Tag: Career

  • The Higher Ed CMO’s Commercial Case for Creativity

    The Higher Ed CMO’s Commercial Case for Creativity

    Legendary ad person Bill Bernbach once said, “If your advertising goes unnoticed, everything else is academic.” It’s not an understatement to say that managing higher ed brands has become increasingly complex. Marketers are forced to compete in a category that’s in flux—within a culture that questions its value—and improve effectiveness across marketing channels that have not only changed the way we consume content but also caused exponential growth in choice.

    Creativity continues to drive commercial value, however, investing in the intangible up front—with both time and resourcing—can prove to be difficult when budgets remain static. And yet, we know that:

    • We are exposed to upwards of 4,000 marketing messages a day.
    • Our audience reports that our marketing efforts look the same and that most entertainment and consumer brands produce content that lacks imagination.

    Without an investment in creativity—the vehicle for our big brand ideas—we risk our message getting lost, splintered and, worst case, ignored.

    For those managing higher education brands in our current media environment, the words of Paul Feldwick have never been more true: “If there is a choice to be made between efficiency and thinking big, you cannot afford to be efficient if you want to be famous.” And there’s quite a case building across a decade or so of data that shows just how an investment in creativity is an investment in the bottom line. Here are four that are applicable to higher education.

    Outside of brand size, creativity is the most important lever in profitability.

    Just as in the case of network theory, the rich get big. That also tends to play out among brands. However, creative quality can be an equalizer of sorts. According to Data2Decisions, the creative execution of your messages is the second most impactful driver of profitability after market/brand size. And while brand size has the greatest overall impact, creative quality remains the most powerful lever marketers can actively control.

    Ads that are perceived to be different are more likely to drive business outcomes.

    ​Research from Kantar’s Link database, as well as research from academia, indicates that ads that are perceived as different or unique are more likely to drive positive business outcomes. Per the database, the top one-third of ads that “make the brand seem really different” achieved a 90 percent lift in likelihood to drive short-term sales versus the bottom third.

    Emotion unlocks the key output that drives business outcomes.

    Starting with the IPA’s “The Link Between Creativity and Effectiveness” and subsequent industry research, there’s not only a through line between creative award-winning campaigns driving market share growth (11x) and top-box profit but intermediate metrics, such as word-of-mouth/social shares, and outputs, such as ad recall.

    The largest contributor to lift from advertising is the creative.

    Nielsen’s exploration of more than 500 Fast-Moving Consumer Goods (FMCG) brands showed that the most important component of a campaign (targeting, reach, brand, context, frequency and creative) was strong or quality creative. Similar patterns were found in the work done by the World Advertising Research Center and Kantar.

    If brand is the most valuable business tool and if we argue that brand exists in the minds of the consumer, or our favorite saying in higher education, “a brand is what your audience says when you aren’t in the room,” then it’s time to treat it as a commercial asset and invest accordingly. Whether it’s through internal resourcing or giving partners the time and space to commit to breakthrough ideas, a commitment to creativity isn’t just brave anymore—it’s related to the bottom line.

    Christopher Huebner is a director of strategy at SimpsonScarborough.

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  • Texas State Helps Students Bounce Back From 2.0 GPA

    Texas State Helps Students Bounce Back From 2.0 GPA

    As more colleges and universities consider initiatives, processes and policies to create a more student-focused campus, they are zeroing in on two areas of concern: academic probation and academic recovery.

    A growing body of research highlights the way negative life experiences and competing priorities impact students’ academic achievement, sometimes exerting a stronger influence than prior academic preparation.

    Texas State University has established a new initiative, Bobcats Bounce Back, to help students whose grades have fallen below a 2.0 learn self-efficacy, resiliency and strong study skills.

    The background: The university has a goal of increasing its first-year retention rate from 77 percent in 2012 to 85 percent by 2025, said Cynthia Hernandez, vice president for student success. Early on, officials recognized that the institution lacked a strong academic recovery program, so Hernandez and her team prioritized devising a proactive solution to reduce the number of students who fell into poor academic standing.

    Since 2009, the university’s policy has been that students who fall below a 2.0 cumulative GPA must meet with an academic adviser at least once a semester. The intervention has proven mostly successful, in that some students have moved back into good academic standing—though not everyone has, said Jason O’Brien, assistant director for academic engagement at Texas State.

    An analysis of institutional data revealed that students who improved their academic trajectory used support services at least once a month, or four times per term.

    “If students are [showing up], I know they’ve got the time and they’ve got a goal, they know what they’re working on,” O’Brien said. The challenge is getting each student to be proactive and engage early, not wait until the end of the semester, before finals.

    Using institutional data, Texas State leaders revamped academic probation requirements to encourage students to make at least four connections with support services each semester; those who don’t, receive personalized outreach.

    How it works: In the Bobcats Bounce Back program, students with a 2.0 GPA or lower are asked to participate in at least four support services, which could include success coaching, tutoring or a student success webinar. Students must meet with an academic adviser for at least one of their mandatory check-ins and they receive weekly communication from the office of academic engagement to encourage them to meet their goals.

    A few weeks into the term, O’Brien’s team runs a report that identifies students on academic probation who have yet to engage with a support office. Students who live off-campus receive communication from the academic engagement team and those in the residence halls receive outreach from their residence life director.

    “We’re not asking, ‘How are your classes going?’” O’Brien said. “We’re saying, ‘How are you doing? What’s going on in [your] life right now? Do you feel safe? Are you able to eat? Do you have any needs that aren’t met? Is your family OK?’ We’re trying to make sure that all of those basic needs, all that it takes to be a successful human is on track, and then from there we move on to, ‘OK, talk to me about classes.’”

    The aim is to be human-centered and conversational in order to learn from the student and bridge any gaps in services and resources the university can provide to promote student success.

    Sometimes this means helping students understand ways to correct their academic transcript, such as repeating a course or asking for an administrative withdrawal when relevant.

    “We make a lot of asset-based assumptions,” O’Brien said. “My assumption is that no student is choosing to fail a course; they are choosing to be successful in something else out of necessity,’” which could include prioritizing their health, caring for a family member or working extra hours to make ends meet. “What we want to do is find out about those early enough to prevent it from impacting a transcript.”

    The impact: During the inaugural program term in fall 2024, Bobcats Bounce Back supported 1,706 undergraduates; this term it is assisting 2,579 students. (Most academic recovery programs see higher rates of participation in the spring term because first-year students are most likely to face academic challenges in their first term, which can dramatically impact their GPA, O’Brien said).

    During fall 2024, Bobcats Bounce Back participants engaged, on average, with support resources 3.11 times, up 270 percent compared to students on academic probation in 2023 (who averaged .84 engagements). The university also saw a 3 percent increase in the number of students who regained good academic standing from fall 2023 to fall 2024, and a 7 percent decrease in academic suspensions.

    At the 12-week mark in spring 2025, average engagements among students on academic probation were up 74.8 percent, from 1.31 to 2.29.

    The data illustrates the program’s success so far, and O’Brien believes it’s due in part to their responsiveness to student needs. As the program has grown, more students are willing to seek out the office and engage. “They’re starting to have faith in us and ask for the support they need,” O’Brien said.

    Program participants also have an opportunity to submit a guided reflection, called a B3 Field Note, every four weeks to build their socioemotional skills. Each prompt is rooted in research-backed strategies to improve academic self-efficacy and engagement. O’Brien has been amazed at the thoughtful responses he’s seen thus far and plans to conduct a critical discourse analysis project to identify students who may need additional support based on their field note submissions.

    In the future, college leaders hope to target additional students who may be at-risk, but haven’t quite fallen below the 2.0 cumulative GPA threshold, a group Hernandez called the “murky middle.”

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

    This article has been updated to clarify average engagement rates for program participants in fall 2024 and how that growth compared to the previous fall.

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  • McMahon Defends Harvard Cuts, Faces Grilling During CNBC Interview

    McMahon Defends Harvard Cuts, Faces Grilling During CNBC Interview

    Education Secretary Linda McMahon defended the Trump administration’s crackdown on Harvard University and other colleges during a contentious appearance Tuesday on CNBC’s Squawk Box as she faced questions about the government’s decision to freeze universities’ federal funding.

    Andrew Ross Sorkin and Joe Kernen, the morning talk show’s hosts, grilled McMahon during the 12-minute segment about whether freezing billions in grants and contracts was due to valid civil rights concerns or unjustified political and ideological standards; they suggested it was the latter. (Harvard sued Monday over the funding freeze, which followed the university’s decision to reject the Trump administration’s sweeping demands.)

    But McMahon reiterated that, for her, it was a matter of holding colleges accountable for antisemitism on campus—not an alleged liberal bias.

    “I made it very clear these are not First Amendment infractions; this is civil rights,” she said. “This is making sure that students on all campuses can come and learn and be safe.”

    Harvard argued in the lawsuit that some of the demands—like auditing faculty for viewpoint diversity—do not directly address antisemitism and infringe on the private institution’s First Amendment rights.

    Sorkin echoed Harvard’s argument during the interview and questioned McMahon about the lawsuit’s claims.

    “The question is whether viewpoint diversity is really about free speech,” he said. 

    In defense, McMahon said that “this letter [of demands] that was sent to Harvard was a point of negotiation … and it was really not a final offer.” She added that she hoped Harvard would come back to the table. (Trump officials told The New York Times that the April 11 letter was sent by mistake.)

    “We would like to be able to move forward with them and other universities,” she said.

    McMahon later reiterated her argument that this was a civil rights matter and said, “I think we’re on very solid grounds” regarding the lawsuit.

    But Kernen countered that requiring universities to hire conservative faculty members is just as bad as historically maintaining liberal ones, calling the act “thought control.”

    “It’s the other side of the same coin, isn’t it?” he said.

    McMahon said it’s fair to take a look at some faculty members.

    Near the end of the interview, Sorkin asked McMahon about her end goal if universities lose their federal funding and tax-exempt status. (The IRS is reportedly reviewing Harvard’s tax-exemption.)

    “We have not said that the tax exemption should be taken away, but I think it’s worth having a look at,” McMahon said. “I think the president has put all the tools on the table and we should have the ability to utilize all of those particular tools.”

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  • Director of Content and Product Strategy at UM

    Director of Content and Product Strategy at UM

    For my newest “Featured Gig” installment, I want to highlight the search for a director of content and product strategy at the Center for Academic Innovation at the University of Michigan. Sarah Dysart, chief learning officer at CAI, agreed to answer my questions about the role.

    If you have a job at the intersection of learning, organizational change and technology that you are recruiting for, please get in touch!

    Q: What is the university’s mandate behind this role? How does it help align with and advance the university’s strategic priorities?

    A: The University of Michigan has long staked its reputation on research excellence and public purpose. Now we’re doubling down on scale, access and impact—transforming how learning reaches people across every stage of life, across the globe. Life-changing education is one of four core impact areas within the University of Michigan’s Vision 2034, and the person in the director of content and product strategy role will support this strategic work.

    As Michigan accelerates its investment in digital learning, this person leads the charge: shaping and guiding a dynamic portfolio of educational products—online courses, certificates, degree programs, short-form learning experiences and beyond—that don’t merely mirror the classroom, but reimagine what learning can be. This role calls for both vision and precision, bringing together academic imagination, bold experimentation and the ability to turn ideas into action. The director will steer faculty ideas and institutional goals into cohesive, high-impact offerings that reflect the university’s boldest ambitions for learning at scale.

    Q: Where does the role sit within the university structure? How will the person in this role engage with other units and leaders across campus?

    A: This director role sits within the Center for Academic Innovation, operating at the intersection of ideas and implementation. The individual will collaborate closely with experts in learning design, media production, marketing, operations and research. But the real action is in the connections across campus.

    Michigan’s schools and colleges host a vast breadth and depth of faculty expertise, and this role thrives on cross-campus collaboration—partnering with academic unit leaders, faculty and staff to co-create offerings that extend U-M’s mission far beyond Ann Arbor. Drawing on insights about learner demand and market opportunity, the director will guide faculty in selecting content areas and product types with the greatest potential, translating an idea sketched on a whiteboard into a course reaching learners across the globe.

    Q: What would success look like in one year? Three years? Beyond?

    A: In one year, the new director has helped identify and launch a diverse set of online learning offerings that reflect Michigan’s distinctive strengths. Relationships are strong, internal workflows are humming and early results show promising reach and impact.

    In three years, the content portfolio resembles a greatest hits playlist for lifelong learners—diverse, well-balanced and deeply mission-aligned. It’s something learners want to come back and engage with, time and time again. Offerings address workforce needs, social challenges and global opportunity. Faculty are eager to collaborate. Partners are eager to invest.

    Beyond that, success means transformation. The University of Michigan is recognized not just for what it teaches, but for how it reimagines teaching. Our educational offerings reach far beyond campus, connecting with learners across industries, geographies and life stages. This individual has played a key part in turning a world-class university into a truly global learning institution.

    Q: What kinds of future roles would someone who took this position be prepared for?

    A: We’re looking for someone who wants to shape what’s next—not just for learners, but for institutions. The director of content and product strategy will develop a rare blend of skills: the ability to lead across academic and operational contexts, to translate vision into scalable experiences, and to steward innovation with both purpose and precision.

    From here, a person might go on to lead teaching and learning strategy at an institutional level, head up a center for innovation or lifelong learning, or take on an executive role at an organization working to expand access to education globally. Alternatively, one might pivot toward product leadership in mission-driven companies or foundations, applying their experience to broader systems change.

    This role builds expertise and a portfolio not just of educational content—but of influence, insight and lasting impact.

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  • Students Lose Food Benefits Between High School and College

    Students Lose Food Benefits Between High School and College

    Fewer than half of low-income students retain their state food benefits in the transition from high school to college or the workforce, even though they might still be eligible, according to a new report from the California Policy Lab, a nonpartisan research group affiliated with the University of California, Berkeley, and UCLA.

    The report, released today, drew on data from 2010 to 2022 from five state agency partners: the California Departments of Education and Social Services, the California Student Aid Commission, the University of California Office of the President and the California Community Colleges Chancellor’s Office. It found that only 47 percent of high school seniors who participated in CalFresh were still enrolled in the state food assistance program two years after graduation.

    “That’s a significant drop-off, and our goal is to shed some light on the causes of that drop-off and if there are ways to address it,” co-author Jesse Rothstein, professor of public policy and economics at UC Berkeley and the faculty director of the California Policy Lab’s UC Berkeley site, said in a news release.

    Researchers estimated that 40 percent of those students were no longer eligible for CalFresh because of specific eligibility requirements for college students. But the remaining 60 percent were likely eligible.

    Researchers also found disparities in which students maintained their CalFresh benefits. Students who participated in CalFresh for longer in high school were more likely to continue to participate afterward. Students who attended University of California campuses were also more likely to continue participating in CalFresh than those attending community colleges. The report suggests this is because community college students are more likely to live at home with their parents, whose incomes are factored into the eligibility for CalFresh, which can prevent them from meeting the program’s income requirements.

    Some community college students, including Hispanic and Filipino students, were less likely than their peers to continue receiving food benefits. The report recommended targeted outreach to these students to help them stay enrolled in the program.

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  • HBCUs Establish Credit for Prior Learning Models

    HBCUs Establish Credit for Prior Learning Models

    Adult learners often come to higher education with a variety of skills and experiences that aren’t directly reflected in their academic transcripts. Credit for prior learning (CPL) is one way colleges and universities can recognize education outside of the classroom and expedite a student’s degree completion.

    An April 14 webinar hosted by the Council for Adult and Experiential Learning highlighted effective strategies for implementing credit for prior learning at four historically Black institutions: Elizabeth City State University, Atlanta Metropolitan State College, Morgan State University and Delaware State University.

    Campus leaders shared the value of CPL policies, described how they’ve collaborated with various stakeholders at their institutions and provided logistical details for making CPL accessible for students and manageable for faculty.

    Understanding the need: The administrators spoke of the importance of offering credit for prior learning to working adults seeking a credential.

    “What we realized is that if you really want to continue to grow your enrollment, high school graduates cannot be the only population you serve,” said Farrah Ward, provost and vice chancellor for academic affairs at Elizabeth City State University in North Carolina.

    One of the signature programs at her institution is a bachelor’s degree in aviation science. A significant number of students who enroll in the program already hold a private pilot’s license, but in the past they had to take repetitive courses to fulfill degree requirements. By offering CPL, the university is now able to recognize aviation students’ licenses and reduce redundancies in their course load.

    Gaining buy-in: Before launching CPL, leaders at Elizabeth City State held an event for faculty and staff to talk about how to better serve adult learners in all departments and areas of the student experience.

    The university also leveraged the expertise of various campus departments, including faculty, admissions professionals, military and veterans’ affairs staff, and student affairs leaders, Ward said.

    Partnering with faculty members is key to a successful CPL process, Ward said, and can mean rolling out CPL in small measures to ensure frameworks are supported by professors and aligned with the respective learning outcomes for the discipline.

    Atlanta Metropolitan State College has a CPL committee, which includes four faculty members to maintain the faculty voice in decision-making, said Kokila Ravi, director of online and specialized programs.

    State policy also drives the implementation of CPL. North Carolina uses a performance-based funding model, and Elizabeth City State is evaluated on how it increases the adult learner population on campus, tying CPL directly to institutional health and funding.

    Similarly, Maryland state law requires higher education institutions to offer some form of competency-based learning or credit for prior learning, said Nicole Westrick, assistant vice president and dean of Morgan State University’s College of Interdisciplinary and Continuing Studies.

    Creating early awareness: Alerting students of CPL opportunities is key, panelists said. “Most times [the admissions team] is the first point of contact, and when they are having those conversations with potential students, we let them know that CPL is an option,” said Rolanda Harris, director of adult and continuing education at Delaware State University.

    Elizabeth City State is piloting an adult learner orientation tailored toward students ages 25 and over this fall, Ward said, during which staff will specifically talk about CPL.

    Morgan State hosts intensive advising appointments with incoming students, in which advisers discuss CPL and the university’s transfer evaluation system.

    Easing access: College leaders also shared innovations their campuses have implemented to reduce barriers to access for learners interested in taking advantage of CPL.

    Morgan State offers students the option to enroll in a two-credit elective course to help them create a portfolio. “They participate in a peer review, practice their writing, preparing the portfolio, and when they’re finished, there’s a staff review of the portfolio to make sure that they’ve done a good job of aligning that prior learning experience with the learning outcomes from courses at Morgan State,” Westrick said.

    Morgan State also creates digital rubrics for faculty members reviewing the portfolio, “so that it eases the cognitive load for our faculty in finding what they’re looking for; it always follows the same format,” Westrick said.

    Some of the colleges offer a wide range of applications for CPL, requiring the students to earn a certain number of credits from the institution for their degree while allowing CPL to take the place of general education and major courses.

    Funding CPL: Morgan State received a $5,000 grant from the American Council on Education to standardize and scale CPL on campus. Atlanta Metropolitan State received a $25,000 grant from the Adult Learning Consortium and the University System of Georgia to kick-start the process.

    Some panelists said they charge a fee for portfolio assessment, for which the average student pays between $150 and $250. A few campus leaders said they provide a stipend to faculty for reviewing portfolios, while others offer the service pro bono.

    Being mission-minded: For institutions considering implementing CPL, Ward said it’s important to start somewhere, even if it seems daunting. In the same vein, remaining flexible and understanding that CPL policies may have to pivot is important, said Harris. “I would just say, ‘Stay open.’”

    Westrick said starting with the institutional mission in mind is critical, because that helps ground the process in understanding who will benefit from the policy and how it can make meaningful changes in their educational goals.

    Utilizing faculty champions to advertise the offering and encourage students to take advantage of CPL is another lesson to learn, Ravi said. “We are still struggling to get the word out and get students to know about it. That’s why we are relying heavily on our faculty to promote the process.”

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  • Will Trump Follow the Law in Punishing Harvard?

    Will Trump Follow the Law in Punishing Harvard?

    In the days since Harvard University rejected the Trump administration’s demands, with billions in funding at risk, the U.S. president has weaponized multiple federal agencies to exert additional pressure on the university.

    On April 11, the Trump administration sent the university a letter demanding changes to Harvard’s governance, admissions, hiring processes and more, signed by officials at the General Services Administration and the Departments of Health and Human Services and Education. Government officials argued in the letter that such changes were necessary because of alleged antisemitism and harassment on campus stemming from pro-Palestinian protests last spring.

    After Harvard rejected those demands last week, the government retaliated within hours by freezing $2.2 billion in grants and another $60 million in contracts. The Trump administration is now reportedly planning to pull another $1 billion in funding. (On Monday, Harvard sued to put a stop to the funding freeze, which President Alan Garber argued was “unlawful and beyond the government’s authority.”)

    Other federal agencies have also piled on.

    On Thursday, Department of Homeland Security Secretary Kristi Noem announced DHS had canceled $2.7 million in grants to Harvard, declaring the university “unfit to be entrusted with taxpayer dollars.” Noem also threatened to terminate Harvard’s Student and Exchange Visitor Program certification, which would render it unable to host international students, unless the university provided by April 30 “detailed records on Harvard’s foreign student visa holders’ illegal and violent activities,” according to a Thursday news release from the department.

    DHS did not respond to a request for comment from Inside Higher Ed.

    Reports also emerged last week that the Internal Revenue Service was preparing to cancel Harvard’s tax-exempt status, a move President Donald Trump has endorsed on social media.

    “Perhaps Harvard should lose its Tax Exempt Status and be Taxed as a Political Entity if it keeps pushing political, ideological, and terrorist inspired/supporting ‘Sickness?’ Remember, Tax Exempt Status is totally contingent on acting in the PUBLIC INTEREST!” Trump wrote on Truth Social last week.

    With Harvard standing firm, the president appears willing to wield the full power of the federal government to bring the university to heel. But what would that actually look like in practice?

    Stripping Tax-Exempt Status

    If the Trump administration follows required legal processes, removing Harvard’s tax-exempt status would be a lengthy endeavor that experts say would likely take at least several months.

    The process would begin with an audit, which itself could take a few months, explained Samuel Brunson, a professor at the Loyola University Chicago School of Law specializing in tax law.

    “The IRS would have to do an audit of Harvard and determine that there were one or more reasons why Harvard did not meet the requirements for tax-exempt status,” Brunson said.

    Once the IRS notified Harvard of its intent to revoke its exemption, the university would be able to appeal the decision directly to agency officials. If the IRS insisted on stripping Harvard of its tax-exempt status, the university could go to the courts seeking a reprieve. And if the courts sided with the federal government, Harvard could continue to fight by appealing the decision.

    While stripping universities of tax-exempt status is rare, it has happened before.

    In 1970, the IRS informed Bob Jones University, a private religious institution in South Carolina, that the agency planned to strip its tax-exempt status over racially discriminatory policies. At the time, the university, founded by its namesake evangelist, did not accept Black applicants—a policy it maintained until 1975, when it opened its doors only to married Black applicants, to avoid the possibility of challenging the institution’s strict opposition to interracial relationships. (Policies barring interracial relationships remained in place until 2000.)

    The university filed suit in 1971, prompting a legal fight that lasted until 1983, when the U.S. Supreme Court ruled 8 to 1 in favor of stripping BJU’s tax-exempt status. Justices found that the government’s interest in eradicating racism superseded the tax burden placed on Bob Jones. The university eventually regained its tax-exempt status in 2017, during Trump’s first term.

    Brunson expects the government to make a similar argument about Harvard.

    “My assumption is that the Trump administration is going to argue that Harvard violated a fundamental public policy, either by not reining in pro-Palestinian, anti-Israel protesters enough, or something related to [diversity, equity and inclusion],” Brunson explained.

    Still, he said “the chances of Harvard actually losing its exemption are at best minuscule.” Brunson believes that Harvard has a strong case, while the Trump administration’s argument is weak, “unless they have something up their sleeve that literally everyone is not aware of.”

    The IRS did not respond to requests for comment from Inside Higher Ed.

    Targeting SEVP Certification

    The government is also seeking to inflict pain on Harvard by cutting off its international student population, which would be a significant financial blow to the university. Harvard enrolled 6,793 international students in the 2024–25 academic year, according to the university website, which comprised more than 27 percent of its head count.

    If the Trump administration follows legal avenues to strip Harvard’s SEVP certification—which would prevent it from hosting international students— the process would take some time. First the federal government would be required to provide notice of its intent to eliminate that certification, and Harvard would have 30 days to respond and take any necessary remedial action. If Harvard’s SEVP certification was stripped following its response, the university could challenge the decision in court, likely triggering a protracted legal battle before the issue was finally settled.

    William A. Stock, managing partner at Klasko Immigration Law Partners, wrote by email that while colleges are subject to an SEVP recertification process every two years, U.S. Immigration and Customs Enforcement has the authority to conduct off-cycle reviews at any time. Such enforcement action is typically taken only when the federal government “comes into possession of information that may indicate possible noncompliance, or when major changes in a school’s operations require the school to update their registration with SEVP,” Stock explained.

    In other words, the Trump administration would need a reason to strip Harvard’s SEVP certification.

    “Essentially, if the government determines that there is an abuse of the SEVP and F-1 and J-1 [visa] designation by Harvard, they can move to take away their ability to issue those visas, which would ostensibly hamper their ability to run an international student program,” said Jonathan Grode, managing partner for Green and Spiegel, a firm that practices immigration law.

    Experts noted that losing SEVP certification would cause a substantial loss of international students and hit research projects hard—even as such endeavors are already in flux from the Trump administration’s freezes on federal funding—given the high share of Ph.D. students who come from other countries. And even if Harvard doesn’t lose its SEVP certification, the mere threat of it could harm international recruitment.

    In any case, the federal government has rarely revoked SEVP certification.

    “The few cases of withdrawal of SEVP certification have involved schools who took serious shortcuts in compliance due to financial troubles, and a handful of cases where school administrators were charged criminally for abusing the student visa system,” Stock wrote.

    For example, Herguan University, a private institution in California, lost its SEVP certification in 2016 after officials there were accused of a scheme to commit visa fraud. That case culminated in a prison sentence for the university’s chief executive officer. Herguan later lost accreditation and closed.

    By threatening to limit Harvard’s ability to host international students, Grode believes the government is merely making a power play to get the university to yield to its demands.

    “In a normal universe, there’s no way Harvard’s status as a provider of student visas would ever be challenged,” he said. “But as the federal government is trying to push and cajole Harvard to acquiesce on a number of different points, you’re seeing them leverage these ancillary types of activities.”

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  • Medical Journals Now Reportedly Under Government Scrutiny

    Medical Journals Now Reportedly Under Government Scrutiny

    The Trump administration now appears to be targeting medical journals, questioning at least three different publications about how they represent “competing viewpoints” and assess the influence of funding organizations like the National Institutes of Health on submitted papers, MedPage Today reported.

    Republican activist Edward Martin Jr., who is currently serving as interim U.S. attorney in Washington, D.C., sent a letter to CHEST Journal and at least two other unnamed publications earlier this month demanding answers to a series of questions about their processes and practices.

    “It has been brought to my attention that more and more journals and publications like CHEST Journal are conceding that they are partisans in various scientific debates—that is, that they have a position for which they are advocating either due to advertisement (under postal code) or sponsorship (under relevant fraud regulations),” Martin wrote. “The public has certain expectations and you have certain responsibilities.”

    The letter then requested answers by May 2 to questions including “Do you accept articles or essays from competing viewpoints?“ and “How do you handle allegations that authors of works in your journals may have misled their readers?”

    “I am also interested to know if publishers, journals, and organizations with which you work are adjusting their method of acceptance of competing viewpoints,” Martin wrote. “Are there new norms being developed and offered?”

    CHEST is a peer-reviewed journal published by the American College of Chest Physicians that produces articles on such subjects as pulmonary hypertension, lung cancer and obstructive sleep apnea.

    Martin’s letter “should send a chill down the spine of scientists and physicians,” Adam Gaffney, a pulmonary and critical care physician who has published in CHEST, told MedPage Today. “It is yet another example of the Trump administration’s effort to control academic inquiry and stifle scientific discourse—an administration, it warrants mentioning, that has embraced medical misinformation and pseudoscience to reckless effect. Journal editors should join together and publicly renounce this as yet more thinly guised anti-science political blackmail.”

    JT Morris, a senior supervising attorney at the Foundation for Individual Rights and Expression, told MedPage Today that the First Amendment clearly protects CHEST’s independence.

    “A publication’s editorial decisions are none of the government’s business, whether it’s a newspaper or a medical journal,” he said. “Like with any bully, the best response is to stand up to them—and that includes officials who try to intimidate Americans into parroting the government’s view. The First Amendment packs a powerful punch, and it has these medical journals’ backs.”

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  • The Precedent Higher Ed Can’t Afford to Set (opinion)

    The Precedent Higher Ed Can’t Afford to Set (opinion)

    American higher education stands at a critical juncture following the emergence of reports that the Department of Justice is seeking a consent decree with Columbia University. While Columbia’s acting president responded by stating, “We would reject any agreement that would require us to relinquish our independence and autonomy as an educational institution,” the very possibility of such a decree signals a new chapter in the relationship between colleges and universities and the federal government. Even the proposition of a consent decree sets a dangerous precedent for American higher education, one that erodes institutional autonomy and the independence of governing boards.

    At a time when our colleges and universities are navigating political crosswinds, social unrest and increasing scrutiny, the integrity of board governance has never mattered more. Independent governing boards are not symbolic structures—they are foundational to higher education’s ability to serve the public good, safeguard academic freedom and maintain mission-centered leadership through both crisis and calm.

    The concern is not whether institutions should comply with the law. Of course they should. The question is whether legal settlements or government actions should be allowed to intrude on the role of boards, setting terms that weaken governance authority or sideline trustees from their fiduciary duties.

    What should trustees at other colleges and universities do if faced with similar pressure to agree—without legal adjudication—to external controls that appear to compromise governance independence?

    First, they must reaffirm their fiduciary duties—not just as a formality, but as a framework for bold, mission-driven leadership. Boards must remain grounded in their legal and ethical obligations: duty of care, duty of loyalty and duty of obedience to the institution’s mission. In the face of political pressure, these aren’t abstract ideals—they are anchors.

    Second, boards must seek independent legal and governance counsel early in any negotiation process. The interests of compliance and governance are not always aligned. Trustees must understand the distinction between politics, policies and law and be prepared to assert their responsibilities.

    Third, if presented with a consent decree or settlement that overreaches, trustees should insist on clear, limited and transparent terms—not vague provisions that allow for creeping oversight or ambiguous veto powers. A board that relinquishes its authority may be trying to protect its institution in the moment, but in doing so it places the long-term health of not only its own institution but the entire educational sector at risk.

    Finally, boards must speak—together. We need a collective stance among governing boards, higher education associations and institutional leaders that reasserts the value of independent governance in a democratic society. The erosion of board autonomy doesn’t just threaten governance structures—it jeopardizes the trust, freedom, credibility and sustainability of our institutions.

    This is a defining moment. If we allow undue influences—whether government agencies, political appointees, donors, alumni or others—to dictate the terms of campus governance, we risk undoing the foundation of American higher education. Trustees must act independently—with clarity, courage and an unwavering commitment to their institutions’ missions and values.

    The future of higher education depends on it.

    Ross Mugler is the board chair and acting president and CEO of the Association of Governing Boards of Universities and Colleges.

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  • Harvard Sues the Trump Administration

    Harvard Sues the Trump Administration

    After a weeks-long standoff with the federal government over alleged antisemitism on campus, Harvard University sued the Trump administration on Monday over the $2.2 billion federal funding freeze enacted after the private institution rejected a far-reaching slate of reforms last week.

    The Trump administration had demanded Harvard overhaul university governance, hiring, admissions and more, despite the fact that an investigation has yet to reach any conclusions.

    President Alan Garber announced the move in a statement to the university community Monday, noting that while some officials in the Trump administration have claimed the demand letter was sent by accident, the federal government has acted in ways that suggest it was purposeful.

    “Doubling down on the letter’s sweeping and intrusive demands—which would impose unprecedented and improper control over the University—the government has, in addition to the initial freeze of $2.2 billion in funding, considered taking steps to freeze an additional $1 billion in grants, initiated numerous investigations of Harvard’s operations, threatened the education of international students, and announced that it is considering a revocation of Harvard’s 501(c)(3) tax-exempt status. These actions have stark real-life consequences for patients, students, faculty, staff, researchers, and the standing of American higher education in the world,” Garber wrote.

    The lawsuit comes as the Trump administration has threatened to cut off Harvard’s ability to host international students and reportedly sought to freeze another $1 billion in research funding.

    “It has been clear for weeks that the administration’s actions violated due process and the rule of law,” said Ted Mitchell, president of the American Council on Education. “We applaud Harvard for taking this step and look forward to a clear and unambiguous statement by the court rebuking efforts to undermine scholarship and science.”

    Harvard’s lawsuit names the Departments of Health and Human Services, Justice, Education, Energy and Defense, the General Services Administration, the National Science Foundation, the National Aeronautics and Space Administration, and associated agency heads. The lawsuit was filed in U.S. District Court in Massachusetts.

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