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Iowa Wesleyan College announces program cuts

Jan 23, 2014

MT. PLEASANT — Iowa Wesleyan College announced a number of cuts in a press release today. Information from the release is as follows:
Iowa Wesleyan College President Steven Titus announced today the reorganization of academic programs, administrative departments and personnel. The changes are designed to generate future growth and achieve fiscal sustainability. The Board of Trustees voted unanimously to ratify the program changes and reductions in administrative departments.
The recommendation includes the closure of 16 academic program majors. The academic programs are those with low enrollment or diminishing student demand. The few students impacted by the changes will have the opportunity to finish and graduate.
The academic program closures include the following: studio art, sociology, history, pre-law studies, philosophy of religion, communication and mass communication, forensic science, general studies/liberal studies, and seven teacher education endorsement areas.
In addition to changes made in the fall, the move impacts an estimated 22 faculty positions and 23 staff positions and reflects a budget savings of nearly $3 million annually.
The reorganization will allow Iowa Wesleyan to focus its resources on academic programs that have high demand and student enrollment, which include: business administration, nursing, elementary and early childhood education, educational foundations, human services, physical education, exercise science and wellness, visual communication & design, psychology, Christian studies, pre-medical studies, biology, criminal justice, English and music.

Comments (2)
Posted by: Glen Peiffer | Jan 24, 2014 04:26
Posted by: Glen Peiffer | Jan 24, 2014 04:10

Iowa Wesleyan College Cuts Half Of Their Academic Majors

Probably a bellwether for many small private colleges. A loss of rich diversity in education. Very sad to see the trend. We will end up with a few mega universities and on-line education, at some point, with mass production of education.


For the last 70 years, American higher education was assumed to be the pathway to upper-mobility and a rich shared-learning experience. Young Americans for four years took a common core of classes, learned to look at the world dispassionately, and gained the concrete knowledge to make informed arguments logically. The result was a more skilled workforce and a competent democratic citizenry. That ideal may still be true at our flagship universities, with their enormous endowments and stellar world rankings. But for many other private colleges, the cost of operations and facility investment has gotten to be too expensive to maintain and compete with public funded mega universities. More than half of recent college graduates -- who ultimately support the huge college industry -- are either unemployed or working in jobs that don't require bachelor's degrees. About a quarter of those under 25 are jobless and still seeking employment.

As in any revolution, much good will be lost along with the bad. The traditional university used to offer a holistic four-year experience for motivated and qualified students in a landscape of shared inquiry and tolerance. The Internet and for-profit trade schools can never replace that unique intellectual and social landscape.

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