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  • Saint Augustine’s University loses appeal to keep accreditation

    Saint Augustine’s University loses appeal to keep accreditation

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    Dive Brief: 

    • Saint Augustine’s University announced Thursday that its appeal to keep its accreditation has been denied, striking a major blow to the struggling historically Black institution. 
    • Officials at the North Carolina university said they are entering a 90-day arbitration process in another bid to remain accredited. That will also ensure students graduating through May 2025 will earn their diplomas from an accredited institution, according to the university. 
    • Brian Boulware, Saint Augustine’s board chair, struck an optimistic tone in Thursday’s announcement about the arbitration process, saying that the university’s “strengthened financial position and governance will ensure a positive outcome.”

    Dive Insight: 

    Saint Augustine’s has been on the precipice of losing its accreditation for over a year. In 2023, the university’s accreditor — the Southern Association of Colleges and Schools Commission on Colleges — voted to terminate the university’s accreditation. However, college officials successfully contested that last year through arbitration. 

    Yet in December, SACSCOC once again voted to terminate Saint Augustine’s from its membership, citing issues with the university’s finances and governance. Saint Augustine’s Thursday announcement says that it lost its appeal of that decision, but arbitration once again gives the university another shot at retaining its accreditation. 

    Since the December vote, the university has sought to shore up its budget through widespread cuts and new sources of funding. 

    Still, Saint Augustine’s is grappling with steep declines in enrollment, with just 200 students in the 2024-25 academic year, WRAL reported. That’s down from over 1,100 students just two years ago. 

    In Thursday’s announcement, Saint Augustine’s officials announced they had secured up to $70 million, which they described as a bridge loan, “at competitive market rates and terms” in a deal that they expect to close later this month. University officials did not disclose where the $70 million in funding is coming from, citing nondisclosure agreements. 

    The announcement comes after Saint Augustine’s failed to get approval from the state attorney general’s office to enter a land lease deal with 50 Plus 1 Sports, an athletics development firm. 

    In January, the attorney general’s office said the deal could put the university’s nonprofit status at risk, arguing that the upfront lease payment of up to $70 million was far too low for Saint Augustine’s 103-acre property. The office said the campus had been appraised at over $198 million. 

    Following the decision from the attorney general’s office, the two parties began restructuring the deal to lease less than half of Saint Augustine’s campus to 50 Plus 1 Sports, INDY Week reported. Under the new terms — which circumvent the need for the state office’s sign-off — the sports development firm would also share some of its revenue from its use of the land with the university. 

    Saint Augustine’s did not mention 50 Plus 1 Sports in Thursday’s announcement.

    “This funding is a game-changer,” Hadley Evans, vice chair on Saint Augustine’s board, said in Thursday’s announcement. “We now have the financial leverage to protect SAU’s legacy, enhance academic offerings, and create sustainable revenue streams through strategic campus development.”

    Saint Augustine’s has also drastically cut its workforce amid its financial woes. In November, the university said it was cutting over 130 staff and faculty positions to shave $17 million from its budget.

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  • Trump’s border czar is wrong about AOC

    Trump’s border czar is wrong about AOC

    One of the most Orwellian stories in American history — where telling people about their rights and urging them to speak out became a thoughtcrime — was that of the socialist Eugene Debs. 

    Debs was sentenced to 10 years in prison for criticizing U.S. involvement in World War I and for telling Americans about their constitutional right to protest the draft. The Supreme Court infamously ruled his speech posed a “clear and present danger.” Today, that ruling is widely regarded as a grave violation of free speech and a stain on the history of American justice.

    Last week, Congresswoman Alexandria Ocasio-Cortez wrote a letter asking Attorney General Pam Bondi if she is now under investigation for telling people their constitutional rights when interacting with Immigration and Customs Enforcement (ICE) officers.

    She asked because President Trump’s border czar Tom Homan said he recently asked the Department of Justice whether Ocasio-Cortez is “impeding our law enforcement efforts” by putting out a webinar and a flyer in which she reminded anyone interacting with ICE that they need not open the door, speak, or sign anything, among other basic rights. 

     

     

     

    AOC flyer 2

    Informing people about their constitutional rights is plainly lawful and any effort to punish Ocasio-Cortez for doing so would unquestionably violate the First Amendment. 

    This isn’t a hard case or a close call. As my colleague Aaron Terr has pointed out, “This intimidation tactic is likely to discourage others from simply educating people about their fundamental rights.”

    But what is the line between protected speech and obstruction? The answer is that the Constitution protects a significant amount of expression, including abstract advocacy of unlawful acts, providing information about the presence of law enforcement officers, and promoting civil disobedience.

    Free speech protects discussing illegal behavior

    The Supreme Court has repeatedly explained that “the mere tendency of speech to encourage unlawful acts is not a sufficient reason for banning it.” It has long distinguished between “the mere abstract teaching … of the moral propriety or even moral necessity” of violating the law and the actual incitement of lawless action. Only the latter is unprotected by the First Amendment. This is a high bar that requires speech to be “directed to inciting or producing imminent lawless action and is likely to incite or produce such action.” 

    This is true even for speech advocating unquestionably unlawful behavior. For instance, in United States v. Williams, the Court held that “abstract advocacy” related to child pornography, such as the phrase “I encourage you to obtain child pornography,” was protected speech. And in Hess v. Indiana, the Court found that an anti-war protester urging his comrades to “take the fucking street again” was not sufficiently imminent to fall into the incitement exception. 

    But the most directly relevant example is the 2023 case United States v. Hansen, when the Court decided a law that criminalized encouraging illegal immigration was not unconstitutionally overbroad. FIRE and the Rutherford Institute wrote an amicus brief warning that the law, if interpreted broadly, could penalize speech urging civil disobedience.

    In upholding the law, the Court interpreted its scope extremely narrowly to apply only to “the intentional solicitation or facilitation of … unlawful acts” — not to “abstract advocacy or general encouragement” — and it left the door open for further First Amendment challenges if the law was applied to constitutionally protected advocacy.

    In other words, the Supreme Court recognized that advocacy like Ocasio-Cortez’s is clearly protected. Indeed, even more pointed advice on how to avoid arrest by ICE would also be protected. Only speech that intentionally directs an individual to engage in a specific illegal act crosses the line.

    Warning people about the presence of law enforcement is also protected

    The First Amendment also generally protects telling people that ICE is in a certain area, even if that allows people to evade ICE or other law enforcement. For example, in Friend v. Gasparino, the U.S. Court of Appeals for the Second Circuit held that the First Amendment protected a man standing on a sidewalk with a “Cops Ahead” sign. As the Supreme Court has said, someone “might constitutionally be punished under a tailored statute that prohibited individuals from physically obstructing an officer’s investigation,” but “he or she may not be punished under a broad statute aimed at speech.”

    This isn’t to say speech can never constitute obstruction of law enforcement. In limited circumstances, such as when speech is integral to the underlying crime like a robber demanding “your money or your life,” or someone in a criminal conspiracy warning his co-conspirators how to evade arrest, speech can lose First Amendment protection. Also, if someone is physically obstructing officers or refuses to leave when lawfully instructed to do so, that person’s actions won’t become protected even if those actions include otherwise protected speech. 

    But in general, warning people about law enforcement is constitutionally protected.

    Advocating civil disobedience is a historically important form of free speech

    Homan’s remarks and actions are particularly disturbing because they could chill speech encouraging civil disobedience, which has played a vital and noble role in American history — from the Boston Tea Party and the abolition of slavery to women’s suffrage and the civil rights movement and beyond. 

    It could even be said that there is nothing so quintessentially American as advocating for civil disobedience — and nothing more un-American than efforts to censor it.

     

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  • Trump’s federal funding crackdown includes troubling attacks on free speech

    Trump’s federal funding crackdown includes troubling attacks on free speech

    With his second term underway, President Trump has moved aggressively to reshape federal spending. Organizations that promote “diversity, equity, and inclusion” (DEI) or “gender ideology,” for example, are at risk of losing government grants and contracts. Although the government has discretion in spending taxpayer dollars, some of the administration’s attempts to yank funding from groups based on their speech run headlong into the First Amendment.

    New funding restrictions target everything from DEI to ‘Gulf of Mexico’

    On Jan. 21, Trump issued an executive order that purports to require funding recipients to abandon “illegal DEI” programs but does not define “DEI” or explain which programs the administration deems unlawful. The Department of Government Efficiency (DOGE) reportedly cited the order in moving to cancel contracts with eight U.S. Department of Housing and Urban Development (HUD) contractors over DEI language on the contractors’ own websites and LinkedIn profiles, even though it was unrelated to their contractual obligations. Late last month, a federal court blocked key parts of the executive order on First Amendment grounds.

    One thing is clear: The government cannot constitutionally use funding as a cudgel to control speech outside the funded activity. 

    DEI isn’t the administration’s only target. Another executive order bans the use of federal funds to “promote gender ideology.” Meanwhile, the National Oceanic and Atmospheric Administration (NOAA) reportedly told The Nature Conservancy it would lose funding unless it adopted the term “Gulf of America” (echoing the White House’s ultimatum to the Associated Press to use the term or lose access to certain press events). And last week, Trump threatened to pull federal funding from any college that “allows illegal protests.”

    Although these examples are different in important ways, they all raise First Amendment questions.

    What does the Supreme Court have to say?

    Several of Trump’s moves clash with decades of Supreme Court precedent. One thing is clear: The government cannot constitutionally use funding as a cudgel to control speech outside the funded activity. The funding is supposed to support a specific program or purchase, not give the state control over everything an institution does. The government can, however, decide whether to pay a group or person to speak on its behalf.

    For instance, the Supreme Court held the government violated the First Amendment by forcing groups to denounce prostitution or lose funding for fighting HIV/AIDS. It also invalidated a ban on federal funding for public broadcasters who engaged in any editorializing, even with their own money.

    Conversely, in Rust v. Sullivan, the Court upheld federal restrictions on abortion counseling in government-funded family planning programs — because Congress was subsidizing and controlling its own message about family planning.

    One caveat: The government’s power to regulate speech within a funded activity is not absolute. The Court struck down a restriction on legal aid attorneys using federal grants to challenge welfare laws. Why? Unlike in Rust, the government wasn’t transmitting its own message — it was subsidizing legal aid attorneys’ advocacy on behalf of their indigent clients. Similarly, the University of Virginia — a public institution — violated the First Amendment when it denied a student magazine access to funding because of its religious viewpoint. The fund was for helping students express their own messages, not the university’s. 

    These same principles apply in other contexts where the government offers a financial benefit. Most Americans would rightly balk at the idea of a public school refusing to hire any Republicans, or a state government offering a tax exemption for Democrats only. Those policies would be plainly unconstitutional.

    Trump’s funding restrictions: legal or overreach?

    So how do Trump’s actual and proposed funding restrictions fit into this legal framework?

    In partially blocking enforcement of Trump’s DEI executive order, a federal court emphasized that it unlawfully limited speech “outside the scope of the federal funding.” That means DOGE’s alleged targeting of HUD contractors for their DEI activities likely violates the First Amendment if those activities have nothing to do with their government work. 

    As for the “Gulf of America” mandate, the administration may be able to require The Nature Conservancy to use the term in official reports produced for NOAA. But if the mandate goes beyond that, it could also run into First Amendment problems.

    And what about the executive order prohibiting use of federal funds to “promote gender ideology”? The only way this passes muster is if it controls the government’s own messaging or concerns non-speech activities, and not, for instance, if the government pulls a university’s funding because it believes a professor is somehow promoting such views. Congress funds universities to support the creation and spread of knowledge, not for faculty to act as government mouthpieces. 

    Pulling federal funding from colleges based solely on the views of student protests would also violate the First Amendment — and the administration cannot do so unilaterally. It’s one thing for the government to regulate its own speech, but quite another to punish colleges for how students express themselves on their own time. Trump’s statement referred to “illegal” protests, but his past remarks suggest his idea of “illegal” encompasses not just protest activity involving unlawful conduct but protected speech as well, such as whatever he deems “antisemitic propaganda.” This dovetails with how, during his first term, Trump directed civil rights agencies to use a definition of anti-Semitism that includes protected expression. 

    Efforts to deny federal funding to groups and institutions whose views the current administration dislikes seriously threaten Americans’ First Amendment rights. The government must tread carefully to avoid crossing the line into unconstitutional speech policing, otherwise the courts — and history — are unlikely to be on their side.

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  • Misinformation is flooding school communities. Here are 3 strategies to combat it.

    Misinformation is flooding school communities. Here are 3 strategies to combat it.

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    NEW ORLEANS — From misinterpreted data to claims that schools are equipped with litter boxes to accommodate students who identify as cats, there’s no shortage of false information for district administrators to contend with. And navigating when and how to respond can be a minefield unto itself.

    Misinformation damages relationships all around, Barbara Hunter, executive director of the National School Public Relations Association, told a packed session Wednesday at the National Conference on Education hosted by AASA, The School Superintendents Association. That erosion of trust can impact communication between parents and teachers, students and teachers, or parents and administrators, she said.

    “And, of course, it increases workloads because a lot of our time now is spent running down false information and trying to correct it, trying to manage it, and trying to get our messages out to counter that false information,” Hunter said.

    In an NSPRA survey conducted in January 2024, 96% of respondents said the spread of false information is an issue for school districts today. Furthermore, 78% said their school system had experienced a challenge caused by false information being circulated in their community within the previous year.

    To top it all off, 41% of respondents said the false information was spread deliberately, and 89% knew which groups or individuals were behind the intentional spread of misinformation.

    With 66% of school district leaders reporting that they or others on their teams spend one to four hours responding to false information each week, what can superintendents and school communications professionals do to mitigate the impact? Here are three strategies superintendents and their communication teams can use as they address this challenge.

    Create talking points and stay on message

    School district leaders must get in front of the community and be seen as a trusted source of information, said Cathy Kedjidjian, director of communications for North Cook Intermediate Service Center in Des Plaines, Illinois, and a past president of NSPRA.

    There are several steps the AASA panelists advised for accomplishing this:

    • Conduct trust and confidence surveys. These can help you determine what percentage of parents consider the district a trusted source of information — and the extent to which groups or individuals spreading false information in the community are seen as credible. 

      When writing the survey, “make sure you just don’t say, ‘Where do you get your news about the district?’ Because that could be a variety of sources,” said Hunter. “The key question is, ‘Where do you trust to get information about the district?’”

    • Assemble advisory groups. It’s essential to have regular face-to-face time with core stakeholder groups, said Melissa McConnell, manager of professional development and member engagement for NSPRA. 

      McConnell suggested meeting quarterly with a variety of advisory groups, including one for middle and high school students, another with parents and business leaders, and a third one made up of staff. Participants on the staff group might include those who are unhappy, so their concerns can be heard and information can be shared directly with them.

    • Arrange 1:1 meetings with those spreading rumors. “When it comes down to it, do those 1:1 meetings. Pick up the phone and call that person who heads up maybe that mommy blogger group or manages the Facebook group you can’t get away from,” said McConnell. “Invite them in for a conversation. A lot of times, they’re keyboard warriors and don’t really want to have that face-to-face.”

      She suggests, for example, taking them on a tour with the school principal if they’re spreading false information about a middle school’s lunches. “That can really help dispel a lot of rumors.”

      Don’t, however, join those groups or respond directly in them, advised Kedjidjian. “That is not good for your health.” 

    Engage in clear and effective communication

    The more you can keep language simple and avoid acronyms, the better off you’ll be, said McConnell. “You’ll be speaking in a language that more people can understand.”

    She also advises running any acronyms or catchphrases through Urban Dictionary so you’re not accidentally using something with a suggestive or vulgar slang meaning. “A lot of times, those abbreviations are words that you would not want to use, because you’ll get blasted at every which way and made fun of,” said McConnell.

    Misinformation really is becoming a crisis. It’s becoming a crisis of trust. It can impact the safety of students.

    Cathy Kedjidjian

    Director of communications at North Cook Intermediate Service Center in Des Plaines, Illinois

    Creating a “Rumor Has It” webpage as a one-stop source for accurate information on an issue is also effective, she said. Lakota Local Schools in Ohio did this to counter a broad range of misinformation, as did Minnesota’s Independent School District 728 to address rumors around a referendum.

    And it’s essential to make sure key communicators among parents and other community members have those “Rumor Has It” links so they’ll share them in Facebook groups and other outlets, said Kedjidjian.

    Kedjidjian also recommended communicating at an 8th grade reading level or below to simplify messaging.

    Looping in key community partners when necessary — such as the local police department as a co-author on a letter addressing safety rumors — can also help curb false information, she said.

    Develop a crisis plan

    “Misinformation really is becoming a crisis. It’s becoming a crisis of trust. It can impact the safety of students,” said Kedjidjian.

    To map out response strategies, district and building leaders should conduct “tabletop scenarios” where they walk through how communications unfold. For example, they might review what to do in a swatting event, where police or emergency personnel are sent to a location via a false report, or if a parent claims the school library contains pornographic material.

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  • Democratic AGs sue over cancellation of teacher grants

    Democratic AGs sue over cancellation of teacher grants

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    Dive Brief:

    • Democratic attorneys generals in eight states said the U.S. Department of Education “arbitrarily” and “improperly” terminated about $600 million in teacher training grants, according to a lawsuit filed Thursday in U.S. District Court in the District of Massachusetts
    • The complaint said the abrupt cancellation of the grants will “immediately disrupt teacher workforce pipelines, increase reliance on underqualified educators, and destabilize local school systems.” The lawsuit seeks preliminary and permanent injunctions to restore funding and access to these programs.
    • The suit is the second filed against the grants termination — the first one came three days earlier from three teacher preparation groups — and adds to mounting legal pushback to the Trump administration’s efforts to scrub programs associated with diversity, equity and inclusion initiatives.

    Dive Insight:

    The Education Department recently confirmed that the grant programs impacted by the cuts announced last month were for the Teacher Quality Partnership Program and the Supporting Effective Educator Development Grant. The agency said the cuts were made because the programs trained teachers on “divisive ideologies.”

    Examples the agency provided in its Feb. 17 announcement included professional development workshops on dismantling racial bias and activities that required educators to take personal and institutional responsibility for systemic inequities.

    Supporters of DEI rollbacks in education view the activities as illegal discrimination and wasteful spending of federal funds.

    But those opposing the grant eliminations say the programs help address a severe lack of teachers and support students in underserved areas.

    “Kids in rural and underserved communities deserve access to a quality education, and programs like SEED and TQP help bring qualified teachers to classrooms that desperately need it,” said New York Attorney General Letitia James, in a March 6 statement. “Slashing funding for these critical programs robs students of the opportunity to succeed and thrive.”

    In New York, James said the cancellation of TQP programs at SUNY Buffalo, Buffalo Public Schools, Buffalo Academy of Science Charter, and REACH Academy Charter School alone would impact more than 120 teachers and about 13,000 students. Also affected by the elimination of SEED programs are 100 teachers and some 6,000 pre-K-12 students at SUNY Buffalo, Buffalo Public Schools, Amherst Central School District, and Kenmore Tonawanda Union-Free School District. 

    Joining James in the lawsuit were attorneys general from seven other states: California, Massachusetts, New Jersey, Colorado, Illinois, Maryland and Wisconsin.

    Just days earlier, on March 3, the American Association of Colleges for Teacher Education, National Center for Teacher Residencies and Maryland Association of Colleges for Teacher Education also sued to overturn the program cuts. That challenge, filed in U.S. District Court for the District of Maryland, said the Education Department “failed to follow statute and Federal regulations in terminating the grants.” 

    Additionally, more than 100 national and state education organizations sent a letter to congressional leaders last week urging them to reverse the cancellations of SEED, TQP and the Teacher and School Leader Incentive Program grants.

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  • FIRE calls out 60 Minutes investigation as ‘political stunt’ in comment to FCC

    FIRE calls out 60 Minutes investigation as ‘political stunt’ in comment to FCC

    Below is the summary of argument in FIRE’s comment to the FCC on its opening a proceeding to investigate claims of news distortion by 60 Minutes in airing an interview with then-Vice President Kamala Harris, filed today.

    This proceeding is a political stunt. Neither the Center for American Rights’ (CAR) complaint nor this Commission’s decision to reopen its inquiry accords with how the agency has understood and applied its broadcast regulations ever. To the contrary, the Commission has made clear it “is not the national arbiter of the truth,” Complaints Covering CBS Program “Hunger in America,” 20 F.C.C.2d 143, 151 (1969), and it has strictly avoided the type of review sought here because “[i]t would involve the Commission deeply and improperly in the journalistic functions of broadcasters.” Complaint Concerning the CBS Program “The Selling of the Pentagon,” 30 F.C.C.2d 150, 152 (1971). The staff’s initial dismissal of CAR’s complaint was obviously correct.

    For the Commission to reopen the matter and to seek public comment turns this proceeding into an illegitimate show trial. This is an adjudicatory question, not a rulemaking, and asking members of the public to “vote” on how they feel about a news organization’s editorial policies is both pointless and constitutionally infirm. Prolonging this matter is especially unseemly when paired with FCC review of a pending merger application involving CBS’s parent corporation and the fact that President Trump is currently involved in frivolous litigation over the same 60 Minutes broadcast. In this context, this proceeding is precisely the kind of unconstitutional abuse of regulatory authority the Supreme Court unanimously condemned in NRA v. Vullo, 602 U.S. 175 (2024). However, having solicited public comments, the FCC is obligated to respond to the statutory and constitutional objections raised on this record.

    The CAR complaint rests on a fundamental misunderstanding of the Commission’s limited role in regulating broadcast journalism and fails to grasp the basic elements of the news distortion policy as the FCC historically has defined and applied it. This agency has never asserted the authority to police news editing and has rightly observed that it would result in a “quagmire” even to try. Hunger in America, 20 F.C.C.2d at 150. The news distortion policy simply does not involve itself with “a judgment as to what was presented, as against what should have been presented,” Network Coverage of the Democratic Nat’l Convention, 16 F.C.C.2d 650, 657–58 (1969), yet that is CAR’s sole complaint. And even if CBS’s editorial decisions in 60 Minutes fell within the range of activities governed by the news distortion policy, the CAR complaint is utterly deficient. It does not present any “extrinsic evidence” of news distortion as the policy requires, and the full unedited transcript of the interview in question shows the network’s editing did not alter the substance of the answers given. CAR’s complaint merely reflects its own editorial preferences, which cannot justify this inquiry.

    Even if the FCC’s news distortion policy somehow authorized the Commission to act as editor-in-chief, as CAR imagines, the Communications Act and the First Amendment prohibit such intrusion into journalistic decisions. The Act expressly denies to the FCC “the power of censor- ship” as well as the ability to promulgate any “regulation or condition” that interferes with freedom of speech. 47 U.S.C. § 326. The FCC accordingly has interpreted its powers narrowly so as not to conflict with the First Amendment. And whatever limited authority the Commission might have possessed in the era the news distortion policy was created has diminished over time with changes in technology. Any attempt in this proceeding to apply a more robust view of the Commission’s public interest authority to include an ability to review and dictate individual news judgments would stretch the FCC’s public interest mandate to the breaking point.

    Ultimately, no FCC policy can override the First Amendment’s fundamental bar against the government compelling editors and publishers “to publish that which ‘reason tells them should not be published.’” Miami Herald Publ’g Co. v. Tornillo, 418 U.S. 241, 256 (1974) (citation omitted). “For better or worse, editing is what editors are for; and editing is selection and choice of material.” CBS, Inc. v. Democratic Nat’l Comm., 412 U.S. 94, 120 (1973). The news distortion policy still exists only because of the exceedingly limited role the Commission has given it over the years, and this proceeding is not a vehicle for expanding its reach.

    Finally, this proceeding itself is an exercise in unconstitutional jawboning. The Commission must heed the Supreme Court’s recent reminder that the “‘threat of invoking legal sanctions and other means of coercion … to achieve the suppression’ of disfavored speech violates the First Amendment.” Vullo, 602 U.S. at 180. The purpose and timing of this inquiry are both obvious and unjustifiable. Launching a politically fraught investigation based on such a paper-thin complaint in these circumstances is alone a compelling example of regulatory abuse. But to resurrect the flimsy complaint after it was fully and properly interred by staff dismissal, and to do so in support of the President’s private litigation position, is all but a signed confession of unconstitutional jawboning. The Commission can begin to recover some dignity only by dropping the matter immediately.

    READ THE FULL COMMENT BELOW

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  • Trump administration cancels $400M of Columbia’s grants and contracts amid antisemitism probe

    Trump administration cancels $400M of Columbia’s grants and contracts amid antisemitism probe

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    Four federal agencies announced Friday they are immediately canceling $400 million of grants and contracts to Columbia University over what they described as the Ivy League institution’s “continued inaction in the face of persistent harassment of Jewish students.” 

    The cancellation of the grants and contracts comes just four days after the Trump administration’s newly created Joint Task Force to Combat Anti-Semitism announced a probe into Columbia. 

    The four agencies — the U.S. Department of Justice, U.S. Department of Health and Human Services, U.S. Department of Education and U.S. General Services Administration — said more cancellations will follow. The university has over $5 billion in federal grant commitments, according to the announcement. 

    “Universities must comply with all federal antidiscrimination laws if they are going to receive federal funding,” U.S. Education Secretary Linda McMahon said in a Friday statement. “For too long, Columbia has abandoned that obligation to Jewish students studying on its campus. Today, we demonstrate to Columbia and other universities that we will not tolerate their appalling inaction any longer.”

    A Columbia spokesperson said Friday that officials are reviewing the announcement and plan to work with the federal government to restore the funding. 

    “We take Columbia’s legal obligations seriously and understand how serious this announcement is and are committed to combatting antisemitism and ensuring the safety and wellbeing of our students, faculty, and staff,” the spokesperson said.

    The four agencies threatened to take similar actions against other colleges. 

     “The decisive action by the DOJ, HHS, ED, and GSA to cancel Columbia’s grants and contracts serves as a notice to every school and university that receives federal dollars that this Administration will use all the tools at its disposal to protect Jewish students and end anti-Semitism on college campuses,” they said in Friday’s announcement. 

     The antisemitism task force is already poised to review several other high-profile colleges. Last week, the Justice Department said the group would visit 10 college campuses, including Columbia, where antisemitic incidents have been reported since October 2023, when Hamas attacked Israel. 

     The other campuses are George Washington University, Harvard University, Johns Hopkins University, New York University, Northwestern University, University of California, Los Angeles, University of California, Berkeley, University of Minnesota and University of Southern California. 

    Even more recently, the task force on Wednesday announced a probe into the University of California over allegations that it discriminated against employees by not doing enough to prevent an antisemitic and hostile work environment. 

    Groups raise concerns over free speech

    Columbia has drawn Republican policymakers’ ire for months over the way university administrators have responded to pro-Palestinian protests on its campus. Protesters erected an encampment on the university’s lawn in April, sparking similar demonstrations nationwide that led to hundreds of student arrests. 

    This past fall, many colleges tightened their protest rules to deter encampments. Since then, Columbia and other high-profile institutions largely haven’t seen the same long-running encampments that rocked their campuses last spring, though protesters have held sit-ins and other demonstrations. 

    Columbia itself has made several policy changes — including some that have attracted criticism from free speech scholars. 

    The university’s Office of Institutional Equity — a newly created committee — has recently been bringing disciplinary cases against students who have criticized Israel, the Associated Press reported earlier this week. 

    “Based on how these cases have proceeded, the university now appears to be responding to governmental pressure to suppress and chill protected speech,” Amy Greer, an attorney advising the students under review, told AP. 

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  • Parents turn to international education as path to residency

    Parents turn to international education as path to residency

    If families looking to relocate to “top destinations” such as the US and Canada choose the right program for their children, they may be granted permanent residency as domestic students or even graduate from their chosen institution as residents or citizens, according to Tess Wilkinson, director of education services at Henley & Partners Education in the UK.

    “We’re now seeing a real uptick in the types of families who are now becoming aware that there is an option for them,” she told The PIE News.

    “For families looking at relocating, there can be real gains in the amount of fees they spend on education in places like Canada,” she explained. “They can they can save [up to] $150,000 on fees.”

    The sheer number of clients asking for assistance in this area signals that education is swiftly becoming “one of the key drivers for people looking at second residences to citizenships”, she added.

    Henley & Partners refers to itself as a “global leader in residence and citizenship by investment”. Its education arm, Wilkinson explained, helps to “advise transnational families who are looking for global education solutions”.

    Working with families all over the world with children and adults of all ages – from K-12 to those seeking master’s degrees or MBAs – it “assists them to find the right match”, taking into account children’s individual needs and the types of residency or citizenship that may become available to its clients through educational opportunities.

    “We can advise on all the top-tier destinations. So we have a family, for instance, who are considering the UK, the US and Australia and they’re putting in applications for all three countries,” Wilkinson shared.

    We’re now seeing a real uptick in the types of families who are now becoming aware that there is an option for them
    Tess Wilkinson, Henley & Partners Education

    With immigration policies in key markets such as the UK, the US, Canada and Australia shifting all the time, Wilkinson acknowledged that it “is not something that is simple”.

    But she said that, with expertise across a number of key markets, Henley & Partners can provide families with education counsellors to help match children to institutions that suit them best, as well as help with applying to universities or summer programs.

    The ‘big four’ international education destination countries are all seeing turbulence in their respective markets. Some of these restrictive policies are having an impact on students’ ability to study in the countries, hindering them from securing post-graduate residency in their chosen destination.

    Australia and Canada are both subject restrictions on international students, while UK universities’ international departments have been blighted by a crackdown on overseas students’ ability to bring their families into the country with them.

    Meanwhile, Donald Trump’s second term as US President continues to present challenges to the sector, as he freezes study abroad funding, battles against DEI legislation and moves to arrest or even deport international student protestors.

    Tess Wilkinson will be speaking at The PIE Live Europe at the PIEx Power Up Expanding horizons: accessing global education & opportunity via investment migration on March 11 at 16:00. Tickets are available online here.

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  • Rebelling together against the myth of the lone creative genius: how arts-based pedagogies enhanced community learning

    Rebelling together against the myth of the lone creative genius: how arts-based pedagogies enhanced community learning

    by Katherine Friend and Aisling Walters

    When we write about creativity, we often refer to the work of geniuses; [distancing] ordinary members of society from the act of creativity by reinforcing a perception that they could never be creative themselves (Dymoke, 2020: 80).

    Digital story by Kate Shpota

    The state of creativity

    The damage wrought by the stereotype of a creative as an isolated genius seems likely to increase within the current context of the UK school system, where an overloaded curriculum and assessment driven pedagogies dominate. The 2023 State of Creativity report notes that creativity has been ‘all but expunged from the school curriculum in England’.  Educators across schools and departments in HEIs are attempting to resist the current educational practice which promotes students as consumers and centres our students as active producers in their own learning. Yet, as education policy from primary through to higher education continues not only to cut its emphasis on the humanities and creativity,  but also eliminate arts and humanities departments altogether, higher education runs a profound risk of further alienating students from the benefits of creative thinking and artistic practice.

    Our undergraduates, being educationalists, use sociological and psychological lenses to understand the social and cultural landscape affecting both classroom learning and community education more broadly. Nevertheless, despite education being at the intersection of many academic disciplines (Sociology, English, Philosophy, History to name a few), students are often reluctant to incorporate alternative approaches into their learning and even less so into their assessments.

    Fear and discomfort

    As educators, we ask students to embrace discomfort when learning different theoretical approaches or understanding alternative viewpoints. But often, we do not ask them to embrace discomfort in operating outside of the neoliberal HE system, a ‘results driven quantification [which] directs learning’ (Kulz, 2017 p. 55). Within this context, learning focuses on the product (the assessable outcome), rather than the process (the learning journey). Thus, it is unsurprising that our undergraduates initially baulked at the idea of an assessment that incorporated a creative element, preferring essays and multiple-choice exams instead. Hunter & Frawley (2023) define arts-based pedagogy (ABP) as a process by which students can observe and reflect on an art form to link different disciplines, thus encouraging students to lean into uncomfortable subject matter and explore their place within in the wider world. To build more dynamic and critically analytical students, we had to simultaneously encourage an ABP approach so they would understand their academic and theoretical course content more fully while scaffolding their learning through a series of creative activities designed to engage students with different forms of learning and reflection. By incorporating cultural visits, mentorship, and creative assessments into the module, art enhanced subject teaching while encouraging students to think more deeply about their own practice (Fleming, 2012). Yet, incorporating practice was not enough, we were faced with the question: how do educationalists ask students to engage with their vulnerabilities around creative practice (the belief and the engrained fear that they cannot do art or are not good at art) and lead them to an understanding that vulnerability itself can be beneficial?

    Perhaps, the most basic answer came by asking ourselves, are we, as academics, scared of implementing creative pedagogies because we are scared of showing our own vulnerabilities? What if we as educators fail at a task and our students see? What would happen if we became vulnerable alongside our students? Jordan (2010) argues that when vulnerability is met with criticism, we disengage as a self-preservation tactic. For Brown, acknowledging our insecurities offers a means of understanding ourselves, developing shame resilience and acting authentically. In our session, our vulnerability as lecturers was tested when engaging with textile art, specifically a battle with crochet. Our students saw educators who were not secure or competent in a task. This resulted in a small amount of mockery, but also empathy and offers of support. By stepping out of our comfort zone and embracing a pedagogy of discomfort (Boler 1999), we encouraged our students to challenge themselves. Romney and Holland (2023) refer to this as a ‘paradox of vulnerability’: by overcoming our own reluctance to be vulnerable with our learners we create connections and a sense of trust. We should add that the session explored women’s textile art as activism and the outcome, a piece of textile art, symbolically woven together by students and staff—all female.

    Collective textile piece

    Importance of community and connection

    Once we examined theoretical and personal aspects of discomfort and vulnerability, to support and enhance our focus on creative practice, we drew on local cultural partnerships. The incorporation of cultural visits, mentorship from resident artists, and creative exercises enriched our subject teaching while simultaneously encouraging students to think more deeply about their own practice (Fleming, 2012). It also built an alliance between social scientists and colleagues in arts and humanities disciplines, capitalising on their expertise and years of honing ABP. Nottingham is a city where the legend of Robin Hood, outlaws, and rebellion intersect with vibrant cultural community. But many of our students do not engage with cultural spaces, leading to double disconnect, first from their own creative practice and second from the cultural sector altogether. Our students expressed their disconnect from the cultural heart of Nottingham was due to the spaces being ‘not for them’ or a worry that they would not ‘understand’ the art. By exploring the city centre as a group, walking from one site to another, we broke down barriers around these prohibited spaces.

    Engagement with Nottingham by Alisha Begum

    Once inside the Nottingham Contemporary, the resident artists told their own stories of fear, worries of judgement, and expressed anxieties of creative practice, thus setting our students free from the myth of the genius artist – untouchable by self-doubt. This realisation allowed our students to relax and engage worry-free into the creative tasks.

    Found poem by Alisha Begum
    ‘I object’ by Nicole Robinson

    By joining in with these activities, lecturers and students learned alongside each other, tackling our insecurities regarding our creative abilities together as a learning community. Perhaps community was the most important outcome in the project as connection was central. Exposure to the cultural sites created a feeling of connection with the cultural heart of the city. Students also, perhaps more importantly, reported that they became more connected to an understanding of themselves as creatives, becoming more autonomous and engaged in their own learning.

    Digital storytelling: Identity Crisis by Shahnaz Begum

    Perhaps it is most appropriate to end this post with the voice of one of our year-two students—the transcript from a podcast created as part of her larger portfolio. She asserts:

    Art in education is a goldmine of untouched opportunities [and can be] used to foster students’ holistic development, stimulate creative thinking and engagement with social justice. … and to my fellow Artivists, embrace creativity one canvas at a time.

    Katherine Friend is an Associate Professor of Higher Education at Nottingham Trent University. Her work focuses on three themes: the underrepresented student experience on university campuses, the importance of undergraduate engagement in the cultural sector, and reconciling international and academic identities. Threading all three themes together are discussions of one’s ‘place’ and/or ‘space’ in HE and how social and cultural hierarchies contribute to identity, representation, and belonging.

    Aisling Walters is a Senior Lecturer in Secondary Education at Nottingham Trent University whose research focuses on the development of writer identity in trainee English teachers, preservice teachers’ experiences of prescriptive schemes of learning, arts-based pedagogies, and students as writers. 

    Author: SRHE News Blog

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

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  • That info you found. You sure of the source?

    That info you found. You sure of the source?

    Ever play telephone? You sit with a bunch of friends and whisper a phrase in the ear of the person next to you. That person whispers it to the next person. So, it goes until the phrase reaches the last person. 

    More times than not, the initial phrase became so convoluted as it is passed from person to person that it is funny. The phrase “80% of success is showing up” might end up as “an Asian person senses a growing pup.”

    That’s often the case with information on the internet. The more sources through which an article has been published through a syndicate or aggregated source, the more likely that article will change. Sometimes important context or nuance is lost. 

    In journalism, the goal is to be as close as possible to the publication making that initial “phone” call.

    “The closer you can get to the source, the better,” said Dan Evon, senior manager of education design at the News Literacy Project, a nonpartisan education nonprofit that provides students with media literacy tools. “It’s important for people to know how to find those sources.” 

    How to know if info has been rehashed

    Sometimes it is difficult to tell an original source from one that has been republished and rehashed. Media consumers often think they got their information from an original source, when they had found it on what is called an aggregator or syndicator.

    An aggregator compiles data from many sources into one. Many institutions host aggregated databases with publications from various sources, including the scientific and medical communities. 

    One such example of an aggregated source is the National Library of Medicine PubMed, the world’s largest biomedical library that hosts more than 37 million citations. Publications hosted by the database span institutions, journals and online books but always include the name of the original publication. 

    These are shown at the top of the webpage near the title; the page should display the original journal or book that the research appeared in. In addition, research studies include a unique code known as a Digital Object Identifier (DOI), and a search of this configuration of numbers and letters will also lead to the original publication. 

    Other aggregators include the Harvard Web of Science, a database that indexes the world’s leading scholarly literature, and Science.gov, an online U.S. government database of millions of scientific research across U.S. federal agencies.

    Syndicators and news wires

    Syndicators are networks of media organizations that share content. Snopes, a U.S.-based fact-checking website, publishes original content. This content can then be republished by its syndicated partners, which include MSN and Yahoo. 

    But just as in that game of telephone, important information can be lost or confused when a story is republished. For example, a syndicate publication may adjust a headline or alter the story’s content, leading to a story being factually incorrect or lacking crucial context. 

    Many news publications, for example, use content from newswire services like the Associated Press or Reuters, but each publication might alter the story or reword photo captions.

    “If you have a correction or an article is withdrawn, or there’s an editor’s note, that might not make it into the sites aggregating it,” said Evon. “When outlets republish articles, sometimes they change headlines, which can sometimes change their meaning — especially when people don’t read past the headlines.” 

    In other words, an update, editor or correction note issued to the original article may not be reflected in a syndicated article published before these additions. 

    Who wrote the story?

    Look to the writer’s byline to find an article’s original publication source. Information about the reporter, original publication outlet, date and location should be included here. Sometimes, that information is at the bottom of the article. 

    Perhaps the most well-known syndicated news source in journalism is The Associated Press, a wire service that covers global news. This independent news source publishes original reporting that websites, newspapers and broadcasts worldwide can republish. AP syndicated stories can appear in various news outlets, including local newspapers.

    To identify an AP style, look for the “AP” and original publication location in the byline. 

    If this information isn’t readily available or apparent, a Google search of the article headline and reporter name may sometimes reveal the original source. In a seemingly endless world of information, how does one determine whether a news source is reputable? Evon advises readers to take their time. 

    “Slow down. There is so much information that comes at you so fast, and you don’t have to look at everything,” Evon said. “The internet is awesome. It has all the information that you need. You just have to slow down and learn how to use it properly. Take a few seconds to look at an account name, who is publishing it, where it’s coming from — there are many basic questions that can be answered in 30 seconds that can really weed about the false information that goes around.”

    Credibility can’t be rushed.

    A credible media outlet or news publication will be transparent in its editorial strategies, correction policies, staff, funding and any conflicts of interest. This information should be easy to find and is often listed on a website’s “About” page. 

    “Once you know that’s a source that you can trust, you don’t have to do that work every time. It’s more about when you come across new and unfamiliar sources,” said Evon. “If you do not recognize the account or the outlet, that should give you pause to do a bit of research.”

    Understanding the different source types can also help determine whether information comes from an aggregated or syndicated source. Sources of information often fall into three categories — primary, secondary and tertiary — based on how close they are to the source. Primary sources are considered original materials or official sources of information, such as a research journal that published a study or a press release issued by a law official. 

    Tracking down the primary source is the best way to track down the first time this information was made available and hasn’t yet been distorted by varying degrees of reporting, interpretations or users who copy and paste text without context. 

    For scientific or social science studies, the primary source will be the study itself and the researchers who conducted it and the university where the research took place. Moreover, once you identify the researchers, you can contact them and interview them for original research of your own. 

    Secondary sources reprint, restate or analyze primary sources. These might include textbooks, articles, biographies, political analyses or commentaries that add value to the primary source but don’t necessarily represent its original context. 

    Tertiary sources compile, index and organize different pieces of information to create a broader understanding of a topic. These include dictionaries or encyclopedias, almanacs and manuals that usually do not credit a particular author.

    “Journalists play a role of an intermediary between sources, so there is this desire or inclination to go to the primary source,” Evon said. “What we hope journalists can do is look at that primary source, parse that data into easily understandable tidbits that they can then put out to the general readership.” 

     

    Questions to consider:

    1. What is meant by a news aggregator?
    2. How do you tell who conducted the research when you find a scientific or social science study on the Internet?
    3. Why is it important to tell if information has been republished and altered?

     

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