On the Two-Class Education System.

I read with great interest your editorial, "The Growing Two-Class Education System" (October 2004). Let me address first the assertion that technology can solve part of the problem. While I agree that technology can help somewhat, we know that not everyone responds well to technology-based learning. In fact, at our institution, Worcester Polytechnic Institute (WPI), we have been delivering our MBA via distance since 1979, initially via videotape at sites, Later by interactive videoconferencing (1992), then individual videotapes mediated by web sites (1996), and finally fully via the web (1999). What we have learned is that some people respond well to this approach, and others do not, and it is not strictly an issue of motivation or technology familiarity. Some people are very motivated to earn their degree, but they simply do not have the discipline to complete a web-based course that is the rigor equivalent of a campus-based course, which ours are. Others, of course, are able to fly right through. Given that we attract people that are technology-oriented, I think it is safe to say that the argument often advanced--that people are increasingly tech-savvy and will become increasingly better able to handle learning anywhere and anytime--still has holes in it.

I agree that the classic academic model needs to change. WPI recognized that decades ago and, in response, developed the WPI Plan. Since 1972 WPI has focused on student responsibility centered education. We deliver on that in a variety of ways, including projects, no course prerequisites, seven-week terms, and unusual requirements for out-of class work.

What is important is the overall bundle of outcomes from these projects. Our students learn life skills, such as negotiation, conversing effectively with people at all levels of organizations, how to research a topic and learn how to learn, how to work in diverse teams, how to think critically and creatively, how to present, how to write, and, for many, how to work in a different culture. These are some of the things that lead recruiters to tell us that our students have an 18 month head start over other college graduates they hire, including those from co-op programs.

Over the 30-plus years we have operated this way, we have graduated exceptional students. They are incredible problem solvers, tremendously aware of the world around them, and quick learners. We hear these things, and more, from recruiters all the time. The process is one that I heartily recommend to all colleges and universities, although from a selfish perspective I hope they do not follow us.

MCRAE C. BANKS, Dir., Collaborative for Entrepreneurship & Innovation

Worcester Polytechnic Institute (Mass.)