Tag: Education

  • In Defense of Jonathan Brown

    In Defense of Jonathan Brown

    Jonathan Brown, the Alwaleed bin Talal Chair of Islamic Civilization at Georgetown University, was suspended from his job and is being investigated for posting on X after the US bombing of Iran, “I hope Iran does some symbolic strike on a base, then everyone stops.” Brown’s expressed desire for peace was twisted by conservatives into some kind of anti-American call for violence.

    Rep. Randy Fine, a Florida Republican, noted that the interim president of Georgetown would soon be testifying before Congress and wrote about Brown, “This demon had better be gone by then. We have a Muslim problem in America.” Fine was Gov. Ron DeSantis’s choice to be president of Florida Atlantic University before the board rejected him. But his literal demonization of speech has a powerful impact.

    Georgetown quickly obeyed the commands of anti-Muslim bigots such as Fine. Georgetown interim president Robert M. Groves testified to Congress on July 15, “Within minutes of our learning of that tweet, the dean contacted Professor Brown, the tweet was removed, we issued a statement condemning the tweet, Professor Brown is no longer chair of his department and he’s on leave, and we’re beginning a process of reviewing the case.”

    Groves responded “yes” when asked by Rep. Virginia Foxx, a North Carolina Republican, “You are now investigating and disciplining him?”

    Georgetown’s statement declared, “We are appalled that a faculty member would call for a ‘symbolic strike’ on a military base in a social media post.” But why would this appall anyone? Faculty members routinely support actions that actually kill innocent people—tens of thousands of people, in the case of professors who support Israel’s attack on Gaza, millions of people in the case of professors who supported the fight against the Nazis in World War II. And that’s all perfectly legitimate. So a professor calling for an action against a military target that doesn’t kill anybody should be the most trivial statement in the world.

    There is a good reason why universities shouldn’t take positions on foreign policy—because institutional opinions are often dumb, especially when formulated “within minutes” rather than after serious thought. Georgetown is making the worst kind of violation of institutional neutrality—not merely expressing a dumb opinion, not just denouncing a professor for disagreeing with that dumb opinion, but actually suspending a professor for diverging from Georgetown’s very dumb official opinion on foreign policy.

    Often, defenders of academic freedom have to stand for this principle even when addressing terrible people who say terrible things. But the assault on academic freedom in America has become so awful that even perfectly reasonable comments are now grounds for automatic suspension. Brown’s position on the Iran attacks is very similar to that of Donald Trump, who posted praise for Iran after it did precisely what Brown had urged: “I want to thank Iran for giving us early notice, which made it possible for no lives to be lost, and nobody to be injured.” Unlike Trump, Brown never thanked Iran for attacking a U.S. base. So how could any university even consider punishing a professor for taking a foreign policy stand more moderate than Trump?

    Georgetown’s shocking attacks on academic freedom have garnered little attention or criticism. The Georgetown Hoya reported in a headline, “Groves Appears to Assuage Republicans, Defend Free Speech in Congressional Hearing.”

    The newspaper’s fawning treatment of Groves as a defender of free speech apparently was based on Groves testifying, “We police carefully the behavior of our faculty in the classroom and their research activities,” and adding, “They are free, as all residents of the United States, to have speech in the public domain.” It’s horrifying to have any university president openly confess that they “police carefully” professors’ teaching and research. But for Groves to claim that faculty have free speech “in the public domain” when he proudly suspended Brown for his comments must be some kind of sick joke.

    Another Hoya headline about the controversy declared, “University Review of GU Professor for Controversial Posts Prompts Criticism, Praise.” While the campus Students for Justice in Palestine and the Council on American-Islamic Relations correctly defended Brown, the Anti-Defamation League declared, “We commend Georgetown University for taking swift action following Jonathan Brown’s dangerous remarks about a ‘symbolic strike’ on a U.S. military base.”

    There is nothing “dangerous” about Brown’s remarks calling for an end to war, or any other foreign policy opinions. The only danger here is the threat to academic freedom.

    When Georgetown suspended lecturer Ilya Shapiro in 2022 for his offensive comments on Twitter, I argued that “Shapiro should not be punished before he receives a hearing and fair evaluation” and added, “A suspension, even with pay, is a form of punishment. In fact, it’s a very harsh penalty when most forms of campus misconduct receive a reprimand or a requirement for education or changes in behavior.”

    I called upon all colleges to ban the use of suspensions without due process. Since then, suspensions have become an epidemic of repression on college campuses. An army of advocates once argued in defense of Shapiro’s free speech. Unfortunately, none of Shapiro’s outspoken supporters have spoken out with similar outrage about the even worse treatment of Brown by Georgetown’s censors.

    Georgetown’s administrators must immediately rescind Brown’s ridiculous suspension, restore his position as department chair, end this unjustified investigation of his opinions, apologize for their incompetence at failing to meet their basic responsibilities to protect academic freedom and enact new policies to end the practice of using arbitrary suspensions without due process as a political weapon.

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

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  • Education Dept. Hears From Public About Higher Ed Overhaul

    Education Dept. Hears From Public About Higher Ed Overhaul

    The Education Department’s yearlong effort to roll out the sweeping higher ed changes signed into law last month kicked off Thursday with a four-hour hearing that highlighted the many tweaks college administrators and others want to see.

    The law, known as the One Big Beautiful Bill Act, capped federal student loans, created new loan-repayment plans, extended the Pell Grant to include short-term workforce programs and instituted a new measure to hold institutions accountable. Now, the department is planning to propose and issue new regulations that spell out how those various changes will work. 

    On nearly all fronts, college administrators, policy experts and students argued that lawmakers left significant gaps in the legislation, and they want a say in how Trump administration officials fill them in. For instance, the legislation doesn’t explain what data will be collected for either workforce Pell or the accountability measure or who will have to take on that task. Some speakers raised concerns about how new reporting requirements could increase administrative burdens for colleges.

    But Nicholas Kent, the department’s newly confirmed under secretary, said at the start of the meeting that he looks forward to clarifying all the details during the lengthy process known as negotiated rule making.

    “Simply put, the current approach to paying for college is unsustainable for both borrowers and for taxpayers,” Kent said. “President Trump has laid out a bold vision, one that aims to disrupt a broken system and return accountability, affordability and quality to postsecondary education that includes reducing the cost of higher education, aligning program offerings with employer needs [and] embracing innovative education models … Today’s public hearing marks a key milestone in our accelerated timeline to implement this sweeping legislative reform.”

    Neither Kent nor other department officials said what specific changes and clarifications are on the table.

    What Is Negotiated Rule Making?

    Negotiated rule making, or “neg-reg,” started in the early 1990s. It entails using an advisory committee to consider and discuss issues with the goal of reaching consensus in developing a proposed rule. Consensus means unanimous agreement among the committee members, unless the group agrees on a different definition. The department must undertake negotiated rule making for any rule related to federal student aid.

    Determining the details of the regulations and policy changes will be left up to two committees of higher education leaders, policy experts and industry representatives that will review and negotiate over the department’s proposals during a series of meetings throughout the fall and into the new year. The first committee is scheduled to begin discussions in September.

    In the meantime, here are three key issues Thursday’s speakers said they hope to see addressed by both the advising panels and department officials before the legislation starts taking effect in July 2026.

    Who’s Making the Decisions?

    Before the public hearing, some higher ed lobbyists and advocates raised concerns about who would be included on the advisory committees. Multiple constituent groups argued they weren’t properly represented on the committees.

    For instance, neither committee includes a representative from the financial aid community, despite the fact that college financial aid administrators will play a key role in implementing the legislation on campuses.

    Multiple groups, including the American Council on Education, drew attention to the absence, but Melanie Storey, president of the National Association of Student Financial Aid Administrators, voiced the most concern.

    Financial aid professionals will “interpret, communicate and operationalize the intricate details of this wide-ranging bill for millions of students and families. To exclude their practical, technical experience from the negotiation table risks developing rules that are difficult to administer, creating unintended negative consequences,” she said. “We have heard the perspective that representatives from each college sector can speak to the needs of their institutions. However, their role is to advocate for the broad interests of that sector. That is fundamentally different from representing the profession responsible for the … mechanics of aid delivery.

    A department official who moderated the hearing, responded, “We expect we will have financial aid administrators at the table,” as the department has in the past, but he did not clarify how that would be done. (This paragraph has been corrected.)

    Other speakers called for better representation of civil rights advocates, apprenticeship program leaders and minority-serving institutions, but none of those requests were directly addressed by government officials.

    What Qualifies as a Professional Program?

    Speakers also raised questions about how the new caps to student loans would work and whom they would affect.

    How to Make a Policy, Neg-Reg Edition

    As part of negotiated rule making, the Education Department must:

    1. Put out a public notice about intent to form a committee and hold a public hearing
    2. Publish notice inviting nominations for negotiators
    3. Hold a public hearing
    4. Pick the negotiators
    5. Hold negotiated rule-making sessions
    6. Write the proposed regulations
    7. Publish those regulations for public comment, which lasts at least 30 days
    8. Read and respond to the comments; revise the regulations as needed
    9. Publish the final rule. Rules need to be published by Nov. 1 in order to take effect July 1 of the following year, but the department can implement rules early.

    Congress’s Big Beautiful Bill caps loans for professional degrees at $200,000 and limits loans for graduate programs to half of that. But lawmakers didn’t specify which degree programs fall in which category. Determining how to sort programs will likely be a key point of debate for the rule-making committee, the comments showed.

    Certain programs, like law and medical school, will almost certainly be considered professional programs, but other programs, like master’s degrees in nursing, education or social work, are not guaranteed. Knowing this, a variety of academic association representatives, workforce advocates and college administrators made their case throughout the hearing for why their own discipline should be a professional program.

    Matt Hooper, vice president of communications for the Council on Social Work Education, said to not include certain programs in the professional bucket would mean ignoring their critical nature as a public service.

    Social work graduates “pursue careers in health care, children and family services, criminal justice, public policy, government, and more,” he said. “An M.S.W. provides full professional preparation, similar to a J.D. in law or an M.D. in medicine, and we think it should be categorized in the same respect.”

    A handful of speakers went so far as to argue that certain bachelor’s programs, like aviation or aeronautical science, that are often paired with certification from the Federal Aviation Administration should be grouped into the professional category, as they come at a cost and time commitment similar to graduate school.

    If those programs don’t get the benefit of a higher loan cap, multiple airline advocates said, America could see a steep shortage of pilots within the next two decades.

    “Over the next 15 years, nearly half of our nation’s airline pilots will retire due to mandatory age limits,” said Sharon DeVivo, president of Vaughn College of Aeronautics and Technology. “The current training pipeline is not equipped to meet that demand, putting at risk the transportation infrastructure, especially the economic health of small and rural communities that depend on reliable air service.”

    Training to become a pilot can cost $80,000 to $100,000 more than a traditional bachelor’s degree, added Carlos Zendejas, vice president of flight operations at the regional airline Horizon Air. So to hold these students to the same loan limit as other undergraduates would deter prospective pilots from pursuing a high-return-on-investment career.

    “The need to stabilize the pilot pipeline is real,” he said. “The One Big Beautiful Bill gives the department the ability to fix this.”

    Should Gainful Go?

    Since the inauguration, Trump officials in all sectors of the federal government have been vocal about combating fraud, waste and abuse. But higher education experts are concerned that one measure in the reconciliation bill could do the opposite.

    The new accountability tool it introduced uses a new earnings test to evaluate colleges’ eligibility for federal student loans. But it does not apply to certificate programs, which some policy and data analysts say are more likely to provide a poor return on investment.

    According to a recent report from the Postsecondary Education and Economics Research Center at American University, only 1 percent of college programs at the associate level and higher will fail the new earnings test, but about 19 percent of certificate programs would do so.

    Representatives from American as well as New America, Third Way and the Century Foundation, all progressive think tanks, sounded the alarm on the matter at Thursday’s hearing. As a solution, they encouraged the administration to keep an existing accountability policy in place that applies to certificate programs and for-profit institutions. That metric, known as the gainful-employment rule, is not codified in law.

    A recent publication from the Senate health committee’s chairman, Bill Cassidy, confirms it was not lawmakers’ intent to exempt such programs from any accountability,” said Clare McCann, the PEER Center’s managing director of policy and operations. “So to carry out that intent, the department should maintain a strong gainful-employment program regulation for those programs that should include maintaining the debt-to-earnings tests under the gainful-employment rules, which are an important check on institutions offering unaffordable degrees.”

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  • Families Spending More on College

    Families Spending More on College

    Photo illustration by Justin Morrison/Inside Higher Ed | Getty Images | Rawpixel

    Families are spending about 9 percent more on college compared to last year, according to a recently released survey from Sallie Mae and Ipsos.

    The results of the survey, released earlier this week, are part of the annual “How America Pays for College” report. Ipsos surveyed about 1,000 undergraduate students and the same number of parents of undergrads from April 8 to May 8. The online survey delved into a range of topics from how they were paying for college to their views on the federal student loan program.

    On average, families spent $30,837 on college, which is similar to pre-pandemic spending—in the 2019–20 academic year, families spent $30,017 on average. In line with previous years, families are typically using their own money to pay for college, with income and savings adding up to 48 percent of the pie, and scholarships and grants accounted for a 27 percent slice.

    But 40 percent of the families surveyed didn’t seek scholarships to help pay for college because they either didn’t know about the available opportunities or didn’t think they could win one. About three-quarters of respondents who received a scholarship credited that aid with making college possible.

    Similar to other recent surveys, while a majority of families see college as worth the money, cost is still a key factor. About 79 percent reported that they eliminated at least one institution based on the price tag. Still, about 47 percent of respondents said they ended up paying less than the sticker price. That number is higher for families with students at private four-year universities. About 54 percent said they paid less compared to 45 percent of respondents at public four-year institutions.

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  • Trump Political Appointees in Charge of Grant Decisions

    Trump Political Appointees in Charge of Grant Decisions

    Wesley Lapointe/The Washington Post via Getty Images

    President Donald Trump is now requiring grant-making agencies to appoint senior officials who will review new funding opportunity announcements and grants to ensure that “they are consistent with agency priorities and the national interest,” according to an executive order issued Thursday. And until those political appointees are in place, agencies won’t be able to make announcements about new funding opportunities.

    The changes are aimed at both improving the process of federal grant making and “ending offensive waste of tax dollars,” according to the order, which detailed multiple perceived issues with how grant-making bodies operate. 

    The Trump administration said some of those offenses have included agencies granting funding for the development of “transgender-sexual-education” programs and “free services to illegal immigrants” that it claims worsened the “border crisis.” The order also claimed that the government has “paid insufficient attention” to the efficacy of research projects—noting instances of data falsification—and that a “substantial portion” of grants that fund university-led research “goes not to scientific project applicants or groundbreaking research, but to university facilities and administrative costs,” which are commonly referred to as indirect costs.  

    It’s the latest move by the Trump administration to take control of federally funded research supported by agencies such as the National Science Foundation, the National Institutes of Health and the Department of Energy. Since taking office in January, those and other agencies have terminated thousands of grants that no longer align with their priorities, including projects focused on vaccine hesitancy, combating misinformation, LGBTQ+ health and promoting diversity, equity and inclusion. 

    Federal judges have since ruled some of those terminations unlawful. Despite those rulings, Thursday’s executive order forbids new funding for some of the same research topics the administration has already targeted.  

    It instructs the new political appointees of grant-making agencies to “use their independent judgment” when deciding which projects get funded so long as they “demonstrably advance the president’s policy priorities.” 

    Those priorities include not awarding grants to “fund, promote, encourage, subsidize, or facilitate” the following:

    • “Racial preferences or other forms of racial discrimination by the grant recipient, including activities where race or intentional proxies for race will be used as a selection criterion for employment or program participation;
    • “Denial by the grant recipient of the sex binary in humans or the notion that sex is a chosen or mutable characteristic;
    • “Illegal immigration; or
    • “Any other initiatives that compromise public safety or promote anti-American values.”

    The order also instructs senior appointees to give preference to applications from institutions with lower indirect cost rates. (Numerous agencies have also moved to cap indirect research cost rates for universities at 15 percent, but federal courts have blocked those efforts for now.)

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  • With Reform UK on the rise, what impact would their higher education policy have?

    With Reform UK on the rise, what impact would their higher education policy have?

    This HEPI guest blog was kindly authored by Fred Jacques, a Year 12 student who recently completed a week of work experience at HEPI.

    (Have you completed the HEPI survey? If not, time is running out! It will only take a few minutes and will help inform our future output. You can access the survey here.)

    With Reform UK gaining significant ground in recent elections and opinion polls, the prospect of a future Reform government is now plausible. The party discusses education very little, instead focusing on their big, vote-winning issues such as opposing immigration and net zero. But what are Reform’s plans for higher education and what impact would these have? Their 2024 manifesto is lacking in detail, but it outlines a handful of proposals that suggest the direction a Reform government might take. They promised to:

    • bar international student dependents
    • make universities provide two-year undergraduate courses
    • cut funding for universities that undermine free speech; and
    • scrap interest on student loans.

    Scrapping tuition fees for STEM degrees

    Additionally, in an interview with ITV following the release of the manifesto, Nigel Farage stated that he would abolish tuition fees for STEM (science, technology, engineering and mathematics) degrees while maintaining them for all other courses. Although this policy was not included in the 2024 manifesto, it did appear in Farage’s 2015 UKIP manifesto, suggesting it is a long-standing idea of his and therefore one that could be implemented if Reform were to win power.

    While this proposal is intended to attract more students into these fields, it may not be effective. In his HEPI report, Peter Mandler argues that the current increase in the uptake of STEM degrees (the ‘swing to science’) is due to numerous factors: demographic and cultural changes, perceptions of future job prospects and subject choice at A level primarily. Government policy is less influential than these factors. Therefore, given that the swing to science is happening of its own accord because of high student demand, this policy is not even necessary, especially considering the enormous cost. If Reform do want to accelerate this trend, though, then removing the barrier of poor A level results by improving attainment in secondary schools may be more effective than targeting STEM at degree level.

    Despite its possible shortcomings in attracting more students to STEM courses, the policy could still accelerate the decline in the popularity of arts and humanities degrees. While those with arts or humanities A levels are unlikely (and probably unable) to switch to a completely different field purely for financial reasons, the disparity in fee structure may discourage them from pursuing a university degree altogether. This appears to be Farage’s intention: he suggests that arts and humanities degrees are not worthwhile and ’[students would] have been better off learning trades and skills’. If this aspect of the policy is successful, then it would negatively impact students, institutions and the country. Humanities degrees are incredibly valuable: they help students develop transferable skills like communication and critical thinking that are needed in any workplace and they are a pathway into careers in law, business, or media. And without humanities degrees, who will teach Reform’s ‘patriotic’ curriculum in primary and secondary schools? The arts, meanwhile, are also valuable to the economy and positively impact culture and society.

    Overall, while efforts to increase the number of students pursuing STEM degrees are commendable, this should not come at the expense of arts and humanities students. Higher education institutions should work with Reform to ensure that the contributions of these subjects are properly recognised and supported by the party, should they win power.

    Two-year undergraduate courses

    Reform’s policy of expanding two-year undergraduate courses to all universities across the UK would be beneficial to higher education, provided they do not replace the typical three-year degrees. These accelerated degrees are already offered by universities like Buckingham and Northumbria and have many benefits, such as allowing students to enter into work sooner and reducing the amount of debt they incur. Furthermore, students on accelerated courses are generally more focused and motivated and the more intensive nature of the courses prepares students for the workplace. These degrees are well suited to subjects like law or business and could therefore act as an alternative to some arts and humanities students who feel discouraged by Reform’s tuition fee policy.

    But although these courses are a good idea in theory, there is little evidence to suggest that there is a high demand for them. Slightly older students entering higher education for the first time and wanting to progress into the workplace faster may find these courses appealing, but most typical 18-year-old undergraduates prefer the more flexible three or four-year courses. Perhaps this is due to a lack of awareness, which Reform could work to correct, but as it stands, it is unrealistic for them to expect all universities to provide these accelerated programmes, given the low demand.

    Conclusion

    This blog has not covered the entirety of Reform’s higher education policy, and some proposals, such as cutting funding for universities that undermine free speech, raise challenges of their own. Nonetheless, the policies discussed here do show some promise: expanding the availability of two-year undergraduate courses and encouraging more people into STEM degrees could be beneficial to the country. However, the apparent lack of regard for arts and humanities degrees is concerning and the effectiveness of the tuition fee policy is debatable, as is the achievability of the accelerated degree policy.

    Perhaps the greatest flaw with Reform’s education policy, and wider policy platform, is the achievability. The party’s plans to scrap tuition fees on STEM degrees and encourage all universities to provide two-year undergraduate programmes will all come at a massive cost to the government and institutions. Reform’s policy of barring international student dependents (presumably beyond current restrictions) will also worsen the issue, as this could lead to lower numbers of international students, meaning that universities’ incomes are significantly reduced. Reform need a way to fund their policies, but according to the Institute for Fiscal Studies, Reform’s proposed savings did not add up in 2024, and they remain vague today.

    With this unrealistic funding, it is debatable whether these policies would be implemented, even if Reform do win power. And with the unpredictability of modern politics, who knows if they will even get to that stage. Regardless, universities have the opportunity to work with this emerging party to challenge and shape their policy proposals to produce the best outcomes for students and the nation as a whole.

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  • Trump Orders Colleges to Supply Data on Race in Admissions

    Trump Orders Colleges to Supply Data on Race in Admissions

    Brendan Smialowski/AFP/Getty Images

    President Donald Trump issued an executive action Thursday afternoon mandating colleges and universities submit data to verify that they are not unlawfully considering race in admissions decisions.

    The order also requires the Department of Education to update the Integrated Postsecondary Education Data System to make its data more legible to students and parents and to “increase accuracy checks for data submitted by institutions through IPEDS,” penalizing them for late, incomplete or inaccurate data. 

    Opponents of race-conscious admissions have hailed the mandate as a victory for transparency in college admissions, but others in the sector have criticized its vague language and question who at the department is left to collect and analyze the data.

    “American students and taxpayers deserve confidence in the fairness and integrity of our Nation’s institutions of higher education, including confidence that they are recruiting and training capable future doctors, engineers, scientists, and other critical workers vital to the next generations of American prosperity,” the order reads. “Race-based admissions practices are not only unfair, but also threaten our national security and well-being.”

    It’s now up to the secretary of education, Linda McMahon, to determine what new admissions data institutions will be required to report. The administration’s demands of Columbia and Brown Universities in their negotiations to reinstate federal funding could indicate what the requirements will be. In its agreement with Brown, the government ordered the university to submit annual data “showing applicants, admitted students, and enrolled students broken down by race, color, grade point average, and performance on standardized tests.” Colleges will be expected to submit their admissions data for the 2025–26 academic year, according to the order.

    What resources are in place to enforce the new requirements remains to be seen. Earlier this year the administration razed the staff at the Department of Education who historically collected and analyzed institutional data. Only three staff members remain in the National Center for Education Statistics, which operates IPEDS.

    ‘It’s Not Just as Easy as Collecting Data’

    Since taking office, the Trump administration has launched a crusade against diversity, equity and inclusion in higher education, often using the Supreme Court’s 2023 ruling against race-conscious admissions as a weapon in the attacks.

    Students for Fair Admissions, the anti–affirmative action advocacy group that was the plaintiff in the 2023 cases, called the action a “landmark step” toward transparency and accountability for students, parents and taxpayers.

    “For too long, American colleges and universities have hidden behind opaque admissions practices that often rely on racial preferences to shape their incoming classes,” Edward Blum, SFFA president and longtime opponent of race-conscious admissions, said in a press release.

    But college-equity advocates sounded the alarm, arguing that the order—which also claims that colleges have been using diversity and other “overt and hidden racial proxies” to continue race-conscious admissions post-SFFA—aims to intimidate colleges into recruiting fewer students of color.

    “I will say something that my members in the higher education community cannot say. What the Trump administration is really saying is that you will be punished if you do not admit enough white students to your institution,” Angel B. Pérez, CEO of the National Association for College Admission Counseling, told Inside Higher Ed.

    Like many of Trump’s other orders targeting DEI, that mandate relies on unclear terms and instructions. It does not define “racial proxies”—although a memo by the Department of Justice released last week provides examples—nor does it outline what data would prove an institution is or is not considering race in its admissions process.

    In an interview with Inside Higher Ed, Paul Schroeder, the executive director of the Council of Professional Associations on Federal Statistics, questioned the government’s capacity to carry out the president’s order.

    “Without NCES, who’s going to actually look at this data? Who’s going to understand this data? Are we going to have uniform reporting or is it going to be just a mess coming in from all these different colleges?” Schroeder said.

    “It’s not just as easy as collecting data. It’s not just asking a couple questions about the race and ethnicity of those who were admitted versus those who applied. It’s a lot of work. It’s a lot of hours. It’s not going to be fast.”

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  • Higher Education Needs to Prioritize for Impact

    Higher Education Needs to Prioritize for Impact

    Last month, a few of our Collegis leaders attended the Google Public Sector Leaders Connect summit in Chicago. This event brought together technology, education, and government leaders to address one major question: How can public institutions unlock the true value of AI?

    Institutions are grappling with a fast-changing AI landscape

    The summit served up plenty of insight, data, and dialogue about the promises and pitfalls of artificial intelligence in higher ed. One stat that hit home: 80% of students think universities are falling short when it comes to integrating AI.

    That’s not just a tech gap, it’s a relevance gap. Today’s students are living in an AI-powered world, and if institutions can’t keep pace, they risk losing credibility and connection.

    They are also failing to prepare students for a new job market, where AI is “attacking” entry-level jobs that their graduates would previously fill. With many entry-level jobs being fulfilled by AI, what are schools doing to help their graduates get the skills they need to thrive in this new world?

    Fragmented priorities are holding higher ed back

    As we listened to leaders at the summit and reflected on our partner conversations, it became clear that the challenges institutions face go beyond AI adoption.

    Other concerns surfaced as well:

    • 71% of institutions say their top priority is attracting and retaining students.
    • 56% are worried about data security threats like phishing, ransomware, and breaches.
    • 42% cite operational pressures as a major barrier, from business model constraints to process inefficiencies.

    On their own, these numbers signal urgency. But together, they reveal something deeper:

    Institutions aren’t just overwhelmed by change, they’re unsure where to focus and where to invest.

    Competing priorities and limited resources make it hard to know what matters most. These three statistics may look unrelated, but they are all very much related and impact each other. Operational pressure can heighten data security risks, which can trigger breaches that erode student trust and enrollment. Those same pressures often stem from — and lead to — inefficient processes that hurt the student experience and, ultimately, retention.

    Throughout the day, multiple speakers kept reinforcing the importance of “prioritizing for impact.” Because while AI offers enormous potential, the technology itself won’t drive transformation — leadership will.

    It’s not about adopting more tech — it’s about focusing on impact

    Now this struck a chord with me, especially given how we approach partner onboarding at Collegis. Even during early conversations with potential partners, our first question is always the same: “What are you trying to impact?”

    It’s a simple question, but the answers we hear are very telling, and can drastically vary depending on who at the institution is answering. What I like about this question is that it helps focus the conversation on a desired end result, providing an immediate opportunity to pressure test strategies, tactics, and competing priorities.

    Is this getting you closer to, or further away from, your desired impact? If the latter, perhaps it’s time to consider reallocating resources and budget to what gets you toward the finish line faster.

    How to prioritize for impact in higher ed

    Take the AI example. Instead of asking, “What AI tools should we adopt?” instead ask, “Where can AI meaningfully move the needle for our institution AND our students?” That shift from solution-first to strategy-first is everything.

    Here are a few guideposts we recommend:

    1. Start with your outcomes. Whether it’s student success, operational efficiency, or enrollment growth, define what success looks like before introducing any new technology.
    2. Connect C-suite ambition with frontline reality. Consider forgoing a top-down approach that prioritizes selling to leadership. To enable real change, your strategies must reflect on-the-ground needs. Build from the bottom up and bring the insight and intel back to your cabinet leaders to help inform prioritization conversations.
    3. Break down the silos. So many institutions are decentralized and highly matrixed, which means that critical data, digital infrastructure, and internal departments are often disconnected. Aligning them is essential to enable AI to operate at scale. Consider cloud platforms like Connected Core®, which extract, clean, and connect data across systems, applications, and third-party tools. This enables actionable institutional intelligence across the student lifecycle.
    4. Build AI literacy, institution-wide. Google shared that only 14% of campuses have adopted AI literacy as a learning outcome. That’s a missed opportunity to empower both staff and students to engage with AI responsibly and effectively.
    5. Don’t go it alone. With 62% of institutions lacking the internal expertise to fully leverage AI, choosing the right partner matters. Not someone just trying to sell you tech, but to help you translate it into impact. This is the talent component of Collegis Education’s data, tech, and talent approach. It does you no good to own a plane if you don’t have a pilot, crew, and maintenance team. When you align your data, tech, and talent, you’ve enabled impact, and sustainable impact at that.

    The Google event confirmed what we see every day: Higher ed has a prioritization problem. Leaders have been sold more tech tools than they can use; what they truly need is help implementing them for impact.

    A smarter path forward for institutional leaders

    Institutional leaders know their schools better than anyone and have a clear vision of where they need to go to thrive.  Building a strategic plan focused on the areas that will drive the greatest impact to that vision is the next critical step.  A great way to start is by finding a partner who understands that progress isn’t about doing more, it’s about doing what matters.

    Prioritize for impact. We’ll help you make it happen.

    Innovation Starts Here

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  • Building Skills to Lead | Diverse: Issues In Higher Education

    Building Skills to Lead | Diverse: Issues In Higher Education

    Building on a career with impact, Chartarra Joyner continues to embody a sense of purpose to become an even stronger leader in academia.

     Chartarra JoynerJoyner is assistant vice chancellor, budget and planning, at North Carolina Agricultural and Technical State University (NC A&T). She oversees the administration, analysis and strategic management of the university’s $470 million budget. As head of the budget and planning team, she is responsible for compliance and fiscal integrity while managing the comprehensive budget and reporting process.

    Having attended Fisk University as an undergraduate, where she studied accounting, Joyner appreciates working at a Historically Black College and University but admits that a career in academia happened unexpectedly. After graduating from college, she spent more than a decade working in fi nancial services. Her last position before NC A&T was as a senior business analyst clinical services at HCA Healthcare, noting that her diverse background enables her to bring a unique lens to higher education.

    “In my positions, I led cross-functional teams, cost reduction strategies and other process improvement initiatives,” she says. “All this combined experience helps me. I started out in accounting, but most of my roles then progressed, and I found a love for operational excellence and process-improvement initiatives.”

    When her family moved to Greensboro, North Carolina, she planned to be a stay-at home mother but realized that was not where her strengths lie. Twelve years ago, she took on a contract assignment at NC A&T, which evolved into a full-time position. While the industry was different, she saw the move as a natural progression. Joyner has been in her current position since 2016. Because NC A&T is a large employer in Greensboro, her work has had a positive impact on the local economy.

    “I was able to apply my skills and experience in financial strategies,” Joyner says. “I wanted to help assist with the educational access for students as well as equity for those students. NC A&T has a lot of fi rst-generation college students. This is what brought me and made me stay in academia. It’s been fulfilling to see the student success stories that resulted from the strategic 
    financial leadership decisions made here at the university.”

    NC A&T initiated a “bring your child to work” program, and her three children have all experienced the campus and seen her busy at work. Then, as part of their coursework in school, there were assignments where they described what she does.

    “Children’s natural curiosity, they just ask questions,” she quips. Joyner is a third generation college graduate—stretching back to her grandmother
     (also an HBCU graduate)—and her second oldest son is fourth generation, having graduated from NC A&T. While higher education is the norm in her family, she thrives in an environment where first-gen students are able to flourish. She says that in her current role, she is able to mentor students and other professionals and contribute to the larger mission of the university.

    “I value thought leadership,” she says. “There’s a lot of collaboration in academia and there is continuous learning, which aligns with my personal mission and my core values. It also gives me the opportunity to make an impact through student support and developing our future global leaders. [At NC A&T] we have over 14,000 students that we have an impact on every day who are future global leaders.

    “I found a place where I can lead strategically and contribute to the larger mission of the university and the global community,” she adds. “What is meaningful to me is having an impact on the students to ensure that the students have the resources and support needed. [We’re] helping to produce engineers, doctors, lawyers and other professions… and the cooperative extension programs we do with the community and the research.”

    With the goal of becoming a chief business officer (CBO), Joyner applied for the National Association of College and University Business Officers (NACUBO) Fellows Program and was recently selected to take part in the highly competitive immersive leadership development program. The NACUBO program will help her refine her leadership skills and deepen her ability to communicate complex financial information. This includes aligning resources with institutional goals, developing flexible budget models and exploring diversified revenue streams. Due to current university priorities, she has postponed her participation until next year.

    As part of her work at NC A&T, Joyner has chaired and participated in strategic committees and spearheaded initiatives in staff development, operational efficiency and implementation of best practices to support long-term financial planning and institutional effectiveness.

    She describes her career trajectory as building a diverse portfolio that has helped her grow and lead at the executive level.

    “I want to create a path for other people, drive innovation while effectively managing resources of the institution,” Joyner says with confidence. “I also hope to contribute to national conversations on equity, sustainability and operational excellence for higher education. Ultimately, my goal is to make a lasting impact.”

     

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  • UC Will “Dialogue” With Feds Over Civil Rights Investigation

    UC Will “Dialogue” With Feds Over Civil Rights Investigation

    Juliana Yamada/Los Angeles Times/Getty Images

    The University of California system announced Wednesday that it would negotiate with the federal government. The response comes a day after the Department of Justice’s deadline for the institution to express its interest in finding a “voluntary resolution agreement” to the agency’s investigation into antisemitism on the University of California, Los Angeles, campus. 

    On the line is—according to a UC estimate—$584 million in funding that at least three different federal agencies announced they were suspending in the week between the DOJ’s July 29 letter to system officials and its Aug. 5 deadline for them to respond.

    If the UC system comes to a resolution with the Trump administration, UCLA would become the first public university to openly make a deal with the federal government to restore grant funding. In the past month, Columbia and Brown Universities have agreed to collectively pay hundreds of millions of dollars to get their funding back.

    In the two-paragraph statement, UC system president James B. Milliken said, “Our immediate goal is to see the $584 million in suspended and at-risk federal funding restored to the university as soon as possible,” but he argued that the “cuts do nothing to address antisemitism.”

    “The extensive work that UCLA and the entire University of California have taken to combat antisemitism has apparently been ignored,” he said. “The announced cuts would be a death knell for innovative work that saves lives, grows our economy, and fortifies our national security. It is in our country’s best interest that funding be restored.”

    The DOJ’s July 29 letter to the system said its months-long investigations, which remain ongoing, have so far found that UCLA violated the equal protection clause of the 14th Amendment and Title VI of the Civil Rights Act of 1964 in its response to a protest encampment on its campus in the spring of 2024.

    In a press release about the letter, Attorney General Pam Bondi said, “DOJ will force UCLA to pay a heavy price for putting Jewish Americans at risk and continue our ongoing investigations into other campuses in the UC system.” The agency said in the letter that it is prepared to sue by Sept. 2 “unless there is reasonable certainty that we can reach an agreement.”

    But the Trump administration still hasn’t made clear what exactly it wants UCLA to do. Unlike with Columbia and Harvard, the federal government hasn’t listed its overarching demands. And the administration doesn’t appear to only be interested in addressing last year’s encampment at UCLA.

    In their own letters to UCLA last week, the National Science Foundation and the Energy Department announced funding suspensions, citing UCLA’s failure “to promote a research environment free of antisemitism and bias” and saying it “endangers women by allowing men in women’s sports and private women-only spaces.” Both agencies also accused UCLA of considering race in admissions.

    The Health and Human Services agency, which includes the National Institutes of Health, didn’t provide Inside Higher Ed with NIH’s grant suspension letter, and an HHS spokesperson declined to comment Wednesday. A DOJ spokesperson also declined to comment, and the White House didn’t respond to a request for comment. UC system spokespeople didn’t provide interviews or answer written questions.

    UCLA chancellor Julio Frenk said in a separate statement that the institution is doing everything it can “to protect the interests of faculty, students and staff—and to defend our values and principles.”

    “We will continue to hold town halls, convene office hours and share information with you, particularly those who are in the most directly affected areas,” Frenk told his employees. “This includes departments that rely on funding from the National Science Foundation, National Institutes of Health and Department of Energy.”

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  • Georgetown Fellow Detained by ICE May Resume Work for Now

    Georgetown Fellow Detained by ICE May Resume Work for Now

    Andrew Thomas/AFP via Getty Images

    A Georgetown University researcher who was detained by immigration agents in March will be allowed to resume his work, at least for now, according to a court settlement released Tuesday. Politico first reported the development.

    The agreement does not guarantee that the postdoctoral fellow, Badar Khan Suri, will be able to stay in U.S. long term, and it doesn’t resolve his claim that the government violated his First Amendment rights by detaining him because of his pro-Palestinian comments and what the government claims are ties to Hamas. Those aspects of the case will be determined by a later ruling.

    That said, as litigation continues, Suri will be protected, maintain his status as a student and remain employed.

    Suri was first released from detention in May. His wife is a citizen, but her father has been identified as a former Hamas adviser, which likely was a key factor that influenced Suri’s arrest, Politico reported.

    Both parties in the case agreed the settlement was a result of “good faith” negotiations, Politico noted, though the State Department and Department of Homeland Security declined to comment.

    “We are encouraged that the government agreed to restore Dr. Suri and his children’s status and records,” Eden Heilman, an ACLU lawyer representing Suri, told Politico. “We know Dr. Suri is eager to rejoin the academic community at Georgetown and this will give him the opportunity to do that this fall.”

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