- "You appear to regard "traditional education" as a monolith. My comment was to point out that there have been many diverse systems." -

To clarify, when I say "traditional education", I'm referring to the liberal arts college model. I do this because currently 66% of high school graduates enroll in college within a year and 88% of high school graduates enroll in college by the age of 26.

- "While your proposal may be different from the most stereotypical modern college system, it is not significantly different from existing or historical alternative systems." -

"existing or historical alternative systems" is a really big scope. If the scope is limited to just "existing alternative systems", then I respectfully disagree. Udacity probably has the most similar model (if there is something more similar, then I have yet to find it) and the resemblances are striking. However, my model differs in the amount of intrinsic motivation, problem solving, & project management skills required of the student. The model is designed to test and record the students' character qualities and display those qualities to potential employers. It's for what Marie Bjerede describes as "Hobbyists" - https://www.edsurge.com/news/2015-09-02-hobbyists-scholars-a... - and I hope that, should the proof of concept succeed, the model will encourage all students to become hobbyists, so there's a strong social impact angle here, rather than just trying to serve the existing market. I want to promote personal growth.

- "First off, 'standardized tests' doesn't apply to higher education. At least, all of the tests I took in college, at a US state school, were created by the teacher." -

You're using a really limited definition of "standardized testing". While all my exams were also created by the instructor, the questions were selected from a "common bank of questions" and "scored in a “standard” or consistent manner, which makes it possible to compare the relative performance of individual students or groups of students", which fits the definition provided here: http://edglossary.org/standardized-test/

I'm aware that the primary association of the term "standardized test" is with large scale tests, such as the SAT, ACT, TAKS, etc, but many college exams still fit under the definition.

- "Second off, the University of Phoenix is an example of a 4 year college with no tenured teachers. Searching now, the Franklin W. Olin College of Engineering and Lindenwood University are two other colleges without tenure positions." -

Tenure is not the issue. The issue is having instructors who have near total control over teaching methods, assignments, and grading rubrics for their courses, yet whose skill at actually facilitating student learning can't be quantified. This issue is why the No Child Left Behind act and the Common Core are so controversial. My model solves this issue by giving the student control of determining the instruction methods & assignments that suit them best and disposing of grading scales completely.

- "As for 'student determines the pace of their education'; what do you mean by that?" -

I mean that there will be no classes, no semester, no academic year, no common schedule of any kind. The student designs & implements projects & meets with advisor as the student chooses to. Accordingly, the fee system will reflect this by charging individual fees for individual meetings or a hourly rate instead of a single fee (say tuition) that covers services for 4-5 months at a time.

- "What does the independent industry expert get out of it?" -

I suspect that most of the industry experts won't be freelancers, but rather will be employed by one of the corporations with which we have a strategic partnership. I don't know all the reasons that freelancers are freelancers, but I suspect that two main categories are "Autonomy & Flexible Schedule" and "Extremely High Demand". While freelancers in the High Demand category will probably pass us up due to their ability to make much higher income, I believe our model has a lot to offer freelancers in the "Autonomy & Flexible Schedule" category. In addition, there is the social impact and giving back to the community aspect. Will it be enough? I can only hope so.

As for your comparison to adjunct professors, did you know a quarter of part time college faculty receive public assistance? We won't even be able to treat our independent contractors anywhere near as bad. Colleges depend on the fact that their entire industry is institutionalized to be able to pull that kind of garbage.
http://www.slate.com/blogs/moneybox/2015/04/13/adjunct_pay_a...

Finally, I would like to point out that any advising will be more along the lines of "Here are some links where you can find information on industry best practices" and "You might want to consider taking this approach instead" as opposed to Death by Powerpoint, taking attendance, and grading essays for 8 hours.