This is a compelling reason, but a contributing factor to the decrease in value might be the things that actually occur in classrooms of college campuses across the nation.

Take a look around your typical, low-level IAH or ISS class and you’re likely to see students engaging in a variety of activities that don’t include paying attention to a lecture. Students repeatedly surf the Web, do homework for other classes or text message. Some professors see this as a problem and strictly prohibit the use of electronic devices in class, only to be embarrassed when their own phone rings and class is paused while he or she takes a call. Clearly, the prohibition of electronic devices is not the solution. These in-class diversions are a symptom of the actual problem: Classes aren’t engaging.

I have been in classes where the professor simply reads slides from a PowerPoint presentation or reads out of a textbook. Sure, information is thrown at the students, but there is little incentive to catch it.

One element of the system that seems mostly pointless is mandatory attendance. Its main benefit seems like a nice cushion for a grade, but beyond that, there isn’t much else. A class should be made so engaging that students wouldn’t dare miss a session instead of requiring them to go so their grade doesn’t drop significantly.

This engagement problem does not rest solely on instructors and professors. Some students take lax attitudes toward classes unrelated to their major. This attitude does not gel with the aim of the university education model, which is to learn about a variety of subjects and not to just study one subject. A recent USA Today article suggests that college might not be for everyone. Although there are more people graduating, there also are more people dropping out.

According to a Michigan House Fiscal Agency memo, only the University of Michigan, Michigan State University and Michigan Tech have five-year graduation rates above 50 percent. For whatever reason, students are leaving college with debt and without a degree. It could be in the best interests of some high school graduates to pursue other pathways beside a four-year university degree.

There have been efforts by the state Legislature to change high school requirements so that students are ready for college. Some of these rules ignore the harsh reality that college, or at least college immediately following high school, is not for everyone.

I was lucky enough to go to a high school where auto repair, culinary arts and performing arts programs were well-supported, so high school students could explore options instead of being pushed along into an experience for which the student might not be ready. The problems with higher education are not the fault of just students, instructors or legislators.

Students need to be allowed more opportunities to learn about and prepare for paths that don’t immediately lead to a university. The problem with the unemployment of college graduates begins in high school, as some people are pushed to go to a university when he or she might not be ready. The ones who do make it through college might not have learned much beyond their major, since the focus now seems to be more on the destination (the degree) instead of the journey (learning along the way).

As college students, we should make the most of our college experience by doing things beyond passing tests and going to class. Being active in a student group or doing volunteer work are great ways to network, gain references for the future and make yourself stand out to future employers.

Justin Covington is the State News guest columnist. Reach him at coving272@msu.edu.