We have a long-established standard in higher education of requiring 120 credits for a bachelor's degree. Today, however, there is a concerning movement in Massachusetts and across the country to shave 30 credits — or one year — off that requirement.

    While it is proposed under the guise of making college more innovative and affordable, it actually threatens to undermine the critical role higher education plays in reversing long- standing inequalities across our society.

     To understand why, we must reflect on the value of a fourth undergraduate year.

      For countless BSU students, the final year offers opportunities to

pursue an internship, study abroad, complete undergraduate research or take elective courses that broaden their horizons.

      Reducing credit requirements would undermine those high-impact practices that prepare students for careers and graduate school.

    I frequently speak with regional employers, and none of them have ever asked us to rush students across the commencement stage.

     Instead, they ask us to prepare graduates to think critically, solve problems, work in teams, speak and write effectively and become

lculturally competent citizens of the world.                  

     These essential skills are developed across our core, liberal arts curriculum and would be threatened under a 90-credit bachelor’s degree.

     I worry that our state’s most marginalized students may not understand the value of four years of college. They may be drawn to the shorter and seemingly easier option without realizing the ramifications for their future careers.
     The 90-credit degree, in short, could easily exacerbate inequities.

     Additionally, BSU already offers a four-year degree that is significantly more affordable than many of our peer institutions. Affordability remains central to our mission, and we demonstrate that through the Bridgewater Commitment, expanded merit scholarships and other financial aid initiatives.

      While there may be a place for 90-credit degrees for adult learners who bring extensive work experience to the classroom, the discussion in Massachusetts has thus far lacked the thoughtful inclusive deliberation that should always precede a major policy change.

     I have publicly and privately shared these concerns with state leaders and greatly appreciate that many of you have expressed similar thoughts.

      Although the Board of Higher Education has already approved a process that would allow pilot 90-credit degrees, I will continue to advocate for what is in the best interests of our students and university.