(nothing like a golden-age Simpsons reference…I really didn’t mean for this blog to become All Higher Ed, All The Time, but if it works…)

Matt Reed, the confessing community college dean, has a great post up today about the differences between mere competency and those skills which require the investment of time. The model is music lessons, and I believe this to be an outstanding metaphor for why education – at all levels, but especially higher education – cannot be broken down into standardized tests, MOOCs, and credit for life experience.

To be sure, I have no trouble with well-articulated, critically- and curricularly-thought-out plans to give credit for life experience (I hear good things about Thomas Edison State College and Empire State College), but I am skeptical that the true college/university experience (critical thinking, citizenship, breadth of knowledge, high level of expertise in a chosen area) can be reduced to a series of check-off boxes.

Of some concern is Coursera’s plan to offer MOOCs to “non-elite” institutions; I refuse to accept that because I don’t teach at Harvard I am less of a professor, which is the clear implication of this plan. (See Matt Reed’s Three Dollar People blog entry for a similar thought.)

What say you, Gentle Reader?

WF

Three things on topics academic this morning:

(1) A note to The Chronicle of Higher Education: Putting up an op-ed from an attorney for the Competitive Enterprise Institute (a “free-market” “think” tank so right-wing that it makes AEI look like the Comintern) does not help your credibility.

(2) Colorado College in (not surprisingly) Colorado is offering a new major in Education that operates a little differently. Good on them.

(3) If you read only one of these, read this one from Matt Reed at Inside Higher Ed. The destruction of public education is not limited to K-12. Public education (from pre-K to PhD) remains the greatest potential creator of *true* equality, and as such it’s a threat to the oligarchs. That’s why we have the funding inequalities described here. That’s why we have MOOCs and for-profit “schools” pushed – and pushed hard – by people who would *never* send their own children to one.

WF