How the reinvention of higher education benefits parents, students, and schools.

Hartwick college, a small liberal-arts school in upstate New York, makes this offer to well-prepared students: earn your undergraduate degree in three years (six semesters) instead of four, and save about $43,000-the amount of one year's tuition and fees. A number of innovative colleges are making the same offer to students anxious about saving time and money. The three-year degree could become the higher-education equivalent of the fuel-efficient car. And that's both an opportunity and a warning for the best higher-education system in the world.

But as I discovered myself during my four-year tenure as president of the University of Tennessee in the late 1980s, in some ways, many colleges and universities are stuck in the past. For instance, the idea of the fall-to-spring "school year" hasn't changed much since before the American Revolution, when we were a nation of farmers and students put their books away to work the soil during the summer. That long summer stretch no longer makes sense. Former George Washington University president Stephen J. Trachtenberg estimates that a typical college uses its facilities for academic purposes a little more than half the calendar year. "While college facilities sit idle, they continue to generate maintenance, energy, and debt-service expenses that contribute to the high cost of running a college," he has written.

Within academic departments, tenure, combined with age-discrimination laws, make faculty turnover-critical for a university to remain current in changing times-difficult. Instead of protecting speech and encouraging diversity and innovative thinking, the tenure system often stifles them: aspiring professors must win the approval of established colleagues for tenure, encouraging likemindedness and sometimes inhibiting the free flow of ideas.

Meanwhile, tuition has soared, leaving graduating students with unprecedented loan debt. Strong campus presidents to manage these problems are becoming harder to find, and to keep. In fact, students now stay on campus almost as long as their presidents. The average tenure of a college president at a public research university is seven years. The average amount of time students now take to complete an undergraduate degree has stretched to six years and seven months as students interrupted by work, inconvenienced by unavailable classes, or lured by one more football season find it hard to graduate.

Congress, acting with the best of intentions, has tried to help students with college costs through Pell Grants and other forms of tuition support. But some of their fixes have made the problem worse. The stack of congressional regulations governing federal student grants and loans now stands twice as tall as I do. One college president lamented to me that filling out these forms consumes 7 percent of every tuition dollar.

Because of the recession, Harvard is laying off workers and Stanford is selling a billion dollars of its endowment. Declining state support makes the pain in public universities even worse. From 2000 to 2006, total state higher-education funding rose only 17.6 percent while average tuition at public four-year institutions went up 63.4 percent. The main cause of declining state support was the runaway costs of Medicaid, which rose over the same period by 62.6 percent. And Congress is now considering a health-care reform bill that would shift even more Medicaid costs to the states. The recent federal stimulus dollars offer only temporary relief. Tennessee Gov. Phil Bredesen described the situation in his March budget address: "When this money ends 21 months from now, our campuses will suddenly need to begin operating with about $180 million less in state funding than they had this year."

For all of these reasons, some forward-looking colleges like Hartwick are rethinking the old way of doing things and questioning decades-old assumptions about what a college degree means. For instance, why does it have to take four years to earn a diploma? This fall, 16 first-year students and four second-year students at Hartwick, located halfway between Binghamton and Albany, enrolled in the school's new three-year degree program. According to the college, the plan is designed for high-ability, highly motivated students who wish to save money or to move along more rapidly toward advanced degrees.

By eliminating that extra year, three-year degree students save 25 percent in costs. Instead of taking 30 credits a year, these students take 40. During January, Hartwick runs a four-week course during which students may earn three to four credits on or off campus, including a number of international sites. Summer courses are not required, but a student may enroll in them-and pay extra. Three-year students get first crack at course registration. There are no changes in the number of courses professors teach or in their pay.In April, Lipscomb University in Nashville also announced a three-year option, along with a plan for veterans to attend tuition-free and make it easier and cheaper for community-college students to attend Lipscomb. Lipscomb requires its three-year-degree students to take eight semesters, which means summer school is required. Still, university president Randy Lowry estimates that a three-year-degree student saves about $11,000 in tuition and fees.

The three-year degree is starting to catch on, but it isn't a new idea. Geniuses have always breezed through. Judson College, a 350-student institution in Alabama, has offered students a three-year option for 40 years. Students attend "short terms" in May and June to earn the credits required for graduation. Bates College in Maine and Ball State University in Indiana are among other colleges offering three-year options. Later this month the Rhode Island Legislature is expected to approve a bill requiring all state institutions of higher education to create three-year bachelor programs.


Changes at the high-school level are also helping to make it easier for many students to earn their undergrad degrees in less time. One of five students arrives at college today with Advanced Placement credits amounting to a semester or more of college-level work. Many universities, including large schools like the University of Texas, make it easy for these AP students to graduate faster. According to the U.S. Department of Education's most recent statistics, about 5 percent of U.S. undergraduates finished with bachelor's degrees in three years.




There are drawbacks to moving through school at such a brisk pace. For one, it deprives students of the luxury of time to roam intellectually. Compressing everything into three years also leaves less time for growing up, engaging in extracurricular activities, and studying abroad. On crowded campuses it could mean fewer opportunities to get into a prized professor's class. Iowa's Waldorf College has graduated several hundred students in its three-year-degree programs, but is now phasing out the option. Most Waldorf students wanted the full four-year experience-academically, socially, and athletically. And faculty members will be wary of any change that threatens the core curriculum in the name of moving students into the workforce.

"Most high governmental officials who speak of education policy seem to conceive of education in this light-as a way to ensure economic competitiveness and continued economic growth," Derek Bok, president emeritus of Harvard told The Washington Post. "I strongly disagree with this approach." Another risk: the new campus schedules might eventually produce less revenue for the institution and longer working hours for faculty members.

Adopting a three-year option will not come easily to most schools. Those that wish to tackle tradition and make American campuses more cost-conscious may find it easier to take Trachtenberg's advice: open campuses year-round. "You could run two complete colleges, with two complete faculties, in the facilities now used half the year for one," he says. "That's without cutting the length of students' vacations, increasing class sizes, or requiring faculty to teach more." Simply requiring one mandatory summer session for every student in four years-as Dartmouth College does-would improve his institution's bottom line by $10 million to $15 million dollars, he says.