You may have heard about Trina Thompson. Unable to find work, the young woman is suing her alma mater, the Bronx's Monroe College, to recover the $70,000 she paid in tuition. The story inspired me to write an opinion piece, which ran in the New York Daily News this past Thursday.
Mindful of the Thompson case, and the preparations underway on campuses nationwide to receive a new crop of not-so-bright-eyed freshmen, I thought I'd provide some further thoughts here. We'll start with two scenes from my own encounters with academia.
Scene 1: During a decade of guest-teaching at three different colleges, I served as everything from a lowly adjunct (they were nice enough to omit the lowly in the actual course listings) to an "endowed chair" (that one always made me smile) to writer-in-residence (a position that's a lot bigger on cachet than it is on cash). In theory, the latter two posts entitled me to full faculty privileges. In practice, my one privilege was watching my tenured colleagues leave their offices at regular intervals for meetings at which my presence had not been requested. Anyway, during each of my college appointmen
ts I saw the same drama play out as each spring semester drew to a close: Suddenly realizing that jobs might come in handy, graduating seniors performed an exhaustive survey of the market but were unable to find any openings requiring intimate familiarity with Beowulf. Knowing that I was a published author and erstwhile magazine editor, they descended on my office in a panic. Though I did my best to help, their abilities invariably were a poor fit with the mainstream publishing market I knew so well. Somehow the four-year education that had done a superlative job of equipping them with their airy attitudes—I once had a student tell me he'd "settle" for a job at The New Yorker, and he wasn't kidding—had not imparted the nuts-and-bolts skills that underlie paying positions in writing and editing. What kind of skills? How 'bout, for starters, a working knowledge of proofreading symbols? In all the reading and workshopping of each other's work, no one had ever felt it useful to teach them that? Nor had anyone told them that there aren't necessarily jobs that allow each graduate to pursue his singular "creative vision."
Scene 2: In 1988 I wrote a piece about the Berkeley economics duo who dreamed up "portfolio insurance," the now-discredited computer-trading program that was said to seamlessly, invisibly hedge an investor's bets; later, the tactic was itself deemed to have helped catalyze the Crash of 1987. During an interview with one of the professors, Mark Rubinstein, I asked about the irony of it all: How did he feel when he saw the market imploding and it occurred to him that his "failsafe" investing strategy might have had something to do with it? "Oh, we were having a great time!" he blurted. "We couldn't wait to see what would happen next!" Millions of Americans were losing billions of dollars—and these two goofs were having a great time. To them, the tumultuous events of October 1987 were like a giant lab class. Seldom will you hear a more striking statement of academia's detachment from reality.
Criticism of the ivory tower is nothing new. But from a quality-of-education standpoint—having observed the college experience from multiple vantage points—I see the problem as follows. At best, academia provides students with an abstract "knowledge base" that (a) in most cases has been taught, with only minor updates and adjustments, for years and (b) is seldom connected up to its real-world applications. Even in the ever-evolving hard sciences, little effort is made to tailor the syllabus to present (let alone future) employment opportunities. You won't hear a curriculum-development chairperson ask, "What's the job market going to look like in five years? Let's prepare graduates for that." It's just not how academics think. (No, college may not be vocational school, but vocation is not a dirty word, either. And yet it's spoken in faculty lounges—when it's spoken at all—with the same inflection most folks use in saying Ebola or, lately, death panels.) College also gives short shrift to the critical differences between theory and practice, the law of unintended consequences, the ways in which elegant theoretical models must be flexed around little things like human nature, and so forth.
At its worst, this mentality degrades into outright scorn for post-graduate success. In my own discipline, writing, I found that my academic peers despised popular consumer magazines like People and Good Housekeeping—the very publications that offer the most jobs at the highest pay. While at Muhlenberg College I drew a stern closed-door rebuke from my (female) department chairman for teaching a lesson rooted in a story* I'd written for Playboy. The story had nothing to do with naked coeds—it was about deception and double-dealing in the organ-transplantation industry, and we got quite a bit of press over it. But my chairperson was livid over the fact that (a) her writer-in-residence had done a piece for Playboy in the first place, and (b) he'd had the temerity to bring the magazine to school. (After all, we wouldn't want to corrupt today's delicate, virginal college students.) Maybe it also irked her that Playboy had paid me for that one article a sum equivalent to what she earned in three months of teaching. She would've much preferred that I train my students to write for obscure literary journals with names like Zephyr of the Ephemeral Consciousness—which, often, don't pay contributors at all!
(And we won't even get into the myriad imperatives that have elbowed their way into the college zeitgeist that have nothing to do with education per se: e.g. political proselytizing, the selling of "diversity-based agendas" and other forms of social engineering, etc.)
Whether by design or not, academia's estrangement from the real world is institutionalized in its hiring practices. Administrators boast of their "high percentage of PhDs on faculty," as if that statistic alone guarantees a superior education. Trouble is, there's a certain kind of person who becomes a PhD, and it tends to be a person who—well—sees the world as a giant lab class. Moreover, the emphasis on PhDs keeps out not just the intellectual riff-raff, but also instructors whose stints in the trenches may have led them to different conclusions about the ingredients of success. This can have the effect of actually grooming students to fail. "One reason teachers leave the profession after only a few years," observed Pennsylvania’s Governor's Commission on Training America’s Teachers in the executive summary of its final 2005 report, "is that the real issues they are dealing with were not taught to them in the university." A student of mine put it more colorfully: "A zoology professor can tell you everything about the origin of a species. But a zookeeper can tell you how to avoid getting bitten."
There is nothing sacrilegious about ensuring that young people who go deeply into debt to finance their education have some reasonable prospect of repaying the loans—ideally by finding employment in their chosen field of endeavor.
* This is not from the actual magazine, so there are typos and such. Clearly someone typed it out and uploaded it, which is technically a copyright violation. But it's useful here.