In 2023, Texas became one of the first red states to institute a sweeping ban on diversity, equity and inclusion in public colleges and universities.
Following pro-Palestinian protests and a police crackdown on an encampment at the University of Texas at Austin in 2024, the Texas Legislature this year passed another law restricting free speech on public campuses, including banning all expressive activities from 10 p.m. to 8 a.m.
The Legislature also this year passed a wide-ranging bill that allows public college and university presidents to take over faculty senates and councils, prohibits faculty elected to those bodies from serving more than two years in a row, and creates an “ombudsman” position that can threaten universities’ funding if they don’t follow that law or the DEI ban.
The lead author listed on all three laws is Sen. Brandon Creighton, chair of the Texas Senate education committee. Having overhauled higher ed statewide, he’s about to get the chance to further his vision at one large university system: On Thursday, the Texas Tech University System plans to name Creighton the “sole finalist” for the system chancellor and chief executive officer job.
His hiring by the system’s Board of Regents—whose members are appointed by the governor with confirmation from the Senate—marks another example of a Republican politician in a large red state, namely Texas and Florida, being installed as a higher ed leader. The trend reflects an evolution in how Republicans are influencing public universities, from passing laws to directly leading institutions and systems. For universities, having a former member of the Legislature in the presidency can help with lobbying lawmakers, but it could also threaten academic freedom and risk alienating faculty.
Creighton wasn’t the only, or even the highest-ranking, politician considered for the position, which historically pays more than $1 million a year. As The Texas Tribuneearlier reported, Rep. Jodey Arrington, chair of the U.S. House Budget Committee and shepherd of the One Big Beautiful Bill Act, which affected higher ed nationwide, was also in the running. Unlike Creighton, Arrington has worked in higher ed—specifically as a vice chancellor and chancellor’s chief of staff in the Texas Tech system. Arrington, who didn’t provide Inside Higher Ed an interview, issued a statement Sunday congratulating Creighton.
Faculty leaders offered a muted response to Creighton’s impending appointment. Neither the president of the Faculty Senate at the main Texas Tech campus, the president of the university’s chapter of the American Association of University Professors nor the state AAUP conference publicly denounced Creighton. In an emailed statement, the state conference said, “We have concerns about the future of academic freedom and shared governance in the Texas Tech University System given the positions Sen. Creighton has taken in the legislature.”
“We hope that Texas Tech’s strong tradition of shared governance and academic freedom continues so that Texas Tech can thrive,” the statement said.
Cody Campbell, the system board chair, said Creighton is “a fantastic fit with our culture and is clearly the best person for the job.” He added that he likes the higher ed legislation Creighton has passed. (Creighton was also lead author of a new law that lets universities pay athletes directly.)
“He shares the values of the Texas Tech University System,” Campbell said. Both the system and the wider community of Lubbock, where the main Texas Tech campus is located, are “conservative,” he said.
“We do not subscribe to the ideas around DEI and are supportive of a merit-based culture,” Campbell said, adding that Creighton is well positioned to continue the system’s growth in research, enrollment and academic standing.
For Creighton, the job could come with a big payout. Retiring Texas Tech system chancellor Tedd L. Mitchell made $1.3 million in 2023, ranking him the 12th-highest-paid public university leader in the country, according to The Chronicle of Higher Education’s database. The system didn’t respond to Inside Higher Ed’s open records request for Mitchell’s current contract in time for this article’s publication, and Campbell told Inside Higher Ed Creighton’s pay is “yet to be determined.”
“The contract or the compensation were never part of the discussion with any of the candidates,” Campbell said.
Creighton didn’t provide Inside Higher Ed an interview or answer written questions. But he appeared to accept the position in a post on X.
“Over the past six years, no university system in Texas has taken more bold steps forward,” he wrote. “Serving as Chairman of the Senate Education Committee and the Budget Subcommittee has been the honor of a lifetime—especially to help deliver that success for Texas Tech and its regional universities. I feel very blessed to have been considered for the role of Chancellor. There is no greater purpose I would consider than working to make generational changes that transform the lives of young Texans for decades to come.”
Cowing Faculty Senates
Campbell said he doesn’t recall whether Creighton and Arrington initially expressed interest in the position to the board or whether the board reached out to them. Dustin Womble, the board’s vice chair, declined to comment. Campbell said the board “actively recruited” some candidates.
“There wasn’t really a formal application process, necessarily,” he said. But dozens of candidates across the country expressed interest in the “high-paying position” leading a large system, he said.
The system says it has more than 60,000 students across five institutions and 20 locations, including one in San José, Costa Rica. The five institutions are Texas Tech (which has multiple campuses), Texas Tech Health Sciences Center (which also has multiple campuses), the separate Texas Tech Health Sciences Center El Paso, Angelo State University and Midwestern State University.
Asked about Creighton’s lack of higher ed work experience, Campbell said that wasn’t unusual for system chancellors, contrasting the position with those of the presidents who lead individual institutions on a day-to-day basis.
“Our past chancellor was a medical doctor, the chancellor before him was a state senator, the chancellor before him was a former U.S. congressman and a state politician; we’ve had businessmen in that position, we’ve had all different types of people,” Campbell said.
Aside from serving in the Senate for a decade and the state House for seven years before that, Creighton is an attorney.
Andrew Martin, the tenured art professor who leads the Texas Tech University main campus’s AAUP chapter, noted that “our chapter has actively opposed some of the legislation that Sen. Creighton has authored.”
“Our hope now is that Sen. Creighton, in apparently assuming the role of chancellor, will spend time learning more about the campuses in the TTU System and will meet as many students, faculty [and] administrators on our campuses as possible to see how these institutions actually operate day in and day out,” Martin said. “I’m not sure how clear that’s been from his perspective as a lawyer and legislator.”
Martin—who stressed that he was speaking for himself and colleagues he’s spoken to, but not on behalf of his university—said the AAUP is concerned with maintaining academic freedom for faculty and students, upholding tenure protections, and preserving the faculty’s role in determining curriculum, conducting research and exercising shared governance.
When the Legislature passed Senate Bill 37—the Creighton legislation that, among other things, upended faculty senates—Creighton issued a news release saying, “Faculty Senates will no longer control our campuses.” He said his legislation “takes on politically charged academic programs and ensures students graduate with degrees of value, not degrees rooted in activism and political indoctrination.”
Among other things, SB 37 requires university presidents to choose who leads faculty senates. Ryan Cassidy, a tenured associate librarian, was elected to lead the Texas Tech University main campus’s Faculty Senate before SB 37 took effect, and the institution’s president has allowed him to stay in that role.
Asked about Creighton being named chancellor, Cassidy said, “I haven’t really had time to reflect on it.”
Creighton’s bio on the Legislature’s website touts his conservative values outside of higher ed, too. “He has relentlessly hammered excessive taxation, pursued ‘loser pays’ tort reform, passed drug testing for unemployment benefits, stood up for Texas’ 10th Amendment rights and effectively blocked Obamacare’s Medicaid expansion,” the bio says.
Martin said Texas Tech aspires to become a member of the Association of American Universities, a prestigious group of top research universities, of which UT Austin and Texas A&M University are already members. That would be hard if faculty are “marginalized,” he said.
“You can’t get there without the huge investment of faculty,” he said.
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Dive Brief:
George Mason University’s governing board said late last week that it wants to negotiate with the Trump administration to resolve allegations that it violated civil rights law.
In late August, the U.S. Department of Education alleged that George Mason has illegally used race and other protected characteristics in hiring and promotions, a conclusion reached just six weeks after the agency announced a probe into the university.
An attorney for university President Gregory Washington, who is at the center of the probe, hasrepudiated the agency’s allegations, describing them as “a legal fiction.” Washington’s attorney will also be involved in talks with the Education Department, according to the board’s statement.
Dive Insight:
Over a period of weeks this summer, the Trump administration ramped up pressure on George Mason. The departments of Education and Justiceopened at least four probes between them into the university, often citing comment from Washington in support of diversity initiatives.
Washington’s attorney, Douglas Gansler, took the Education Department to task for how quickly it determined George Mason violated the law.
“It is glaringly apparent that the OCR investigation process has been cut short, and ‘findings’ have been made in spite of a very incomplete fact-finding process, including only two interviews with university academic deans,” Gansler wrote.
The attorney also described some of the evidence cited by the Education Department as “gross mischaracterizations of statements made by Dr. Washington” that didn’t lead to policy changes.
For example, when the Education Department concluded that George Mason violated civil rights law, it linked to a statement Washington made in 2021 in support of having faculty reflect the diversity of the student body and broader community. The department took the statement as expressing “support for racial preferencing” in hiring.
But, as Gansler highlighted, Washington specifically said in the statement that the diversity principles he was promoting were “not code for establishing a quota system.”
Gansler also warned the university’s board against requiring Washington to apologize, which was among the demands made by the Education Department. The lawyer pointed out that such an apology could open the university up to liability.
Through all of this, George Mason’s board of visitors — headed by Charles Stimson, who holds leadership positions at The Heritage Foundation, a right-wing think tank — has been relatively quiet.
To represent it in dealings with the Trump administration, the board hired Torridon Law, which was co-founded by William Barr,formerly U.S. attorney general during the first Trump administration. The firm also has several prominent Republican lawyers on staff.
In July, the university’s chapter of the American Association of University Professors voted no confidence in the board and called its response to the Trump administration’s actions to that point “inadequate and deeply troubling.”
And yet, in August — at a meeting that the AAUP chapter warned could set the stage for Washington’s ouster — George Mason’sboard voted to give the leader a raise.
Since then, Democrat members of a Virginia Senate committee have blocked six appointeesto George Mason’s board picked by the state’s Republican governor, Glenn Youngkin. The move has left the board of visitors without a quorum for conducting official business.
In announcing plans to negotiate with the Education Department, the board said Friday that it “remains committed to ensuring that George Mason complies with all federal civil rights law and remains hopeful that a favorable resolution can be reached.”
George Mason is just the latest in an expanding set of colleges targeted by the Trump administration over allegations related to racial preferencing, campus antisemitism and policies supporting transgender student athletes.
Developed with the help of volunteer leaders and member institutions across the country, The Job Descriptions Index provides access to sample job descriptions for positions unique to higher education.
Descriptions housed within the index are aligned with the annual survey data collected by the CUPA-HR research team. To aid in the completion of IPEDS and other reporting, all position descriptions are accompanied by a crosswalk section like the one below.
Crosswalk Example
Position Number: The CUPA-HR position number BLS SOC#: Bureau of Labor Statistics occupation classification code BLS Standard Occupational Code (SOC) Category Name: Bureau of Labor Statistics occupation category title US Census Code#: U.S. Census occupation classification code VETS-4212 Category: EEO-1 job category title used on VETS-4212 form
***SOC codes are provided as suggestions only. Variations in the specific functions of a position may cause the position to better align with an alternate SOC code.
Sample Job Descriptions
Athletics Trainer/Physical Therapist
Under the general supervision of the Head Athletic Trainer, provides physical therapy and assists in the prevention, care, and rehabilitation of athletic injuries. Provides trainer coverage of athletic activities, organizes orthopedic clinics, advises on prevention and care of athletic injuries, and team-teaches athletic training classes. Supervises student trainers. Typically requires: Bachelor’s degree, preferably in physical therapy or health science, and 1 – 3 years of related experience at the collegiate level. Certification as an athletic trainer desirable.
CROSSWALKS Position Number: 469110 BLS SOC # 29-9091 BLS Standard Occupational Code (SOC) Category Name: Athletic Trainers US Census Code # 3245 VETS-4212 Category: Prof
Coordinates all aspects of team defense, assesses players’ skills and assigns positions, evaluates own and opposition team capabilities to determine game strategy, instructs players in techniques of game, and assists with recruitment and retention of student athletes. Requires a bachelor’s degree in physical education, recreation, health, or related field or equivalent plus 4-5 years’ experience as an assistant coach or high school head coach. Must have knowledge of NCAA rules and regulations.
CROSSWALKS Position Number: 499280 BLS SOC #: 27-2022 BLS Standard Occupational Code (SOC) Category Name: Coaches and Scouts US Census Code: 2720 VETS-4212 Category: Prof
Responsible for developing, implementing, supervising and evaluating the overall academic services offered to student athletes to insure they strive to achieve their full academic potential. Also responsible for monitoring institutional compliance with NCAA/conference academic eligibility regulations for student-athletes in all sports. Typically requires: Bachelors degree and 3-5 years of related administrative experience.
CROSSWALKS Position Number: 400170 BLS SOC # 25-9030 BLS Standard Occupational Code (SOC) Category Name: Instructional Coordinators US Census Code # 2550 VETS-4212 Category: Prof
Responsible for developing, administering and monitoring the compliance system for maintaining institutional control for the school’s athletics program. Responsible for the comprehensive administration of all athletic compliance functions of the institution to ensure compliance with NCAA and other league rules and regulations, as well as pertinent governmental regulations. Responsibilities include, but are not limited to, monitoring recruiting activities, initial eligibility certification, continuing eligibility certification, financial aid administration, self reporting and rules education. Typically requires: Bachelors degree and 2 – 4 years of NCAA Compliance experience at an institution of higher learning.
CROSSWALKS Position Number: 427100 BLS SOC # 13-1041 BLS Standard Occupational Code (SOC) Category Name: Compliance Officers US Census Code # 0565 VETS-4212 Category: Prof
Responsible for all fund raising for athletic programs, including major gift cultivation and solicitation, capital campaigns, athletic club, premium seating programs, private suites, etc. Typically requires: Bachelors degree, 3- 5 or more years of college or university athletic fund-raising experience.
CROSSWALKS Position Number: 437150 BLS SOC # 13-1131 BLS Standard Occupational Code (SOC) Category Name: Fundraisers US Census Code # 0726 VETS-4212 Category: Prof
Responsible for advising the Athletic Director on all external affairs and overseeing the external relations program which includes advertising, promotions, marketing, communications, ticketing and public affairs for the entire department. Oversees all marketing and promotions fulfillment as well as game day operations and all media resources (television, radio, internet, etc.). Serves as liaison with sponsors and negotiate contracts between various marketing, promotion and advertising entities. Typically requires: Bachelors degree in related field; 5 years of management experience in a college or university athletic department; experience in developing and implementing strategies related to external affairs preferred.
CROSSWALKS Position Number: 468100 BLS SOC # 27-3031 BLS Standard Occupational Code (SOC) Category Name: Public Relations Specialists US Census Code # 0060 VETS-4212 Category: Prof
SAMPLE JOB DESCRIPTIONS
Head, Athletics Operations
Directs use, operation, and maintenance of all Institution athletic facilities and fields including stadiums, arenas, gymnasiums, pools, rinks and boathouses. Oversees administration of all events and establishes facilities revenue goals. Establishes long-range planning for facilities, identifies, assesses and addresses short- and long-term program needs in conjunction with staff members and coaches, and plans for and recommends technology improvements. Typically requires: Bachelor degree, with Master degree preferred; 8 or more years experience in facility and operation management; preferably athletic facility administration and operations experience desired.
CROSSWALKS Position Number: 457110 BLS SOC # 13-1199 BLS Standard Occupational Code (SOC) Category Name: Business Operations Specialists, All Other US Census Code # 0020 VETS-4212 Category: Prof
Directs the athletic training program for intercollegiate athletics and supervises the training room. Collaborates with coaching staff in developing conditioning, weight training and nutrition programs for athletes. Coordinates medical coverage for athletic events. Supervises Assistant Athletic Trainers/ Physical Therapists in the prevention, care, and rehabilitation of athletic injuries. Determines, with advice from a doctor, when and at what level an athlete can return to participation in a sport. Typically requires: Bachelors degree in physical therapy, athletic training or related field; 5 – 8 years of related experience and certification as an athletic trainer.
CROSSWALKS Position Number: 469100 BLS SOC # 29-9091 BLS Standard Occupational Code (SOC) Category Name: Athletic Trainers US Census Code # 3245 VETS-4212 Category: Prof
Directs intercollegiate and intramural athletic programs for men only. Responsible for scheduling and contracting for athletic events, employment and direction of athletic coaches, publicity, ticket sales, and equipment and facilities maintenance. Typically requires: Bachelor’s degree and 3-5 years of management experience in intercollegiate athletics.
CROSSWALKS Position Number: 468120 BLS SOC # 13-1199 BLS Standard Occupational Code (SOC) Category Name: Business Operations Specialists, All Other US Census Code # 2720 VETS-4212 Category: Prof
SAMPLE JOB DESCRIPTIONS
Head, Sports Information / Athletics Communications
Institutional representative to the media for all athletic activities. Manages preparation and dissemination of news releases, articles, videos, WEB updates and other communications about the institutions sports programs, including games and other events. Typically requires: Bachelors in journalism, public relations, marketing or related field; 3- 5 years of experience in sports journalism.
CROSSWALKS Position Number: 468110 BLS SOC # 27-3031 BLS Standard Occupational Code (SOC) Category Name: Public Relations Specialists US Census Code # 0050 VETS-4212 Category: Prof
Oversees all aspects of women’s athletic programs. Responsibilities typically include budget planning, resource allocation, scheduling and contracting for athletic events, coordination and/or administrative support for coaches of all women’s sports. Also provides academic support to all women student-athletes, to include monitoring of academic performance and attendance, tutoring, advising or referring to appropriate resources. In charge of gender equity within the Athletic Department and advises the director on all matters concerning Women’s Athletics and gender related issues. Typically requires: Bachelor’s degree and 4-7 years of experience in athletic department administration, coaching, counseling or related field.
CROSSWALKS
Position Number: 468130
BLS SOC # 13-1199
BLS Standard Occupational Code (SOC) Category Name: Business Operations Specialists, All Other
US Census Code #2720
VETS-4212 Category: Prof
Coordinates all aspects of team offense, assesses players’ skills and assigns team positions, evaluates own and opposition team capabilities to determine game strategy, and coaches or directs coaches to instruct players in techniques of game. Requires a bachelor’s degree in physical education, recreation, health, or related field or equivalent plus 4-5 years’ experience as an assistant coach or high school head coach. Must have knowledge of NCAA rules and regulations.
CROSSWALKS Position Number: 499270 BLS SOC #: 27-2022 BLS Standard Occupational Code (SOC) Category Name: Coaches and Scouts US Census Code: 2720 VETS-4212 Category: Prof
Supports coaches’ decision-making by organizing, analyzing, and presenting information. Attends sporting events and records data in real time. Audits and compiles official statistics and prepares reports for media. May be involved in resolution of disputed calls. Analyzes player performance and team strategy. Requires a bachelor’s degree in mathematics, statistical analysis, or computer science.
CROSSWALKS Position Number: 468150 BLS SOC # 15-2041 BLS Standard Occupational Code (SOC) Category Name: Statisticians US Census Code # 1230 VETS-4212 Category: Prof
Every year, prospective students and their families attend hundreds of open days at colleges and universities around the world. These events are more than just campus tours and presentations. They’re often the first real opportunity for students to picture themselves as part of your community. With so many options available, the challenge for institutions is clear: how do you create an open day that not only informs but also inspires?
While the essentials, like academic info sessions, tours, and welcome talks, set the foundation, the schools that stand out go further. They design experiences that feel memorable, personal, and true to their identity. With the right mix of creativity and strategy, your open day can shift from being just another stop on a student’s list to the moment they decide your institution is the right fit.
In this post, we’ll share 10 practical strategies to elevate your open days, whether you’re planning in-person events, virtual formats, or a blend of both. Drawing on real-world examples, including some from HEM’s own portfolio, we’ll explore how you can highlight what makes your institution unique, harness technology, and add thoughtful personal touches that resonate long after the event ends.
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What Is an Open Day?
An open day is an event hosted by a college or university to give prospective students and their families the chance to experience the campus, meet faculty and staff, and learn more about academic programs and student life. Unlike brochures or websites, open days provide a first-hand look at the atmosphere of the institution. They typically include tours of facilities, information sessions, and opportunities to speak with current students and alumni. For many students, an open day is the key moment when they decide whether a school feels like the right fit for their academic and personal goals.
In the same vein, what are Application Days at universities? Application days are special events hosted by universities to help prospective students complete their applications on-site. These events often provide access to admissions staff who can guide applicants through the application process, answer questions about requirements, and sometimes even waive application fees.
In many cases, students may receive an admission decision more quickly if they apply during these events, making application days both supportive and efficient for applicants.
1. Showcase What Makes Your School Unique
Every institution has a defining strength, whether that’s a standout program, a strong industry network, or a vibrant campus culture. Open days work best when they put that strength front and center.
Build around your USP: If partnerships are key, invite industry reps to host networking booths or demos. If location is a highlight, include guided tours of nearby attractions. For research-driven schools, showcase labs or projects with real impact.
Spotlight distinctive opportunities: Feature sessions on co-op programs, study abroad, or unique facilities like observatories or art galleries.
Example: Royal Roads University: This university played to its innovative reputation with a campaign called “Future View.” Instead of relying on traditional brochures, Royal Roads launched live virtual tours of its campus and classes using GoPro cameras and Google Glass. In other words, prospects could experience campus through a student’s eyes in real time. As part of the campaign, Royal Roads representatives strapped on GoPros and Google Glass to stream lectures, walking tours, and Q&As, giving would-be students a first-hand look at life at RRU.
Static presentations rarely capture the imagination. What sticks are experiences where prospects get to take part, experiment, and play an active role. Today’s students, especially Gen Z, respond best when an open day feels like something they can do, not just watch.
Classroom-style engagement: Replace long lectures with sample classes, workshops, or lab experiments where visitors actively participate, such as robotics builds or art jam sessions.
Campus showcase zones: Let departments display projects in interactive formats, flight simulators, artifact handling, or student performances.
Clubs and student life: Involve student groups with mini debates, telescope viewings, or sustainability scavenger hunts.
Virtual attendees: Use polls, VR tours, or guided avatars to replicate hands-on engagement online.
Example: The College of ACES at NMSU turned its open house into a family-friendly interactive fair. Visitors of all ages could roam through live animal exhibits, tour science labs and museums, and try their hand at various learning games and demonstrations at each stop. From petting zoo stations with the university’s farm animals to interactive science experiments, the event engaged guests on multiple levels.
Your current students are among the most persuasive voices you can showcase on open day. While visitors expect polished messaging from admissions staff, what they really value are honest, relatable insights from peers who have lived the experience. Student ambassadors should therefore be central to the day, whether in person or online, acting as welcoming guides, storytellers, and role models.
Train them with talking points, but give them freedom to share their journeys authentically, from why they chose your school to how they’ve navigated challenges. Their warmth and candor create a sense of trust that brochures and presentations can’t replicate.
Example: University of Central Lancashire (UK):At UCLan’s open days, current students act as official ambassadors, easily spotted in their special red UCLan hoodies. These student ambassadors are stationed at campus entrances to give a warm welcome and directions, they lead campus and accommodation tours, and they hang around after info sessions to chat. Most importantly, they share authentic insights about their courses and social life – the kind of candid student-to-student advice that visitors crave. Attendees are encouraged to approach them with any question, no matter how trivial, making the whole experience feel peer-guided and relatable.
4. Involve Successful Alumni for Real-World Perspective
Current students show the “here and now” of campus life, but alumni networks embody the long-term value of your institution. Featuring graduates in your open day event gives prospects and their parents confidence that an education with you leads to meaningful outcomes.
Alumni panels, guest talks, or casual meet-and-greet stations can showcase diverse career paths, from industry and entrepreneurship to research and community impact. You might also pair alumni with specific program sessions. Imagine an engineering graduate now at a leading tech firm sharing how campus experiences prepared them for success. Even an “alumni corner” for informal chats helps visitors picture their own future through authentic stories.
Example:The University of Exeter organized a special alumni networking event in Ho Chi Minh City for offer-holders (admitted prospective students) and local alumni. This “Alumni and Offer-Holder” gathering (27 Feb 2023) featured an alumni panel sharing personal stories about studying at Exeter and their career achievements since graduation. Prospective students and their parents were invited to network informally with these alumni and university staff over a reception.
Parents and guardians often play a decisive role in a student’s choice, so winning them over is just as important as impressing prospects. A strong open day provides dedicated spaces and sessions tailored to their concerns.
Consider running parent-specific info sessions while students explore elsewhere. These can cover housing, safety, tuition, financial aid, support services, and graduate outcomes, offering direct access to staff from each area. Comfortable lounges, refreshments, and a “Parent HQ” make them feel welcome and valued throughout the day. Printed or digital materials should also speak directly to their perspective, highlighting career outcomes, security measures, and student support systems.
Example:At Cardiff University’s open day, for instance, they held a dedicated session titled “A Parents’ Guide to Higher Education,” where staff walked parents through supporting their child in the application process and beyond. Parents were invited to put their questions to a panel of university experts in finance, student support, and accommodation – essentially a frank Q&A just for them. The topics ranged from tuition fees and scholarship opportunities to the quality of campus facilities. This gave parents a chance to voice any worries in a forum designed for them, separate from their teens.
6. Personalize the Open Day Experience for Visitors
Students don’t all want the same thing from university open days, so personalization can make your event feel far more engaging. Use registration data to create tailored itineraries that reflect interests like intended major, extracurriculars, or career goals. Even simple touches, such as personalized name badges with a program of interest, help staff and ambassadors connect conversations to what matters most for each visitor.
Flexibility is also key. Offer a “choose your own adventure” approach where attendees pick sessions that align with their priorities, whether that’s a lab tour, a faculty panel, or a sports center visit. Train ambassadors to personalize on the fly, asking about interests and adjusting tours or recommendations accordingly.
Example: University of Cincinnati (USA):UC has embraced personalization in a big way. Their Open House events are described as “build your own schedule” experiences where each family creates a custom itinerary for the day. Upon registering for UC’s “Bearcat Open House,” students are prompted to select which academic presentations, campus tours, and special topics interest them. On the day, there isn’t a rigid tour everybody follows; instead, visitors might have a list like: 10:00 AM College of Engineering tour; 11:15 Residence hall open rooms; 1:00 PM Financial Aid Q&A; 2:00 PM Meet the Gaming Club, etc., based on what they choose.
7. Embrace Virtual and Hybrid Open Days to Expand Your Reach
What is a virtual open day? A virtual open day is an online event where prospective students and their families can explore a university without visiting campus in person. Typically hosted on a digital platform, it may include live webinars with faculty, virtual campus tours, student Q&A panels, and one-on-one chats with admissions staff. The goal is to replicate the open day experience digitally, giving participants access to information, interaction, and a feel for campus life, no matter where they are in the world.
Virtual and hybrid open days have become a staple of higher education recruitment, offering accessibility and reach that in-person events alone can’t match. A dedicated virtual event, complete with faculty webinars, student panels, and one-on-one admissions chats, can engage global audiences who might not have the time or resources to travel. Virtual campus tours, whether self-guided or live-streamed, keep your school “open” year-round and give prospects a chance to explore at their own pace.
Hybrid formats add another layer of inclusivity. You might livestream your keynote sessions, run interactive live chats for online viewers, or capture campus highlights to share on demand afterward. Interactive elements like polls, breakout sessions, and virtual “booths” ensure remote participants remain engaged rather than passive viewers.
Example: Brock University (Canada):Brock University has been an early adopter of immersive virtual open day experiences. One innovative approach they took was building an interactive online open house in a 3D virtual environment. Using a platform similar to a retro video game interface, Brock recreated key parts of its campus digitally and let prospective students log in as avatars to explore. When prospects entered this virtual campus, a simulated student guide (an avatar controlled by a Brock student or staff) would greet them and offer to lead a tour. Visitors could navigate their avatar through hallways, into classrooms and labs, and even chat when they “bumped into” other avatars representing faculty or current students.
8. Harness Social Media for Pre-Event Buzz and Post-Event Engagement
A strong social media strategy can turn your open day from a single event into a shared experience that builds excitement before, during, and after. Start with a dedicated event hashtag and use it across all promotions, encouraging attendees to post their questions and experiences.
During the event, showcase live content: Instagram Stories, TikTok snippets, or a feed of hashtagged posts, to engage both in-person and virtual audiences. Afterward, curate user-generated content into a recap post or gallery, and follow up with a thank-you message paired with a clear call-to-action, such as “Book a chat with a student ambassador” or “Apply now.”
Example: Lancaster University (UK): Lancaster provides a masterclass in using student-driven social media to boost recruitment events. In 2020, with in-person events off the table, Lancaster University asked its student ambassadors to create a series of fun TikTok videos as ads to generate excitement for its online open days. Instead of polished commercials, these were authentic clips following TikTok trends. Think students doing campus tours set to music, quick dorm room tours, or tongue-in-cheek “day in the life” sketches. The result? The campaign blew past expectations: over 10 million impressions and 90,000+ clicks through to Lancaster’s open day info page.
Sometimes it’s the little extras that transform an open day from ordinary to unforgettable. First impressions matter, so think about how your visitors are welcomed the moment they arrive. Clear signage, friendly greeters, and a thoughtful welcome pack with a campus map, schedule, and small pieces of branded swag can immediately put families at ease.
Fun moments sprinkled throughout the day also make a difference. A student band playing in the quad, a scavenger hunt through key campus spots, or a quirky photo booth at the student life fair can lighten the mood and help prospects associate your institution with energy and creativity.
Example: Temple College (USA):This community college in Texas put a delightful twist on their open house by setting up a photo booth with their mascot, a leopard nicknamed “TC Leopard.” Students and families could pose with the costumed mascot and snap fun pictures – a perfect keepsake to take home and share on social media. Temple College even turned it into a mini-contest where participants could win small prizes for posting their mascot photos. The result was a lot of laughter, and every family left with a tangible memory (a photo print or a digital pic) of the day.
These kinds of small but meaningful touches linger in memory. Long after presentations fade, visitors will remember how welcome, entertained, and cared for they felt. That emotional connection can tip the scales when it comes time for students to make their final choice.
10. Follow Up and Continue the Conversation
An open day doesn’t end when the last tour wraps up. In fact, some of the most important work happens afterward. A thoughtful follow-up plan not only shows prospective students and parents that you value their visit, but also keeps the momentum going as they move closer to making a decision. Too many institutions stop at a generic “thank you for coming.” By going a step further, you stand out.
Send a prompt, personalized thank-you. Ideally, within 24-48 hours, shoot attendees an email (or even a text message, if they opted in). Make it more than just “Thanks for coming.” Use merge fields to include the student’s name and perhaps one detail from their registration or what they did.
For example: “Hi Alex, thank you for visiting our Open Day on Saturday! We hope you enjoyed the Biology lab tour and the sample lecture in psychology.” This level of detail shows that you noticed their presence. Then, include helpful next steps: links to apply, to book a one-on-one meeting, or to a video recap of the event.
Example: Morton College (USA): This college nailed the follow-up game. Right after their open house, Morton College rolled out a one-two punch of follow-ups. They sent out personal thank-you emails to attendees, and at the same time, they put out a public thank-you on their social media pages. Importantly, it didn’t stop at gratitude – the post also included a next step, reminding students that registration was open for the upcoming semester and providing a link to get started.
Strong follow-up also means nurturing interest over time. Sharing student stories, reminders about upcoming deadlines, or invitations to future events extends the relationship beyond one day. In the end, what sets your open day apart is how well you continue to guide students once they’ve left campus.
From Open Day to Enrollment: Your Next Step
Open days (or open house events) are a cornerstone of student recruitment in higher education. They’re your chance to say, “Here’s who we are, here’s what makes us special, and here’s the community you could join.” By implementing these strategies, from showcasing your unique strengths, creating interactive experiences, and leveraging students/alumni, to embracing virtual formats, social media, personalization, and strong follow-up, you can elevate your open day from a routine tour into an unforgettable event that resonates with attendees long after they’ve gone home.
Remember, the goal isn’t just to convey information, but to make prospective students feel something: excitement about an academic program, a sense of belonging on campus, confidence that your school is the right fit, or the inspiration to take the next step towards enrollment. When you make your open days stand out, you ultimately make your institution stand out in a crowded higher education market.
Planning an exceptional open day does take effort and creativity, but the rewards are enormous. Many students cite campus visits and open days as the moment they “knew” which school was right for them. By following the approaches outlined above, you’ll increase the chances that your event is the one that wins their hearts. Good luck with your next open day event, and have fun making it one to remember!
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Frequently Asked Questions
Question: What is an open day?
Answer: An open day is an event hosted by a college or university to give prospective students and their families the chance to experience the campus, meet faculty and staff, and learn more about academic programs and student life.
Question: What are Application Days at universities?
Answer: Application days are special events hosted by universities to help prospective students complete their applications on-site.
Question: What is a virtual open day?
Answer: A virtual open day is an online event where prospective students and their families can explore a university without visiting campus in person. Typically hosted on a digital platform, it may include live webinars with faculty, virtual campus tours, student Q&A panels, and one-on-one chats with admissions staff.
How Denison Edge partnered with Collegis to clarify brand identity, launch a content strategy, and rebuild its website to drive user growth.
Denison Edge, an initiative by Denison University, equips students, graduates, and professionals with in-demand, industry-relevant skills through stackable micro-credentials. To support ambitious enrollment goals and elevate its brand presence, Denison Edge turned to Collegis Education for strategic marketing support and a digital refresh. With a small internal team and big aspirations, Denison Edge sought to better articulate its value proposition and reach more prospective learners through a high-performing, content-rich website.
The Challenge
Denison Edge needed to amplify registrations for its non-credit programming while refreshing its brand presence to reflect its forward-thinking approach. The organization faced key limitations:
Limited internal marketing capacity
Lack of a cohesive brand voice
Outdated website UX and SEO
Urgent need to launch new high-demand programs in finance, marketing, analytics, and AI
Together, these challenges underscored the need for a strategic partner to help Denison Edge scale effectively and stand out in a competitive market.
The Solution
Collegis delivered a set of tailored services to expand visibility, support program growth, and enhance digital experience:
Brand Voice Workshop Facilitated an on-site session with university stakeholders to define a clear, compelling brand voice, behavior, and tone — establishing the foundation for all future communications.
Content Strategy Developed a comprehensive content roadmap, including a new blog, article templates, writing guide, and SEO-informed article concepts to empower internal marketing teams.
Website Strategy and Optimization Conducted in-depth UX and SEO audits pre- and post-launch, guiding the redevelopment of the Denison Edge website. The rebuilt site now delivers a seamless experience tailored to prospective learners and employers.
The Results: Stronger Presence, Measurable Growth
Within four months of relaunching the website, Denison Edge experienced marked improvements in site traffic and user engagement:
+21% YoY increase in total users
+16% YoY growth in sessions and new users
96% increase in Rental Space page traffic
1,284 sessions on new Registration page
310 sessions on new Business Immersion page
The top-performing pages — including Programs and Homepage — also achieved +16% YoY growth, confirming the success of the site redesign and content strategy.
Ashley Nicklay
Sr. Director – Student Lifecycle, Collegis Education
The Takeaway: Strategy and Storytelling Drive Digital Success
The Denison Edge case study illustrates the impact of aligning brand clarity, content strategy, and digital design. Through partnership with Collegis, Denison Edge built the foundation for ongoing growth — positioning itself as a leader in flexible, career-focused education.
Transform Your Digital Presence with Collegis
Want to grow visibility and enrollment for your programs? Contact Collegis to explore how brand and digital strategy can help you lead with confidence.
Let’s Start Writing Your Success Story
See what’s possible when strategy, creativity, and execution come together. Partner with Collegis to turn your challenges into outcomes worth sharing.
Facing challenges in enrollment, retention, or tech integration? Seeking growth in new markets? Our strategic insights pave a clear path for overcoming obstacles and driving success in higher education.
Unlock the transformative potential within your institution – partner with us to turn today’s roadblocks into tomorrow’s achievements. Let’s chat.
A new study reveals that while there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it. Education Insights 2025–2026: Fueling Learning Through Engagementcaptures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education, the creators of essential PreK-12 learning solutions used in classrooms around the world.
“Discovery Education conducted the EducationInsights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K-12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.”
Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagementreport include:
Engagement is broadly recognized as a key driver of learning and success. 93% of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99% of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92% of students said that engaging lessons make school more enjoyable.
But educators disagree on the top indicators of engagement. 72% of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54% of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement.
School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99% of superintendents and 88% of principals said their district has an intentional approach for measuring engagement, only 60% of teachers agreed. Further, nearly 1/3 of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively.
Educators and students differ on their perceptions of engagement levels. While 63% of students agreed with the statement “Students are highly engaged in school,” only 45% of teachers and 51% of principals surveyed agreed with the same statement.
Students rate their own engagement much higher than their peers. 70% of elementary students perceived themselves as engaged, but only 42% perceived their peers as engaged. 59% of middle school students perceived themselves engaged in learning, but only 36% perceived their peers as engaged. Finally, 61% of high school students perceived themselves as engaged, but only 39% described their peers as engaged.
Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57% of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87% of principals and 98% of superintendents agree. Likewise, only 53% of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83% of principals and 94% of superintendents agreed.
A complete copy of Education Insights 2025–2026: Fueling Learning Through Engagementcan be downloaded here.
On Wednesday, October 8 at 2:00 PM ET, Discovery Education is hosting a special, town hall-style webinar during which education leaders from across the nation will share their thoughts and insights on this report and its findings. Find more details and register for this event here.
About Discovery Education Discovery Education is the worldwide edtech leader whose state-of-the-art, PreK-12, digital solutions help educators engage all students and support higher academic achievement. Through award-winning multimedia content, instructional supports, and innovative classroom tools that are effective, engaging, and easy to use, Discovery Education helps educators deliver powerful learning experiences. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Through partnerships with districts, states, and trusted organizations, Discovery Education empowers teachers with essential edtech solutions that inspire curiosity, build confidence, and accelerate learning. Learn more at www.discoveryeducation.com.
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Dive Brief:
The U.S. Department of Justice is suing Illinois over state laws allowing certain undocumented college students to pay in-state tuition rates at public colleges and receive state-administered scholarships.
Under Illinois law, an undocumented student is eligible for in-state tuition if they attended a high school in the state for at least three years, graduated from high school or earned a GED in Illinois, and sign an affidavit saying they will apply to become a permanent U.S. resident as soon as possible.
U.S. Attorney General Pamela Bondi on Tuesday argued that in-state tuition rates for undocumented students illegally provide benefits not offered to all U.S. citizens. A spokesperson for Illinois Gov. JB Pritzker’s office defended the policy on Wednesday, saying it is consistent with federal law.
Dive Insight:
As of May, Illinois was one of at least 25 states that, along with Washington, D.C., had policies making undocumented students eligible to pay in-state rates at some or all public colleges.
Over 27,600 undocumented students attended Illinois colleges in 2023, according to the Higher Ed Immigration Portal.
Illinois has had its in-state tuition policy for eligible undocumented students in place since 2003. And in 2011, the state General Assembly established the Illinois DREAM Fund Commission, which raises private donations to fund scholarships for those students.
Since June, the DOJ has sued at least five states, including Illinois, over the practice.
The same day the DOJ filed a lawsuit against Texas, the state attorney general’s office partnered with the department to ask the court to strike down the policy.A federal judge declared it unconstitutional shortly afterward,though civil rights groups are seeking to intervene and challenge the ruling.
In Oklahoma, the state attorney general similarly worked with the DOJ to end its policy, a request approved by a federal judge on Friday.Florida repealed its policy through legislation this year independent of federal intervention.
“This Department of Justice has already filed multiple lawsuits to prevent U.S. students from being treated like second-class citizens — Illinois now joins the list of states where we are relentlessly fighting to vindicate federal law,” Bondi said in a Tuesday statement.
Steven Weinhoeft, U.S. attorney for the Southern District of Illinois, similarly alleged that Illinois’ law unlawfully disadvantages the state’s citizens and uses tax funding to incentivize illegal immigration.
“Illinois has an apparent desire to win a ‘race to the bottom’ as the country’s leading sanctuary state,” he said in a statement. “Illinois citizens deserve better.”
Sanctuary jurisdictions, such as cities and states, are generally considered areas with policieslimiting local authorities’ cooperation with federal immigration enforcement efforts. Bondi has promised to “eradicate” such policies across the country.
Weinhoeft in February took over as the district’s attorney for Rachelle Aud Crowe, following Trump’s promise to fire all U.S. attorneys appointed by former President Joe Biden.
Unlike Texas and Oklahoma, Illinois is a solidly blue state, with Democratic control over the governor’s mansion and both chambers of the Legislature.And Pritzker has been one of the most outspoken opponents of President Donald Trump.
A spokesperson for the governor’s office called the lawsuit “yet another blatant attempt to strip Illinoisans of resources and opportunities.”
“While the Trump Administration strips away federal resources from all Americans, Illinois provides consistent and inclusive educational pathways for all students — including immigrants and first-generation students — to access support and contribute to our state,” the spokesperson said in an email Wednesday. “All Illinoisans deserve a fair shot to obtain an education, and our programs and policies are consistent with federal laws.”
The DOJ’s lawsuit names as defendants:
The state of Illinois.
Pritzker.
Illinois Attorney General Kwame Raoul.
Southern Illinois University’s board of trustees.
Rend Lake College’s board of trustees.
The University of Illinois’ board of trustees.
Chicago State University’s board of trustees.
Eastern Illinois University’s board of trustees.
Illinois State University’s board of trustees.
Northeastern Illinois University’s board of trustees.
Illinois Student Assistance Commission.
Illinois DREAM Fund Commission.
The University of Illinois system said Wednesday it is reviewing the complaint and had no comment. Chicago State said it does not comment on pending litigation. And Rend Lake declined to comment on the lawsuit, citing ongoing talks with its legal counsel.
The remaining colleges did not immediately respond to requests for comment Wednesday.
The difference between in-state and out-of-state tuition can be substantial.
In-state students who enrolled full time at Illinois State in fall 2025 paid $12,066 for a year of tuition.For out-of-state students, the cost was $24,132.
At Chicago State, new in-state students paid $352 per credit hour, while incoming out-of-state students paid $697.
What’s in a name? To Gallaudet University, quite a lot.
When the Gallaudet chapter of Students for Justice in Palestine protested the war in Gaza, Gallaudet moved swiftly to silence the group, neutering the SJP chapter’s social media presence and sending a campus-wide email condemning the group’s rhetoric. While they initially succeeded, swift action by FIRE and the social media company Meta ensured that free speech — and proper application of trademark law — won the day.
The leadup to last spring’s commencement ceremonies was a tense time at Gallaudet. Gallaudet SJP put up stickers across campus containing the phrase “from the river to the sea.” Many of these placements could fairly be considered vandalism by the university — and thus not protected by First Amendment principles. But rather than focus on where the stickers were placed, or where written materials should be placed, Gallaudet took a more troubling approach.
On May 22, the university released a video “community statement . . . affirming our values and addressing recent concerns.” In it, Provost Khadijat Rashid and President Roberta Cordano noted that the phrase “from the river to the sea” is “associated with rhetoric that promotes violence and hatred” and is “considered hate speech.”
Instead of specifying that the underlying speech is protected but the methods used (i.e., unauthorized stickering on university property) in communicating that speech were unacceptable, Gallaudet conflated the two, stating, “Antisemitism has no place at Gallaudet. These acts of vandalism are not protected speech.”
As FIRE has thoroughly explained, simply repeating the “river to the sea” slogan during a peaceful protest in the United States most certainly is protected speech, regardless of the dispute over whether it is also antisemitic. Gallaudet, which tells its community members it believes in “the principles of freedom of expression and open dialogue without fear of censorship or retaliation,” therefore promises to protect such speech in its own policies. Yet after threatening protected speech, Gallaudet’s leaders went on a curious digression:
We also want to address a source of confusion. A social media account [on Instagram] with the handle @sjpgallaudet uses the university’s name in its profile. This account does not represent a university-sanctioned student organization. The use of “Gallaudet” in this context is unauthorized, and the university filed a trademark infringement complaint [with Meta]. The social media handle has now been removed.
Trademark law (and corresponding Meta guidance) does allow parties with marks — such as distinctive names, logos, or even sounds, textures, or colors — to protect their creative works from infringers. But Gallaudet was stretching trademark law far beyond its bounds. In order to bring a trademark claim, rights holders generally need to show that other parties using their marks will cause confusion among consumers as to who is generating the content. In other words, Gallaudet can protect itself against would-be infringers who want to use its name to fool folks into thinking the infringer represents Gallaudet in some way. Posers beware, says the law.
But few if any social media users would think that a student group — especially one with a clear advocacy posture like SJP — represents a university just because the group references the name of the school where it operates. If someone actually exists who would assume Gallaudet officially sponsors the @sjpgallaudet Instagram handle, they would surely be dissuaded by the prominent message on the account saying: “GALLAUDET UNIVERSITY SHUTS DOWN STUDENTS FOR JUSTICE.” No likelihood of confusion, no trademark infringement.
Intellectual property rights cannot and should not be used to make unpopular speech go away.
FIRE made this simple point to Gallaudet in a June 3 letter, while also taking the time to carefully explain that “from the river to the sea” is protected by the university’s free speech promises. We received no reply, just crickets.
Fortunately, Meta proved significantly more helpful. On July 29, FIRE contacted Meta, urging the company to reinstate the @sjpgallaudet account. On Aug. 26, Meta wrote to FIRE explaining that, upon further review, its legal teams had determined that the account does not violate trademark guidelines, and reinstated it. Meta deserves praise in this case for thoroughly reassessing its earlier trademark determination and changing its decision accordingly.
Is saying ‘From the river to the sea, Palestine will be free’ protected speech under the First Amendment?
While the phrase may offend some listeners, feeling offended is hardly adequate cause to circumvent First Amendment protections for freedom of speech.
But Gallaudet, for its part, refuses to acknowledge its mistake or hostility toward student expression. This creates the troubling possibility that the university will again try to misuse trademark law to bully groups it doesn’t like, even if Meta is onto its shenanigans.
This is not the only time we’ve seen universities try to use their names to knock down perceived opponents. In July, FIRE blogged about a similar case involving Purdue University, where the independent student newspaper The Exponent published an editorial saying it would remove the names and images of pro-Palestinian activists from its website over concerns that the federal government would use them in its efforts targeting what the government called “pro-jihadist” speech.
In response, Purdue’s administration went on the offensive. The university told the publication, run by Purdue students since 1889, to stop using the name “Purdue” in its website address. Purdue also said it would stop circulating the paper and end preferential parking for its staff. As we noted at the time, Purdue’s decision made a mockery of trademark law and threatened independent journalism.
Purdue and Gallaudet surely won’t be the last higher-learning institutions to invoke trademarks to silence dissent. But FIRE will continue to call on universities to protect their marks in a way that respects the First Amendment.
Names are valuable to organizations, who have a right to protect their brands from abuse and safeguard consumers, donors, and passersby from confusion. Yet intellectual property rights cannot and should not be used to make unpopular speech go away.
AUSTIN, Texas, Sept. 3, 2025 — The Foundation for Individual Rights and Expression filed a lawsuit today to stop enforcement of a new, unconstitutional law that turns every public university in Texas into a speech-free zone starting at 10 p.m. every day. FIRE is suing the University of Texas System on behalf of student musicians, journalists, political organizers, and religious students who span the ideological spectrum, all of whom the new Texas law threatens to silence.
“The First Amendment doesn’t set when the sun goes down,” said FIRE senior supervising attorney JT Morris. “University students have expressive freedom whether it’s midnight or midday, and Texas can’t just legislate those constitutional protections out of existence.”
In 2019, Texas was a national leader in protecting student speech, passing a robust law enshrining free speech on public university campuses. But after a series of high-profile protests over the Israeli-Palestinian conflict in 2024, the Texas legislature reversed course and passed Senate Bill 2972, transforming the speech-protective 2019 law into one mandating that the state’s public universities and colleges impose a host of sweeping censorship measures.
FIRE’s lawsuit is challenging two major provisions of the law, which went into effect on Sept. 1. The first requires public universities in Texas to ban all “expressive activities” on campus between the hours of 10 p.m. and 8 a.m., which the law defines as “any speech or expressive conduct protected by the First Amendment.”
That is a shocking prohibition of protected speech at public universities. Under the new law, universities now have the power to discipline students at nighttime for wearing a hat with a political message, playing music, writing an op-ed, attending candlelight vigils — even just chatting with friends.
“This law gives campus administrators a blank check to punish speech, and that authority will inevitably be used to target unpopular speech,” said FIRE attorney Adam Steinbaugh. “Administrators have plenty of ways to prevent disruptive conduct that do not involve such a broad censorship mandate.”
FIRE is also challenging the law’s mandate that universities ban student groups from a host of protected expression during the last two weeks of any semester or term, including inviting guest speakers, using amplified sound, or playing a drum. The Fellowship of Christian University Students at UT-Dallas, for example, would be unable to invite an off-campus minister to lead a prayer during finals.
“Our organization gives students on campus a place to worship with one another and hear from Christian leaders,” said FOCUS committee chair Juke Matthews. “For many of them, this is their church away from home. This law would yank away part of their support system right at the most stressful time of the term.”
If state officials and campus administrators want to regulate disruptive speech, the First Amendment demands that they narrowly tailor any such regulation. But Texas’ blanket ban makes no distinctions about the noise level or location of the expression. The Texas law would permit a tuba concert during finals weeks, but not one with drums. And the law exempts “commercial speech” from its sweeping bans on speech. So Texas students are free to advertise t-shirts featuring the First Amendment after hours… but could face discipline for wearing them.
FIRE is suing on behalf of a diverse group of students and student organizations whose speech the new Texas law will harm. Along with the UT-Dallas chapter of FOCUS, other plaintiffs include:
Young Americans for Liberty is an Austin-based national grassroots organization for students who want to advance the cause of liberty. Many of their student members at Texas universities engage in protests, petitions, and “Free Speech Balls” that traditionally take place during evening hours. FIRE is also representing an individual YAL member who attends UT-Austin and would personally face punishment for inviting YAL speakers in the final weeks of term or for sharing his political opinions at the wrong hour.
The Society of Unconventional Drummers is a registered student organization at UT-Austin that puts on performances throughout the term, including at the end of each semester. Texas’s arbitrary rule banning percussion the last two weeks of any semester would force the students to cancel one of their most popular shows.
Strings Attached is a student music group that holds public performances on UT-Dallas’s campus, including in the final two weeks of term. Some of their concerts take place after hours or during the day with sound amplification, both of which could fall afoul of the Texas law’s sweeping bans.
The Retrograde is a new, independent student newspaper that serves the UT-Dallas community. Whether it’s writing a story, emailing sources, editing a column, much of its staff’s newsgathering and reporting necessarily happens after Texas’ 10 p.m. free speech cutoff.
“Under these new rules, we’re at risk of being shut down simply for posting breaking news as it happens,” said Retrograde Editor-in-Chief Gregorio Olivares. “With that threat hanging over our heads, many student journalists across the UT system face the impossible decision between self-censorship and running a story that criticizes the powers on campus.”
FIRE’s clients will ask the U.S. District Court for the Western District of Texas to issue a preliminary injunction to prevent UT’s new speech bans from taking effect. The defendants in the lawsuit include the members of the UT System Board of Regents, UT System Chancellor John M. Zerwas, UT-Austin President Jim Davis, and UT-Dallas President Prabhas V. Moghe.
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 recognizes that colleges and universities play a vital role in preserving free thought within a free society. To this end, we place a special emphasis on defending the individual rights of students and faculty members on our nation’s campuses, including freedom of speech, freedom of association, due process, legal equality, religious liberty, and sanctity of conscience.
CONTACT:
Alex Griswold, Communications Campaign Manager, FIRE: 215-717-3473; [email protected]
Hi all. Today, HESA is releasing the eighth edition of The State of Postsecondary Education in Canada, co-authored by myself and HESA’s Jiwoo Jeon and Janet Balfour. Many thanks to our partners – Pearson, Studiosity, Duolingo, Capio, Element451 and Riipen – for supporting this year’s edition.
You probably don’t need to actually read this year’s edition to know that the state of postsecondary education in Canada is a bit perilous. And the reason for this, quite simply, is that public funding for higher education has been stagnant for well over a decade now.
At one level, of course, it is possible to look at public funding in Canada and proclaim that nothing is wrong. As Figure 1 shows, public spending on higher education has stayed relatively constant over the past fifteen years in inflation-adjusted dollars. Individual provinces may have seen swings up or down in their spending, but collectively the ten provinces have spent a collective $20 billion/year or so on higher education since about 2011-12 (excluding transfer payments from the federal government), and the federal government has spent about $10 billion/year.
Figure 1: Federal and Provincial Own-Source Expenditures in Respect of PSE Institutions, Canada, in $2023, 2007-08 to 2023-24, in Billions
So, at one level it is possible to shrug off the problem. But that requires eliminating a lot of context. Let’s see how Canadian funding looks when we put it into various types of contexts.
If we describe public funding in per-student terms, as in Figure 2, what you see is a mixed picture. Total public funding per full-time equivalent domestic student has dropped by about 6% since 2009, and for university students by about 15%. Complicating this figure is the fact that per-student funding for college students has risen somewhat, however, this is due not to extra funding but rather to a very significant drop in the number of domestic students enrolled in colleges. Whether this is due to a reduction of interest in college programs among Canadians, or a deliberate move away from Canadian to international students on the part of colleges is difficult to answer, but in either event, the rise in funding per college student is a function of fewer students rather than more funding.
Figure 2: Per-student Spending by Sector, Canada, in $2023, 2007-08 to 2023-24
If we describe public funding as a percentage of the country’s economy, the picture looks significantly worse. Prior to the recession of 2008-09, public funding on postsecondary education was about 1.3% of GDP, which was substantially above the level seen across other industrialized countries (about 1.0%, according to the OECD). Briefly, that number popped up during the Great Recession, partly because spending increased but also partly because GDP stagnated. Since then, however, spending has stayed constant while GDP has grown. The result is that public spending on postsecondary has fallen to the OECD average of 1% – and the financial advantage our system once held over competitor nations has largely disappeared.
Figure 3: Public Spending on Postsecondary Education as a Percentage of GDP, in $2023, 2007-08 to 2023-24
We can also look at these figures in per-inhabitant terms. There was a point in the late 00s where Canada had about 33 million inhabitants and public sources spent $30 billion per year on postsecondary education. Fifteen years and seven million new inhabitants later, we’re still spending $30 billion per year. That results in a 21% reduction in spending on universities and colleges per inhabitant from public sources, as shown in Figure 4. In Figure 5, we look at postsecondary spending as a percentage of government budgets. Again, we see a case of spending on postsecondary institutions falling consistently because overall government expenditure is rising quickly. In the past fifteen years, aggregate provincial spending on postsecondary has fallen as a percentage of total provincial expenditures from 5.4% to just 3.3%; for federal spending it has fallen from 1.6% to just 1%.
Figure 4: Public Spending on Post-Secondary Education Institutions Per Inhabitant, in $2023, 2007-08 to 2023-24
Figure 5: Public Spending on Postsecondary Education Institutions as a Percentage of Total Government Spending, Federal and Provincial Governments, in $2023, 2007-08 to 2023-24
In other words: we have been able – just — to keep our public investments in higher education level with inflation. But we have only been able to do so because our population is larger, and our economy has grown over the last fifteen years, and we can do so with less relative effort. Had we kept up funding on a domestic per-student level with where it was in the immediate aftermath of the Great Financial crisis, post-secondary education system would have an extra $2.1 billion. If we had kept funding on postsecondary education level with overall population growth we would have invested another $7.3 billion. If we’d had funding for postsecondary institutions level with GDP growth we would have invested another $13.6 billion. And if we had kept it level with the overall growth in program spending, we would have invested another $19.1 billion. So, depending on the measure chosen, we are anywhere from $2-20 billion short of where we would be had we kept our spending levels of the late 00s/early 10s.
But, you say, isn’t this true everywhere? And aren’t we at least better than the United States?
It is certainly true that Canada is in a pattern that would seem familiar both to residents of Australia and the United Kingdom. These three countries have all followed roughly the same path over the past decade and a half, combining stagnant public funding with slightly growing domestic numbers, paid for by an absolute free-for-all with respect to international students paying market tuition rates. All three countries looked like they had made a good deal at least for as long as the international student boom lasted.
But take a look at our biggest competitor, the United States. During the financial crisis of 2008-9, funding for postsecondary institutions tumbled by over 10%. But then, in just the eight years between 2012 and 2020, funding for higher education grew by a third – from about $150B (US) per year to over $200B/year. In fact, for all we hear about cuts to funding under Trump (not all of which may come true, as at the time of writing the Senate seems quite intent at least on reversing the billions of proposed cuts to the National Institutes of Health), even if all the proposed cuts were to come through, total US spending on higher education would be roughly 20% higher than it was in 2008-09, while Canada’s would be more or less unchanged. And of course, in the United States domestic enrolments are falling, meaning that in per- student terms, the gap is even more substantial.
Figure 6: Indexed Real Public Spending on Postsecondary Institutions, Canada vs. US, 2011-12 to 2023-24 (2011-12 = 100)
In sum: Canada is not alone in seeing significant falls in higher education spending, but few countries have seen declines in quite as an across-the-board fashion, for quite as long, as we have. Canada began the 2010s with one of the best-funded tertiary education systems in the world, but, quite simply, governments of every stripe at both the federal and provincial levels have been systematically squandering that advantage for the past 15 years. We had a genuine lead in something, an advantage over the rest of the world. But now it is gone.
So much for the past: what about the future? Well, it depends a bit on where you stand. The federal Liberals came back to power on a platform which was the least science-friendly since 1988. They promised money for postsecondary education, but most of it was either for apprenticeship grant programs which they themselves had deemed poor value for money just last year, or for programs to switch apprenticeship training from public colleges to union-led training centres – as crass a piece of cash-for-union endorsements as one can imagine. (The only saving grace? The losing Conservatives promised the unions even larger bribes). What they promised for science, for direct transfers to public universities and colleges, was a pittance in comparison.
Moreover, following the election, in the face of a set of tariff threats from the Trump Administration, the federal and provincial governments united in a program of “nation-building” which revolved entirely around the notion that national salvation was to be found in programs which “produced more goods” and “gets them to markets” (i.e. non-US markets, meaning ports) more quickly. The idea that the country might pivot to services, to a more knowledge-intensive economy in which university and college research efforts might be seen as useful, was apparently not even considered. Rather, the country rushed head-first into the familiar – but in the long-term disastrous – role being hewers of wood and drawers of water.
Now, hewing wood and drawing water has traditionally been Canada’s lot, and one could argue that historically have not fared so very badly by focusing on this core competence. But it is worth remembering the Biblical origin of this phrase, in the book of Joshua. A group of Canaanites known as the Gibeonites had not been entirely truthful when signing a treaty with the returning Israelites; claiming to be a nomadic people rather than a settled one (which would have led to them being exterminated). When the Israelites discovered the deception, many wanted the Gibeonites killed; instead, Joshua decided that they should hew wood and draw water for the Israelites instead. That is to say, they fell into bondage. The political analogies in today’s Trumpian world should be obvious.
To return to higher education: things look pretty bleak. Investment is falling. Governments are unwilling either to spend more on higher education, or to permit institutions to generate money on their own through tuition fees. Their idea of economic growth is, at best, out of the 1960s: sell more natural resources to foreigners. The idea of making our way in the world as a knowledge or science powerhouse, a spirit that infused policymaking at both the federal and provincial level in the early 2000s, has simply disappeared. Colleges might see some boosts in funding over the coming years for vocational programming, although it’s likely that they will need to scrap with private-sector unions for the money; the likelihood is that universities will see real decreases in funding. The fate of the promised increase in research spending in the 2024 budget seems especially at-risk.
The path to a better Canada does not lie in becoming better hewers of wood and drawers of water. It lies in developing new industries based on cutting-edge knowledge and science. Spending on postsecondary students, on its own, does not guarantee that these new industries will come into existence. But the absence of spending on postsecondary education certainly guarantees that they will not.
The country has a choice to make. And right now, we seem to be choosing poorly.
