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  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

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  • Canadian associations welcome collaboration with new Prime Minister

    Canadian associations welcome collaboration with new Prime Minister

    With Mark Carney sworn in as Canada’s new Prime Minister, major education groups have urged the incoming cabinet to recognise international students’ vital role in the country’s economy. 

    As Canada has already implemented study permit caps and post-graduation work permit restrictions over the past year, stakeholders are pinning their hopes on Carney. 

    His decision to remove immigration minister Marc Miller – widely seen as a key architect of temporary resident restrictions – has fuelled expectations for change. 

    “New leadership brings a fresh perspective on policies and challenges, and we welcome the opportunity to meet with the new minister to discuss the vital role of international students in Canada’s immigration strategy,” a Universities Canada spokesperson told The PIE News. 

    Despite the optimism, Carney’s stance on immigration policies in Canada leaves much to consider.

    Terming the North American country’s immigration policies as “failure of executions,” Carney has previously stated that Canada has failed to live up to its “immigration values.”

    “We had much higher levels of foreign workers, students and new Canadians coming in than we could absorb, that we have housing for, that we have health care for, that we have social services for, that we have opportunities for. And so we’re letting down the people that we let in, quite frankly,” Carney stated at a Cardus event – a Christian non-partisan think tank – in November.  

    Moreover, according to a CIC News report, Carney’s policy aims to address Canada’s housing crisis by “capping immigration until it can be returned to its sustainable pre-pandemic trend,” as stated in policy documents released in February 2025.

    This aligns with the government’s aim to reduce Canada’s total population of temporary residents by about 445,000 in 2025 followed by another 445,000 in 2026. 

    According to the Universities Canada spokesperson, while Carney intends to follow a similar direction in temporarily reducing immigration, Canadian universities “stand ready to collaborate on a responsible, sustainable plan that aligns with the country’s labour needs”.

    “This approach should be targeted – prioritising individuals with the right skills – while also addressing internal issues like processing delays that hinder Canada’s ability to attract top global talent,” stated the spokesperson. 

    According to Larissa Bezo, president and CEO, Canadian Bureau of International Education, Canada’s International Student Program is not expected witness any new major changes. 

    “Against the backdrop of an existential threat to Canada’s sovereignty and policy focus on Canada’s economic resilience, CBIE does not anticipate further policy changes affecting international students in the near term,” stated Bezo.

    “CBIE is actively engaging with policymakers to ensure that any future policy recalibration reflects the strategic role international students play in Canada’s long-term economic and demographic sustainability.”

    Though Carney hasn’t made direct statements about further restrictions on international students, he has previously blamed Canadian provinces for underfunding higher education, which pushed institutions to rely on international students.

    “Transfers from provincial coffers have been frozen, leaving universities to rely completely on international students for growth,” he stated at an event, as per Canadian media reports. 

    Ontario’s universities predicted nearly $1 billion in financial losses over the next two years as international student caps exacerbate “years of underfunding”, as reported by The PIE News.

    The figures do not yet account for the additional impacts of policies that further reduce the cap and including postgraduate students, among other changes.

    Several Canadian colleges and universities across various provinces have also recently reduced programs and staff due to a decline in international student enrolment. 

    While Sheridan College in Ontario is suspending 40 academic programs with an expected revenue loss of $112 million, Douglas College in British Columbia suspended its business and technology programmes and laid off 15% of its faculty. 

    Alberta’s Bow Valley College reported a 25% decline in international student enrolment, cancelled five diploma programs, and laid off staff, while Nova Scotia’s Cape Breton University has paused intake for certain engineering and technology programs, and cut staff to manage budgetary constraints.

    “While our advocacy focuses on the federal level, we recognise the persistent underfunding of the post-secondary sector in many provinces,” stated the Universities Canada spokesperson. 

    Canadian universities, especially ones in Ontario, have not only witnessed decline in public funding but also reduction in domestic tuition fees, in recent years.

    “The immigration policy changes of the past year have exposed what is a chronic under-funding and undervaluing of post-secondary education in this country,” stated Bezo. 

    “Ultimately, we need commitment by provinces and territories to properly fund post-secondary education in Canada to ensure a high-quality offering for Canadian students which is not reliant on revenues from international student tuition for operational survival.”

    “In 2022 alone, they injected $30.9 billion into the economy, surpassing the auto parts manufacturing industry, and supported over 361,000 jobs.”

    Universities Canada spokesperson

    The organisations have also highlighted the economic impact of international students, who have contributed $31 billion to Canada’s GDP in 2022, as reported by The PIE News. 

    “In 2022 alone, they injected $30.9 billion into the economy, surpassing the auto parts manufacturing industry, and supported over 361,000 jobs,” stated the Universities Canada spokesperson. 

    “Their contributions also generated $7.4 billion in tax revenue, funding essential services like hospitals, schools, and infrastructure.”

    “We need to see more recognition for the fact that international students are integral to meeting Canada’s economic, demographic, and workforce priorities,” added Bezo.  

    “International students fill critical workforce shortages, strengthen Canada’s research and innovation ecosystem, and enhance regional economic development.”

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  • Humans in an AI world

    Humans in an AI world

    Key points:

    Like it or not, AI is evolving, and it is cementing its place in education. And the CoSN 2025 Conference is preparing attendees to meet the AI challenge head-on, focusing this year’s conference theme on human leadership in an AI world.

    Register here to attend this year’s conference in Seattle.

    Ken Shelton, an independent consultant, speaker, advisor, and strategist, opens the conference on Monday, March 31 with his keynote, Reimagining Learning with AI: A Path to Empowerment. Shelton will explore the promises and perils of leveraging AI in education and will delve into strategies for maximizing AI’s benefits while addressing its risks, ensuring that AI becomes a tool for true empowerment in education.

    On Tuesday, April 1, panelists Lindsay E. Jones, CEO of CAST, Lindsay Kruse, CEO of All Means All, and Rachell Johnson, director of assistant technology at SCATP, will participate in a general session, Leadership, Not Bystanders, moderated by Sarah Radcliffe, director of Future Ready Learning in the School District of Altoona. Panelists will discuss how can to ensure that no student is overlooked as AI continues to reshape education.

    The closing keynote on Wednesday, April 2, Beyond the Algorithm–Building Trust, Access, and Purpose in AI-Enhanced Education, features Richard Culatta of ISTE + ASCD, Victor Lee of the Graduate School of Education at Stanford University, Pati Ruiz, EdD, of Digital Promise, and Kris J. Hagel of the Peninsula School District. The discussion will focus on ensuring AI enhances, rather than diminishes, human potential in education.

    Workshops include:

    • Student data privacy
    • Generative AI implementation
    • Education leadership in the digital age
    • AI and leadership
    • Organizational change management for digital transformation

    Spotlight sessions cover cybersecurity and physical security, tackling cell phones in classrooms, top edtech trends in 2025, edtech and AI quality indicators, and FERPA.

    Wondering what the CoSN conference has for you?

    Chief Technology Officers 

    • Learn proven strategies for getting the dollars you need to build the infrastructure for today and tomorrow
    • Connect with your peers and build your community of practice
    • Discover how to stretch scarce resources to make the greatest impact on teaching and learning Instructional Technology Directors

    Instructional Technology Directors 

    • Hear about new tools and models for engaging students and personalizing instruction
    • Strategize about how to bridge the gap between the technical and instructional silos
    • Improve your leadership skills and how to scale technology beyond islands of innovation

    Superintendents, District Teams, and Education Service Agencies 

    • Hear from thought leaders on how to create a vision for digital conversion and continuously improving innovative culture in your district
    • Learn tips for breaking down the silos and leveraging technology to enable a 21stcentury school system
    • Share creative and strategic solutions about how to create robust learning environments at school and at home 

    Industry, Government, and Nonprofit Representatives 

    • Understand what is keeping school system technology leaders up at night 
    • Share information on emerging tools and services for learning
    • Learn about better strategies and models for implementing, maintaining, and evaluating technology for learning
    Laura Ascione
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  • How market shifts are impacting Chinese agencies

    How market shifts are impacting Chinese agencies

    Since the pandemic, China has experienced a surge in new study abroad companies, particularly in Tier 2 and Tier 3 cities. Consultancies such as Bonard and Sunrise have each confirmed a notable increase in new agency incorporation these past several years.

    However, the total number of students has not recovered as expected post-Covid. This, coupled with the emergence of international education programs in the market, such as foundation courses and 2+2 programs in the public and private sector, has meant that many established study abroad agents are struggling to survive due to rising management costs.

    Consequently, the market looks challenging, increasing the difficulty of student recruitment for foreign institutions that traditionally rely on agencies.

    Challenges for established agencies

    This rapid market expansion has presented challenges for even well-established agencies. Many are struggling to adapt to the changing dynamics. For instance, a prominent agency reported that many of their counsellors are earning minimal salaries due to declining client numbers and difficulties in securing new business. This highlights the increasing pressure on agencies to remain competitive in this rapidly evolving market.

    Fundamentally, the challenges for established agencies arise from cost and revenue pressures. Costs include tax, venue, human resources, and promotions, with human resources and promotion being the most critical.

    Agencies need professional personnel to maintain service standards and capacity in the labour-intensive study abroad industry. Promotion methods have changed rapidly in the past five years. Social media platforms and short-form video platforms have gained prominence, often becoming more important than search engines and other traditional methods.

    Fundamentally, the challenges for established agencies arise from cost and revenue pressure

    Furthermore, these new marketing channels tend to favour personal profiles over organisational accounts. This is largely due to the platforms’ recommendation algorithms. Moreover, many counsellors are not comfortable appearing on camera, despite possessing extensive experience and professional knowledge, they lack the skills and topics to capture audience attention.

    On the revenue side, acquiring customers is even more difficult than in the pre-Covid period. Customers are becoming more price-sensitive and are increasingly willing to work with smaller study abroad studios for personalised services.

    The impact of enhanced information accessibility

    The rise of digital platforms has fundamentally altered the information landscape for prospective students. With readily available information on social media platforms such as WeChat, Redbook, and TikTok, students and parents are now empowered to conduct independent research on universities, read reviews, and even connect with current students.

    This increased access to information has lessened the reliance on traditional agency channels. In some cases, agents also find themselves competing with university marketing and recruitment teams who support students directly.

    The rise of master agents and aggregators

    In response to these market shifts, many established agencies have transitioned to the “master agent” or “aggregator” model. This involves acting as intermediaries between universities and smaller agencies, facilitating student recruitment while generating additional revenue streams. However, this model presents challenges for universities, particularly those with lower rankings.

    Mingze Sang clarifies” “I would refer to aggregators as international university resource-holders or platforms.” Aggregators have existed in China for a while. However, the “risen” aggregators are often new agencies with strong connections to some foreign educators, enabling them to offer special programs. Some aggregators take the stance: “Every university is welcome on my platform. It’s up to you whether you can attract students.”

    The number of agencies and agents is increasing, while the number of students is not growing at the same rate. Therefore, the market is transforming into a resource-driven one.

    Aggregators have existed in China for a while. However, the “risen” aggregators are often new agencies with strong connections to some foreign educators, enabling them to offer special programs

    Currently, many parents and students in China are seeking the best outcomes with the least investment. Consequently, those with strong connections to well-ranking universities and who can provide special programs to students are highly sought after. Regarding the traditional aggregators in China, who have been present for at least 15 years, the competition is even more fierce than among agencies. They are struggling with issues such as commission percentages and counselling services, and are focused on survival rather than growth.

    Evolving student and parent priorities

    The priorities of Chinese students and parents have also undergone significant evolution. While university rankings were once the primary determinant, factors such as career prospects, student experience, and the quality of life in the chosen city are now gaining greater importance. This necessitates a more nuanced and student-centric approach to recruitment.

    Sang observes that the priorities of parents and students are employment after graduation. University rankings remain a key factor influencing their employment decisions. With foreign enterprises departing China and private companies facing challenges, parents often favour employers “in the system,” such as state-owned enterprises, hospitals, and universities. University ranking is crucial for standing out in a competitive job market. Furthermore, parents increasingly inquire about graduation requirements and the difficulty level of graduation.

    Student motivations

    Economic factors are influencing student choices in China. Post-Covid economic challenges have increased demand for international courses offered locally. These programs, offering global qualifications without the necessity of overseas travel, are attractive to many. Transnational education (TNE) programs are becoming more selective, enhancing their reputation and attracting students seeking high-quality international education experiences.

    As Sang notes: “Excellent students are seeking top universities with specialised majors. Average students are seeking top universities regardless of majors. Below average students are seeking degrees, prefer to go abroad as late as possible, and desire special, safe, and affordable services.”

    How universities can navigate the market

    Foreign institutions hoping to maintain a strong presence in China must evolve with the market. The traditional reliance on agencies is no longer sufficient. Instead, universities must:

    • Explore new opportunities beyond agency recruitment, diversifying their approach to attract Chinese students through multiple channels.
    • Invest in TNE partnerships, including 2+2 programs, foundation courses, and collaborations with Chinese universities, which provide direct access to students without heavy reliance on agencies.
    • Develop strong institutional collaborations with international schools in China, positioning themselves as trusted higher education pathways for students already enrolled in globally focused secondary education.
    • Leverage digital spaces effectively by producing compelling, authentic content that speaks directly to students and parents.
    • Enhance student experiences to attract and retain international talent.
    • Embrace innovation through virtual campus tours, interactive Q&A sessions, and personalised communication.

    Sang concludes: “For those well-ranking universities, such as the Australian Group of Eight, focus on ranking, maintain reasonable commissions, and be strict on graduation but not overly harsh on enrolment.

    “For those lower-ranking universities, spend more time engaging with Chinese colleges and universities; as there are thousands of them in China, be flexible when dealing with universities, and rely on a bit of luck.”

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  • The Right Way to Use Student Loans to Pay for College

    The Right Way to Use Student Loans to Pay for College

    Chris Jennings’ daughter Alessandra is a freshman at a private college in the Northeast. He was surprised by how quickly tuition payments were due. “My daughter said the payment was due in July,” he says. “It was already June.”

    Jennings started researching loans on the internet and found CommonBond, a financial services company that prides itself on offering competitive interest rates, advanced technology and award-winning customer service. He applied online and is a co-signer on his daughter’s loan.

    “I’m setting up my child to succeed,” says Jennings, who’s happy to help pay for his daughter’s education and build her credit at the same time.

    “Don’t panic,” Jennings advises other parents. “College isn’t as expensive as you think it is.”

    Getting started

    The College Board says this year students at a four-year public college are paying an average price of $20,770 for tuition and fees, plus room and board.

    “It doesn’t have to be an overwhelming process,” says Pete Wylie, CommonBond’s vice president of in-school lending.

    Some students apply for and receive grants or merit-based scholarships, both of which don’t have to be paid back. The rest of the expenses are typically covered by loans, which do need to be repaid. Loans can cover the full cost of college including classes, books, room and board. Or students can get a loan to cover just the basics: tuition only.

    Loans are financed year by year. The bills are paid after the student graduates.

    Better standing

    CommonBond was started by students based on their experiences getting student loans. They wanted better customer service and guidance during the process so they created an alternative to traditional lenders.

    “We offer a lot of flexibility,” says Wylie. “We offer 5, 10, 15-year rates and multiple payment options.”

    CommonBond offers loans for undergraduate students enrolled at least half-time for any bachelor’s degree, at more than 2,000 not-for-profit schools. They require students to apply with a cosigner, such as a parent. The cosigner promises to pay the loan balance if the student doesn’t pay.

    After two years of payments after graduation, a student can apply to release the cosigner from the loan. The lender’s loans have up to a 2 percent origination fee, depending on state of residency. There are no prepayment penalties and they offer forbearance to students who encounter economic hardship after graduation.

    Financing a child’s education can benefit others too. CommonBond makes a “Social Promise” that for every loan they fund, they’ll also pay for the education of a child in need in the developing world. Already, almost 10,000 students — many of whom are in Ghana — have had their educations funded through that promise. The company also invites borrowers on an annual trip to Ghana to see its Social Promise in action.

    Planning ahead

    Bruce Dooley has been saving for his son Jordan’s college education since the incoming University of California San Diego freshman was a baby.

    “We wanted to make sure our son is coming out of school debt-free,” says Dooley.

    However, as the cost of college increased, Dooley realized he would need to take out loans to cover the tuition. He plans to pay off the loans in four years.

    Not all parents are as prepared as Dooley but there’s still time to figure out financing.

    “People don’t look at this as a multi-year process,” says Kalman Chany, author of “Paying for College Without Going Broke” and president of Campus Consultants, a financial aid advisory firm.

    He cautions parents that the first year of a student loan — based on family income and qualifying rates — becomes the template for the next few years’ loans.

    “Plan ahead so there’ll be no surprises,” says Chany.

    Research and planning can help families gain a clearer picture of their student loan needs. Then finding the right student loan and loan provider may be easier than initially thought.

    Kristen Castillo, [email protected]

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  • 10 Trump changes education leaders need to know about

    10 Trump changes education leaders need to know about

    During the first two months of Donald Trump’s second presidency, a flurry of executive orders and other decisions have sent shock waves through the education sector. 

    The weeks leading up to an expected order on the U.S. Department of Education’s future have seen massive layoffs at the agency, the cancellation of research contracts, shifting guidance, restrictions on DEI efforts and more.

    Here’s a recap of Trump actions so far that impact K-12 professionals nationwide. 

    Which topics are you following the closest? What topics would you like to see K-12 Dive report on more? Send us an email at [email protected].

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  • Test yourself on this week’s K-12 news

    Test yourself on this week’s K-12 news

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

    How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.

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  • This week in 5 numbers: Education Department opens probes into over 50 colleges

    This week in 5 numbers: Education Department opens probes into over 50 colleges

    The number of colleges being investigated by the Education Department’s Office for Civil Rights over allegations their programs and scholarships have race-based restrictions. The agency opened the probes after issuing guidance last month that said colleges are barred from considering race in any of their policies.

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  • Trump Administration Attempts to Deport, Bar Entry to Scholars

    Trump Administration Attempts to Deport, Bar Entry to Scholars

    Earlier this month, Immigration and Customs Enforcement (ICE) agents arrested Mahmoud Khalil, a green card holder and recent Columbia University graduate, and threatened him with deportation. The Trump administration said Khalil, who is of Palestinian descent, was a national security threat and accused him of terrorist activity for leading student protests at Columbia last year.

    In a public statement to The Guardian, Khalil described himself as a “political prisoner.”

    “The Trump administration is targeting me as part of a broader strategy to suppress dissent,” he said. “Visa holders, green-card carriers, and citizens alike will all be targeted for their political beliefs.”

    That prediction has begun to come true. In the past three weeks, immigration officers have targeted international students they suspected of participating in pro-Palestinian protests, raiding their dorm rooms and revoking their visas. In recent days, the administration’s dragnet has widened to include faculty members, postdoctoral fellows, visiting scholars and researchers.

    At least two of those international scholars were employed by U.S. institutions and in the country on valid work or academic visas. An Indian postdoctoral research fellow at Georgetown University was detained outside his home for alleged pro-Palestinian activity that the administration has yet to specify; and a Lebanese professor at Brown University’s medical school was denied reentry after attending the funeral of assassinated Hezbollah leader Hassan Nusrallah.

    Another case involves an unidentified French scientist, who, according to a statement from the French Minister of Higher Education and Research, was denied entry into the U.S. because of his “personal opinion on the Trump administration’s research policy.”

    Isaac Kamola, director of the American Association of University Professors’ Center for the Defense of Academic Freedom and an associate political science professor at Trinity College in Connecticut, said the administration’s “completely arbitrary” crackdown on foreign scholars threatens academic freedom and undermines the role of U.S. institutions in global research exchange and scholarship networks.

    “I think it’s pretty clear that the administration has decided it’s going to use the force of the state to intimidate faculty and students,” he said. “They’re basically doing a kind of stochastic terrorism.”

    The administration is also targeting international doctoral candidates who participated in pro-Palestinian protests last year, revoking their visas and sending ICE agents to apprehend them.

    Momodou Taal, a British Ph.D. candidate at Cornell University who made national headlines when he overturned an academic suspension for protest activity that would have forced him to leave the country, received a visit from ICE agents on Wednesday. Just days earlier, Taal filed a lawsuit against the Trump administration seeking to block immigration officials from deporting international students for protesting.

    Taal told Inside Higher Ed he’d been expecting a knock on his door since Trump’s inauguration, and that immigration officials were targeting students and scholars for protected pro-Palestinian speech.

    “It goes against the ideals that this country espouses, or at least claims to espouse,” Taal said. “I’ve not been convicted of a crime, I’m not being charged with any crime or accused of any crime. So why should I be living in fear over what I decide to say and the causes I support?”

    Teresa R. Manning, director of policy at the conservative National Association of Scholars, said, “We see it as more an issue of security and safety than an issue of academics or free speech.”

    “The real threat to free speech is the complete leftwing domination of American education,” Manning said. “No conservatives are allowed. That’s the real threat, not our attempt to guard the nation’s security and safety and protect against potential terrorist threats.”

    The White House did not respond to a request for comment Thursday, nor did a spokesperson for ICE. A spokesperson for the State Department’s Bureau of Educational and Cultural Affairs, which oversees and promotes global academic and research exchange, did not respond to a request for comment in time for publication.

    Georgetown Fellow Detained

    On Monday night, immigration officials arrested and detained Badar Khan Suri, an Indian postdoctoral fellow at Georgetown University, outside his home in Rosslyn, Virginia. Suri was in the country on a J-1 visa, a nonimmigrant document meant to promote academic and cultural exchange that is usually reserved for students and scholars; according to his lawyers, Department of Homeland Security agents told him his visa had been revoked.

    A peace and conflict studies scholar, he was at Georgetown’s School of Foreign Service conducting research for his dissertation on the U.S. peace process in Iraq and Afghanistan.

    “If an accomplished scholar who focuses on conflict resolution is whom the government decides is bad for foreign policy, then perhaps the problem is with the government, not the scholar,” Suri’s lawyer Hassan Ahmad wrote in a statement Thursday.

    After his arrest, Suri was first brought to a migrant holding cell in Virginia before being transported to Louisiana, where he’s currently awaiting trial in the same detention center as Khalil, according to Suri’s lawyers.

    Tricia McLaughlin, a spokesperson for the Department of Homeland Security, said in a statement on X that Suri had been detained for “spreading Hamas propaganda and promoting antisemitism on social media,” though she failed to provide any evidence.

    Suri’s wife, a U.S. citizen of Palestinian descent and a graduate student at Georgetown, is the daughter of Ahmed Yousef, former adviser to the late Hamas leader Ismail Haniyeh, The New York Times confirmed. Yousef, who has called the Oct. 7, 2023 Hamas attacks a “terrible error,” told The Times that he left his position a decade ago and that his daughter and son-in-law have no involvement in political activism on behalf of the organization.

    On Thursday, a federal judge in Virginia ordered that Suri be kept in the country until a lawsuit brought by his lawyers is resolved, according to The Washington Post.

    In a post on BlueSky Thursday, Virginia representative Don Beyer wrote that “the arrests of academics like Suri and Mahmoud Khalil are intended to have a chilling effect and discourage the free expression of political views which Trump dislikes.”

    A Georgetown spokesperson told Inside Higher Ed that the university was “not aware of [Suri] engaging in any illegal activity, and we have not received a reason for his detention.”

    “Suri is an Indian national who was duly granted a visa to enter the United States to continue his doctoral research on peacebuilding in Iraq and Afghanistan,” the spokesperson wrote in an email. “We support our community members’ rights to free and open inquiry, deliberation and debate, even if the underlying ideas may be difficult, controversial or objectionable. We expect the legal system to adjudicate this case fairly.”

    Brown Professor Denied Entry

    Media outlets have reported that Rasha Alawieh, an assistant professor of medicine and clinician educator at Brown, was flown out of the U.S. last week despite a court order requiring the government to inform a judge ahead of any deportation. The federal government said Alawieh was returning from Lebanon, where she had attended the funeral of Hezbollah leader Hassan Nusrallah. Officials also said she had deleted “sympathetic photos and videos” of Hezbollah leaders from her phone.

    Alawieh never made it past Boston’s Logan International Airport. On Monday, a DHS spokesperson posted on X that Nusrallah was “a brutal terrorist” and that Alawieh had “openly admitted” attending his funeral and supporting him.

    “A visa is a privilege not a right—glorifying and supporting terrorists who kill Americans is grounds for visa issuance to be denied,” the spokesperson wrote. “This is commonsense security.”

    The White House then reposted DHS’s statement with a photo of President Trump waving goodbye out of a drive-thru window at McDonald’s during a campaign stop.

    Kamola, of the AAUP, said claims of Alawieh’s supposed connections to Hezbollah were “spurious.” One of Alawieh’s lawyers didn’t respond to requests for comment Thursday.

    Asked whether Brown is defending Alawieh’s academic freedom or disciplining her, Amanda McGregor, a spokesperson for Brown, replied only that “Alawieh is an employee of Brown Medicine with a clinical appointment to Brown University.”

    “Such appointments carry a faculty title, though the employment resides with Brown Medicine,” McGregor wrote in an email.

    Interrogated for Anti-Trump Texts

    Meanwhile, foreign academics traveling to the U.S. are being hassled and turned away by border agents.

    Philippe Baptiste, France’s minister of higher education and research, told Agence France-Presse that a French scientist from the country’s National Center for Scientific Research was heading to a conference near Houston, Texas, when the scientist was denied entry and expelled. The minister did not reveal the scientist’s name.

    “This measure was apparently taken by the American authorities because the researcher’s phone contained exchanges with colleagues and friends in which he expressed a personal opinion on the Trump administration’s research policy,” Baptiste said. “Freedom of opinion, free research and academic freedom are values we will continue to proudly uphold.”

    On Wednesday, Baptiste met with counterparts from other European Union nations to discuss “threats to free research in the United States,” according to a post on X.

    As the Trump administration escalates its attacks on foreigners in American academe, international students are increasingly apprehensive about studying at U.S. institutions and scholars worry about attending conferences or accepting fellowships in the country. Kamola said the end result may be the destruction of America’s reputation as a bastion of academic freedom.

    “I think the message is: Everybody who wants to speak about Palestine, everybody who wants to argue that higher education should be more inclusive or diverse, anybody who wants to defend free speech in ways that the current regime finds unacceptable could potentially face retaliation,” Kamola said. “The intention is to not only sow chaos but to sow fear.”

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  • UC System Freezes Hiring, Bans Diversity Statement Mandates

    UC System Freezes Hiring, Bans Diversity Statement Mandates

    The University of California System’s president announced a systemwide hiring freeze and other “cost-saving measures, such as delaying maintenance and reducing business travel where possible.”

    “Because every UC location is different, these plans will vary,” president Michael V. Drake said in a Wednesday letter to the campuses of one of the country’s largest higher education systems. He said “every action that impacts our University and our workforce will only be taken after serious and deliberative consideration.”

    Drake pointed to a “substantial cut” to the system in the California state budget atop the Trump administration’s disruptive national reduction in support for postsecondary education. He said the administration’s executive orders and proposed policies “threaten funding for lifesaving research, patient care and education support.”

    “The Chancellors and I are preparing for significant financial challenges ahead,” Drake wrote.

    Whenever hiring does resume, UC universities and their components will no longer be able to require that applicants submit diversity statements. Janet Reilly, chair of the UC Board of Regents, said in a separate statement Wednesday that the board directed the system to eliminate such mandates.

    “While the University has no systemwide policies requiring the submission of diversity statements as part of employment applications, some programs and departments have used this practice,” Reilly said.

    Paulette Granberry Russell, president and chief executive officer of the National Association of Diversity Officers in Higher Education, told Inside Higher Ed that, “while I think diversity statements added value on the front end of a search,” it’s far more important to have a structured approach to faculty hiring. She said this approach should eliminate biases and consideration of “non–job-related criteria,” such as accents or lack of eye contact, from the process.

    Diversity statements, she said, are “not the defining factor in whether or not somebody’s going to be successful” if they earn the position.

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