Tag: Education

  • St. Catherine University Partners with Collegis Education to Advance Technology Strategy and Student Experience

    St. Catherine University Partners with Collegis Education to Advance Technology Strategy and Student Experience

    The strategic partnership will strengthen the University’s student-centered mission through agile technology, operational innovation, and a shared commitment to community.

    St. Paul, Minn. – (May 5, 2025) St. Catherine University (St. Kate’s) and Collegis Education announced today that they have entered into a strategic partnership to enhance the University’s delivery of IT services.

    The decision to seek external IT support was driven by the University’s growing need to accelerate progress on strategic technology initiatives that had slowed within the existing tech infrastructure. The University recognized the need for a partner with the expertise, agility, and shared mission to help build a more responsive, future-ready infrastructure.

    “We realized that the pace of change in technology—and the expectations of our students—were outpacing what our internal systems and structures could support,” said Latisha Dawson, Vice President of Human Resources and Project Lead. “Our institution is centered around student connection and academic excellence. But to uphold that mission, we needed a partner with the technical expertise and scalability to move faster, innovate more nimbly, and help us deliver a modern student experience. Collegis allows us to do just that, so we can spend less time managing systems and more time serving our students.”

    In this partnership, Collegis will provide day-to-day IT operational support, a dedicated Chief Information Officer (CIO), and technological infrastructure that supports the university’s forward progress on strategic projects, while upholding strong data governance and enabling real-time responsiveness.

    As part of the deal, St. Kate will gain access to Collegis Education’s Connected Core®, a secure, composable data platform powered by Google Cloud. As a tech-agnostic solution, Connected Core unifies siloed systems and data sets, enables real-time and actionable institutional intelligence, produces AI-powered data strategies, and delivers proven solutions that enhance recruitment, retention, operations, and student experiences — driving measurable impact across the entire student lifecycle.

    St. Kate’s selected Collegis following a thorough evaluation of potential partners. “A lot of vendors can fill a gap, but that’s not what we were looking for,” said Dawson. “We were looking for someone to meet us where we are, grow with us, and truly enable us to excel. The real differentiator with Collegis was the spirit of partnership, and beyond that, community. From the beginning, they didn’t feel like an outsider. The team has become part of our community, and  a part of helping us advance our mission.”

    “Collegis is honored to join the St. Kate’s community in a shared commitment to the future of higher education,” said Kim Fahey, President and CEO of Collegis Education. “We see technology not as an end but as an enabler, an extension of the institution’s mission to educate women to lead and influence. This partnership is about building agile systems that empower faculty, enrich the student experience, and keep the University ahead of what’s next.”

    The partnership also reflects St. Kate’s strategic priority to build a more nimble technology foundation that shortens the timeline between priority-setting and implementation. The transition enables the university to move away from legacy systems and toward a model that supports real-time innovation, strategic flexibility, and long-term sustainability.

    “Our partnership with Collegis is rooted in our values,” said Marcheta Evans, PhD, President of St. Catherine University. “It allows us to remain focused on our mission while bringing in trusted expertise to support the evolving needs of our students, faculty, and staff.”

    Dawson concludes, “We’ve always been guided by the principle of meeting the needs of the time. Embracing this next level of technology ensures we can continue nurturing the powerful, personal connection between our faculty and students, which is what makes us uniquely St. Kate’s.”

    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.

    About St. Catherine University

    Sustained by a legacy of visionary women, St. Catherine University educates women to lead and influence. We are a diverse community of learners dedicated to academic rigor, core Catholic values, and a heartfelt commitment to social justice. St. Kate’s offers degrees at all levels in the humanities, arts, sciences, healthcare, and business fields that engage women in uncovering positive ways of transforming the world. St. Kate’s students learn and discern wisely, and live and lead justly — all to power lives of meaning. Discover more at stkate.edu. 

    Media Contacts:

    Collegis Education

    Alyssa Miller

    [email protected]

    973-615-1292

    St. Catherine University

    Sarah Voigt

    [email protected]

    651-690-8756

    Source link

  • Navigating Anti-DEI in Higher Education

    Navigating Anti-DEI in Higher Education

    Title: Critical Leadership for Civil Rights in Higher Education: The Experiences of Chief Diversity Officers Navigating Anti-DEI Action

    Authors: Jeffrey K. Grim, Arissa Koines, Raúl Gámez, Erick R. Aguinaldo, and Jada Crocker

    Source: National Center for Institutional Diversity, University of Michigan

    Chief diversity officers (CDOs) in higher education play a critical role in ensuring civil rights and facilitating diversity, equity, and inclusion (DEI) on campuses. In a qualitative study of 40 CDOs by the National Center for Institutional Diversity, authors found that CDOs tend to take one of three approaches.

    The first approach, strategic inaction, involves not changing any current practices and watching how political trends change. Proaction involves “responding to foreseen anti-DEI actions to ensure they could successfully support all students, faculty, and staff without the disruption of political attacks on specific naming conventions or activities” (p. 4). The third strategy is reaction, in which CDOs eliminate DEI measures to comply with laws and regulations.

    Based on their findings, the authors offer the following seven recommendations for current CDOs in higher education.

    1. Resist anti-DEI intimidation tactics: Higher education leaders should remember that these tactics are exactly that: tactics. As such, do not preemptively comply with threats or potential anti-DEI actions.
    2. Partner with other institutional leaders: Create a cohesive plan of action and message for DEI. Consider Shared Equity Leadership as a frame for doing collective work.
    3. Develop coalitions with external stakeholders: Establish relationships with key higher education stakeholders (alumni, policymakers, nonprofits, etc.). Work together to advocate for DEI in higher education and its role in diversifying the workforce.
    4. Make research-informed decisions: Anti-DEI actions tend to be ideologically, rather than empirically, based. Consistently evaluate and track data so that there is justification for DEI work.
    5. Maintain organizational accountability: Diversity officers should be regularly assessed and evaluated, with data being used to highlight the impact of their work. Criteria for evaluation should be comparable to metrics for evaluating employees in other offices.
    6. Utilize professional development and network: CDOs should harness resources and connect with other CDOs to build a network of support, opportunity, and mentorship.
    7. Support health and well-being of DEI professionals: Leaders should be flexible and aware of the physical and mental toll of DEI work right now. Offer CDOs supports that work for them (e.g., compensatory time for after-hours meetings, professional development, etc.).

    Read the full report here.

    —Kara Seidel


    If you have any questions or comments about this blog post, please contact us.

    Source link

  • The Nation’s First Conference for Higher Education Podcasters – Edu Alliance Journal

    The Nation’s First Conference for Higher Education Podcasters – Edu Alliance Journal

    May 5, 2025, by Dean Hoke: For years, there have been conversations among many higher education podcasters asking: Why isn’t there a podcasting conference just for us? This question lingered, raised in passing at virtual meetups, in DM threads, and on campuses where faculty and staff were creating podcasts with little external support or collaboration.

    Last winter, a group of us decided it was time to do something about it.

    Joe Sallustio and Elvin Freytes of The EdUp Experience, Dean Hoke of Small College America, and Gregg Oldring and Neil McPhedran of Higher Ed Pods took a leap of faith and began planning a first-time national gathering. We believed there was a clear void. Podcasting in higher education was growing rapidly, but most lacked a community outside of their home institution to network with, share ideas, and be inspired.

    That leap of faith is now a reality. On Saturday, July 12, 2025, we will convene in Chicago for the inaugural HigherEd PodCon—the first conference built by and for higher education podcasters and digital media creators.

    Hosted at the University of Illinois, Chicago

    This one-day event will bring together over 40 presenters, 15 sessions, and 25+ institutions and organizations from across North America. Whether you’re a faculty innovator, student producer, tech strategist, or communications pro, HigherEd PodCon offers an immersive, hands-on experience designed to elevate the impact of campus-based podcasting.

    Sessions run from 8:30 a.m. to 6:00 p.m., which includes networking opportunities and a reception closing out the day. The program is structured across three practical and dynamic tracks:

    • Strategy, Growth & Discovery
    • Content & Production
    • Tech, Tools & Analytics

    The keynote speaker is Matt Abrahams, lecturer in Strategic Communication at Stanford Graduate School of Business and host of Think Fast, Talk Smart. His insights on clarity, message delivery, and audience engagement will set the tone for a day of meaningful exploration.

    A National Cross-Section of Institutions

    HigherEd PodCon showcases participation from institutions of all sizes and types, including:

    • Purdue University
    • Stanford University
    • University of South Carolina Beaufort
    • Lansing Community College
    • Brigham Young University
    • Penn State University

    Whether it’s a faculty-led series, a student-led network, or an advancement-focused production, you’ll hear how campuses are using podcasts to educate, engage, and amplify their stories.

    Session Spotlights

    Here are three sessions you won’t want to miss:

    1. Podcasting, Social Media, and Video: Oh My!
    Kate Young and Maria Welch, Purdue University
    With more than 130 episodes and thousands of monthly downloads, This Is Purdue is among the country’s top university podcasts. In this session, Kate and Maria walk through their formula for success, including social media workflows, video strategy, and content optimization.

    2. Why Podcasts Fail (And How to Make Sure Yours Doesn’t)
    Dave Jackson, Podpage; Podcast Hall of Fame Inductee
    Dave Jackson has helped hundreds of shows succeed—and watched others fall flat. This session offers practical guidance for anyone launching or relaunching a podcast with purpose. Topics include budget-friendly production, YouTube distribution, and sustainable growth.

    3. From 5 to 30: Growing a Podcast Network That Speaks Higher Ed
    Daedalian Lowry and Layne Ingram, Lansing Community College
    What started as five faculty shows grew into a 30+ program podcast network that engages the entire campus and community. Learn how Lansing Community College scaled LCC Connect with collaboration, creativity, and cross-departmental buy-in.

    Why Attend HigherEd PodCon?

    Whether you’re just starting out or looking to take your podcast to the next level, this is the community you’ve been waiting for. Here are three reasons not to miss it:

    • Network with your peers: Build meaningful relationships with fellow higher ed podcasters and digital media innovators.
    • Gain tools and templates you can use immediately: From show planning to promotion, walk away with actionable strategies you can implement on Monday.
    • Stay ahead of the curve: Learn how leading institutions are using podcasts to engage students, alumni, donors, and the public.

    Save the Date

    HigherEd PodCon 2025 is your opportunity to help shape the future of podcasting in higher education—and to find your people in the process.

    Learn more and register at www.higheredpodcon.com. We have room for only 200 attendees in this inaugural event.
    Early bird rate of $249 available until the end of May


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America. 

    Source link

  • Education researchers sue Trump administration, testing executive power

    Education researchers sue Trump administration, testing executive power

    UPDATE: The hearing scheduled for May 9 has been postponed until May 16 at the U.S. District Court for the District of Columbia. The court will hear two similar motions at the same time and consider whether to temporarily restore the cuts to research and data collections and bring back fired federal workers at the Education Department. More details on the underlying cases in the article below.

    Some of the biggest names in education research — who often oppose each other in scholarly and policy debates — are now united in their desire to fight the cuts to data and scientific studies at the U.S. Department of Education.

    The roster includes both Grover J. “Russ” Whitehurst, the first head of the Institute of Education Sciences (IES) who initiated studies for private school vouchers, and Sean Reardon, a Stanford University sociologist who studies inequity in education. They are just two of the dozens of scholars who have submitted declarations to the courts against the department and Secretary Linda McMahon. They describe how their work has been harmed and argue that the cuts will devastate education research.

    Professional organizations representing the scholars are asking the courts to restore terminated research and data and reverse mass firings at the Institute of Education Sciences, the division that collects data on students and schools, awards research grants, highlights effective practices and measures student achievement. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    Three major suits were filed last month in U.S. federal courts, each brought by two different professional organizations. The six groups are the Association for Education Finance and Policy (AEFP), Institute for Higher Education Policy (IHEP), American Educational Research Association (AERA), Society for Research on Educational Effectiveness (SREE), National Academy of Education (NAEd) and the National Council on Measurement in Education (NCME). The American Educational Research Association alone represents 25,000 researchers and there is considerable overlap in membership among the professional associations. 

    Prominent left-wing and progressive legal organizations spearheaded the suits and are representing the associations. They are Public Citizen, Democracy Forward and the Legal Defense Fund, which was originally founded by the National Association for the Advancement of Colored People (NAACP) but is an independent legal organization. Allison Scharfstein, an attorney for the Legal Defense Fund, said education data is critical to documenting educational disparities and improve education for Black and Hispanic students. “We know that the data is needed for educational equity,” Scharfstein said.

    Related: Chaos and confusion as the statistics arm of the Education Department is reduced to a skeletal staff of 3

    Officers at the research associations described the complex calculations in suing the government, mindful that many of them work at universities that are under attack by the Trump administration and that its members are worried about retaliation.  

    “A situation like this requires a bit of a leap of faith,” said Elizabeth Tipton, president of the Society for Research on Educational Effectiveness and a statistician at Northwestern University. “We were reminded that we are the Society for Research on Educational Effectiveness, and that this is an existential threat. If the destruction that we see continues, we won’t exist, and our members won’t exist. This kind of research won’t exist. And so the board ultimately decided that the tradeoffs were in our favor, in the sense that whether we won or we lost, that we had to stand up for this.”

    The three suits are similar in that they all contend that the Trump administration exceeded its executive authority by eliminating activities Congress requires by law. Private citizens or organizations are generally barred from suing the federal government, which enjoys legal protection known as “sovereign immunity.” But under the Administrative Procedure Act of 1946, private organizations can ask the courts to intervene when executive agencies have acted arbitrarily, capriciously and not in accordance with the law. The suits point out, for example, that the Education Science Reform Act of 2002 specifically requires the Education Department to operate Regional Education Laboratories and conduct longitudinal and special data collections, activities that the Education Department eliminated in February among a mass cancelation of projects

    Related: DOGE’s death blow to education studies

    The suits argue that it is impossible for the Education Department to carry out its congressionally required duties, such as the awarding of grants to study and identify effective teaching practices, after the March firing of almost 90 percent of the IES staff and the suspension of panels to review grant proposals. The research organizations argue that their members and the field of education research will be irreparably harmed. 

    Of immediate concern are two June deadlines. Beginning June 1, researchers are scheduled to lose remote access to restricted datasets, which can include personally identifiable information about students. The suits contend that loss harms the ability of researchers to finish projects in progress and plan future studies. The researchers say they are also unable to publish or present studies that use this data because there is no one remaining inside the Education Department to review their papers for any inadvertent disclosure of student data.

    The second concern is that the termination of more than 1,300 Education Department employees will become final by June 10. Technically, these employees have been on administrative leave since March, and lawyers for the education associations are concerned that it will be impossible to rehire these veteran statisticians and research experts for congressionally required tasks. 

    The suits describe additional worries. Outside contractors are responsible for storing historical datasets because the Education Department doesn’t have its own data warehouse, and researchers are worried about who will maintain this critical data in the months and years ahead now that the contracts have been canceled. Another concern is that the terminated contracts for research and surveys include clauses that will force researchers to delete data about their subjects. “Years of work have gone into these studies,” said Dan McGrath, an attorney at Democracy Forward, who is involved in one of the three suits. “At some point it won’t be possible to put Humpty Dumpty back together again.” 

    Related: Education research takes another hit in latest DOGE attack

    In all three of the suits, lawyers have asked the courts for a preliminary injunction to reverse the cuts and firings, temporarily restoring the studies and bringing federal employees back to the Education Department to continue their work while the judges take more time to decide whether the Trump administration exceeded its authority. A first hearing on a temporary injunction is scheduled on Friday in federal district court in Washington.*

    A lot of people have been waiting for this. In February, when DOGE first started cutting non-ideological studies and data collections at the Education Department, I wondered why Congress wasn’t protesting that its laws were being ignored. And I was wondering where the research community was. It was so hard to get anyone to talk on the record. Now these suits, combined with Harvard University’s resistance to the Trump administration, show that higher education is finally finding its voice and fighting what it sees as existential threats.

    The three suits:

    1. Public Citizen suit

    Plaintiffs: Association for Education Finance and Policy (AEFP) and the  Institute for Higher Education Policy (IHEP)

    Attorneys: Public Citizen Litigation Group

    Defendants: Secretary of Education Linda McMahon and the U.S. Department of Education

    Date filed: April 4

    Where: U.S. District Court for the District of Columbia

    Documents: complaint, Public Citizen press release

    A concern: Data infrastructure. “We want to do all that we can to protect essential data and research infrastructure,” said Michal Kurlaender, president of AEFP and a professor at University of California, Davis.

    Status: Public Citizen filed a request for a temporary injunction on April 17 that was accompanied by declarations from researchers on how they and the field of education have been harmed. The Education Department filed a response on April 30. A hearing is scheduled for May 9.

    1. Democracy Forward suit

    Plaintiffs: American Educational Research Association (AERA) and the Society for Research on Educational Effectiveness (SREE)

    Attorneys: Democracy Forward 

    Defendants: U.S. Department of Education, Institute of Education Sciences, Secretary of Education Linda McMahon and Acting Director of the Institute of Education Sciences Matthew Soldner

    Date filed: April 14

    Where: U.S. District Court for the District of Maryland, Southern Division 

    Documents: complaint, Democracy Forward press release, AERA letter to members

    A concern: Future research. “IES has been critical to fostering research on what works, and what does not work, and for providing this information to schools so they can best prepare students for their future,” said Ellen Weiss, executive director of SREE. “Our graduate students are stalled in their work and upended in their progress toward a degree. Practitioners and policymakers also suffer great harm as they are left to drive decisions without the benefit of empirical data and high-quality research,” said Felice Levine, executive director of AERA.

    Status: A request for a temporary injunction was filed April 29, accompanied by declarations from researchers on how their work is harmed. 

    1. Legal Defense Fund suit

    Plaintiffs: National Academy of Education (NAEd) and the National Council on Measurement in Education (NCME)

    Attorneys: Legal Defense Fund

    Defendants: The U.S. Department of Education and Secretary of Education Linda McMahon 

    Date filed: April 24

    Where: U.S. District Court for the District of Columbia

    Documents: complaint, LDF press release

    A concern: Data quality. “The law requires not only data access but data quality,” said Andrew Ho, a Harvard University professor of education and former president of the National Council on Measurement in Education. “For 88 years, our organization has upheld standards for valid measurements and the research that depends on these measurements. We do so again today.” 

    Status: A request for a temporary injunction was filed May 2.*

    * Correction: This paragraph was corrected to make clear that lawyers in all three suits have asked the courts to temporarily reverse the research and data cuts and personnel firings. Also, May 9th is a Friday, not a Thursday. We regret the error. 

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about Education Department lawsuits was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

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

    Join us today.

    Source link

  • Confessions of a Reformed DEI Officer (opinion)

    Confessions of a Reformed DEI Officer (opinion)

    DEI is under fire—not just from politicians, but from within the academy itself. What began as a push for equity now faces an existential crisis. Faculty, students and even longtime advocates are questioning whether DEI has lost its way—whether it’s become too symbolic, too scripted or too powerless to make real change.

    I spent five years as a DEI officer in higher education. I pushed for change in an academic system that claimed to want it. I still believe in DEI. Yet, I’ve seen how often it fails—not because the ideas are wrong, but because the execution is. Diversity, equity and inclusion, when thoughtfully and strategically embedded, can be transformative. But when they become symbolic gestures, checkbox exercises or top-down mandates imposed without trust or buy-in, they often backfire. I’ve seen both.

    This isn’t a takedown. I write this because I still believe in the work—and because belief without scrutiny is dangerous. DEI doesn’t need to be dismantled. It needs to be reformed, strengthened and made more honest. We need fewer slogans and more substance. Less signaling and more systems. And above all, more humility about the complexity of this work.

    One of the biggest problems I’ve seen is the reduction of diversity to only race, ethnicity or gender. These are important dimensions, but they’re not the whole picture. When diversity becomes a proxy for visible identity markers alone, we miss what actually makes institutions stronger: a wide range of lived experiences, skill sets and worldviews. Inclusion isn’t about agreement—it’s about making space for people who see the world differently. The danger of focusing too narrowly is that we create institutions that look diverse yet whose members still think the same—and that kind of monolith doesn’t solve complex problems. It makes us worse at solving them.

    We live in a time of extraordinary complexity. Whether we’re addressing climate change, artificial intelligence, mental health or global conflict, these challenges require collaboration across differences. Research shows that diverse teams produce better results. They’re more creative, more innovative and more likely to challenge assumptions that would otherwise go untested. But it only works when inclusion is real—not performative. Diversity without inclusion is like assembling a symphony and never letting half the musicians play.

    This is why we can’t afford to get DEI wrong. Because when we do, the consequences ripple out—not just in missed opportunities for innovation, but in eroded trust, disengagement and backlash. And some of that backlash, while politically weaponized in many cases, is also fueled by real problems with DEI itself.

    We need to be honest about one of those problems: the silencing of dissenting views. When DEI is framed in a way that suggests there is only one acceptable perspective—or when people who raise legitimate critiques are dismissed as regressive—it undermines the very values of inclusion and dialogue. True equity work must make space for disagreement, especially when it’s respectful and grounded in a shared desire for improvement.

    When critical questions are treated as threats, or when people fear professional consequences for expressing dissent, we risk undermining the values of intellectual rigor and inclusion that DEI is meant to uphold. It’s a short path from ideological clarity to rigidity, which can shut down the kind of dialogue that progress requires. Inclusion must mean inclusion of unpopular opinions, too. This is one lesson I learned the hard way.

    Another challenge that continues to undermine trust in DEI efforts is the perception of the so-called diversity hire. The phrase is loaded, toxic and—when DEI is done badly—not entirely baseless. In institutions where hiring is reduced to checking demographic boxes, this perception takes hold. And with it, the person hired is immediately set up to fail. Not because they lack qualifications, but because their colleagues are convinced they were chosen for the wrong reasons. It erodes trust, breeds resentment and delegitimizes the entire process.

    But that’s not what DEI is supposed to be. When done right, it broadens the search process. It doesn’t lower the bar. It means casting a wider net, doing targeted outreach and making sure the applicant pool reflects the full range of talent that exists. It means interrupting the biases that shape hiring—especially in homogeneous departments. And when you do that, the candidate pool becomes more diverse and more competitive.

    During my time as DEI officer, we developed a faculty hiring tool kit to address these challenges. It supported broader outreach and inclusive job ads and helped search committees examine how bias can influence evaluations. The tool kit was adopted across the university and became the basis for a peer-reviewed publication. Search committees reported feeling more confident, and hiring outcomes began to reflect that intentionality. That’s what it looks like when DEI becomes a tool for excellence rather than a threat to it.

    But even the best tools can’t fix a broken structure. Many DEI leaders are hired to drive change but denied the power or resources to do so. They’re tasked with transforming the institution but positioned on the margins of decision-making. And when change doesn’t come fast enough, they’re blamed. I’ve felt that pressure. And I’ve seen how it erodes trust—not just for those doing the work, but for the communities they’re meant to serve. If we’re serious about equity, we have to stop treating DEI as both a priority and an afterthought. It can’t be the institution’s conscience and its scapegoat at the same time.

    The truth is that a DEI office or officer does not matter in the slightest. What matters is what these offices and individuals are empowered to do—and how the institution responds. Too often, DEI structures are set up with grand titles but little actual authority. They’re underfunded, overburdened and expected to carry the weight of transformation without the tools to do it. Worse, they’re sometimes used for symbolic signaling while real decisions happen elsewhere.

    Here’s a hot take: Land acknowledgments are one of the clearest examples of symbolic DEI gone wrong. Even many DEI advocates are uneasy about saying this out loud—but it’s a conversation we need to have. Originally intended as respectful recognition of Indigenous peoples, they’ve too often become formulaic, superficial and devoid of follow-up. When institutions recite them without engaging Indigenous communities, investing in their successes or addressing systemic issues affecting them today, the gesture rings hollow. Sometimes it’s even counterproductive—giving the appearance of moral action without the substance. That’s the danger of symbolic DEI: It feels good in the moment, but it can do more harm than good by masking the real work that needs to be done. Respect requires more than words. It requires meaningful engagement, resource investment and sustained commitment.

    Another hot take: Sometimes constraints make the work better. Guardrails—even legal ones—can force us to get more creative, more deliberate and more focused on what actually works. In my home state of California, DEI work has operated under the legal constraints of Proposition 209, passed in 1996, which prohibits public institutions from considering race, sex or ethnicity in admissions, hiring or contracting. In 2020, a ballot initiative to repeal Prop 209 failed—leaving the status quo intact, but reigniting debate about what equity should look like in a race-neutral legal landscape.

    Rather than marking a shift, the 2020 vote reaffirmed the challenge California institutions have been navigating for nearly three decades. Public colleges and universities have spent years adapting—expanding outreach and pipeline programs, revamping search processes, and investing in mentorship and faculty development—all without using race-conscious criteria. Without relying on the most legally vulnerable tools, they were pushed to build models of reform that were legally sound, broadly applicable and less susceptible to political attack.

    California is not alone—some other states have adopted similar restrictions. And while the state is not immune from the scrutiny and investigations now facing institutions across the country, the constraints of Prop 209 forced a more intentional and durable approach to equity—one that may offer useful lessons for others.

    As backlash to DEI spreads—through lawsuits, legislation and public discourse—it’s easy to dismiss it all as reactionary. Sometimes it is. But sometimes it’s a response to real flaws: lack of transparency, ideological rigidity, symbolic efforts with no outcomes. The solution isn’t to abandon DEI. It’s to do it better. With more rigor, less theater. More results, fewer slogans. We need to distinguish between bad DEI and good DEI. Between what divides and what unifies. Between what placates and what transforms.

    Here’s the reality: The alternatives to diversity, equity and inclusion—uniformity, inequity and exclusion—aren’t values any institution should embrace. Few people, even DEI skeptics, would argue otherwise. The real debate isn’t about the values themselves—it’s about how they’ve been implemented, and whether the methods we’ve used actually advance the outcomes we claim to care about. If DEI is to survive, it has to evolve. Not into something shinier or trendier—but into something real. Built on trust, not performance. And that trust won’t come from more committees or statements. It will come from showing our work, owning our mistakes and staying committed to the values that brought us into this field in the first place.

    That’s what I’ve learned. And I’m still learning. But I haven’t lost hope. The ground is shifting—but that disruption brings opportunity. It’s fertile soil for building something better. If we bring more humility to our certainty, more evidence to our strategies and more courage to our conversations, this might not be the end of DEI. It could be the beginning of something stronger.

    Michael A. Yassa is a professor of neuroscience at the University of California, Irvine. He served for five years as associate dean of diversity, equity and inclusion and continues to work on institutional reform and mentoring in higher education. The views expressed in this article are solely those of the author and do not reflect the official policies or positions of UC Irvine.

    Source link

  • Westchester CC Sees 12-Point Growth in Graduation Rate

    Westchester CC Sees 12-Point Growth in Graduation Rate

    Providing students with wraparound support is one evidence-based practice that has demonstrated impact on student credit accumulation, persistence and graduation rates. In the mid-2000s, the City University of New York created a model of student support that has been duplicated at dozens of colleges to improve outcomes; now the State University of New York system hopes to build on this success on its own campuses.

    In 2018, Westchester Community College became the first SUNY campus to adopt CUNY’s initiative, which WCC calls Viking Resources for Obtaining Associate Degrees and Success (Viking ROADS). A March 2025 report from the nonprofit education-research group MDRC highlights the success of Viking ROADS during its initial three years: a 12-percentage-point increase in graduation rates among participants, despite headwinds from remote instruction during the COVID-19 pandemic.

    The background: CUNY created Accelerated Study in Associate Programs (ASAP) in 2007 as a comprehensive initiative to address barriers to student retention and completion.

    The core components of ASAP are personalized academic advising, specialized enrollment options and financial aid for course material and transportation costs for three years.

    Over the past decade, ASAP-inspired programs have been implemented at over a dozen institutions in seven states. WCC president Belinda Miles was a part of the ASAP replication initiative in Ohio in 2014, so when she began her role at WCC in 2015, “it wasn’t too long before I ran into ASAP,” she said.

    Arnold Ventures and MDRC, along with an anonymous donor to the WCC Foundation, provided financial support for the launch of Viking ROADS.

    In 2023, SUNY chancellor John B. King Jr. announced the system would implement ASAP at 25 of its 64 campuses starting in 2024. Now, results from a three-year MDRC evaluation of Westchester Community College’s program offer guiding principles to peer institutions scaling their own efforts.

    “We’re delighted to be that pivot campus and a leader amongst our peers,” Miles said.

    The study: MDRC’s study followed WCC staff and students from 2018 to 2021.

    Viking ROADS requires WCC students to be enrolled full-time in an eligible major, meet with a dedicated counselor and use college support services monthly, as well as be a New York resident, a first-time college student and only enrolled in one developmental education course.

    A majority of students involved in the Viking ROADS study were traditional college students, with about one in five identifying as a nontraditional student (defined as someone who is older than 24, works full-time, has children or does not have a high school diploma). One adaptation of ASAP that Viking ROADS staff implemented was to offer a transportation stipend, rather than a prepaid MetroCard; WCC is a commuter campus and students utilize both their own cars and public transport to reach campus, so having flexibility in how they addressed transportation barriers was key, Miles said.

    Over all, program participants were more likely to have higher enrollment rates over time and complete more credits, compared to their peers. By their fourth semester, 20 percent of program participants had earned degrees, compared with 13.3 percent of control group students. And by their sixth semester, 35 percent of program participants had completed an associate degree, compared to 23 percent of the control group.

    Researchers theorized this gap could be tied to the specialized course enrollment options and academic advising Viking ROADS participants receive, which could help students meet their course requirements and reduce their risk of earning excess credits that don’t support degree completion.

    “It’s critical that students begin with a person and a plan, or a plan and a person, [so] we can say, ‘Here’s the road map, here’s your guided pathway, here are the steps you take.’ But having a person that’s reliable is something that is critical for students, particularly first-generation students,” Miles said, because some learners may not have supporters at home who understand the bureaucracy of higher education.

    Program staff also reduce barriers to applying for graduation and making degrees official; among nonparticipants who earned 60 or more credits, only 69 percent earned a degree, compared to 83 percent of Viking ROADS students.

    “Despite the challenges that were posed by the COVID-19 pandemic, Viking ROADS still had large effects on three-year graduation rates, confirming the strength and adaptability of the ASAP model,” according to the report. “Viking ROADS not only helped students navigate the immediate disruptions that were caused by the pandemic but also supported their continued academic progress and degree attainment.”

    What’s next: In the same way Miles brought her work with ASAP to WCC, she and her staff plan to contribute to a community of practice for the other SUNY campuses joining these efforts.

    “I’m happy to share with colleagues what our story is and how we keep it going and how we keep expanding, albeit incrementally,” Miles said.

    Funding and providing resources for wraparound services can be a barrier to scaling initiatives, but reallocating and redesigning existing services to better address student needs is one way Miles said she is looking to expand student success efforts at WCC.

    Get more content like this directly to your inbox. Subscribe here.

    This article has been updated to reflect the correct name of Arnold Ventures.

    Source link

  • Cultivating a Postdoc Community (opinion)

    Cultivating a Postdoc Community (opinion)

    What happens when postdoctoral researchers feel like they truly belong? It is not just a feel-good moment—it is the foundation for success. A strong sense of community in the postdoctoral workplace can transform isolation into inclusion, stress into resilience and short-term survival into long-term thriving. It can help postdocs form the right mindset to face challenges such as career uncertainty, heavy workloads and relocation away from familiar support systems.

    For postdocs, community combats a unique kind of professional isolation. Whether someone is fresh out of graduate school or pivoting from one career path to another, postdoctoral training is a time of both intense focus and high ambiguity. Demanding workloads, career uncertainty, immigration concerns and financial insecurity can weigh heavily on postdocs and increase their levels of stress and feelings of outsiderness, especially for those from historically underrepresented backgrounds. Because of this, for career practitioners, faculty and mentors, focusing solely on the professional development of postdocs no longer seems to be enough.

    Why Community Matters

    Looking to expand our support for postdocs beyond their professional development, we at the Office of Postdoctoral Affairs at Washington University in St. Louis embraced the need to prioritize postdoc well-being and the creation of an inclusive, engaged community. We believe postdocs who feel a sense of belonging to a supportive environment are more likely to:

    • Maintain a healthier work-life integration, leading to better research outcomes, productivity and professional growth.
    • Reflect on their career paths, plan their future goals and make informed decisions about their careers.
    • Develop transferable skills such as communication, teamwork and leadership, which are crucial for career success.
    • Stay at their institutions, avoiding disruptions in research projects or the research group’s morale.

    With these objectives in mind, the skill-development side of the postdoctoral experience needs to be complemented with considerations about postdoc well-being, sense of belonging and identification with the institution.

    Initiatives to Cultivate Community

    Building a strong postdoc community and a strong sense of belonging has to be intentional. At WashU, partnerships and a little imagination helped us develop creative, low-cost initiatives to cultivate community, initiatives that any institution could tailor to fit the needs of their postdocs.

    Our community-building work centers on three main strategies: programming, fun giveaways and improved communication methods.

    Programming: Moments that Matter

    From our fall holiday pop-up to year-round celebrations of cultural heritage and history months, we have hosted events that offer postdocs essential touch points for connection outside their academic research and scholarship. We have reached out to internal and local partners (such as libraries and cultural organizations) and found they are often enthusiastic about collaborating with programs that align with their educational and service missions.

    For example, we connected with campus health and wellness programs to offer existing services (like CPR certification, health screenings or nutrition workshops) branded as postdoc-only events. Likewise, during LGBT History Month, we hosted Walk with Pride, a walking tour highlighting a local neighborhood’s LGBT history, in collaboration with the local history museum, which donated items for a raffle. With low investment, these events provide postdocs with opportunities to engage with diverse communities and cultures, enriching their personal and professional lives.

    Fun Giveaways: Small Tokens, Big Meaning

    We regularly ask our on-campus partners for fliers and branded stationery, which we include in a welcome kit we give away during orientation. A welcome kit is a small bag containing a collection of practical campus resources and promotional merchandise from the Office of Postdoctoral Affairs and our partners. We found that elements like stickers and branded lanyards not only boosted morale but also became a way for postdocs to visibly identify other postdocs across campus, sparking lighthearted and spontaneous conversation. We have learned to not underestimate the power of a sticker that says, “I’m a WashU Postdoc. I got this.” These small tokens help postdocs feel valued and connected.

    Communication: Making Sure No One Misses Out

    To ensure postdocs actually know about our programming and services, we leveled up our communications strategy with calendar invites, personalized welcome emails and festive event announcements tied to specific holidays or cultural celebrations. A successful strategy for us has been to share our announcements with the administrative staff in the academic units—they replicate our event invites in their internal departmental communications and thus create another avenue for the information to reach postdocs. Partnerships for proactive, clear communication go a long way in making sure everyone feels included.

    Call for Action

    There is still so much more we are excited to build at WashU. We are developing a postdoc parent network, a postdoc alumni network and a mentor network. We are planning more cultural events that connect postdocs with their identities and local history. We are finding ways to better support postdocs’ financial well-being.

    Community building is essential. We believe every postdoc deserves to feel like they belong, not just as researchers, but as people. And through practical initiatives like the ones we’ve shared, postdocs can develop a wide range of career skills that will serve them well in their future endeavors.

    There is no need for huge budgets or massive teams if we rely on curiosity, willingness to listen and partnerships across the campus and community. Talk to your postdocs. Then try something small, fun and heartfelt. It could be a sticker or a bake-off. Maybe it could be just a well-timed welcome email that says, “We are glad you are here.”

    The difference between isolation and engagement can start with a single gesture. That is a difference worth making. A supportive, connected postdoc community is not just a nice-to-have—it is a must-have for professional growth.

    Elizabeth Eikmann is currently the assistant director of curricular innovation in the College of Arts and Sciences at Washington University in St. Louis and previously served as program coordinator in WashU’s Office of Postdoctoral Affairs. Paola Cépeda is the assistant vice chancellor for postdoctoral affairs at WashU. They are both members of the Graduate Career Consortium—an organization providing an international voice for graduate-level career and professional development leaders. This article represents their views alone.

    Source link

  • Pasco-Hernando President Resigns Amid State DOGE Scrutiny

    Pasco-Hernando President Resigns Amid State DOGE Scrutiny

    Pasco-Hernando State College president Jesse Pisors has resigned after less than 18 months on the job, amid scrutiny from Florida’s version of the Department of Government Efficiency, The Tampa Bay Times reported.

    Pisors stepped down Thursday, the day before a special meeting called by board chair Marilyn Pearson-Adams to discuss concerns about student growth and retention, according to meeting documents. In a letter to other trustees, which included analysis from Florida’s DOGE on student growth and retention, Pearson-Adams noted the college was among the worst on those metrics.

    Specifically, she noted PHSC was second-to-last in retention numbers, which she called “alarming.” She added that trustees “had not been made aware of these numbers” despite “our continued requests over the past 12 months regarding this type of information and data.”

    The agenda shows only one action item for Friday’s special meeting of the Pasco-Hernando Board of Trustees: “Determination of Sustainability of College’s Future.” 

    Florida is one of several states that has sought to implement cost-cutting measures modeled on DOGE, the federal initiative led by billionaire bureaucrat Elon Musk to reduce government waste through layoffs and the elimination of various programs—an effort that has run into multiple legal challenges. DOGE-driven cuts have also fallen far short of their intended vision, with Musk often exaggerating savings for taxpayers in his work for the Trump administration. 

    Florida’s DOGE has also sought records of all faculty research at public institutions published in the last six years, leading to concerns about how the effort may be weaponized against faculty.

    Source link

  • Adapting to the ever-changing world of international education as a public institution in Quebec, Canada

    Adapting to the ever-changing world of international education as a public institution in Quebec, Canada

    As a bilingual territory, Quebec offers students the chance to learn both English and French, which can be daunting for some. However, this bilingualism also provides a distinctive advantage in the global education market. This article explores how institutions like the Lester B. Pearson School Board are adapting to these changes and highlights key strategies for success.

    Challenges and opportunities in Quebec

    Quebec’s bilingual nature often makes it a secondary choice for international students who may prefer English-only environments. However, the opportunity to learn both languages can be a significant draw for students seeking to enhance their global competencies. Over the past two years, the field of international education has undergone significant changes, requiring institutions to adapt swiftly. Here are some of the changes:

    New IRCC requirements since July 2023:

    • Revised funds requirement for study permit applicants, increasing the financial threshold to ensure students are adequately prepared for the cost of living in Canada.
    • End of the Student Direct Stream (SDS), affecting the expedited processing of study permits for certain countries.
    • Revision of programs eligible for post-graduation work permits (PGWP), limiting eligibility to specific fields of study and designated learning institutions.
    • Introduction of Provincial Attestation Letters (PALs), requiring students to obtain a PAL as part of their study permit application.

    Adapting to new requirements: a strategic advantage

    The introduction of PALs and the revised financial requirements had a minimal impact on the Lester B. Pearson School Board (LBPSB) due to Quebec’s existing Certificat d’acceptation du Québec (CAQ) process. The CAQ process already required higher financial proof than the new federal standards, positioning LBPSB at an advantage. This continuity ensured that our processes and requirements remained stable, providing a smoother transition for international students.

    Shifting the message: beyond PGWP

    Previously, programs eligible for post-graduation work permits (PGWP) were a major selling point, maintaining healthy student intake levels with minimal marketing effort. However, the focus has now shifted. The message is no longer solely about the PGWP; it is about acquiring a skillset that can be exercised globally. Montreal, an amazing student city, continues to be a prime study destination due to its quality of education, accessibility to higher education, cost of living, quality of life, and availability of a wide range of outdoor activities and hobbies. Montreal was always part of our marketing plan, but now it has become the marketing plan.

    Maintaining stability and messaging

    In the face of these changes, it is crucial to keep our messaging and name intact. As a public institution, the Lester B. Pearson School Board emphasizes stability and a long-term commitment to international education. Quebec offers an exceptional option for students to benefit from its established quality education system. Students study in state-of-the-art facilities, interact with local students, and immerse themselves in a new culture. This experience is not only about receiving a quality education but also about personal growth. The education and personal development gained here are invaluable and transferable anywhere in the world.

    Addressing the housing crisis

    While the housing crisis in Quebec is not as severe as in other parts of Canada, it remains a concern. The lack of housing has been cited as a key reason for limiting the number of international students in Canada, yet this approach overlooks a crucial fact: many international students, especially those in vocational programs like Lester B. Pearson’s, are essential to addressing the very housing shortage they’re being blamed for. These students are training to become carpenters, electricians, plumbers, and other skilled tradespeople—professions desperately needed to build more homes across the country.

    To ensure accessibility to safe, secure, and affordable housing for international vocational students, the Lester B. Pearson School Board has partnered with 4Stay to offer a dormitory experience on campus for adult vocational students. This is a one-of-a-kind offering in Canada, with students enjoying turn-key housing, meal plans, and student life programming to ease their transition to life in Montreal.

    About 4Stay

    4Stay was founded by international students who experienced firsthand the challenges of finding student housing when they arrived in the United States for their education. Launched in 2016, 4Stay is driven by the mission to create a world where everyone has a “home away from home.” The company connects students and interns with local hosts, room providers, and roommates near their destinations, offering both short-term and long-term housing solutions.

    4Stay works with educators and administrators to craft bespoke housing programs, tailored to the institution’s unique needs. Recognizing that every institution has their own set of unique interests, challenges, and strategic priorities, 4stay has a suite of services and strategies to source student housing options and manage them.

    By providing affordable homes, 4Stay helps students find a supportive community that eases their transition to life in a foreign country. The company’s vision and values resonate deeply with the Lester B. Pearson School Board, making it an ideal partner to manage our student residence and enhance the student experience.

    Building a supportive community

    The partnership between LBPSB and 4Stay allows students to access residence options either as a short-term landing pad (up to three months) or as a long-term accommodation solution throughout their entire program. This initiative helps build a community of students who can support each other through the challenges of settling in a new country. By offering these housing solutions, the Lester B. Pearson School Board ensures that international students have a safe and welcoming environment, contributing to their overall success and well-being. 

    Conclusion

    Adapting to the ever-changing world of international education requires innovative strategies and a commitment to providing comprehensive support for students. By leveraging Quebec’s bilingual advantage, shifting the focus of marketing messages, and addressing housing needs through partnerships like 4Stay, public institutions in Quebec can continue to thrive in the global education market. These efforts not only attract international students but also ensure they have the resources and community support needed to succeed in their academic and personal endeavors.

    About the author:

    Martine St-Pierre, MBA, is the director of international programs at the Lester B. Pearson School Board (LBPSB). With over two decades of experience in education, she oversees the recruitment and support of international students, ensuring they receive high-quality education and a welcoming environment. Her strategic vision and expertise have positioned LBPSB as a top choice for students worldwide.

    Source link

  • Labor champions education accessibility in sweeping win – Campus Review

    Labor champions education accessibility in sweeping win – Campus Review

    Australians have resoundingly re-elected Anthony Albanese as prime minister delivering Labor a huge majority, while Peter Dutton has lost his own seat in what was one of the most devastating results for the Coalition in living memory.

    Please login below to view content or subscribe now.

    Membership Login

    Source link