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  • The government wants to financially bludgeon those seeking to defend constitutional rights

    The government wants to financially bludgeon those seeking to defend constitutional rights

    A new White House directive to heads of executive departments and agencies threatens to make it prohibitively expensive for Americans to defend the Constitution in court. The memo “directs” the departments and agencies to “demand” that courts make those seeking injunctions against federal actions “cover the costs … incurred if the Government is ultimately found to have been wrongfully enjoined.”

    The move could not be more transparent in attempting to scare off potential litigants challenging executive orders or other federal actions of questionable constitutionality.

    The White House deems this necessary because “activist organizations” are supposedly “inserting themselves into the executive policy making process” and have “obtained sweeping injunctions.” The administration claims Rule 65(c) of the Federal Rules of Civil Procedure mandates security bonds for all preliminary injunctions and temporary restraining orders to protect against the prospect of a later judicial ruling that the defendant was improperly enjoined.

    But this is misleading. That literal reading of the rule may make sense in the mine-run of private disputes, like claims in commercial contexts. But courts have long recognized exceptions for public-interest litigation, especially when it comes to those seeking to protect constitutional rights. In other words, “activist groups” like FIRE and the clients we proudly defend.

    Our free speech protections safeguard us from government incursion, they do not extend “rights” — that is, protection — to government actors.

    It’s bad enough Rule 65 already exempts “the United States, its officers, and its agencies” from the bond requirement if they win a preliminary injunction, and that the feds also avoid the obligation the Civil Rights Act imposes on state actors to pay attorney fees if a party sues to correct a constitutional violation and wins. But to insist on payment by a party challenging the constitutionality of government action — after that party has shown likelihood of succeeding on the claim, as is required for a preliminary injunction — clearly seeks to buck the case law on public interest litigation. In the name of disincentivizing challenges to constitutionally suspect federal action, no less. 

    And that’s just wrong — the government should not be in the business of financially punishing those who seek to vindicate their constitutional rights, or of erecting extra barriers to being able to do so. 

    FIRE made the same point in our recent friend-of-the-court brief filed with the U.S. Court of Appeals for the Ninth Circuit in U.S. News v. Chiu. In that case, San Francisco’s city attorney took issue with U.S. News’ annual hospital rankings and launched a “false advertising” investigation that included subpoenas demanding, among other things, that the publisher disclose its ranking methodology and supporting documents. 

    So U.S. News challenged the subpoenas in court as retaliation against its protected speech. But the city attorney sought to dismiss the case as a meritless “strategic lawsuit against public participation” (SLAPP) under California’s anti-SLAPP law and sought attorney fees, as the statute allows for prevailing defendants. Troublingly, the court bought it, dismissing the case and ordering U.S. News to pay. 

    Just one problem: Anti-SLAPP laws protect defendants from frivolous lawsuits alleging defamation or similar claims that are designed not necessarily to prevail, but to silence or punish the exercise of free speech rights. And state actors operating in official roles do not exercise free speech rights at all, but rather, government powers, as the Sixth Circuit recently reaffirmed. Our free speech protections safeguard us from government incursion, they do not extend “rights” — that is, protection — to government actors, which is who wield the powers from which protection is needed. Exactly like those the city attorney wielded in subpoenaing U.S. News.

    That’s why, when U.S. News appealed, FIRE’s  brief argued the district court was wrong to award fees in granting the city attorney’s anti-SLAPP motion. Giving government officials anti-SLAPP protection serves only to chill people from challenging unconstitutional and illegal government actions, thus threatening the very rights that anti-SLAPP laws seek to protect. 

    The White House’s new directive suffers from the same chilling problem. If agencies insist that courts make people put up or shut up by having to cover potentially ruinous federal governmental costs if they preliminarily succeed in challenging unconstitutional behavior, then naturally fewer plaintiffs (and organizations that represent them) will be willing and able to vindicate First Amendment rights in court. 

    That would leave all of us less free. 

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  • How to Unlock Graduate Enrollment Growth [Webinar]

    How to Unlock Graduate Enrollment Growth [Webinar]

    Your graduate programs should be thriving, but if you’re relying on outdated outreach tactics, you’re leaving enrollments on the table. Today’s grad students expect more personalization, relevance, and connection. And if you’re not aligning with their needs, another institution will. The only way to meet them where they are is by asking the right questions and getting real answers. That’s exactly what Collegis Education and UPCEA did, and now we’re pulling back the curtain to share what we found.

    Unlock Graduate Enrollment Growth
    Proven Strategies for Engaging Graduate Students
    Date
    : April 8, 2025
    Time: 2:00 pm (Eastern) / 1:00 pm (Central)

    Tracy Chapman

    Chief Academic Officer

    Collegis Education

    Headshot of Bruce Etter

    Bruce Etter

    Senior Director Research & Consulting
    UPCEA

    Join Tracy Chapman, Chief Academic Officer at Collegis Education, and Bruce Etter, Senior Director of Research & Consulting at UPCEA, for their upcoming webinar “Unlock Graduate Enrollment Growth: Proven Strategies for Engaging Graduate Students.” In this session, they’ll reveal some surprising discoveries about graduate enrollment and the factors that drive impact and growth.

    • Graduate student needs and expectations
    • Why grad students disengage during their enrollment journey
    • What information grad students are willing to give you and when
    • How to best communicate and reach graduate students actively evaluating programs
    • Presidents
    • Provosts
    • Enrollment leaders 
    • Marketing leaders

    At the end, we’ll leave room for questions and conversion, and all attendees will receive a copy of the entire research report. 

    See you on April 8! 

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  • FIRE demands answers from Trump admin officials on arrest of Mahmoud Khalil

    FIRE demands answers from Trump admin officials on arrest of Mahmoud Khalil

    FIRE Letter to Trump Administration Officials on Detention of Mahmoud Khalil

    March 10, 2025

    The Honorable Marco Rubio
    Secretary of State
    U.S. Department of State
    2201 C St., NW
    Washington, DC 20520

    The Honorable Kristi Noem
    Secretary of Homeland Security
    U.S. Department of Homeland Security
    Office of the Executive Secretary 
    Mail Stop 0525  
    Washington, DC 20528 

    The Honorable Pamela Bondi
    Attorney General
    U.S. Department of Justice
    950 Pennsylvania Ave, NW
    Washington, DC 20530

    Mr. Todd Lyons
    Acting Director, ICE Leadership
    U.S. Immigration and Customs Enforcement
    500 12th St., SW 
    Washington, DC 20536

    Dear Secretary Rubio, Attorney General Bondi, Secretary Noem, and Acting Director Lyons:

    On March 8, agents from the Department of Homeland Security arrested Mahmoud Khalil, a lawful permanent resident of the United States who has been involved in activism related to the current conflict in Gaza.[1] According to Mr. Khalil’s attorney, the agents who arrested him initially said his visa had been revoked.[2] Upon being informed that Mr. Khalil is a lawful permanent resident, whose status therefore cannot be revoked by unilateral DHS action, the agents arrested him anyway. When Mr. Khalil’s attorney asked to see a warrant for his arrest, DHS declined to produce one.[3] As of this writing, Mr. Khalil remains in DHS detention.

    Mr. Khalil recently received a graduate degree from Columbia University, where he has participated in student protests intended to express opposition to policies of the U.S. and Israeli governments. On March 9, DHS stated that Mr. Khalil’s arrest was made “in support of President Trump’s executive orders prohibiting anti-Semitism,” and that “Khalil led activities aligned to Hamas, a designated terrorist organization.”[4] Secretary Rubio, alluding to Mr. Khalil’s arrest, stated, “We will be revoking the visas and/or green cards of Hamas supporters in America so they can be deported.”[5] On March 10, President Trump remarked on Mr. Khalil’s arrest, noting that the government intends to seek removal of any foreign students who engage in “pro-terrorist, anti-Semitic, anti-American activity.”[6]

    Demonstrations occurring on Columbia’s campus since Oct. 7, 2023, have included both constitutionally protected speech and unlawful conduct, but the government has not made clear the factual or legal basis for Mr. Khalil’s arrest. The statements the government has released suggest its decision may be based on his constitutionally protected speech. This lack of clarity is chilling protected expression, as other permanent residents cannot know whether their lawful speech could be deemed to “align to” a terrorist organization and jeopardize their immigration status.

    The federal government must not use immigration enforcement to punish and filter out ideas disfavored by the administration. It must also afford due process to anyone facing arrest and detention, and must be clear and transparent about the basis for its actions, to avoid chilling protected speech. To that end, we request answers to the following questions: 

    • What was the specific legal and factual basis for Mr. Khalil’s arrest on March 8?
    • What is the specific legal and factual basis for Mr. Khalil’s detention?
    • What is the specific legal and factual basis on which you are seeking revocation of Mr. Khalil’s green card?
    • Will Mr. Khalil be afforded the due process protections required by U.S. law?
    • Is it your intention to seek the revocation of lawful immigration status on the basis of speech protected by the First Amendment?[7]

    We request a substantive response to this letter no later than close of business on Tuesday, March 11, 2025. Any delay in resolving these questions risks further chilling protected speech.

    Sincerely,

    Carolyn Iodice
    Legislative and Policy Director
    Foundation for Individual Rights and Expression

    Notes

    [1] Ginger Adams Otis, ICE Arrests Columbia Student Who Helped Lead Pro-Palestinian Protests, Wall St. J. (March 9, 2025, 10:07 pm), https://www.wsj.com/us-news/education/dhs-detains-columbia-student-who-helped-lead-pro-palestinian-protests-fbbd8196.

    [2] Eliza Shapiro, Immigration Authorities Arrest Pro-Palestinian Activist at Columbia, N.Y. Times (March 9, 2025), https://www.nytimes.com/2025/03/09/nyregion/ice-arrests-palestinian-activist-columbia-protests.html.

    [3] Canada’s New Leader, ICE Arrest Columbia Student, Congress and The Budget, NPR (March 10, 2025, 6:05 AM), https://www.npr.org/transcripts/1237260282.

    [4] Homeland Security (@DHSgov), X (March 9, 2025, 9:29PM), https://x.com/DHSgov/status/1898908955675357314.

    [5] Marco Rubio (@marcorubio), X (March 9, 6:10PM), https://x.com/marcorubio/status/1898858967532441945.

    [6] Donald Trump (@realDonaldTrump), Truth Social (March 10, 2025, 1:05PM), https://truthsocial.com/@realDonaldTrump/posts/114139222625284782.

    [7] Note there is no categorical exception to the First Amendment for speech that “aligns to” or even expresses explicit support for a foreign terrorist organization.

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  • VICTORY! Charges dropped against Tenn. woman cited for using skeletons in Christmas decorations

    VICTORY! Charges dropped against Tenn. woman cited for using skeletons in Christmas decorations

    GERMANTOWN, Tenn., March 10, 2025 —Less than a month after the Foundation for Individual Rights and Expression filed a First Amendment lawsuit against Germantown, Tennessee, the city has voluntarily dismissed charges against its resident Alexis Luttrell for keeping skeletons in her yard after Halloween.

    “We are thrilled that Alexis will no longer have to stand trial because government officials disapproved of her decorative skeletons,” said FIRE attorney Colin McDonell. “Punishing Alexis for her choice of expressing holiday cheer would have been a bone-chilling restriction on her First Amendment rights.”

    “I’m beyond pleased that I’m no longer on trial for nothing more than decorating my yard in a way that City Hall didn’t like,” said Alexis. “That these charges were ever brought in the first place was utterly surreal, but I’m glad that they’re dead and buried — and my skeletons aren’t.”

    Alexis set up a decorative skeleton and skeleton dog in her front yard to celebrate Halloween last year, and then redressed them for Election Day and Christmas as well. But in December, a Germantown code officer left a notice that said that she had violated Ordinance 11-33, which says that yard decorations “shall not be installed or placed more than 45 days before the date of the holiday” and must be removed within “30 days, following the date of the holiday.”

    On Jan. 6, she received a citation from the Memphis suburb saying she was still in violation and that she would have to appear before a local judge. If found guilty, she would have been subject to fines and a court order prohibiting skeletons in her holiday displays.

    All this violated Alexis’s First Amendment rights. Americans have the right to put up skeletal decorations in September, October, November, December —- whenever they want. And by refusing to acknowledge Alexis’s Christmas-themed skeletons as Christmas decorations, the city engaged in viewpoint discrimination by enforcing an arbitrary and narrow idea of the “right” way to celebrate Christmas.

    COURTESY PHOTOS OF ALEXIS AND HER HOLIDAY DISPLAYS

    FIRE jumped into action, agreeing to represent Alexis in Germantown municipal court and filing a federal lawsuit seeking to overturn the Germantown ordinance on First Amendment grounds.

    “The Holiday Decorations Ordinance violates the First Amendment,” the civil rights complaint read. “It is a content-based and viewpoint-discriminatory restriction on speech. It is not narrowly tailored to a compelling government interest. And it is unconstitutionally vague, allowing government officials to arbitrarily punish holiday expression based on their subjective beliefs.”

    Alexis’s municipal court date was originally scheduled for Feb. 13, but it was postponed for a month after FIRE filed the federal lawsuit. But ahead of the March 13 hearing, the city’s attorneys dropped the charges, meaning Alexis is no longer at immediate risk of being punished for exorcising — er, exercising her rights.

    FIRE’s federal lawsuit challenging Germantown’s ordinance is still pending, but with charges dropped, Alexis’s skeletons will stay up and dressed to the nines as the lawsuit progresses through the courts. Alexis has continued dressing the skeletons to celebrate every new holiday season. Last month, it was Valentine’s Day, now they’re dressed for St. Patrick’s Day, and Easter and Pride Month displays are set to follow.

    “Holidays come and go, but the First Amendment is here year-round,” said McDonell. “We look forward to seeing all the ways Alexis will express herself for the holidays this year, without government interference.” 


    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    CONTACT:

    Alex Griswold, Communications Campaign Manager, FIRE: 215-717-3473; media@thefire.org

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  • VICTORY! Charges dropped against TN woman cited for using skeletons in Christmas decorations

    VICTORY! Charges dropped against TN woman cited for using skeletons in Christmas decorations

    GERMANTOWN, Tenn., March 10, 2025 —Less than a month after the Foundation for Individual Rights and Expression filed a First Amendment lawsuit against Germantown, Tennessee, the city has voluntarily dismissed charges against its resident Alexis Luttrell for keeping skeletons in her yard after Halloween.

    “We are thrilled that Alexis will no longer have to stand trial because government officials disapproved of her decorative skeletons,” said FIRE attorney Colin McDonell. “Punishing Alexis for her choice of expressing holiday cheer would have been a bone-chilling restriction on her First Amendment rights.”

    “I’m beyond pleased that I’m no longer on trial for nothing more than decorating my yard in a way that City Hall didn’t like,” said Alexis. “That these charges were ever brought in the first place was utterly surreal, but I’m glad that they’re dead and buried — and my skeletons aren’t.”

    Alexis set up a decorative skeleton and skeleton dog in her front yard to celebrate Halloween last year, and then redressed them for Election Day and Christmas as well. But in December, a Germantown code officer left a notice that said that she had violated Ordinance 11-33, which says that yard decorations “shall not be installed or placed more than 45 days before the date of the holiday” and must be removed within “30 days, following the date of the holiday.”

    On Jan. 6, she received a citation from the Memphis suburb saying she was still in violation and that she would have to appear before a local judge. If found guilty, she would have been subject to fines and a court order prohibiting skeletons in her holiday displays.

    All this violated Alexis’s First Amendment rights. Americans have the right to put up skeletal decorations in September, October, November, December —- whenever they want. And by refusing to acknowledge Alexis’s Christmas-themed skeletons as Christmas decorations, the city engaged in viewpoint discrimination by enforcing an arbitrary and narrow idea of the “right” way to celebrate Christmas.

    COURTESY PHOTOS OF ALEXIS AND HER HOLIDAY DISPLAYS

    FIRE jumped into action, agreeing to represent Alexis in Germantown municipal court and filing a federal lawsuit seeking to overturn the Germantown ordinance on First Amendment grounds.

    “The Holiday Decorations Ordinance violates the First Amendment,” the civil rights complaint read. “It is a content-based and viewpoint-discriminatory restriction on speech. It is not narrowly tailored to a compelling government interest. And it is unconstitutionally vague, allowing government officials to arbitrarily punish holiday expression based on their subjective beliefs.”

    Alexis’s municipal court date was originally scheduled for Feb. 13, but it was postponed for a month after FIRE filed the federal lawsuit. But ahead of the March 13 hearing, the city’s attorneys dropped the charges, meaning Alexis is no longer at immediate risk of being punished for exorcising — er, exercising her rights.

    FIRE’s federal lawsuit challenging Germantown’s ordinance is still pending, but with charges dropped, Alexis’s skeletons will stay up and dressed to the nines as the lawsuit progresses through the courts. Alexis has continued dressing the skeletons to celebrate every new holiday season. Last month, it was Valentine’s Day, now they’re dressed for St. Patrick’s Day, and Easter and Pride Month displays are set to follow.

    “Holidays come and go, but the First Amendment is here year-round,” said McDonell. “We look forward to seeing all the ways Alexis will express herself for the holidays this year, without government interference.” 


    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    CONTACT:

    Alex Griswold, Communications Campaign Manager, FIRE: 215-717-3473; media@thefire.org

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  • Building Infrastructure for Non-Degree Credentials

    Building Infrastructure for Non-Degree Credentials

    Title: A Global Review of Non-degree Credential Quality Frameworks: Matching Aspirations to Available Data

    Authors: Kyle Albert and Thomas Weko

    Source: George Washington University (GWU) Program on Skills, Credentials & Workforce Policy (PSCWP)

    With the continued increase of alternative, non-degree credentials, education and professional stakeholders have developed quality frameworks meant to guide these credentials.

    The authors of a new report from PSCWP examine and evaluate criteria and data used in current credential quality frameworks. The brief highlights the growing need for institutions to consider and build out data sources for these non-degree frameworks. Whereas foundations, nonprofits, and policy organizations shape frameworks in the United States, government ministries do so outside of the U.S. The U.S. does not recognize non-degree credentials in the Higher Education Act, meaning that such credentials are not required to be reported to the Integrated Postsecondary Education Data System and other government databases.

    A 2024 GWU/UPCEA survey showed that for non-degree, credit-based credentials, quality standards and procedures are primarily established at the institutional level and are modified forms of standards for degree programs. For non-degree, non-credit credentials, however, there is a “far greater decentralization of responsibility” (p.15). Standards for these programs are often established at the faculty or departmental level, and only about 10 percent of respondents reported that their institution could link learner data from these programs to external data systems.

    Given the variation among commonly used datasets as well as processes within institutions, private actors hold substantial power in refining quality frameworks. The authors suggest the following ways to improve data standardization when it comes to quality frameworks:

    • Use consistent language: Using consistent language across non-degree credentials can support organizations not only in how they describe and distinguish between programs but also in how they measure outcomes.
    • Make data accessible: Membership and research-based organizations can empower the field to be more transparent and develop legal and technical guidelines for data sharing beyond the confines of the organization.

    To see the full report, click here.

    —Kara Seidel


    If you have any questions or comments about this blog post, please contact us.

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  • Simulations and AI: Critical Thinking Improvement

    Simulations and AI: Critical Thinking Improvement

    Reading Time: 4 minutes

    As an educator teaching undergraduates and graduates, both online and face-to-face, it’s always a challenge to find meaningful ways to engage students. Now that artificial intelligence has come into play, that challenge has become even greater. This has resulted in a need to address ways to create “AI-proof” assignments and content.

    Simulations in different types of courses

    According to Boston College, simulations are designed to engage students “directly with the information or the skills being learned in a simulated authentic challenge.” In my teaching over the past decade plus, I have gone from using simulations in one primary operations management course to using them in almost every course I teach. And I don’t necessarily use them in a stand-alone assignment, although they can be used as such. How I use a simulation is course dependent.

    Face-to-face

    In some face-to-face courses, I will run the simulation in class with everyone participating. Sometimes I will have teams work in a “department,” or have true, open discussions. Sometimes I will run the room, ensuring every single student is paying attention and contributing. Using simulations in this fashion gives flexibility in the classroom. It shows me who truly gets the concepts and who is going through the motions. The dynamic of the class itself can dictate how I run the simulation.

    Online

    In online courses, I typically assign simulation work. This can be one simulation assignment or a progressive unit of simulations. It’s a great way to see students improve as they move through various concepts, ideas, and applications of the topics covered. Creating assignments which are both relative to the simulation and comparative to the work environment make assignments AI-proof. Students must think about what they have actually done in class and relate it to their workplace environment and/or position.

    Why simulations work for all levels

    There are many simulations that can be used and incorporated in both undergraduate and graduate level courses. As much as we don’t think of graduate students relying on AI to complete work, I have seen this happen multiple times. The results aren’t always ideal. Using simulations at the graduate level, and ensuring your assignments reflect both the simulation and real-world comparisons, can help your students use AI to gather thoughts, but not rely on it for the answers.

    Student benefits

    Using simulations will have many benefits for your students. I have gotten feedback from many students over the years regarding their ability to make decisions and see the results that simulations give. My capstone students often want to continue running the simulation, just to see how well they can do with their “business.” I have had students in lower-level management courses ask me how they can get full access to run these when I have them as “in-class only” options. The majority of feedback includes:

    1. Anything is better than lecture!
    2. Being able to see how students’ decisions impact other areas can be very helpful for them. They actually remember it, enforcing more than reading or watching can do.
    3. Students want more simulations throughout their courses, rather than just one or two. They will have the ability to make those decisions and see those impacts. And they feel it will prepare them even more for the workforce.

    As a retention and engagement tool, simulations seem to be one of the best I have found. Are there students that don’t like them? Yes, there always are. Even so, they’re forced to think through solutions and determine a best course of action to get that optimal result. From an instructor’s perspective, there’s nothing better than seeing those wheels turn. Students are guided on how to recover from an issue, and are advised on what may happen if different solutions were attempted. The questions gained are often better than the results.

    Instructor benefits

    For instructors, there are many benefits. As I stated earlier, you can see improvements in student behavior. They ask questions and have a defined interest in the results of their actions. In classes when you have teams, it can become friendly competition. If they are individual assignments, you get more questions, which is something we always want to see. More questions show interest.

    Ease of use

    Although I usually include recorded instructions and tips for simulations in my online courses, I prefer my personal recordings, since I also give examples relevant to student majors and interests. For example, in an entrepreneurial class, I would go through a simulation piece and include how this might affect the new business in the market vs. how it might impact an established business.

    Auto-grading

    When assigning simulations, they are usually auto-graded. This can drastically lighten our workload. I personally have around 150-200 students each term, so being able to streamline the grading function is a huge benefit. However, with this, there are trade-offs. Since I also create simulation-based questions and assignments, there are no textbook answers to refer to. You must know the simulations and be the content expert, so you can effectively guide your students.

    Thoughtful responses

    AI can be a great tool when used productively. But seeing overuse of the tool is what led me to learn more simulations. This adjustment on my end has resulted in students presenting me with more thoughtful, accurate, and relevant responses. Feedback from students has been positive.

    Sims for all industries

    An additional benefit of simulations is that there are basically sims for all industries. Pilot and healthcare sims have existed for a very long time. But even if you only have access to one or two, you have the ability to make it relatable to any field. If you’re like me and teach a variety of classes, you can use one simulation for almost any class.

    Overall success

    I was using simulations before AI became so influential. The extensive and current use of AI has driven me to use more simulations in all of my courses. By adjusting what tools I use, I have been able to encourage more thorough problem solving, active listening and reasoning. Plus, I get strategic and effective questions from my students. The overall results include intense engagement, better critical thinking skills, and content retention.

     

    Written by Therese Gedemer, Adjunct Instructor and Workforce Development Trainer, Marian University, Moraine Park Tech College and Bryant & Stratton College

     

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  • Gettysburg College – Edu Alliance Journal

    Gettysburg College – Edu Alliance Journal

    March 10, 2025, by Dean Hoke: This profile of Gettysburg College is the fifth in a series presenting small colleges throughout the United States.

    Background

    Founded in 1832, Gettysburg College is a private liberal arts institution located in Gettysburg, Pennsylvania. The 225-acre campus is steeped in history, having served as a field hospital during the Battle of Gettysburg​. An alumnus (David Wills, Class of 1851) invited President Abraham Lincoln to deliver the Gettysburg Address in 1863, tying the college to this pivotal moment in American history​. Gettysburg’s historical significance (from its Civil War connections to President Dwight D. Eisenhower’s post-presidency involvement on its Board of Trustees) contributes to its distinctive identity.​

    The college is known for its rigorous academics, close faculty-student mentorship, and emphasis on leadership development. Gettysburg maintains a 10:1 student-to-faculty ratio, ensuring personalized instruction. It enrolls approximately 2,200 students from across the country and abroad, fostering a diverse and engaged learning community.

    Curricula

    Gettysburg College offers more than 40 majors and 40 minors, spanning the arts, humanities, sciences, and social sciences. Popular programs include Business, Political Science, Economics, Psychology, and Health Sciences. The college is home to the Eisenhower Institute provides students with opportunities to engage in public policy and leadership development, while the Civil War Era Studies minor leverages the college’s historical location for in-depth academic exploration. Five years after graduation (as of Fall 2021), 45 percent of this graduating class had received and/or were enrolled in a graduate/professional degree program five years after graduating from Gettysburg. Graduation rates have remained high. The latest 6-year graduation rate was 83%

    Strengths

    • Strong Post-Graduate Outcomes: 98% of graduates are employed or enrolled in graduate school within a year of graduation.
    • Experiential Learning: Over 78% of students complete at least one internship, and 55% participate in faculty-mentored research.
    • Leadership Development: Programs such as the Eisenhower Institute provide hands-on training in policy and governance.
    • Historical and Civic Engagement: The college’s proximity to the Gettysburg Battlefield and its Civil War Era Studies program offer students a unique educational experience.

    Weaknesses

    • Financial Resources: Gettysburg’s endowment is moderate compared to some peer institutions, affecting the availability of internal funding for scholarships and program expansion.
    • Enrollment Challenges: The college has seen a gradual decline in student enrollment over the past decade, from a peak of over 2,700 students in 2013 to approximately 2,207 in 2024. Gettysburg’s rural location and relatively small town setting may also be a hurdle in recruiting students who prefer an urban environment or a more expansive social scene.
    • Diversity Initiatives: About 21% of undergraduates are domestic students of color, and 14% are international. While improving, the college’s domestic student diversity (21%) lags behind national averages.

    Economic Impact

    Gettysburg College serves as a major economic engine in its local and regional economy. As one of the largest employers in Adams County, the college provides hundreds of jobs for faculty, administrators, and staff, injecting substantial income into the community through payroll and benefits. The college also attracts thousands of visitors annually for events like Orientation, Family Weekend, Homecoming, and Commencement, as well as academic conferences and cultural events at its facilities (such as the Majestic Theater, a college-owned performing arts center). Also, Gettysburg College’s investment in revitalizing downtown Gettysburg through projects like the Majestic Theater restoration and its support of local internships/service programs help strengthen the social and economic fabric of the area.

    Broader economic analyses highlight the significant spillover effects of colleges like Gettysburg. Many graduates remain in or return to Pennsylvania, joining the workforce and paying taxes. (Statewide data from the Association of Independent Colleges & Universities of PA suggests that if ~57% of one graduating class stays in Pennsylvania to work, that cohort would add about $1.5 billion to the state economy over their careers.​

    Enrollment Trends

    As of Fall 2024, Gettysburg College enrolls approximately 2,207 students. Over the past five years, undergraduate enrollment has declined from a peak of 2,500 to 2,200. The shift is attributed to demographic changes and increasing competition among liberal arts colleges. Efforts to stabilize enrollment include enhanced recruitment strategies and expanded financial aid options.

    In the Fall of 2022, Gettysburg College launched and began offering classes for its first part-time master’s degree program, the Master of Arts in American History, in partnership with the Gilder Lehrman Institute of American History. This fully online, 30-credit program is designed for K-12 educators, district supervisors, librarians, museum professionals, and National Park Service employees affiliated with the Gilder Lehrman Institute. It is growing; new graduate programs are in the process of being offered.

    Degrees Awarded by Major

    In the 2023 graduating class, Gettysburg College conferred degrees across the various disciplines.

    Alumni

    According to the college, Gettysburg College has an alumni network of over 32,000 graduates. Approximately 25% of alumni reside in Pennsylvania, with a significant concentration in the greater Washington, D.C., and Philadelphia areas. The college’s alumni are well-represented in fields such as business, law, government, education, and the arts. Career services and networking opportunities ensure that graduates remain engaged and professionally supported.

    Notable Alumni

    • Michael Bishop (Class of 1957): Nobel Prize-winning biomedical researcher in virology and cancer research.
    • Fred Fielding (Class of 1961): 9/11commissioner and White House Council for President Ronald Regan and  George W. Bush.
    • Carol Bellamy (Class of 1963): Former Executive Director of UNICEF and Peace Corps Director.
    • Bruce S. Gordon (Class of 1968): Former President of the NAACP.
    • Kathryn Wolford (Class of 1979: Former President of the McKnight Foundation and Past President of Lutheran World Relief.
    • Carson Kressley (Class of 1991): Television personality, fashion expert, and actor.

    Endowment and Financial Standing

    As of 2023, Gettysburg College’s endowment stands at approximately $380–$400 million. While this represents growth over the past five years, the college remains tuition-dependent, with about 80% of its operating budget coming from student fees. Gettysburg College is stable but budget-conscious. Forbes’ 2023 financial health evaluation gave Gettysburg an approximate “B–” grade, with a financial GPA of around 2.71 on a 4.5 scale, indicating that while the college is not financially distressed.

    Why is Gettysburg College Important

    • Academic Excellence: The college provides a strong liberal arts foundation with small class sizes and individualized instruction.
    • High Graduate Success Rates: With 98% of graduates employed or in graduate school within a year, Gettysburg’s outcomes are among the best for liberal arts colleges.
    • Leadership Development: Programs such as the Eisenhower Institute and Center for Public Service prepare students for civic engagement and public service careers.
    • Historical Significance and Cultural Impact: Its Civil War connections and Lincoln’s legacy make it a unique institution with a strong civic mission. Also Gettysburg College plays a key role in supporting local businesses, employment, and tourism in Gettysburg and beyond.

    With its strong commitment to liberal arts education, leadership development, and historical legacy, Gettysburg College remains a distinguished institution that prepares students for success in an ever-changing world.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America. Season two begins on March 11, 2025.

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  • Trump Budget Will Reveal How Extensive ED is Dismantled in 2025

    Trump Budget Will Reveal How Extensive ED is Dismantled in 2025

    Some time this March, President Trump’s US Budget proposal will be submitted. It would not be out of the realm of possibility that budget cuts to the US Department of Education exceed 70 percent if the $1.7 Trillion Student Loan Portfolio is transferred to the US Treasury. President Biden’s 2024 Budget for the US Department of Education was published March 11, 2024. This is what the proposal typically looks like.  

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