In 1937, as she lay ill in bed, Annie Oakes Huntington, a writer living in Maine, thought of ways to spend her time. She confided in a letter: “The radio has been a source of unfailing diversion this winter. I expect to enter all the courses at Harvard to be broadcasted.” Huntington was joining in an educational experiment sweeping the country in the 1920s and 30s: massive open on-air courses.

As educators contemplate the MOOCs of our day—massive open online courses—they would do well to consider how earlier generations dealt with technology-enhanced education.

We are not the first generation to believe that technology can transcend distance and erode ignorance. Nearly a century ago, educators were convinced that radio held that same potential. The number of radios in the United States increased from six or seven thousand to 10 million between 1921 and 1928. Many…

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Recently, David Warner, a colleague in our department at Washington State University, was severely beaten outside an off-campus bar. While the facts are still unclear, the police have indicated that drinking was most likely involved. The incident was among countless acts of violence and violation perpetrated on and around college campuses in recent weeks, all by-products of a culture of excess that celebrates intoxication. At Washington State, we have seen a semester in which police officers reported that alcohol played a role in three students’ falling from buildings and another student’s death, from alcohol poisoning. Such events are a tragic reminder of the costs of America’s collegiate party culture—which parents and administrators often lament, but which the structure of higher education tacitly endorses.

Of course, collegiate partying is nothing new. It is the stuff of local…

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One need not look far these days to find people skeptical (at best) about the value of higher education. Most of these people particularly question the value of a liberal-arts education, which they view as outdated and elitist. Claiming economic pragmatism, they seek the curtailment or even outright elimination of arts and humanities programs. Liberal arts, they say, are a luxury we can no longer afford, because students who study the liberal arts do not develop the skills they need to succeed in the workplace. This is an absurd and entirely unsubstantiated claim that I will not bother to debunk here (for an excellent takedown of this position, see Brian Rosenberg’s January 30 article in the Huffington Post). Still, absurd though it is, those of us in the sciences may think to let the humanities fight their own corner. What does this have to do with us? we may well ask.

And it’s…

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All college teachers know the heartache of students who, for one reason or another, are indisposed to what teachers have to offer, but freshman-composition instructors suffer a special despair. Nineteen-year-olds enter their classroom three months out of high school, and few college tasks irk them more than a five-page paper on a literary work or social topic.

Worse than that, all too many of them don’t have the basic ability to write crisp sentences and coherent paragraphs. They don’t know where commas go, they can’t set the pieces of a periodic sentence into tight relations, they haven’t the vocabulary to say what they want to say, and the well-turned phrase and sparkling metaphor baffle them.  Academic prose is a struggle, freshman comp a torture.

Other first-year subjects uncover daunting college unreadiness, of course, but there’s a difference. Students falter in…

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