Blog

  • Audit slams shuttered Eastern Gateway Community College for ‘derelict accounting’

    Audit slams shuttered Eastern Gateway Community College for ‘derelict accounting’

    Dive Brief:

    • Ohio’s state auditor last week alleged “derelict accounting and controls” and “rampant financial mismanagement of public resources” at Eastern Gateway Community College during the now-shuttered institution’s final years.
    • The report from auditor Keith Faber’s office flagged $17.3 million of Eastern Gateway’s spending — the total amount of its federal student aid dollars in fiscal 2023 — as being insufficiently accounted for, due to “pervasive deficiencies in recordkeeping.”
    • The office additionally detailed dozens of instances of inadequate data, unjustified spending, poor student recordkeeping, and lack of existing or approved written spending policies, among other issues.

    Dive Insight:

    Faber issued a blunt summary of the troubled Eastern Gateway’s financial leadership during the period covered by the report, from July 2022 to June 2023. 

    “This goes beyond sloppiness and honest mistakes,” Faber said in a statement. “The public should be outraged.”

    When investigating the public college’s books, state auditors were “unable to obtain audit evidence supporting the College’s compliance with applicable federal requirements for these programs,” according to the report. In other words, Eastern Gateway’s recordkeeping deficiencies may have violated federal law tied to Title IV, in the auditors’ view.

    Eastern Gateway indeed came under scrutiny over federal compliance, which ultimately hastened its demise. 

    In 2022, the U.S. Department of Education alleged the institution’s free college initiative illegally charged students with Pell Grants more than those without. The department told Eastern Gateway to stop offering the free college program and implemented other regulatory restrictions, at which point the institution sued the agency. However, Eastern Gateway eventually did end the program as part of a settlement with the feds. 

    The reputational damage and subsequent student decline after ending its free college program took a heavy toll on Eastern Gateway. In February 2024, the community college announced it would suspend enrollment for all students after its spring semester. By May, the institution announced it would permanently close in the fall. 

    But despite being shuttered for more than a year, Eastern Gateway continues to make headlines. The state auditor’s new report details issues across nearly all of the college’s operations. 

    Some were as small as missing signatures in vendor contracts and lack of a detailed policy for use of an institutional Amazon account. But some findings represented potentially massive oversights, such as issuing $13.6 million in bonds to buy a parking garage that cost more to demolish than the land underneath was worth. 

    More reports and details could yet emerge. Faber’s office noted in the Nov. 25 release that its Special Investigations Unit has an ongoing probe into Eastern Gateway’s operations that could produce future reports on the institution. The unit, together with several state law enforcement agencies, executed a search warrant in January 2024 related to the investigation.

    Meanwhile, nearby Youngstown State University — with which Eastern Gateway established a teach-out plan — plans to absorb what remains of the smaller institution. The university’s board last month approved a plan to acquire property belonging to the community college. Youngstown State officials have said it’s the first time a community college has operated under a four-year university in Ohio.

    Source link

  • Louisiana State University splits president-chancellor role

    Louisiana State University splits president-chancellor role

    This audio is auto-generated. Please let us know if you have feedback.

    The end of fall semester can be a relatively quiet period on campus, as many students return home and colleges gear up for the second half of the academic year. But at least six colleges are facing big transitions after announcing leadership changes in November.

    One public California college will get a new president more than a year after its last permanent leader abruptly resigned amid backlash from system leaders. And a small liberal arts college in Pennsylvania — thrust into the national spotlight earlier this year amid Republican lawmakers’ antisemitism hearings — will soon be on the hunt to replace its president after she announced her forthcoming retirement.

    Below, we’re rounding up a selection of last month’s most significant college leadership changes.

    President: Wade Rousse
    Institution: Louisiana State University System
    Coming or going? Coming

    Wade Rousse will take over as president of the eight-campus Louisiana State University System, its board said in a Nov. 4 release. Rousse previously led McNeese State University, a fellow public Louisiana college, and took the reins at the LSU System as the state’s governor increasingly seeks to be involved in its operations.

    But Rousse will not have all of the same duties as his predecessor.

    The board also announced that James Dalton, previously executive vice president and provost at the University of Alabama, will become chancellor of LSU’s main campus, in Baton Rouge. The board had previously considered Dalton as a finalist for system president.

    Rousse and Dalton began their respective positions on Nov. 17, according to local news reports.

    LSU’s last permanent leader, William Tate IV, served as both president of the system and chancellor of its main campus. The board had combined the two positions in 2012, but Tate’s abrupt departure in June came amid reports from the Louisiana Illuminator that the university was considering reseparating the roles. 

    The institution’s board did not confirm it had restructured the roles until it announced Rousse and Dalton’s appointments. According to the system, the split will allow the president “to focus on systemwide oversight and strategic initiatives” while the chancellor will work to make the flagship campus “a top 50 Research University” and eligible for the selective Association of American Universities.

    President: David Cook
    Institution: Iowa State University
    Coming or going? Coming

    The Iowa Board of Regents on Nov. 11 selected David Cook to lead Iowa State University, beginning March 2026. Cook, an alum of Iowa State, serves as president of North Dakota State University, a position he has held since 2022.

    Under Cook, North Dakota State has restructured and made significant cuts, including by eliminating 80 employee positions and discontinuing or merging 29 academic programs. The university allocated the savings into 17 new programs, and the cuts reduced the public institution’s operating costs by $24 million, according to Cook’s curriculum vitae.

    Per the Iowa board, Cook will receive $700,000 annually under a five-year contract.

    Iowa State’s current president, Wendy Wintersteen, plans to retire in January after 46 years at the university.

    President: Pat Pitney
    Institution: The University of Alaska system
    Coming or going? Going

    University of Alaska President Pat Pitney plans to retire in May, she announced Nov. 13. She took over as interim leader of the public three-university system in June 2020, following the abrupt departure of beleaguered former President Jim Johnsen. 

    Johnsen, who oversaw the system at a time when Alaska’s governor sought to decimate its public funding, enacted heavy budget cuts and underwent two votes of no-confidence from faculty. 

    Pitney became the system’s permanent leader in 2022. Under her, the public system’s enrollment grew for three consecutive years, following years of declines.

    During a September board meeting, Pitney and the system’s head of federal relations shared how the University of Alaska has navigated the Trump administration’s vacillating higher education policies.

    Source link

  • From fragmented to family-first: Our district’s communication reboot

    From fragmented to family-first: Our district’s communication reboot

    Key points:

    In Greenwood 50, our story began with a challenge shared by many districts: too many tools, not enough connection. With more than 8,000 students across 15 schools, our family engagement efforts felt more fractured than unified.

    Each school–and often each classroom–had its own way of communicating. Some used social media, others sent home printed newsletters. Many teachers used a host of apps on their own, often with great results. But without a common system, we couldn’t guarantee that every family, especially those with multiple kids or multilingual needs, felt fully informed and included.

    What we needed wasn’t more effort. It was alignment. So, we started with a simple idea: build on what was already working.

    Starting with teacher momentum

    When we looked closer, we found something powerful: Six of our eight elementary schools had already adopted ClassDojo–without being asked. Teachers liked its ease of use. Families liked the mobile experience and automatic translation. And everyone appreciated that it made communication feel more human.

    Rather than rolling out something new, we decided to meet that momentum with support. As district leaders, we partnered across departments to unify all 15 schools using ClassDojo for Districts. Our goal was clear: one platform, one message, every family engaged.

    We knew that trust isn’t built through mandates. It’s built through listening. So, our rollout respected the work our teachers were already doing well. Instead of creating a top-down plan, we focused on making it easier for schools to connect–and for families to stay informed.

    From tech challenge to time saved

    One of the first things we did was connect our student information system directly to the platform. That meant class rosters synced automatically. Teachers didn’t need to manually invite families or set things up from scratch.

    For school leaders, this was a game-changer. As a former principal, I (Debbie) remember the long hours spent setting up communication tools each year. Now, it just happens. Teachers log in, their classes are ready, and families are connected from day one.

    This consistency has helped every school level up its communication. From classroom stories to urgent messages, everything happens in one place. And when families know where to look, they’re more likely to stay engaged.

    Reaching more families, building stronger partnerships

    Before our rollout, some schools reached just 60 percent of families. Today, many are well over 90 percent. My school (Anna) has reached 96 percent–and the difference shows. Families aren’t just receiving updates. They’re reading, replying, and showing up.

    Because the communications platform includes real-time translation, our multilingual families feel more included. We’ve had smoother parent conferences, better attendance at events, and more everyday connection. When a family can read a teacher’s message in their home language–and write back–that builds a sense of partnership.

    As a principal, I use our school’s page to post reminders, spotlight students, and share what’s happening in related arts, music, and physical education. It’s become our school’s storytelling platform. Families appreciate it–and they respond.

    Respecting time, creating alignment

    The platform’s built-in features have also helped us be more thoughtful. Teachers can schedule messages, avoiding late-night pings. District and school leaders can coordinate messaging so that what families receive feels seamless.

    This visibility has been key. Our communications team can see what’s being shared, school teams can collaborate, and everyone is rowing in the same direction. It’s not about controlling the message–it’s about creating clarity.

    Lessons for other districts

    If we’ve learned one thing, it’s this: Start with what’s working. Our most important decision wasn’t what tool to use–it was listening to our teachers and supporting the systems they were already finding success with.

    This wasn’t just a platform change. It was a mindset shift. We didn’t need to convince them to use something new. We just needed to remove barriers, support their efforts, and make it easier to connect with families districtwide.

    That shift–from fragmented to unified, from siloed to shared–has made all the difference in reaching new levels of accessibility and engagement.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Tiny House Communities are storming America & changing real estate (Tiny House Giant Journey)

    Tiny House Communities are storming America & changing real estate (Tiny House Giant Journey)







    Higher Education Inquirer : Tiny House Communities are storming America & changing real estate (Tiny House Giant Journey)




    Source link

  • 21 Higher Education Marketing Conferences for 2026

    21 Higher Education Marketing Conferences for 2026

    Higher Ed Marketing Conferences Foster Connection and Innovation

    The higher education marketing landscape continues to evolve at a rapid pace, driven by emerging technologies, shifting student expectations, and ever-changing digital platforms. For marketing professionals in the higher ed space, staying informed and inspired is more important than ever.

    Higher education marketing conferences provide a great way to keep up with the latest trends, tools, and strategies shaping the industry. From fresh approaches in academic thought leadership and generative engine optimization (GEO) to foundational breakthroughs in online growth enablement and centralized marketing strategies, the opportunities to innovate are endless.

    Attending higher ed marketing conferences like the ones below can help your institution’s marketing team stay ahead of the curve, while connecting with other professionals who are driving the future of education marketing.

    1. SXSW EDU

    The South by Southwest Education conference brings together professionals from all education categories to discuss industry trends ranging from technology to global collaboration. The higher education track explores developments impacting universities, community colleges, and nontraditional learning forums, and sessions on continuing education and convergence are also available.

    When: March 9-12, 2026

    Where: Austin, TX, at the Hilton Austin and other downtown locations

    Website: https://sxswedu.com/ 

    2. NAGAP Graduate Enrollment Management Summit

    The Graduate Enrollment Management (GEM) Summit is tailored for professionals involved in graduate admissions and enrollment management. Hosted by NAGAP, The Association for Graduate Enrollment Management, the 2026 summit offers dynamic speakers and numerous educational sessions designed to provide new approaches and creative strategies across various topics in the higher education field. Attendees can also connect with fellow NAGAP members to share useful tips and exchange ideas.

    When: April 8-11, 2026

    Where: Baltimore, MD, at the Marriott Baltimore Waterfront

    Website: https://www.nagap.org/annual-summit 

    3. ASU+GSV Summit

    Hosted by GSV Summit and Bett/Hyve, in partnership with Arizona State University, the ASU+GSV Summit covers educational technology topics across all learning categories.

    Archer Education will be attending this higher ed conference! Remember to stop by and say hello.

    When: April 12-15, 2026

    Where: San Diego, CA, at the Manchester Grand Hyatt

    Website: https://asugsvsummit.com/ 

    4. UPCEA Annual Conference

    Hosted by the University Professional and Continuing Education Association (UPCEA), this conference focuses on professional and online education. It features engaging keynote speakers, high-energy concurrent sessions, and ample networking opportunities. The 2026 conference will address topics such as access, policy, diversity, quality, and technology.

    Archer Education will be attending and exhibiting at this higher ed conference! Remember to stop by and say hello.

    When: April 15-17, 2026

    Where: New Orleans, LA, at the Hilton New Orleans Riverside

    Website: https://conferences.upcea.edu/annual2026/ 

    5. Adobe Summit

    The Adobe Summit is one of the largest digital experience conferences, offering more than 250 sessions and hands-on labs across specialized tracks. Attendees can connect with other digital marketers and learn about cutting-edge digital marketing tools and trends. 

    When: April 19-22, 2026

    Where: Las Vegas, NV, at The Venetian Convention and Expo Center, and online

    Website: https://business.adobe.com/summit

    6. AACRAO Annual Meeting

    The American Association of Collegiate Registrars and Admissions Officers (AACRAO) will hold its 111th annual meeting to advance higher education. This event offers opportunities for networking, discussing challenges in higher education, and collaborating on meaningful solutions. 

    When: April 19-22, 2026

    Where: New Orleans, LA, at the Ernest N. Morial Convention Center

    Website: https://www.aacrao.org/events-training/meetings/annual-meeting

    7. SMX Advanced

    SMX Advanced is a premier conference designed for experienced search marketers seeking advanced search engine optimization (SEO) and search engine marketing (SEM) tactics. The 2026 event offers cutting-edge sessions, live Q&A, and networking opportunities with industry leaders. 

    When: June 3-5, 2026

    Where: Boston, MA, at the Westin Boston Seaport District

    Website: https://searchengineland.com/smx/advanced 

    8. Slate Summit

    Slate Summit features more than 100 sessions targeting topics relevant to higher ed admissions, student success, and advancement professionals. 

    Archer Education will be attending this higher ed conference! Remember to stop by and say hello.

    When: June 24-26, 2026

    Where: Nashville, TN, at the Music City Center

    Website: https://technolutions.com/slatesummit2026 

    9. eduWeb Summit

    The eduWeb Summit is a leading higher education conference focused on supporting marketing, enrollment, advancement, and digital teams from global colleges and universities. The 2026 Summit offers master classes, workshops, and speakers addressing current challenges faced by attendees. Topics covered include enrollment growth, analytics, and the student journey.

    When: July 14-16, 2026

    Where: Orlando, FL, at the Drury Plaza Hotel Orlando

    Website: https://www.eduwebsummit.com/

    10. UPCEA Summit for Online Leadership and Administration (SOLAR)

    UPCEA’s Summit for Online Leadership and Administration (SOLAR) conference is designed to gather educational leaders, professionals, and innovators to discuss digital learning and higher learning strategy. Topics include governance, policy, compliance, technology, and growth.

    Archer will be attending and exhibiting at this conference! Remember to stop by and say hello.

    When: July 29-31, 2026

    Where: Boston, MA, at the Westin Boston Seaport District

    Website: https://conferences.upcea.edu/SOLAR26/ 

    11. Digital Collegium Annual Conference

    The Digital Collegium (formerly HighEdWeb) Annual Conference is tailored for higher education professionals interested in exploring the role of digital media within their organizations. The 2026 conference will feature diverse learning sessions, providing valuable professional development opportunities for developers, marketers, designers, and strategists. 

    When: October 18-21, 2026

    Where: Pittsburgh, PA, and Online

    Website: https://events.digicol.org/digicol26 

    12. VidCon

    VidCon is a premier convention where digital culture takes center stage, bringing together the world’s leading digital creators, platform innovators, and their fans. The event offers various tracks tailored for community members, creators, and industry professionals, providing insights into the latest trends in online video and digital content creation.

    When: June 25-27, 2026

    Where: Anaheim, CA, at the Anaheim Convention Center

    Website: https://www.vidcon.com/anaheim/

    13. EDUCAUSE Annual Conference

    The EDUCAUSE Annual Conference brings together industry professionals to network and discuss recent trends in higher ed technology. Participants can also engage in online sessions.

    Archer will be attending and exhibiting at this conference! Remember to stop by and say hello.

    When: September 29-October 2, 2026 (in person); October 14/15, 2026 (online)

    Where: Denver, CO, and online

    Website: https://events.educause.edu/annual-conference/2026 

    14. Content Marketing World

    Content Marketing World is the largest content marketing conference, offering sessions and workshops on content strategy, storytelling, and ROI. Attendees gain insights from industry leaders to enhance their content marketing efforts.

    When: October 5-7, 2026

    Where: Denver, CO

    Website: https://www.contentmarketingworld.com/

    15. NACAC Conference

    The National Association for College Admission Counseling (NACAC) Conference includes more than 100 sessions on topics relevant to admissions counseling professionals, such as best practices and market research. 

    Archer will be attending and exhibiting at this conference! Remember to stop by and say hello.

    When: October 8-10, 2026

    Where: Minneapolis, MN, at the Minneapolis Convention Center

    Website: https://nacacconference.org 

    16. WCET Annual Conference

    WICHE Cooperative for Educational Technologies (WCET) is an extension of the Western Interstate Commission for Higher Education (WICHE). The WCET Annual Conference brings together higher education leaders and professionals to discuss educational technology and distance learning trends.

    Archer will be attending this conference! Remember to stop by and say hello.

    When: October 14-16, 2026

    Where: Minneapolis, MN, at the Marriott Minneapolis City Center

    Website: https://wcet.wiche.edu/events/wcet-2026/ 

    17. AACRAO Conference for Strategic Enrollment Management

    The AACRAO Conference on Strategic Enrollment Management (SEM) brings together enrollment teams from universities, community colleges, and other learning agencies to discuss issues including enrollment declines, knowledge gaps, and financial aid strategies. 

    Archer will be attending and exhibiting at this conference! Remember to stop by and say hello.

    When: November 1-4, 2026

    Where: Baltimore, MD, at the Marriott Baltimore Waterfront

    Website: https://www.aacrao.org/events-training/meetings/sem-conference 

    18. P3-EDU

    Hosted by Georgia Tech, P3-EDU brings together higher education leaders to discuss topics ranging from public-private partnerships to government regulations.

    Archer will be attending this conference! Remember to stop by and say hello.

    When: November 2-4, 2026

    Where: Atlanta, GA, at the Georgia Tech Hotel and Conference Center

    Website: https://p3edu.com/ 

    19. AMA Symposium for the Marketing of Higher Education

    The American Marketing Association (AMA) Symposium for the Marketing of Higher Education is a premier event dedicated to advancing the field of higher education marketing. The 2026 Symposium offers a peer-reviewed program designed to help marketers refine strategies, strengthen institutional reputations, and ensure long-term financial health. Attendees will have the opportunity to engage with peers, share insights, and learn from industry leaders.

    Archer will be attending and exhibiting at this conference! Remember to stop by and say hello.

    When: November 8-11, 2026

    Where: Aurora, CO, at the Gaylord Rockies Resort and Convention Center

    Website: https://www.ama.org/events/conference/2026-ama-symposium-for-the-marketing-of-higher-education/ 

    20. OLC Accelerate

    OLC Accelerate, presented by the Online Learning Consortium (OLC), is devoted to driving quality online learning, advancing best practice guidance, and accelerating innovation in learning for academic leaders, educators, administrators, digital learning professionals, and organizations around the world. Topics include blended learning, research, student engagement, and technology platforms.

    When: November 16-19, 2026

    Where: Orlando, FL

    Website: https://onlinelearningconsortium.org/conferences

    21. UPCEA MEMS Conference

    The UPCEA Marketing, Enrollment Management, and Student Success (MEMS) Conference is the premier event for leaders and practitioners responsible for online and professional continuing education marketing and enrollment management. Attendees of the 2026 conference can expect engaging keynote speakers, insightful sessions, and ample networking opportunities.

    Archer will be attending and exhibiting at this higher ed marketing conference! Remember to stop by and say hello.

    When: November 30-December 2, 2026

    Where: Orlando, FL, at Disney’s Coronado Springs Resort

    Website: https://upcea.edu/events/#upcoming 

    Benefits of Attending Higher Education Marketing Conferences

    While some of these higher ed marketing conferences may be costly to attend, the value each event provides can be worth every penny if they help you improve your strategies and performance. 

    Learning About Changes in Marketing for Higher Education

    Higher education has seen drastic changes in the last few years, and it hasn’t been easy to keep up. Two examples are the shifts in the use of artificial intelligence and the different types of students seeking higher education. With new students and new expectations, higher ed professionals have a lot to digest and reimagine. Conferences provide an opportunity to get a wide variety of insights from an open group of people looking to learn, grow, and push the field forward. 

    Innovation and Optimization: Digital Marketing for Higher Education

    To keep your finger on the pulse of higher ed marketing trends, you probably read newsletters and follow thought leaders on social media. But nothing compares to real-life communication and collaboration, especially when it comes to emerging technologies. Outside of the higher ed marketing realm, the digital world is also evolving at an intense speed. With new technology comes new strategies and vice versa. While these new ideas and ways of accomplishing them will eventually become widespread, conferences are where a lot of firsts and big reveals happen, giving attendees a competitive edge.

    Networking With Higher Ed Marketing Peers

    The key to playing a role in pushing the higher ed marketing field forward is connecting with others in the community. Having a set time and place to imagine the future of higher ed with professionals as passionate as you are is a privilege that leads to true collective growth. Some of the most important benefits of attending a higher education marketing conference are getting inspired by leaders, connecting with like-minded colleagues, and building what could be lifelong professional relationships. You never know when a professional connection will pay off, and these conferences are the perfect place to create them. 

    Let Us Know Which Higher Ed Marketing Conferences You’re Attending!

    Archer Education partners with dozens of institutions to help them overcome enrollment challenges using tech-enabled, personalized enrollment marketing and management solutions. We encourage all of our clients to use higher education marketing conference opportunities to find ways to supplement their existing strategies. If you’ll be at any of the conferences Archer is attending, drop us a line and let’s schedule a time to chat!

    Source link

  • Policy and Financial Issues Drove November Cuts

    Policy and Financial Issues Drove November Cuts

    Multiple public and private universities announced job and program cuts, as well as other money-saving measures, last month in response to financial challenges driven by a range of factors.

    Some institutions noted the loss of federal research funding, while others cited declining international enrollment amid the Trump administration’s crackdown on foreign students. Still others pointed to sectorwide challenges, including the worsening public perception of higher education. And some colleges cut low-demand programs to comply with state laws such as Ohio’s Senate Bill 1.

    Here is a look at job and program cuts as well as other moves announced last month.

    University of Central Florida

    The public university cut 65 jobs last month, 57 of them at the affiliated Florida Solar Energy Center, Central Florida Public Media reported.

    The center has been the state’s designated energy research institute since 1975.

    UCF officials told the news outlet in a statement that the university “made the difficult but necessary decision to reduce staffing at the Florida Solar Energy Center to ensure responsible stewardship of university and state resources,” noting that the center was not financially sustainable.

    University officials also cited a decline in external funding, which hampered research activities, as well as “recent shifts in federal funding priorities in energy research, including reductions and cancellations of key programs that historically supported the center’s research activities.”

    In addition to cuts at the Florida Solar Energy Center, UCF also laid off six employees in its technology department and two workers at the UCF Arboretum, The Orlando Sentinel reported.

    Lewis University

    Citing a significant decline in international students, the private university in Illinois is cutting 10 percent of its workforce through a combination of layoffs and buyouts, Shaw Local reported.

    Altogether, 63 people are on the way out.

    The university reportedly laid off 17 staff members and 16 professors and eliminated some vacant roles. Some eligible employees opted into early retirement programs offered by the university.

    Lewis officials told the news outlet that international enrollment has collapsed, dropping from a peak of 1,417 students to just 847 this fall. That decline comes amid a flurry of action at the federal level, where the Trump administration has sought to limit international enrollment and increased scrutiny of foreign college applicants as it takes a hard line on immigration policy over all.

    Calvin University

    The private Christian university in Michigan is shedding jobs and programs as part of a restructuring that will see multiple faculty members laid off over two years, MLive reported.

    Calvin is cutting 12.5 percent of the faculty. While the university did not specify a precise head count, it employed 363 faculty members last fall, 197 of whom were full-time, according to its Common Data Set. Based on those numbers, Calvin appears poised to cut as many as 45 professors.

    University officials declined to provide the exact number of jobs cut to Inside Higher Ed.

    “Most of these departures are voluntary (e.g., retirements, voluntary exit incentive packages, etc.), and many were identified during budget planning that occurred within the academic division last year,” President Greg Elzinga wrote in an email to the campus community last month announcing the changes. “Involuntary departures will amount to approximately 3% of our current full-time faculty workforce, and those impacted have already been notified.”

    Elzinga also told MLive that Calvin’s finances remain strong and it is on track for a balanced budget for the current academic year, despite sectorwide challenges such as diminishing public confidence in higher education and international enrollment declines stemming from federal policy changes. Visa processing delays reportedly cost Calvin 65 international students who were unable to make it to campus.

    Rider University

    The private university in New Jersey announced last month that officials plan to lay off 35 to 40 full-time faculty members, cut salaries by 14 percent and enact other cost-cutting measures as it navigates financial challenges.

    President John R. Loyack wrote in a letter to the campus community that the university was taking steps to address “the financial risks that have grown increasingly serious in recent years and have intensified in severity in recent months.” He noted that the university faces “a significant cash shortfall” due to “new and unforeseen developments” and could run out of money “to meet its payroll and other obligations before the end of the current fiscal year.”

    Rider also plans to indefinitely suspend retirement contributions, increase faculty workloads, end faculty tuition remission benefits and cut some senior administrative roles, among other moves.

    The university was placed on probation by its accreditor, the Middle States Commission on Higher Education, in late October due to compliance concerns related to financial standards.

    Keene State College

    Grappling with a $4 million budget deficit, the public college in New Hampshire is cutting 25 staff positions and offering voluntary separation agreements to faculty, The Keene Sentinel reported.

    Of the 25 staff positions cut last month, eight were reportedly vacant.

    So far, 12 faculty members have accepted buyouts, reportedly in line with the goal of 12 to 15; eight of those professors will exit after the fall semester and four will leave in the spring.

    Roger Williams University

    The private university in Rhode Island is mandating unpaid furloughs for up to half of its full-time workforce in an effort to shrink a projected $3.5 million budget gap, The Boston Globe reported.

    According to the newspaper, layoffs are not currently being considered.

    A university statement described the mandatory, unpaid one-week furloughs as a “temporary measure that will allow the university to preserve positions, wage increases, and healthcare benefits for our dedicated staff and faculty, while maintaining the student experience.”

    University of Providence

    A split from the Providence Health System has prompted officials at the private Catholic university in Great Falls, Mont., to ask its Board of Trustees to declare financial exigency, NBC Montana reported.

    While Providence Health has provided financial support, that arrangement is reportedly set to end in December 2027 and the university must become financially independent, which means plugging an $8 million budget shortfall. University officials told NBC Montana that it previously relied on $8 million or more in health system support to balance its budget.

    Layoffs and program cuts are expected to be part of the financial recovery plan.

    Cornell College

    Multiple programs are set to be eliminated at the private liberal arts college in Iowa, a process that officials said in a statement last month was driven by student enrollment data and interest.

    Majors being cut include classical studies, French and Francophone studies, German studies, religion, Spanish, and multiple music programs. Students enrolled in those majors will be able to complete their degrees through teach-out plans, according to the announcement.

    An unspecified number of job cuts will accompany the program eliminations.

    The New School

    The private university in New York City announced last month that it is offering faculty buyouts, freezing hiring for certain positions, cutting pay for some employees and pausing retirement contributions for up to 18 months, among other changes, in an effort to balance its budget.

    Further, the New School plans to pause admission to most doctorate programs for next year. Program closures are also expected.

    President Joel Towers wrote last month, “The New School continues to face serious and persistent financial deficits that require immediate decisive action.” Now the university is offering early retirement packages to professors and voluntary separation packages to employees, as well as cutting top salaries by 5 to 10 percent. Still, he wrote that job cuts “will very likely be necessary” depending on “participation in voluntary programs” and “progress toward our budget goals.”

    University of Lynchburg

    Faculty buyouts are on the table at the private liberal arts college in Virginia as it seeks to reduce a persistent budget deficit it has been whittling down for the past three years, Cardinal News reported.

    That deficit has reportedly dropped from $12 million in late 2022 to about $2.7 million currently.

    Ohio State University

    The public flagship is eliminating eight programs to comply with Senate Bill 1—controversial and sweeping legislation that has forced higher ed cuts across the state—The Columbus Dispatch reported.

    Programs on the chopping block, all at the undergraduate level, include an integrated major in math and English, medieval and Renaissance studies, music theory, and musicology, among others. Students currently enrolled will be able to complete those programs before they are terminated.

    Signed into law earlier this year, SB1 bans diversity efforts in higher education and requires colleges to drop undergraduate programs that yield fewer than five degrees annually, averaged over a three-year period. However, colleges can ask the Ohio Department of Education for waivers to keep such programs, which Ohio State has done for a dozen offerings.

    Source link

  • Alabama Ends Black-, Women-Focused Student Magazines

    Alabama Ends Black-, Women-Focused Student Magazines

    The University of Alabama has ended two student magazines, citing “legal obligations.”

    Carmen K Sisson/iStock/Getty Images

    The University of Alabama has ended publication of two student-run magazines, one focused on women and the other on Black students, in order to comply with legal obligations, officials say.

    Local and student media reported that Steven Hood, the university’s vice president for student life, said that because the magazines target specific groups, they’re what the Department of Justice considers “unlawful proxies” for discrimination. Both publications received university funding.

    The women’s magazine, [Alice], just celebrated its 10th anniversary last month, while Nineteen Fifty-Six, named after the year the first Black student enrolled in the university, says it was created in 2020. [Alice] managing editor Leslie Klein told Inside Higher Ed that university officials told her magazine’s editor in chief Monday that the magazines were being canceled because they’re identity-based.

    “I think it is ridiculous,” Klein said. She said it seems like a decade of history is being “put down the drain.”

    The university pointed to a July memo from Pam Bondi, in which the U.S. attorney general provided “non-binding best practices” to avoid “significant legal risks.” She wrote that “facially neutral criteria” that “function as proxies for protected characteristics” are illegal “if designed or applied” to intentionally advantage or disadvantage people based on race or sex.

    But Bondi’s memo didn’t specifically say that a media outlet focusing on an audience it defines by race or sex is illegal. DOJ spokespeople didn’t respond to Inside Higher Ed’s questions Tuesday about whether the department considers the Alabama magazines unlawful.

    Marie McMullan, student press counsel for the Foundation for Individual Rights and Expression, said in an email that the university’s “unlawful proxy” claim is “nonsense.”

    “These publications have the First Amendment right to be free of viewpoint-based discrimination, but UA is explicitly citing their viewpoints to justify killing their publications,” McMullan said. “No federal antidiscrimination law authorizes the university to silence student media it dislikes.”

    Mike Hiestand, senior legal counsel for the Student Press Law Center, said he knows of no other university that has used the memo to target a student publication. He said anyone is allowed to write for these magazines.

    “A student publication is not a DEI program,” Hiestand said. He said the memo says “absolutely nothing about denying students the right to talk about topics that are important to them” and “I don’t know what the university is thinking here.”

    “That looks a lot like viewpoint discrimination to me, which the Supreme Court has said repeatedly is off-limits,” he said.

    The university didn’t provide Inside Higher Ed an interview Tuesday or answer multiple written questions. In an emailed statement, the university said the magazines’ editors and contributors “were informed of the decision to suspend the magazines effective immediately, with the Fall 2025 issue as the final issue.” It added that “staff hope to work with students to develop a new publication that features a variety of voices and perspectives to debut in the next academic year.”

    “The University remains committed to supporting every member of our community and advancing our goals to welcome, serve, and help all succeed,” the university said. “In doing so, we must also comply with our legal obligations. This requires us to ensure all members of our community feel welcome to participate in programs that receive University funding from the Office of Student Media.”

    This was Klein’s fourth year with [Alice]. “It really just breaks my heart,” she said.

    Tionna Taite, who founded Nineteen Fifty-Six, said in a statement to The Alabama Reflector that both magazines are pivotal to the minority experience at the university.

    “I am beyond disappointed in the regression UA has made since I created 1956 Magazine,” Taite said. “In 2020, UA made promises to be more diverse, inclusive and equitable. Five years later, I do not see any progress and their decision regarding both magazines confirms this.”

    These magazines aren’t the first university student publications that administrators have curtailed in 2025. Purdue University said it would no longer distribute papers for The Purdue Exponent, an independent student newspaper, or allow it to use the word “Purdue” for commercial purposes. The university said it’s inconsistent with “freedom of expression, institutional neutrality and fairness to provide the services and accommodations” to “one media organization but not others.”

    Indiana University also fired Director of Student Media Jim Rodenbush and canceled printing of the Indiana Daily Student newspaper before relenting and again allowing a print edition. Rodenbush remains separated from the university.

    Source link

  • Helping College Students Save for Retirement

    Helping College Students Save for Retirement

    High tuition rates and cost-of-living expenses can make it difficult for students to make ends meet in the present, but that doesn’t mean they’re not worried about future financial burdens. A 2025 Student Voice survey found that one in five respondents say their biggest source of stress when considering their post-college future is “affording life after graduation.”

    A 2024 survey by Handshake found that more than 40 percent of students have thought at least “a fair amount” about planning for retirement; 15 percent say it’s a major focus area. However, a majority of young people are not saving for retirement (61 percent), according to a 2024 survey by CNBC and Generation Lab.

    By the numbers: Nationally, about three in five adults have a retirement savings plan, with more college graduates (81 percent) likely to have a retirement plan than those with some college (58 percent) or those without a college education (39 percent), according to 2025 Gallup data. Young adults between 18 and 29 were less likely to be planning for retirement in general. However, many Gen Zers have aspirations to retire by age 65, 2024 Morning Consult data showed.

    Preparing students for financial stability beyond college also has implications for their families; over half of students told Handshake they plan to provide financial support for older family members during their career.

    Previous research shows that some graduates who take on large amounts of debt to attend college may be less likely to reach adequate retirement wealth. One study found that graduates in 60 percent of majors analyzed—including education, political science, journalism, biology and general business—were unable to reach $290,000 in retirement savings by age 65. For students who held $40,000 in debt, “80 percent of all majors will not reach a sufficient level of financial wealth to have a 50/50 chance of not outliving their money at retirement,” according to the report.

    Future planning: To help students prepare for the future, some colleges and universities offer financial planning support or supply resources on financial education.

    Many institutions partner with iGrad, which provides financial literacy training. iGrad offers courses for students to help them plan for retirement, with content including understanding tax implications, identifying Social Security benefits and navigating common retirement pitfalls. The platform also has a retirement analyzer tool to help students understand the gap between their retirement savings and their goals.

    Kansas State University’s Powercat Financial division offers peer counselors and staff who can answer questions about retirement planning and help students navigate various accounts that might be available to them. The university has also created blog posts that detail how to evaluate employee benefits.

    Two-thirds of undergraduates surveyed by Handshake said they wouldn’t accept a job that didn’t include retirement benefits, and an additional 32 percent said retirement benefits aren’t essential, but they are important.

    Trinity College’s website features a Retirement 101 guide, which helps students understand when they might decide to retire, how to calculate comfortable retirement savings and how investing can factor into retirement income.

    Wellesley College encourages students both to save for their own sake and also to consider how they can give back to the college through a charitable remainder trust or by deeding their residence to the college.

    How does your college or university encourage students to practice wise money habits? Tell us about it.

    Source link

  • Make Faculty Writing Support Easier to Find (opinion)

    Make Faculty Writing Support Easier to Find (opinion)

    Faculty writing has never been more crucial. In an era of heightened competition for grants, promotion pressures and demands for public engagement, writing is the vehicle through which faculty share their expertise, secure funding and advance their careers. Research shows that successful academic writers aren’t necessarily better writers—they’re better-supported writers. They have systems, communities and resources that support their productivity and help sustain engagement with writing as their needs change across their roles, responsibilities and careers.

    Faculty writers are seeking support for their writing. Where do they go when they need it? Many are unsure.

    Support for faculty writing on campus is often decentralized or may vary from year to year, making it difficult to find or accessible only to those with the advantage of an informed mentor. Support for faculty writing might be offered in any number of campus locations: centers for teaching and learning, provosts’ offices, offices for faculty advancement, writing centers or academic support centers, research centers for grant writing, graduate student support centers, or individual departments. Writing support may be outsourced through institutional memberships to organizations such as the NCFDD or the Textbook and Academic Authors Association, which offers webinars, writing programs and templates for downloading.

    Department chairs and campus administrators may want to support faculty writers but aren’t sure where to begin. Or if there is a problem, it’s considered an individual faculty problem and not one that calls for a campus response.

    Perhaps there’s an underlying assumption that faculty should already know how to write and shouldn’t need support to meet basic job expectations, like publishing a certain number of articles before tenure. Establishing a faculty writing space or central resource hub might be seen as suggesting they need remedial help—much like the stigma writing centers face as places where “bad” students are sent.

    Yet today’s faculty are expected to write across more genres than ever before: grant proposals, peer-reviewed articles, public-facing pieces, social media content and policy briefs. Each involves different skills and audiences. The faculty member who can craft a compelling journal article may struggle with a foundation proposal or an op-ed. Writing support isn’t remedial—it’s strategic professional development.

    The current moment also presents unique challenges. Post-pandemic isolation has disrupted the informal networks that previously supported faculty writing. Budget constraints mean fewer resources for individual faculty development, making shared writing support more essential. New faculty arrive on campus without the professional development resources or mentor networks that previous generations took for granted, while midcareer faculty face mounting pressure to produce more with less support.

    We can do better in our support of faculty writers. If you want to help, here are ways to do better, or to get started.

    • Gather resources. Even though writing support might be available, it may not be widely known, or up-to-date, and it may be dispersed across many different units or offices on campus. Create a centralized web page gathering information for all campus resources for faculty writing. The entity that hosts the site will be different for each campus. For some, it’s the provost’s office. For others, it’s a writing or teaching center. List the resources—where faculty can go for support—and help faculty navigate the resources by providing descriptions (not just links), categories (i.e., “find a writing group”) and contact information. Collaborate with faculty to curate a list of recommended books, podcasts and writing spaces they have found helpful.
    • Make faculty writing visible. What if faculty writing support were as central to campus as student writing support? A teaching center could include a workshop on writing about teaching; the provost’s office or campus research center could offer workshops on developing institutional review board protocols. Consider reserving dedicated spaces for faculty to gather and write (such as a faculty writing room) or schedule specific writing times/days in a university writing center or campus coffee shop. Give them a name (Writing Wednesdays, Motivating Mondays). Writers can plan for these meet-ups and write in the company of others, in public rather than isolated in individual offices.
    • Organize a virtual workshop watch session and follow-up discussions. Gather faculty for a workshop watch session. After the workshop, help participants continue to discuss what they learned and how they’ll apply it through group check-ins or follow-up meetings. Try NCFDD’s core curriculum webinar “Every Semester Needs a Plan,” The Professor Is In’s “Art of Productivity,” or join a London Writers’ Salon Writers’ Hour, and talk about everyone’s work after the writing session.
    • Identify a faculty cohort to support for a year. Supporting all faculty writers with diluted support is often ineffective. Instead, focus on associate professors one year, new faculty writers the next and clinical faculty writers the next. Help them connect and be resources for each other throughout the year through writing retreats and writing groups. Build a campus writing community one cohort at a time.
    • Collaborate with campus partners. Combine campus resources to support writers. Could the library offer a meeting space? Two departments co-convene a writing group? Campus units could take turns hosting a daylong writing space once a month, helping writers learn about different spaces and writers across campus.
    • Start a writing support library. This can be virtual or in a central location on campus. Partner with the library to keep track of which books are in circulation or in high demand. Consider developing a workshop or writing group around in-demand books.
    • Ask faculty what they need and listen and respond. If we don’t ask faculty what they need, we won’t know. What some faculty need now may be different than what they needed last fall.
    • Support connectors. Every campus has them—the person or department that is a go-to for troubleshooting faculty questions and connecting them to writing resources. Amplify their reach, and support the faculty relationships and networks they’ve already established. Support the person or people who will curate that library, update the resource list, collaborate with campus partners and serve as a faculty writer point of contact.

    What’s next? Start by mapping what already exists on your campus. Create one central hub where faculty can find all writing-related resources. Make faculty writing as visible and supported as student writing. It’s OK to start small: Try one of these strategies we’ve shared and notice what happens. And remember—supporting faculty writers isn’t about fixing deficiencies. It’s about recognizing that writing is central to faculty success and deserves the same institutional attention we give to other essential job functions. Faculty are an invaluable resource in our campus ecosystems. Let’s lower the barrier to them finding the support they need to write well. When they thrive, so do our institutions.

    Jennifer Ahern-Dodson is an associate professor of the practice in writing studies at Duke University, where she directs the Faculty Write Program.

    Christine Tulley is a professor of English at the University of Findlay and president of Defend, Publish & Lead, a faculty development organization.

    Source link

  • ED’s Problematic “Professional Degree” Definition (opinion)

    ED’s Problematic “Professional Degree” Definition (opinion)

    In early November, following extensive debate by the RISE negotiated rule-making committee, the U.S. Department of Education proposed a definition of “professional degree” for federal student aid that could deter talented students from pursuing health-care careers. The proposed rule, stemming from the One Big Beautiful Bill Act, would leave students in many fields critical for our future health-care workforce subject to a $20,500-per-year federal student loan cap.

    Physician assistant/associate programs stand to be strongly affected. These programs are intensive, highly structured and clinically immersive. Students complete rigorous professional-level coursework while rotating through multiple clinical sites to gain hands-on experience. Unlike in many graduate programs, PA students cannot work during their studies, as clinical rotations are full-time and often require travel across multiple locations. Within this context, federal student aid is not optional; it is the lifeline that allows students to stay in their programs and complete the training they have worked for years to achieve. Without it, some students will have no choice but to abandon the profession entirely.

    The financial gap under the department’s proposal is striking. Tuition alone —not including expenses like housing, food and other needs—for PA programs often exceeds $90,000 for the duration of the program due to the unique costs associated with health professional education, such as simulation technology and clinical placement expenses. Under the department’s proposal, federal student aid would only cover a fraction of this amount. For students without access to private resources, the gap will likely be insurmountable.

    These challenges are not hypothetical. A student accepted into a PA program may face a choice to take on crippling private debt or leave the career track entirely. Students in nurse practitioner, physical therapy and occupational therapy programs face the same reality. Each of these programs combines intense academic and clinical requirements, preparing graduates for immediate entry into practice. Federal policy must recognize this reality if it hopes to support the next generation of health-care professionals.

    The consequences extend far beyond individual students. PA students, along with other health professions students, are essential to addressing workforce shortages, especially in rural and underserved areas. Every student forced to forgo pursuing a PA program due to financial barriers represents a future provider absent from the health-care system. At a time when demand for care is rising, federal policy that fails to recognize these students risks worsening shortages and limiting access to care for patients who need it most.

    The Department of Education has the opportunity to correct this in the final rule. Explicitly including PA students, along with nurse practitioners, physical therapists, occupational therapists and other professions that meet the statutory criteria for professional degrees would ensure that aid reaches students fully committed to intensive, licensure-preparing programs. Recognition will reduce financial stress, allow students to focus on becoming high-quality health-care providers and maintain the pipeline of skilled professionals critical to patient care.

    Including PA and other health professions students in the department’s final rule is both necessary and prudent. It allows students to complete programs they cannot otherwise afford, protects the future health-care workforce and ensures that communities continue to have access to vital services. The Department of Education can achieve clarity, fairness and meaningful impact by explicitly recognizing these professional students.

    Sara Fletcher is chief executive officer of the PA Education Association.

    Source link