Tag: Education

  • Featured Gig: eLearning Developer at UConn

    Featured Gig: eLearning Developer at UConn

    One of my goals for growing this Featured Gig series is to highlight early-career opportunities. When I saw on LinkedIn that UConn is searching for an e-learning developer, I reached out to Desmond McCaffrey, director of UConn Online, to learn more about the role.

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

    A: The university is committed to expanding and enhancing its online and mixed-mode offerings as part of its strategic priorities. The e-learning developer 1 plays a central role in this effort by collaborating with instructional designers, faculty and staff to design and deliver high-quality courses that meet compliance requirements and research-based standards. Beyond content development, the role supports faculty growth and creates opportunities to integrate new technologies, experiment with innovative solutions and strengthen both teaching and learning. This work ensures that students benefit from inclusive, engaging and flexible educational experiences in an evolving digital environment.

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

    A: The e-learning developer is part of eCampus and UConn Online, units within the Center for Excellence in Teaching and Learning dedicated to supporting online and mixed-mode education. While the role works closely with colleagues in eCampus and CETL, it also engages with University IT Services, the University Library and faculty and staff across departments, schools and colleges. Developers contribute as members of cross-unit production teams and committees while also managing individual projects. Along the way, they collaborate on innovative pilots, explore and integrate emerging technologies, and engage with faculty and students to improve learning experiences and to help shape the university’s evolving digital learning ecosystem.

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

    A: By the end of year one, success means moving beyond basic proficiency into advanced contribution, bringing creative solutions to course design and development, collaborating effectively across units, and helping faculty integrate best practices in accessibility and inclusion. The developer demonstrates growing confidence in evaluating and applying new technologies, employs strong communication skills, and distinguishes effective pedagogical, while building trust as a reliable partner on course and program teams.

    By three years and beyond, the e-learning developer is recognized as an innovator and campuswide contributor. They not only design inclusive, high-quality courses and learning objects but also pilot new tools and approaches, engage with faculty to improve learning experiences, and share insights through research and conference presentations. Their role evolves into mentorship and leadership, guiding projects and shaping conversations about digital learning strategy. At this stage, they are seen as a trusted resource and emerging leader who connects pedagogy, technology, and innovation to strengthen UConn’s online teaching and learning environment.

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

    A: This role provides a strong foundation for advancement into positions such as e-learning developer 2 or 3, instructional designer, faculty development specialist, or educational technology support professional, depending on the individual’s background and career goals. It also opens pathways into broader leadership roles in online education and digital learning. Along the way, developers gain hands-on experience by building courses, experimenting with new technologies, engaging with faculty and contributing to research and conference presentations—positioning them for long-term growth at the intersection of learning, technology and innovation.

    Please get in touch if you are conducting a job search at the intersection of learning, technology and organizational change. If your gig is a good fit, featuring your gig on Featured Gigs is free.

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  • Students Who Lack Academic Confidence More Likely to Use AI

    Students Who Lack Academic Confidence More Likely to Use AI

    Some students are more likely to use generative AI to find answers instead of learning.

    Colleges and universities have sought to equip students with the skills to use generative artificial intelligence tools thoughtfully and ethically, but a recent study finds students often outsource thinking to chatbots.

    Research from the University of Southern California Center for Generative AI and Society found that the average student who uses generative AI services does so to get a direct answer, not to learn. Students who feel less confident in a course or who do not engage with their peers are also more likely to turn to technology for help.

    The findings point to a need for greater learning support for students, including teaching them improved internet search skills, providing more faculty assistance on how to use generative AI and instilling a sense of belonging in the classroom.

    State of play: As generative AI tools become more common, a large share of students say they engage with AI regularly. Two-thirds of students say they use generative AI chatbots weekly, according to a 2025 study from Tyton Partners.

    Faculty have expressed concern that students are circumventing thinking and learning by using artificial intelligence tools, but students claim they’re using AI to advance their educations. A recent survey by Inside Higher Ed and Generation Lab found that 85 percent of students said they’d used generative AI for coursework in the past year; 55 percent said they used it for brainstorming, half asked it questions as if it were a tutor and 46 percent used it to study for quizzes or exams.

    Nearly all students Inside Higher Ed surveyed said colleges and universities should respond to threats against academic integrity, with over half of students requesting clear, standardized policies about when and how to use AI or for colleges to provide additional flexibility around AI for transparent student use.

    The study: USC researchers surveyed 1,000 U.S. college students to understand when and how they’re using generative AI, compared to other help sources. Researchers distinguished between instrumental help-seeking behaviors—such as getting clarification on a topic covered in class—versus executive help-seeking as a means to an end, like getting quick answers to complete an assignment.

    Students said they were most likely to turn to the internet or an instructor for learning assistance, ranking tutors and peers below generative AI. For executive help, students similarly turned to the internet most often, but then looked to generative AI or a peer before instructors or tutors.

    To researchers, the trend indicates that students feel more comfortable turning to technology than human sources for help.

    National data on how and when students engage with technology versus human supports is mixed; one analysis from the Center for Studies in Higher Education at the University of California, Berkeley, found that post-pandemic, fewer students reported helping their classmates. However, Tyton Partners found that 84 percent of students said they first turn to people, including a peer or instructor, when they need help in a course, and only 17 percent primarily use AI tools.

    USC’s research also found that certain students were less likely to depend on AI; those who had better internet search skills or perceived themselves as competent in their courses were less likely to turn to generative AI tools for help.

    Conversely, students who were averse to asking peers for support or perceived themselves as less competent were much more likely to engage with generative AI. Students who trusted generative AI, similarly, were more likely to use the tools to find answers.

    A recent survey from WGU Labs found that students from marginalized backgrounds, including first-generation students and students of color, were more likely to say they’re open to AI tools for academic support. WGU Labs’ report theorized this trend could be tied to what they see as a lack of support in other traditional forms offered by institutions.

    However, pedagogy can have an impact on how students interact with AI; if the professor encourages thoughtful generative AI use, students are more likely to engage in learning-oriented behaviors, rather than just ask for answers from chatbots. Researchers believe this speaks to the social impact professors can have on how students use AI.

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  • UChicago Sells Off Research Center

    UChicago Sells Off Research Center

    The University of Chicago is selling a celebrated research center as the generously endowed university navigates layoffs and program cuts amid a heavy debt load, Financial Times reported Monday.

    UChicago is reportedly selling the Center for Research in Security Prices, founded in 1960, for $355 million to Morningstar, a research and investment firm also located in Chicago. The center, known as CRSP, developed a market database more than 65 years ago that “allowed investors to measure historic rates of return for U.S. stocks,” according to its website, which notes that its data has been used in more than 18,000 peer-reviewed studies and by hundreds of entities.

    CRSP formally became a limited liability company in 2020 but remained wholly owned by UChicago and maintained its affiliation with the university and the Booth School of Business.

    The sale comes as financial issues are adding up for the university. UChicago has borrowed heavily in recent years and seen substandard returns on its $10 billion endowment. University officials recently announced plans to pause admission to multiple Ph.D. programs and to cut 400 staff jobs as the private institution grapples with a debt load that has grown to $6 billion.

    UChicago is currently trying to shed $100 million in expenses.

    The Trump administration’s cancellation of dozens of federal grants in recent months has also hurt the university’s bottom line. UChicago president Paul Alivisatos wrote in late August that the “profound federal policy changes of the last eight months have created multiple and significant new uncertainties and strong downward pressure on our finances.”

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  • University of Maine Cancels Wind Power Summit

    University of Maine Cancels Wind Power Summit

    The University of Maine cancelled its annual summit on floating offshore wind power as federal support for renewable energy wanes, Maine Public reported.

    The university decided against holding the American Floating Offshore Wind Technical Summit, or AFLOAT, “in recognition of changing federal policies and priorities,” university spokesperson Samantha Warren said in a statement. The university’s Advanced Structures and Composites Center has hosted the summit since 2020.

    The state of Maine came out with an energy plan this year that includes offshore wind as a pivotal part of meeting renewable energy goals. But the Trump administration has shown opposition to such projects—the federal government suspended a $12.5 million grant to the University of Maine’s floating offshore wind power program this spring. The university nonetheless moved forward with the grant project, launching an experimental floating wind turbine a month later.

    The university has no plans at this time to revive AFLOAT in the future, Warren told Maine Public. But the university plans to hold private meetings with relevant parties, like industry, research and government leaders, “given growing interest in commercializing its cutting-edge technology, which has promising applications that advance the nation’s economy and security well beyond ocean energy.”

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  • Back to the Future? What could system reform of higher education look like? 

    Back to the Future? What could system reform of higher education look like? 

    Author:
    Mike Boxall

    Published:

    This HEPI blog was kindly written by Mike Boxall, writing in a personal capacity.  

    According to the latest survey by PA Consulting, over 90% of university vice-chancellors endorse a call for ‘fundamental system reforms’ to secure the survival of their sector against what they universally regard as an unprecedented combination of existential threats and challenges. Yet the responses seen from across the sector to date have been distinctly conventional and, in a literal sense, conservative: cost-cutting, portfolio rationalisation, recruitment freezes and redundancies, and forgone investments. While undoubtedly necessary in some cases to stave off short-term financial crises, such measures hardly represent transformational innovations; indeed, almost half the survey respondents predicted that their institutions would look and feel much the same in ten years’ time as today. As one vice-chancellor put it:  

    We have been propping up a 20th-century system that is no longer fit for the purposes of the early 21st century 

    Meanwhile, policymakers in the Department of Education and the Office for Students are busily preparing contingency measures against the heightened risk of multiple institutional failures and institutions plan for continued retrenchment. Big questions remain unanswered: Why might ‘fundamental system reforms’ be needed? What could (or should) a fundamentally reformed higher education system look like? And how might it be brought about in an era of continued fiscal and policy austerity? 

    Unlike just about every other sector facing seismic shifts in their markets and operating environments, universities have remained uniformly committed to what many regard as self-limiting and increasingly outdated business models: 

    • Reliance on providing essentially similar subject-based courses to limited cohorts of school-leavers, largely neglecting the more diverse learning needs of much larger populations of in-career professionals and their employers. 
    • Adherence to misleadingly named ‘full-time’ study schedules typically limited to 30 weeks a year or less, with single annual entry points and campuses and facilities largely empty of students and staff for almost half the year. 
    • A deficit-based business model in which devolved expenditure plans are set (and spent) separately from confirmed earnings, often resulting in unexpected year-end shortfalls and relying on cross-subsidies from international student fees to balance budgets. 
    • Over 150 autonomous and self-determining universities competing with one another for shares of largely fixed or even shrinking markets and funding sources, with success judged more in terms of reputational standings than by the quality and social value of their services. 

    It must be acknowledged that, despite these self-imposed limitations, the current university system has defied repeated prophesies of its demise. It has survived largely intact for many decades, with few provider closures or even forced mergers, and continues to recruit almost 1.5 million domestic and international students each year, generating over £55 billion in revenues. A handful of global institutions with annual incomes exceeding £1 billion or more may be considered too big and important to fail, and indeed these few continue to do relatively well, often at the direct expense of less-favoured rivals.  However, many, perhaps even most, others face a future of chronic struggles to cover inexorably rising costs and to protect their shares of markets eroded by new competitors and alternative options for students, employers, knowledge users and public programmes. Survival for these providers through continued efficiency drives might be possible, but it won’t be fun; nor will it be sufficient to secure the pivotal roles of universities in educating and informing an increasingly complex and precarious world. 

    The roles and contributions of universities in today’s and tomorrow’s learning society are no less important than in the past, but they will be different. In particular, they have a unique responsibility for sustaining human and social intelligence in the face of impersonal AI and related technological advances. To fulfil this role, universities must move beyond the limitations of their legacy models, expanding their roles within national and localised ecosystems to promote: 

    • Lifelong and continuous learning and professional development for all adults, from post-secondary to late-career stages, and from initial formation to periodic upskilling and personal renewal, facilitated and supported through the Lifelong Learning Entitlement and related schemes  
    • Cumulative and personalised learning attainments, embracing the rounded acquisition and development of knowledge, competences, experience and personal development, incorporating micro-credentials and stackable awards on the lines proposed by the OECD 
    • Variety and choice of accessible pathways through different modes of provision for useful learning as and when sought by individuals and employers, embracing universities, colleges, training providers and online services, as is being developed in Greater Manchester  
    • Funding and economic structures based on the value and benefits of different modes of learning provision, shared equitably between individuals, employers, civic authorities and the State, on the lines explored by the UNESCO Innovative Funding for Education project. 

    While fully articulated and integrated learning and skills ecosystems built on these principles may seem a long way off, the examples cited show that prototypes can already be seen in localised initiatives and emerging proposals across the international tertiary formation landscape. A variety of models built around these principles might emerge, displaying the characteristics of complex adaptive systems: self-organising and dynamic networks of diverse partners and stakeholders, producing emergent results in response to changing experiences.   

    Unpredictable and sometimes surprising outcomes of these kinds cannot easily be planned or fitted into pre-determined blueprints. They are thus unsuited to the normal pattern of government policy interventions. Rather, the role of government should be to provide the enabling conditions and supportive frameworks (including funds) within which self-organising solutions can emerge. A good start would be to reduce the fragmentation of policy, funding and regulatory constraints to innovation and enterprise across existing learning and skills provision. The Commission on Tertiary Education and Research (Medr) in Wales offers a laudable start towards that end, now being emulated in the Republic of Ireland and in New Zealand. 

    System-wide reforms on this scale do not in any way diminish the importance or critical roles of universities in serving fast-changing national needs for advanced education and skills. What they would do would be to shift the debate on the health of higher education provision from its current focus on enabling universities to continue doing what they have always done, on their own terms, to redefining and consolidating their roles at the heart of sectoral or place-related advanced learning ecosystems.  In spirit, if not in forms, this would represent returns to the principles on which most universities (both pre- and post-1992) were first established and which many would argue are needed even more today. 

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  • Learning to debate is an important facet of education, but too often public school students are left out 

    Learning to debate is an important facet of education, but too often public school students are left out 

    Ever since I first stepped onto the debate stage, I have been passionate about speech and debate. For the last three of my high school years, I have competed and placed nationally at major tournaments in Dallas, Los Angeles, Chicago, Atlanta and Las Vegas, among many others. Debate demands an incredible amount of research, preparation and practice, but those aren’t the biggest challenges for me.  

    I attend a public high school in California that lacks a formal debate program or coach, which has forced me to choose between quitting an activity I love and competing independently without any school support.  

    I chose the latter. And that means I prepare alone in the dark, navigate complex registration processes and, most importantly, pay hefty fees. 

    As many of us know, debate is an effective way to strengthen students’ comprehension, critical thinking and presentation skills. Debate allows students to explore ideas in a myriad of topics, from biotechnology to nuclear proliferation​​​​, and find their unique passions and interests. 

    Yet for many students, a lack of school support is a major entry barrier. It has turned debate into another private-school-dominated space, where private-school students receive access to higher quality research and on-the-spot coaching on argument structure and prose, like a football coach adjusting strategy on the sidelines. Additionally, most prestigious tournaments in the U.S. prohibit non-school-affiliated debaters like me from competing altogether.  

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.  

    These circumstances de facto prevent lower-income debaters from becoming successful in the activity. And that is why I believe that all schools should incorporate speech and debate classes into their core curriculums. Existing history and English teachers could act as debate coaches, as they do in many private schools. School districts could even combine programs across high schools to save resources while expanding access (Mountain View High School and Los Altos High School in California have pursued this strategy).  

    Over the past two decades, the debate community has engaged in efforts to democratize access to speech and debate through the creation of new formats (for example, public forum), local debate associations and urban debate leagues, among others.  

    However, many of these initiatives haven’t been successful. These newer formats, initially intended to lessen the research burden on debaters, have shifted toward emphasizing strict evidence standards and complex debate jargon. This shift has made debate less, not more, accessible, and led to more students from private schools — who were quickly able to ​​​​out-prepare those from public​​ schools — entering and dominating the competition.  

    Local debate associations and​​​​ competitive leagues for neighboring schools have provided more students with opportunities to participate. Still, debate via these organizations is limited, as they don’t provide direct coaching to member schools or rigorous opportunities for students, and prohibit certain students and programs from competing.  

    Similarly, urban debate leagues (for example, the Los Angeles Metropolitan ​​​​Debate League) have been incredibly successful in expanding debate access to lower-income and minority students; however, these programs are concentrated in major metropolitan cities, face opposition from some school districts and rely on donor funding, which can be uncertain.  

    In my debate rounds, I have analyzed pressing social problems such as global warming and economic inequality through a policymaking lens; in some rounds I defended increased wealth taxes, and in others I argued against bans on fossil fuels. Without debate, I wouldn’t be so conscious of the issues in my community. Now, as I enter college, I’m looking forward to continuing debate and leveraging my skills to fight for change.  

    Related: High school students find common ground on the debate stage 

    Speaking of college, in the competition for admission to the most selective colleges, extracurricular involvement can be a deciding factor, and debate is an excellent way to stand out, at least for those students with proper support.  

    However, when students from rural and low-income communities lack access to the same opportunities as students from more metropolitan and higher-income communities, we risk exacerbating the educational achievement gap to our collective detriment.  

    In the meantime, debate tournaments should reduce entry barriers for nontraditional debaters and for students from public schools without coaches and extra support.  

    Without these initiatives, too many rural and low-income students will be excluded from an amazing activity, one that is especially important in today’s polarizing and divisive climate.  

    Aayush Gandhi is a student at Dublin High School. He is an avid writer and nationally ranked Lincoln-Douglas debater.  

    Contact the opinion editor at [email protected].  

    This story about debate programs was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.  

    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.

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  • Government Shutdown Could Delay ED Rule Making

    Government Shutdown Could Delay ED Rule Making

    All rule-making sessions for the Department of Education were held online from the start of the COVID pandemic to the beginning of the second Trump administration.

    J. David Ake/Getty Images

    If the government shuts down Wednesday, it’s not clear whether the Department of Education will be able to continue with the meetings it had planned to iron out a batch of regulatory changes this week.

    The advisory rule-making committee began its work Monday and was originally slated to continue through Friday. But at the start of Monday’s meeting, department officials noted that if the government runs out of funding Oct. 1, the remainder of the session would be delayed and the plan would be to resume virtually in two weeks. (This was consistent with a pending notice that was posted to the Federal Register in the morning.) 

    That all changed once again moments before Monday’s meeting ended when Jeffrey Andrade, the deputy assistant secretary for policy, planning and innovation, said the department was reconsidering its earlier statement and that the negotiated rule-making committee might be able to continue operating in person through the end of the week.

    “There is a possibility that we can work through this,” Andrade said, adding that he had just received word of the possibility himself. 

    The department is planning to furlough nearly 87 percent of its employees, according to its shutdown contingency plan. But officials are planning to keep employees who are working on the rule-making process on board as well as those working to implement Congress’s One Big Beautiful Bill Act, which passed in July.

    This rule-making session is focused on clarifying the details of new graduate loan caps and a consolidated version of the multiple existing income-driven repayment plans.

    Going into this week’s meetings, multiple higher education experts said that finalizing new regulations before the caps and repayment plans take effect July 1, 2026, would be difficult no matter what. A government shutdown, one added, could throw a wrench into the already tight timeline.

    “With such a crunched timeline for finishing the rules in the first place, this makes the department’s job much more challenging,” said Clare McCann, managing director of policy for the Postsecondary Education and Economics Research Center at American University. 

    One of this week’s rule-making committee members, who spoke with Inside Higher Ed on the condition of anonymity, said that while they were still uncertain how the rest of the week will play out, Andrade’s last-minute announcement gave them hope.

    “I’m not sure what to make of it and will be waiting for clearer answers in the morning,” the committee member said. “But I know the department is working hard to get as much done as possible.”  

    That said, if the session does end up moving online, it wouldn’t be too out of the ordinary for department staff members. All sessions prior to the start of the second Trump administration were held online since the COVID-19 pandemic broke out in 2020.

    The real challenge, McCann noted, would likely be having enough staff to facilitate the session, regardless of its modality. 

    “Certainly the department will be able to keep some of this moving, but they will undoubtedly also have some employees who are not considered essential and are furloughed during a shutdown,” McCann said. “It takes many people at the department to make a rule making happen, and so any loss of personnel is going to present a challenge, even if they’re able to keep some of the core team that’s involved.”

    Under the contingency plan, student aid distributions will not be paused and loan payments will still be due. The department will, however, pause civil rights investigations and cease grant-making activities, though current grantees will still be able to access funds awarded by Sept. 30.

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  • HHS Looks to Block Harvard From Federal Funds

    HHS Looks to Block Harvard From Federal Funds

    Harvard is facing increasing pressure from the Trump administration after winning back its frozen grants in court.

    Joseph Prezioso/AFP/Getty Images

    The U.S. Department of Health and Human Services’ Office for Civil Rights announced Monday that it’s moving to cut off Harvard University’s eligibility to receive federal funding.

    The announcement comes amid a power struggle between Harvard and the White House. 

    While the Trump administration has accused Harvard of allowing antisemitism to run amok on campus—and the university has acknowledged concerns on the front—it has sought sweeping power over the institution and changes that go beyond addressing antisemitism. The HHS Office for Civil Rights previously found that Harvard violated Title VI of the Civil Rights Act of 1964, which bars discrimination based on race, color and national origin, and acted with “deliberate indifference toward discrimination and harassment against Jewish and Israeli students,” according to an HHS news release.

    Now HHS OCR has recommended cutting off federal funding to Harvard “to protect the public interest” through a suspension and debarment process operated by the HHS Office of the Assistant Secretary for Financial Resources. Suspension would be temporary and debarment would last “for a specified period as a final determination that an entity is not responsible enough to do business with the federal government because of the wrongdoing,” according to the agency. The move comes less than two weeks after the Education Department placed Harvard on heightened cash monitoring—a highly unusual move given the university’s significant resources.

    Harvard did not immediately respond to a request for comment Monday.

    “OCR’s referral of Harvard for formal administrative proceedings reflects OCR’s commitment to safeguard both taxpayer investments and the broader public interest,” HHS OCR director Paula M. Stannard said in a statement. “Congress has empowered federal agencies to pursue Title VI compliance through formal enforcement mechanisms, including the termination of funding or denial of future federal financial assistance, when voluntary compliance cannot be achieved.”

    Harvard has 20 days to request a hearing in front of an HHS administrative law judge, who will decide whether the university violated Title VI.

    Monday’s announcement is the latest salvo by the federal government after Harvard emerged initially victorious in a legal battle over more than $2 billion in frozen federal research funding. While a judge ruled that the Trump administration illegally froze funds granted to Harvard, the federal government has continued to pressure the private institution to make changes to disciplinary processes, admissions, hiring and more. Other Ivy League institutions, such as Columbia University and Brown University, have agreed to such deals, under federal scrutiny.

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  • A Statement from The Higher Education Inquirer

    A Statement from The Higher Education Inquirer

    This month, The Higher Education Inquirer has surpassed 280,000 views, the highest in our history. That milestone is not just a number — it represents the growing community of readers who care about uncovering the truth behind higher education’s power structures.

    And yet, we must also be candid: we are considering ceasing operations at the very moment our popularity is peaking. Some may find this paradox hard to understand. Why step back now, when the audience has never been larger?

    The reality is that investigative journalism is most vulnerable when it is most effective. Our work has never been about clicks or page views; it has been about holding powerful institutions accountable. With that mission has come heightened scrutiny and retaliation. The lawsuit we currently face is just one example of the legal and financial pressures designed to silence independent voices. Even when such cases are ultimately thrown out or defeated, the process is exhausting and expensive, diverting energy away from reporting and into survival.

    Beyond the lawsuit, the sustainability of this project has always been tenuous. Unlike large media corporations, we have no shield of corporate lawyers, no deep-pocketed donors, and no guarantee of steady funding. Every article is the product of labor that is often invisible — research, fact-checking, and the personal toll of constant resistance to disinformation and intimidation.

    In this environment, popularity does not equate to stability. If anything, it makes us more of a target. The more people read, the more those exposed by our work have an incentive to retaliate.

    If The Higher Education Inquirer does close, it will not be because the audience wasn’t there. It will be because the system in which independent journalism struggles to survive has failed to protect those doing the work.

    We remain deeply grateful to our readers. Whether this is a pause, a transition, or an end, we want you to understand why we are considering this step. The paradox of our situation speaks volumes about the fragility of truth-telling in America — and the lengths to which power will go to keep it contained.

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  • ED Rule Making Will Move Online if Government Shuts Down

    ED Rule Making Will Move Online if Government Shuts Down

    All rule-making sessions for the Department of Education were held online from the start of the COVID pandemic to the beginning of the second Trump administration.

    Screenshot/Alexis Gravely

    The Education Department’s current rule-making session, in which committee members are determining how to implement new student loan policies, will be delayed by two weeks if Congress fails to pass legislation to keep the government open, Trump officials announced Monday morning.

    “There is the possibility—which seems to be growing by the hour—of a lapse in appropriations,” one department official said during the rule-making session’s commencement Monday. “Have no fear, however,” he added, “we do have a contingency plan for that.”

    The official, Jeffrey Andrade, deputy assistant secretary for policy, planning and innovation, went on to explain that if the government does shut down Oct. 1, the remainder of the session would take place online from Oct. 15 to 17. (The plans were also posted to the Federal Register on Monday.)

    Managing a virtual negotiated rule-making session, however, would be nothing new to the department staff, as all sessions prior to the start of the second Trump administration have been held online since the COVID-19 pandemic broke out in 2020.

    “Again, fingers crossed,” Andrade said. “But the oddsmakers, when I last checked, were in the high 60s in favor of them not passing a continuing resolution in time. So that’s a plan.”

    The department was already facing a tight timeline to negotiate the various regulatory changes, and some are worried that the two-week delay could further complicate the effort.

    “A government shutdown throws a wrench into the rule making,” said Clare McCann, managing director of policy for the Postsecondary Education and Economics Research Center at American University. “Even assuming a shutdown is over in two weeks, as the department hopes, almost all of the Education Department’s staff will be furloughed in the meantime and unable to continue working on the draft regulations. With such a crunched timeline for finishing the rules in the first place, this makes the department’s job much more challenging.”

    If the government were to shut down, about 87 percent of the Education Department’s nearly 2,500 employees would be furloughed, according to the agency’s contingency plan. The department is planning to keep on employees who are working on the rule-making process and to carry out other provisions in the One Big Beautiful Bill Act, which was signed into law over the summer.

    Student aid distributions will not be paused and loan payments will still be due, but the department will cease grant-making activities and pause civil rights investigations. Grantees, though, can still access funds awarded over the summer and before Sept. 30.

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