A friend called my attention to this compelloquent response to the educrats. Heres a bit:
(1) The report has forgotten the centrality of the faculty to what we are about in our colleges, and risks leaving on the sidelines of the national dialogue those who most need to be at the heart of
the conversation. We will not answer the question about the quality of education by addressing transferability of credits. That only helps us focus on the “degree” as the end of education, rather than the learning itself.
(2) Learning assessment ought to be an integral part of learning itself. It must be left to the classroom, the faculty, and the local institution. Nothing can be gained by broad, outside measuring instruments that cannot take account of what is going on between student and teacher, student and student, or the student and the books or equipment in the classroom. The report allows for such a solution, but encourages the worst tendencies in us --- to teach what can be
measured, or to focus our attention on those things that are of least importance to living a thoughtful, examined life. “Objectivity” in assessment tools is useless or harmful when it measures nothing essential to the kind of learning we seek to foster.
(3) The report fails to recognize that its aims --- economic competitiveness, efficiency, and productivity --- are not the highest aims of our democratic society, founded on the rights of all to life, liberty and the pursuit of happiness, and that education is a means to these goods too.