The Credit Hour was NEVER meant to Measue Learning

The basic currency of higher education — the credit hour — represents the root of many problems plaguing America’s higher education system: the practice of measuring time rather than learning. Cracking the Credit Hour, a report from the New America Foundation released in September 2012, traces the history of this time-based unit, from the days of Andrew Carnegie to recent federal efforts to define a credit hour.

Credit hours were never intended to measure learning (they came about largely because Andrew Carnegie wanted college professors to have pensions), but because they are easy to measure and understand, they have become the fundamental building blocks of higher education. While this might be useful for administrative functions like scheduling courses, it tells us very little about what students learn.

Read it all here

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