In consideration of the matter, WSU and ASWSU is seeking feedback from students and faculty. Katelyn Moriwaki, director of university affairs for ASWSU, spoke to The Daily Evergreen about the plan.

“I first learned about the proposal back in late August when I first got on the committee. This was the first thing we talked about,” Moriwaki said. “My initial thoughts were a little skeptical about whether or not this would be a good fit for our school.”

Though initially skeptical, Moriwaki said she has since become more open to the idea.

“When I first heard about it, I was super skeptical, and it wasn’t until I found out more about it that I was more open to the idea of implementing it in our school,” she said.

While some see a potential issue with the plan making degrees less valuable, Moriwaki disagrees.

“I think a big skepticism with it is that it would be a watered down degree. That’s just not how it is,” she said. “When you have a 90-credit bachelor’s degree, you have to get it passed by an accreditor…and they have to audit your school to make sure that you fit a really high criteria for a 90-credit bachelor’s degree, and we’ve already got accredited.”

If passed, the plan would be limited, Moriwaki said. Departments would not be forced to offer shorter bachelor’s degrees, and those who elect to still have to get their individual plans approved.

“I think that a lot of students think it’s all or nothing,” she said. “Not every major in every college will have a 90-credit bachelor’s degree. Each college will have to submit why they think they should have a 90-credit bachelor’s degree and it’ll get approved or denied.”

One benefit of a shorter bachelor’s degree has to do with time and money, Moriwaki said. A shorter bachelor’s degree would cost less and take less time to complete, which would be beneficial for those who may have less money or have additional school after earning their undergraduate degree.

At the same time, some faculty have criticized the plan for potentially causing an economic divide between those who can afford a 90-credit degree and those who can afford a 120-credit degree. Faculty said this could cause issues with the quality of education offered to students, higher-income students receiving a better quality education.

Moriwaki said she does not see that as an issue and the difference is in the career path itself, not the individual student. For instance, aspiring teachers can get the same degree regardless of socioeconomic status, while the same can be said for aspiring engineers.

“That social divide shouldn’t be an issue because you guys aren’t going for the same job,” Moriwaki said. “You guys are going for two different jobs. One wants to be a teacher and one probably wants to work in engineering.”

The plan is currently being worked on by administrators, faculty and student leaders. Though the decision to implement the plan is up to them, students are asked to share their thoughts.

Students interested in sharing thoughts, comments and concerns about the plan are encouraged to email Moriwaki at [email protected].