Tag: Career

  • Miami Dade Fights Hearing on Trump Library Land Deal

    Miami Dade Fights Hearing on Trump Library Land Deal

    Ever since Miami Dade College announced last month that it was donating land for the construction of Donald J. Trump’s presidential library, the community college has faced criticism. Now it is fighting in court to prevent a public hearing on the deal, which would resolve a lawsuit brought by a citizen who has argued the move is illegal.

    At a Sept. 23 board meeting, Miami Dade College transferred land to the state of Florida to be used for Trump’s presidential library. Critics alleged that the meeting was rushed, failed to offer adequate public notice on the specifics of the deal and lacked any discussion or debate; a public notice referenced only a “potential real estate transaction” as the reason for the meeting.

    Some estimates have put the value of the 2.6-acre site in downtown Miami at $250 million to $300 million, though others say it is worth $67 million. But regardless of the dollar amount, Miami Dade College is giving the land away for free.

    Marvin Dunn, a local historian, sued to block the transfer, alleging in his lawsuit that the Board of Trustees “unquestionably violated” state anticorruption laws. Dunn argued in a court filing that “depriving the public of reasonable notice of this proposed decision was a plain violation of the Sunshine Act and of the Florida Constitution” and asked for an injunction to block the transfer.

    Judge Mavel Ruiz of Florida’s 11th Judicial Circuit granted Dunn a temporary injunction earlier this month, noting that he is likely to prove his claims about sunshine law violations, but she did not altogether block the land transfer. She also left the door open for the Board of Trustees to redo the deal.

    “It is understood that the board can provide the reasonable disclosure and convey this property as they see fit,” Ruiz said. “That’s why this is not a case, at least for this court, rooted in politics.”

    Jesus Suarez, an attorney for Continental Strategy (founded in 2022 by former Republican lawmaker Richard Corcoran, who was later tapped to lead New College of Florida), which is representing Miami Dade College, has contended that the deal is completely aboveboard.

    “The law doesn’t require that there be any specificity in the notice,” Suarez has argued. College lawyers also said they would appeal the ruling to temporarily block the transfer.

    State officials have bristled at Ruiz’s temporary injunction. Florida attorney general James Uthmeier, who has assigned members of his staff to assist the college in its legal battle, told The Miami Herald the temporary injunction is not technically in place because it was not issued as a written order.

    Dunn, meanwhile, is seeking to expedite legal proceedings, aiming for a trial to begin by January.

    While Ruiz emphasized that the case is not about politics, the MDC board, which is appointed by Republican governor Ron DeSantis, is overwhelmingly comprised of Republican donors. Board chair Michael Bileca and trustee Jose Felix Diaz are also former GOP lawmakers.

    Of the seven trustees, six have donated to Republican candidates and causes. Miami Dade College president Madeline Pumariega, who has defended the way the board handled the transfer, has also donated to GOP candidates, though she has given to Democrats in the past as well. (Most of the presidents at Florida’s 40 public institutions have either Republican ties or past donations.)

    Miami Dade College officials did not respond to a request for comment from Inside Higher Ed.

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  • IU Alumni Pull Donations Over Student Newspaper Censorship

    IU Alumni Pull Donations Over Student Newspaper Censorship

    Indiana University’s decision to suspend the print publication of its student newspaper is costing the institution: Alumni are pulling donations in protest. The university ended the Indiana Daily Student’s print edition after firing the paper’s adviser, who refused to comply with administrators’ request to remove news coverage from a homecoming edition of the paper.

    University leaders insist they’re not censoring the student paper but moving it to a digital platform in line with a business plan adopted last year to address the paper’s deficits. But alumni aren’t buying it, IndyStar reported. Some are asking what came of donations they made to a fund dedicated to the student publication after the newspaper reported students faced hurdles to spending the money. Other alumni are pulling their donations altogether.

    Former journalism student Patricia Esgate canceled $1.5 million in bequests she planned to leave to the university. Alum Ryan Gunterman, executive director of the Indiana High School Press Association and the faculty adviser of Franklin College’s student newspaper, posted on Facebook that he and his wife were ceasing all future donations after giving money to the university and newsroom for over two decades. Toby Cole, a fourth-generation alum of the institution, told IndyStar in an email that his family was ending its monthly contributions and a $300,000 planned gift for scholarships.

    “If IU can pay our [football] coach almost $100mm we can fund our IDS,” Cole said in the email. “Problem is ‘they’ don’t want an independent free speaking print newspaper because students actually wield power with it.”

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  • Misogyny and “Hoeflation” at the Nat’l Assoc. of Scholars

    Misogyny and “Hoeflation” at the Nat’l Assoc. of Scholars

    In an essay for Minding the Campus titled, “College Students in a Romance Recession, Boys Blame ‘Hoeflation,’” Jared Gould blames women for these imagined problems on campus, part of “a broad feminization of our institutions, which, to say the least, is not a good thing.”

    Gould uses the term “hoeflation” in his title to explain the problem of women being more selective than men on dating apps: “This imbalance has led young men to coin the term ‘hoeflation,’ the grind of chasing women they might barely fancy, but will date just to escape loneliness.” Oh, the poor lonely men, forced to work so hard to get laid by women they don’t like and call a “ho.” Why do all of these women—sorry, “hoes”—reject these obviously wonderful and respectful men?

    But ultimately the real problem, Gould says, is “leftist professors, who, bent on fueling radicalization, are largely to blame for the chasm between the sexes.” Those feminist faculty, Gould says, must be eliminated from universities to allow beautiful romances to blossom between the real men and their “hoes.”

    Why is Minding the Campus publishing this misogynist nonsense? Minding the Campus is a leading conservative voice about academia, owned by the National Association of Scholars, with Peter Wood as its executive editor.

    For a moment, I wondered if perhaps the NAS had been fooled by a left-wing hoax, publishing a work of such gross misogyny that had been planted to humiliate them. But no, Gould is not some random idiot. This idiot is the managing editor of Minding the Campus, following positions as a research fellow at Speech First and a senior editor at Campus Reform. He’s an influential voice and editor within the conservative movement.

    Beyond his open embrace of misogyny, Gould suffers from a lack of fact-checking skills.

    Gould wrote, “This August, a University of Tennessee professor canceled class to celebrate Taylor Swift’s engagement. Rather than using the moment to critique Swift’s portrayal of marriage as the ultimate career capstone, his canceling class quietly reinforced the idea that dating and partnership are secondary to education, career, and financial goals.”

    In reality, Tennessee communications professor Matthew Pittman was teaching his social media class and recorded a skit with his students pretending to cancel class despite the “biochem midterm” (in August!) he claimed was planned that day. It was a test of how misinformation spreads online and persists even after the truth is revealed, and Gould failed the test miserably.

    Gould got fooled multiple times by the hoax after being informed that it was a hoax, initially writing in August that the cancellation of class was “staged” but still somehow thinking it was real, both in his own article and another essay by Samuel Abrams at Minding the Campus. Just two months later, Gould is still repeating the fake story.

    Of course, even if a professor had canceled class to celebrate Swift’s upcoming marriage, that would be precisely the opposite of showing how “dating and partnership are secondary” to other goals. Gould managed to repeatedly fall for a hoax and still draw all the wrong conclusions from the fake news.

    But let’s not allow Gould’s misogyny and incompetence to distract us from how incredibly stupid his essay truly is. Gould began his article with a remarkably broad generalization based on one strange anecdote: “Love seems to be over for college students. That’s at least what I gathered from a recent conversation with a student in Texas.” Gould reported that this man is “not scoring dates” even though he took a dance class, which, it turned out was “a giant sausage fest” full of men seeking to find that most elusive creature, the single woman on a college campus. Assuming that this student is real, it’s still difficult to connect Gould’s bizarre conclusions from this pointless story with a data set of precisely one dude.

    According to Gould, “College girls have stopped looking for dates, and the men—well, they’ve learned to keep their eyes glued to the ground, lest they star in a viral TikTok captioned, ‘Guy looked at me—send help.’” Ah, yes, the poor men, unable to even look at anyone on campus because the feminazis will call 911 if they can see a man’s eyes. No wonder men are so rare on college campuses, when even their eyes are oppressed and they must pay the terrible price of “hoeflation.”

    Although it may be tempting to laugh at Gould’s embarrassing attempt at cultural analysis, his solution is ominous: “reforming higher education. We should dismantle the careerist catechism that emanates from it and shutter its sex fairs that peddle pleasure as a proxy for partnership.”

    Beyond banning “sex fairs,” Gould wants massive repression to “de-trench institutions of leftist professors.” We’ve seen a lot of awful excuses on the right for silencing speech on campus, from pretending to care about antisemitism to defending white people from the crime of diversity. But helping men get dates and sparing them the costs of “hoeflation” may be the worst reasons yet offered by conservatives for their campaign of campus censorship.

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

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  • $1.2B Fine, Nix Trans Athlete Wins, More

    $1.2B Fine, Nix Trans Athlete Wins, More

    Juliana Yamada/Los Angeles Times/Getty Images

    The details of the Trump administration’s demands on the University of California, Los Angeles—in addition to the previously reported $1.2 billion payout the federal government asked for—have finally been revealed. A lawsuit by UC faculty unions forced the higher ed system to release a copy of a draft resolution agreement, shedding light on the terms UC was first faced with nearly three months ago.

    The Trump administration has demanded, among other things, that UCLA not enroll “foreign students likely to engage in anti-Western, anti-American, or antisemitic disruptions or harassment.” In the same paragraph, the proposed resolution agreement says UCLA would have to “socialize international students to the norms of a campus dedicated to free inquiry and open debate.”

    The federal government also demanded that UCLA ban overnight campus demonstrations and mandate that masked campus protesters reveal their identities when asked.

    Multiple provisions aim to limit transgender individuals’ rights. The document demands that UCLA’s medical school and affiliated hospitals stop “performing hormonal interventions and ‘transgender’ surgeries” on anyone under 18; stop allowing transgender women to play on women’s sports teams; strip records, awards and other recognition from transgender women athletes; and send personal apologies to the cisgender women who placed lower than trans athletes.

    California voters banned affirmative action in public education nearly 30 years ago, but the demand letter suggests the Trump administration doesn’t think UCLA has complied. It would require UCLA to bar providing “information about candidates’ race, sex, ethnicity, or other protected characteristics to faculty or other UCLA personnel with decision-making authority over hiring, retention, promotion or tenure.”

    Other provisions target affirmative action in hiring and student admissions, including a line that says, “UCLA shall discontinue race- and ethnicity-based scholarships.” The proposed agreement says “proxies used to effectuate race-based or sex-based outcomes” aren’t allowed in selecting for fellowship programs and also bans the use of such undefined proxies in hiring and admissions.

    The document’s release comes after UC said in early August that it would negotiate with the federal government, citing the estimated $584 million in funding that at least three different federal agencies had announced they were suspending. That funding freeze followed a July 29 letter to UC from the Department of Justice, which said its months-long investigations across the system had so far concluded that in its response to a pro-Palestinian protest encampment in spring 2024, UCLA violated the equal protection clause of the 14th Amendment and Title VI of the Civil Rights Act of 1964.

    It was yet another example of the Trump administration accusing a selective university of tolerating antisemitism and cutting off hundreds of millions of federal dollars. But, unlike Harvard and Columbia Universities, UCLA is a public institution, and its targeting by the federal government represents an expansion of the administration’s campaign to overhaul higher ed.

    Last week, the University of Virginia became the first known public institution to settle with the administration over discrimination allegations. That settlement didn’t require a payout, but among other things, UVA committed to not use proxies for race; to end all diversity, equity and inclusion programming; and to prohibit trans athletes from participating in sports.

    Media earlier reported some of the administration’s demands on UCLA, but university officials didn’t make the details public until Friday, when a lawsuit by the UCLA Faculty Association and Council of UC Faculty Associations forced them to.

    “Accession to these demands would be to undermine everything that has made the UC the successful engine of social mobility and economic might that it has been for our state,” Anna Markowitz, president of the UCLA Faculty Association, wrote in an email. “It will harm undergraduate learning opportunities, and hamper UC’s ability to be a scholarly leader on the international stage. It enshrines ideology at the heart of the institution rather than decades of empirical and scholarly understanding. We stand against this extortion effort.”

    Markowitz said the “UCLA FA and CUCFA have stood with our union colleagues in calling for no negotiations since the beginning.” The university administration “is under intense federal pressure,” she said, and she urged them to resist—“particularly because other faculty legal action has resulted in the restoration of nearly all of the temporarily suspended federal grants.”

    Indeed, Stett Holbrook, a UC spokesperson, wrote in an email to Inside Higher Ed Monday that “as for terminated federal research funds, that figure is in the tens of millions”—a far cry from the August estimate of $584 million.

    He provided a statement saying, “UC has been clear it must evaluate its response to the administration’s settlement proposal that, like all settlement communications, is confidential. As stated previously, the proposed $1.2 billion settlement payment alone would derail work that saves lives, grows our economy, and fortifies our national security. UC remains committed to protecting the mission, governance, and academic freedom of the University.”

    White House and DOJ officials didn’t respond to requests for interviews Monday or answer written questions.

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  • Smart strategies to help students find the perfect college

    Smart strategies to help students find the perfect college

    Key points:

    You’ll often hear two words come up in advising sessions as students look ahead to college: match and fit. They sound interchangeable, but they’re not.

    Match refers to what colleges are looking for from students. It’s mostly determined by admissions requirements such as GPA and test scores, and in some cases, other criteria like auditions, portfolios, or athletic ability. Fit is more of an art than a science; it refers to what the student is looking for in a college, including personal preferences, social and cultural environment, financial factors, and academic offerings. When we talk to students about college fit, it’s an opportunity for them to ask themselves whether they like what a certain institution offers beyond being admitted.

    In the college admissions process, both terms matter. A strong match without a good fit can leave a student disengaged and negatively affect their chances of graduating from college. Nearly a quarter of undergraduate freshmen drop out before their second year, and it seems likely to me that a lot of these cases boil down to bad fits. On the other hand, a great fit that isn’t a match could be difficult for admission in the first place, and if a student is admitted anyway, the rigorous coursework they encounter might be more than they’re ready for. To maximize postsecondary success, advisors, families, and students alike should fully understand the difference between match and fit and know how to approach conversations about each of them.

    Match: Reach, target, and solid

    As I’ve worked with advisors over the years, one of the best ways we’ve found to guide students on match is using the categories of “Reach,” “Target,” and “Solid” schools. We can determine which schools belong to what category using the data that colleges share about the average incoming GPAs and test scores of admitted classes. Typically, they report weighted GPAs and composite test scores from the middle 50 percent of accepted applicants, i.e., from the students who fall anywhere from the 25th to 75th percentile of those admitted.

    • Reach: These are schools where admission is less likely, either because a student’s test scores and GPA are below the middle 50 percent or because the school traditionally admits only a small percentage of eligible applicants.
    • Target: These are schools where either GPA or test scores fall in the middle 50 percent of admitted students.
    • Solid: These are schools where students are well within the middle 50 percent for both GPA and test scores.

    Building a balanced college list across these categories is essential in the college planning process. Often, I see high-achieving students over-index on too many Reach schools, which may make it hard for them to get accepted anywhere on their list, simply because their preferred schools are ultra-selective. Meanwhile, parents and guardians may focus heavily on fit and overlook whether the student actually meets the college’s admission criteria. Advisors play a key role in keeping these data-informed conversations grounded with the goal of a balanced list of college options for students to pursue.

    The importance of early planning

    Timing matters. In general, if you meet with students early enough, conversations about fit are productive, but if you’re meeting with students for the first time in their senior year, the utmost priority should be helping them build a balanced list. Ideally, we want to avoid a situation where a student thinks they’re going to get into the most competitive colleges in the country on the strength of their GPA and test scores, only to find out that it’s not that easy. If advisors wait until senior year to address match, students and families may already have unrealistic expectations, leading to difficult conversations when options are limited.

    On the other hand, we would stress that although GPA is the factor given the most weight by admissions offices, there are ways to overcome match deficits with other elements of a college application. For instance, if a student worked part-time to support their family or participated in co-curricular activities, colleges using holistic review may see this as part of the student’s story, helping to balance a GPA that falls outside the typical range. These experiences highlight a student’s passions and potential contributions to their chosen major and campus community. We don’t want students to have unrealistic expectations, but we also shouldn’t limit them based on numbers alone.

    In any case, advisors should introduce both match and fit concepts as early as 9th grade. If students have a specific college in mind, they need to be aware of the match requirements from the first day of freshman year of high school. This allows students to plan and track academic progress against requirements and lets families begin exploring what kind of environment, resources, and financial realities would make for the right fit.

    Fit: A personal process

    Once match is established, the next step is making sure students ask: “What do I want in my college experience?” The answers will involve a wide range of factors:

    • Institutional type: Public or private? Small liberal arts college or large research university?
    • Academic considerations: What majors are offered? Are there study abroad programs? Internship opportunities?
    • Student life: What is the student body like? What kind of extracurriculars, sports, and support services are offered? Are there fraternities and sororities? What is the campus culture?
    • Affordability: What financial aid or scholarships can I expect? What is the true net cost of attendance?
    • Outcomes: What a student hopes to gain from their postsecondary experience, including specific degrees or credentials, career preparation, financial benefits, personal growth, and skill development.

    Fit also requires conversations within families. I’ve found that open communication can reveal misunderstandings that would otherwise falsely limit students’ options. Sometimes students assume their parents want them close to home, when in fact, parents just want them to find the right environment. Other times, families discover affordability looks very different once they use tools like free cost calculators. Ongoing dialogue about these topics between advisors, students, and families during the high school years helps prepare for better decisions in the end.

    Bringing it all together

    With more than 4,000 colleges and universities in the U.S. alone, every student can find a college or university that aligns with their goals and abilities. Doing so, however, is both an art and a science. Advisors who help families focus on both dimensions, and start the conversation early, set students up to receive those treasured acceptance letters and to thrive once they arrive on campus.

    For school districts developing their proficiency in postsecondary readiness factors, like advising, there is an increasing amount of support available. For one, TexasCCMR.org, has free guidance resources to strengthen advising programs and other aspects of college and career readiness. While Texas-focused, many of the insights and tools on the site can be helpful for districts across the country in building their teams’ capabilities.

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  • National Institute on Transfer Prepares to Close

    National Institute on Transfer Prepares to Close

    For over two decades, the National Institute for the Study of Transfer Students has bridged two worlds—the researchers who study transfer students and the campus staff who work with them. Located at the University of North Georgia, NISTS has gathered these groups for annual conferences, disseminated resources and research, and doled out awards for groundbreaking work.

    Now, university leaders say they can no longer afford to fund NISTS. At the end of October, NISTS, at least in its current form, will shutter.

    The institute “has made a lasting impact in improving transfer policy and practice nationwide,” and “its research has informed how colleges and universities support transfer student success,” university officials said in a statement.

    But “unfortunately, due to ongoing budget constraints and a realignment of institutional priorities, the university is no longer able to financially support the Institute,” the statement read. “We are proud of the Institute’s legacy and the many partnerships it has built, and we remain committed to serving transfer students through our academic programs and student success initiatives.”

    Janet Marling, NISTS’s executive director, said that over the past year, institute staff tried but ultimately couldn’t find a new permanent home for their work—at least for now. She hopes that other organizations will carry on parts of the institute’s work, including its conferences and programs, and house its research and resources so transfer professionals can continue to benefit from them.

    “We have heard, time and time again, there just isn’t anyone else providing the resources, the community, the networking, the translation of research to practice in the transfer sphere in the way that NISTS is doing it,” Marling said.

    ‘A Terrible Loss’

    NISTS prides itself on taking a unique approach, connecting staff who span the transfer student experience—from admissions professionals to advisers to faculty members—in an effort to holistically improve transfer student success. Transfer practitioners and researchers worry NISTS’s closure will have ripple effects across the field.

    Alexandra Logue, professor emerita at the CUNY Graduate Center, said the transfer process inherently involves multiple institutions working together, including, in some cases, across state lines; about a quarter of transfer students choose to go to a four-year college or university in another state.

    Logue appreciated that NISTS conferences offered a rare “chance for people from all the different states in the country to come together” to coordinate and swap best practices. Such programs also allowed transfer researchers like her to share their findings with staff working directly with transfer students on campuses.

    “The research that we do is pointless if it isn’t put into practice,” Logue said.

    While other organizations are doing powerful work to improve transfer student outcomes, NISTS played a major role in bringing new visibility to transfer students’ needs by making them a singular focus, said Stephen Handel, a NISTS advisory board member.

    The institute “added a legitimacy to a constituency of students that often got forgotten,” Handel said. “NISTS was completely focused on that constituency alone, and that’s what made it unique.”

    Eileen Strempel, also on the advisory board, said she got involved with NISTS when she served as an administrator at Syracuse University and sought to create a strategic plan to improve transfer outcomes—an area she hadn’t done much work in before.

    “I felt like, oh, wow, there’s a brain trust already for me, the neophyte, the learner who doesn’t know very much about transfer at all,” she said. She called the closure “a terrible loss.”

    She said NISTS leaders often asked conference participants how many of them had never attended a convention focused on transfer students before; Each year, most hands went up.

    “To me, what that moment always crystallized was the important role that NISTS had” in helping practitioners figure out “how they could learn from other colleagues, that they didn’t need to recreate the wheel,” Strempel said.

    Those lessons have had downstream effects on students.

    Each practitioner came out better equipped “to help hundreds, if not thousands of students,” Strempel said.

    Marling said one of the most exciting parts of the work was seeing its impact on students across the country. For example, she watched graduates of NISTS’s post-master’s certificate program in transfer leadership and practice go on to make meaningful changes on their campuses, such as establishing new transfer partnerships with other institutions or revamping training for advisers to improve transfer students’ experiences.

    She said she feels “profoundly sad” about NISTS shuttering at University of North Georgia, but she also believes NISTS will live on in some form because of the “tremendous outpouring of support and concern” that followed the announcement of its closure.

    “I’m very hopeful that the spirit of NISTS will continue,” whether that’s as an institute elsewhere or “within the many, many transfer champions that are working in higher education across the country. I’m really excited to see how individuals and institutions take what they’ve learned from NISTS and continue to grow their focus on transfer students and continue to provide equitable opportunities for these students.”

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  • 3 Arrests Made at University of Michigan Protest

    3 Arrests Made at University of Michigan Protest

    Courtesy of the University of Michigan.

    Three pro-Palestinian protesters were arrested on the University of Michigan campus Wednesday, MLive Media Group, a local news organization, reported.

    The TAHRIR Coalition, a campus student group, led the protest in response to an event held by the university’s Students Supporting Israel chapter, which featured several Israel Defense Forces soldiers.

    Melissa Overton, the university’s deputy chief of public safety and security, told MLive that the individuals arrested were not affiliated with the university. She said the protesters blocked the exit to an underground parking garage and refused to move when ordered to. 

    They were charged with resisting and obstructing police, attempting to disarm an officer, disorderly conduct, and outstanding warrants, Overton said. The case has been forwarded to a prosecutor, she noted.

    Erek Mirque, a member of TAHRIR, told MLive that the arrests came as a surprise and that he was unaware of any confrontation with officers before the arrests.

    “We did not expect the situation to escalate the way that it did,” he said.

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  • Students Share Feelings of Belonging on Campuses

    Students Share Feelings of Belonging on Campuses

    Seven in 10 college students say most or nearly all students on their college campus feel welcomed, valued and supported, according to a July 2025 survey by Inside Higher Ed and Generation Lab.

    The data, collected from over 260 two- and four-year colleges across the country, paints a relatively rosy picture of students’ sentiments on campus this fall against the backdrop of free speech restrictions, tense protests and cutbacks to programs that serve students from racial minorities.

    While respondents indicated the average student is welcome at their institution, they were less confident about whether they themselves fit in academically or socially.

    Fewer than one-third of respondents said they have an “excellent” or “above average” sense of social belonging on campus; 42 percent reported “average” feelings of belonging. Additionally, 38 percent of students said they had an “excellent” or “above average” sense of academic fit at their institution, while just under half said they had an average sense of academic fit.

    Survey data also pointed to positive sentiments about personal and academic inquiry. When asked how encouraged and supported they felt to explore different perspectives and challenge their beliefs, a majority of students indicated they feel “somewhat” (45 percent) or “very” supported (35 percent) on campus.

    A Warm Welcome

    Campus climate, or the perception of how much respect and inclusion students feel on campus, is tied to learning; research shows that students who face discrimination are less likely to succeed academically. Research has also found that students of color are less likely than their white peers to report feeling at home at college.

    Inside Higher Ed’s Student Voice survey found minor variance among racial groups in reporting a generally positive campus climate. White students (75 percent) and Asian American or Pacific Islander students (73 percent) were most likely to indicate “most” or “nearly all” students are welcome on campus, compared to Hispanic (71 percent) or Black (68 percent) respondents. Seventy percent of “other” students, which Generation Lab classifies as students of two or more races or who come from outside the U.S., had positive reviews on campus climate.

    Adult and two-year students were more likely to say nearly all students are welcome on campus (24 percent) than the average respondent (20 percent), which could reflect the diverse student bodies at two-year institutions and the preferences of adult learners to enroll in two-year or online institutions.

    By comparison, students who had considered leaving college were less likely to say “most” or “nearly all” students are welcomed (64 percent) compared to all respondents (73 percent) or students who had never considered dropping out (77 percent).

    Three percent of survey respondents wrote in other responses, indicating they completed their classes online and therefore could not speak to the campus climate.

    Academic Success and Belonging

    The survey also asked students to rank their own sense of social belonging and academic fit on a scale of poor to excellent.

    Across racial demographics, Asian American and Pacific Islander (AAPI) students were most likely to rate their social belonging as high (33 percent), followed by white and international students (30 percent each), Black students (25 percent), and Latinos (22 percent).

    On academic fit, white students had the highest ratings; 43 percent of respondents said their fit was “excellent” or “above average,” followed by AAPI (42 percent), Black students (33 percent) and Latino students (30 percent).

    Students who had considered leaving college were much more likely than their peers to report they had a “poor” sense of belonging (15 percent versus 6 percent).

    First-generation students were more likely to rate their sense of academic fit and social belonging as “below average” or “poor” (17 percent and 37 percent, respectively) compared to their continuing-generation peers (13 percent and 28 percent).

    DEI Cutbacks

    Inside Higher Ed’s survey also asked students whether federal actions to limit diversity, equity and inclusion have impacted their experiences. The most popular response was “no real impact on my experience” (37 percent), and a handful of students wrote in that they anticipated greater impact after returning to campus this fall. This view held across racial groups, with the greatest share of respondents saying it hasn’t impacted their experience.

    About 20 percent of students said the changes to DEI on campus have “somewhat negatively impacted my experience” and 16 percent indicated “I don’t feel impacted, but my peers have been negatively impacted.”

    Nonbinary students were most likely to say it’s severely negatively impacting their experience (39 percent).

    Ten percent of respondents said they are somewhat or significantly impacted in a positive manner by the changes.

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  • Funding technology initiatives in uncertain times

    Funding technology initiatives in uncertain times

    Key points:

    Recent policy shifts have caused significant uncertainty in K-12 education funding, especially for technology initiatives. It’s no longer business as usual. Schools can’t rely on the same federal operating funds they’ve traditionally used to purchase technology or support innovation. This unpredictability has pushed school districts to explore creative, nontraditional ways to fund technology initiatives. To succeed, it’s important to understand how to approach these funding opportunities strategically.

    How to find funding

    Despite the challenges, there are still many grants available to support education initiatives and technology projects. Start with an online search using key terms related to your project–for example, “virtual reality,” “virtual field trips,” or “career and technical education.”

    Explore national organizations like the Bill & Melinda Gates Foundation or Project Tomorrow and consider potential local funding sources. Local organizations such as Rotary or Kiwanis clubs can be powerful allies in helping to fund projects. The local library and city or county government may also offer grants or partnership opportunities. Schools should also reach out to locally-headquartered businesses, many of which have community outreach or corporate social responsibility goals that align with supporting local education.

    Colleges and universities are another valuable resource. They may be conducting research that aligns with your school’s technology project. Building relationships with these institutions and organizations can put your school “in the right place at the right time” when new funding opportunities arise.

    Strategies to win the grant

    Once potential funding sources are identified, the next step is crafting a compelling proposal. Consider the following strategies to strengthen your application.

    1. Focus on the “how and why,” not just the “what.” If your school is seeking funds to buy hardware, don’t simply say, “Here’s what we want to buy.” Instead, frame it as, “Here’s how this project will improve student learning and why it matters.” Funders want to see the impact their support will have on outcomes. The more clearly a proposal connects technology to learning gains, the stronger it will be.

    2. Highlight the research. Use evidence to validate your project’s value. For example, if a school plans to purchase virtual reality headsets, cite studies showing that VR improves knowledge retention, engagement, and comprehension compared to traditional instruction. Demonstrating that the technology is research-backed helps funders feel confident in their investment.

    3. Paint a picture. Bring the project to life. Describe what students will experience and how they’ll benefit. For example: “When students put on the headset, they aren’t just reading about ancient civilizations, they’re walking through them.” Vivid descriptions help reviewers visualize the impact and believe in your vision.

    Eight questions to consider when applying for a grant

    Use these guiding questions to sharpen your proposal and ensure a strong foundation for implementation and long-term success.

    1. What is the goal? Clearly define what students will be able to do as a result of the project. Use action-orientated language: “Students will be able to…”
    2. Is the technology effective? Support your proposal with evidence such as whitepapers, case studies, or research that can demonstrate proven impact.
    3. How will the technology impact these specific students? Emphasize what makes your school or district unique, whether it’s serving a rural, urban, or high-poverty community and how this technology addresses those specific needs.
    4. What is the scope of the application? Specify whether the project involves elementary school, secondary school, or a specific subject or program like a STEM lab.
    5. How will success be measured? Too often schools reach the end of a project without a plan to track results. Plan your evaluation from the start. Track key metrics such as attendance, disciplinary data, academic performance, or engagement surveys, both before and after implementation to demonstrate results.
    6. What are your budgetary needs? Include all associated costs, including professional development and substitute coverage for teacher training.
    7. What happens after the grant is over? If you plan to use the technology for multiple years, apply for a multi-year grant rather than assuming future funding will appear. Sustainability is key.
    8. How will success be celebrated and communicated to stakeholders? Share results with the community and stakeholders. Host events recognizing teachers, students, and partners. Invite local media and highlight your funding partners–they’re not just donors, but partners in student success.

    Moving forward with confidence

    Education funding will likely remain uncertain in the years ahead. However, by being intentional about where to look for funds, how to frame proposals, and how to measure and share impact, schools can continue to implement innovative technology initiatives that elevate teaching and learning.

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

    “The Myth of Political Correctness,” 30 Years Later

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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