A recent federal government report has portrayed a positive financial outlook of the university sector, even as peak bodies continue to advocate for more per-student and research funding for institutions.
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The University of Notre Dame has listed a four-asset inner-Sydney property portfolio for sale, which includes its law school and the former office of Labor MP Tanya Plibersek.
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I was extremely lucky to grow up with a role model in my own home. My mother was a physics teacher in the local school and she used to bring her physics textbooks home. As I flicked through them, my interest in physics was ignited.
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To the editor:
We are very grateful to John Wilson for his engagement with our book in “Book Review: Campus Speech and Academic Freedom” (Feb. 2, 2026). But we think it is important to correct the record regarding his characterization of our position on the meaning and scope of academic freedom.
Mr. Wilson claims that our view is that “professors who mention their personal political views in class or in their research are automatically bad teachers and bad scholars.” This seriously misstates the position we take in the book.
In fact, we have an extensive discussion of how it is not possible to expect faculty members in professional settings to refrain from taking political positions. We note that in 2003, the University of California, to its credit, abandoned its longstanding requirement that faculty members be “neutral” and “dispassionate” when exercising academic freedom.
We argue that “faculty members could hold strong viewpoints and yet act in accordance with the highest professional standards.” We state emphatically that “it is not possible to make faculty experts refrain from articulating any political viewpoint” while adding that “it is possible to require that they limit the viewpoints expressed in classes to those that are academically justifiable and germane, and to create a space in class where other defensible positions can be expressed.”
We acknowledge that this “requires difficult judgments about when opinion shades into unethical political indoctrination”—which is why we then go through several case studies to elucidate those judgments.
Mr. Wilson’s view is that “professors who fail to do their jobs and teach their politics instead of the subject of their classes can still be punished—but only for failing to do their jobs, and not for the mere mention of politics.” We agree.
We appreciate the opportunity to correct the record and look forward to Mr. Wilson’s ongoing engagement with other aspects of the book’s arguments.
Dues for institutional members are calculated on a sliding scale based on the institution’s budget as defined in the Integrated Postsecondary Education Data System’s (IPEDS) report as “Expense by Function.” (See below for a detailed explanation.) The information below is for the membership year beginning July 1, 2026, through June 30, 2027.
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| CUPA-HR Dues Tier | IPEDS Reported Budget Range | 2026-27 Dues Rate |
|---|---|---|
| 1 | Up to $18,412,125 | $340 |
| 2 | $18,412,126 – $32,380,410 | $470 |
| 3 | $32,380,411 – $44,215,072 | $800 |
| 4 | $44,215,073 – $60,234,325 | $1,140 |
| 5 | $60,234,326 – $80,350,263 | $1,590 |
| 6 | $80,350,264 – $114,382,306 | $1,950 |
| 7 | $114,382,307 – $175,351,927 | $2,360 |
| 8 | $175,351,928 – $343,862,604 | $2,660 |
| 9 | $343,862,605 – $676,953,437 | $3,010 |
| 10 | $676,953,438 and up | $3,350 |
Any institution of higher education recognized as such by the U.S. Department of Education or by a similar appropriate governmental agency in another country, and any institution, organization, or agency directly involved in either the academic or research functions of such institutions or administrative HR responsibilities, may become an institutional member of the CUPA-HR.
In a multi-campus situation, each organized campus shall be considered a separate institution for purposes of membership if a human resources office exists on that campus.
Coordinating bodies such as a university system’s headquarters, state boards of higher education, and college district offices shall be eligible for membership and will be considered as separate institutions for purposes of membership. All System Offices/District Offices shall be categorized into Dues Code 4 for the purposes of CUPA-HR membership dues.
Dues are determined on the basis of the institution’s budget as defined in the Integrated Postsecondary Education Data System’s (IPEDS) Report as “Expense by Function.” This data is collected annually on three forms depending on institution type:
Expenses by functional and natural classification (Private not-for-profit institutions or Public institutions using FASB)
Total expenses – Total Amount
Expenses by function (Private for-profit institutions)
Total Expenses
Expenses and other deductions (Public institutions – GASB 34/35)
Total Expenses and Deductions
![The Retention Disconnect: What Adult Learners Need and What Institutions Miss [eBook]](https://blog.college-counseling.com/wp-content/uploads/2026/02/The-Retention-Disconnect-What-Adult-Learners-Need-and-What-Institutions-Miss-eBook.jpg)
Are your retention efforts aligned with what today’s adult learners actually need?
Many colleges and universities are doubling down on student retention, but the results aren’t always there. New research from Collegis Education and UPCEA reveals why: A persistent disconnect between institutional strategies and what online adult learners say actually helps them stay enrolled.
This report shares the voices of more than 1,000 adult online learners and 50+ institutional leaders to uncover where support systems fall short — and how to close the gap.
What you’ll learn:
This guide is designed for:
Understand what adult learners need, uncover what your institution might be missing, and start closing the gap.
Greenville, Wis. – February 3, 2026 – As educators look for meaningful ways to balance digital learning with hands-on experiences, School Specialty®, a leading provider of learning environments and supplies for preK-12 education, today announced the official launch of its new Childcraft Out2Grow Outdoor Furniture line. Designed to extend learning beyond the traditional classroom, the innovative collection offers a durable, sustainable and economical way for schools to create engaging, learning environments rooted in exploration, movement and real-world discovery.
As outdoor learning continues to gain traction in early childhood education, Childcraft is answering the call for equipment that supports gross motor development, social-emotional skills and hands-on STEM exploration. The new line features a variety of versatile pieces, including sand and water tables, a planter, play kitchen and collaborative benches, that enable schools to create specialized outdoor zones for science, dramatic play and group projects.
Built for the Elements, Designed for the Child
Unlike traditional wood or metal alternatives, the Childcraft outdoor line is manufactured from High-Density Polyethylene (HDPE). This premium material is 100% recyclable and engineered to withstand sun, rain, snow and daily wear and tear without rotting, cracking or fading. The products feature rust-resistant hardware, splinter-free rounded corners and a limited lifetime warranty.
Empowering Educators and Students Alike
The line provides a comprehensive solution for modern early childhood needs:
“The Childcraft Out2Grow furniture line was born from a growing number of requests from our customers seeking new ways to enhance outdoor learning spaces for young children,” said Jennifer Fernandez, Early Childhood Education Strategist at School Specialty. “Knowing the many benefits of outdoor learning—academic, health, social and emotional—I’m thrilled that School Specialty can help early childhood programs create engaging environments where PreK–2 students can truly reap those benefits.”
Whether used in traditional school districts, childcare centers or children’s clubs and museums, these products connect students to nature while supporting well-being and educational outcomes.
The Childcraft Out2Grow Outdoor Furniture line is available for order immediately. For more information on the full collection, visit http://www.schoolspecialty.com/out2grow.
About School Specialty, LLC
With a 60-year legacy, School Specialty is a leading provider of comprehensive learning environment solutions for the preK-12 education marketplace in the U.S. and Canada. This includes essential classroom supplies, furniture and design services, educational technology, sensory spaces featuring Snoezelen, science curriculum, learning resources, professional development, and more. School Specialty believes every student can flourish in an environment where they are engaged and inspired to learn and grow. In support of this vision to transform more than classrooms, the company applies its unmatched team of education strategists and designs, manufactures, and distributes a broad assortment of name-brand and proprietary products. For more information, go to SchoolSpecialty.com.
Chicago, (February 1, 2026) — Avantis Education, a global leader in virtual and augmented reality (VR/AR) technology for K-12 schools, is showcasing its newest product EduverseTHRIVE for the first time in the U.S. at TCEA 2026 (ClassVR booth 1873). The conference takes place January 31-February 4, 2026, in San Antonio, Texas.
EduverseTHRIVE is a purpose-built wellbeing and inclusion solution that combines a dedicated set of VR headsets with immersive, educator-led virtual experiences designed to support sensory regulation, emotional readiness, and inclusive learning in mainstream classrooms. Designed to support students with differing sensory needs, emotional states, and energy levels. EduverseTHRIVE gives educators practical inclusive tools to help learners regulate, refocus, and return to learning.
EduverseTHRIVE arrives at a critical moment in the education sector. The number of students in special education in the United States has nearly doubled over the last four decades and accounts for 15 percent of the K-12 student population. Two thirds of special education students spend 80 percent or more of their time in general education classes, and those teachers are in need of tools and resources to support them. Traditional sensory rooms often remain out of reach for many schools due to space constraints or affordability, leaving teachers without immediate, in-class tools to support regulation and inclusion.
EduverseTHRIVE helps educators solve this challenge by transforming any classroom into an inclusive and calm environment where every learner can thrive.
“Today’s education system demands that all classrooms become inclusive, yet the infrastructure to support this strategy hasn’t kept pace,” explains Gillian Rhodes, Chief Marketing Officer, Avantis Education. “With EduverseTHRIVE, we are mainstreaming inclusivity by putting a sensory room in the palm of a teacher’s hand. It gives every student the ‘Space to Thrive’ – the ability to self-regulate and return to learning without leaving the room.”
EduverseTHRIVE provides immersive virtual spaces that help learners reset, regulate, re-engage, and belong. It includes award-winning ClassVR headsets and four sensory VR content suites:
This enhanced VR content enables schools to create inclusive classrooms that support every student in the way they learn best, ensuring that inclusive education is not just a checkbox for compliance, it is a meaningful practice that supports better outcomes for all learners globally.
Avantis Education has also created a set of free sensory resources designed to support two common sensory profiles: sensory avoiders and sensory seekers. Available on any internet-enabled device, not just VR, the Sensory Avoidance and Sensory Seeker resources give schools an introduction to how EduverseTHRIVE provides flexible, immersive experiences that support emotional regulation, reset, and readiness to learn.
To learn more about EduverseTHRIVE and to download the free resource packs, visit https://www.classvr.com/eduverse-thrive/.
About Avantis
Avantis Education, the creators of ClassVR, provides simple classroom technology used by more than two million students, in over 250,000 classrooms across 90 countries.
The world’s first virtual reality technology designed just for education provides everything a school needs to seamlessly implement VR technology in any classroom, all at an affordable price. To learn more visit www.avantiseducation.com and www.classvr.com/us
I have been in the higher education industry long enough to remember when we asked if universities needed a Facebook page. Then we asked if they needed a mobile app. Now, as we stare down the barrel of 2026 and the rise of AI-driven “Answer Engines,” the question de jour is even more existential:
Does the website even matter anymore?
If Google’s AI Mode is just going to scrape your content and serve it up on a silver platter without a user ever clicking through, why are we spending six figures on a website redesign?
The realist in me says: You’re right to be worried.
But the strategist in me knows something else. Your website has never been more important. It just has a completely different job description.
In the old world, your website was a discovery tool. People found you, explored you, and learned about you there. People found your content, took time to explore, and learned more about you.
In 2026, AI handles discovery. ChatGPT, Gemini, and Google’s AI Overviews are the new front door. By the time a human being actually clicks a link and lands on your .edu domain, they aren’t looking for general information. They have already done their homework.
They are looking for verification. They are looking for trust. They are looking to see if the “vibe” matches the data.
Your website is no longer a library. It’s a closing argument.
If the website is now a “closing tool” for high-intent visitors, how do we build it? Here are the seven big higher ed website themes I’ll be exploring deeply on this blog over the next few months.
AI is great at summarizing facts—it is terrible at being human. If your website is filled with generic “excellence” and “innovation” copy, you are feeding the robot, but you aren’t feeding the soul.
For years, we’ve treated accessibility (WCAG compliance) like eating our vegetables—something we do because we have to.
With fewer visitors coming to the site, every single visit is precious. These are high-intent users. They are ready to convert.
If a prospective nursing student lands on your homepage, why are you showing them a generic photo of a frisbee game on the quad?
If visitors are only coming to your site for the deep dive, you’d better make the water deep.
You can’t build a high-performance engine if nobody knows who has the keys.
This is the hardest pill to swallow. For decades, higher ed has treated the website as a capital project: you build it every five years, launch it with confetti, and then ignore it until it breaks.
So, is the website dead? If you mean the “static digital filing cabinet”? Yes, absolutely. But if you mean the “central hub of brand authority and trust”? It’s just getting started.
In 2026, we don’t build college and university websites to be found; we build them to be believed.
Let’s get to work.
Trump wrote in a late-night social media post that the federal government also wants “nothing further to do, into the future, with Harvard University.”
Alex Wroblewski/AFP via Getty Images
President Donald Trump has demanded Harvard University pay the federal government $1 billion, escalating a high profile, almost year-long fight over alleged campus antisemitism.
The demand, posted on Truth Social late Monday night, comes as Harvard is locked in negotiations with the Trump administration and landed just six hours after The New York Times reported that the federal government had backed off demands for a financial penalty. The Trump administration had reportedly sought up to $200 million from Harvard, which has resisted settling with the federal government as some Ivy league peers and other institutions have done. While others reached agreements, Harvard took Trump to court and won, so far fending off efforts to strip its federal research funding and restrict its ability to host international students, among other attacks.
Late Monday, Trump disputed the reporting by The New York Times.
“Strongly Antisemitic Harvard University has been feeding a lot of “nonsense” to The Failing New York Times. Harvard has been, for a long time, behaving very badly!,” Trump wrote online.
The president claimed that Harvard “wanted to do a convoluted job training concept” in lieu of a monetary settlement but that proposal “was turned down” and “wholly inadequate.” He added a financial penalty was needed due to “serious and heinous illegalities that they have committed.”
Now, Trump has upped the ante on a potential settlement deal.
“We are now seeking One Billion Dollars in damages, and want nothing further to do, into the future, with Harvard University,” Trump wrote in the first of two posts disputing the coverage. (Trump demanded The New York Times change its reporting in a second post on Truth Social.)
The New York Times has reported since July that a settlement with Harvard was imminent, a claim that officials such as Education Secretary Linda McMahon have echoed in public for months. But Trump’s latest billion-dollar demand suggests any such deal remains out of reach.
Initial coverage indicated that Harvard was willing to pay up to $500 million to reset its relationship with the federal government, specifically directing those funds toward workforce programs. The Trump administration has reached settlements with six other institutions: the University of Pennsylvania, Columbia University, Brown University, the University of Virginia, Cornell University, and Northwestern University. Among universities that settled, Brown struck a deal to steer $50 million to workforce development programs in Rhode Island, where it is located. In a related settlement, Cornell agreed to invest $30 million in agricultural research.
Trump also took aim at Harvard President Alan Garber in Monday’s late-night-posting spree.
“Dr. Alan Garber, the President of Harvard, has done a terrible job of rectifying a very bad situation for his institution and, more importantly, America, itself. He was hired AFTER the antisemitism charges were brought – I wonder why???,” Trump wrote on social media.
Garber took over in an interim capacity in early 2024 after then-president Claudine Gay stepped down amid a public relations firestorm driven by both a damaging performance at a Congressional hearing on campus antisemitism and swirling plagiarism allegations. Harvard lifted Garber’s interim tag in August 2024 and extended his term of service late last year.
Harvard did not immediately respond to a request for comment early Tuesday morning.