Irvin, Sarah. (2009). Change the Baccalaureate?

A college diploma used to lead to a good job, financial security, and respect. Now, in a time of record college enrollment coupled with a growing economic recession, a college diploma no longer guarantees those results. A record 18.4 million students are currently enrolled in colleges and universities around the United States, compared to just 12 million in 1999. But what is happening to them after graduation? What will happen when those 18.4 million students are sent out in to the world armed with a brand new diploma? Will they reap the same reward as past graduates?

One of the biggest debates concerning colleges and universities today is the structure and value of the baccalaureate or the bachelor’s degree. That degree, developed more than 60 years ago, is still used by the majority of colleges today. It consists of four years of classes containing general education and major specific information.

On one side of the debates are those who are concerned that the current bachelor’s degree program no longer adequately prepares students for life after college. According to Mark C. Taylor, “Most graduate programs in American universities produce a product for which there is no market and develop skills for which there is diminishing demand.” The big question seems to be: while this system worked perfectly 60-70 years ago, is it still practical today?

On the other side of the debate are people who argue that new ideas and technology are allowing for more specialized degree options at some schools. These new degrees would offer solutions to current social problems and contribute to new scientific discoveries. While the old baccalaureate degrees focus on general subject areas, the new degrees would be centered on current issues. An example could be a degree all about “Going Green.” This major could deal with environmental science. Students would learn about environmental issues, resource technology, and problem solving skills. They could take classes in chemistry, physics, biology, geology, and geography. These degrees would be more focused on “hands-on” work as opposed to classroom time. They would include more field trips, internships, and work study opportunities. The focus would be on the student’s ability to learn and display skills rather than on memorizing facts. These new degree programs would allow students to explore their surroundings and learn new ways of approaching problems. Some argue that the current degree programs cause “cloning,” or where students learn to become exact replicas of their professors. The best way to solve the cloning problem is to reconstruct the American baccalaureate. Imagine what college would look like if these new degrees containing classes from all disciplines came to be the new norm.

[1] Source: Upcoming Statistical Abstract of the United States: 2009, Table 211

[2] Source: U.S. Census Bureau, Current Population Survey, October 1999.

[3] Source: End of the University as We Know It. Mark C. Taylor <http://www.nytimes.com/2009/04/27/opinion/27taylor.html>