Because the undergraduate education I received at Wellesley College has been so important in my life, and because I believe all college students deserve the intellectual engagement Wellesley gave me, I can no longer donate to Wellesley College.
The education Wellesley College gave me has been central to how I understand what it is to learn and to participate fully in the world. It helped me see knowledge as more than a fixed list of things-to-know but rather as a body that was always in flux, always under construction, always in contact with the wider world. It engaged me seriously, as an individual and as a member of a coordinated learning community with my Wellesley classmates, with professors who were building knowledge, not just describing knowledge others had built.
As a professor at San José State University, a teaching-focused institution in the California State University system, I am teaching a very different student population than Wellesley's. Approximately half of our students are first-generation college students. Many of our full-time students work 40 hours a week or more to pay for college (and, frequently, to support their families). A heartbreakingly large proportion of our students arrive at our university with the expectation that a college degree will be of merely instrumental value (to help them get a job, to secure them a better salary at the job they have), having never encountered a teacher who believed in their ability to learn broadly and deeply -- or who believed that they were entitled to learning for its own sake, for their own enjoyment.
These are students who need an educational experience like the one Wellesley provided for me. My mission as a professor is to give them as much of this experience as I can.
This is not an easy task, when budget crises have meant ballooning class sizes and dwindling resources to support instruction. It is even harder when administrators, looking to cut costs, decide it it appropriate to replace live, engaged, expert instruction in the classroom with packaged massive online courses from private vendors like edX.
I recognize that the faculty involved in creating these courses probably did so with the best of intentions, hoping to share their enthusiasm and expertise with people in the world with no access to college courses other than the internet.
However, the MOOCs they have created have become tools for other purposes, used to "save money" (by eliminating faculty) and to replace meaningful classroom instruction that is working for our student populations.
This serves not to increase access to higher education but to reduce it, at least for the students served by public university systems like mine. At this point in the grand disruptive online experiment, all indications are that MOOCs "work" for self-directed learners, the "ambitious autodidacts" who seems always to be the prime beneficiaries of educational innovations, but that they don't work well for "students from difficult neighborhoods, without good access to computers, and with all kinds of challenges in their lives" -- that is, for students like mine.
Private entities like edX are distributing MOOCs that are being used to replace classroom instruction that strives to give students just a taste of Wellesley's intellectual engagement with an online experience that Wellesley faculty would (I hope) never dream of substituting for their own classroom engagement with their students.
A hallmark of my education at Wellesley was that the subject matter was never just confined to the classroom. Whatever the subject, we were challenged to think hard about its real impact in the world. I implore Wellesley's faculty and administration to think hard about the real context in which the MOOCs they are creating are deployed, about the effects, intended and unintended, that follow upon their use.
By participating in edX without attaching conditions to their MOOCs that prevent their use to replace classroom education that is working and to undermine meaningful educational access, Wellesley College is hurting my students and my ability as a professor to give them some of what Wellesley gave me.
So long as Wellesley College continues to participate in the weaponization of education through edX, I cannot in good conscience contribute another dollar to Wellesley College.
Janet D. Stemwedel
Class of 1989