The Class of 2025 is prioritizing location, job stability and benefits when considering their first job postgraduation.
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Commencement season brings excitement to college campuses as community members look to celebrate the accomplishments of the graduating class and usher them into their next chapter of life.
The Class of 2025, however, is gearing up to enter a challenging environment, whether that’s a competitive application cycle for gaining admission to graduate school or a tighter job market compared to previous years.
Inside Higher Ed compiled 25 data points regarding the Class of 2025 and the workforce they will enter, including levels of career preparedness, challenges in the workplace and the value of higher education in reaching career goals.
Over half of seniors feel pessimistic about starting their careers because they worry about a competitive job market and a lack of job security.
Seventy-eight percent of students rank job stability as a “very important” attribute in potential employers, followed by a healthy workplace culture.
Desired location is a top priority for 73 percent of 2025 graduates in deciding which jobs to apply for, followed by job stability (70 percent). Over two-thirds said they’re looking for a job near their family.
If they choose to relocate for work, cost of living is the most pressing issue for new graduates (90 percent), followed by a diverse and tolerant community (64 percent). Ninety-eight percent of young adults say cost of living is their No. 1 money stressor, as well.
Flexibility remains key for graduates, with 43 percent looking for hybrid work, defined as being on-site for two or three days a week. Forty-four percent cited the ability to work from home as an important benefit, and over half want more than two weeks of vacation or paid time off in their first year of work.
Roughly half of entry-level job postings employers plan to create will be hybrid, and about 45 percent will be for fully in-person roles.
Engineering students are expected to be the highest paid of all the majors pursued by the class of 2025, earning an average of $78,731 this year.
Recent college graduates who participated in experiential learning while in college earn on average $59,059, compared to their peers without internships, who earn an average of $44,048.
As of last fall, only half of first-generation students in the Class of 2025 had completed an internship, compared to 66 percent of their peers.
About 12 percent of students have not participated in an internship and do not expect to do so before finishing their degree—lower than the average of 35 percent of workers who enter the workforce without an internship or other relevant work experience.
Ninety-eight percent of employers say their organization is struggling to find talent, but nearly 90 percent say they avoid hiring recent grads—in part, as 60 percent noted, because they lack real-world experience.
One-third of hiring managers say recent graduates lack a strong work ethic, and one in four say graduates are underprepared for interviews.
As of March, nearly 6 percent of recent graduates (ages 22 to 27 who hold a bachelor’s degree or higher) were unemployed, compared with 2.7 percent of all college graduates. The unemployment rate for all young workers (ages 22 to 27) is approximately 7 percent.
Nearly 90 percent of students chose their major with a specific job or career path in mind.
Finding purposeful work is critical to Gen Z’s job satisfaction, and more than half say meaningful work is important when evaluating a potential employer.
One-quarter of young adults already have a side hustle, and 37 percent of Gen Z want to start a side hustle.
Ninety-seven percent of human resources leaders say it’s important that new hires have a foundational understanding of business and technology, including in such areas as artificial intelligence, data analytics and IT.
Gen Y and Gen Z workers are more likely than their older peers to worry they will lose their job or their job will be eliminated by generative AI.
Bridget Phillipson has said she wants to work with universities to widen access, and participation for those from lower income backgrounds is one of the government’s five priorities for higher education.
But the words of a 17-year-old trainee legal assistant in Doncaster reveals how much of a challenge it will be to overcome the scepticism towards the value of a university education in a “cold spot”’ town;
I love jobs and I can’t wait to get another job, because I just love getting paid. I want to go to uni, to live on my own and to get drunk all the time – the uni party lifestyle, right? But if I do it just for that, then I’m getting into debt. If I just go straight into work, then I don’t have anything to pay back.
This quote underlines the findings from the opening paper of the UPP Foundation’s inquiry into widening participation, which showed how alongside gender- and class-based inequalities in rates of progression to HE, there are huge gulfs in the rate at which young people progress to university at 18 across different areas of the country. Almost 70 per cent of Wimbledon 18-year-olds go to university, compared to just 25.9 per cent of those in Houghton and Sunderland South – Bridget Phillipson’s own constituency.
With some local authorities lacking a university and also exhibiting rates of progression to HE lower than one might expect based on young people’s academic attainment, our new paper, published today, sets out how and why these “cold spots” for progression to HE struggle to inspire young people to go to university.
Daunted by costs
During our research trip to Doncaster – one of England’s worst-performing local authorities for progression to university at eighteen, and a case study for cold spots as a result – the scepticism towards university that our trainee legal assistant exhibited came up time and time again. None of the eight parents in our focus group selected university as their preferred post-18 option for their children, and only one of the 16-18 year olds we spoke to in our focus group intended to apply to university. The primary objection was cost.
Parents, young people, and adults of all ages that we spoke to in our immersive work thought that university was simply too great an expense for most people in the area to justify. Among those who had been to university, or knew those who had, it seemed that everyone had a horror story to tell about a friend or relative who had been burned by astronomical living expenses, or resented being mired in debt after doing a degree that had only passing relevance to their eventual career.
Even when the long-run opportunities that university provides seem enticing, the mounting cost of maintaining an undergraduate degree is a daunting prospect to many. Few thought that universities, colleges or schools had done a good job of making pathways through higher education seem clear, achievable and valuable.
Crowd in communities
The challenge for places like Doncaster is that the opportunities that university provides are anything but obvious. Residents were at pains to stress that Doncaster is a place that feels like the economy has left it behind, with jobs few and far between and graduate careers a luxury seemingly reserved for other places.
As one woman we spoke to put it: “The jobs in Doncaster, a lot of them you don’t require a degree for – we’re an industrial type of town.” Across our conversations in the area, it became clear that since the job market could not provide the security, stability and prospects that people wanted, family and community took on that role instead.
In this context, then, going to university is a double-edged sword: the aspirational youngsters we spoke to were excited by the opportunities that university could provide, but they recognised that this probably meant getting out of Doncaster and staying out. To many people we spoke to, leaving home, and one’s hometown, was a hidden psychological cost heaped on top of the very real financial burden of university.
With all this in mind, the ambivalence of cold spot residents towards university seems not reckless, but rational. If we think of university as a “bet” that people make on the understanding that the “payoff” is a higher graduate salary in the long run, then it is easy to see why those in areas with no university and few graduate jobs would be reluctant to make that sort of commitment.
If the government wants to make good on its commitment to widen university participation, it will require a multifaceted approach that crowds in whole communities, not just bright teenagers with good prospects. They will need to work with schools, colleges, universities and local employers to make the value of university clear across generations. Cold spots can make university feel like a reckless gamble – it’s up to the government to make it a good bet.
This article is published in association with the UPP Foundation.
Daniel Lim, also known as LimmyTalks online, shares his advice for college applications, finding mentors, and finding your place in the world.
What’s one piece of advice you wish someone had told you when you were preparing for college?
Talk to as many people as you can. I did this for the first month of college, and I probably met a couple hundred people in that month alone, going to everything I could and talking to every person on the bus and in the food court. I stopped doing that after the first month, and I wish I hadn’t — but now you know not to do what I did.
Many students feel overwhelmed or unsure about their next steps. What’s your message to someone who doesn’t have it all figured out yet?
There are two options: You can either work inhumanely hard at something that’s already established, or you can — and, in my opinion, should — experiment. One example of the former is basketball. If you become the best basketball player in the world, the NBA is a guaranteed job for you. Your interest in painting, poker, or the psychology behind love might not lead to a clear path for a career. However, that’s the beauty of it. Not knowing means you’re more likely to find something new to contribute to the world. Every major invention you can think of was a result of serendipitous experimentation. So, experiment with what you like! It won’t be clear immediately, but you’ll learn things that will eventually help you find the next stepping stone, then the next one, and the next one until you find yourself in a great spot — career-wise, fulfillment-wise, financially, or whatever else it is that worries you now.
What’s one mindset shift or daily habit you think every high school or early college student should adopt starting today?
Just stick to something. Do things. The worst thing you can do is not do anything. You learn way more from doing things than anything else. Just do stuff, don’t think too much, and dive in!
What role do you think mentorship or guidance plays in making college feel more accessible, and how can students find that support?
It’s immeasurable. I attribute a lot of my growth as a person to older friends I made at the tennis courts as a middle and high schooler. I also think it’s the No. 1 thing that can alter someone’s trajectory — having one person who believes in you, full stop.
As for finding mentors, the common advice is to find a way to add value to their lives as well. The actual thing doesn’t matter much when you’re young, it’s the effort that counts. Just reach out to people who are cool to you!
What’s your message to the student who doesn’t have straight A’s but still has big dreams?
You’ve got this! Somebody needs to scream that in your ears until you actually believe it. Also, grades don’t mean anything if you have big dreams. They’re just one measurement — there are a billion other ways to show greatness. Your ambition is what’s truly valuable.
What’s something you learned after high school that you wish you had known while applying to college?
The admissions officers are not going to be impressed. You’re 17. They’re in their late 20s at the youngest — at this point in their life, they’ve seen a lot more than you. They’re looking for nice people. Don’t get me wrong, you need great grades and extracurriculars to get into a top university. However, beyond that, stress less about trying to come off as an intellectual person and just be a normal, nice human being in your essays.
During a hearing Wednesday, U.S. Education Secretary Linda McMahon defended the Trump administration’s proposal to heavily cut funding for the U.S. Department of Education during the 2026 fiscal year, arguing the reductions were a key step toward winding down the agency.
“We seek to shrink federal bureaucracy, save taxpayer money and empower states who best know their local needs to manage education in this country,” McMahon said before lawmakers on the House Committee on Appropriations’s education subcommittee.
President Donald Trump’s budget request, released at the beginning of the month, would slash funding to the Education Department by 15.3%, or about $12 billion.
The plan calls for eliminating two federal programs aimed at improving college access for disadvantaged and low-income students — TRIO and Gear Up — as well as shifting the responsibility of the Federal Work-Study program to the states. And it would eliminate funding for Supplemental Educational Opportunity Grants, which provide need-based aid to undergraduate students.
It also would reduce funding for the already-diminished Office for Civil Rights, which investigates harassment and discrimination on college campuses and in K-12 schools, by about $49 million, a 35% cut from the previous year.
Democrats, however, slammed the budget, arguing the cuts would undermine student success and restrict pathways to higher education.
“Your visions for students aspiring to access and pay for college is particularly grim,” Rep. Rosa DeLauro, the top Democrat on the appropriations committee, said during the hearing. “Some families do not need financial assistance to go to college, but that’s not true for the rest.”
‘You will not have the partnership of Congress’
Trump signed an executive order in March directing McMahon to “take all necessary steps to facilitate the closure of the Department of Education.”
His administration has shared plans to move its key functions to other agencies. In one instance, Trump suggested that operating the student loan portfolio should be the responsibility of the newly-downsized Small Business Administration.
Some Republicans on the panel voiced support for this plan Wednesday. Rep. Jake Ellzey, from Texas, suggested the U.S. Department of Health and Human Services could take over mental health support provided by the Education Department. He also proposed that the U.S. Department of Justice could oversee civil rights matters — an option McMahon floated during her confirmation hearing in February.
On Wednesday, McMahon described the Education Department as a federal funding “pass-through mechanism” and said other agencies could take over the job of distributing allocations from Congress.
“Whether the channels of that funding are through HHS, or whether they’re funneled through the DOJ, or whether they’re funneled through the Treasury or SBA or other departments, the work is going to continue to get done,” McMahon said.
However, Democrats indicated they would not support those efforts.
“You will not have the partnership of Congress in your efforts to destroy the Department of Education,” DeLauro said. “Not on our watch.”
DeLauro also slammed McMahon over recent cuts to the Education Department, which has eliminated about half of its staff and canceled hundreds of millions of dollars worth of grants.
“By recklessly incapacitating the department you lead, you are usurping Congress’ authority and infringing on Congress’ power of the purse,” she said.
Democrats also took issue with the budget’s proposal to shift the responsibility of funding programs to states.
Along with Federal Work-Study, the 2026 proposal would cut funding for other higher education programs, including the Strengthening Institutions Program, which provides grants to help colleges become more financially stable, improve their academic quality and ability to serve low-income students.
On the K-12 side, the budget proposal maintains funding for two major programs intended to support low-income students and those with disabilities. It also proposes combining 18 undisclosed grant programs into a single $2 billion block grant to states. However, the change comes with a $4.5 billion cut to those unnamed programs — an amount DeLauro said states couldn’t cover.
Rep. Madeleine Dean, a Democrat from Pennsylvania, echoed those comments, arguing that her home state couldn’t pick up the tab on programs the Education Department would no longer support.
“That’s called shift and shaft,” Dean said.
Support for TRIO and Gear Up
During the hearing, DeLauro took issue with the Trump administration’s rationale for cutting $1.6 billion allocated to the TRIO and Gear Up programs — the full amount they were allocated in fiscal 2024. In the budget proposal, the administration wrote that “access to college is not the obstacle it was for students of limited means” and said higher education institutions should use their own funding to recruit students.
Yet children of well-off families are much more likely to attend college. Among children of the highest-income families, 92% attended college, compared with 49% of children from the lowest-income families, according to a 2020 Brookings Institution report.
DeLauro asked McMahon what evidence the administration had to back its claim in the budget request.
“Simply because we have more programs reaching into the communities,” McMahon replied, adding that schools are picking up their recruiting efforts, though she did not list examples. “And if they’re not, they should be. Because it is, I believe, up to schools also to be reaching into their communities.”
At least one Republican, Idaho Rep. Mike Simpson, also took issue with proposed cuts to TRIO and Gear Up, noting that the Trump administration’s budget request described them “a relic of the past when financial incentives were needed to motivate” colleges to reach out and increase access to low-income students.
In contrast, Simpson argued the programs are highly effective at supporting low-income and minority communities, and he asked McMahon how the Education Department arrived at eliminating their funding.
“The need for TRIO I don’t think is nearly as strong because there are outreaches from colleges now into local communities, and there should be more of the universities and secondary education levels reaching into those communities,” McMahon replied. “They should be talking to them about college.”
A week does not pass without my hearing about the apparently sorry state of the current crop of students. They are lazy, disengaged, clueless and so on. It is the dusty trope that the old do not appreciate the young.
In a trip through the literature and news of the past, you will find Generation X described as underachieving, angry, psychologically damaged slackers who were indifferent to learning, brazenly rude, entitled, unprofessionalwhiners. Millennials were called “Generation Whine” and described as self-centered, unmotivated, disrespectful, depressed, anxious, disloyal, entitled cynics who were so overindulged and protected by their parents that they were incapable of working without constant hand holding.
If this all sounds familiar, it should. Professors now bemoan the current crop of Gen Z students who will not read, cannot handle stress, procrastinate, lack basic academic skills, refuse to engage in class, are psychologically needy and are more interested in preparation for a career than appreciating knowledge.
Meanwhile, every generation is described as being both skilled in and ruined by new technology. Boomers complained that Generation X could not write a proper formal letter and that Millennials expected email communication. Generation X now complains about Generation Z not attending to their email communication and lacking proper email etiquette. It is an ongoing cycle.
Much of the educational discourse seems to assume that each new generation of students differs from the last to such a degree that many accommodations will need to be made. Every generation is indeed affected by the events of their time. The educational disruption of the COVID-19 pandemic likely widened the already existing achievement gaps among different groups of Generation Z learners. However, learning is learning. Decades of research across multiple fields of psychology have shaped our understanding of the human mind and how we best learn. Teaching is hard work, and we make teaching harder when we remain fixated on stereotypes, tech temptations and societal trends.
Let’s refocus on what our trade is—learning. From my experience as a professor of more than 20 years specializing in educational psychology, and as a researcher and department chair, I offer these principles:
Engage in your discipline. Maintain your expertise over time and share the developments of your field. If you are bored with your discipline, it will show. And if your knowledge is out of date and students find out, you lose all credibility. As a professor, few things are as awkward as when a student shares incorrect information they learned in another course and you must contradict it with up-to-date, accurate information.
Figure out what type of teaching suits you and then master that type. If you are a lecturer, then study what makes someone the best lecturer. If you use PowerPoints, study best practices in their design. If you embrace group work, explore what types of assignments and student groupings are most effective. What pedagogy you use is less important than doing that pedagogy well. By all means, learn new techniques. But new does not always mean better, and not all techniques are going to fit with your content and style. I will be the first to admit that I am not the most dynamic speaker. I am, however, good at reading the room, pacing the delivery of knowledge and explaining ideas in many different ways. Lean into your strengths.
Create opportunities for multiple types of learning. Humans learn best by engaging different areas of their brain: their auditory and visual systems, their logic and expressive capabilities, and their abilities to apply and build personal connections to new knowledge. Research shows that students do not have unitary learning styles: However, everyone learns better when they engage multiple processing modes. You do not need to do everything all at once. But across your design of homework, class time and assessment, remember: Variety is key. My own action research in my measurement and statistics course bears this out. Concerted effort to allow students to use analytic, practical and creative means to express their knowledge resulted in a productive experience in a class that many students dreaded.
Do not let new technology pass you by. What is new in instructional technology now may become the norm tomorrow. Try new things and stay knowledgeable, but also consider how and why you would use the technology to improve teaching or other aspects of your course. For example, clickers did not work well for me, but many professors make great use of them. A useful strategy is to turn to your students and ask them how they would improve one of your assignments by integrating new technology. Guides such as the one here are available to help you make these decisions.
Express a genuine interest in your students. You are not their friend, but you can be courteous and friendly. It is good manners, after all. Be a human being. As students gather before class begins, you might consider asking how the semester is going. Perhaps reference an event that has taken place on campus. Do not be afraid to mention your own experiences if they are directly relevant to the course. There is continuing lore related to my courses that if you find a way to include cats while also demonstrating the content and skills of the course you will receive extra credit (true). Do not be afraid to be real.
Fulfilling these principles in your teaching career is not easy. It takes time, energy and a lifelong commitment to self-improvement—the same traits we wish for in our students. If you find that you are unwilling to strive to meet these principles, and then find the students are not living up to expectations, know that it is not them: It’s you.
Erin Morris Miller is an associate professor of psychology at Bridgewater College.
The University of California National Center for Free Speech and Civic Engagement launched in 2017, at a time when students were shouting down conservative speakers on campus, raising questions about what role the First Amendment did—and should—play in higher education.
Just eight years later, things have only gotten more complicated—first in the aftermath of an explosive protest movement against Israel’s war in Gaza and then in the wake of the Trump administration’s censorship across all areas of academe.
Amid the chaos, the center and its fellows—researchers from a breadth of disciplines who work on projects related to open expression and civic engagement—continue to educate universities about the First Amendment and investigate the day’s most pressing free speech issues.
Its executive director, Michelle Deutchman, who worked as an attorney for the Anti-Defamation League for 14 years before joining the center, stopped by the Inside Higher Ed office in Washington, D.C., last week to discuss the federal government’s attacks on free expression in higher education. The interview has been edited for length and clarity.
1.What are your biggest concerns with regard to the Trump administration and free speech and open expression in higher ed right now?
Well, sadly, there’s kind of a long list. I think, from my vantage point, one of the greatest concerns is seeing students, and particularly international students, being, basically, taken away on what appears to be the basis of viewpoints and opinions that they might have shared, either in the form of protest or, in one case, an op-ed. That really flies in the face of exactly what the First Amendment is supposed to protect against, especially in a public institution, which is that it’s supposed to be a restraint on government. In fact, what we’re seeing right now is the government stepping over the line of what is permitted, and that is definitely creating, I think, a chilling effect, not just for international students, but for students across the board, whether they’re protesting or not.
I also think that the specter of investigations on campuses—this list of 60 campuses [being investigated for alleged antisemitism], this idea that if you’re on a campus that’s potentially going to be under investigation—might impact what you say in class, outside of class, how you teach, everything that’s fundamental to the academy.
2.What are some of the most common questions you’re getting about what is going on?
Deutchman has led UC’s National Center for Free Speech and Civic Engagement for eight years.
Laurel Hungerford
I don’t get as many questions as you would think, because I don’t give legal advice, and right now, what a lot of people want is legal advice. But I think one of the things that I’m struggling with is, how do you talk about open expression and dialogue in a moment when it’s largely being suppressed on campuses? One of the questions that people have been asking is what to say to students about the risk factors in terms of being very vocal with your opinions, and how should administrators address that—both wanting to, of course, encourage them to use their voices, but also wanting to be transparent about what the risks might be.
There’s just a lot of other, bigger questions that are just about, what does this mean in general for higher education? Is this like an existential moment? What about the coercive use of money? A lot of questions of: Can the government do that? And I think it’s a really challenging situation where the answer is: Not sure that they should be doing it, but they are. So, how do we handle that sort of in-between space while we wait for the law to catch up to what’s going on on the ground?
3.There’s been a lot of emphasis on civic dialogue education as one antidote to tensions around political speech on campus. Do you feel like this moment is sort of setting those efforts back at all?
I don’t want to say they’re setting them back. I worry a little that they might be getting set aside. And that’s a concern that I’ve had, really, since after Oct. 7, where we saw so much time and energy go into the basics about the First Amendment and about time, place and manner, and about whether or not to use law enforcement, that there became a big focus on the enforcement regulations as opposed to sort of education. I think now, so much energy is being put into how to defend higher education against this assault that I worry that efforts that focus on how we teach not just students but all members of higher education communities to engage with one another and listen to one another and build the muscle of civic dialogue—I worry that there isn’t enough bandwidth to pay attention to that, and setting it aside, I think, is to the detriment of everyone at this moment.
4. How is Trump’s cutting of grants his administration deems related to diversity, equity and/or inclusion connected to the government’s other attacks on speech?
I think that the cutting of those kinds of grants is just another attempt at government censorship of speech. Expression and speech are the cornerstones of the creation and transmission of knowledge. So, I think that it you’re stopping grants about certain topics, topics that are either being researched or topics that are being taught, that is something that falls sort of in the viewpoint discrimination area and really runs afoul of the Constitution. We’ve certainly seen some successes in court cases and injunctions, but I think part of the problem is the gap between when an executive order is signed and when an injunction happens, the chilling effect that happens across the university, and this idea that I don’t know that you can unring certain bells.
5. Though many are calling the Trump administration’s attacks unprecedented in many ways, there have been other moments in history when free speech on college campuses has been under assault. What do those moments teach us about what is happening today?
I wish I could tell you that I am a historian, but I’m a lawyer, so I don’t necessarily have that historical perspective. Certainly, I think people say that this is the greatest threat to academic freedom and to the autonomy of the university since McCarthyism. It’s hard to know how, then, to take that information and do something with it, right? I mean, the hopeful take is: Well, we made it through that, even though it was a dark time.
I mean, look, I’m a [University of California, Berkeley] Cal Bear. UC had people do loyalty oaths; it was not a good moment, and look where we are now. I think that is sort of the optimistic hope.
I think the less optimistic [perspective] is that, in some ways, what we’re experiencing is much more far-reaching, and we will just have to wait and see what happens.
In January I wrote a piece asking whether America’s research universities would make it to their 100th birthday, marking their birth with the creation of the National Science Foundation in 1950—its 75th birthday was May 10. The article built on concerns that our research universities are in a precarious state, with their resources stretched thin supporting their dual missions of education and research. At the end I added a new concern: with the beginning of the Trump administration would these institutions survive the year?
In only the first 100-odd days, the precipitous cancellation of grants and freezing of research support and now the proposed slashing of the budgets of the NSF and the National Institutes of Health and dramatic increase in the tax on university endowments have made my worst fears real. Are we really trying to end the partnership that has led to the greatest period of innovation in history?
With the creation of the NSF, the government and universities established a research partnership to feed the American economy and national defense and to train the R&D labor force. The partnership was supported by funding from both sides, coupled with an unrelenting commitment to research excellence and impact. By any measure it has been wildly successful, generating new knowledge, inventions and cures and educating generations to lead our economy and society.
In 2022 alone, the 174 Carnegie R-1—very research intensive—universities filed more than 20,000 patent applications and were granted nearly 6,000. But perhaps to understand why sustaining this partnership is vital to our future we only need to recall that the mRNA vaccines that spelled the end of the COVID-19 pandemic were built on research supported over decades by the NIH.
The scale of the partnership is apparent in the data: In 2022, university research spending totaled $97.8 billion, with $54.1 billion coming from the federal government. What has not been widely acknowledged is that universities contributed $24.5 billion of this total in the form of self-supported research and cost sharing, especially supporting the misunderstood indirect costs of research. Many of these expenses are not so “indirect,” as they support specialized spaces, facilities and instruments—you cannot do research in a parking lot.
Universities invested 45 cents for each federal research dollar received— this is the financing of the partnership. It seems like a bargain for the government to contribute only 0.2 percent of GDP (or less than 1 percent of the federal budget) to fuel innovation and the labor force of the world’s largest economy. Federal support of university research has grown only 44 percent since 2010. This compares to China’s threefold growth in investment in its universities.
The Chinese investment highlights the increasing competition for research talent, and we risk falling behind. Other countries are emulating us, building research universities and trying to attract the stream of talent that has come to the U.S. to learn, work and live. Our chilling climate for immigrants is making it much easier to lure this talent abroad.
American universities have done what they can to stay in front, with their own support of research growing twice as fast as federal funding, up from 30 cents to a federal dollar in 2010. It will be difficult for universities to continue to grow this investment. Following the pandemic, inflation has taken its toll. Now the funding cuts already imposed, and the enormous ones in the administration’s proposed budget, will shift billions in research costs to universities—costs they cannot afford. The proposed 15 percent cap on indirect costs alone—spread across all federal support—could cost the R-1 universities more than $10 billion, doubling their support relative to the federal government.
The result will be catastrophic, with universities retreating from research, essentially destroying in a few months the innovation ecosystem built over three-quarters of a century. The long-term impact will be devastating for all Americans, as measured in undiscovered inventions and cures, the global competition for ideas and people, and the country’s future economic prosperity.
Our innovation ecosystem will be hamstrung by the loss of a generation or more of research talent, who are either not trained or who go elsewhere. Already our talent pipeline is being constricted by cutting in half the number of NSF fellowships awarded to the most promising scientists and engineers. Reports also are mounting of scientists moving to countries where they are warmly welcomed with substantial government support. Is this our national strategy to strengthen America’s knowledge-based economy?
We are on the verge of an innovation winter that will last decades when we can ill afford it as we respond to demands to improve health care, compete for global dominance in AI and other critical technologies, and create a secure and peaceful world. Universities do face important challenges, such as expanding access, educating more Americans to be informed and thoughtful citizens, and giving them the skills to thrive in an AI-driven world. Universities can meet these challenges if they are supported.
We must avoid the innovation winter by continuing the partnership so our research universities remain the beacons for innovation and education that they have been for three-quarters of a century. This is the only way to keep America at the forefront, not at the back of the pack.
This choice is what is at stake for all of us.
Robert A. Brown is president emeritus of Boston University.
The Trump administration has ended $60 million in federal grant funding for Harvard University amid an ongoing fight with the private institution over concerns about alleged campus antisemitism.
The Department of Health and Human Services announced the move late Monday night.
“HHS is taking decisive action to uphold civil rights in higher education,” the agency posted on social media. “Due to Harvard University’s continued failure to address anti-Semitic harassment and race discrimination, HHS is terminating multiple multi-year grant awards—totaling approximately $60 million over their full duration. In the Trump Administration, discrimination will not be tolerated on campus. Federal funds must support institutions that protect all students.”
HHS also linked to a report from The Daily Caller, a right-wing website, which noted that the $60 million in grants came from funding via the Centers for Disease Control and Prevention.
A CDC official, according to The Daily Caller, told the university that funding an institution that the Trump administration perceives as discriminatory would be inconsistent with the CDC’s mission. The CDC official concluded that “no corrective action is possible here.”
Harvard did not respond to a request for comment from Inside Higher Ed.
The latest move comes as the Trump administration has already pulled other grants and federal contracts and frozen more than $2.7 billion in federal funding—about a third of Harvard’s federal funds.
Harvard is also facing several investigations from the Trump administration.
The university has been locked in conflict with the federal government for months since it spurned Trump’s demands to overhaul governance, hiring, admissions and more, which prompted retaliation in the form of a funding freeze. Harvard sued the Trump administration last month, arguing that it sought to “impose unprecedented and improper control over the university.”
The image of the suffering artist is a cliché that faculty and staff who work with students in the performing and visual arts are trying to dispel. They believe that creative inspiration doesn’t have to come at the expense of health and well-being.
“You definitely have to be able to connect on some level to that artistry. But that doesn’t mean necessarily that you have to suffer mental health issues to be able to access this,” said Frank M. Diaz, professor in the Indiana University Jacobs School of Music.
A growing awareness of young people’s mental health and the challenges depression and anxiety pose to student retention and college completion has inspired services for students of underrepresented minority backgrounds, student athletes and other populations on campuses.
More performing arts programs have also begun embracing education on emotional and physical well-being to equip students to succeed in college and beyond.
Under pressure: Performing arts students, like many college attendees, face academic pressures—as well as financial responsibilities to pay for college—that can put them under immense stress. A 2024 survey by Inside Higher Ed and Generation Lab found that just under half of respondents indicated their top stressor while enrolled was balancing academics with personal, family or financial responsibilities.
Performers also juggle rehearsals, whether individual training or as part of an ensemble, that can require several hours of work outside of regularly scheduled classes. Musicians are often in practice rooms for hours each day, causing them to deprioritize their well-being.
“Some of them practice for six hours,” Diaz said. “That does not include their academic courses, their music courses, their ensembles that they’re in, their lessons and their studio classes. While you pile all that on, it’s a lot.”
Young people in general are more open to talking about mental health compared to previous generations, but performing arts students often feel cultural pressures to maintain certain appearances.
“There’s a lot of stigma around the arts and mental health,” Diaz said. “Music students—we also have ballet here—don’t like to admit that they have issues. It’s seen as a weakness, so it’s been traditionally not talked about in our field.”
Additionally, the performing arts can put pressure on students’ physical health if they’re not trained or properly supported. A research study of music schools in Switzerland and the U.K. found music students had lower levels of physical and psychological health compared to the general population.
This unique combination of factors has pushed some colleges and universities to invest in specialized resources dedicated to students studying music.
Institutional change: Members of the National Association of Schools of Music, the accrediting body for most music programs, are required to provide music students with information about physical and mental health. Most institutions meet this requirement through a dedicated webpage where students can browse campus and external services. If you ask James Brody, director of the Musicians’ Wellness Program (MWP) at the University of Colorado, Boulder, College of Music, that’s just the tip of the iceberg.
Brody and his colleagues have been engaging in this work informally for over a decade. In 2020 the university rolled out an embedded counseling program, which provided the College of Music with a dedicated mental health clinician, Matthew Tomatz, to lead outreach and deliver services to music students. Tomatz, a former musician himself, receives referrals from faculty and staff to meet with students and provides regular group therapy for student musicians to engage with peers and talk about their struggles.
MWP was officially established in 2021, providing physical and social wellness education to learners across CU Boulder’s school of music to prevent and recover from injuries for long-term thriving.
Approximately 160 students participate in MWP offerings each year, and more than 130 music students accessed counseling and psychiatric services in the 2022–23 academic year, according to a university press release.
The Office of Wellness and Arts Health Initiative (OWAHI) at the Jacobs School of Music was established in 2023 as a way to increase student access to supports. The school is home to 1,600 students, making it one of the largest music schools in the U.S. The size can make music students more isolated from the larger campus community of Indiana University, because “everything [within the music school] is in one place and our students never go out and venture into this Big Ten campus that we have,” Diaz said.
Instead of making students seek out resources, the school centralized offerings into the OWAHI, creating a one-stop shop for a variety of support services that are student-centered and student-led.
Social wellness: One of the undertones of performing arts programs is competition; students fought hard to win a spot at an accredited music program, which can create feelings of rivalry and isolation from their peers.
Jacobs School of Music students enjoy a holiday party thrown by the Office of Wellness and Arts Health Initiatives in partnership with the Jacobs School’s Health and Wellness Committee.
Wendi Chitwood/Indiana University
To combat this narrative, Diaz created events centered on relationships. “Our data basically indicates that people are seeking community. They don’t know how to find it; they don’t know how to build good relationships. They know they want them. So, to me, that’s the basis of everything we do.”
OWAHI offers drop-in office hours for students to get snacks, talk with their peers and engage in destressing activities, including mindfulness training, massage, games and yoga. In addition, the office partners with the School of Social Work to provide student-led wellness coaching, which both connects learners with peers and gives social work students needed supervised practicum hours.
Jacobs students participate in a meditation session provided by the Office of Wellness and Arts Health Initiatives.
Jacobs School of Music/Indiana University
OWAHI offered about 70 coaching sessions in 2023–24 and an estimated 300 sessions during this academic year, which Diaz attributes to increased engagement on campus, student-led marketing and positive partnerships. Students who participate in services are also demographically representative of the school’s population, and Diaz has been pleased to see high participation rates among male students (41 percent of participants), given perceived barriers to engagement in mental health supports for men.
At New York Film Academy in Los Angeles, acting professor Victor Verhaeghe noted that his students tended to arrive with fewer socio-emotional skills, making it harder for them to engage. Verhaeghe has started using class time to lead meditation and shared affirmations, allowing students to become more vulnerable and connected to each other, as well as create self-love.
“I say, ‘Let’s start with sharing who you are; let’s open up to discussion,’” Verhaeghe said. “Some people are not ready to share, but I’ll share my story … It’s all about rewiring, it’s about changing the programming. As an artist, vulnerability is essential. You have to be able to tap into that.”
Physical wellness: Injuries among college students often come from late-night recklessness, sports, accidents or overwork. Less common is the physical strain improper musical technique can have on musicians.
“People don’t understand that musicians get injured, and the injury rate is high—as high as 80 percent of college students,” Brody of CU Boulder said.
Brody offers one-on-one consultations and lessons with students to help them recover from injury, misuse, anxiety or physical tension, helping them connect music and the body to ensure they can continue playing for many years. “I am continually amazed at how anatomically illiterate most musicians are,” he said.
Professor James Brody, director of the Musicians Wellness Program, instructs a student musician on clarinet.
University of Colorado, Boulder
He’s passionate about physical wellness education for musicians, and admits he sometimes has to pull back from overloading students with anatomy lessons.
“Some people say, ‘No pain, no gain,’” Brody added. “I say, ‘No pain, no pain.’ It really shouldn’t hurt.”
CU Boulder music students can also receive free hearing tests, a common practice for music schools to ward against noise-induced hearing loss.
The University of North Carolina at Greensboro offers two elective courses within the school of music that connect physical health to performance, encouraging students to move strategically and reduce tension.
In the future, Brody would love to see donor support for more resources to support musician well-being, including specially designed hearing protection and vocal health support from a laryngologist.
Occupational wellness: College students in general are anxious about their careers—71 percent of students say they feel at least somewhat stressed thinking about life after college—but the performing arts has always been an especially challenging field. Recent data from the Bureau of Labor Statistics found that only about 20 percent of students with a fine arts degree actually work in arts, design, entertainment or media occupations.
“Every single student is terrified right upon getting out because of the complete unpredictable nature of this business,” Verhaeghe said.
Brody noted student musicians’ anxiety levels are high regarding their future plans, particularly due to a shrinking number of symphony orchestras and full-time opportunities. “Still, folks line up to do it,” he said. “We don’t have any lack of talent and motivation.”
In class, Verhaeghe talks about the challenging elements of being an actor, from not having work to playing demanding roles with long hours. “I think it’s important that we talk about the next phase,” he said. “I believe this is a calling to do this work, and not everybody’s called … if you really want to have a craft, then you will invest.”
Performing arts students also often live with the tension of trying to balance passion and work. Many people consider art to be a healing or soothing experience, allowing them to engage in mindfulness or relaxation. “The evidence is pretty clear that musicians and artists in general are the exception to the, ‘I do art and I feel good’ thing, like, we don’t experience that because it’s vocational,” Diaz said.
There’s one exception to this work, Diaz noted: when art becomes a service. At IU, students can participate in performances at senior centers through the Senior Outreach Program.
“Instead of going as ‘I’m going to perform this awesome thing with you,’ [it’s] ‘I’m going to connect with you, I’m going to go learn your name and learn what you like and perform for you at these senior community centers,’” Diaz said.
Faculty members agreed there’s a need to encourage students not to burn out or overexert themselves for the sake of their art, because it’s not sustainable in the long term and reduces their career potential.
“The culture is gradually changing because it has to,” Brody said. “If it doesn’t, it’s like feeding people into a wood chipper.”
Collegis empowers data-driven admissions and streamlines prospective student support.
Buffalo, NY (May 20, 2025) — Trocaire College, a private, career-oriented Catholic college, today announced a multi-year partnership with Collegis Education to advance its enrollment strategy and elevate the student experience. Through this collaboration, Trocaire will leverage Collegis’ Enrollment Support Services and its Connected Core® platform to guide prospective students from inquiry to enrollment.
The partnership comes as Trocaire begins implementing its new three-year strategic plan, with a sharpened focus on increasing enrollment and creating a seamless, student-centered admissions process.
“Trocaire College is looking forward to working with Collegis to help grow our enrollment in alignment with our mission. Collegis has a proven track record of achieving results in higher education including revenue-growth, enrollment expertise and optimization of student experiences while having an ‘edu-preneurial’ mindset,” stated Jason Konesco, executive vice president at Trocaire. “We chose Collegis for their ability to be a true partner working collaboratively with our team to create a tailored solution that will best reflect the needs of our institution.”
Collegis will serve as an extension of the Trocaire admissions team, providing personalized support and helping prospective students navigate their journey from initial inquiry to first contact to the first day of class. With just over 1,000 students across its South Buffalo location and Transit Achievement Center in Lancaster, Trocaire empowers students to achieve personal enrichment, dignity, and self-worth through education in various career-focused degree programs including healthcare, business, technology, veterinary sciences and the liberal arts.
Earlier this year, Trocaire first connected with Collegis at the Association of Catholic Colleges and Universities (ACCU) Annual Meeting. Additional follow-up meetings, including a site visit from the Collegis team, solidified a shared vision for a collaborative, student-first approach.
At the core of this partnership is Connected Core, Collegis’ integrated technology and analytics platform that empowers institutions to make data-informed decisions while extending operational capacity. Recently named a “cool tool” by EdTech Digest, with Connected Core, Trocaire College will gain actionable insights into prospective student behavior, streamlined admissions workflows, and access to enrollment specialists trained to deliver high-quality student engagement.
“This partnership reflects what we do best: supporting institutions like Trocaire to help them grow in ways that honor their mission,” said Pat Green, vice president of enrollment solutions at Collegis Education. “We’re proud to bring data, tech, and talent to Trocaire’s team and we are passionate about supporting the next generation of students preparing for careers of purpose and lives of service.”
About Trocaire College
Founded in 1958 in Buffalo, NY by the Sisters of Mercy, Trocaire College is a private, career-oriented Catholic college that empowers students with the resources and supportive environment needed to achieve their academic goals. The core mission is to allow each person to be a valuable contributor to the workforce needs of the community. Trocaire offers bachelor’s degrees, associate degrees, certificates and workforce development programs in healthcare, veterinary sciences, business, and technology. Trocaire ranks in the top one-quarter of colleges and universities for return on investment by Georgetown University and is designated as an Opportunity College and University by the Carnegie Classifications with a Higher Access, Higher Earnings classification. Visit trocaire.edu for more information and follow Trocaire on Facebook, Instagram and LinkedIn.
About Collegis Education
As a mission-oriented, tech-enabled services provider, Collegis Education partners with higher education institutions to help align operations to drive transformative impact across the entire student lifecycle. With over 25 years as an industry pioneer, Collegis has proven how to leverage data, technology, and talent to optimize institutions’ business processes that enhance the student experience. With the strategic expertise that rivals the leading consultancies, a full suite of proven service lines, including marketing, enrollment, retention, IT, and its world-class Connected Core® data platform, Collegis helps its partners enable impact and drive revenue, growth, and innovation. Learn more at CollegisEducation.com or via LinkedIn.
