‘Degrees to nowhere’ necessary in society
Utah State Sen. Howard Stephenson, R-Draper, criticized Utah universities in an early February public statement and said, “Taxpayers are subsidizing degrees to nowhere.”
He said students are entering universities “with blinders on.”
The criticism came juxtaposed with his vote against a higher education budget bill that included cuts to the Utah College of Applied Technology. The reasoning behind his vote, the senator said, was that applied technical schools are much more effective at placing graduates in jobs. The state senator pointed a finger specifically at psychology, sociology and philosophy, claiming that students graduate thousands of dollars in debt with no prospects for employment.
“They wake up to the stark reality that there is no job. The return on their investment is stark,” he said.
According to the December 2010 Bureau of Labor Statistics report, the unemployment rate of those who held a bachelor’s degree was 4.8 percent. Those with some college or an associate degree, the category that applied and technical degrees fall under, have an unemployment rate of 8.1 percent. Additionally, a nationwide study of University students which made national headlines in January and was published in the book “Academically Adrift,” found that the number one qualities which employers found lacking in job candidates were the abilities to communicate, write effectively and think critically. These are skills that, by definition, make up the liberal arts disciplines.
Despite his voiced concern for future Utah students, Stephenson refused any opportunity to speak directly to the students of Utah State University. He did not respond to multiple inquiries for comment over a period of several weeks.
Stephenson’s statements have met a great deal of opposition from those within academia.
Jared Farmer, who spoke Friday, March 4 in USU’s distinguished alumni speaker series on the benefits of a history education, painted a much different picture of higher education. An environmental historian who received his bachelor’s from Utah State and doctorate from Stanford, Farmer stressed the fact that liberal degrees such as sociology and history “create better citizens.”
“If all we do is measure the value of an education in terms of what makes money and the economy go round, that’s a very poor view of what education is for,” he said.
The benefits of an education in the liberal arts, he said, is the development of essential skills such as how to read well, write well and think analytically.
“If you actually track what people end up doing in life based on their majors and colleges there is very little correspondence,” Farmer said. “Most employers will be thrilled to get someone who has the essential skills, yet is lacking a technical skill that can be made up in a six week class, rather than someone who can’t write, can’t think and can’t communicate.”
John Allen, dean of the College of Humanities and Social Sciences, then said that by mid-career, those who have liberal arts degrees are, on average, making more money than those who have professional degrees.
“You can take that to the bank,” he said, “Literally.”
Farmer’s address was in conjunction with a history department reunion of retired and current faculty as well as alumni.
Professor David Lewis, who worked closely with Farmer during his time at Utah State, said a liberal arts and history education goes deeper than dollars and cents. One of the purposes, he said, is “to serve as a public conscience and a repository of human experience.”
A purpose to which, he said, every liberal degree can contribute.
While an advocate of liberal education, David said technical degrees are important as well.
“I wouldn’t encourage students one way or another,” he said. “I think you need to pursue your passion. It’s not an either/or between liberal and applied degrees, that’s what small thinkers want to believe.”
Lewis said no matter what education path you choose, every discipline should be teaching research writing and analytical ability.
– mike.burnham@gmail.com