We don’t have a clue what to teach college students
It’s conventional wisdom these days that American education must do more to promote science, technology, engineering and math (STEM). A few months ago, Mississippi’s state auditor took that idea one step further, arguing that state universities should downplay liberal arts, since those graduates earn less. And many parents worry that if their offspring major in liberal arts, they won’t be able to find jobs.
Somewhat surprisingly, though, supply and demand aren’t much out of whack: About the right number of students are graduating with the right credentials for entry-level jobs. In the U.S., 23% of jobs in 2019 were related to STEM, and nearly 20% of U.S. college graduates have STEM degrees — a percentage a little lower than the United Kingdom, but well below the United Arab Emirates’ 36.2%.
For colleges and universities, the important question is, “What is right and how do we plan for the future?”
One of us, Arthur Garson, is a physician and the past provost of the University of Virginia; the other, Robert C. Pianta, is the current physician at the Center for Advanced Study of Teaching and Learning at the University of Virginia. We are painfully aware that teacher shortages are projected to get worse, and that surely STEM education needs to increase.
But let’s also consider the broader views. Most definitely, as the world metaphorically shrinks, we will need to understand how other countries function, and their languages. Is it not important to understand the history of the world? Or the writings of Shakespeare?
If we throw out the study of the humanities, it will be exceedingly difficult to get them back. We should not be so arrogant as to think any of us knows enough to destroy the humanities.
But how much do we need? Do we know?
For decades colleges and universities, without much accountability, have taken the position that their product is beyond reproach, while prices for this product have increased way faster than inflation. But we have little data on the value of degrees and courses; little data on the skills and knowledge associated with degrees and courses; and little data on impact downstream. The result is obliviousness to realities.
What can be done today? We write here to a broad audience who can effect change.
1. The desired product must be defined: What does the college graduate need to know? How much STEM? How much liberal arts? The answers should be based on data concerning graduates who took different kinds of courses: What prepared them best? A national group should be convened to define minimum specific requirements, and colleges and universities may then add to those. Perhaps some STEM courses should be required for all?
2. What kinds of teaching will best achieve the desired outcomes? What technology should be used? What human qualities should teachers have? What ongoing data needs to be collected and analyzed?
3. Colleges and universities must demonstrate true value, justifying their cost in ways the public can understand.
Today, college enrollments are decreasing. Maybe they should. We’d argue that it’s because there is less need and want for what they are selling. But what about 20 years from now? Colleges and universities can take the lead toward understanding and delivering what is needed now and in the future.
We have no choice. In the future some people will need college degrees, including some STEM degrees, and some people won’t need college at all. But fewer and fewer people will need, or want, college the way it is. It is not tenable — economically, educationally or even morally — to skirt this issue any longer.
Arthur “Tim” Garson Jr., MD, MPH, MACC, is a clinical professor in the University of Houston College of Medicine and a professor at the UTHealth School of Public Health. He is a member of the National Academy of Medicine. Robert Pianta is the Batten Bicentennial Professor of Early Childhood Education, professor of psychology, and founding director of the Center for Advanced Study of Teaching and Learning at the University of Virginia.