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  • Three Unique Assignments You’ll Want to Replicate

    Three Unique Assignments You’ll Want to Replicate

    Reading Time: 2 minutes

    Today’s educators have yet to meet a challenge they can’t navigate. And according to our recent research, 50% of faculty say they feel comfortable handling their top challenges alone. Yet, one challenge stands out from the rest: the need to produce creative content to entertain students.

    To help you overcome this hurdle, we asked our Faculty Partners across disciplines, including English, psychology and finance to share some of the creative assignments they’ve come up with to keep class both educational and fun for students. Here are three innovative ideas you should take note of.

    1.    Social media profiles of characters

    Do you ever wonder what your favorite literary character’s social media profile would look like if they had one? Kerry L. Frabizio, Associate Professor of English at Warren County Community College, told us about a unique group project she introduced to her English Composition students. It lets them develop social media personalities based on characters from some of the most iconic plays in American history.

    Project instructions: Each group will create a fictional but realistic social media presence for each assigned character. Be creative, but stay true to the character’s attitude, motivations and story arc.

    Required components: Students must produce the following for each of their assigned characters:

    • Social Media Platform
    • Handle/Username
    • Profile Picture
    • Occupation or Life Role
    • Favorite Hashtags
    • Followers/Following (Optional)
    • One main post

    This entertaining assignment reframes course content in a way that’s relatable and engaging for today’s tech-driven students.

    2.     Music video discussion

    You might know the lyrics to your favorite song by heart, but have you considered the deeper meaning or significance behind them? Marc Wilson, Ph.D. Professor and Director of Graduate Psychology Programs at Fisher College, has transformed that concept into a media-based assignment for his psychology students.

    Each week, students watch a music video relevant to one or more of their course topics. They’re asked to respond to the video, discussing how they think the lyrics or video relate to one of the disorders they’re studying that week.

    Additionally, students are asked to find and share media that they think reflects that week’s course material. This assignment not only helps students develop critical thinking and analysis skills, but also gives them an opportunity to connect with topics in a meaningful way.

    3.     Discussion forum

    If you’re looking for a creative assignment in finance, consider this discussion forum activity, courtesy of Ann Snell, Instructor, Business Administration at Alamance Community College. This activity gets students thinking critically about the role finance plays in their everyday lives, and the world around them. Each week, students receive engaging prompts based on their course content. They’re asked to reflect on questions like:

    • What’s one financial goal you care about? This could be saving for a trip, paying off student loans, starting a business, or investing in your future. Why is it important to you?
    • What’s something that represents your “money personality”? Maybe it’s your favorite budgeting app, a piggy bank, a vintage coin or even your go-to coffee splurge — anything that reflects your style with money.
    • If you could work anywhere in the world, where would it be — and why?

     Students are allowed to record their answers on their phones or webcams. They can even use props to liven up their presentations.

    These types of assignments get students actively engaged with their course content in. By tapping into their sense of creativity and imagination, they can grow into confident learners built for future success.

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  • Pennsylvania officers face First Amendment lawsuit for trying to criminalize profanity and using patrol car to chase man who recorded police

    Pennsylvania officers face First Amendment lawsuit for trying to criminalize profanity and using patrol car to chase man who recorded police

    ALLENTOWN, Pa., July 23, 2025 — In a bizarre scene, a police officer in Allentown, Pennsylvania, drove his patrol cruiser down a sidewalk at a man who was protesting police misconduct by filming outside a police station. 

    Today the Foundation for Individual Rights and Expression filed a lawsuit defending Phil Rishel’s rights to film and criticize police activity in public spaces — behavior that is protected by the First Amendment — without being assaulted or retaliated against for doing so. 

    “The retaliation over my speech confirms that there is a huge issue with the culture of the Allentown Police Department,” said Phil. “These officers have a disdain for the rights of the people they’re sworn to protect — and I hope my lawsuit changes things for the better.”

    Since 2015, the City of Allentown, Pennsylvania, has paid at least $2 million related to claims of police misconduct. In 2023, Phil began protesting in Allentown by non-disruptively recording police activity while standing on public sidewalks outside local police precincts.

    COURTESY PHOTOS OF PHIL RISHEL

    On March 26, 2024, Phil went to the Hamilton Street police station, where he stood on a public sidewalk and recorded what he could see in plain view. Approximately 15 minutes after he arrived, an officer approached him and briefly paused while looking at a “No Trespassing” sign. Phil responded, “Yeah, that’s a nice sign. Too bad it doesn’t apply to the public sidewalk.” The officer then silently walked away from Phil into the depths of the garage and up a vehicle ramp. Phil called out after him about his disregard of a sign next to the ramp that read: “PEDESTRIANS MUST USE STAIRS ONLY.”

    About 10 minutes later, the officer drove his patrol car out of the garage and sharply turned onto the sidewalk towards Phil while blaring the siren. The officer pursued him down the sidewalk, even driving around a lamppost in his way and back onto the sidewalk to chase Phil. The officer then exited the car, went into the office, and emerged with a police sergeant. They accused Phil of loitering and banned him from the public sidewalk under threat of arrest. 

    WATCH THE VIDEO FOOTAGE

    The next day, Phil returned to the same public sidewalk outside the Hamilton Street station’s parking garage and picked up where he left off, recording police activity in plain view. The same sergeant threatened to arrest him for returning and told him that filming the police “is not a First Amendment right,” while also claiming that Phil’s profanity the previous day constituted disorderly conduct. Ultimately, he charged Phil with disorderly conduct and loitering via a criminal citation sent in the mail.

    At the hearing on the criminal charge, the sergeant testified that Phil was in an area closed for construction and blocked pedestrian traffic and the parking garage entrance, but none of this was true, as shown by the video Phil took that day. Based on the sergeant’s testimony, the court found Phil guilty on the loitering charge, although the conviction was reversed on appeal. The disorderly conduct charge was dismissed by the lower court based on longstanding Pennsylvania case law.

    The First Amendment protects citizens’ right to film police officers and their activities. It also protects individuals who verbally criticize police and their actions, even by cursing or using profane language. 

    FIRE’s lawsuit seeks to enforce these established constitutional rights for Phil and other Allentown citizens. The complaint seeks a declaration that the Allentown police violated First Amendment rights, an injunction against the City of Allentown for failing to provide adequate training to its police officers about protecting and respecting First Amendment rights, and an award of damages to Phil for the treatment he received.

    “Citizens trying to hold police officers accountable should not be punished,” said FIRE attorney Zach Silver. “Public officials, including police officers, must uphold the law and respect citizens’ right to record police and to use harsh language, not bully them into silence.”

    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
    Katie Stalcup, Communications Campaign Manager, FIRE: 215-717-3473; [email protected] 

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  • Is peace in the Middle East even possible?

    Is peace in the Middle East even possible?

    The State of Israel was created in 1948. The key word is created. While countries come into being in many different ways, such as violence, revolutions and treaties, the creation of the state of Israel was unique and has proven highly controversial.

    To understand the chaos that is now taking place in Israel and the Palestinian territories, one needs to return to that original creation.

    The British government ruled the territory known as Palestine under the League of Nations from 1922 until 1948. Already in 1917, the British government issued what is known as the Balfour Declaration which envisioned a Jewish state in what had been claimed a historic Jewish homeland.

    Jewish organisations had argued that the land called Israel has been the religious and spiritual center for Jews for thousands of years. While many countries recognized the new State of Israel in 1948, its creation did not effectively redress the dislocation of those who had been living on the territory that Israelis would inhabit.

    Following the end of World War II, European Jews who had been displaced during the Holocaust flocked to Israel. The United Nations divided the land into two states, one Jewish, one Arab, which further divided the Arab territory into three sections — the Golan Heights at the Syrian border, the West Bank at the Jordanian border and the Gaza Strip at the Egyptian border.

    The creation of deep divisions

    The division gave more than 50% of the land to Israel, leaving the Arabs with 42% even though they made up two-thirds of the population.

    This resulted in massive Arab displacement and is why the Jewish Independence Day of May 14 is followed by the marking of Nakba Day by Arabs, translated as “The Catastrophe”.

    Since Israel’s founding in 1948, there have been several outbreaks of violence between Israel and its neighbors. Among them were the 1948–49 War of Israeli Independence; 1956 Suez Canal Crisis; 1967 Six-Day War; 1973 Yom Kippur War; 1982 Lebanon War and various large-scale Palestinian uprisings known as Intifadas.

    None of these conflicts resulted in reparations for the hundreds of thousands of Arabs displaced by Israel’s creation, many of whom ended up in crowded refugee camps in Gaza, the West Bank and neighboring countries.

    Further inflaming tensions, Israeli settlers have continued establishing communities in the West Bank, which was conquered by Israel in the 1967 Six-Day War. The international community considers these colonies illegal, and some of the settlers have been found guilty of violence against the Arabs who live there.

    Working towards peace

    There have been several attempts to have peace agreements between Israel and its neighbors.

    The most important are the Camp David Accords of 1978 which was finally reduced to simple diplomatic relations between Egypt and Israel, and the 1993 Oslo accords which established formal relations between Israel and the Palestinian leadership, giving the latter self-governance over the Gaza Strip and the West Bank. Recently, there were talks about a larger regional agreement including Saudi Arabia.

    Then came 7 October 2023, when Hamas, an Islamist militant group, attacked Israeli settlers killing more than a thousand people, many of them women and children, and taking over 200 Israeli hostages.

    Israel’s response to the Hamas attack, which it justified as legitimate self-defense, has seen more than 32,000 Gazans killed with over 70,000 wounded, mostly civilians with many elderly and children. Much of Gaza’s infrastructure has been destroyed, including hospitals and humanitarian aid has been blocked. Fighting has continued for more than six months as Israel seeks to destroy Hamas and at the same time free the hostages.

    The emotions behind the conflict are extreme. The Israelis condemn Hamas as a terrorist organisation whom they argue are out to kill all Jews and destroy the State of Israel. Hamas, which was the official ruling organisation in the Gaza Strip, maintains that Palestinians have been reduced to living in an open-air prison since it took control of Gaza in 2005 when Israel disengaged.

    Israel and the international community

    The fighting in Gaza has raised many questions relevant to international humanitarian law. South Africa brought a case before the International Court of Justice in The Hague accusing Israel of genocide. The Court ruled that there was “plausible” genocide and ordered several provisional measures Israel must follow, among them increasing access to humanitarian aid.

    Beyond Israel, Hamas and the International Court of Justice, various resolutions have been proposed before the United Nations Security Council concerning a ceasefire. Although the latest resolution did pass, with the United States abstaining and not using its veto power, no ceasefire has taken place, although increased humanitarian aid is now entering Gaza.

    But the situation of the Palestinians remaining in Gaza remains precarious at best.

    The Israel/Hamas conflict has spread to other countries in the region, including Iran, which has long been a supporter of Hamas. On 1 April 2024, Israeli warplanes destroyed a building in Damascus, Syria, part of an Iranian Embassy complex, killing several Iranian officers involved in covert actions in the Middle East.

    Shortly after, Iran sent hundreds of drones and cruise missiles towards Israel, which were largely intercepted by Israeli and U.S. air defenses. Subsequently, several drones were downed by Iran’s air defense system near Isfahan, but it is not clear whether they came from Israel or other sources.

    What is clear is that there has been enormous international pressure to de-escalate the current situation in order to stop the Israel/Hamas conflict from growing into a regional conflict involving Iran and other countries, or even a more global escalation of violence.


    Questions to consider:

    1. How did the United Nations divide Palestine to create the state of Israel?

    2. What happened to the people displaced in 1948 when Isreal was created?

    3. What kind of compromises do you think might have to take place for there to be peace between Israelis and Palestinians? 


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  • Policy and funding in the USA

    Policy and funding in the USA

    by Rob Cuthbert

    Abolishing the Education Department may be illegal

    It seems that many Education Department functions are codified in federal law, so may need Congressional approval or new legislation before they can be abolished, as Jessica Blake reported for insidehighered.com on 31 March 2025.

    The ignorance of Linda McMahon

    Shaun Harper reported for insidehighered.com on 9 June 2025 on the way US Education Secretary Linda McMahon had been unprepared and unbriefed on so many questions in a US Senate subcommittee hearing in the previous week, probably because of the massive staff cuts she had made in her department.

    Trump promised ‘gold standard science’; Make America Healthy Again uses fake citations

    Shaun Harper (Southern California) blogged for insidehighered.com on 2 June 2025 in disgust and despair about the US Department of Health and Human Services Make America Healthy Again (MAHA) report. And then they did it again with a report on chronic diseases in child health, as Kathryn Palmer reported for insidehighered.com on 2 June 2025. This was the climate change-denying, anti-DEI Executive Order, 23 May 2025.

    Will Columbia get its $400million back?

    Columbia University folded under Trump’s objections to its alleged anti-semitism, and acceded to multiple demands in the face of cuts to $400million of public funding. Discussions started about how to restore the cuts, but in internal discussions interim President Katrina Armstrong seemed to deny that some of the demands would ever be implemented. Now Armstrong has stepped down, replaced by a new interim President, Claire Shipman, the co-chair of Columbia’s board of trustees. Johanna Alonso reported for insidehighered.com on 29 March 2025.

    Steven Mintz (Texas at Austin), a former Columbia academic, blogged for insidehighered.com on 31 March 2025 arguing that the roots of current campus disputes go right to the heart of the university’s mission and purpose:The Gaza-Israel conflict became a flashpoint not simply because of its geopolitics, but because it sits at the crossroads of the deepest fissures in campus life: between liberalism and radicalism, identity and ideology, tradition and transformation.” The story of Columbia University in New York and its alleged failure to resist then depredations of the Trump administration was told by Andrew Gumbel for The Observer on 28 April 2025 in his article “Destroying higher education with the veneer of going after antisemitism”. Max Matza reported for the BBC on 4 June 2025 that: “The Trump administration is looking to strip Columbia University of its accreditation over claims it violated the rights of its Jewish students.” A letter from Linda McMahon, US Education Secretary, told accreditor the Middle States Commission on Higher Education that “Columbia “no longer appears to meet the Commission’s accreditation standards” by its alleged violation of anti-discrimination laws.

    The appeasement strategy didn’t work, then.

    Trump goes after Harvard

    Brock Read reported for The Chronicle of Higher Education on 31 March 2025 that the Trump administration would review $255million of current federal contracts and $8.7billion of multi-year contracts as part of its moveto reprove colleges it portrays as hotbeds of antisemitism.” A Trump official said the 18 April letter making extensive demands of Harvard about hiring, admissions and curriculum had been sent by mistake, according to Michael S Schmidt and Michael C Bender in their report for the New York Times on 18 April 2025. Jessica Blake reported for insidehighered.com on 18 April 2025 that “… Trump has made it clear that he’ll use billions of dollars in federal grants and contracts, primarily for research, as a lever to force colleges and universities to bow to his agenda and increase the representation of conservative ideology on their campuses.”

    US Education Secretary Linda McMahon sent a badly-written Trump-style threatening letter to Harvard, purporting to freeze all future federal grants, as Gram Slattery and Jarrett Renshaw reported for Reuters on 6 May 2025. Nathan M Greenfield wrote for University World News on 9 May 2025: “In a robust statement in response, Harvard University accused the United States government of making “new threats to illegally withhold funding for lifesaving research and innovation in retaliation against Harvard for filing its lawsuit on April 21”.”

    The next round of bullying of Harvard in an effort to make it do what Donald Trump decrees came in the move by the Department of Homeland Security under the notorious Kristi Noem to revoke Harvard’s ability to enrol international students, as Karin Fischer reported for the Chronicle of Higher Education on 22 May 2025.

    Then Trump interfered in Fulbright scholar selection, by vetoing about 20% of Fulbright nominations for 2025-2026 on “clearly political” grounds, ruling out applicants with proposals on diversity or climate change, as Liam Knox reported for insidehighered.com on 29 May 2025. Liam Knox reported for insidehighered.com on 11 June 2025 that 11 of 12 members of the Fulbright Scholarship Board resigned on 11 June 2025 “… in protest of the Trump administration’s intervention in the selection process, which they say was politically motivated and illegal.”

    The Harvard experience: could it happen here? by GR Evans

    On 1 May 2025 The Guardian headline read: ‘Trump administration exploits landmark civil rights act to fight universities’ diversity initiatives‘. What prevents a British King or Prime Minister from attempting to impose sanctions on universities?

    US higher education is exposed both to presidential and to state interference. Government powers to intervene in US HE reside in presidential control of federal funding, which may come with conditions. Trump cannot simply shut down the Department of Education by executive order but it seems he can direct that the Department’s grant- and loan-giving functions are taken on by another government department. … read the full blog here.

    Politicians rule in Florida

    Two weeks after the Florida Board of Governors rejected Santa Ono they approved three new presidents, none having led a university before. On 18 June 2025 they confirmed Jeanette Nuñez as president of Florida International University, Marva Johnson at Florida A&M University, and Manny Diaz Jr at the University of West Florida. Nuñez had been interim President after leaving her job as state lieutenant governor; Diaz is currently Florida commissioner of education; Johnson is a lobbyist whom State Governor Ron DeSantis appointed to the Florida State Board of Education. Josh Moody reported for insidehighered.com on 23 June 2025.

    Indiana wants to take over HE

    JD Vance said in 2021 that “universities are the enemy” and Iris Sentner for Politico said that in March 2025 ” “… the White House declared war against them”. Ryan Quinn reported for insidehighered.com on 30 April 2025 that Indiana’s state budget bill would “… require faculty at public colleges and universities to post their syllabi online and undergo “productivity” reviews … prohibit faculty emeriti from voting in faculty governance organizations, place low-enrolled degree programs at risk of elimination by the Indiana Commission for Higher Education and end alumni elections for three Indiana University Board of Trustees seats by filling them with gubernatorial appointees. In addition, it has a provision that would let [State Governor] Braun remove the currently elected board members before their terms expire. “I think overreach doesn’t begin to describe the actions of the Legislature,” said Russ Skiba, a professor emeritus of education at IU Bloomington. “This is really a sweeping takeover of higher education in Indiana.”

    Why aren’t students protesting against Trump’s university attacks?

    Patrick Jack posed the question for Times Higher Education on 1 May 2025. Why indeed?

    Endowment tax will penalise rich US universities

    A bill which passed the House of Representatives in late May proposes to increase the tax on endowments from 1.4% to 21% for private colleges with an endowment of $2 million or more per student, as Patrick Jack reported for Times Higher Education on 2 June 2025. It would affect only the 35 or so richest institutions in the USA.

    Is college worth it?

    Yes, according to the Federal Reserve Bank of New York (the NY Fed), as reported by Phil Hill of OnEdTech on 3 June 2025.

    A graph showing the return to college remains significant

AI-generated content may be incorrect.

    But not for everyone: Jaison R Abel and Richard Deitz blogged for the NY Fed’s Liberty Street Economics on 16 April 2025: “In our last post, we showed that the economic benefits of a college degree still far outweigh the costs for the typical graduate, with a healthy and consistent return of 12 to 13 percent over the past few decades. But there are many circumstances under which college graduates do not earn such a high return. Some colleges are much more expensive than average, and financial aid is not guaranteed no matter which college a student attends. In addition, the potentially high cost of living on campus was not factored into our estimates. Some students also may take five or six years to finish their degrees, which can significantly increase costs. Further, our calculations were based on median wages over a working life, but half of college graduates earn less than the median. Indeed, even when paying average costs, we find that a college degree does not appear to have paid off for at least a quarter of college graduates in recent decades.”

    Santa Ono not for Florida

    After the embarrassment of Ben Sasse, the not-very-well-known Republican politician with little HE experience but with a large spending habit, the University of Florida seemed to be playing safe by naming Santa Ono as the only preferred candidate to replace Sasse. Ono was President at Michigan and previously headed the universities of British Columbia and Cincinnatti. He might have become the highest paid university leader in the US, as Chris Havergal reported for Times Higher Education on 6 May 2025. One of his current colleagues, Silke-Maria Weineck, thought after his controversial Michigan tenure he might be better suited to red-state (Republican) politics, in her opinion piece on 5 May 2025 for the Chronicle of Higher Education. Ono’s salary would have been $3million a year: he was unanimously approved by the University of Florida Board, but on 3 June 2025 in an anti-DEI move the State University System of Florida Board of Governors voted not to approve his appointment, as David Jesse reported for the Chronicle of Higher Education. There was more detail from Josh Moody of insidehighered.com on 3 June 2025: “That process included a no vote from Paul Renner, a former Republican lawmaker in the state who had previously angled for the UF presidency …”. Patrick Jack reported for Times Higher Education on 9 June 2025 that after the Santa Ono brouhaha many commentators had said the only people willing to lead Florida institutions would be right wing ideologues.

    Rob Cuthbert is editor of SRHE News and the SRHE Blog, Emeritus Professor of Higher Education Management, University of the West of England and Joint Managing Partner, Practical Academics. Email [email protected]. Twitter/X @RobCuthbert. Bluesky @robcuthbert22.bsky.social.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Beats, Truth, and a Higher Education of the Streets

    Beats, Truth, and a Higher Education of the Streets

    In a nation that throws trillions at war, banks, and billionaires while students drown in debt and public schools crumble, the Bronx-based hip-hop duo Rebel Diaz has carved out a necessary lane—one where education doesn’t come from a classroom but from struggle, solidarity, and sound. Formed by Chilean-American brothers Rodrigo (RodStarz) and Gonzalo (G1) Venegas, Rebel Diaz is more than a music group. They are truth-tellers, radical educators, and architects of a liberatory curriculum that centers the oppressed and calls the system by its name.

    Nowhere is that more evident than in their track “A Trillion,” a searing critique of post-9/11 U.S. capitalism, war profiteering, and the impunity of Wall Street elites. It opens with an indictment so sharp it borders on satire:

    “A lotta people askin’—‘Is that really nine zeroes?’

    Nah, homie, it’s twelve.”

     

    And then the verses drop—complex, accessible, and devastating in their precision. G1 raps:

    “Lotta speculations on the moneys they made

    Markets they played

    Pimping the system because they run the game

    They trades is inside of the old boy network

    Money stays in while they build they net worth.”

    This is economics with teeth—naming not just the scale of corruption but the two-tiered justice system that underwrites it. G1 continues:

    “If I was to flip money that ain’t exist

    Or get a loan on my home and not pay back that shit

    Interest will stack up

    Moving truck or backup

    And the repo man will pack everything up.”

    These aren’t abstract critiques. They’re visceral comparisons between the impunity of the rich and the precarity of everyday people. Wall Street collapses the economy and gets bailed out with public funds. Meanwhile, poor and working-class people are criminalized for far less—whether it’s defaulting on a loan, evading rent, or “flipping currency” in the underground economy.

    A Trillion was written in the shadow of the Bush administration’s wars in Iraq and Afghanistan—wars that cost American taxpayers more than a trillion dollars, all while social services were gutted and inequality soared. Rebel Diaz doesn’t just call out that grotesque spending. They tie it directly to neoliberal austerity, to gentrification, to student debt, and to the very structure of a U.S. economy built on extraction and punishment.

    Their music functions as what bell hooks called engaged pedagogy. It’s teaching that risks something—something real. And it’s rooted not in theory alone, but in a lifetime of organizing, community-building, and lived experience. The brothers’ political lineage runs deep: they are children of Chilean exiles who fled the Pinochet dictatorship, and that legacy of resistance is embedded in every syllable they spit.

    Their broader body of work—songs like “Runaway Slave,” “Crush,” “I’m an Alien,” and “Which Side Are You On?”—challenges both the prison-industrial complex and the nonprofit-industrial complex, the police and the politicians, the landlords and the labor exploiters. In their hands, hip-hop becomes a weapon against what Paulo Freire called banking education—where students are seen as empty vessels to be filled, rather than agents of transformation.

    Rebel Diaz refuses that model. They’ve facilitated workshops for youth around the world. They founded the Rebel Diaz Arts Collective (RDAC) in the South Bronx—a radical cultural center that functioned as studio, classroom, and sanctuary. While elite universities peddle “diversity” through PR campaigns, Rebel Diaz built power in real time.

    A Trillion reminds us that debt and inequality aren’t natural—they’re designed. That a trillion dollars could be conjured for war and bailouts, while education remains underfunded and healthcare inaccessible, isn’t a fluke. It’s policy. It’s ideology. It’s class warfare.

    And while most institutions of higher learning remain silent—or worse, complicit—Rebel Diaz offers a curriculum of truth. Their syllabus includes economic justice, anti-imperialism, grassroots organizing, and critical media literacy. Their lectures come through speakers, not Zoom screens. And their degrees? Measured not in credits, but in collective awakening.

    In a society that leaves millions in debt for chasing knowledge, and rewards only the knowledge that maintains power, Rebel Diaz flips the script. They aren’t just part of the resistance—they are building the new university.

    And in that space, “A Trillion” isn’t just a song. It’s a lesson. A warning. A call to action.


    Rebel Diaz Playlist: A Syllabus of Sound

    Listen to these Rebel Diaz tracks as an alternative curriculum—one that speaks to the struggles universities often silence:

    “A Trillion” — A blistering takedown of war spending, corporate bailouts, and the injustice of capitalism.

    “Which Side Are You On?” — A rallying cry against complicity, rooted in a long tradition of protest music.

    “Runaway Slave” — A powerful indictment of the prison-industrial complex and systemic racism.

    “Crush” — A sharp narrative linking gentrification, police violence, and displacement.

    “I’m an Alien” — A migrant anthem reclaiming humanity against the backdrop of dehumanizing immigration policy.

    “Work Like Chávez” — A celebration of working-class resistance and Latin American liberation.

    “Revolution Has Come” — An intergenerational call to remember the lessons of past uprisings.

    These tracks are available via Rebel Diaz’s Bandcamp page, Spotify, YouTube, or independent archives. Better yet, invite them to speak—virtually or in person—if your institution has the courage to confront its own contradictions.

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  • Illinois Budget Lists Funds for Defunct College

    Illinois Budget Lists Funds for Defunct College

    Illinois lawmakers budgeted $500,000 for Lincoln College in a state budget that went into effect July 1—even though the small private institution closed in 2022, WICS News Channel 20 reported.

    The earmark added in a capital bill in 2018 continues to resurface in the budget each year because it’s included in a state law, even though it hasn’t been funded.

    “That money’s still in there. However, it wouldn’t have any place to go to now,” state senator Sally Turner told WICS.

    But it could be redirected in the future.

    “Later on, down the road, we could probably change that title to the city of Lincoln or to the furtherment of the development of Lincoln Developmental Center or something of that nature, if it ever gets funded,” Turner said.

    Critics say it raises broader concerns about the budgeting process.

    State Representative Bill Hauter, whose district includes Lincoln, told The Center Square that state lawmakers have hours to review thousands of budget pages.

    “This line item for Lincoln College? It’s basically a banner that says ‘incompetent,’” he said.

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  • How to Create an ADHD Academic Community (opinion)

    How to Create an ADHD Academic Community (opinion)

    “Have you ever considered you might have ADHD?” My therapist asked me that during my second year of Ph.D. studies at Cornell University. I had just mentioned my 8-year-old nephew’s diagnosis, adding that both my brother and father had it too. She explained how attention deficit hyperactivity disorder manifests differently in women—less hyperactivity, more internal struggle—and why men and children with more recognizable symptoms are diagnosed earlier.

    The diagnosis, when it finally came, illuminated a lifetime of confusion: why simple tasks felt insurmountable, why my brilliance arrived in unpredictable bursts, why I could hyperfocus for 12 hours on coding but couldn’t remember to pay rent. Then the pandemic hit. Isolated in my apartment, stripped of external structure, I watched my symptoms spiral out of control. My dissertation research stalled. My carefully constructed coping mechanisms crumbled. I wasn’t just struggling with ADHD—I was drowning in it.

    I had been thinking about creating a space specifically for academics with ADHD. In a therapy group, I met another graduate student silently battling the same demons. When I shared my idea, she immediately understood its value. Together, we organized our first meeting, gathering a few friends via Zoom. Our numbers grew after I took a calculated risk during a department seminar—openly discussing my diagnosis and the unique challenges it created in academic life. Private messages trickled in from students across departments, each one a confession of silent, similar struggles.

    My courage to speak openly came from an unexpected source. Months earlier, a successful visiting professor had casually mentioned getting diagnosed with ADHD after their first year on the faculty. Seeing someone in a position I aspired to reach discuss their diagnosis so matter-of-factly gave me hope. This cascade effect—from the professor to me, from me to others—became how our community grew.

    Four years later, our weekly meetings continue, even as many of us have graduated and moved to new institutions. What began as a survival mechanism during isolation has evolved into a sustainable community that transcends institutional boundaries.

    The Challenges of Being an Academic With ADHD

    Academia presents unique challenges for individuals with ADHD that differ from those found in other professional environments. Research requires sustained focus over months or years with minimal external structure—a particularly difficult task for the ADHD brain that thrives on novelty and immediate feedback. Grant deadlines, publication timelines and research planning demand executive functioning skills that many of us struggle with, despite high intelligence and creativity.

    But ADHD’s effects on academic life extend far beyond issues of executive function. Rejection sensitive dysphoria—the intense emotional response to perceived criticism—can make grant rejections and peer review feedback devastating rather than constructive. What neurotypical colleagues might process as routine academic critique can trigger profound emotional responses that interrupt work for days or weeks.

    Time blindness affects how we manage projects and deadlines in significant ways. The inability to accurately perceive how much time has passed or how long tasks will take creates a pattern of either last-minute panic work or paralysis when deadlines feel abstractly distant. Poor working memory impacts our ability to hold multiple concepts in mind during writing and research, often leading to fragmented work processes that others misinterpret as lack of focus or commitment.

    Many of us also struggle with auditory processing issues that make departmental meetings, lectures and conferences particularly taxing. The cognitive effort required simply to process spoken information in these settings depletes mental energy.

    Traditional academic support resources rarely address these specific challenges. Time management workshops typically assume neurotypical brain functioning and don’t account for the variable attention and motivation that characterizes ADHD. Productivity advice often focuses on willpower and discipline rather than taking into account neurodivergent traits. Even when disability services are available on campus, they tend to focus on classroom accommodations rather than the holistic challenges of academic life with ADHD, particularly the unstructured aspects of research and writing that often cause the greatest difficulty.

    Building Our Community

    Our initial meetings were simply virtual gatherings to validate frustrations and share strategies. The pandemic actually provided an unexpected advantage—virtual meetings allowed us to participate from our most comfortable environments, pacing or fidgeting as needed.

    While we first attempted a highly structured approach with designated facilitators, we quickly discovered this created more pressure than relief. What worked better was a simple pattern: rounds of updates in which each person shares recent struggles and wins, plus spontaneous advice sharing and time spent setting intentions for what we’ll accomplish next.

    Creating psychological safety was paramount. We established clear confidentiality guidelines—what’s shared in the group stays in the group. Group norms evolved organically: no shame for forgetfulness, no competitiveness with one another, and a focus on solutions rather than just venting. We emphasized how ADHD traits such as hyperfocus and creative thinking can become significant strengths when properly channeled.

    Starting Your Own Group

    Based on our experience, here’s how to create an effective ADHD academic community:

    1. Start small with trusted connections. Begin with three to five people you already know to establish psychological safety before expanding.
    2. Consider independence from institutional structures. Our unofficial status meant less administrative hassle and allowed continuity as members graduated.
    3. Implement minimal structure. Our simple meeting format provided enough structure to be productive while allowing flexibility. A rotating notetaker helped members with memory challenges revisit past discussions.
    4. Embrace accessible, virtual options. We created a shared calendar and Slack channel for regular meetings, but also allowed members to add impromptu co-working sessions.
    5. Share resources collaboratively. Regularly exchange tools and strategies—from productivity apps to therapist recommendations to successful accommodation requests.
    6. Prioritize confidentiality. Some members may not have disclosed their diagnosis in their departments, making the group their only space for open discussion.

    Impact Beyond Expectations

    Members of our group have reported significant improvements in completing dissertations, meeting deadlines and navigating the job market with ADHD. The psychological benefits have been equally profound. Academia’s competitive nature breeds imposter syndrome, amplified for those with ADHD. When peers appear to effortlessly juggle multiple responsibilities while you struggle with basic tasks, the comparison can be crushing.

    In our group, however, we found role models who shared our challenges. Watching fellow ADHD academics successfully defend dissertations or secure positions created a powerful ripple effect of inspiration. These visible successes provided concrete evidence that academic milestones were achievable with ADHD, motivating others to persevere through their own struggles.

    While consistent attendance can be challenging (unsurprisingly, given our shared attention difficulties), we’ve found that maintaining a no-pressure atmosphere works better than strict accountability—members drift in and out as needed, returning without shame.

    Finding Connection Through Shared Neurodiversity

    What I’ve learned through this journey is that sometimes the most powerful communities form around shared neurological experiences rather than departmental affiliations. The regular connection with others who understand your specific challenges can be transformative for wellbeing, productivity and career development.

    By creating these supportive micro-communities, we not only help ourselves navigate existing structures but gradually transform academic culture to better accommodate diverse cognitive styles—ultimately enriching scholarship for everyone.

    If you’re an academic with ADHD, consider initiating a similar group. The effort to create connection amid the isolation of both academia and neurodivergence yields returns far beyond what we initially imagined.

    Maria Akopyan is a National Science Foundation postdoctoral research fellow in the Department of Evolution, Ecology and Organismal Biology at the University of California, Riverside. She uses genomic tools to study how species diverge, adapt and persist across environments through time.

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  • How Medicaid Cuts Undermine Belonging (opinion)

    How Medicaid Cuts Undermine Belonging (opinion)

    In a recent opinion piece entitled “This Law Made Me Ashamed of My Country,” former Harvard University president and U.S. Secretary of the Treasury Lawrence Summers details the human brutality that will result from the recent unprecedented cuts to Medicaid. One glaring omission in his compelling narrative is concern for the estimated 3.4 million college students who are Medicaid recipients.

    Especially vulnerable are those students with disabilities and chronic conditions, including mental health issues, which recently surpassed financial considerations as the primary reason students are either dropping out of college or not attending in the first place. In addition, when states face budget shortfalls, as they will with the federal Medicaid cuts, higher education is often one of the first areas targeted, leading to higher tuition, fewer resources for students and cuts to academic support services. It is certain that reductions in state-funded appropriations will have a direct negative impact on college access and quality for the approximately 13.5 million students enrolled in America’s community colleges and public universities. The catastrophic repercussions, including the exacerbation of existing healthcare disparities, will be disproportionately felt in rural and underserved communities.

    Moreover, both poor health and financial insecurity are known to significantly reduce cognitive bandwidth, impeding the ability of students to learn and resulting in lower completion rates. While racism, sexism, homophobia, ableism and other forms of discrimination each contribute to diminished cognitive bandwidth. studies show that belonging uncertainty is one of the biggest bandwidth stealers. Since the passage of the One Big Beautiful Bill Act, I haven’t been able to stop thinking about the long-term consequences for those who already have doubts about whether they belong in college.

    My understanding of the subtle but powerful ways in which policies and practices communicate exclusion is not a mere exercise in moral imagination—it is at the core of my lived experience. When I began college as a first-generation student at the age of 17, I was able to escape the factory work I had done alongside my mother the previous summer only because of funding I received under the Comprehensive Employment and Training Act. At the time, CETA funds were reserved for those at the lowest socioeconomic rungs who were considered at risk of being permanently unemployable. That fall, with the additional help of Pell grants and Perkins loans, I attended a local community college that had just opened in the small, rural town in which I lived. Throughout my first two years in college, I worked 35 hours a week under the CETA contract, took a full course load of five classes a semester, and served as a caregiver to my mother, who was chronically ill. Like my mother, I suffered from severe asthma, during the days before biologics and inhaled corticosteroids were available to manage the disease, and Medicaid was a lifeline for both of us.

    One late afternoon, I rushed across town to the pharmacy from my American literature class that was held in the basement of the Congregational church, trying to make it before going to my Bio 101 lab, taught in the public high school after hours. My exchange with the pharmacist was straight out of a Monty Python skit. There were people milling around, browsing the makeup aisle and buying toiletries, but there was no one other than me picking up prescriptions. Yet, when I handed over my Medicaid card, the person controlling access to the medicine yelled, loud enough for everyone to hear, “Title XIX patients line up over there.” Regardless of his intention, the pharmacist’s insistence that I was in the wrong line and that I move to a different, nonexistent line, when in fact I was the only one in any line and he was the only person behind the counter, was more than an exercise in blind adherence to pointless bureaucratic protocol—it was a reinscription of the notion that there are spaces across all sectors of society reserved for those who are wealthier, healthier and more “deserving.” Students who are already uncertain about whether they belong in college begin to internalize the idea that their presence on campus is conditional and tolerated.

    When national leaders frame Medicaid as an “entitlement” and abuse of taxpayer money, their rhetoric conveys a sense of stigmatization and the appropriateness of shame felt by those relying on it. And I am especially concerned about the effect of stricter Medicaid work requirements on those in communities like mine, with limited job opportunities and little to no public transportation. The recent cuts to Medicaid send a message to them that their struggles are either invisible or unimportant.

    The new Medicaid policies aren’t accidental missteps. They are the result of a social policy ecosystem built to privilege some while sidelining others. Thus, when we see Medicaid cuts and rollbacks in programs such as SNAP (supplemental nutrition assistance program), we need to understand them not just as budgetary decisions, but as deliberate reinforcements of exclusion. Indeed, Medicaid cuts don’t just remove healthcare—they erode the social contract that says everyone is deserving of access to education and well-being. Rather than reaffirming higher education as a cornerstone of the American Dream for students at the lowest socio-economic rungs, the message from cuts to Medicaid is loud and clear: If you are poor, you don’t belong in college. Higher education is reserved for those who don’t need help to get or stay there.

    As Jessica Riddell, an American Association of Colleges and Universities board member, reminds us, “The systems in higher education are broken and the systems are working the way they are designed.” For this reason, higher education advocates at all levels must organize, teach and lead in ways that dismantle that design.

    Lynn Pasquerella is president of the American Association of Colleges and Universities.

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  • Dilemmas of research

    Dilemmas of research

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    The post Dilemmas of research appeared first on HEPI.

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  • Being the Nurse in the Family: Balancing Caregiving and Self-Care Amidst Grief and Stress – Faculty Focus

    Being the Nurse in the Family: Balancing Caregiving and Self-Care Amidst Grief and Stress – Faculty Focus

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