Opinion: Thoughts from readers

We need to consider how higher education can serve and be served by the Anabaptist/Mennonite community while dealing with the complex reality of institutional histories, economics, student dynamics and technology.

Here are some possible models:

The cut-em loose model
In this model, the Mennonite Education Agency in concert with Mennonite Church USA officials would take action to sever official denominational links to some (or all) colleges and universities. The administrators in these agencies may decide that the cost of higher education and the dwindling percentage of Mennonites attending denominational colleges make denominational higher education too expensive and unnecessary.

This decision would mean that the individual campuses would have to determine an alternative mission and find new sources of money and students. Absent solutions to these issues, some (or all) Anabaptist/Mennonite institutions may close.

The right-sizing model
This model would require that all parties have faith in a denominational body, either Mennonite Education Agency or, preferably, a specifically appointed task force. This task force would be empowered to make recommendations to bring denominational higher education campuses and programs in line with available resources and perceived needs. Campuses might be consolidated, programs reduced (or enlarged) and personnel reduced (or expanded).

There are many possibilities. Perhaps all Mennonite education would be consolidated on one campus. Perhaps one campus would focus on the humanities and one on the sciences. Perhaps some programs would be terminated and others, which fit mission and need, begun or expanded.

The university or consortium model
A university model would be similar to many public institutions that have scattered locations with a central administration assisted by personnel of appropriate title and rank at each campus. Thus the “Anabaptist University” would have one governing board and one president. A common budget and centralized purchasing operation would be implemented. There would be one central admissions office and strategy. The fund-raising network would be consolidated and made more efficient. Registrar functions could be consolidated. Student mobility, even faculty mobility, would be facilitated as necessary. While there would be many details to be worked out, it has advantages of common purpose, efficient use of resources and a reduction in administrators.

The virtual model
Those who develop online courses have sparked an intense debate about the meaning of education and the meaning of a degree. Proponents argue that online discussion groups and the unlimited resources on the Internet provide what is needed for information to be both acquired and processed. Critics have argued that true education requires the intimacy of personal communication in the context of a community of learners. And there is substantial disagreement about the need for extracurricular programs such as music ensembles and athletic teams.

A virtual model would require careful attention to education quality and assessment/verification. It may require rethinking the characteristics of an effective teacher. It would certainly require evaluation of what physical base is necessary, what technology and technology assistance would be needed, and the implementation of an effective registrar process.

The virtual/residential hybrid model
Some observers have suggested a creative hybrid that makes use of the resources and economic efficiencies of virtual education, while retaining a limited residential requirement. Students would be expected to make several short stays on campus, where the best features of person-to-person learning would occur.

At this point there does not seem to be an overwhelming reason to select any of the above. However, given the frenetic pace of contemporary social and economic change, strategic planning demands that all options be explored. Given the length of time it took Mennonites to “merge” and the many vested interests involved, it is time to begin an intensive, wide-ranging discussion (i.e., one that goes beyond the small population of college administrators and church officials) about the future of Mennonite higher education.

Choosing a model of higher education for the 21st century and infusing that model with Anabaptist/Mennonite foundational principles will require the best critical thinking that can be mustered. It is imperative that the task begin.

Duane Kauffmann is a member of College Menno­nite Church in Goshen, Ind.