It has become a graduation
ritual at Kennesaw State University.
Soon after the graduates are assembled in the convocation hall, our
president asks them a series of questions.
They are then instructed to stand if these apply to them. The purpose is to acquaint those present with
just how much KSU students have on their plates.
One of the first questions
is: Have you held a job while attending KSU?
At this, more than three quarters of the students rise. The next question is: Have you held two or
more jobs? At this, about one third
rise.
Students are likewise asked
if they are married or have children.
Once more large numbers stand. By
the end of the exercise, it is obvious to everyone that our students have many
responsibilities beyond those incurred as students.
Kennesaw State began as a commuter
school, but now has thousands of undergraduates living on campus. Even so, most are not the traditional college
students who went directly from high school to a small rural academy where all
that was expected of them was to study and/or party.
It should, therefore, not
come as a surprise that most of our students take longer than the traditional
four years to earn their degrees. After
all, there are only so many hours in the day and if many of these must be
devoted to family and work, how many are left over for study?
But now the powers that be
behind Complete Georgia have decided that a fifteen hour, per term class load
should be the minimum. That translates
into five three credit courses for each an every semester. In terms of time, this requires three
in-class hours per week and an additional three hours of study per credit per
week.
So where is the time to come
from? The politicians promoting “15 to
finish” appear not to care. Their sole
concern seems to be that students take less time to graduate. This way they get to boast that the
graduation rate has risen, with this feat promoted as somehow improving
educational achievement.
But does it? Consider what will happen. Students forced to take classes for which
they do not have the time to study, will naturally study less. They will skip reading assignments and hand
in term papers either cribbed from the Internet or dashed off with scarcely a
moment of thought.
And how will their
professors respond? They will certainly
be aware that the quality of student work has declined. But because this decline will be general,
they will be reluctant to grade students down, rightly concluding that if they
do, their own performances will be negatively evaluated.
The result? Fewer books will be assigned, course papers
will be narrower in scope, and test scores will curved upward. In the end—on paper—it will look as if
students are learning as much as they ever have. This will not be true, but the politicians
will be able to manipulate the statistics to make it appear as if it were.
Once more, higher education
will be dumbed down to serve other than educational purposes. We will thus be in the same boat as when high
school teachers were forced to graduate students who could not even read their
diplomas. Back then, social promotions
inflated graduation rates and made it look like leaning occurred when it
hadn’t.
So who benefits? If this policy saves money, it is surely a
fool’s gain. But how ironic is it that
the fewer funds the state funnels into higher education, the more strings it
attaches. This is said to be for the
good of the students and the community, yet it is not. It is all about talking points—not education!
On top of this, the
politicians want more students to go to college so that they too can earn phony
degrees. Yet who is this fooling? Producing more half-educated citizens is a sham
that sooner or later will be found out.
Melvyn L. Fein, Ph.D.
Professor of Sociology
Kennesaw State University