tenure-track professors only represent a threat to the success of the notion of modern college as a place for leisure and enjoyment over academics and study.

After all, they argue, if polling indicates that most students expect a “college experience” featuring booze and babes with a curriculum that isn’t too demanding, then replacing most professors with graduate students and teaching assistants would only be to meet the demands of the market, right?

The problem, as Jon Stewart pointed out last week on The Daily Show, is that there’s also “a market for cocaine and hookers.”

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A New Concept For Student Empowerment

After spending just a few months on the campus of nearly any major college, young students will come to understand that their place within University life is typically defined, managed and regulated by an “office” of student affairs or student life.

At most colleges and universities, the extracurricular experience is as strictly regulated (if not more so) than in-class academic time.

If the primary function of the university is academic scholarship, it strikes one as rather odd, indeed, almost perverse, that the life of the student outside of the classroom is as heavily regulated as it is on the modern campus.

The “other half” of a college education, that half that took place outside of the classroom that John Henry Cardinal Newman described as so vital, can only happen organically and naturally among students in peer-to-peer settings.

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A Challenge Of Principle And Purpose In Higher Education

What is the role of the modern university? Is it to educate students liberally in the rich tradition of Western Civilization? Is it to teach and train young people for the workforce, only in the skills they will need for specific careers? Or is the modern conception of the university someplace in between? These are colossal questions, indeed. What is surprising is not that answers can be elusive, but rather how few are asking the questions.

There are always exceptions to the rule. Hillsdale College in Michigan and Grove City College in Pennsylvania are two of the more well-recognized cases of private colleges with a firm handle on their principles, purpose and priorities in carrying out the task of higher education. Hillsdale “educates for liberty,” and Grove City strives to be a high quality, “affordable Christian college.”

On the other hand, many of our public colleges and universities, large and small, seem to lack any common vision or sense of purpose in carrying out their mission. Our Commonwealth’s land-grant university provides a perfect case study.

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