Tag: Campus

  • College campus counseling center usage and staffing

    College campus counseling center usage and staffing

    Counseling services are a key element of student retention in higher education due to elevated numbers of students reporting mental health conditions, but creating a sustainable practice that addresses students and staff needs remains a challenge, according to survey data from the Association for University and College Counseling Center Directors (AUCCCD).

    The association’s annual report, published Feb. 25, highlights a tapering off of the increased demand for mental health services from students, but continued pressure to support clinician and nonclinical staff members through challenging work conditions.

    Methodology

    The survey includes responses from 367 counseling center directors from the U.S. and its territories and 14 from other countries. The majority of respondents work at four-year institutions and urban campuses. The reporting period ranges from July 1, 2023, to June 30, 2024.

    Student engagement: While students continue to report high levels of mental health concerns, some counseling centers are seeing a decline in student demand.

    The majority of respondents at four-year institutions reported a decline or no change in the number of unique clients seen (68 percent) and the number of appointments provided (58 percent). Among two-year colleges, 33 percent reported a decrease in the number of unique clients seen and 43 percent reported a decrease in overall appointments provided.

    One in four counseling center directors (24 percent) indicated their centers did not have trouble meeting demand for services.

    Around 11 percent of students at four-year institutions accessed counseling services, and just under 5 percent of students at community colleges received counseling center support. “Centers at smaller schools served, on average, much larger proportions (8 to 19 percent) of their enrolled populations than centers at larger schools (7 to 8 percent),” according to the report.

    Student data indicated a correlation between student success and counseling center usage: 73 percent of clients reported that counseling services positively impacted their academic performance, and 71 percent said it helped them stay in school.

    Staffing: The four-year college had 9.2 full-time-equivalent clinical employees, while the average for community colleges was 4.5 employees. Around 2 percent of centers were staffed by only one person, but this was a decline compared to the year prior, when 3.5 percent of directors indicated they were a one-person center.

    Diversity of directors who completed the survey continues to rise, with 30 percent of respondents identifying as a person of color, up from 16 percent in the 2012–13 survey.

    Staff turnover remains a concern for college counseling centers, with 12 percent of all nontrainee clinical positions and 10 percent of all nontrainee positions turning over in the past fiscal year. The top reasons staff left their roles were low salary (48 percent) and work conditions (32 percent), though fewer staff cited leaving the field as a reason for departure this year, compared to prior surveys.

    Embedded counseling services remain limited, with around 30 percent of institutions utilizing counselors assigned to work within other departments. Athletics was the most frequently reported area where embedded clinicians work, followed by a specific school, student affairs office and residence life.

    Services: Most clinical sessions were delivered in person (81 percent), followed by video (15 percent) and phone (3 percent). This mirrors the Center for Collegiate Mental Health’s data, published earlier this year, which found 64 percent of clients received exclusively in-person counseling and 13 percent received video-only care.

    While a slight majority of centers do not have formal session limits (55 percent), 43 percent of institutions limit the number sessions a student can access by year, with some flexibility in the model. Only 0.6 percent of respondents indicated their campus has a hard session limit with no exceptions.

    Teletherapy continues to be a popular offering among institutions, with 53 percent of four-year institutions and 35 percent of community colleges employing a third-party vendor to provide services. Use by students varies widely, even among similarly sized institutions, but the average number of participating students was 453.

    “Overall, regardless of the type of service provided by a third-party vendor, the majority of directors reported utilization was less than hoped for or met their expectations,” according to the report.

    The number of unique students who attended a crisis appointment averaged across centers was 125, and the average number of crisis appointments was 166. A majority (65 percent) offered psychiatric services within the counseling center, elsewhere on campus or in both locations.

    In addition, a majority of respondents indicated their center provides formal or informal consultation services to the community.

    Looking ahead: While the report focuses on the previous fiscal year, there remains a need to continue to provide accessible and high-quality counseling services, says Cindy M. Bruns, survey coordinator for AUCCCD. “By fostering a supportive campus culture and ensuring that mental health resources are available, colleges can help students navigate political and social environments while promoting resilience and well-being.”

    Some counseling directors have noticed students are experiencing “elevated levels of anxiety, uncertainty, threats to their sense of safety and belonging on campus” due to federal action under the second Trump administration, Bruns says, which could prompt an increase in the number of students seeking services.

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  • A Pa. community college campus closes in-person programs

    A Pa. community college campus closes in-person programs

    Butler County Community College is discontinuing credit-bearing, in-person programs at its LindePointe campus in response to enrollment troubles and the looming demographic cliff in Pennsylvania. The programs are scheduled to continue through the spring semester and shut down in August.

    Enrollment at the LindePointe campus has fallen sharply, from 300 students in fall 2014 to 45 in fall 2024, with a particularly steep drop during the pandemic, according to a news release from the college Tuesday.

    “Our numbers simply have not rebounded to a sustainable level,” Joshua Novak, vice president for student affairs and enrollment management, said in the release.

    College leaders estimate ending in-person programs will save approximately $450,000 annually.

    Students in Mercer County, where the LindePointe campus is located, will still be able to take online classes and participate in dual-enrollment and workforce training programs, including training in emergency medical and fire services at a local fire department. The college has promised to create degree-completion plans for each student, which may include online courses or classes taught at its five other locations. All the other campuses continue to offer in-person courses for credit. It’s unclear what will happen to LindePointe faculty and staff, though the college plans to “explore opportunities” for them, including potential reassignments, according to the release.

    The move comes after the college previously considered but didn’t ultimately move forward with plans to teach its LindePointe courses and programs at Pennsylvania State University at Shenango as part of a potential partnership between the two institutions.

    “While we looked at potential partnerships and alternative models, we could not identify a solution that was feasible long term,” Megan Coval, the college’s interim president, said in the release.

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  • Not all campus cuts last month were driven by Trump

    Not all campus cuts last month were driven by Trump

    February was a tumultuous month for higher education as President Donald Trump’s agenda began to take shape. His barrage of executive actions threatened federal funding and created uncertainty for colleges, prompting some to freeze hiring and others to pause graduate school admissions.

    Even wealthy institutions like the Massachusetts Institute of Technology and Stanford University enacted hiring freezes last month, while Northwestern University paused both hiring and compensation increases, in addition to other moves.

    Some institutions were more severely affected by the Trump cuts than others. Federally run tribal colleges like Haskell Indian Nations University and Southwestern Indian Polytechnic Institute lost multiple staff members as the Office of Personnel Management laid off many probationary employees.

    But the cuts below are not tied to Trump—at least not directly.

    The latest installment of Inside Higher Ed’s monthly roundup of personnel and program cuts at colleges finds those changes largely propelled by financial issues tied to the usual suspects: declining enrollment and rising operational costs.

    Catholic University of America

    Facing a $30 million structural deficit, the Washington, D.C.-based institution has eliminated 16 positions in the Center for Academic and Career Success and is transitioning to a faculty advising model.

    The position of vice president for student affairs was also cut, and CUA has launched a voluntary faculty separation program for full-time faculty with 10 or more years of service, according to an email from President Peter Kilpatrick that was obtained by Inside Higher Ed.

    A reorganization of CUA’s colleges is also planned.

    “While the specific form of these changes continues to evolve through consultation, the need for substantive reorganization and consolidation is certain,” Kilpatrick wrote in an email to campus.

    One former employee, speaking on condition of anonymity, questioned the rationale behind cuts to advising. They told Inside Higher Ed that faculty are already overworked and underpaid and expressed concern about advising responsibilities, which they believe were better left to the ousted advisers.

    CUA confirmed 16 job cuts within the Center for Academic and Career Success to Inside Higher Ed but did not address other personnel reductions.

    Western Washington University

    Officials at the public four-year institution in Bellingham have expanded a plan to lay off employees.

    Initially, the university planned to cut 55 jobs, but that has now grown to 74, Cascadia Daily reported. Three dozen of those 74 positions targeted for elimination are currently vacant.

    The cuts are in response to an $18 million budget deficit. WWU has thus far shaved off $13 million, but the remaining $5 million means that even more cuts could be on the horizon.

    “At this time, we are still working to identify reductions for the remaining $5 million gap. While we are making significant reductions now, our financial position will continue to evolve based on state funding and enrollment trends. More changes may be necessary, and we will provide updates as soon as decisions are made,” officials wrote on a frequently asked questions page.

    Columbia-Greene Community College

    Grappling with financial challenges, the college in Hudson, N.Y., laid off 17 employees late last month as part of a sustainability plan, The Daily Gazette reported.

    Additionally, 11 tenured faculty members accepted retirement incentives.

    A college spokesperson declined to provide specifics, calling the layoffs a human resources matter, but told the newspaper that affected positions include faculty, staff and administrators.

    Spring Hill College

    Six majors and nine faculty members are on the way out at the private, Catholic college in Alabama, which dropped academic programs and cut jobs as part of budget cuts, WKRG reported.

    The TV station reported that enrollment dropped by almost 25 percent in recent years, from 1,200 before the coronavirus pandemic to 920 currently, though numbers are trending up for this fall.

    The majors cut were biochemistry, chemistry, history, philosophy, secondary education and studio art. A studio art minor was also eliminated.

    Tuskegee University

    An unspecified number of employees have been laid off at Tuskegee University, WSFA reported.

    The private, historically Black university in Alabama declined to specify the number of layoffs, but the TV station reported that employees told them the job cuts arrived abruptly—giving them little time to clean out their desks—and affected personnel in the university’s veterinary program.

    “Tuskegee University is always exploring opportunities to provide a stellar academic experience for our students,” university officials said in a statement. “Staffing adjustments are part of that process. These adjustments did not include academic leadership and are minimal in number.”

    Our Lady of the Lake University

    Amid a “realignment” process, the private, Catholic institution in San Antonio plans to cut academic programs and faculty jobs, though specific details have not been released, Texas Public Radio reported.

    “As part of the realignment process, some academic programs will be discontinued and we will modify some academic programs,” university officials wrote on a frequently asked questions page about the coming changes. “We will also reduce some full-time and part-time faculty positions. Some programs have had dwindling interest from students, to the point where they are no longer viable as stand-alone degree plans. Others are trending in that direction.”

    The university cited the need to boost enrollment, following recent declines. Though not mentioned on the FAQ page, OLLU has also faced significant legal expenses in recent years due to a 2022 data breach that affected nearly 42,000 employees and resulted in a settlement.

    Franklin & Marshall College

    Cuts are coming this spring to the private liberal arts college in Pennsylvania, LancasterOnline reported.

    Franklin & Marshall president Barbara Altmann wrote in a message to employees that the move was “one piece of a strategic financial sustainability plan.” She added that the college has already made various efforts to trim expenses, including by eliminating vacant positions.

    Job cuts are expected in April, though an exact number has not been specified publicly.

    “Although the plan is not yet finalized, we are evaluating potential cuts to provide more stability for the entire community going forward. This plan will need to include a reduction in workforce, meaning the strategic elimination of some employee positions, rather than relying on attrition,” Altmann wrote in an email published by LancasterOnline.

    Southern Illinois University–Edwardsville

    Due to a budget deficit of more than $10 million, cuts are expected to both academic programs and jobs at Southern Illinois University–Edwardsville, The St. Louis-Post Dispatch reported.

    In an email to campus, Chancellor James Minor wrote that the university “is not in a financial crisis” but has “long-standing structural imbalances in our budget that must be addressed.”

    That plan will include possible changes to academic programs, early retirement incentives and the “consolidation, reduction or elimination of some positions,” according to Minor’s email. Early retirement incentives will be rolled out this spring.

    Minor did not specify a timeline for job and program cuts or a target number of reductions.

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  • Five strategies for improving campus career centers (opinion)

    Five strategies for improving campus career centers (opinion)

    For decades, work-life balance has been seen as the gold standard of career success. The idea suggests that professionals should allocate time and energy evenly between work and personal life, ensuring equilibrium between competing responsibilities. But in reality, balance is often an illusion—an unattainable tightrope walk that leaves individuals feeling guilty, unfulfilled and stretched too thin.

    The workforce of today—and especially the workforce of tomorrow—no longer aspires to a segmented life. Instead, workers seek career and life integration, a holistic approach where career, personal growth and well-being are deeply interconnected. Unlike the concept of work-life balance, which implies a constant trade-off, career and life integration builds synergy between personal and professional aspirations.

    Workday’s Global Workforce Report found that employees who perceive their work as meaningful feel 37 percent more accomplished than those who don’t, even when facing workloads they describe as “challenging.” An Inside Higher Ed Career Advice piece written by a University of Michigan administrator explored the importance of integrating values into the career exploration process. Additionally, research highlighted in the Journal of Personality indicates that young adults’ personal values significantly influence their career-related preferences, suggesting a strong desire for roles that reflect their core values. ​

    If higher ed institutions continue to treat career development as separate from personal well-being, they will fail to meet the evolving needs of students and professionals alike. Career centers must evolve into career and life design labs—hubs of lifelong guidance, personal development and future readiness. This piece outlines five strategic imperatives that institutions must embrace to lead this transformation.

    1. Moving from work-life balance to career and life integration.

    The traditional work-life balance model assumes a strict separation between career and personal life, often emphasizing boundaries rather than synergy. The statistics tell a compelling story:

    • A Deloitte study found that 66 percent of employees report feeling chronically overworked or burned out despite efforts to maintain work-life balance.
    • Research from Gallup indicates that 76 percent of millennials believe a successful career should seamlessly integrate with personal fulfillment rather than be kept separate.
    • A recent Moodle study indicates that job burnout has reached an all-time high of 66 percent in 2025. ​

    Campus career services leaders must reframe their approach. Students need tools to design careers that complement their life aspirations rather than forcing them to choose between professional success and personal fulfillment.

    Most students and alumni struggle with clarity—they pursue careers based on external pressures rather than intrinsic motivations. Career centers must facilitate career and life vision workshops to help individuals align their inner purpose with external opportunities. By integrating career and life design principles into career services, institutions empower students to prototype different pathways, develop adaptability and connect their academic and professional lives with personal meaning.

    By using a reflective, experiential approach, students learn that career development is not a rigid ladder but a fluid, evolving process.

    1. Integrating emotional agility into career coaching.

    One of the greatest barriers to success is not external—it’s internal. It is not a lack of skills. It is a lack of confidence, clarity and emotional agility. Many students enter the workforce grappling with impostor syndrome, career anxiety and fear of failure. A research study titled “The Impostor Phenomenon,” published in the International Journal of Behavioral Science, shows that over 70 percent of people experience impostor syndrome at some point in their lives.

    Institutions must integrate emotional intelligence training into their strategic plans. Students need to learn how to navigate career uncertainty with resilience rather than fear. Instead of merely offering job search strategies, career coaches should incorporate cognitive reframing techniques to help students shift from self-doubt to empowerment. This involves helping students recognize negative thought patterns and replace them with action-oriented mindsets.

    For instance, instead of viewing rejection as a failure, students should be encouraged to see it as an iteration in the career and life design process. Career setbacks, industry changes and professional pivots are inevitable.

    Practical steps for career centers:

    • Train career coaches in cognitive-behavioral coaching techniques to help students recognize and reframe self-limiting narratives.
    • Integrate self-awareness exercises that help students identify core fears (of failure, rejection or inadequacy) and develop action plans to overcome them with emotional strength.
    • Provide group coaching sessions focused on overcoming impostor syndrome, building confidence and developing a growth mindset.
    • Use AI-driven career reflection tools to help students track their confidence growth over time.
    • Incorporate mindfulness practices and journaling into safe spaces and welcoming career and life design studios to help students reframe failure as part of their evolving unique narrative.

    Emotional agility is a core component of career development. Success today isn’t about having the perfect career path—it’s about navigating uncertainty with emotional agility. Career services must equip students with resilience and adaptability to thrive in ever-changing industries.

    1. Merging personal, career and professional development.

    Career and life design should be deeply personal, shaped by self-awareness, curiosity and personal reflection. We mention “personal” first, because we begin with the person.

    Career services has historically focused on résumé reviews, job placement and networking strategies—important elements, but not enough for long-term success. A 2023 report by the National Association of Colleges and Employers found that students who integrate personal development with career planning—through leadership training, mentorship and values-based exploration—are significantly more career-ready upon graduation. Rather than pushing students toward the highest-paying or most prestigious jobs, career centers should help them define success on their own terms.

    Practical steps for career centers:

    • Develop integrated mentorship networks that connect students with professionals who exemplify career and life integration.
    • Help students build personalized business plans that help them take ownership of the story they are both writing and telling.
    • Leverage design thinking principles, encouraging students to experiment with career pathways that embrace uncertainty, adaptability and iterative learning rather than rigid, predetermined plans.

    AI can assist in career trajectory mapping, skills assessment and predictive job market insights, while human coaches focus on deep coaching, the power of stories and career and life integration strategies.

    1. Considering AI-powered hyperpersonalized career coaching.

    While traditional career advising has relied heavily on in-person interactions, the next evolution of career services will be AI-empowered, data-informed and hyperpersonalized. AI-driven career exploration tools can analyze a student’s experiences to offer real-time, customized career insights. AI agents such as the 24-7 virtual Career and Life Design Lab provide personalized career simulations, self-actualization exercises and self-realization insights to help individuals align their career paths with their purpose.

    This mindset shift in career services will blend AI and human coaching. AI can assist in career trajectory mapping, skills assessment and predictive job market insights, while human coaches focus on deep coaching, the power of stories and career and life integration strategies. This synergy allows for scalable yet deeply personalized career services.

    Practical steps for career centers:

    • Integrate AI-driven solutions and experiential learning methodologies.
    • Introduce future-self mapping, where students interview their future selves and map out short- and long-term goals.
    • Use reverse-engineering techniques, working backward from the desired impact to identify the necessary skills, experiences and trajectories.
    • Implement AI-powered career simulations, allowing students to test and refine career decisions in a risk-free environment that tackles limiting beliefs and impostor syndrome.
    1. Scaling lifelong learning beyond graduation.

    The future of work demands continuous upskilling, reskilling and career agility. Institutions must create a culture of lifelong learning, where students and alumni receive ongoing support throughout their careers. Career services must expand their scope to lifelong learning and helping students and alumni develop not résumés, but portfolios of experiences.

    Practical steps for career centers:

    • Create career and life integration circles, where alumni engage in peer coaching, mentorship and accountability partnerships.
    • Offer subscription-based career services, ensuring alumni have access to coaching, upskilling and career reinvention programs throughout their professional lives.
    • Establish annual career and life re-evaluation workshops, helping alumni recalibrate their career and life vision.

    Conclusion: The New Paradigm

    The future of work is not about balance. It is about integration. By embedding the career and life design theoretical framework into institutional frameworks, universities can better equip students for a rapidly changing world. Colleges and universities that fail to adapt will be left behind, while those that embrace career and life design—leveraging both AI and a holistic approach to personal, career and professional development—will supercharge their teams with scale and empower students to craft lives of purpose, adaptability and lasting impact.

    The question is no longer whether career centers should evolve—it is whether they can afford not to.

    Does your career center offer group coaching sessions focused on confidence building, growth mindset or related topics? Tell us about it.

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  • A new Utah law has caused the University of Utah to severely limit DEI initiatives on campus, in a case study of what might happen in other states

    A new Utah law has caused the University of Utah to severely limit DEI initiatives on campus, in a case study of what might happen in other states

    SALT LAKE CITY — Nineteen-year-old Nevaeh Parker spent the fall semester at the University of Utah trying to figure out how to lead a student group that had been undercut overnight by matters far beyond student control.

    Parker, the president of the Black Student Union, feared that a new Utah law banning diversity, equity and inclusion efforts at public colleges had sent a message to students from historically marginalized groups that they aren’t valued on campus. So this spring, while juggling 18 credit hours, an internship, a role in student government and waiting tables at a local cafe, she is doing everything in her power to change that message.

    Because the university cut off support for the BSU — as well as groups for Asian American and for Pacific Islander students — Parker is organizing the BSU’s monthly meetings on a bare-bones budget that comes from student government funding for hundreds of clubs. She often drives to pick up the meeting’s pizza to avoid wasting those precious dollars on delivery fees. And she’s helping organize large community events that can help Black, Asian and Latino students build relationships with each other and connect with people working in Salt Lake City for mentorship and professional networking opportunities.

    Nineteen-year-old University of Utah student Nevaeh Parker is working hard to keep the Black Student Union going after the organization lost financial support.  Credit: Image provided by Duncan Allen

    “Sometimes that means I’m sacrificing my grades, my personal time, my family,” Parker, a sophomore, said. “It makes it harder to succeed and achieve the things I want to achieve.”

    But she’s dedicated to keeping the BSU going because it means so much to her fellow Black students. She said several of her peers have told her they don’t feel they have a place on campus and are considering transferring or dropping out.

    Utah’s law arose from a conservative view that DEI initiatives promote different treatment of students based on race, ethnicity, gender or sexuality. House Bill 261, known as “Equal Opportunity Initiatives,” which took effect last July, broadly banished DEI efforts and prohibited institutions or their representatives speaking about related topics at public colleges and government agencies. Violators risk losing state funding.

    Now President Donald Trump has set out to squelch DEI work across the federal government and in schools, colleges and businesses everywhere, through DEI-related executive orders and a recent “Dear Colleague” letter. As more states decide to banish DEI, Utah’s campus may represent what’s to come nationwide.

    Related: Interested in more news about colleges and universities? Subscribe to our free biweekly higher education newsletter.

    Because of the new state law, the university last year closed the Black Cultural Center, the Center for Equity and Student Belonging, the LGBT Resource Center and the Women’s Resource Center – in addition to making funding cuts to the student affinity groups.

    In place of these centers, the university opened a new Center for Community and Cultural Engagement, to offer programming for education, celebration and awareness of different identity and cultural groups, and a new Center for Student Access and Resources, to offer practical support services like counseling to all students, regardless of identity.

    For many students, the changes may have gone unnoticed. Utah’s undergraduate population is about 63 percent white. Black students are about 1 percent, Asian students about 8 percent and Hispanic students about 14 percent of the student body. Gender identity and sexuality among students is not tracked.

    For others, however, the university’s racial composition makes the support of the centers that were eliminated that much more significant.

     In response to a new state law that broadly banned diversity, equity and inclusion efforts, the University of Utah closed its Center for Equity and Student Belonging, the Black Cultural Center, the Women’s Resource Center and the LGBT Resource Center. Credit: Olivia Sanchez/The Hechinger Report

    Some — like Parker — have worked to replace what was lost. For example, a group of queer and transgender students formed a student-run Pride Center, with support from the local Utah Pride Center. A few days a week, they set up camp in a study room in the library. They bring in pride flags, informational fliers and rainbow stickers to distribute around the room, and sit at a big table in case other students come looking for a space to study or spend time with friends.

    Lori McDonald, the university’s vice president of student affairs, said so far, her staff has not seen as many students spending time in the two new centers as they did when that space was the Women’s Resource Center and the LGBT Resource Center, for example.

    “I still hear from students who are grieving the loss of the centers that they felt such ownership of and comfort with,” McDonald said. “I expected that there would still be frustration with the situation, but yet still carrying on and finding new things.”

    One of the Utah bill’s co-sponsors was Katy Hall, a Republican state representative. In an email, she said she wanted to ensure that support services were available to all students and that barriers to academic success were removed.

    “My aim was to take the politics out of it and move forward with helping students and Utahns to focus on equal treatment under the law for all,” Hall said. “Long term, I hope that students who benefitted from these centers in the past know that the expectation is that they will still be able to receive services and support that they need.”

    The law allows Utah colleges to operate cultural centers, so long as they offer only “cultural education, celebration, engagement, and awareness to provide opportunities for all students to learn with and from one another,” according to guidance from the Utah System of Higher Education.

    Given the anti-DEI orders coming from the White House and the mandate from the Department of Education earlier this month calling for the elimination of any racial preferences, McDonald said, “This does seem to be a time that higher education will receive more direction on what can and cannot be done.”

    But because the University of Utah has already had to make so many changes, she thinks that the university will be able to carry on with the centers and programs it now offers for all students.

    Related: Facing legal threats, colleges back off race-based programs

    Research has shown that a sense of belonging at college contributes to improved engagement in class and campus activities and to retaining students until they graduate. 

    “When we take away critical supports that we know have been so instrumental in student engagement and retention, we are not delivering on our promise to ensure student success,” said Royel M. Johnson, director of the national assessment of collegiate campus climates at the University of Southern California Race and Equity Center.

    Creating an equitable and inclusive environment requires recognizing that there is no one-size-fits-all approach to supporting students, said Paulette Granberry Russell, president of the National Association of Diversity Officers in Higher Education. A student who grew up poor may not have had the same opportunities in preparing for college as a student from a wealthy or middle-class family. Students from some minority groups or those who are the first in their family to go to college may not understand how to get the support they need.

    “This should not be a situation where our students arrive on campus and are expected to sink or swim,” she said.

    Student Andy Whipple wears a beaded bracelet made at a “Fab Friday” event hosted by the LGBT Resource Center at the University of Utah. The LGBT Resource Center was closed recently to comply with a new state law that limits diversity, equity and inclusion work. Credit: Olivia Sanchez/The Hechinger Report

    Kirstin Maanum is the director of the new Center for Student Access and Resources; it administers scholarships and guidance previously offered by the now-closed centers. She formerly served as the director of the Women’s Resource Center.

    “Students have worked really hard to figure out where their place is and try to get connected,” Maanum said. “It’s on us to be telling students what we offer and even in some cases, what we don’t, and connecting them to places that do offer what they’re looking for.”

    That has been difficult, she said, because the changeover happened so quickly, even though some staffers from the closed centers were reassigned to the new centers. (Others were reassigned elsewhere.)

    “It was a heavy lift,” Maanum said. “We didn’t really get a chance to pause until this fall. We did a retreat at the end of October and it was the first time I felt like we were able to really reflect on how things were going and essentially do some grief work and team building.”

    Before the new state law, the cultural, social and political activities of various student affinity groups used to be financed by the university — up to $11,000 per group per year — but that money was eliminated because it came from the Center for Equity and Student Belonging, which closed. The groups could have retained some financial support from the university if they agreed to avoid speaking about certain topics considered political and to explicitly welcome all students, not just those who shared their race, ethnicity or other personal identity characteristics, according to McDonald. Otherwise, the student groups are left to fundraise and petition the student government for funding alongside hundreds of other clubs.

    Related: Tracking Trump — a week-by-week look at his actions on education

    Parker said the restrictions on speech felt impossible for the BSU, which often discusses racism and the way bias and discrimination affect students. She said, “Those things are not political, those things are real, and they impact the way students are able to perform on campus.”

    She added: “I feel as though me living in this black body automatically makes myself and my existence here political, I feel like it makes my existence here debatable and questioned. I feel like every single day I’m having to prove myself extra.”

    In October, she and other leaders of the Black Student Union decided to forgo being sponsored by the university, which had enabled traditional activities such as roller skating nights, a Jollof rice cook-off (which was a chance to engage with different cultures, students said) and speaker forums.

    Alex Tokita, a senior who is the president of the Asian American Student Association, said his group did the same. To maintain their relationship with the university by complying with the law, Tokita said, was “bonkers.”

     Alex Tokita, a senior at the University of Utah, is the president of the Asian American Student Association. The organization chose to forgo university sponsorship because it did not want to comply with a new state law that restricts speech on certain topics. Credit: Olivia Sanchez/The Hechinger Report

    Tokita said it doesn’t make sense for the university to host events in observation of historical figures and moments that represent the struggle of marginalized people without being able to discuss things like racial privilege or implicit bias.

    “It’s frustrating to me that we can have an MLK Jr. Day, but we can’t talk about implicit bias,” Tokita said. “We can’t talk about critical race theory, bias, implicit bias.” 

    As a student, Tokita can use these words and discuss these concepts. But he couldn’t if he were speaking on behalf of a university-sponsored organization.

    LeiLoni Allan-McLaughlin, of the new Center for Community and Cultural Engagement, said that some students believe they must comply with the law even if they are not representing the university or participating in sponsored groups.

    “We’ve been having to continually inform them, ‘Yes, you can use those words. We cannot,’” Allan-McLaughlin said. “That’s been a roadblock for our office and for the students, because these are things that they’re studying so they need to use those words in their research, but also to advocate for each other and themselves.”

    Related: Cutting race-based scholarships blocks path to college, students say

    Last fall, Allan-McLaughlin’s center hosted an event around the time of National Coming Out Day, in October, with a screening of “Paris Is Burning,” a film about trans women and drag queens in New York City in the 1980s. Afterward, two staff members led a discussion with the students who attended. They prefaced the discussion with a disclaimer, saying that they were not speaking on behalf of the university.

    Center staffers also set up an interactive exhibit in honor of National Coming Out Day, where students could write their experiences on colorful notecards and pin them on a bulletin board; created an altar for students to observe Día de los Muertos, in early November, and held an event to celebrate indigenous art. So far this semester, the center has hosted several events in observance of Martin Luther King Jr. Day and Black History Month, including an educational panel, a march and a pop-up library event.

    Such events may add value to the campus experience overall, but students from groups that aren’t well represented on campus argue that those events do not make up for the loss of dedicated spaces to spend time with other students of similar backgrounds.

     Sophomore Juniper Nilsson looks at a National Coming Out Day exhibit in the student union at the University of Utah. The exhibit was set up by the new Center for Community and Cultural Engagement. Credit: Olivia Sanchez/The Hechinger Report

    For Taylor White, a recent graduate with a degree in psychology, connecting with fellow Black students through BSU events was, “honestly, the biggest relief of my life.” At the Black Cultural Center, she said, students could talk about what it was like to be the only Black person in their classes or to be Black in other predominantly white spaces. She said without the support of other Black students, she’s not sure she would have been able to finish her degree. 

    Nnenna Eke-Ukoh, a 2024 graduate who is now pursuing a master’s in higher educational leadership at nearby Weber State University, said it feels like the new Center for Community and Cultural Engagement at her alma mater is “lumping all the people of color together.”

    “We’re not all the same,” Eke-Ukoh said, “and we have all different struggles, and so it’s not going to be helpful.”

    Contact staff writer Olivia Sanchez at 212-678-8402 or osanchez@hechingerreport.org.

    This story about campus DEI initiatives was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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  • Stanford drops plan to buy Bay Area campus

    Stanford drops plan to buy Bay Area campus

    Stanford University backed off a plan, almost four years in the making, to buy the Notre Dame de Namur University campus in nearby Belmont, Calif., the San Francisco Chronicle reported.

    “The university arrived at this decision after evaluating many factors, some of which could not be anticipated when Stanford first entered into an option purchase agreement with NDNU almost four years ago,” Stanford officials wrote in a Tuesday statement announcing the decision.

    Officials added that as the university was “exploring possible academic uses for a Stanford Belmont campus,” it became clear “that identifying and establishing those uses for a potential Belmont campus will take significantly longer than we initially planned.”

    Administrators also seemed to hint at potential financial concerns, as President Donald Trump has sought—unsuccessfully, so far—to cap reimbursements for indirect research costs funded by the National Institutes of Health, which experts have warned will harm research universities. 

    “The landscape for research universities has changed considerably since Stanford entered into the option purchase agreement with NDNU,” Stanford officials wrote. “These changes are resulting in greater uncertainties and a different set of institutional and financial challenges for Stanford.”

    In their own statement, NDNU officials noted the university would continue to seek a buyer and expressed disappointment that the sale had fallen through.

    Notre Dame de Namur has sought to sell the Belmont campus near Palo Alto since it shrank its offerings and moved a number of its programs online in 2021 amid financial challenges that pushed it to the brink of closure. Now the private Roman Catholic institution is focused on graduate education and offers a mix of in-person, hybrid and online programs.

    Officials had expected the sale of the Belmont campus to provide a financial boon.

    “Our focus remains on finding a buyer who will preserve and honor the historical significance of this beautiful campus and continue to serve the community-oriented mission that has long been a cornerstone of Notre Dame de Namur University,” NDNU president Beth Martin wrote.

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  • New TEQSA commissioners announced | Campus Review

    New TEQSA commissioners announced | Campus Review


    The two new leaders of the Tertiary Education Quality and Standards Agency (TEQSA) were announced on Tuesday.

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  • Few students protest Trump’s executive orders on campus

    Few students protest Trump’s executive orders on campus

    As President Donald Trump churned out more than 80 executive orders over the past three weeks, sending the higher education community into a panic, some students were surprised to see a lack of campus protests—even at institutions traditionally rife with activism.

    “I haven’t seen a whole lot, which is kind of uncharacteristic of our campus,” said Alana Parker, a student at American University in Washington, D.C. Though she’s heard of certain student political groups protesting on Capitol Hill, things have been quiet on campus.

    “I don’t really know why that is, because, in my opinion, there should be more of an outcry. But from my perspective, I think people feel really disenfranchised and like there’s nothing we can do,” she said.

    It’s a stark contrast from two semesters ago, when AU was one of dozens of campuses that made national news after pro-Palestinian students set up encampments in opposition to their universities’ investments in companies with ties to Israel.

    Students and faculty at AU—and on campuses across the nation—also protested in 2017 after Trump prohibited individuals from seven majority-Muslim nations from entering the United States, according to a news report from the time.

    Angus Johnston, a historian of student protest movements and a professor at Hostos Community College, said that he’s not entirely surprised that campuses seem relatively calm. Over the past 20 years, institutions have grown less and less permissive of student protests, culminating in a harsh crackdown on pro-Palestinian protests in spring 2024—in some cases involving police arrests. Since then, many campuses have introduced new—or enforced existing—rules restricting when, where and how students can demonstrate.

    Aron Ali-McClory, a national co-chair of the Young Democratic Socialists of America, said that universities’ restrictions on free speech are “100 percent a factor” in why there aren’t many protests happening on campuses right now.

    But they noted that the YDSA is mobilizing, just in different ways. Many campus chapters are currently focused on campaigning for their institutions to become “sanctuary campuses,” in the vein of sanctuary cities, municipalities that do not comply with federal immigration laws. Ali-McClory said the chapters involved in that movement are currently distributing petitions, informing their peers about the movement and handing out “know your rights” materials that aim to inform immigrants of how to handle conversations and interactions with immigration officers.

    “Looking at what our YDSA chapters are doing across the country, we’re seeing people pivoting to meet the moment on their campus. A lot of that looks less like, ‘Let’s go out and do a protest’ and more, ‘How do we make material gains when the cards are stacked against us?’” they said.

    Parker, the AU student, has also chosen to make her voice heard in a different way. An editor of the student newspaper, The Eagle, she and her colleagues penned a staff editorial calling on the university to speak out against Trump’s executive orders, particularly those targeting immigrants and diversity, equity and inclusion efforts. She said the article seemed to be effective: A few days after its publication, the institution sent an email to the campus community, signed by President Jonathan Alger, outlining resources available for immigrant students and employees.

    Alger also addressed DEI, writing, “As we continue fostering an inclusive and welcoming community, we are working with teams across campus to determine the impacts on our inclusive excellence strategy and programs.”

    ‘A Powerful Force’

    A handful of campuses have seen protests, primarily in response to their institutions taking steps to comply with Trump’s executive orders by shuttering DEI offices or removing DEI-related language and resources from webpages, for example.

    At Missouri State University, students staged a protest after administrators announced they would close the Office of Inclusive Engagement and end other DEI programs “in response to changes nationwide and anticipated actions regarding DEI at the state level.”

    According to the student newspaper, The Standard, 50 students gathered outside the main administrative building on Jan. 31 to call for the removal of the university’s president and to advocate for the passage of two bills that would require Missouri schools to teach about Black history and “the dehumanization of marginalized groups.”

    At Stanford University, a group of about 15 students participated in a chalking event, writing messages of dissent, like “DEI makes Stanford Stanford,” on bike paths around White Plaza, a central outdoor area on campus.

    “Here at Stanford, the important thing to me was that my leaders at my school knew that there would be people who would resist anything that they did to cave to Trump,” said freshman Turner Van Slyke, who organized the demonstration. “I think those leaders just knowing that there’s going to be resistance can be a powerful force for maintaining decency against Trump.”

    Various other student news sources have reported that students at their institutions have joined outside groups in protesting at their state capitols, hoping to register their objections to Trump’s orders with governors and state representatives.

    Johnston noted that more protests may erupt elsewhere as students begin to see the ways that the executive orders are impacting their campuses more directly.

    “There’s a lot of stuff that is happening now that is essentially a hand grenade or a time bomb that’s going to explode in days or weeks or months,” he said. “To a large extent, I think this stuff is not having direct impact on a lot of [students] as of yet. Some stuff may be beginning to percolate down to the campus level. But a lot of this is real stuff that is happening, but the effects of it are not being felt directly by students just yet.”

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  • Campus closures, mergers, cuts, and crises at the start of 2025 (Bryan Alexander)

    Campus closures, mergers, cuts, and crises at the start of 2025 (Bryan Alexander)

    Today, while Trump continues to flood the zone, I want to establish a
    sense of what the higher education baseline was before he cut loose. 
    As the new administration goes even more energetically after academia
    I’d like to share some data about our sector’s standing.

    Last year I tracked cuts and crises afflicting dozens of campuses.  I
    posted roughly every months, noting program cuts, institutional
    mergers, and campus closures, as well as financial crises likely to
    cause same: March 1March 20March 28, April, MayJuneJulySeptember, November. Today I’ll continue that line for the reasons I’ve previously given:
    to document key stories in higher education; to witness human suffering;
    to point to possible directions for academia to take.  In addition, I
    want to help paint a picture of the world Trump is starting to attack.

    Some caveats: I’m doing this in haste, between the political chaos
    and a stack of professional deadlines, which means the following will be
    more telegraphic than usual.  I may well have missed some stories, so
    please let me know in comments.

    Closing colleges and universities

    Philadelphia’s University of the Arts closed in 2024. Now different
    actors are angling for its physical remains.  Temple University purchased an iconic building, Quadro Bay bought another, and while more bids appear.

    Mergers

    Gannon University (Catholic, Pennsylvania) and Ursuline College (Catholic, Ohio) agreed to merge by this December.  The idea is to synthesize complementary academic offers and provide institutional stability, it seems.

    Seattle University (Jesuit, Washington state) and the Cornish College of the Arts (private, Washington) also agreed to merge.  As with the Lake Erie schools, one motivation is to expand curricular offerings:

    Emily Parkhust, Cornish’s interim president, said the deal opens new doors for the tiny school’s nearly 500 students.

    “This strategic combination will allow our students opportunities
    that we simply weren’t able to offer and provide at a small arts
    college,” she said. “Such as the opportunity to take business classes,
    computer courses, pursue master’s degree programs, engage in college
    sports — and even swim in a pool.”

    Financial problems also played a role: “Cornish declared it was undergoing a financial emergency in 2020, and this year, Seattle University paused hiring as it faces a $7.5 million deficit.”

    The Universidad Andres Bello (Universidad Andrés Bello; private, Chile) purchased Post University (for-profit, Connecticut).

    Campuses cutting programs and jobs

    In this series I’ve largely focused on the United States for the
    usual reasons: the sheer size and complexity of the sector; limited
    time. But in my other writing I’ve noted the epochal crisis hitting
    Canadian higher education, as the nation’s decision to cut international
    enrollment has struck institutional finances.   Tony Bates offers a good backgrounder.  Alex Usher’s team set up an excellent website tracking the resulting retrenchment.

    British higher education is also suffering, partly for the reasons
    that nation’s economy is hurting: negative effects of Brexit, energy
    problems stemming from the Ukraine war, and political fecklessness. For
    one example I find the University of Hull (public research) which is combining 17 schools into 11 and ending its chemistry program, all for financial reasons. Cardiff University (Prifysgol Caerdydd; public research) cut 400 full time jobs, also for financial reasons:

    Vice-Chancellor Professor
    Wendy Larner defended the decision to cut jobs, saying the university
    would have become “untenable” without drastic reforms.

    The job role cuts are only a
    proposal, she said, but insisted the university needed to “take
    difficult decisions” due to the declining international student
    applications and increasing cost pressures.

    Prof Larner said the
    university is not alone in its financial struggles, with most UK
    universities grappling with the “broken” funding system.

    Back in the United States, Sonoma State University (public university, part of California State University system) announced a massive series of cuts.

    “approximately 46 university faculty – both tenured and
    adjunct – will receive notice that their contracts will not be renewed
    for 2025-26. Additional lecturers will receive notice that no work will
    be available in fall 2025… Four management positions and 12 staff
    positions also will be eliminated.”

    The university will shut down a group of departments: “Art History,
    Economics; Geology; Philosophy; Theater and Dance; and Women and Gender
    Studies.”

    (These are the kind of cuts I’ve referred to as “queen sacrifices,”
    desperate moves to cut a school’s way to survival.  The term comes from
    chess, where a player can give up their most powerful piece, the queen.
    In my analogy tenured faculty represent that level of relative power.)

    There will be some consolidation (“The college also plans to merge
    the Ethnic Studies departments (American Multicultural Studies, Chicano
    and Latino Studies, and Native American Studies) into one department
    with one major”) along with ending a raft of programs:

    Administrative Services Credential in ELSE; Art
    History BA; Art Studio BFA; Dance BA; Earth and Environmental Sciences
    BA; Economics BA; Education Leadership MA; English MA; French BA;
    Geology BS; German Minor; Global Studies BA; History MA;
    Interdisciplinary Studies BA; Interdisciplinary Studies MA; Philosophy
    BA; Physical Science BA; Physics BA; Physics BS; Public Administration
    MPA; Spanish MA; Theatre Arts BA; Women and Gender Studies BA.

    Additionally, and unusually, SSU is also ending student athletics:
    “The University will be removing NCAA Division II athletics entirely,
    involving some 11 teams in total.”

    What lies behind these cuts?  My readers will not be surprised to learn that enrollment decline plays a role, but might be shocked by the decline’s size: “SSU has experienced a 38% decrease in enrollment.”

    More cuts: St. Norbert College (Catholic, liberal arts, Wisconsin) is planning to cut faculty and its theology department. (I posted about an earlier round of cuts there  in 2024.)  Columbia College Chicago (private, arts) will terminate faculty and academic programs.  Portland State University (Oregon) ended contracts for a group of non-tenure-track faculty.

    The University of New Orleans (public research) will cut $2.2 million of administration and staff.

    The University of Connecticut (public, land grant) is working on closing roughly two dozen academic programs.  According to one account, they include:

    master’s degrees in international studies, medieval
    studies, survey research and educational technology; graduate
    certificates in adult learning, literacy supports, digital media and
    design, dementia care, life story practice, addiction science and survey
    research; a sixth-year certificate in educational technology, and a
    doctoral degree in medieval studies.

    It’s not clear if those terminations will lead to faculty and staff reductions.

    Budget crises, programs cut, not laying off people yet

    There are also stories of campuses facing financial pressures which
    haven’t resulted in cuts, mergers, or closures so far, but could lead to
    those. Saint Augustine’s University (historically black, South Carolina) is struggling to get approval for a campus leasing deal, while moving classes online “to take care of deferred maintenance issues.”  SAU has been facing controversies and financial challenges for nearly a generation.

    The president of another HBCU, Tennessee State University, stated that they would run out of money by this spring.  That Higher Ed Dive article notes:

    TSU’s financial troubles are steep and immediate. An FAQ page on
    the university’s website acknowledges that the financial condition has
    reached crisis levels stemming from missed enrollment targets and
    operating deficits. This fall, the university posted a projected deficit of $46 million by the end of the fiscal year.

    The Middle States Commission on Higher Education agreed to hear an accreditation appeal from Keystone College (private, Pennsylvania), while that campus struggles:

    Keystone college front page 2025 Feb

    From the top of Keystone’s web page right now.

    The board of William Jewell University (private liberal arts, Missouri) declared financial exigency
    This gives them emergency powers to act. As the official statement put
    it, the move “enables reallocation of resources, restructuring of
    academic programs and scholarships and significant reductions in force.”

    Brown University (private research university, Rhode Island) is grappling
    with a $46 million deficit “that would grow to more than $90 million,”
    according to provost Francis J. Doyle III and Executive Vice President
    for Finance and Administration Sarah Latham.  No cuts are in the offing,
    although restraining growth is the order of the day. In addition,
    there’s a plan to increase one sort of program for revenue:

    the university will work to “continue to grow master’s
    [program] revenue, ultimately doubling the number of residential
    master’s students and increasing online learners to 2,000 in five
    years.”

    KQED reports
    that other California State University campuses are facing financial
    stresses, notably Cal State East Bay and San Francisco State
    University.  The entire CSU system and the University of California
    system each face massive cuts from the state’s governor.

    Reflections

    Nearly all of this is occurring before the second Trump
    administration began its work. Clearly parts of the American
    post-secondary ecosystem are suffering financially and in terms of
    enrollment.

    It’s important to bear in mind that each school’s trajectory is
    distinct from the others in key ways. Each has its history, its
    conditions, its competing strategies, resources, micropolitics, and so
    on. Each one deserves more exploration than I have time for in this
    post.

    At the same time I think we can make the case that broader national
    trends are also at work. Operating costs rise for a clutch of reasons
    (consumer inflation, American health care’s shambles, deferred
    maintenance being a popular practice, some high compensation practices,
    etc) and push hard on some budgets. Enrollment continues to be a
    challenge (I will return to this topic in a future post). The Trump
    administration does not seem likely to ameliorate those concerns.

    Note, too, that many of the institutions I’ve touched on here are not
    first tier campuses. The existence of some may be news to some readers.
    As a result, they tend not to get much media attention nor to attract
    resources.   It is important, though, to point them out if we want to
    think beyond academia’s deep hierarchical structures.

    Last note: this post has focused on statistics and bureaucracy, but
    these are all stories about real human beings.  The lives of students,
    faculty, staff and those in surrounding communities are all impacted. 
    Don’t lose sight of that fact or of these people.

    (Seattle University photo by Michael & Sherry Martin; thanks to Karen B on Bluesky, Karen Bellnier otherwise, Mo Pelzel, Peter Shea, and Siva Vaidhyanathan for links; thanks to IHE for doing a solid job of covering these stories)

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  • Trump Signs Executive Order on Combating Antisemitism on Campus

    Trump Signs Executive Order on Combating Antisemitism on Campus

    by CUPA-HR | February 5, 2025

    On January 29, President Trump signed an executive order titled “Additional Measures to Combat Anti-Semitism.” The order directs certain federal agencies to use appropriate legal tools to “prosecute, remove, or otherwise hold to account the perpetrators of unlawful anti-Semitic harassment and violence.”

    Background

    The new EO directly connects to and expands upon Trump’s EO 13899, “Combating Anti-Semitism,” that was signed in December 2019. The 2019 EO tasks federal departments and agencies charged with enforcing Title VI of the Civil Rights Act to use the law to investigate potential cases of discrimination against Jewish individuals where such action does not run contrary to rights protected under other federal laws.

    The Biden administration did not rescind EO 13899, and they pursued regulations at the Department of Education to amend Title VI for cases involving discrimination based on shared ancestry or ethnic characteristics. The proposed rule, which was not published during the Biden administration but was most recently included in the Fall 2024 Regulatory Agenda, indicated that the regulations were in part in response to EO 13899.

    2025 Executive Order

    The new EO states that it reaffirms EO 13899 and “directs additional measures to advance the policy thereof in the wake of the Hamas terrorist attacks of October 7, 2023.” It takes direct aim at institutions of higher education, stating that the attacks resulted in “an unprecedented wave of vile anti-Semitic discrimination, vandalism, and violence … especially in our schools and on our campuses.”

    In response to these claims, the EO directs all federal agencies to submit a report within 60 days of the order that identifies “all civil and criminal authorities or actions within the jurisdiction of that agency, beyond those already implemented under Executive Order 13899, that might be used to curb or combat anti-Semitism.” Notably, the order directs these agency reports to include “an inventory and analysis of all pending administrative complaints … against or involving institutions of higher education alleging civil rights violations related to or arising from post-October 7, 2023, campus anti-Semitism.”

    The EO provides additional requirements for the reports submitted by the U.S. attorney general and the secretary of education. Specifically, the order directs the attorney general’s report to include “an inventory and analysis of all court cases against or involving institutions of higher education alleging civil rights violations related to or arising from” antisemitism that potentially occurred after the October 2023 attacks. The attorney general is also required to indicate whether they intend to or have taken any action with respect to the cases at institutions of higher education. Moreover, the secretary of education is tasked with submitting additional inventory and analysis of Title VI complaints related to antisemitism that were filed to the Office for Civil Rights after the October 7 attacks.

    Finally, the EO directs the secretaries of state, education and homeland security to report recommendations to familiarize “institutions of higher education with the grounds for inadmissibility under 8 U.S.C. 1182(a)(3) so that such institutions may monitor for and report activities by alien students and staff relevant to those grounds” and to ensure “that such reports about aliens lead, as appropriate and consistent with applicable law, to investigations and, if warranted, actions to remove such aliens.”

    Next Steps

    As explained above, the EO directs agencies to promulgate reports for the president within the next 60 days. Additional information and guidance are needed from relevant agencies to determine next steps for institutions of higher education. CUPA-HR will keep members apprised of additional updates related to Title VI enforcement and public policy related to antisemitism on campus.



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