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  • Will US science survive and thrive, or fade away?

    Will US science survive and thrive, or fade away?

    by Paul Temple

    When Robert Oppenheimer graduated from Harvard in 1925, young American scientists wanting to work with the world’s best researchers crossed the Atlantic as a matter of course. As a theoretical physicist, Oppenheimer’s choice was between Germany, particularly Göttingen and Leipzig, and England, particularly Cambridge. If you’ve seen the movie, you’ll know that Cambridge didn’t work out for him, so in 1926 he went to work with Max Born, one of the leading figures in quantum mechanics, at Göttingen, receiving his doctorate there just a year later. His timing was good: within a few years from the Nazi seizure of power in 1933, attacks on academics, Jewish and otherwise, and then of course the Second World War, had destroyed what was perhaps the world’s most important university system. Let us note that academic structures, depending on relatively small numbers of intellectual leaders, usually able to move elsewhere, are fragile creations.

    I used to give a lecture about the role of universities in driving economic development, with particular reference to scientific and technological advances. Part of this lecture covered the role of US universities in supporting national economic progress, starting with the Land Grant Acts (beginning in 1862, in the middle of the Civil War for heaven’s sake!), through which the federal government funded the creation of universities in the new states of the west; going on to examine support for university research in the Second World War, of which the Manhattan Project was only a part; followed by the 1945 report by Vannevar Bush, Science – the endless frontier, which provided the rationale for continued government support for university research. The Cold War was then the context for further large-scale federal funding, not just in science and technology but in social science also, spin-offs from which produced the internet, biotech, Silicon Valley, and a whole range of other advanced industries. So, my lecture concluded, look at what a century-and-a-half of government investment in university-derived knowledge gets you: if not quite a new society, then one changed out of all recognition – and, mostly, for the better.

    The currently-ongoing attack by the Trump administration on American universities seems to have overlooked the historical background just sketched out. My “didn’t it work out just fine?” lecture now needs a certain amount of revision: it is almost describing a lost world.

    President Trump and his MAGA movement, says Nathan Heller writing in The New Yorker this March, sees American universities as his main enemies in the culture wars on which his political survival depends. Before he became Trump’s Vice-President, JD Vance in a 2021 speech entitled “The Universities are the enemy” set out a plan to “aggressively attack the universities in this country” (New York Times, 3 June 2025). University leaderships seem to have been unprepared for this unprecedented assault, despite ample warning. (A case where Trump and his allies needed to be taken both literally and seriously.) Early 2025 campus pro-Palestinian protests then conveniently handed the Trump administration the casus belli to justify acting against leading universities, further helped by clumsy footwork on the part of university leaderships who seem largely not to have rested their cases on the very high freedom of speech bar set by the First Amendment, meaning that, for example, anti-Semitic speech (naturally, physical attacks would be a different matter) would be lawful under Supreme Court rulings, however much they personally may have deplored it. Instead, university presidents allowed themselves to be presented as apologists for Hamas. (Needless to say, demands that free speech should be protected at all costs does not apply in the Trump/Vance world to speech supporting causes of which they disapprove.)

    American universities have never faced a situation remotely like this. As one Harvard law professor quoted in the New Yorker piece remarks, the Trump attacks are about the future of “higher education in the United States, and whether it is going to survive and thrive, or fade away”. If you consider that parallels with Germany in 1933 are far-fetched, please explain why.

    SRHE Fellow Dr Paul Temple is Honorary Associate Professor in the Centre for Higher Education Studies, UCL Institute of Education.

    Author: SRHE News Blog

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

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  • A week of media literacy across the globe

    A week of media literacy across the globe

    From 24 to 31 October, the world marks Global Media and Information Literacy Week, an annual event first launched by UNESCO in 2011 as a way for organizations around the world to share ideas and explore innovative ways to promote media and information literacy for all. This year’s theme is Minds Over AI — MIL in Digital Spaces. 

    To join in the global conversation, over the next week News Decoder will present a series of articles that look at media literacy in different ways.

    Today, we give you links to articles we’ve published over the past year on topics that range from fact-checking and information verification to the power of social media and the good and bad of artificial intelligence. 

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  • Test yourself on the past week’s K-12 news

    Test yourself on the past week’s K-12 news

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    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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  • 10 ways to strengthen family-school partnerships and support learning

    10 ways to strengthen family-school partnerships and support learning

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    Clear family-school communications and robust supports for students with learning differences are just a few ways education systems can improve family-school connections to support student outcomes, nonprofit Learning Heroes said in a report released Tuesday.

    One of the biggest barriers to family-school partnerships is what the report calls a “perception gap,” or when families believe their child is performing at higher academic levels than what’s really occurring. 

    In fact, about 88% of parents in a 2023 survey said they thought their child was at or above grade level in math and reading. In reality, the actual share of children performing at this level is closer to 30%, as shown by 8th grade performance on the 2024 National Assessment of Educational Progress.

    Although parents carry significant influence over their child’s education, they can’t help fix a problem they don’t know exists, the report said.

    “Parents today have unprecedented voice and choice in their children’s education, yet, too often, lack the information to make confident, informed decisions,” said Bibb Hubbard, founder and CEO of Learning Heroes, in a Tuesday statement. 

    The organization used 10 years of research on family-school partnerships to inform best practices that improve these relationships with the aim of driving student success.

    “With a decade of insights from parents, students, teachers, and principals, we have a clearer roadmap for creating schools and communities that work in true partnership with families and help every child thrive,” Hubbard said.

    The Learning Heroes report offered these 10 suggestions for strengthening family-school partnerships.  

    Give parents accurate information on student performance

    When parents know their child needs support, they are more likely to seek academic supports, such as tutoring and summer math or reading programs. They are also more likely to prioritize school attendance. 

    The report highlights state-level efforts in Texas, Arkansas and Virginia to provide parents videos, tools, and guides to bolster understanding of student grades and test scores. This also allows for comparisons with students across the state to help parents gauge their child’s college or career readiness.

    Share multiple points of learning data

    Results from annual state tests and other standardized or formative assessments can give families a fuller picture of their child’s strengths and needs.

    Some 79% of parents said their children earn Bs and better, the report said, leading most parents to think their child is performing on grade level. However, report cards can include factors other than academic achievement, such as classroom participation, effort and completion of assignments, that don’t necessarily comport with grade-level performance. 

    “As it stands, too many report cards are still sending false signals, and many families, trusting the information they’ve been given, simply aren’t aware that their students may be behind,” the report said.

    Provide parents access to information

    Ensuring parents are aware of their child’s progress — not just through a quarterly report card, but through conversations with teachers and other means — can help parents take action to help their child improve.

    Allow teachers time to connect with parents

    Schools should prioritize parent-teacher teams by safeguarding the time teachers need to communicate with parents, as well as needed preparation time. One example is to allow one-to-one conversations between parents and teachers at back to school nights.

    For instance, Prodeo Academy, a charter network in the Twin Cities area of Minnesota, serving about 1,000 students, prioritized candid conversations, data-sharing and family-teacher conferences during the 2023-24 school year. These activities resulted in a notable increase among parents who recognized their child wasn’t working at grade level, the report said.

    Avoid family engagement as a standalone goal

    Integrating family engagement into overall school strategies for attendance, literacy and math achievement and other priorities will help educators and parents connect this effort to overall school outcomes. 

    For example, home visits can improve attendance, and student action plans created jointly by teachers and parents could help boost achievement.

    Provide pathways to postsecondary success

    Whether students attend college or go right into the workplace after high school graduation, schools should guide parents and students about the opportunities available. Access to Advanced Placement courses, dual enrollment, career awareness experiences and career and technical education can all help students discover their passions and start planning for their futures.

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  • 70% of Americans say feds shouldn’t control admissions, curriculum

    70% of Americans say feds shouldn’t control admissions, curriculum

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    Dive Brief: 

    • Most polled Americans, 70%, disagreed that the federal government should control “admissions, faculty hiring, and curriculum at U.S. colleges and universities to ensure they do not teach inappropriate material,” according to a survey released Wednesday by the Public Religion Research Institute. 
    • The majority of Americans across political parties — 84% of Democrats, 75% of independents and 58% of Republicans — disagreed with federal control over these elements of college operations. 
    • The poll’s results come as the Trump administration seeks to exert control over college workings, including in its recent offer of priority for federal research funding in exchange for making sweeping policy changes aligned with the government’s priorities. 

    Dive Insight: 

    The poll from the nonpartisan PRRI isn’t the first survey to suggest that large swaths of Americans disagree with the Trump administration’s approach to higher education policy. 

    Slightly more than half of Americans, 56%, said they disapproved of how President Donald Trump was handling higher education-related issues, a May poll from The Associated Press and NORC at the University of Chicago found. 

    However, the AP-NORC poll found a stark political divide, with 90% of Democrats disapproving of Trump’s approach and 83% of Republicans approving of it. 

    More specifically, 73% of Democrats said at the time that they disapproved of the withholding of colleges’ federal funds for not complying with the government’s political goals. Conversely, 51% of Republicans approved of that approach. 

    Another poll — this one of Jewish Americans conducted by Ipsos and researchers from the University of Rochester and the University of California —  found in September that 58% said they disagree with the Trump administration pausing or canceling vast sums of federal research funding to Harvard University and the University of California, Los Angeles.

    In both cases, the Trump administration has accused the universities of not doing enough to address antisemitism on campus and demanded sweeping policy changes. However, federal judges have largely blocked the government’s attempted suspension of their research funding. 

    In the Ipsos poll, 72% of Jewish Americans said they were concerned about antisemitism on college campuses. But the same share said they believed the Trump administration was “using antisemitism as an excuse to penalize and tax college campuses.” 

    The Trump administration has so far cut deals with four colleges: three Ivy League institutions and, most recently, the University of Virginia, the first public institution to strike such an agreement. 

    More deals could be coming down the pike. 

    Earlier this month, the Trump administration offered priority research funding to nine colleges if they signed a compact dictating certain policies impacting their tuition, admissions and academics. Those provisions spanned from adopting a five-year tuition freeze to potentially dissolving campus units that “purposefully punish” and “belittle” conservative ideas. 

    While most of the colleges rejected the compact, Trump appeared to open up the deal to any interested institution. Additionally, two of the initial nine colleges — the University of Texas at Austin and Vanderbilt University — haven’t yet said publicly if they will sign or reject the compact. 

    Vanderbilt Chancellor Daniel Diermeier said he would provide feedback on the compact, adding that he looked forward to “continuing the conversation,” according to The Vanderbilt Hustler

    Meanwhile, UT-Austin officials have been silent on the compact lately, though the chair of the UT System initially said it was “honored” its flagship received the proposal.

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  • The changing rhythm of international student payments

    The changing rhythm of international student payments

    International education was growing. The United States hosted over 1.1 million international students in 2023/24, an all-time high and up 7% on the previous period. Graduate enrolments and OPT participation also reached record levels.

    However, due to an unpredictable macro-environment, forecasts indicate that the US could expect a decrease of up to 40% in new international student enrolments this year, resulting in a potential loss of USD$7 billion to the US economy.

    At the same time, budgets are tight. The loss of international student revenue can affect institutions in the U.S. Along with these losses, there are cuts in federal grants, with over 4,000 grants reduced to fewer than 600 institutions across the 50 states.

    The result is an education sector that needs reliable revenue and an improved student financial experience.

    Why instalments are becoming the default

    Students are funding their degrees from multiple sources while managing the rising costs of living. In TouchNet’s 2025 Student Financial Experience Report, 55 percent of US students juggle three or more funding sources, 82 percent say financial tasks require moderate to high effort, and half of the international students surveyed stated that positive payment experiences with institutions had a positive effect on them.

    That illustrates the importance of offering students flexible, self-service tools. By streamlining payment processes, offering alternative payment methods, and, most importantly, providing payment flexibility, those financial tasks that cause students stress can be alleviated. In turn, those positive experiences will lead to better-engaged students, who can worry about their financial standings a little bit less.  

    Apart from providing financial security and a positive experience to students, payment plans are crucial to an institution’s survival. International students contributed an estimated USD$43.8bn to the US economy in 2023/24. Protecting that value means eliminating friction from the invoicing, payment, and reconciliation processes across borders and currencies.

    From annual to monthly payments: what institutions gain

    Moving from one or two large value annual due dates to monthly, quarterly, or term-aligned schedules spreads risk for students in a turbulent macroeconomic environment and smooths cash flow for institutions.

    That shift helps students plan around scholarship disbursements, loans, family support, and part-time work, while giving bursar teams earlier visibility of potential issues.

    The outcome is higher on-time payment rates, fewer past-due balances, and a better student experience.

    What to demand from a payments partner

    If you are rethinking fee schedules, the partner you choose matters.

    • Look for providers that offer multiple payment options for annual payments and instalment payments. Whether it’s credit or debit cards, bank transfers, or alternative regional payment methods, ensure that the provider you choose offers a wide range of payment options.

      This way, students who need to pay you can complete the financial transaction in the most convenient way for them. A bonus is when the provider uses local payment rails to complete the transaction, helping you benefit from reduced intermediary fees.

    • Seek partners that can provide complete visibility of payments for both students and institutions. This will help to reduce your admin time. By maintaining a comprehensive record of student payment history, you can easily verify a student’s financial standing without having to search through paperwork.

      On the other hand, students and parents (or anyone paying the tuition) can view the status of their payments, balances, sign up for payment plans, and check their standings without needing to raise support tickets.

    • Make sure a prospective provider can facilitate fast refunds and handle automated reconciliation. Linking in with the full record of payment history, any provider you onboard should be able to initiate refunds promptly and return funds to the originating account. Not only is that required from a regulatory standpoint, but with the rise in education payment-related fraud, it may save you multiple thousands of dollars in the long run.

      Furthermore, if a student drops out of their course six months into their first year and has made seven payments for their tuition, it should be a simple process to refund them any amount they’re due. Choose a provider with capabilities to do so to save your team headaches.    

    How TransferMate helps you make monthly instalments work

    TransferMate’s education solutions were built for the new reality we’re living through. Providing choice across instalments and payment methods is at the forefront of our platform, and is specifically designed to meet institutional control requirements and student expectations.

    Here’s what you can expect from our integration:

    • Multiple instalment options out of the box: Offer students monthly schedules that they can opt into. Plans can be paid for across multiple cards, bank transfers, or local payment methods, with clear due-date reminders.
    • Recurring card payments for student housing: Students can sign up once for automated recurring card payments on their housing fees. This reduces missed payments, lowers the administrative load for teams, and provides students with predictable outgoings throughout the year.
    • API Client Dashboards: Finance and student accounts teams with embedded solutions from TransferMate can see payment histories and statuses per student, country, currency, or programme. This surfaces issues earlier and supports more innovative outreach to at-risk cohorts. As analytics deepen, you can monitor instalment adoption and on-time performance by segment.
    • Virtual Accounts and refunds: With our Global Account solution, you can accept and hold funds in multiple currencies, route payments over local rails, and issue refunds quickly without breaking reconciliation. And as a plus, you can convert currencies and make payments in those local currencies for any inter-campus requirements, scholarship, or guest lecturer fees.
    • Beneficiary Portal: Through our beneficiary portal, users can invite students, agents, and research partners to provide their bank details aligned to your reference fields (such as student ID, program code, etc). Instead of your team collecting sensitive bank details via email or phone, you can invite the beneficiary with a secure portal link, allowing them to complete the form in minutes. This results in fewer data errors, fewer returns, and faster payment processing for scholarship, bursary, commission, or refund payments.
    • Compliance and transparency. TransferMate operates the largest globally licensed fintech payments infrastructure, featuring end-to-end tracking that allows students and institutions to see when funds are sent and received. As we own our infrastructure, we offer preferential foreign exchange rates and zero transaction fees. Clients save real time and money, with one institution having increased the college’s revenue by about 3%, purely on the savings made on bank and credit card charges.

    The strategy that pays back

    The plain facts are simple, even if it is a hard truth to swallow.

    Institutions do not control the macro environment.

    But what you do control is how easy it is for students to enrol and pay. The sector is moving from annual lump sums to monthly and quarterly instalments because it improves affordability, supports retention, and strengthens cash flow.

    Being part of that movement is as easy as reaching out to a payments partner and getting started.

    Want to learn more about how TransferMate configures instalment options for your institution? Get in touch with our team today.

    About the author: Thomas Butler is head of education at TransferMate, driving innovation in payment solutions for the education sector. He leads teams focused on developing seamless, secure systems that simplify how institutions, platforms, and students send and receive international payments. Under his guidance, TransferMate powers collections in over 140 currencies across more than 200 countries, with fully regulated infrastructure and integrations via APIs, white-label platforms, and embedded solutions. Thomas works with both educational institutions and software partners to reduce bank fees, improve FX rates, automate reconciliation, cut administration, and enhance transparency, all to improve the payment experience and financial operations in education globally.

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  • “The Myth of Political Correctness,” 30 Years Later

    “The Myth of Political Correctness,” 30 Years Later

    On Oct. 24, 1995, Duke University Press published my first book, The Myth of Political Correctness: The Conservative Attack on Higher Education. Looking back 30 years at my book, it can be dispiriting to see how everything today seems the same, only worse. “Political correctness” has been replaced by “woke” as the smear of the moment, but otherwise almost every word of my book could be republished today, with a thousand new examples to buttress every point.

    Sometimes the title of the book confused people who mix up a “myth” with a “lie.” As I noted 10 years ago, “When I called political correctness a ‘myth,’ I was never denying the fact that some leftists are intolerant jerks, and sometimes their appalling calls for censorship are successful. My point was that even though political correctness exists, the ‘myth’ about it was the story that leftists controlled college campuses, imposing their evil whims like a ‘new McCarthyism’ or ‘China during the Cultural Revolution.’ In reality, then and now, the far greater threat to freedom on campus came from those on the right seeking to suppress opposing views.”

    I had been inspired to write the book by Dinesh D’Souza; I reviewed his best-selling 1991 book, Illiberal Education, for my column in the Daily Illini at the University of Illinois at Urbana-Champaign. If D’Souza, a recent college graduate, could publish such a terrible book full of misinformation, then surely I could write a better book. So I did.

    But the publishing market was much more interested in the endless parade of conservatives bemoaning the “PC police” and “tenured radicals” than a refutation of these flawed arguments. My book, which I started to write as a graduate student in the Committee on Social Thought at the University of Chicago (home to Saul Bellow, Allan Bloom and Edward Shils), was rejected by more than 50 publishers before I was able to persuade Stanley Fish (whom I had encountered as the editor of Democratic Culture, the newsletter of Gerald Graff and Gregory Jay’s Teachers for a Democratic Culture) to publish it at Duke. My editor (and now also an Inside Higher Ed columnist) was Rachel Toor, who helped to make some sense of my ideas.

    In the end, my book failed to shift the debate about academic freedom—not because it was wrong or the facts were refuted, but because it was ignored. From my perspective, I was correct about everything and nobody learned anything from me. And I’ve been writing essentially the same thesis, over and over again, in a second book and essays and hundreds of blog posts.

    Looking back at my first book, I think its claims have been proven largely correct over the past three decades (but I might be biased). At the core of the book were the chapters on the “Myth of PC” (examining how many of the leading anecdotes about repression often weren’t accurate) and “Conservative Correctness” (showing the many examples of repression from the right that were ignored by the media and campus critics of PC).

    The remaining chapters also still seem on target: “The Cult of Western Culture” (why multiculturalism isn’t taking over colleges and silencing traditional works, and Shakespeare isn’t being banned); “The Myth of Speech Codes” (colleges have always had speech codes, often worse ones using the arbitrary authority of a dean, and what we need are codes that protect free speech); “The Myth of Sexual Correctness” (sexual assault is a serious problem, and feminists often face suppression); and “The Myth of Reverse Discrimination” (white men are not the victims of campus oppression and the “fairy tale of equal opportunity” is false)

    Michael Hobbes did an excellent episode of You’re Wrong About in 2021 on political correctness that featured some of the ideas from my book. My position, then and now, is more nuanced than Hobbes’s view of PC as a pure right-wing moral panic. The panic was there, but so were real cases of repression—on both the left and the right.

    The cartoonish right-wing belief that colleges had become Maoist institutions of oppression against conservatives prompted too many on the left (and the center) to counter that everything was fine on campus. In truth, free expression has been in serious danger, both against conservatives who were sometimes censored and against leftists who also faced repression. As bad as things seemed in 1995, the repression is far worse today and clearly aimed at the left—and yet the delusions about the PC police on campus are more widespread than ever.

    Even in the face of the worst campus repression in American history, many conservatives continue to recite the old, tired myth of political correctness and leftist control of higher education—a myth repeated so often for so long has become a truth in the minds of many.

    The worst strategic mistake progressives made in the past three decades was to abandon the cause of free speech. Too many leftists believed in the myth of political correctness; they heard the complaints about free speech and accepted the right-wing argument that only conservatives were being silenced and concluded that free speech was a right-wing plot. They imagined that tenured radicals controlled colleges because everybody said so, and so they clung to the delusion that they could support censorship and it wouldn’t be used against them.

    When conservatives demanded free speech on campus, the left should have vigorously agreed and established strong protections for free expression on campus. Instead, they let the right win a propaganda war by pretending to be battling for free speech against the social justice warriors. And they lost the opportunity to make free speech a core principle established in higher education.

    The war on political correctness succeeded because the enemies it targeted were weak, disorganized leftists who were not, in fact, plotting to destroy conservatives. By contrast, today the right wants to demolish higher education like it’s the East Wing of the White House, and it is willing to use its vast power to do that.

    As bad as the skepticism on the left about free speech was, the right’s abandonment of free speech is much worse, both in the degree of rejection and in the impact it has on campuses. It didn’t matter if a leftist argued against free speech because they had essentially no power, on campus or off, to impose their ideas. They had no legislators joining their demands and no donors threatening to turn off the campus money spigot.

    Critics of PC had many advantages on their side: Enormous money poured into building organizations and ideas that built the myth of PC, funding groups like the Federalist Society and the National Association of Scholars, and paying individual authors such as Bloom and D’Souza to write and publicize their books. A new media ecosystem of talk radio and the internet spread the myth of PC. And the war on PC recruited principled liberals and even progressives who objected to the excesses of the left.

    It will be difficult for progressives to build anything similar. Wealthy donors tend to fund conservative groups, or prefer to put their names on fancy campus buildings. Universities are anxious to create free speech centers, but usually only the kind that conservatives support.

    Few conservatives are willing to speak out against the Trump regime. And many centrists and liberals who have spent a generation obsessing about the PC police find it difficult to suddenly turn around and recognize the repression from the right that they’ve been ignoring for decades. A letter condemning the Trump administration’s compact signed by principled conservatives such as Robert George and Keith Whittington is a good start toward building an ideological coalition against right-wing censorship that matches what the right did against the “PC police.”

    Today, we face the worst attack on academic freedom in American history, one that combines the overwhelming external power of state and federal governments, used for the first time to target free speech, and the internal power of a campus bureaucracy devoted to suppressing controversy.

    Unlike political correctness—which often relied upon exaggerated accounts of dubious examples with marginal injustices—there are so many clear-cut cases of terrible repression and extreme violations of due process and academic freedom that it’s difficult for anyone to keep track of them all. The litigation strategy developed by the right of suing every censor is an important step. Telling and retelling the stories of campus censorship today is critical. So is organizing events, on and off campus, about the repression happening today, and challenging those on the right who defend their side’s censorship.

    It’s not easy to find solutions when faced with this extraordinary censorship, with unprecedented dismissals and restrictions on speech. But the right-wing attack on political correctness, now over three decades old, offers liberals and progressives a guidebook for how to do it. Quote their words. Demand their reforms. Agree with them and confront their hypocrisy when they reject every free speech policy they’ve been demanding for the past three decades.

    The myth of political correctness is still alive 30 years later, invoked to deny and justify the repression from the right. Understanding how the culture wars brought us to this point of authoritarianism is essential to leading us toward the goals of academic freedom and free expression on campus.

    John K. Wilson was a 2019–20 fellow with the University of California National Center for Free Speech and Civic Engagement and is the author of eight books, including Patriotic Correctness: Academic Freedom and Its Enemies (Routledge, 2008), and his forthcoming book The Attack on Academia. He can be reached at [email protected], or letters to the editor can be sent to [email protected].

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  • Oral Exams and “MTV Unplugged”

    Oral Exams and “MTV Unplugged”

    Oral exams are making a comeback, and I’m mostly here for it.

    A few weeks ago, we had a faculty professional development day on campus. One of the sessions was devoted to faculty greatest hits, defined loosely as teaching techniques that people are proud of and were willing to share with their colleagues. The session was terrific over all, but the one I haven’t been able to stop thinking about was from a professor who decided to fight AI-enabled cheating by giving oral exams.

    For context, the class in which he started using oral exams was conducted over Zoom. That made it particularly difficult to prevent students from accessing unauthorized sources during tests. When the apparent cheating hit a level he hadn’t seen before, he resorted to oral exams to force students to rely only on themselves.

    He reported that the exams took about 15 minutes per student, so with a relatively small class, the logistics weren’t prohibitive. As he told it, it became clear quickly which students had mastered the material and which were just lost.

    Oral exams aren’t exactly a new technology, but they have a new appeal. Readers of a certain generation may remember MTV Unplugged. It was a concert show in which performers had to use only nonelectric instruments. Stripped of synthesizers and Auto-Tune, some musicians thrived and some really struggled. (I remember my roommates and I laughing ourselves silly at Duran Duran’s effort on Unplugged. By contrast, Nirvana’s was so good that the performance came out later as an album.)

    Oral exams are similar; when the student doesn’t have any of the usual crutches, you get a cleaner sense of what they actually know. Now that the illicit crutches are ubiquitous, forcing students to unplug is more useful than ever.

    I’ll admit breaking into a cold sweat at the memory of my own oral exams in grad school, but those were long, high-stakes and conducted by a group. In retrospect, though, part of what made that so difficult was that I’d never had an oral exam up to that point. I hadn’t had any practice. And if I’m being honest, the professors hadn’t had much practice, either. That was a hell of a time to start.

    From the administrative side, I can imagine a few potential concerns with oral exams. I’m hoping that my wise and worldly readers can help.

    The first and most basic one is that most of us don’t have much experience designing oral exams. I’ve never seen a workshop on design principles for orals. (They may exist, but I’ve never seen or heard of one.) To be fair, most of us were never taught how to construct written exams, either, but at least most of us have experience there. In the absence of serious attention to ways to construct oral exams, I’d have a concern about validity.

    The second is about grade appeals. If the exam is lost to history, how does a student reasonably contest a grade? I don’t mean to encourage appeals, but there needs to be some way for a student to press a case when they feel wronged. Presumably the exams could be recorded, but there, too, we’d need serious and enforced rules governing access to the recording and when it would need to be deleted.

    Finally, there’s a basic issue of stage fright. A student freezing up could be clueless, or they could be paralyzed with fear. It would be a shame to fail a student who actually knows their stuff because they got nervous and went into vapor lock. Presumably this issue would fade if oral exams became a lot more common, but the first wave is likely to run into this one repeatedly. Test anxiety is bad enough for written exams; combine it with stage fright and some capable students will struggle.

    Still, none of these strike me as dispositive.

    Wise and worldly readers, have you found ways to ensure that oral exams are well designed? How do you handle recording? And what do you do about student stage fright? I’d love to hear at deandad (at) gmail (dot) com. Thanks!

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  • What Did the University of Virginia Agree To?

    What Did the University of Virginia Agree To?

    In agreeing to follow sweeping guidance from the Department of Justice earlier this week, the University of Virginia committed to eliminating all DEI programming and adhering to the Trump administration’s broad interpretation of the Supreme Court’s 2023 decision banning race-conscious admissions policies.

    The nine-page DOJ memo, released in July, also bans the participation of transgender athletes in sports and the use of “ostensibly neutral proxies” for race, like geographic location. It came just three months after a federal court struck down a similar directive from the Department of Education and was viewed by many policy experts as even more wide-reaching and restrictive. The guidance hasn’t yet faced a legal challenge.

    Attorney General Pam Bondi originally wrote in the memo that the provisions outlined were a list of “non-binding suggestions” designed to “minimize the risk of [legal] violations.” But now, at least for UVA, it has become obligatory “so long as that guidance remains in force and to the extent consistent with relevant judicial decisions.” Failure to comply could risk the university’s federal funding.

    Under the agreement, the DOJ says it will temporarily pause all pending civil rights investigations, but if at any point Trump officials determine the flagship institution is making “insufficient progress toward compliance,” the DOJ reserves the right to resume investigation, pursue enforcement actions or terminate federal funding. In the meantime, UVA will be required to provide “relevant information and data” to the agency on a quarterly basis through 2028.

    “So if [UVA] feels confident that they can comply, then this could be a good outcome for the school. The investigations are closed and they don’t admit liability,” said Scott Goldschmidt, a partner and civil rights specialist at the law firm Thompson Coburn LLP. “But if there is any issue, or the government sees otherwise, then all bets are off, and they could be in a worse position than when they signed the agreement.”

    In Goldschmidt’s view, it’s all a part of the DOJ’s effort to encourage colleges to accept “their interpretation of law” without facing a legal challenge.

    “It was nonbinding,” he said of the guidance, “which is, again, why it’s so interesting that UVA seemed to pre-emptively comply with this over the summer and now has turned it into mandatory guidance by this agreement.”

    Starting in April, the DOJ used a series of letters to accuse UVA officials of actively attempting to “defy and evade federal anti-discrimination laws.” By early June, experts say, the assistant attorney general pressured former UVA president James Ryan to resign. Still, in the wake of the Justice Department’s pressure campaign, the institution’s interim president, Paul Mahoney, rejected the Trump administration’s even more sweeping “Compact for Academic Excellence in Higher Education” last week.

    UVA is just the latest institution to cut a deal with the Trump administration, though unlike those previous agreements, the public university won’t have to pay anything. This is also the first agreement to be made that deals primarily with the Justice Department’s guidance and diversity, equity and inclusion rather than alleged mishandling of antisemitism on campus.

    As other colleges and universities face related investigations, this deal could become a new framework for the administration and how it negotiates to bring higher education to heel.

    So, here’s a look at three key aspects of the agreement.

    1. Ending What Trump Calls Segregation and Preferential Treatment

    The July directive set four core standards for the universities and provided a broad but nonexhaustive list of examples for each.

    First, the DOJ requires the university to eliminate any practices in admissions, hiring or programming that Trump deems “preferential treatment” based on race, sex, religion or “other protected characteristics.” This could include identity-based scholarships, affinity groups or support programs; hiring or promotion practices that prioritize one specific group over another; or designating certain spaces on campus for students of a particular identity.

    Then, officials added in the memo that the use of purportedly neutral characteristics, like geographic location and cultural competency, are also prohibited as they can be used as “substitutes” for protected characteristics and are therefore “unlawful proxies.”

    The department cited essay prompts that suggest applicants write about “overcoming obstacles” as an example, despite the fact that the Supreme Court explicitly said in its ruling on affirmative action that college applicants could still write about their experiences with racism, sexism or religious discrimination so long as universities did not use them to re-establish “the regime we hold unlawful today.”

    The memo also lists segregation and training that officials say promotes discrimination as violations of civil rights law, citing as examples race-based training sessions like “Black caucuses” and “white ally meetings” and measures for selecting contracts that prioritize female-owned businesses.

    But what UVA is required to do under the guidance could change depending on court decisions.

    2. Not Infringing Academic Freedom

    In the text of the agreement and various materials distributed by UVA, university officials appear to intentionally reinforce that these restrictions on admissions, hiring and extracurricular programing will not impede the university’s right to academic freedom.

    “The U.S. does not aim to dictate the content of academic speech or curricula, and no provision of this agreement, individually or taken together, shall be construed as giving the United States the authority to dictate the content of academic speech or curricula,” the sixth point of the agreement reads.

    Mahoney’s statement to the UVA committee, as well as a frequently asked questions page on the UVA website, emphasized similar points, saying that no “external monitor” would be involved and that UVA will address any compliance concerns raised by the DOJ independently.

    “Importantly, [the agreement] preserves the academic freedom of our faculty, students, and staff,” Mahoney wrote. “We will also redouble our commitment to … free expression, and the unyielding pursuit of ‘truth, wherever it may lead,’ as Thomas Jefferson put it.”

    This differs from the more recent Compact for Academic Excellence in Higher Education, which would require an institution to restrict employees from expressing political views on behalf of the institution and shut down departments that “punish, belittle” or “spark violence against conservative ideas.”

    3. Pausing Liability but Keeping the University Vulnerable

    The second line of the agreement makes it clear that the document is not “an admission, in whole or in part” and that UVA “expressly denies liability with respect to the subject matter of the investigations.”

    So, as long as UVA complies with the DOJ memo, the investigations will be closed and the university will no longer be at risk of having to pay a multimillion-dollar settlement fee or losing federal financial aid. But Goldschmidt from Thompson Coburn emphasized that such a scenario is “a big if.”

    “If the DOJ at any point finds that UVA did not comply, then everything gets reopened, and all the potential issues, penalties, etc. that could come from a federal civil rights investigation would fall back down on the institution,” he explained.

    And given that the DOJ’s memo is “the most aggressive document that we’ve seen reinterpreting Title VI civil rights laws,” Goldschmidt said, the risk is even greater. So while UVA has already made its decision, he suggested that other universities think it through before they do the same.

    “Schools would really want to think hard and deep about whether there is any wiggle room,” he said, “because the consequences of violating the DOJ’s memo are so strong.”

    Article was updated to reflect a clause in UVA’s agreement that the university is bound by the guidance so long as it remains and consistent with relevant judicial decisions.

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  • Black, Latino, International Populations Decline at Harvard

    Black, Latino, International Populations Decline at Harvard

    Joseph Prezioso/AFP/Getty Images

    The share of Black, Latino and international students in this year’s incoming Harvard University class declined from last year’s freshman class, The Washington Post reported.

    Black students made up 12 percent of the Class of 2029, down two percentage points from the previous year; Latino students comprise 11 percent of this year’s incoming class, compared to 16 percent last year. International student enrollment is also down, from 18 percent of last fall’s freshman class to 15 percent this year. Only eight international students deferred their admissions, despite reports that many international students were unable to arrive in the U.S. in time for fall classes due to visa issues.

    Harvard emphasized the incoming class’s geographic diversity, noting that students come from all 50 states and 92 countries. It also said 20 percent of the Class of 2029 are first-generation students.

    The data comes at a time when the Trump administration is attacking colleges for allegedly violating the Supreme Court’s ban on affirmative action by continuing to consider race in admissions—although admissions officials argue this isn’t happening. The administration specifically targeted Harvard earlier this year, ordering the institution to “cease all preferences based on race, color, national origin, or proxies thereof” in favor of “merit-based admissions.”

    Some colleges have stopped publicizing the racial makeup of their incoming classes this year, though it’s unclear if that’s related to the Trump administration’s scrutiny of admissions.

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