Page 358 - Crisis in Higher Education

328 • Appendix A

10. Federal funds are used to support private, for-profit universities that
have very poor performance outcomes. The poor performers must be
disqualified from receiving federal aid.
11. Higher Education Committee (HEC) should be established to exam-
ine the cost and benefits of government regulations and eliminate
regulations that have gone too far.
12. Government regulations and actions by accreditation agencies
should focus on outputs to reduce the amount of regulation and
make it easier to spot and resolve problems.
13. When performance is below expectations, governments, accredi-
tation agencies, and employers that hire graduates have the
power to cut funding, deny accreditation, and not hire graduates,
respectively.

A.5 CHAPTER 10: REDESIGNING
CURRICULUM AND PEDAGOGY

1. Bachelor’s degrees should be limited to 120 credit hours to lower
tuition costs and enable students to graduate in four years.
2. Universities should engage in effective long-term and short-term
planning to ensure that students do not face closed classes that
prohibit them from graduating in four years.
3. Potential employers work with tenured and professional faculty to
set curriculum content and performance standards so graduates
learn more and are prepared for the job market.
4. Students should have short courses in professional development to
prepare for their job search.
5. Student-centered learning, which is customized to meet individual
learning needs, should make it easier and faster to learn. This may be
more challenging in general education courses, but it can be accom-
plished using technology.
6. Online programs and courses can become a low-cost way to deliver
a quality education and make it more accessible. Universities should
do the following:
a. Make the upfront investments to develop high-quality programs
and courses.
b. Invest in technology to deliver program content effectively.