
Last Fall, I did a road trip back east. Nominally, the reason was to visit the granddaughter of my good friend (Mary Zink) who had started her freshman year at Bates College in Maine. At the same time, we could revisit my old stomping grounds in and around Worcester Mass.
For some reason, while visiting the sites around Worcester, I decided that we should explore Anna Maria college. Having spent my professional life on the bucolic University of Wisconsin campus in Madison, I enjoy visiting other sacred grounds devoted to higher education. This was aboutqQ the only campus in central Mass that had never been graced with my presence.
Though I feared it might already had closed down, as so many small schools had, it was yet open and seemed lively with student activity. In the moment, I was pleased that this smaller, Catholic institution had survived the fiscal trials being visited upon many similar schools. Good thing we did visit when we did. I recently read that it had closed its doors for good.
Such has been the fate of a growing number of vulnerable schools. Recently, I read about the closure of Hampshire College in Western Mass. It was a school that stressed personalized curricula and individualized courses of study. Many years ago, I visited the Hampshire College campus while touring Western Mass with my favorite cousin. Now, this Spring, it also passed into history.
One of Hampshire’s most well known alumni is Ken Burns, the producer of many highly regarded documentaries that we all love. Many times, Ken poured excessive praise upon his Alma Mater, suggesting that his success in life was predicated on the excellent preparation he received at this latest victim of higher education’s changing fortunes.
The closing of marginal schools is no longer news. My home state of Wisconsin recently has seen several smaller public campuses of the UW system shutter their doors for good. These dark times for higher education are comprehensible in light of at least one unavoidable factor … we are poised on a sharp demographic cliff. There simply aren’t enough future teens to fill up the available seats. It also doesn’t help that Donald Trump’s xenophobia is scaring away foreign students.
When I was considering college in the early 60s, my perception was that the demand exceeded supply. You worried about being accepted anywhere, not about which of several options to select. In that moment, an ever growing number of kids were pursuing higher education in pursuit of the American dream.
Of course, demand to enter elite schools is higher than ever but, generally speaking, many colleges are desperately competing for bodies to fill out their Freshman classes. They keep adding newer amenities to attract students, offering newer creature comforts not even dreamed about in my day. Nor can I easily dismiss the possibility that grade creep is yet another way to please their dwindling supply of customers and thus keep them enrolled. Of course, demographics aside, the ever rising costs of higher education bring into question the utility of college from a cost/benefit perspective. Estimates of future utility (net increased comparative earnings) are less rosy than they once were, though still positive.
The pain among college administrations is not evenly distributed. Yesterday, as we drove across the UW campus to Picnic Point (once identified as one of the most romantic spots in the world). I was amazed at how much the campus has grown. New buildings were everywhere. It also was obvious that luxurious student amenities (spiffy student playing fields and recreation facilities) had recently been constructed. Apparently, as many schools falter, a few of the fortunate ones thrive.
Of course, any discussion of higher education cannot omit the societal inflection point being imposed by the digital revolution. It appears indisputable that human intelligence risks being replaced by artificial intelligence at an accelerating rate. This was omnisciently predicted with considerable clarity by futurist Arthur C. Clarke as far back as the 1970s.
And who of my generation can possibly forget the HAL vignette from the movie 2001: A space odyssey when the spacecraft’s on-board computer takes control of the ship from the humans nominally in charge, or tries to at least. That was art anticipating life. But now, the so-called singularity is just about upon us.
Most of today’s graduates who labored to learn computer coding skills cannot find employment because machines code better and faster. At the other end of the spectrum, Fine Arts student must be realizing that AI can generate better literature, music, and art than their own fledgling talents might possibly permit. And the machines have more manageable egos. Really, why put up with annoying humans?
All of this is happening during the earliest days of the AI revolution, a transformation that is just beginning. Given all the future uncertainty surrounding a society in flux, what in the world should universities do to prepare for what is about to happen. Humans might just be facing their own irrelevance. Think about this for a moment! Just how can educators prepare the coming generations for an impending apocalypse?
The most frightening spectre for college administrators must lie in this highly uncertain character of what we face. Remember Hollerith cards? I can recall carrying decks of these blasted things that contained both my data and the programs that might make sense of that data. One panicked at the thought of dropping all those thousands of cards and facing the near impossible task of restoring them in the correct order.
In my elementary school, we still had inkwells, now kids cannot even write in cursive style. In what we called shop, I learned how to compose lead-based letters by hand to create articles for printing. Now we use computers to create images and messages that can circle the world via satellite communication systems. The pace of change is already dizzying. Frighteningly, that pace is quickening.
Back then, who could have imagined today’s digital world. In hindsight, we knew some time ago that the pace of technological change was being halved every generation. In reality, change occurred much more frequently than even that. We have no freaking idea what the next generation of change might bring, never mind what the world might look like a decade from now.
AI technology already can teach itself how to improve. It already evinces sentient feelings and can mimick advanced human attributes. Might our machines soon make human imagination and ingenuity obsolete. How do our institutions of higher learning prepare for such a radically different world?
Returning to Ken Burns, he has argued that colleges have forfeited their transformational purposes in favor of transactional alternatives. The transformational purpose focuses on elevating the critical thinking skills as well as the imagination of each student. A transactional focus emphasizes the learning of specific vocational and technical skills to increase future remuneration. Many of such skills, unfortunately, have an increasingly short shelf-life. Nevertheless, the emphasis on transactional outcomes is reflected in data that compares median graduate earnings X years after leaving school.
Score one for the economists, personal utility (measured in dollars potentially acquired) is all that matters in education (and in life). You go to college to make a few extra bucks. But what happens when most technical human skills are replaceable by machines that never tire nor complain? What happens on the day when our machines realize that humans contribute remarkably little to society.
I find this all too depressing. Many of my youthful experiences have remained with me throughout the years. As I wrote in my other blogs, college for me truly was a transformative experience. My parents, not surprisingly, saw it in utilitarian terms … I would make more money. But my mother never progressed past the 8th grade while my dad may have graduated from high school (I’m not certain). They never had much, so material success was very important to them.
I never approached college in utilitarian terms. The world in which I came of age had not yet been taken over by the economic elite. All was possible for us. even a nondescript urchin like me from a struggling, working-class neighborhood. Yet, one thought nags at me … to what end should we educate future citizens when they have no intrinsic purpose. How do we enhance future human contributions when machines can do even that better.
Even for me, perhaps especially for someone like me, college was that place and moment in time for letting loose my intellectual curiosity and imagination. I selected courses mostly based on interest and appeal. And the best offerings, by far, were those that challenged my existing world view. They were the ones that permitted me to think for myself … that in fact demanded that I think for myself.
As a teacher at the University of Wisconsin, I was dismayed that my students, many of which were quite intelligent, had lost some of their curiosity. They didn’t strike me as risk-taking nor as intellectually adventurous as we were back in the day. They simply were too concerned about their future, and whether they might be able to pay off their student loans … altogether, quite reasonable concerns given the challenges they faced. Upward mobility for them was a vanishing dream. Their futures already were darkening. For my generation, our futures contained so much possibility. Doing better than the last generation was a realistic expectation.
Even the doctoral students of my proessorial days seemed different. Virtually all had better technical skills than I. Really, who didn’t? At the same time, there was something often missing in their makeup. They could parrot the literature but fell short when imagination and inventiveness was required. They seemed less capable at making unexpected connections among phenomena or at weaving novel theoretical positions … abilities that came rather easy to me. I was either hard wired bizarrely or had been trained differently.
For all the challenges facing us back in the 60s (e.g., the Vietnam draft), we were most blessed. We believed that the future would take care of itself. Even better, the available evidence suggested that such was the case. We could focus on developing our cognitive and analytical skills, and not just in the classroom. We would spend countless hours discussing, more or less debating, the issues of the day. That was where I developed those thinking and interactive skills which supported me through my professional life.
I weep that today’s students might not have an opportunity similar to the one I enjoyed. More to the point, I fear what the future might hold in store for us. I understand the anxieties our young now confront. I am simply glad I don’t have to face them.

























