Beyond the Critique: A Nuanced Approach to Higher Education Reform for the Modern Learner
After reading F. Andrew Wolf Jr’s article, “Universities Are Doing Education Badly,” it’s clear that although some of the criticisms he raises hit the mark, there are others I do not fully agree with—whether it’s the foundation of the criticism itself or what specifically needs to be fixed. However, I do believe the solutions to all of them are far more nuanced than what is laid out in his article or what many may think. Having worked in higher education for over two decades, with more than 10 years in various administrative roles, I’ve seen firsthand the complexities universities face. While I agree with his call for better faculty preparation and the need for a curriculum revamp, there are key areas where my perspective diverges. This piece offers a more balanced take, focusing on the need to improve faculty training, emphasize lifelong learning, and make higher education more accessible to everyone.
Faculty Development and Training: Beyond Disciplinary Expertise
“College undergraduates spend time and money taking “general-education courses” under the guise that these will make their education, and therefore them, more “well-rounded.” Yet these courses offer only a superficial treatment of subjects that should have been mastered in high school. Given the testing results and dismal college-completion rate cited above, the only things that truly get “well-rounded” are the coffers into which student tuition money flows, amount to thousands of dollars’ worth of wasted time and effort” — Wolf (2024)
There is no doubt that teaching requires a distinct skill set that goes beyond disciplinary expertise. While universities often place a higher value on research, this leaves many faculty members unprepared to meet the diverse needs of their modern learners. The assumption that deep subject knowledge automatically translates to effective teaching is flawed (Berrett, 2012). Research and teaching demand different skill sets, and expertise in one doesn’t guarantee success in the other.
Recent data reveals that only one in five high school graduates is ready for college-level work (Manno, 2024). This underscores the critical need for faculty to be equipped with tools that support diverse modern learners with varying levels of academic readiness. Faculty need to adapt to the range of skills and preparedness that modern learners bring into the classroom, particularly as they face unique challenges.
Doctoral and master’s programs should focus on equipping future faculty with both research and teaching skills. Yet a study in agricultural disciplines found that 45% of graduate instructors had no formal teaching training, and only 23% received any training before they started teaching (Pillar, Karnok, & Thien, 2008). Faculty need structured pathways to develop these skills, but institutions must also provide ongoing professional development. It’s not enough to expect faculty to figure out how to teach while managing their research and service responsibilities.
The complexity of teaching is heightened by the increasing mental health challenges faced by today’s modern learners. Professors, particularly those on the tenure track, report feeling overwhelmed by the pressure to balance teaching, research, and service (Berrett, 2012). Universities must provide resources to support faculty in navigating these pressures. Addressing these needs means offering training in trauma-informed teaching and making mental health services for modern learners more accessible. Without better support for both faculty and modern learners, burnout and dropout rates will continue to rise.
Furthermore, Centers for Teaching and Learning (CTLs) offer valuable resources for improving pedagogy but are often underutilized. These programs should be mandatory, tied to measurable outcomes like modern learner success and retention, and linked to faculty evaluations (Pillar et al., 2008). This shift would not only improve teaching but also reduce faculty burnout, creating a better learning environment for modern learners.
Re-envisioning the Curriculum: Lifelong Learning and Cultivating Curiosity as the New Educational Paradigm
“College is where students should start to specialize in a course of study, having already acquired general knowledge in K-12… General course requirements that essentially reiterate high-school learning.” — Wolf (2024)
While the call to reduce general education requirements might appeal to some, it oversimplifies the true value of general education. General education isn’t just about rehashing high school content. This point made by Wolf is one where I completely disagree. Although there may be some overlap, the depth of exploration and critical thinking required in college-level general education is far greater. More importantly, general education is about developing durable skills—problem-solving, collaboration, and adaptability—that are essential for lifelong learning.
The modern learner is likely to change jobs—and even careers—multiple times. Higher education should not only produce experts in a discipline but also foster intellectual curiosity and the capacity for continuous learning. General education builds the flexibility and problem-solving skills necessary to navigate a rapidly changing workforce. The current job market demands more than just expertise in a single field; it requires individuals who can adapt to various roles and challenges. This is why it’s concerning that so many students enter college without the necessary workplace skills such as communication, organization, and professionalism. This gap in preparation, largely a result of an education system too focused on standardized testing and theory, only adds to the need for universities to address these deficits in their curriculum (Greene, 2024).
Job tenures have shortened, with fewer people staying in the same role for decades. In fact, individuals are now more likely to switch jobs frequently, further emphasizing the need for higher education to cultivate agility and transferable skills (Fox, 2022). A well-rounded education that focuses on both specialization and broad, interdisciplinary knowledge is critical to preparing modern learners for these shifts.
Moreover, while some modern learners may see general education as redundant, it offers opportunities to deepen critical thinking and engage with new ideas beyond their chosen field. General education provides room for modern learners to explore subjects that may lead to interdisciplinary connections or even career shifts. This broader intellectual foundation is crucial in a world that demands versatility. However, it’s important to recognize that many students arrive at college underprepared for this level of academic engagement. The deficiencies in K-12 education, exacerbated by an overreliance on standardized testing, leave many students lacking the critical thinking and autonomy needed for higher education success. Addressing these gaps requires universities to be intentional in how they design and deliver general education (Greene, 2024).
However, as general education models evolve—focusing more on interdisciplinary learning, experiential learning, and using learning communities—transferability becomes a challenge. Many modern learners transfer between institutions or take breaks from their education, and when general education requirements aren’t aligned, it complicates their journey. This is why creating opportunities for credit for prior learning and competency-based education is essential. Flexible pathways that allow modern learners to earn micro-credentials, certificates, or badges as they progress toward a degree can help them stay engaged and prevent them from stopping out altogether.
The current system still heavily favors those who enter college straight from high school. While improvements have been made for non-traditional learners, the 40 million-plus individuals in the U.S. who have some college education but no degree remain at a significant disadvantage. If universities want to serve the modern learner, they must adapt by creating more flexible, learner-centered systems.
In considering the influence of education reformers like John Dewey, it’s worth reflecting on how progressive education movements have shaped general education. Dewey’s focus on experiential learning and the holistic development of modern learners has had a lasting impact on how we approach curriculum design (Lynd, 1953). This remains relevant today as we seek to create learning experiences that go beyond rote memorization and foster critical thinking and curiosity in the modern learner.
The Heart and Head of Education: A Holistic Approach
“When a society associates education almost solely with fact-based knowledge, methods, standards, grades, diplomas, and degrees, it runs the risk of producing what C.S. Lewis called ‘men without chests.’ Without a belief in, and the teaching of, universal moral laws, we fail to educate the heart and are left with ‘educated’ (not enlightened) people who behave instinctually in their own self-interest.” — Wolf (2024)
While it’s true that higher education shouldn’t focus only on data and facts, it’s a stretch to say that intellectual development and emotional growth can’t or don’t coexist. The idea that universities are producing well-informed but emotionally detached individuals doesn’t reflect the evolving reality of today’s campuses. In fact, many institutions are making concerted efforts to blend both intellectual and emotional education, aiming to develop well-rounded modern learners who not only think critically but also lead with empathy.
For example, universities are increasingly integrating emotional intelligence, leadership, and ethical reasoning into their curriculums. These initiatives address the reality that modern learners need more than just academic knowledge to succeed in a world where empathy and emotional intelligence are essential skills. Leadership development programs, conflict resolution courses, and mentorship initiatives are becoming more common, offering structured opportunities for students to develop these “soft skills.”
Experiential learning and co-curricular programs play a big role in ensuring that modern learners grow both intellectually and emotionally. Programs like internships, community service, and study abroad offer learners the chance to apply their academic knowledge to real-world scenarios, encouraging them to think critically about their values and ethical choices. These experiences cultivate a deeper sense of social responsibility and empathy, qualities that are increasingly valued in both personal and professional contexts (Berrett, 2012).
In addition to these initiatives, trauma-informed leadership and trauma-informed pedagogies are becoming vital in supporting modern learners. These practices ensure that education addresses not only intellectual development but also the emotional and psychological well-being of students. Trauma-informed leadership acknowledges the prevalence of trauma and stress in academic environments and fosters a culture where students feel safe, supported, and empowered to succeed. By emphasizing empathy, emotional safety, and resilience, these leadership practices directly contribute to the emotional development of modern learners, complementing their academic growth (Pillar et al., 2023).
Trauma can have lasting impacts on the modern learner’s ability to engage with their learning environments. Trauma-informed practices are essential for creating supportive educational experiences that recognize and mitigate these impacts. When leaders and educators are equipped with these practices, they help cultivate resilient, emotionally intelligent individuals who are better prepared to thrive both in and out of the classroom (Pillar, 2024).
Research backs up this shift. Studies show that students who participate in programs aimed at developing emotional intelligence—such as peer mentoring or service-learning projects—not only feel more satisfied with their college experience but also perform better academically. Emotional intelligence has been shown to improve resilience, relationships, and academic success. For example, emotional intelligence is strongly linked to self-efficacy, motivation, and resilience, which mediate the positive effects on both psychological well-being and academic performance (Shengyao et al., 2024). This suggests that by supporting both the intellectual and emotional sides of education, universities are actually preparing students for a more successful life after graduation.
Instead of seeing intellectual and emotional education as opposing forces, the goal should be to create a balanced approach that fosters both. By combining rigorous academic learning with emotional and ethical growth, we can ensure that modern learners graduate not only well-educated but also equipped with the empathy and ethical grounding to lead meaningful lives. This holistic model of education is critical for preparing students to thrive in today’s complex and interconnected world.
Improving Accessibility and Affordability: More than Just Financial Aid
“Given the testing results and dismal college-completion rate cited above, the only things that truly get ‘well-rounded’ are the coffers into which student tuition money flows, amounting to thousands of dollars’ worth of wasted time and effort.” — Wolf (2024)
Affordability remains one of the most significant barriers to higher education, especially for low-income modern learners. Pell Grant recipients, a proxy for low-income modern learners, often face graduation rates below 40% at many institutions, underscoring the inadequacy of support systems designed to help these modern learners persist and graduate (Kotlikoff, 2022). As Gary Stocker, host of the College Viability podcast and creator of the College Viability app pointedly described, institutions with graduation rates below 50% often function more like “tuition collection agencies” than true educational institutions, emphasizing the systemic failure to support modern learner success (Costa, 2022).
True accessibility, however, involves more than just lowering tuition costs—it means creating more flexible pathways that accommodate the needs of modern learners. Online education, which has often been viewed as inferior to in-person learning, can offer the flexibility that many modern learners—especially those balancing work, family obligations, or financial constraints—need. But simply offering online courses is not enough. Universities must ensure their online programs are rigorous, engaging, and designed to prepare modern learners for success in both academic and professional environments. This is crucial because when done poorly, online education can reinforce existing disparities rather than mitigate them (Wolf, 2024).
Additionally, universities must better prepare modern learners for the realities of online learning, offering training in time management, self-discipline, and digital literacy. For low-income and underrepresented modern learners, who may already face numerous barriers, online education can serve as a lifeline—providing access to education that may not otherwise be feasible. However, this option is only viable if institutions invest in ensuring the quality and accessibility of these programs. The Colleges Where Low-Income Students Get the Highest ROI report also stresses that while some private nonprofit institutions, such as Georgetown and Stanford, offer a high return on investment (ROI) for low-income modern learners, these institutions enroll relatively few Pell Grant recipients, limiting access for the broader low-income population (Carnevale, Cheah, & Van Der Werf, 2022). It is surprising the number of institutions whose student body are comprised of 20, 30 or even 40% Pell-Grant eligible students and their graduation rates are below 40%. This disparity highlights that the institutions most capable of providing significant economic mobility are often the least accessible to the populations that could benefit most.
Furthermore, the decline in educational outcomes in K-12 systems, as evidenced by the historic lows in national math and reading scores, raises significant concerns about how prepared modern learners are for college (Sparks, 2022). These failures in K-12 education call for stronger interventions in higher education, particularly regarding accessibility and modern learner support for those already at a disadvantage when entering college. Higher education institutions must play an active role in bridging these gaps, offering stronger pathways for college readiness through dual enrollment, bridge programs, and intentional collaborations with K-12 systems.
Strengthening Student Support Systems: Preventing Costly Failures
“The United States has a daunting 39-percent college dropout rate. Under-preparedness is surely to blame in large part.” — Wolf (2024)
To address the high dropout rates in higher education, strengthening support systems for modern learners must be a top priority. While modern learners may not always be academically unprepared, they often lack the financial or personal resources to persist. For example, a recent survey found that 58% of stopped-out modern learners cited financial struggles as their primary reason for not returning to school, even though 90% felt confident in their academic skills, such as math and critical thinking (Spitalniak, 2024). This statistic demonstrates that financial challenges, rather than just academic unpreparedness, are a significant barrier to modern learner persistence and success.
Beyond addressing financial challenges, universities need to recognize that a key factor in improving retention is fostering a strong sense of belonging for modern learners. Research shows that modern learners who feel a genuine sense of belonging on campus are more likely to persist and complete their degrees. As Doyle (2023) highlights, providing non-academic support—such as a modern learner’s sense of belonging, feeling that at least one faculty or staff member cares about them, and a representation of their culture or identity on campus—significantly enhances retention. When these factors are taken into account, predictive models for modern learner retention improve, highlighting the importance of the social and emotional dimensions of modern learner success. Therefore, retention strategies must go beyond academic interventions to include efforts to build connections and a supportive campus culture for modern learners.
Universities must also offer wraparound services that address not only academic needs but also financial, personal, and mental health challenges. Comprehensive modern learner support systems—including academic coaching, career advising, mental health services, and peer mentoring—are critical in helping modern learners navigate the complexities of higher education. These services ensure that modern learners can manage the multitude of challenges they face, increasing their chances of staying enrolled and graduating.
Creating more flexible pathways for modern learners who may not succeed immediately is a powerful strategy to address high dropout and stop-out rates. By making it easier for modern learners to re-engage with their education, institutions can help foster a lifelong appreciation for learning. Providing opportunities for modern learners to earn micro-credentials, stackable credits, or pursue competency-based education that contributes directly to their degree offers them tangible milestones. These smaller achievements can keep modern learners motivated, even if they face challenges along the way.
For low-income modern learners, who are disproportionately affected by financial pressures and more likely to stop out, these flexible pathways are especially crucial. Rather than viewing their education as an all-or-nothing proposition, modern learners can build their progress incrementally. This approach helps maintain momentum, empowering them to continue working toward their degree while managing personal, financial, or academic hurdles.
Additionally, by offering re-entry programs without penalizing modern learners for past academic difficulties, institutions can eliminate the stigma often associated with returning to college after stopping out or even not going straight into college out of high school. This welcoming and normalized approach creates a more inclusive educational environment, encouraging modern learners to see their educational journey as flexible and adaptive, rather than rigid and unforgiving. In doing so, universities can promote a culture of lifelong learning, where modern learners are supported in returning to their studies, regardless of how long they’ve been away (or how long they delayed starting).
By fostering an environment where modern learners are met where they are—both academically and personally —universities can better serve modern learners, particularly those from marginalized or underrepresented backgrounds. Faculty must also adapt to this changing landscape, using teaching methods and course designs that acknowledge the diversity of experiences and academic readiness that modern learners bring to the classroom. In doing so, institutions will not only improve graduation rates but also ensure that modern learners leave with the skills and knowledge necessary to succeed in an increasingly competitive and unpredictable world.
Final Thoughts: A Call for a Balanced Reform
The challenges facing higher education today are significant and demand thoughtful, well-rounded solutions. While many of Wolf’s critiques hold weight, the issue(s) at hand and solutions require a more nuanced, multifaceted, and comprehensive understanding and approach. This certainly doesn’t mean that potential solutions have to be complex and in fact, I would argue they need to be as practical and straightforward as possible to navigate the change management needed for all involved. Universities must do a better job of preparing faculty to teach, re-envision their curricula to emphasize lifelong learning and curiosity, improve accessibility, and strengthen support systems for modern learners. These reforms are not quick fixes, but they are necessary if we are to truly serve the needs of modern learners and ensure their success in an ever-changing world.
Faculty development cannot remain solely focused on disciplinary expertise. It must also foster effective teaching skills and equip educators to meet the diverse needs of modern learners. Curricula need to evolve beyond a narrow focus on major-specific courses to emphasize the development of durable, transferable skills that promote intellectual curiosity and adaptability—traits essential for lifelong learning. Faculty at all levels of experience and expertise should make a serious commitment to developing their teaching skills throughout their careers, not just during the tenure-track period. As the needs, abilities, skills, and challenges of the modern learner evolve, so too must faculty adapt their teaching practices. Universities must put greater emphasis and resources into developing faculty teaching skills, while faculty themselves must take this responsibility seriously to ensure they are meeting the needs of the modern learner and creating more effective learning environments.
In addition to improving teaching and curriculum, universities must prioritize accessibility by creating more flexible pathways that meet modern learners where they are. Offering micro-credentials, stackable credits, and competency-based education can provide modern learners with the tools to progress at their own pace while recognizing and rewarding their achievements along the way. These strategies will be particularly impactful for low-income and non-traditional modern learners, for whom financial barriers and personal obligations often create challenges to degree completion.
Equally important is the need to strengthen modern learner support systems. A sense of belonging, as Jeff Doyle points out, is crucial for retention and modern learner success. Universities must address both academic and non-academic challenges by providing wraparound services that encompass mental health, career advising, financial counseling, and peer mentoring. Only by addressing the full spectrum of modern learner needs can we hope to reduce dropout rates and ensure that more modern learners succeed.
Ultimately, higher education must adapt to the realities of the modern world, balancing the need for academic rigor with the flexibility and support necessary to guide modern learners toward success. By implementing these reforms, universities can foster an environment where modern learners are not only prepared for their immediate futures but are equipped with the curiosity, resilience, and lifelong learning skills needed to thrive in an ever-changing global landscape.
References
Berrett, D. (2012, October 24). Today’s faculty: Stressed and focused on teaching. The Chronicle of Higher Education. https://www.chronicle.com/article/todays-faculty-stressed-focused-on-teaching-and-undeterred-by-long-odds/
Carnevale, A. P., Cheah, B., & Van Der Werf, M. (2022). The Colleges Where Low-Income Students Get the Highest ROI. Washington, DC: Georgetown University Center on Education and the Workforce. https://cew.georgetown.edu/cew-reports/lowincome/
Costa, N. (2022). The deadweight loss of college general education requirements. Michigan Journal of Economics. https://sites.lsa.umich.edu/mje/2022/04/19/the-deadweight-loss-of-college-general-education-requirements/
Doyle, J. (2023, November 28). The billion-dollar result from seeing student success in a new way. Deep Thoughts on Higher Ed. https://deepthoughtshed.com/2023/11/28/the-billion-dollar-result-from-seeing-student-success-in-a-new-way/
Fox, J. (2022, October 17). Haven’t worked at the same place for 10 years? Join the club. Bloomberg. https://www.bloomberg.com/opinion/articles/2024-10-17/haven-t-worked-at-the-same-place-for-10-years-join-the-club?srnd=phx-economics-v2
Greene, P. (2024). Neither College Nor Career Ready. Forbes. https://www.forbes.com/sites/petergreene/2024/10/02/neither-college-nor-career-ready/
Kotlikoff, L. J. (2022). ‘Don’t borrow for college,’ warns Harvard economist. CNBC. https://www.cnbc.com/2022/01/25/dont-borrow-for-college-warns-harvard-trained-economist-why-he-says-its-a-waste-of-money.html
Ladany, N. (2024, September 24). Behind the curtain of higher education: Faculty aren’t trained. Forbes. https://www.forbes.com/sites/nicholasladany/2024/09/24/behind-the-curtain-of-higher-education-faculty-arent-trained/
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Sparks, S. D. (2022). Two decades of progress, nearly gone: National math, reading scores hit historic lows. Education Week. https://www.edweek.org/leadership/two-decades-of-progress-nearly-gone-national-math-reading-scores-hit-historic-lows/2022/10
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Ideas for Future Discussions and Writings
As I continue to explore the evolving landscape of higher education, several key areas deserve deeper attention. Below are a few ideas for future discussions and potential articles that build on the themes touched upon in this piece. If any of these resonate with you, or if you’d be interested in discussing or collaborating on an article, I’d love to hear from you.
- The Future of Faculty Development: Training Educators for a New Era This piece could delve into what a modernized faculty development program looks like in practice. How can universities better prepare educators to teach diverse, multi-generational, and often underprepared learners? What role should technology play in teacher training? The discussion could explore mandatory pedagogical development, the role of Centers for Teaching and Learning, and the importance of trauma-informed teaching practices.
- Beyond Major-Specific Learning: Building a Curriculum for Lifelong Adaptability Expanding on the idea of lifelong learning, this article could explore how universities can create curricula that balance deep disciplinary knowledge with broad, adaptable skills like problem-solving, communication, and digital literacy. It could examine real-world examples of institutions that have successfully integrated interdisciplinary studies and experiential learning into their programs and look at the long-term benefits for graduates.
- Addressing the Financial Barriers in Higher Education: Flexible Pathways and Micro-Credentials This discussion could take a deeper look into how financial barriers disproportionately affect low-income students and non-traditional learners. It would expand on the idea of creating flexible educational pathways, exploring case studies of institutions that have successfully implemented micro-credentials, competency-based education, and stackable credits to keep students engaged and help them return to education after stopping out.
- The Role of Belonging in Student Success: Moving Beyond Academic Metrics Building on Jeff Doyle’s insights into the importance of non-academic factors like belonging, this article could dive deeper into how universities can cultivate a sense of belonging to improve retention and graduation rates. It could explore the specific initiatives schools have implemented to enhance student engagement outside the classroom and how these contribute to measurable success outcomes.
- Improving Retention and Graduation Rates for Low-Income and Underrepresented Students This piece could focus on the systemic challenges that low-income and underrepresented students face in completing their degrees. It would explore the key interventions needed to address the financial, social, and academic barriers preventing these students from succeeding. Strategies like enhanced financial aid advising, mentorship programs, expanded support services, and initiatives that foster a sense of belonging could be examined in depth. The article could also highlight successful models from institutions that have significantly improved retention and graduation rates among these student populations.
- Reimagining the General Education Model: Preparing Modern Learners for a Dynamic Workforce This idea would explore the tension between traditional general education models and the needs of modern learners. Should general education be replaced with more career-focused, skills-based learning? How can universities maintain the value of a broad education while ensuring it’s relevant and practical for today’s rapidly changing job market? The article could provide examples of innovative general education programs that prepare students for real-world challenges.
- Bridging the Gap Between K-12 and Higher Education: Building Partnerships for Better College Preparedness An in-depth look at the critical role of K-12 partnerships in improving college readiness. This article could explore how dual enrollment, bridge programs, and collaborative efforts between universities and high schools can better prepare students for the academic rigor of higher education, especially for underserved and underrepresented populations. It could highlight successful programs that have made measurable impacts on college persistence and completion rates.
These topics not only build upon the current discussion but also open the door for fresh perspectives on how we can shape higher education to better meet the needs of all learners. I look forward to exploring these ideas further and encourage any collaborations that could bring these concepts to life.
