I am a living, breathing example of higher education fulfilling the American dream. A Philly kid growing up in a working class neighborhood, orphaned right after my high school graduation, I was awarded a full scholarship (including room, board, and stipend) at the University of Pennsylvania.

And I never left school. I became an English professor, a dean, and then for 24 years the provost, chancellor, and president at three regional public universities (Arizona State West Campus, University of Alaska Anchorage, Governors State University). My professional life has been devoted to providing high quality, accessible, and affordable education for as many students as possible, with special attention to those who never had the chance to dream that college was for them.

The recent Gallup / Lumina poll indicating a bipartisan loss of confidence in higher education felt like a punch in the gut. Then came U. S. Department of Education Secretary Linda McMahon’s “Call to Action,” less tyrannical than last year’s Compact but laced with partisan demands and short on recognition of ongoing reform efforts.

We can’t be distracted by noise and accusations. Even before the beginning of the American republic, higher education played a central role in our democracy. In the 1740s, Benjamin Franklin founded the University of Pennsylvania on the principle that knowledge should serve society. As U.S. universities and colleges developed, Franklin’s idea of a social contract — higher education promoting the public good and the nation supporting higher education — has made U. S. higher education the envy of the world.

Students and faculty must be free to pursue knowledge and express differing views without partisan or ideological coercion — from the right or the left.

Higher education must earn and sustain the public trust. That’s an ongoing process. The time is ripe to renew the social contract between higher education and “we the people.” Colleges and universities owe the American people affordable, high quality educational opportunity. Government and society must respect higher education’s variety and independence.

The strength of U.S. higher education results from contributions of a broad variety of schools: public, private, large research universities, residential liberal arts colleges, community colleges, minority-serving and mission-driven colleges, and technical institutes. All deserve respect for their differing missions, fair and predictable treatment, and freedom from partisan or ideological direction. The public benefits when colleges and universities can make decisions about what is taught and who teaches it without government interference. Accountability does not require political or partisan control, and reform does not require surrendering institutional independence.

Recently, I participated in a number of uplifting discussions with a group of retired university and college presidents, organized by PEN America as Champions of Higher Education. Secretary Linda McMahon’s “National Call to Action to University Presidents and Governing Boards” was an initial stimulus for these discussions. Rather than simply rejecting her accusations of diluted academic standards and “a domineering monoculture,” we examined how well higher education is living up to its side of the social contract.

We then wrote an open letter to sitting presidents and trustees at all U.S. colleges and universities, calling for a “Renewal of the Social Contract for Higher Education.” This letter has already been endorsed by more than 85 of my fellow Champions who are committed to advocating for educators and students. Our purpose was not to insist that everything is working. It was to identify the following four areas needing bold reform.

First and foremost, one principle that we believe must be honored by both higher education and society is that students and faculty must be free to pursue knowledge and express differing views without partisan or ideological coercion — from the right or the left. We also agreed that higher education must continually examine how well we are living up to this responsibility. We should acknowledge where higher education can do better and take responsibility for making needed changes. At the same time, reforms should reflect the differing missions and responsibilities of our institutions, rather than a single set of answers prescribed by government.

To renew the social compact for higher education, we identified four issues that are central to the mission of U.S. colleges and universities. We’re calling on leaders to speak up clearly about how their institutions are working to meet the needs of our democracy. We agreed on the following areas needing reform — bold reform, not tinkering around the edges:

Affordability

We must find better ways to make a quality education affordable and accessible without burdening students and families with excessive debt. University researchers in economics and related disciplines should help achieve this goal.

Research and innovation in the public interest

Universities have helped make the United States a global leader in health care, science, technology, and innovation. Projects must be judged on merit, not on adherence to a partisan agenda. Researchers are beginning to develop responsible and creative ways to make artificial intelligence (AI) a boon rather than a threat. Research accomplishments depend on the freedom to pursue discoveries whose values may not be immediately apparent.

International talent and American leadership

For generations, U.S. colleges and universities have attracted talented students and scholars from around the world. Many have remained here, creating companies, discoveries, jobs, and innovations that have strengthened the United States. International engagement and American interests are not inherently in conflict; properly pursued, each can reinforce the other.

Service to communities and country

Colleges and universities should provide clear benefits to the communities they serve. That includes better connections between research and local problems; stronger pathways among technical schools, community colleges, and universities; greater recognition and support for excellent teaching; and renewed attention to the economic and civic needs of our communities.

As we move forward into the second quarter of the 21st century, it’s essential that we renew and fortify the social contract between the American people and higher education. It’s never been more important to keep past promises and to make and keep new ones.

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