Tag: Education

  • It’s a Small World (After All)

    It’s a Small World (After All)

    These days, most faculty members are tired, sad and as anxious as our tired, sad students. We spend time doing things that aren’t what our advisers did, or what they trained us to do, or even really what we want to do.

    We serve on too many committees, busy with work that’s unrewarded and mostly invisible, and we must explain to civilians that, no, we don’t have summers off—we just don’t get paid to do the research we have to produce to survive, even if no one ever reads it. Some of us juggle zillions of courses at multiple institutions and can barely afford dog food. Most people getting Ph.D.s these days can no longer expect to land a permanent job. And many of us who were lucky enough to get on that last gravy train to tenure are ready to hop off, if we could only think of something else we’re qualified to do.

    As tired, sad and anxious as I am, I still find this gig a privilege: indoor work, no heavy lifting. And the academic world, with all its wacky quirks, is fascinating. Like other cultural niches, we have our own jargon, celebrities unknown to the wider public, rituals that make zero sense to outsiders (and to many of us) and a deeply entrenched caste system that keeps us humble. (Ha-ha.)

    I’ve been in multiple rings in the academic circus. After I bailed out of scholarly publishing—first at Oxford University Press and then at Duke—I worked in undergraduate admissions at Duke. I wrote a snarky book about that experience, then published two more to atone for my sins. That experience fed into my next act: For a quarter century, I spouted off in columns for The Chronicle of Higher Education a rival publication, hoping to give academics permission to write for and like humans.

    When I became a faculty member, I felt I’d won the lottery. Who else has this kind of job security and so many degrees of freedom? I try to remember how fortunate I am when I’m tempted to complain. (Doesn’t stop me.) It helps to remember that having tenure is luxurious compared to being staff, where I was sometimes treated as one notch above custodians and had to deal with almost as much shit.

    Two years ago, I was asked by Inside Higher Ed’s co-founder, my old buddy Doug Lederman, to create a paywalled newsletter for industry leaders. I got a crash course in governance and learned how little I understood about how universities are run. In off-the-record chats with presidents, I’ve realized that rarely does anyone see the full picture, including faculty members like me who believe they know it all.

    Those conversations opened my eyes to just how brutal the job has become—death threats, harassment by frat-boy trustees, vicious attacks from faculty senates, black mold in presidents’ houses and other crap that would make most of us run screaming. It’s enough to think presidents deserve those big honking salaries. Unless they suck. Which, undoubtedly, some of them do. Just not the ones willing to talk to me and write anonymously for no rewards other than the rare opportunity to be truthful and vulnerable on the page.

    Of course, the problems in higher ed go far beyond presidential housing crises and governance theater. The sector’s challenges create genuine existential threats to a shocking number of the nearly 4,000 institutions that make up our ecosystem. And yet, we beat on, boats against the current, trying to figure out how to keep doing meaningful work in this strange, insular, endlessly complicated world we’ve chosen, one that’s always been isolated from what others call “the real world” (and not in a fun MTV way) and that is, in many ways, small.

    Small World is, in fact, the title of the middle novel in David Lodge’s campus trilogy. Long ago in a galaxy far, far away (the ’80s, NYC), I read it after gulping down the first, Changing Places, which includes one of the best bits in academic fiction. In a game called Humiliation, each person in the English Department names a book he hasn’t read but assumes the others have. So caught up in wanting to succeed, a poor sap calls out Hamlet. He wins the game and is denied tenure.

    Lodge’s fictional world captured something true about academic insularity, but even his juicy satire couldn’t anticipate the daily reality most of us don’t want to face today—the fact that we are no longer trusted and respected by the public, we’re going through leaders like Kleenex during flu season, the feds are taking a chain-saw approach to federal funding, previously dull topics like accreditation are now going to change all of our lives and ideas of inclusion and access we were naïve enough to think would change the world are being thrown into the trash heap

    It’s a shit show big yikes. In some ways, though, academe is still a small world, even if the days of budgets for international conference hopping à la Lodge are not within the reach of most of us. But if you read The New York Times, The Washington Post and The Wall Street Journal, you might think higher ed consists of about 20 schools, plus another dozen or so when they’re trying not to be snobby.

    Most of us do not live in that world.

    Most of us don’t live in a world where a degree-seeking student is an 18- to 22-year-old whose only job is going to class.

    Most of us don’t work at institutions where the six-year graduation rate is 90 percent. Or 80 percent. Or even 60 percent.

    Most of us don’t work at places that will be hit hard by the rise in the endowment tax.

    Most of our schools were in decline even before the recent upheavals, facing eroding public trust and not enough butts to put in our classroom seats. And each department plays a zero-sum game trying to attract majors, which are, if you speak with employers, as I’ve done for my most recent book, important to no one (save faculty and department chairs).

    Yet many faculty, staff and students don’t pay enough attention to what goes on beyond their campus gates to notice that everything else in our society has changed while we remain conservative stolidly averse to adaptation. With so many colleges and universities circling the drain, “Don’t look up!” feels like a reasonable response.

    In this space, each I’ll draw on my experience to explore corners of our small world that may be overlooked. What I can promise is no bullshit candor about both the disasters and the unexpected moments of grace. Because even as our world grows smaller and more precarious, it remains endlessly fascinating. And well worth fighting for.

    Rachel Toor is a contributing editor at Inside Higher Ed and the co-founder of The Sandbox, a weekly newsletter that allows presidents and chancellors to write anonymously. She is also a professor of creative writing and the author of books on weirdly diverse subjects. Reach her here with questions, comments and complaints compliments.

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  • Student Success Coaching Success Stories

    Student Success Coaching Success Stories

    For Chianti Grantham, her vocation in life crystallized the moment she started teaching.

    “The first time I stepped foot in a classroom, I knew that that’s what I was supposed to do. I knew that was my happy place.”

    Grantham works as an academic success coach at Houston’s University of St. Thomas, in the Kolbe School of Innovation and Professional Studies, an associate degree–granting arm of the university that supports nontraditional learners. In her role, Grantham assists students who are facing challenges that are impeding their academic progress, including those who have fallen below a 2.0 GPA.

    In an interview with Inside Higher Ed, Grantham discusses how she does the work and effective strategies she’s used to support her students.

    Q: What experiences or training have helped you establish your student success philosophy?

    A: All of the experience that I’ve had over the years has taught me how to do what I do. I have a varied amount of experience from teaching, from being a tutor, and I think that it grew as I matured and grew as an educator. So did my skill level and paying attention to the needs of the students, and establishing those relationships with the students.

    One of my very first classes that I taught, I had a student disclose in a paper that he had HIV. I learned quickly, like, “OK, this is about more than just teaching these students how to write. I have to be a mother. I have to be a support system. I have to be that person that they can go to.” Because if he felt comfortable enough in disclosing something like that with me, then I have a lot of power, and I can use that power for good, or I can use that power for bad. I decided that I wanted to use that power for good, and I specifically wanted to serve the nontraditional, underserved population.

    I’ve been an academic success coach for going on four years at St. Thomas and then two years prior with Lone Star College. I have found that, once I reach out to a student and I’m like, “Hey, your instructor indicated that you have fallen behind. You haven’t turned in your assignments. Your assignments have been subpar. You’ve been unresponsive,” whatever the situation is—I always ask for very detailed information about what’s going on with the student—it’s like the floodgates open. Students are like, “Oh my gosh, somebody called me, somebody cares.” And that’s what I normally hear, like, “Yes, I’m sorry. I lost my job,” or “I’m overwhelmed with work,” or “I’m overwhelmed with life,” or “I’m depressed,” or “My husband and I have separated.” It’s generally an external factor that is impeding them from being successful in the classroom.

    What I tell our instructors is: We have to get to the root of the issue, but we have to get to the root of the issue early. Early intervention is the best and most viable way to help a student to be successful. If I don’t know until a week before classes end, I can’t help that student, right? But if I know week one, they haven’t submitted any assignments within that first week, I tell the instructors to contact me, give me their information, tell me what’s going on and I’m reaching out. In that instance, I can help a student to turn it around.

    Q: You recently started a program to support students on academic probation. Can you talk about where that idea came from and where you saw a need to improve processes for these students?

    A: What we’re trying to do is find as many ways to support the students in their success. So, specifically, when they’re on academic probation—meaning that they’ve fallen below a 2.0 grade point average—at that time, they go under my wing.

    They’re required to be in contact with me, either through phone call or meeting face-to-face or virtually, just to help them get back on track. We’re sitting down, we are creating a routine and a study schedule that also includes their personal lives.

    What I tell a student is “Let’s look at your personal as well as your professional life. Let’s put all of those responsibilities in a calendar.” So whether it be a paper calendar or on a cellphone—I’m an old-school person, so I actually do paper and I do my cellphone—I help them in that way.

    I also refer them to other resources. If they’re telling me they’re having some type of housing issue, I will contact our residence life department. I’ve also sought out shelters, other community resources. I have advocated for students to get scholarships so that they can pay their rent. It’s a gamut of things.

    I’m in the process now with one of my colleagues to write an academic probation course that the students must take for an entire semester, and it focuses on time management, organizational skills and some mental wellness tips. All of these things that I have either seen myself in interacting with students or in my conversations with faculty and adjuncts, things that they’ve seen. We’ll be launching that this semester.

    Q: How do you balance the complexity of student support work? Each student is going to need a different thing, so how do you keep yourself educated as to what those resources are and who’s going to help you and be a partner in this work?

    A: What I found early on in this role is that it’s super important, actually, that I build relationships with other departments around the campus.

    I have also learned that it’s super important that I build relationships within the community. So there have to be people within the community that I can have a conversation with about, like, “Hey, I have a student that is unhoused. Can you help me? They need food; they need somewhere to live. They need clothing.” Those relationships are key. If I didn’t have those relationships, I wouldn’t be able to support my students.

    Q: How have you built up relationships with instructors as well, letting them know that you’re here to help with students’ success?

    A: At the beginning of every semester and then midway through the semester, I always send an email to all of the instructors reminding them, “I’m here. These are the services that I offer. These are the hours that I’m available if the students are performing at a lower level, if they’ve inquired about additional resources, if they’re unresponsive, if they said, ‘Hey, I just need help.’” If faculty feel they can’t offer that, those are the kind of things that I tell the instructors that I am able to help the students with.

    Also, I advocate for the students. Because I know these students very well, I’m copied on all emails that are sent to students when there is an external factor that’s going on that’s impeding them from being successful. I’m able to just keep a pulse on what’s going on. But yeah, my relationships with the faculty are great. It has to be, because otherwise I wouldn’t be able to support my students.

    Q: Do you have any advice for other academic success coaches you’d like to share?

    A: The one thing that I would say is the relationships that you build are so key. If you have relationships, if you reach across the aisle, so to speak, and you keep an open mind, just because someone doesn’t look like you, just because someone doesn’t share the same interests and beliefs as you, doesn’t mean that you can’t have a relationship with them.

    Some of the most beneficial relationships that I’ve had with students have been with people that are not like me and don’t share similar interests as me, but we’ve been able to come together.

    A perfect example is I had a student come to campus. He is local, but he didn’t ever come on campus because our programs are fully online. He’s really shy, so when he came to campus, I made a point to introduce him to one of my colleagues over at the peer-mentor program so that he could become a peer mentor. I took him over to career services because he was interested in an internship program, so I put him in touch directly with the person that handles that. Then he was like, “Oh, well, I also want to get involved in this particular club.” Well, it just so happened that the person in career services is also over [at] that particular club.

    I didn’t just pass him off like he was a baton or a number. I took him to these specific people. We had a conversation. We determined what the need was. I already knew what the need was, but I also have to help students advocate for themselves, right? That is the biggest thing—those relationships have been key, because I’ve been able to go into spaces that I wouldn’t otherwise be able to, or maybe not effectively go into.

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

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  • Recipe for Science Superpower? “Pay Your Taxes With Pride”

    Recipe for Science Superpower? “Pay Your Taxes With Pride”

    Denmark’s world-leading success in commercializing research should not be written off as a one-off confined to the country’s booming weight loss drug industry, a Nobel-winning scientist has argued.

    Since Novo Nordisk’s diabetes treatment Ozempic was sold as weight-loss drug Wegovy, the Danish biotech company has quickly grown into one of the world’s biggest companies and Denmark’s largest single corporate taxpayer, contributing almost $4 billion in corporate taxes in the year ending March 2025—about half of the country’s total corporate take.

    A further $3.8 billion in income taxes—which can reach up to 56 percent for higher earners—was also collected from Novo Nordisk staff in 2024.

    That success has led to major interest in how Denmark’s model of combined strong fundamental and applied research paid off so spectacularly and whether it can be replicated, although some pundits have wondered whether the serendipitous discovery of Ozempic—whose roots lie in research on snake venom—represents a one-shot for its industrial science sector.

    Speaking to Times Higher Education, however, the Nobel laureate Morten Meldal, who is professor of chemistry at the University of Copenhagen, said Novo Nordisk’s story should not be seen as an outlier in Danish research but one of many prosperous science-based companies based in the country of just six million people.

    “Novo Nordisk is the result of Denmark’s system—its success is directly attributable to how our society operates: We have high taxes, but those taxes result in huge tax-exempt industrial foundations funding science and creating opportunities for both academic and industrial success. That is why Novo Nordisk happened in Denmark,” said Meldal, who won the Nobel Prize for chemistry in 2022.

    While Novo Nordisk—whose $570 billion valuation last year was famously larger than Denmark’s entire GDP—has captured the interest of research policymakers, it should be understood in a wider context of sustained investment in research from industry, he added.

    “Look at Novozymes, Maersk, Carlsberg—if you consider how much our companies invest in research, it is far more than the government. Novo Nordisk has the blockbuster product now, but it arrived within the context of our system—there are lots of companies doing well by commercializing research.”

    Noting the advances made by U.S.-based Eli Lilly, which has two medications—Mounjaro and Zepbound—approved for use by American regulators, Meldal predicted that Novo Nordisk’s undisputed advantage in this area will eventually be eroded. But Denmark’s system will produce other big science success stories, said the biochemist, who leads the synthesis group in the chemistry department at the Carlsberg Laboratory.

    “We have won so much with Novo Nordisk, but its scientific success is the rule, not the exception,” he said, underlining the importance of basic research to create the opportunities of tomorrow.

    Denmark’s success in research has an even simpler root, continued Meldal, who was speaking at the annual Lindau Nobel Laureate Meeting held in southern Germany last month.

    “The best investment that any country can make is education; the payback on this is huge, and that allows for other investments, such as science. To do this you need our high-tax system and a government dedicated to long-term success of the entire society,” he said.

    “My advice to any country who wants Denmark’s system of science is simple: Pay your taxes with joy and ask for return on investment for the community.”

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  • CEO Reflects as the Common App Marks 50 Years

    CEO Reflects as the Common App Marks 50 Years

    Ever since 15 private colleges and universities teamed up to launch the Common App 50 years ago, the college admissions form has shifted practices and technology to meet the changing needs of institutions and students.

    For instance, the latest iteration of the application, which opened Aug. 1 for the 2026–27 academic year, has what the organization calls a “refreshed look” and a new question that allows students to share their experiences with working at a paid job or taking care of their siblings. Common App, the nonprofit that runs the portal, piloted the Responsibilities and Circumstances question over the last three years, which showed in part “the importance of giving students space—beyond the personal essay—to share how these factors have shaped their high school experience,” the organization wrote in its innovation guide.

    Common App is continuing to build out its Direct Admissions program, in which eligible students get an admissions offer before they actually apply. In its second year, 119 institutions have participated in the initiative and more than 700,000 students received offers.

    Nearly 1.5 million first-time applicants completed the Common App in the 2024–25 cycle, submitting more than 10 million applications, according to a report released this week. That included just over 571,000 first-generation students—a 14 percent increase compared to the previous cycle. The Common App is aiming to continue to increase the number of applicants who are first-generation and from low- or middle-income households as it seeks to close equity gaps.

    For this current cycle, more than 1,100 institutions are participating in the Common App, which includes 10 community colleges—yet another change for the organization aimed at ensuring students know about the available opportunities.

    As the organization marks its 50th anniversary, CEO Jenny Rickard sat down with Inside Higher Ed to talk about how the Common App has changed over the years and what’s next. The conversation has been edited for clarity and length.

    Q: How has the founding and the history of Common App influenced the organization today?

    Jenny Rickard has led Common App since 2016.

    A: The thing about Common App that is unique is how its mission actually has not changed over the 50 years of history. It still is an organization that is governed by our members. The mission has always been to simplify the admission process to enable more students to gain access to higher education. So the idea of trying to simplify the college application process by collaborating and working with all the different stakeholders in the admission process—that include students, applicants, school counselors and, obviously, admission officers—is how we go about developing this application, and it’s critically important that we listen to all of those different constituencies. Over the 50 years of Common App, what has changed is technology and the demand for higher education has continued to grow over that time. Just as the times have changed, we’ve expanded the types of institutions that we serve. As a result of that, the students and the different high schools or secondary schools that we’re able to reach.

    Q: As the demographics of who is attending college have changed, Common App has made an effort to adjust to that, such as working to better serve financially independent students. So what are the biggest demographic shifts happening now and that you see coming in the applicant pool over the next few years? And how are you looking to accommodate and invest in those changes?

    A: I think one of the main challenges over the past 50 years has actually been reaching different socioeconomic groups. So our moon shot that we launched to close our gap in the income bands of students using Common App shined a light on the access challenges that higher ed has faced. And some of the initiatives that we have launched are to address that gap—70 percent of the students using Common App to apply to college are from above the national median income and 30 percent are below. And that’s something that has been pretty constant in the college admissions space. We’re working through some of the initiatives that we’ve launched to reach out to more low- and middle-income students who may not think that college is something that’s possible for them, to let them know it is possible and you can go to college, and colleges would love to see you there.

    So it’s trying to go beyond addressing some of what I’d call the logistical barriers that students face to apply to college and get to some of the social and economic barriers that students face in applying to college. The main theme of what we’re trying to accomplish these days is expanding access to students who have felt that higher education may not be attainable for them.

    Q: One of those initiatives is direct admissions. Why is that something you wanted to invest in and how’s the program going?

    A: There are students who won’t even create a Common App account because they fear that rejection. And so one of the things that we’re working on is, how do we give students the positive reinforcement that you are going to be able to find a college? There are colleges that would love to enroll you. That can then inspire them to not only perhaps apply to some of the colleges that are reaching out to them, but also maybe think more broadly about where they might want to go to school and understand that they have some agency in this process.

    How we went about doing our direct admission work was inspired by the state of Idaho that had launched a program to let high school students know about the state institutions that they could get into. And we looked at that and thought, “Wow, what could Common App do nationally to help students in states that may not have a direct admission program, but also be able to expose them to the 1,100 colleges and universities that are members of this nonprofit membership association?”

    We did three different pilots to email students. We worked on the language and tried to understand from the student perspective what they were experiencing. We worked with our member colleges to understand the process from their vantage point as well as school counselors to see what might work best for their students and how to support them in this effort. And after the three pilots, we decided we could scale it and also enhance the technology so that we went beyond an email notification.

    Once they’re in Common App, they can now have a dashboard to see which schools would already admit them if they just continued in the process with those institutions. Every year, we make enhancements to the process as we learn from all the different stakeholders about which aspects are supporting students the best and which are supporting the institutions the best.

    Q: And the number of institutions participating in the direct admissions program is going to increase to more than 200 this fall, correct?

    A: I found it overwhelming, in a really great way, that we reached out to over 700,000 individual students with direct admission offers last year. Thinking about the scale that we have and being able to provide that positive reinforcement to help encourage students to continue in the admission process and be able to attain higher education is really exciting.

    Q: Certain elements of the admissions process are under scrutiny, such as concerns about standardized tests. I recently wrote about a report led by a Common App researcher that found letters of reference for some minority groups tend to skew shorter. What do you make of those debates and how do you think college admissions will change over the next several years?

    A: As technology changes and institutions look at their own way of doing their admission processes, we will continue to work with our members to understand what they are experiencing and what they are wanting in order to enroll the classes of students that they want and who will thrive on their campuses. We have a common platform, but there is also flexibility by institutional type, as well as a section for colleges to have their own questions beyond what’s on the common form. That format has provided the flexibility for us to be able to have a very diverse group of members, and also in welcoming associate’s degree–granting community colleges to the platform.

    We’ve been constantly evolving as the higher education environment has evolved, as technology has evolved. When you look back at Common App 50 years ago, its technology inspiration was the photocopier, and the idea was a really great idea of admissions deans seeing that they were asking some similar questions, maybe they could streamline this process for students. And then floppy disks came along, and admissions officers and college counselors said, “We need to move into this floppy disk area.” And they quickly pivoted when the internet came out, and in 1998 launched the first online application. So we will continue to evolve. Obviously, with artificial intelligence, we’re looking into how this can assist in the process.

    Q: Common App has reams of data about students’ applications, and the organization has worked to make that information more easily available. What do you see as Common App’s role in the world of higher ed research?

    A: We were very grateful to the Gates Foundation who, over five years ago, awarded us a grant to create a data warehouse so that we could share nationally about trends in the college application process and help shine a light on areas where there are differences across institutions and across students. So you pointed to that research about how recommendations for some populations of students aren’t as strong as others. What does that mean? And is that a reflection of the students? Is it a reflection of the secondary schools that they might attend?

    Because when you think about the great diversity of colleges, the diversity of secondary schools is that much more, and the opportunities that students have [are] so different, and being able to really highlight what that means from a student access perspective is critically important for all of us to try to make sure that students have the same level of opportunities.

    So investing in that data warehouse—and that investment from the Gates Foundation—is something that has really transformed us, not just only from the research reports that we’re able to do but also during COVID, we were able to see right away that first-generation college students’ applications had really dropped off. And we were able to alert all of our members that COVID was really having an impact on first-generation college students and [look into] what we could all do to try to mitigate that negative impact.

    It also has been important for us to be able to understand how students are persisting within the Common App, and to help us enhance the system to try to ensure that students are not only able to start an application but to complete the application. And we’ve been able to collaborate with organizations like the National Student Clearinghouse to see if students are persisting in college. We have been able to add the texture that the admission application provides to the clearinghouse data to understand more about student behavior, not only in Common App but also in college.

    I see that as all critical in terms of informing our broad community about the kinds of changes we might need to make or things that we might want to stop doing because it’s not helping the situation. The data has really just shined a light on a number of the challenges in the admission process and informed us about ways that we might be able to mitigate those challenges. Direct admission is one of those.

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  • Indiana Governor Responds to IU Plagiarism Allegations

    Indiana Governor Responds to IU Plagiarism Allegations

    Anna Moneymaker/Staff/Getty Images North America

    This article has been updated to reflect changes to WFYI’s original reporting

    Indiana governor Mike Braun said that Indiana University’s Board of Trustees should “take action” if allegations that President Pamela Whitten plagiarized her doctoral dissertation are true, WFYI reported.

    Braun’s comments this week came in response to reporter questions about the plagiarism allegations. A report earlier this year found parts of her dissertation, published in 1996, appeared to plagiarize other academic research. IU officials brushed off that report, telling media outlets that the university investigated the plagiarism allegations in the summer of 2024 and determined the claims had no merit. But last week, a local newspaper reported new findings that indicate Whitten copied other research.

    Braun, a Republican, said at a press event that he expects the board “to get on that right away,” responding to the hypothetical about the Whitten allegations. He didn’t specify how the trustees should look into the charges.

    IU’s board is entirely appointed by Braun, following a change to how trustees are selected earlier this year. Previously, the governor appointed six members while three others were elected by alumni. But a provision in Indiana’s latest budget bill now gives the governor full power over who serves on the board, which he quickly exercised, selecting new trustees in June and July.

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

    The plagiarism allegations add further controversy to Whitten’s time at Indiana. Whitten, who has been president since 2021, has been accused of retaliating against a professor for criticizing her and stifling academic freedom, while also imposing broad restrictions on campus speech. Indiana has also tried to prevent professors who took buyouts from criticizing the university.

    IU faculty voted no confidence in Whitten last year following a string of controversies.

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  • Indiana Governor Responds to IU Plagiarism Allegations

    Indiana Governor Responds to IU Plagiarism Allegations

    Anna Moneymaker/Staff/Getty Images North America

    This article has been updated to reflect changes to WFYI’s original reporting

    Indiana governor Mike Braun said that Indiana University’s Board of Trustees should “take action” if allegations that President Pamela Whitten plagiarized her doctoral dissertation are true, WFYI reported.

    Braun’s comments this week came in response to reporter questions about the plagiarism allegations. A report earlier this year found parts of her dissertation, published in 1996, appeared to plagiarize other academic research. IU officials brushed off that report, telling media outlets that the university investigated the plagiarism allegations in the summer of 2024 and determined the claims had no merit. But last week, a local newspaper reported new findings that indicate Whitten copied other research.

    Braun, a Republican, said at a press event that he expects the board “to get on that right away,” responding to the hypothetical about the Whitten allegations. He didn’t specify how the trustees should look into the charges.

    IU’s board is entirely appointed by Braun, following a change to how trustees are selected earlier this year. Previously, the governor appointed six members while three others were elected by alumni. But a provision in Indiana’s latest budget bill now gives the governor full power over who serves on the board, which he quickly exercised, selecting new trustees in June and July.

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

    The plagiarism allegations add further controversy to Whitten’s time at Indiana. Whitten, who has been president since 2021, has been accused of retaliating against a professor for criticizing her and stifling academic freedom, while also imposing broad restrictions on campus speech. Indiana has also tried to prevent professors who took buyouts from criticizing the university.

    IU faculty voted no confidence in Whitten last year following a string of controversies.

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  • The Myth of Antisemitism at Harvard

    The Myth of Antisemitism at Harvard

    As rumors swirl that Harvard University will soon capitulate to the Trump administration and pay a $500 million fine, it’s important to speak out against university officials who bow down to authoritarianism. I’ve argued for why Columbia and Brown were wrong to settle, how their agreements endanger academic freedom, and why these agreements leave universities more vulnerable to future attacks by the Trump regime.

    But it is also important to reiterate the fact that the reasons cited by the Trump administration for why Harvard must pay this money are lies. The Trump administration’s assertion that Harvard has committed antisemitic discrimination against Jews is a series of falsehoods fabricated by an antisemitic president and his obedient bureaucrats who seek to punish their perceived political enemies on fraudulent grounds.

    On June 30, 2025, the Trump administration’s Joint Task Force to Combat Anti-Semitism issued the finding that “Harvard University is in violent violation of Title VI.” No one knows what a “violent” violation is, since this bizarre term has never been used before, but the result was inevitable. Since Harvard had already been punished for imagined antisemitism far more harshly than any college in American history, with billions of dollars in grants cut off without due process, the finding of guilt was an inevitable ex post facto determination.

    Still, it’s important to examine this absurd finding of antisemitism at Harvard in depth, because it sets a standard that all colleges will be expected to obey, and because it requires the worst attacks on free speech ever ordered by the federal government.

    Most of the government’s report comes not from any investigation of its own, but from Harvard’s own self-examination of antisemitism on campus. The Trump administration’s Notice of Violation against Harvard is almost comical for its lack of evidence of any wrongdoing committed by Harvard.

    The Trump administration concluded, “We find that these and other actions contributed to a hostile environment for Jewish and Israeli students at Harvard,” citing a large number of cases of people engaged in peaceful expression, including several silent “study-in” protests at Harvard libraries. Incredibly, Harvard’s unjustifiable repression of silent, nondisruptive protests, which included banning dozens of students and faculty from the library, was used by the government as evidence that Harvard has done too little to protect Jewish students.

    When carrying a piece of paper into a library is punished by Harvard, it’s a travesty. When Harvard punishes its students and faculty for carrying a piece of paper into a library and this is cited by the government as insufficiently repressive of free speech, it’s a disaster.

    This also shows why Harvard may be willing to cut a deal with the government, despite the humiliation required to bow down before Trump: The repression demanded by the Trump regime is precisely what the Harvard administration has inflicted upon its students and faculty and wants to expand. Censorship is not an unfortunate side effect of any deal with Trump; it may be Harvard’s goal to use this agreement to provide an excuse for crushing dissent even more than it already has.

    The other primary evidence against Harvard cited by the Trump administration was a 2024 Harvard survey of 2,295 students, faculty and staff that found 61 percent of Jewish respondents felt there were academic or professional repercussions for expressing their political beliefs, and 15 percent of Jewish respondents said they did not feel physically safe on campus. But the Notice of Violation completely omits the fact that the same survey found that a much higher proportion of Muslims feared professional repercussions (92 percent) and feared for their physical safety (47 percent).

    The surveys indicate that Islamophobia at Harvard is a far worse problem than antisemitism. Yet Harvard hasn’t taken any significant actions against Islamophobia, and Harvard hasn’t adopted a new definition of Islamophobia to prohibit double standards in criticizing Muslim nations. And the Trump administration has done nothing despite the far greater fears expressed by Muslims at Harvard.

    Is there antisemitism at Harvard? Sure, there’s antisemitism everywhere, just as there is racism, sexism, Islamophobia, homophobia, transphobia and every other form of bigotry. But we don’t hold universities responsible for banning these ideas under threat of massive government retaliation. In fact, we demand exactly the opposite: Colleges must protect hateful ideas and refuse to censor them.

    Far from being “deliberately indifferent” to antisemitism as the Notice of Violation claims, Harvard has bent over backward to suppress free speech, ban protests, denounce its own students and faculty, and punish people without due process, all in the name of censoring criticism of Israel. It’s difficult to name an American college that has done more to suppress free speech in the name of fighting “antisemitism” than Harvard, but no amount of repression will ever satisfy the Trump regime.

    I don’t want people to think that Harvard as an institution is free from antisemitism. Harvard has indeed engaged in antisemitism and deserves condemnation for doing so. In April, Harvard administrators banned Jews from holding a Passover seder, by far the most clear-cut example of institutional antisemitism at Harvard. Banning Jews from conducting a religious ceremony on campus is clearly antisemitic. But in this case, Harvard’s antisemitism was directed at Jews critical of Israel, so naturally the Trump administration completely ignores it.

    Even though it’s wrong for Harvard to try to suppress Jewish religious activities for political reasons, this isolated example of antisemitic repression would not justify a government investigation, let alone a finding of a “violent violation.” Private colleges should have wide discretion to make bad decisions, even those that violate their own standards of free expression and the religious rights of their students, without being subjected to government penalties.

    Likewise, the anti-Palestinian bias evident in Harvard’s repression of pro-Palestinian protests on campus is also a clear double standard and violation of Title VI’s rules protecting students based on national origin. But moral criticism, not government control, is the best way to fix the problem.

    I’ve argued that the repressive demands made against Harvard by the Trump regime are a blueprint for the obedience all colleges will be required to observe. The same is true of the fake “antisemitism” finding against Harvard, which provides a model for what future Title VI “investigations” will be. The government will make a list of every protest and controversial view expressed on a campus, quote a few right-wing students looking for a Columbia-style payday about how they are trembling in fear at hearing ideas they don’t like, and conclude that the university failed to do enough to protect the sensitive feelings of conservative students against the horrors of being criticized.

    Although this charade of antidiscrimination law has begun with the Trump administration pretending to care about antisemitism, it won’t be long before men start complaining about the hostile environment caused by feminists, white guys express their fear of anyone uttering the word “diversity” and, of course, all the straight people and devout Christians who are oppressed by the gays. If this kind of ridiculous evidence of “harassment” is accepted against a university for allowing free speech, then it can be equally applied by the Trump administration to any college that permits students and faculty to criticize right-wing dogmas about race, gender or sexuality.

    If Harvard submits to the Trump administration, it will be endangering its own finances, abandoning the values of academic freedom and betraying its students and faculty. But even worse, Harvard’s obedience will give the Trump administration license to pursue every college, for every implausible reason, until they submit.

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  • ANNE M. CIZMAR | Diverse: Issues In Higher Education

    ANNE M. CIZMAR | Diverse: Issues In Higher Education

    Anne M. Cizmar has been named associate dean of research administration at Eastern Kentucky University. This newly created role will support EKU’s strategic research initiative, aimed at building a holistic and scalable infrastructure to support the growth of sponsored research for faculty, staff and students across the university. Cizmar will oversee pre-award management, post-award administration and grant compliance. She will play a key role in enhancing EKU’s research environment through collaboration, transparency and innovation across all academic and administrative divisions. 

    Cizmar earned a Ph.D. in government and politics from the University of Maryland, College Park, where she specialized in American politics and quantitative research methods. She joined the Department of Government at EKU in 2011 and was promoted to professor of political science in 2022. She served as the Master of Public Administration program coordinator from 2020 to 2023. She serves as an active member of the university community through various committee roles, including vice chair of the Essential Education Transformation Committee.

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  • Working with our places will help us to spread the benefits of higher education more widely

    Working with our places will help us to spread the benefits of higher education more widely

    In the North East of England, fewer than one in three 18 year olds enter higher education, compared to a national average of 37 per cent.

    For higher education institutions, including my own, this is more than a regrettable statistic. It must be a call to action. The Sutton Trust’s Opportunity Index highlights that the North East ranks lowest of all English regions for social mobility prospects, with the poorest students in the region facing some of the most limited chances for progression into higher education and good employment.

    As a country we have undoubtedly made progress in widening participation, but as someone who spends their days thinking about such things, I worry: are we measuring that progress in the right ways? It’s not just about the gateway to university, it’s about the university journey and beyond. Or, to put it in more human terms: are people who previously wouldn’t have gone to university not only getting in, but thriving once they’re in?

    If we carry on measuring widening participation purely by entry stats and graduate salaries, we’ll miss the bigger picture, and what many of us went into higher education to try to achieve: deeper, transformative impact. A university education does more than prepare someone for a job. There is good evidence that links it to longer life expectancy, better health, and greater stability.

    The benefits of university go beyond the individual. Children of university graduates are much more likely to attend university and perform better once there. When a young person from a disadvantaged background earns a degree, it can spark a ripple effect that changes their family’s trajectory for good.

    There’s also a clear economic case for seeing success more broadly. Graduates typically pay more in tax, rely less on welfare services, and are more likely to engage in civic life. In regions like ours, where economic renewal and social mobility are deeply connected, that impact is amplified. A university education doesn’t just boost an individual’s prospects – it helps build stronger, more resilient communities.

    Whole-journey approach

    If we are truly serious about transforming lives and levelling up opportunity, especially in so-called “cold spots” like County Durham, then we need to dig deeper, beyond continuation rates and into attainment and the feeling of belonging. Financial strains, cultural barriers, wellbeing concerns, and more must be recognised and overcome. These are challenges not just for admissions, but across the entire student journey.

    Attainment gaps have a substantial impact, and disadvantaged students can be up to 22.7 months behind advantaged peers by the time they take their GCSEs. GCSE performance is strongly correlated with later life outcomes, including university attendance and employment quality. Early outreach is therefore pivotal in closing these long-standing gaps.

    It’s a challenge we take seriously. We’re not just widening the door – we’re reshaping the whole experience: investing nearly £1.5m in programmes for Key Stage 4 and 5 students, strengthening our foundation programme, and working with Sunderland AFC’s Foundation of Light to create a new health hub in one of our most deprived communities.

    One of the clearest messages of our new access and participation plan is how deeply place and perception are intertwined. Many young people in North East England don’t just lack opportunities – they’re not even sure those opportunities are meant for them. And, sadly, some still perceive Durham to be a place where they wouldn’t belong. Multiple studies show a strong link between a sense of belonging and academic success, particularly for underrepresented groups. So we’re investing in transition support and the Brilliant Club’s Join the Dots programme, which connects incoming students with peer coaches from results day onward.

    What we’re trying to achieve with our strategy cannot and should not be measured solely in continuation rates and degree classifications. Our evaluation strategy includes:

    • Sense of belonging as a core outcome: Building on Durham-led research, we are embedding a validated survey tool into our access and participation work. This tool captures students’ sense of belonging across multiple domains — from college life to academic confidence. These survey findings will help us identify and support groups at higher risk of exclusion.
    • Quasi-experimental design: Where sample sizes allow, we will use matched control groups and multiple regression analysis to compare outcomes between intervention participants and non-participants, tracking progress from outreach through to graduation. Intermediate metrics include not only continuation and attainment but also self-efficacy and engagement.
    • Pre/post measures: Our use of TASO’s validated access and success questionnaire enables pre- and post-intervention analysis of psychosocial outcomes such as academic self-efficacy and expectations of higher education.
    • Theory of change models: These have been developed for each intervention strand and will be regularly updated to ensure our work is aligned with evidence and outcomes over time.

    While our approach is rigorous, we anticipate several challenges. Students from disadvantaged backgrounds face cost-related pressures that may impact belonging and continuation. And persistent concerns about whether students from working-class or Northern backgrounds “belong” at Durham risk undermining recruitment and retention. We aim to confront this through co-designed interventions, but change in perception takes time.

    Co-development is key

    We believe that we can only succeed for the North East by working with others: through Universities for North East England – which includes Durham, Newcastle, Northumbria, Sunderland, and Teesside; and the new Durham Learning Alliance partnership with four local colleges – we must expand educational opportunities and drive economic growth.

    When people see that their goals and dreams are genuinely realisable, they’re far more likely to engage. After all, who are we to define what success should look like for someone else?

    The government’s opportunity mission gives higher education a rare, and much-needed, moment to pause and reset. Let’s not waste it. We’ve got a chance to rethink what success means – not just for universities, but for the people and places we serve. Let’s broaden the conversation beyond who gets through the door. Let’s put co-development at the heart of everything we do. And above all, let’s keep listening – not just to what students need, but to what they hope for. In the end, the real test of progress isn’t just who gets in. It’s who gets on – and how far they go, with us walking alongside them.

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  • Education Department details plans to collect applicant data by race, sex

    Education Department details plans to collect applicant data by race, sex

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    Dive Brief:

    • Under a proposed plan from the Trump administration, colleges would have to submit six years worth of application and admissions data — disaggregated by student race and sex — as part of the 2025-26 Integrated Postsecondary Education Data System reporting cycle.
    • President Donald Trump last week issued a memo requiring institutions to significantly expand the parameters of the admissions data they report to the National Center for Education Statistics, which oversees IPEDS.
    • Colleges would need to submit a multi-year report “to establish a baseline of admissions practices” before the U.S. Supreme Court’s 2023 ruling against race-conscious admissions, according to a notice filed Wednesday in the Federal Register. 

    Dive Insight:

     The Trump administration has repeatedly charged that diversity efforts at colleges and elsewhere violate civil rights law.

    “DEI has been used as a pretext to advance overt and insidious racial discrimination,” according to the Federal Register notice, which was signed by Brian Fu, acting chief data officer of the department’s Office of Planning, Evaluation and Policy Development.

    The additional student data questions — collectively titled the Admissions and Consumer Transparency Supplement, or ACTS — are meant to create “greater transparency” and “help to expose unlawful practices” at colleges, the notice said. It added that, with more information, the Education Department can better enforce Title VI laws, which bar discrimination based on race, color or national origin at federally funded institutions. 

    Under ACTS, colleges would have to report extensive demographic data for applicants, admitted students and those that ultimately enroll. And for the first year, they would have to do so for every academic year dating back to 2020-21.

    Colleges would also need to report on their graduation rates from 2019-20 to 2024-25, the notice said.

    Officials would be required to disaggregate student demographics by race and sex and cross-reference it with the following data points:

    • Admissions test scores.
    • GPA.
    • Family income.
    • Pell Grant eligibility.
    • Parents’ educational level.

    Previously, the Education Department only required colleges to submit data by race for enrolled students.

    Institutions would also have to report the numbers of their admitted student pool that applied via early action, early decision and regular admissions.

    Graduate student data would be required to be disaggregated by field of study, as applicants typically apply directly to departments, not to the college overall, the notice said.

    The Education Department is gearing ACTS at four-year institutions with selective admissions processes, which its notice said “have an elevated risk of noncompliance with the civil rights laws,” both in admissions and scholarships.

    The proposal says open-enrollment institutions like community colleges and trade schools are at low risk for noncompliance with Title IV in admissions.

    However, the department on Wednesday requested public comment on open enrollment colleges’ policies for awarding scholarships, an area it flagged as potentially providing “preferential treatment based upon race.” It also asked for feedback about the types of institutions that should be required to submit the additional admissions information.

    Public feedback could influence “whether we should narrow or expand the scope of institutions required to complete the ACTS component,” it said.

    The Education Department is also seeking feedback on how it could reduce the administrative cost of the increased data collection.

    It estimated that, across the higher ed sector, the change will create over 740,000 hours of new work.

    U.S. Secretary of Education Linda McMahon fully endorsed Trump’s memo last week, saying the administration would not allow “institutions to blight the dreams of students by presuming that their skin color matters more than their hard work and accomplishments.” But it has yet to be seen how the agency will handle a dramatic increase in college data.

    The Education Department’s workforce has been greatly diminished since Trump retook office. The Trump administration laid off half of the department’s employees in March. Although a federal judge temporarily blocked the mass terminations, the Supreme Court lifted that order last month while the litigation proceeds.

    Peggy Carr, the ousted former commissioner of NCES, warned last month that the dramatic cuts to the department put it at risk of mishandling data and eroding the public’s trust in its data.

    “Accurate, reliable, nonpartisan data are the essential foundations of sound education policy,” the long-time NCES official said in a statement. “Policy that isn’t informed by good data isn’t really policy — it’s guesswork.”

    The Trump administration abruptly fired Carr in February. President Joe Biden had appointed her to the post for a six-year term in 2021. 

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