Tag: equity

  • Smarter Student Support: Designing Connected Ecosystems That Drive Equity and Completion

    Smarter Student Support: Designing Connected Ecosystems That Drive Equity and Completion

    Across higher education, student support systems are often built for institutions, not for students. As a result, many learners encounter a maze of disconnected services that feel reactive, impersonal, or inaccessible. For students already balancing work, caregiving, and financial pressures, this fragmentation can be the difference between staying enrolled and stopping out. 

    As Chief Academic Officer, I’ve seen how crucial it is to align support structures with academic goals and student realities. Institutions must move beyond piecemeal solutions and instead design holistic ecosystems that prioritize student experience, equity, and completion from the start. That means leveraging data, embracing design thinking, and fostering cross-campus collaboration. 

    Where fragmentation undermines student outcomes 

    Many institutions approach support through isolated units: advising, student success, IT, and academic departments each operating in silos. The result is a disjointed experience for students, where important information is delayed or missed altogether. Without a unified view of the student journey, opportunities for early intervention or personalized support fall through the cracks. 

    This fragmentation disproportionately affects students from historically underserved backgrounds. When support isn’t accessible or timely, those with less institutional knowledge or fewer resources are more likely to disengage. 

    Disconnected systems can lead to: 

    • Missed early warning signs 
    • Delayed or generic interventions 
    • Frustration from navigating multiple systems 
    • Lower retention and completion rates 

    It’s not enough to offer services. It’s crucial to ensure those services are connected, visible, and tailored to real student needs. 

    In my experience, when institutions treat student support as a set of tasks rather than a strategic function, it limits their ability to make meaningful progress on equity and completion. Students shouldn’t have to navigate a patchwork of websites, offices, and policies to get the help they need. They deserve a system that anticipates their challenges and responds in real time. 

    What a connected, learner-first ecosystem looks like 

    A modern support ecosystem begins with data. Institutions need to unify data from across the student lifecycle (from admissions to advising to classroom performance) to create a comprehensive view of each learner. With integrated platforms, faculty and staff can access timely insights to guide interventions and support decisions. 

    At Collegis, we’ve seen how data-powered ecosystems — supported by platforms like Connected Core® — drive measurable improvement in retention and equity. But technology alone isn’t enough. Data needs to be paired with personalization. That means using predictive analytics to identify students at risk and deliver outreach that is relevant, proactive, and human. 

    It’s not about automation replacing connection. It’s about enabling the right kind of connection at the right time. 

    I often ask, “Are support systems designed for students or around them?” A learner-first ecosystem doesn’t just meet students where they are academically. It considers their time constraints, personal responsibilities, and evolving goals. It removes barriers rather than creating new ones. 

    Key elements of a connected ecosystem include: 

    • Unified, actionable student data 
    • Proactive, personalized interventions 
    • Support that reflects real student lives 
    • 24/7 digital services and hybrid options 

    Flexible course scheduling, hybrid advising models, and round-the-clock support aren’t just conveniences. They’re equity tools that recognize the unique needs of today’s student body. 

    Using design thinking to reimagine support systems 

    Design thinking offers a powerful framework for this work. It starts with empathy — understanding the lived experience of students and mapping the friction they encounter in navigating institutional systems. From there, you can co-create solutions that reflect students’ realities, prototype interventions, and iterate based on feedback and outcomes. 

    I’ve found this approach invaluable for aligning innovation with mission. It brings together diverse voices (students, faculty, advisors, technologists) to build support systems that are not just efficient, but equitable. 

    Design thinking allows us to move beyond assumptions. Instead of designing around legacy processes or internal structures, we start with real student stories. This helps us ask better questions and arrive at more inclusive answers. 

    It’s not just about solving problems—it’s about solving the right problems. 

    The role of academic leadership in cross-campus collaboration 

    No single office can transform student support in isolation. It requires a coalition of academic, technical, and operational leaders working in sync. Academic affairs plays a central role in this work, bridging the gap between pedagogy and operations. 

    In my experience, success begins with a shared vision and clear metrics: 

    • What are we trying to improve? 
    • How will we measure progress? 

    From there, we build alignment around roles, resources, and timelines. Regular communication and an openness to iteration keep the momentum going. 

    One of the most powerful things academic leaders can do is model cross-functional thinking. When we approach student success as a collective responsibility, we shift the culture from reactive to proactive. And when data is shared across departments, everyone can see the part they play in helping students succeed. 

    Turning strategy into action

    At Collegis, we’ve partnered with institutions to bring student-centered strategies to life: 

    • Our Connected Core data platform enables the kind of integration that underpins personalized support. 
    • Our deep higher education experience ensures solutions align with academic priorities. 

    We believe in the power of aligning strategy with execution. We don’t just talk about transformation. We build the infrastructure, train the teams, and help institutions scale what works. From data strategy to digital learning design, we act as an extension of our partners’ teams. 

    This work is about more than improving services. It’s about advancing equity, accelerating completion, and fulfilling our mission to support every learner. 

    Designing for what matters most 

    If we want better outcomes, we have to start with better design. That means asking not just what services you offer, but how and why you deliver them. It means shifting from reactive support to intentional, data-informed ecosystems that center the student experience. 

    By embracing design thinking, unifying your systems, and working across traditional boundaries, you can build the kind of support that today’s learners deserve and tomorrow’s institutions require. 

    Student success shouldn’t depend on luck or persistence alone. The most impactful institutions are those that view support not as a service, but as a strategy — one that helps every student reach their full potential. 

    Let’s talk about how to design smarter student support together. 

    Innovation Starts Here

    Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • Responsible AI Adoption: Empowering Educators While Safeguarding Equity

    Responsible AI Adoption: Empowering Educators While Safeguarding Equity

    Artificial intelligence is reshaping classrooms nationwide. Experts share how schools can adopt AI responsibly, ensuring equity, ethics, and human-centered teaching remain at the forefront.

    A partner in learning

    Artificial intelligence is no longer a distant promise — it’s here, and schools are grappling with how best to use it. For educational leaders, the question is not whether to use AI, but how to adopt it responsibly.

    Dr. Joseph Rene Corbeil, Professor of Educational Technology at The University of Texas Rio Grande Valley, reminds us of Arthur C. Clarke’s famous line: “Any teacher that can be replaced by a machine should be.” To him, AI can ease repetitive tasks like practice feedback, freeing teachers to do what machines cannot — mentor, inspire, and connect.

    His colleague, Dr. Maria Elena Corbeil, emphasizes that responsible adoption must be “curious and intentional.” She encourages faculty to experiment openly with AI alongside students, showing that technology is a partner in learning, not a shortcut.

    But both caution against widening divides. “If left unchecked, AI could create a two-tiered system where those who can afford premium tools gain an advantage,” Rene warns. Maria Elena points to unequal access to devices, internet, and faculty support as critical barriers.

    AI use shaped by classroom realities

    For Yanbei Chen, a Ph.D. student at Syracuse University, responsible adoption must also account for culture, language, and diverse learning needs. In her courses, students use AI image generators to visualize inclusive classrooms — an exercise that enhanced creativity while sparking dialogue about equity and accessibility.

    Equity also drives the work of Dr. Veronika Abramenka-Lachheb, Assistant Professor at Boise State University and Director of the LENS Lab. She argues that responsible adoption begins with respect for learner privacy, autonomy, and agency. Her call to action for schools is to create values-based guidelines rooted in classroom realities, not one-size-fits-all policies.

    Qiu (Stephen) Wang, Professor of Measurement and Research Methodology at the University of South Florida, likens AI to “handing scissors to a kindergartner.” Useful, yes — but only with oversight. In his graduate classes, students use AI for brainstorming, then critique its outputs against pedagogy, learning both creativity and skepticism.

    Across perspectives, one theme stands out: AI should amplify human teaching, not replace it. Responsible adoption means prioritizing equity, ethics, and transparency, ensuring technology empowers every learner while keeping human judgment at the heart of education.

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  • Championing Equity in Workforce Development

    Championing Equity in Workforce Development

    Kioshana LaCount Burrell

     At 9:30 p.m., when most working mothers are winding down for the day, Kioshana LaCount Burrell is just getting started. After putting her three children to bed in their Columbus, Ohio home, the 38-year-old Ph.D. student settles into what she calls “The Quiet Hour Critiques” — her dedicated time for scholarship that has earned her recognition as a Rising Graduate Scholar.

    “I get up in the morning, get the kids ready for school, go to work all day, or go to class,” Burrell explains. “Then I come home, I do mom things until about 9 or 9:30, and then once the kids go to sleep, I’m able to focus on scholarship and my studies.”

    This demanding schedule reflects the determination that has defined Burrell’s journey from a small town in Northeast Alabama to the halls of The Ohio State University, where she’s pursuing a doctorate in workforce development with a focus that could reshape how America serves its most vulnerable populations.

    Growing up biracial in Gadsden, Alabama — located in a county of 30,000 people — Burrell witnessed inequality firsthand within her own family. As the oldest of four children with a white mother and Black father, she observed how her grandparents “came from similar backgrounds, but their socioeconomic outcomes were markedly different for what appeared to be no other reason than race.” 

    These early observations planted seeds that would later bloom into a career dedicated to dismantling systemic barriers. After completing her undergraduate degree at Alabama State University and earning her MBA at Faulkner University, Burrell entered the workforce development field in 2014, eventually landing in Columbus through federal contract work. 

    “I’ve been a career coach or doing career development stuff for about 15 years,” she says. But it was her experience working at the Gadsden Job Corps Center—her very first professional role—that crystallized her understanding of systemic inequity.

    Over her 15 years in workforce development, Burrell has traveled the country and encountered the same troubling pattern: programs inadequately modified for neurodivergent participants. This frustration led Burrell to pursue a Ph.D., recognizing that academic credentials would provide the platform and credibility needed to drive systemic change.

    “Some people listen to you a little bit differently when you can show that, no, actually, I am a subject matter expert in this,” she notes pragmatically.

    Her research focuses particularly on neurodivergent individuals of color — a population facing compounded challenges. 

    “We know that in all populations, Black kids and brown kids tend to get the short end of the stick. And when it is compounded by them also having an intellectual cognitive disability or just being different, the outcomes and the numbers are even worse,” she adds. 

    Dr. Donna Y. Ford, a renowned expert in gifted education and multicultural issues and a distinguished professor of education at The Ohio State University, has become a key mentor in Burrell’s academic journey. The two connected when Burrell took Ford’s anti-racist education course last spring. 

    “Kio is a very motivated and impressive student who is dedicated to having a positive impact on those she works with,” Ford observes. “Her commitment reminds me of my own—devoted to equity and justice for all, but especially individuals who have been marginalized.”

    Under Ford’s mentorship, Burrell is working on groundbreaking research that applies Ford’s Bloom-Banks matrix for multicultural education to special education contexts — an application that hasn’t been explored before. “I’m really excited to get to look at her work in a new and different way, and she’s been just super supportive,” Burrell says.

    Pursuing a Ph.D. while working full-time and raising three children requires careful orchestration. Burrell works for Ohio State University — a strategic choice that provides both tuition benefits and the health insurance her family needs. Living with Crohn’s disease adds another layer of complexity to her already demanding schedule.

    Despite starting her Ph.D. program just last year, Burrell is already making impressive progress. She’s on track to finish her coursework within the next year and has already written three chapters of her dissertation — a remarkable pace that speaks to both her dedication and the clarity of her vision.

    Burrell’s post-graduation plans reflect her commitment to institutional change rather than traditional academic paths alone. While she’d “love to be in a classroom” and “really flourish in an educational environment,” her sights are set on administrative roles that could reshape how higher education approaches workforce development. 

    “I really feel there’s a lot of opportunity for institutions of higher education to make a pivot towards a more intentional way of pursuing workforce development,” she explains. Whether as a director of workforce development programs or working within student disability services, her goal is to “figure out how to better incorporate individuals who have cognitive disabilities or intellectual disabilities into the mainstream classroom.”

    For others considering graduate school while juggling family and career responsibilities, Burrell’s advice is characteristically direct: “Just do the thing.”

    Her approach centers on backward planning from a clear vision. 

    “I want you to think about what kind of life you want five years from now, ten years from now,” she tells the students she coaches. “Figure out what it is that you want to do, and then once you have that clear thing in mind, it is easier to figure out the path to get there.” 

     

     

     

     

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  • Equity Gaps in Academic Advising

    Equity Gaps in Academic Advising

    Recently published research has found equity gaps in the impact of academic advising support on various student groups. While students from racial minorities are more likely to meet with an adviser compared to their white peers, they’re less likely to see improvements in their GPA or graduate on time.

    The research points to a need for improved advising processes, not just in increasing access to and knowledge of academic advising, but in developing holistic student support programs, said lead author Hua-Yu Sebastian Cherng, vice dean for research and equity at New York University’s Steinhardt School of Culture, Education and Human Development.

    The background: Academic advising is a critical part of student retention and progression, but not every student receives the support. A 2023 survey by Tyton Partners found one-third of student respondents were not aware of academic advising on campus, despite 98 percent of college employees saying the resource was available to their students.

    Similarly, a spring 2023 survey by Inside Higher Ed and College Pulse found, when asked what types of assistance students had received during academic advising, 8 percent of students said they had received no assistance since starting college. Additionally, 5 percent of respondents said they had never met with an academic adviser. Twenty-three percent of respondents said they have to set up meetings with an academic adviser if they’d like to meet, and 10 percent of all respondents said it was difficult to get an appointment with their academic adviser.

    The study: Hua-Yu’s study evaluated data from a large public research institution (total enrollment of 80,000) between 2017 and 2021, considering students’ grades, graduation rates, demographics and the number of appointments made with advisers.

    To ensure relevant comparisons, researchers matched students in the same school or academic program because advising requirements and processes varied by school, Hua-Yu said.

    Across the university, nonwhite and international student groups met with advisers more frequently than white domestic students, disrupting commonly held notions about who is aware of and using services on college campuses, Hua-Yu said.

    But the impact of advising was not affected by the frequency of appointments. Rather, despite meeting with advisers less frequently than minoritized students, white students were more likely to have higher GPAs compared to their white peers who didn’t meet with an adviser. White students’ frequency of meeting with an adviser also correlated with their graduation rates, the only racial or ethnic group that saw benefits in this way.

    “This is really damning evidence that advising is not doing what it’s supposed to be doing,” Hua-Yu said.

    Even among students with undeclared majors, where this institution felt it had a gold standard of advising supports and resources, data showed similar patterns: White students had better outcomes after meeting with advisers, despite their nonwhite peers having more meetings.

    Continuing-generation students were more likely to see benefits from advising appointments, compared to their first-generation peers, and low-income students who met with an adviser had slightly higher graduation rates compared to their higher-income classmates.

    The why: Hua-Yu theorizes that institutional messaging encouraging students to take advantage of advising could have been effective, resulting in more students having appointments with their advisers. But if marginalized students have complex concerns or are looking for advice on which path to choose, they are more likely to walk away from appointments without all the information they need or feeling like they don’t belong.

    A 2024 Student Voice survey by Inside Higher Ed and Generation Lab found 75 percent of students said they had at least some trust in academic advisers on campus; 20 percent said they didn’t have much trust in them.

    First-generation students were 7 percent less likely to meet with an adviser and less likely to graduate, compared to their continuing generation peers, the IHE survey found.

    According to Hua-Yu, continuing-generation students are less likely to seek advice on changing their major when talking to staff, compared to their first-generation peers, because they have other support systems that can offer that insight. Instead, they’re using advising appointments to address logistical and bureaucratic impediments to reaching their goals, he noted.

    Building better: The findings, Hua-Yu emphasized, do not fault advisers but rather underline concerns with academic advising structures and staffing issues at colleges and universities across the country. A 2024 report by Tyton Partners found high caseloads and adviser burnout and turnover are some of the top challenges for the field.

    Advisers have caseloads as high as 400 students, which can limit their ability to engage with students intentionally and address their concerns at a deeper level, Hua-Yu said. Instead, leaders at institutions should recognize that quality advising can make a substantial difference in student outcomes and, in turn, advocate for resources and support to improve advising experiences.

    Hua-Yu called for more training for advisers on how to work with students in a specific program of study, as well as with a variety of student identities. Academic advisers cannot become social workers or mental health professionals, but improving how advisers are onboarded and supported can make substantial differences, Hua-Yu said.

    Advisers can also be given a set of questions to encourage more meaningful relationships with students during advising appointments, such as asking about students’ lives, their goals and their support systems.

    What’s next: Using the same data set, Hua-Yu and his team plan to investigate the use of flags or kudos within the advising system to see how early intervention could affect student success.

    The researchers are also exploring the role of gender on advising supports; initial results show white male students are less likely to engage in advising compared to other student groups.

    Incidentally, the data set covers a period of remote instruction during the COVID-19 pandemic, so Hua-Yu and his team are exploring shocks to advising processes and supports after spring 2020. So far, researchers noted there were more advising meetings taking place, just remotely, and these advising appointment levels remained higher than pre-pandemic.

    Seeking stories from campus leaders, faculty members and staff for our Student Success focus. Share here.

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  • These 6 guidelines can improve equity in literacy, report says

    These 6 guidelines can improve equity in literacy, report says

    Giving students equitable access to high-quality instruction and resources for becoming proficient readers will help inspire a love of reading and give them ownership in their own literacy development, according to a report from EdTrust. 

    States are making progress in promoting evidence-based reading, but more needs to be done for all students to become skilled and engaged readers, said Shayna Levitan, a P-12 policy analyst at EdTrust and author of the report. EdTrust is a nonprofit that promotes educational equity for students of color and students from low-income families.

    “Every student has the right to read and to learn to read using rigorous, diverse instructional materials and the most effective instruction,” said Levitan in a July 29 statement.

    Disappointing reading proficiency in recent years — as measured by exams like the National Assessment of Educational Progress — has led to many states adopting evidence-based reading policies such as science of reading frameworks. According to the Council of Chief State School Officers, most states had some type of law or policy addressing pre-K-12 literacy initiatives as of March 2024.

    U.S. Education Secretary Linda McMahon has said literacy education is her No. 1 priority. 

    The EdTrust report recommends these six principles for states to advance equity in literacy:

    • Ensure instruction and curricula are evidenced-based. State literacy policies and implementation efforts should support schools with the adoption, implementation and continuation of evidence-based and culturally affirming instructional practices.
    • Have materials that connect to students’ identities and interests. Students who don’t see themselves authentically portrayed in learning materials are less likely to feel engaged and motivated to read, which can hinder their development of complex reading skills. 
      EdTrust points out that efforts at the state and federal levels to restrict literature that reflects a variety of student cultures and experiences is “undercutting access to high-quality education, to the detriment of students’ literacy development.”
    • Tailor supports to students’ unique needs. Schools should provide early, targeted and differentiated interventions to students who require additional supports. Resources and interventions from qualified educators should be focused on multilingual learners, students with dyslexia and struggling older readers.
    • Begin literacy education at birth. States need to invest in high-quality and culturally responsive early education and family literacy programs. These supports can help young children gain pre-literacy skills.
    • Put resources toward supporting teachers. Teachers should have strong educator preparation supports, continuing professional development and on-the-job assistance so they are able to use evidence-based literacy instruction and interventions.
    • Don’t sideline families. Partnering with families can benefit students’ literacy skills development. This includes providing families accurate information about their child’s reading progress.

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  • DEI Skepticism Threatens to Derail Japan’s Gender Equity Push

    DEI Skepticism Threatens to Derail Japan’s Gender Equity Push

    Japan needs to admit that long-running efforts to address gender inequality in higher education aren’t working, experts say, with antidiversity sentiment spreading from the U.S. and threatening to gain traction.

    Despite government policies spanning nearly two decades, women remain severely underrepresented across Japanese universities, particularly in science, technology, engineering and mathematics fields.

    As of 2022, women made up just 26.7 percent of faculty nationwide and fewer than half of all students, with even starker disparities in senior academic roles and male-dominated disciplines.

    Sayaka Oki, a professor at the University of Tokyo, described the situation as “terrible.”

    “Gender equality doesn’t really exist here,” she added.

    As of 2022, only 11 percent of professors at Oki’s university were female, with particularly low representation in engineering. In undergraduate programs in physics and engineering, women typically make up only about 15 percent of the student population.

    “The gender imbalance starts at the student level and gets worse in higher positions,” she said. The university has launched repeated initiatives that have attempted to address the problem and has reported that it has “steadily increased the number of women in faculty positions.”

    Since 2006, Japan’s government has implemented a “goal and timetable” policy aimed at increasing women researchers in natural sciences, setting numerical hiring targets every five years.

    However, these targets have remained largely unchanged because the proportion of women earning doctoral degrees—the main feeder for research roles—has not significantly increased.

    Ginko Kawano, professor of gender equality at Kyushu University, said that, “after nearly two decades, the policy has not produced significant results, and it appears we are now at a turning point in terms of policy design.”

    Kawano noted recent government encouragement for universities to adopt admission quotas for women in STEM to improve applicant numbers.

    Yet “while this sends a positive message that women are welcome in these disciplines, it is unlikely to serve as a fundamental solution to the underlying issues,” she said.

    She also acknowledged strong opposition from students and faculty: “Institutions that choose to introduce this system should clearly explain the reasoning behind it.

    “At the same time, it is crucial for university faculty to have access to the information and knowledge necessary to evaluate the merits and drawbacks of such quotas.

    “For example, they should be aware of the historical exclusion of women from science, and recognize the persistent bias that suggest[s] women are not suited for STEM fields—biases that continue to shape the choices women feel able to make,” Kawano said.

    Adding to the complexity is a political environment increasingly wary of diversity initiatives.

    Kawano warned that antidiversity sentiment similar to that in the U.S. could gain traction in Japan, although opposition to gender equality policies has existed independently for years.

    Akiyoshi Yonezawa, professor of higher education in the Global Strategy Office at Tohoku University, highlighted demographic pressures pushing universities toward diversity.

    “Since around 1990, the number of 18-year-olds has continuously declined and is expected to continue until at least 2040,” he said.

    In response, women and international students have been framed as essential for sustaining Japan’s knowledge economy.

    Yonezawa criticized how diversity initiatives in Japan are often framed: “DEI initiatives in Japanese universities and society tend to be promoted as a ‘catch-up’ Western mindset rather than intrinsic value formation through daily experience. This makes DEI activities in Japan’s higher education fragile in the long term when faced with controversy.”

    Institutional barriers also persist. Oki described how her university’s collegial governance system complicates efforts to implement top-down diversity policies and secure funding, which often comes with centralized control conditions.

    “To access the fund, we’re required to adopt a more top-down management style,” she said. “That’s difficult because our university traditionally follows a collegial governance model.”

    Oki agreed that there was a risk that international developments had made the situation potentially more difficult—particularly in the U.S., where things like the ban on affirmative action had made colleagues “more cautious about what might happen here.”

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  • Reputation Is Revenue: Why Brand Equity Matters in Higher Ed

    Reputation Is Revenue: Why Brand Equity Matters in Higher Ed

    If you’re a university leader today, you’re juggling a lot: enrollment challenges, tightening budgets, shifting student expectations, and the rise of non-traditional competitors. Amid all this, one asset might not be getting the attention it deserves — your university’s brand.

    No, not just your logo or tagline. We’re talking about brand equity — the value your institution holds in the minds of students, parents, alumni, faculty, employers, and the public. It’s about reputation, trust, recognition, and connection. And in a competitive market, it matters now more than ever.

    What is brand equity in higher education?

    Think of it this way: Brand equity is what people think and feel when they hear your university’s name. It’s the difference between being someone’s first-choice school versus just another option.

    It shows up in the pride alumni feel when they wear your sweatshirt, the confidence prospective students have when they see your graduates succeed, and the trust employers place in your credentials. It’s shaped by every experience — from the way your website tells your story, to how your faculty engage in the classroom, to the tone of your communications during a crisis.

    It’s what drives alumni to give, students to enroll, and faculty to choose you over other institutions. When a university has strong brand equity, people trust it, recognize it, and feel loyal to it. That kind of reputation can spark a ripple effect of positive influence across an entire institution.

    Understanding the impact of brand equity across an institution

    Brand equity touches every dimension of institutional life, influencing how people experience, perceive, and engage with your university across the student and stakeholder journey. Let’s take a look at its impact in six key areas.

    1. Enrolling new students

    Choosing a college is a huge decision for students and their families. Today’s students are more informed than ever and expect an institution that’s respected, innovative, and committed to their success.

    That’s where your brand can make an impact. If your university has a strong, positive reputation, you’re more likely to make their shortlist. Schools with solid brand equity are seen as high-quality, forward-thinking, and worth the investment, which makes all the difference in a world where competition is fierce and the landscape is changing fast.

    2. Attracting top faculty

    It’s not just students who care about a school’s reputation — faculty and academic leaders do too. A strong, well-respected brand sends a clear message: This place is serious about excellence, values academic freedom, and encourages innovation.

    It’s not just about prestige — top talent also wants to be somewhere that fosters genuine, supportive relationships with students. A respected brand signals a vibrant academic culture where everyone’s invested in each other’s success.

    3. Fostering alumni pride

    When a university has strong brand equity, it’s not just about reputation — it’s about the sense of pride and connection it creates. Alumni who feel proud of their alma mater are more likely to stay involved, whether that means attending events, volunteering, or giving back financially.

    A strong brand also helps foster a lasting sense of community and belonging well beyond graduation. In short, when your brand is trusted and respected, alumni remain engaged — and they’re more likely to support the institution not only with their resources but by recommending it to future students within their networks.

    4. Securing strategic partnerships

    Whether you’re aiming to partner with major companies, secure government grants, or build global collaborations, having a strong brand can be a significant factor. Organizations want to work with universities they respect, trust, and recognize as leaders in their field.

    When your university’s brand is strong and clear, opportunities that are imperative to your institution open up more quickly. Meanwhile, lesser-known schools often struggle to get noticed. Building a strategic and strong brand is your best way to stand out and secure meaningful partnerships that benefit your students and your bottom line.

    5. Staying resilient amid market disruption

    Higher education is under pressure from various directions shifting demographics, financial constraints, and evolving expectations. A strong brand is essential to stay resilient and relevant.

    When controversy, crises, or big changes hit, your brand becomes your safety net. People are far more likely to give you the benefit of the doubt if they already respect and trust you. That reputation can be the difference between weathering the storm and facing long-term damage.

    6. Boosting visibility through rankings

    While rankings aren’t everything, they do influence perception. Many ranking systems factor in peer reputation, which is directly tied to your brand. The same goes for media coverage. The stronger your brand, the more likely you are to be recognized as a thought leader and trusted voice in the field.

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    Practical tips for building brand equity that lasts

    University leaders can’t afford to view brand as merely a marketing function— it’s so much more than that. Brand must be seen as a strategic asset embedded in everything from big-picture planning to day-to-day decisions. It’s part of how you attract students, build partnerships, and earn trust.

    So how can you turn brand equity into a competitive advantage for your institution? Here are a few key moves to get started:

    1. Know what you stand for

    Start with a clear sense of who you are and what makes your school unique. What do you want people to feel when they think of your institution? Your brand promise should reflect your values, vision, and personality — and it should feel real, not like something cooked up in a boardroom.

    2. Take time to truly know your audience

    What matters most to your students, parents, alumni, and faculty? What are they proud of, and what do they wish were better? Take time to listen — through surveys, conversations, and social media — and use those insights to shape your strategy and message.

    3. Tell one clear, consistent story

    Your brand shows up everywhere: your website, your campus tours, your social media posts, even how your staff answers the phone. Make sure that story feels authentic, easy to understand, and consistent across every touchpoint. Developing comprehensive brand guidelines, share them widely across the institution, and conduct regular audits to ensure every touchpoint reinforces a unified, memorable experience for all audiences.

    4. Get your people involved

    Your brand isn’t just a logo — it’s how people talk about your institution and the trust they place in it. That means faculty, staff, students, and alumni all have a role to play. Keep them in the loop, give them the tools to share your story, and make them feel like part of the bigger picture. Want to get more people talking about — and proud of — your school? Make it easy for them. Share what’s happening through newsletters and social media and provide your community with tools that help them show off their connection. When faculty, staff, students, and alumni feel informed, celebrated, and included, they’re more likely to stay engaged — and more likely to brag about being part of your institution.

    5. Make sure the experience matches the message

    If you’re promising innovation, inclusivity, or career readiness, you better be delivering that on campus, in the classroom (both online and in person), and beyond. Brand equity grows when expectations match real experiences. That’s why creating a seamless website experience is so important — it directly impacts how much trust students place in your institution and it’s offerings.

    6. Get the word out (strategically)

    Raising awareness isn’t just about marketing louder — it’s about marketing smarter. Use the right mix of channels, from digital ads and social media to speaking opportunities for university leaders. And don’t forget about earned media and storytelling that highlights real student success. Do this by building a strategic content plan that aligns messaging across platforms, targets the right audiences, and consistently showcases the impact your institution makes.

    7. Keep a pulse on your reputation

    What are people actually saying about your school? Check in regularly using surveys, online reviews, social listening, and even informal feedback. This will help you spot issues early and see what’s working.

    8. Be prepared to evolve

    Higher ed is changing fast, so your brand needs to be flexible. Stay grounded in your core values, but be open to shifting your tone, visuals, or messaging as your audience and the world around you change.

    Build a brand with a lasting legacy and immediate impact

    In an age of increasing competition and shifting student expectations, brand equity is no longer a luxury — it’s a leadership priority. With students having endless options, donors getting more selective, and reputations spreading instantly, your brand equity can be a serious competitive edge.

    Investing in a strong, authentic, and trusted brand can lay the foundation for long-term success. The institutions that thrive in the years ahead will be those that treat their brand as a central part of their overall strategy instead of a marketing afterthought.

    Because in higher ed, your brand isn’t what you say it is — it’s what people believe it to be. And that belief? That’s your brand equity.

    Ready to strengthen your institution’s brand equity? Explore how a strategic marketing approach can help you stand out and thrive. Let’s talk!

    Innovation Starts Here

    Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • National Junior College Athletic Association Head Coaches Reveal Athletic Equity is Present

    National Junior College Athletic Association Head Coaches Reveal Athletic Equity is Present

    Dr. Riann MullisImagine going through a typical work week without a colleague or coworker inserting an analogy or anecdote from sports into the conversation. Regardless of the reason, from comparison to training, or overcoming adversity, “Collegiate athletics have been a part of the American culture since the 1800s” (Lewis, 2013). Sports significantly influence colleges and universities nationwide, acting as a driving force for institutional culture. The National Junior College Athletic Association (NJCAA) is no stranger to cultivating a positive environment for student-athletes. The association has been providing student-athletes with opportunities to compete in collegiate athletics since 1938 (NJCAA, 2025). Community college athletics traditionally have not received the majority of attention from national media; however, discussion is crucial at this foundational level, especially for the more than 45,000 NJCAA student-athletes pursuing academic and athletic opportunities each year.

    Mainstream media’s focus on ticket sales, influential athletes, and comparisons of athletic experience have contributed to a heightened sense of awareness of athletics at all levels. A significant change for athletics occurred more than 50 years when President Richard Nixon signed Title IX of the Education Amendment (Title IX) into law in 1972 (Valentin, 1997). “Implementing Title IX requires institutions to provide equal athletic opportunities for members of both sexes and to accommodate students’ athletic interests and abilities effectively” (U.S. Department of Education [USDE], 2020b).

    Dr. Jennifer SpielvogelDr. Jennifer Spielvogel The ability to conceptualize the similarities and differences of sports becomes critical to recognize what is considered fair opportunities and experiences for student-athletes. This informs the concept of athletic equity. Though major progress has been made since the enactment of this law, questions remain as to what equity looks like in athletics (Jensen, 2022).

    In a recently published study, “The Assessment of Athletic Equity by Head Men’s and Women’s Coaches in the National Junior College Athletic Association”, (Mullis, 2024) head coaches from a variety of NJCAA sports at Division I (DI) and Division II (DII) institutions were surveyed and interviewed to glean their opinions pertaining to implementation and best practices of athletic equity. Questions focused on observations, opportunities, and experiences.

    The NJCAA head coaches’ opinions about athletic equity initially focused on facilities, scholarships, and travel provided for teams. They were asked to assess the level of agreement on a 4-point Likert (1932) scale ranging from 4 (strongly agree) to 1 (strongly disagree) and the mean (M) was calculated for each question. The head coaches assessed facility equity (M = 2.8), scholarship equity (M = 2.8) and travel equity (M = 3.2) at prominent levels, indicating equity is present. The survey data also were disaggregated by team, with no significant differences found from head coaches of men’s and women’s teams in any sport. Further, the coaches agreed that equity is present for all teams at their institutions.

    In the study, head coaches also rank ordered the importance of six distinct coaching roles: advisor, advocate, fundraiser, leader, mentor, and role model. All 192 survey respondents were consistent in ranking leader as the most significant role. The coaches were confident about their relationships and impact on the student-athletes. Most impressively, when interviewed, none of the coaches mentioned wins and losses. Rather, their focus, shared with enthusiasm, highlighted the importance of each of their identified roles and their overwhelming responsibility to advance athletic equity through fair experiences and opportunities for their student-athletes.

    Collectively, the head coaches conveyed enhanced advocacy accountability for their athletes and teams. Case in point, when coaches were asked in the interviews if they had a responsibility to advocate for athletic equity, an NJCAA DII women’s basketball coach confidently expressed:

    Yes. Absolutely. If I do not advocate for my kids [women’s basketball student-athletes], who is going to do that? That is my job. My goal is to make sure they are getting the same treatment the same opportunities that every other sport, whether it be male or female, is getting on campus.

    With similar conviction, when posed the question if he considered himself responsible for advocating for athletic equity, a DII softball coach sharply stated, “No question.” In the interviews many coaches indicated that campus athletic directors and presidents should be involved and aware of athletic needs. From their perspective, there is a need for effective collaboration and communication, as the administration’s decisions can significantly impact the advancement of athletic equity.

    The assessments and opinions from NJCAA DI and DII head coaches offer a never-before-seen insight into athletic equity implementation at the NJCAA level. Continuing the conversations around the best practices of athletic equity through the voice of the coaches is imperative for the future of collegiate athletics. Implementing progressive ideas such as campus forums, shared documentation, and open discussion around the student-athlete and how to best provide equitable experiences for everyone involved will lead to the continuation of athletic equity at the two-year college level.

    Dr. Riann Mullis serves as Athletic Director and Title IX Coordinator at Neosho County Community College (KS).

    Dr. Jennifer Spielvogel serves as Professor of Practice, Community College Leadership Program, Department of Educational Leadership, at Kansas State University.

    The Roueche Center Forum is co-edited by Drs. John E. Roueche and Margaretta B. Mathis of the John E. Roueche Center for Community College Leadership, Department of Educational Leadership, College of Education, Kansas State University.

    References: 

    Jensen, M. (2022, June 23). What would starting Title IX from scratch look like? Philadelphia Inquirer. https://www.inquirer.com/college- sports/title-ix-anniversary-polls-issues 20220623.html 

    Lewis, G. (2013). The beginning of organized sport. American Quarterly, 22(2), 222–229. https://history.msu.edu/hst329/files/2015/05/ LewisGuy-TheBeginning.pdf 

    Likert, R (1932). A technique for the measurement of attitudes. Retrieved May 4, 2025 from https://archive.org/details/likert-1932/ page/14/mode/2up

    Mullis, R. (2024). The assessment of athletic equity by head Men’s and Women’s coaches in the national junior college athletic association (Order No. 31489530). Available from Dissertations & Theses @ Kansas State University; ProQuest One Academic. (3097398397). Retrieved from https://er.lib.k-state.edu/ login?url=https://www.proquest.com/dissertations- theses/assessment-athletic-equity- head-men-s-women/docview/3097398397/ se-2

    National Junior College Athletic Association. (2025). About. History. Retrieved May 4, 2025 from https://www.njcaa.org/about/history/ index 

    U.S. Department of Education. (2020b). Intercollegiate athletics policy: Three part test – part three. https://www2.ed.gov/about/offices/ list/ocr/docs/title9-qa-20100420.html 

    Valentin, I. (1997). Title IX: A brief history. 25 years of Title IX. WEEA Digest. Women’s Educational Equity Act Resource Center at EDC. https://eric.ed.gov/?id=ED414271

     

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  • Empowering Mature Students through Inclusive AI Literacy: Advancing Digital Equity and Social Justice in Higher Education

    Empowering Mature Students through Inclusive AI Literacy: Advancing Digital Equity and Social Justice in Higher Education

    • By Assoc. Prof. Dr. Eleni Meletiadou, Guildhall School of Business and Law, London Metropolitan University, PFHEA, NTF, UTF, MCIPD, MIIE.

    As higher education embraces artificial intelligence (AI) to drive digital transformation, there is a growing risk that older, non-traditional, or mature students will be left behind. This blog post draws on insights from the QAA-funded “Using AI to promote education for sustainable development and widen access to digital skills” project I have been leading alongside findings from the EU COST Action DigiNet (WG5), where I co-lead research into media portrayals and digital inequalities impacting mature learning workers.

    Through this work, and in collaboration with international partners, we have identified what genuinely supports inclusion and what simply pays lip service to it. While AI is often heralded as a tool for levelling the educational playing field, our research shows that without intentional support structures and inclusive design, it can reinforce and even widen existing disparities.

    Supporting mature students’ AI literacy is, therefore, not just a pedagogical responsibility; it is an ethical imperative. It intersects with wider goals of equity, social justice, and sustainable digital inclusion. If higher education is to fulfil its mission in an age of intelligent technologies, it must ensure that no learner is left behind, especially those whose voices have long been marginalised.

    Why Mature Students Matter in the AI Conversation

    Mature students are one of the fastest-growing and most diverse populations in higher education. They bring a wealth of life and work experience, resilience, and motivation. Yet, they are often excluded from AI-related initiatives that presume a level of digital fluency not all possess. However, they are often left out of AI-related initiatives, which too frequently assume a baseline level of digital fluency that many do not possess. Media portrayals tend to depict older learners as technologically resistant or digitally inept, reinforcing deficit narratives that erode confidence, undermine self-efficacy, and reduce participation.

    As a result, mature students face a dual barrier: the second-order digital divide—inequity in digital skills rather than access—and the social stigma of digital incompetence. Both obstruct their academic progress and diminish their employability in a rapidly evolving, AI-driven labour market.

    Principles that Support Mature Learners

    The QAA-funded project, developed in partnership with five universities across the UK and Europe, embedded AI literacy through three key principles—each critical for mature learners:

    1. Accessibility

    Learning activities were designed for varying levels of digital experience. Resources were provided in multiple formats (text, video, audio), and sessions used plain language and culturally inclusive examples. Mature students often benefited from slower-paced, repeatable guidance and multilingual scaffolding.

    1. Collaboration

    Peer mentoring was a powerful tool for mature students, who often expressed apprehension toward younger, digitally native peers. By fostering intergenerational support networks and collaborative projects, we helped reduce isolation and build mutual respect.

    1. Personalised Learning

    Mature students frequently cited the need for AI integration that respected their goals, schedules, and learning styles. Our approach allowed learners to set their own pace, choose relevant tools, and receive tailored feedback, building ownership and confidence in their digital journeys.

    Inclusive AI Strategies That Work – Based on What Mature Learners Told Us

    Here are four practical strategies that emerged from our multi-site studies and international collaborations:

    1. Start with Purpose: Show AI’s Relevance to Career and Life

    Mature learners engage best when AI tools solve problems that matter to them. In our QAA project, students used ChatGPT to refine job applications, generate reflective statements, and translate workplace policies into plain English. These tools became career companions—not just academic add-ons.

    ‘When I saw what it could do for my CV, I felt I could finally compete again,’ shared a 58-year-old participant.

    2. Design Age-Safe Learning Spaces

    Many mature students fear embarrassment in digital settings. We created small, trust-based peer groups, offered print-friendly guides, and used asynchronous recordings to accommodate different learning paces. These scaffolds helped dismantle the shame often attached to asking for help.

    3. Make Reflection Central to AI Literacy

    AI use can be empowering or alienating. We asked students to record short video reflections on how AI shaped their thinking. This helped them develop critical awareness of what the tool does, how it aligns with academic integrity, and what learning still needs to happen beyond automation.

    4. Use Media Critique to Break Stereotypes

    Drawing on my research into late-life workers and digital media, we used ageist headlines, adverts, and memes as classroom material. Mature learners engaged critically with how society depicts them, transforming deficit narratives into dialogue, and boosting confidence through awareness.

    How We Measured Impact (and Why It Mattered)

    We evaluated these strategies using mixed methods informed by both academic and lived-experience perspectives:

    • Self-reflective journals and confidence scales tracked growth in AI confidence and self-efficacy
    • Survey data from mature students (aged 55+) in the UK and Albania (from my older learners study) revealed the key role of peer support, professional experience, and family encouragement in shaping digital resilience
    • Narrative mapping, developed with COST DigiNet partners, was used to document shifts in learners’ digital identity—from anxious adopter to confident contributor
    • Follow-up interviews three months post-intervention showed sustained engagement with AI tools in personal and professional contexts (e.g., CPD portfolios, policy briefs)

    Policy and Practice: Repositioning Mature Learners in AI Strategy

    As highlighted in our Tirana Policy Workshop (2024), national and institutional policy often fails to differentiate between age-based needs when deploying AI in education. Mature students frequently face a “second-order digital divide,” not just in access, but in relevance, scaffolding, and self-belief.

    If UK higher education is serious about digital equity, it must:

    • Recognise mature learners as a distinct group in AI strategy and training
    • Fund co-designed AI literacy programmes that reflect lived experience
    • Embed inclusive, intergenerational pedagogy in curriculum development
    • Disrupt media and policy narratives that equate older age with technological incompetence

    Conclusion: Inclusion in AI Isn’t Optional – It’s Foundational

    Mature learners are not a marginal group to be retrofitted into digital learning. They are core to what a sustainable, equitable, and ethical higher education system should look like in an AI-driven future. Designing for them is not just good inclusion practice—it’s sound educational leadership. If we want AI to serve all learners, we must design with all learners in mind, from the very start.

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  • Could “Fear Equity” Revive Campus Free Speech? (opinion)

    Could “Fear Equity” Revive Campus Free Speech? (opinion)

    For most of the past decade, many professors lived in fear of challenging progressive beliefs on elite college campuses, beliefs that, as linguist John McWhorter argues, have often attained religious status. Saying the wrong word, or liking the wrong social media post, perhaps especially if one was a vocal member of an unfashionable minority, like Jews, could evoke ostracism from peers and even Twitter mobs demanding termination, followed by star chamber hearings led by unaccountable administrators.

    This was an inevitable consequence of ever-expanding conceptualizations of what constituted “harm” and various -isms (racism, sexism, etc.). University mandates requiring investigations for accusations of “harm” or “bias” inevitably incentivized some progressives, who are overrepresented in academia, to weaponize bureaucratic procedures to denounce, demonize and punish those they saw as violating sacred values. Greg Lukianoff, the president of the Foundation for Individual Rights and Expression, reports that more professors were terminated for speech “offenses” in 2014–2023 than in the entire McCarthy era.

    The 2024 FIRE Faculty Survey found that 14 percent of the approximately 5,000 respondents reported having been disciplined or threatened with discipline by their institutions for their teaching, research or other speech. If that response generalizes to the population of American faculty, it means there have been tens of thousands of such investigations (or threats) over the last 10 years.

    The sense of fear was wildly inequitable, with far more conservatives than liberals reporting self-censoring. American universities suffered a decade of cancellations, terminations, harassment and even the odd death threat from the far left.

    Fear Equity?

    Now, thanks to the Trump administration’s—in our view questionable—policies regarding academia in general and elite institutions like Columbia and Harvard Universities in particular, policies that many plausibly view as political vengeance for leftist activism, higher education is rapidly approaching fear equity: The presidential right has joined the campus left in using intimidation to punish those whose speech they dislike. Now, everybody in academia gets to be afraid of being canceled, or at least having their grants canceled. Noncitizen students and faculty also have to fear being deported for expressing views that the Trump administration opposes. Conservative and centrist academics still have good reasons to fear their colleagues and students, as they have since 2014, but now, progressive peers have similar reasons to fear whatever comes next out of Washington.

    Is this an opportunity for free speech advocates? At first glance, it seems not. The solution to erosion of protections for heterodox free speech and academic freedom cannot possibly be vengeful restrictions on progressive speech. That is the road to expanding authoritarianism and eroding free speech environments for all, a tendency many current leaders in Washington would seemingly welcome.

    Academia’s Failure to Protect Nonprogressive Speech

    Nonetheless, academia’s record of restraining the censoriousness coming from within its ranks over the last decade has been abysmal. The American Association of University Professors, once a nonpartisan bulwark against censorship, jettisoned its principled support for free speech in focusing almost entirely on threats from the right while, in higher education, our (and AAUP’s) primary concern, most censorship came from the left. The AAUP’s recent statements endorsing the use of DEI criteria in hiring and promotions and the legitimacy of academic boycotts are seemingly designed to cement progressive orthodoxy over the professoriate.

    In just months, President Trump has demonstrated the error of AAUP’s “free speech for me but not for thee” positions, as Nat Hentoff put it in his book of that title. Of course, it remains to be seen whether the AAUP will interpret this as “time to take principled stances for speech and academic freedom for all of our faculty” rather than “Trump is evil incarnate, so we should double down on imposing progressive politics.”

    The last 10 years have been disastrous for free speech on campus. As Occidental College professor and Free Black Thought cofounder Jake Mackey recently wrote in “The last four years were the most repressive of my lifetime,” “It was fear of retaliation from the left, not from a fascist leader, that caused me to lay awake at night on more occasions than I can count, terrified that a student might have misinterpreted something I said in class and initiated a cancelation campaign against me.”

    Polling data bear this out, as Sean Stevens and his coauthors report in “Ostrich Syndrome and Campus Free Expression,” a chapter in our co-edited book, The Free Inquiry Papers (AEI Press, 2025). Conservative professors are more than twice as likely as liberal peers to report self-censoring. This is a rational response to reports showing that, within academia, “cancellation” attacks—attempts to punish faculty for their speech—are more likely to come from their left than their right. Risking one’s livelihood is not usually worth it.

    There is also evidence raising the possibility that support for censorship and for antisemitism was spread in part through shadowy foreign donations. A 2024 report, which one of us (Jussim) co-authored, found that universities underreported billions of dollars in funding from foreign sources (revealed after a Department of Education investigation). Worse, receipt of funding from authoritarian regimes and from member states of the Organization for Islamic Cooperation was statistically associated with deterioration of free speech and heightened antisemitism on campus.

    Follow-up research in progress is examining the hypothesis that this foreign financial assistance helped organize anti-Israel student groups and whole academic departments. As Lukianoff reported in “How Cancel Culture Destroys Trust in Expertise” at the recent Censorship in the Sciences conference held at the University of Southern California, protests by such groups were almost “exclusively responsible” for disruptions of campus speakers in 2024, which he called “the worst year we know of in history for campus deplatforming.” (To its credit, FIRE protects the rights of both pro- and anti-Israel speakers.)

    Notably, some campuses are far worse on free speech than others. A FIRE faculty survey released last December revealed that a remarkable 63 percent of Columbia faculty reported self-censoring at least occasionally; they identified the Israel-Hamas conflict as the most difficult issue to discuss on campus, with affirmative action second. That the far left has imposed a regime of denunciation and fear on many college campuses is beyond doubt.

    Trump’s Attacks on Free Speech and Academic Freedom

    But under President Trump, the right is making up for lost time. The Trump administration’s attempt to cut indirect costs on grants could be viewed as a genuine attempt to reduce wasted tax dollars. However, given that they have not reported any analysis of how indirects are used, many see this as a straightforward attack designed to cut academia down to size for its leftist politics. The administration has also disrupted the academic study of topics related to diversity, equity, inclusion, prejudice, inequality and oppression by defunding almost every grant to study these important issues. While faculty are not entitled to federal grant dollars and the federal government has the legitimate right to set funding priorities, the Trump administration has also attempted to ban any funding on any topic from universities that have DEI programs that the administration believes engage in discrimination. These policies will chill academic discourse.

    Furthermore, even if ultimately found to be legal (which we doubt), the Trump administration’s targeting for deportation of immigrants who have allegedly expressed support for Hamas further retards the robust exchange of ideas on campus. And these efforts are succeeding; the rapid capitulation of institutions such as Columbia to Trump’s demands has been dubbed “The Great Grovel” by Politico.

    Toward the Rediscovery of Principled Defenses of Speech and Academic Freedom

    Is it possible that the new fear equity, with both left and right afraid to speak their minds, may be a necessary precondition to pave the way for a free speech renaissance? There is historical precedent for this possibility. It would be a mirror image of the way that McCarthy-era repression set the stage for a raft of Supreme Court cases that dramatically strengthened legal protections for free speech. Yet judges cannot be everywhere and lawsuits cannot change culture.

    Now that censorship is bipartisan, both the left and right have incentives to rediscover principled defenses of free speech, including for their opponents. As James Madison counseled in Federalist Paper No. 51, the best protection of freedom is self-interest, and now, on free speech, all sides have it. Alternatively, to take a more positive view centered on political education, it may take having one’s own speech threatened, or that of one’s allies, before one fully understands the value of constitutional protections of free speech and institutional protections of academic freedom.

    An Action Agenda

    What can be done to reinvigorate a culture of free and open inquiry, debate, and speech on America’s college campuses? Quite a lot. Last year, as reported here, House Republicans passed a horribly titled (“End Woke Higher Education Act”) but conceptually sound campus free speech bill prohibiting ideological litmus tests in faculty hiring and institutional accreditation, protecting the rights of faith-based groups to determine their membership and assuring that speech limitations cannot be selectively enforced, as when conservative or pro-Israel speakers must pay “security fees” waived for liberal or pro-Palestine speakers. Just four Democrats voted yea and the then-Democratic Senate showed no interest. (In fairness to Senate Democrats, the House bill passed near the end of the congressional session.) Sponsor Burgess Owens, Republican of Utah, is expected to reintroduce the bill, and given Republican majorities in the House and Senate and Democrats’ newfound interest in free speech, its prospects for passing should be improved.

    Yet federal legislation can never solve the whole problem. Norms and social practices matter more than law with respect to creating a free speech culture on campus. What can institutions of higher education do to strengthen an intellectual culture of freewheeling discourse, inquiry and debate? First, they can adopt a formal statement of their commitment to free speech and academic freedom, such as the Chicago principles or the Princeton principles.

    Second, campuses can restrict the bureaucratic overreach of DEI bureaucracies and institutional review boards, both of which can and do threaten and erode faculty free expression. Third, the best way to limit overreach of existing bureaucratic units may sometimes be to create another bureaucratic unit explicitly designed to do so. An Office of Academic Freedom that is mandated to ensure faculty rights are not infringed by DEI units, IRBs, chairs, deans or anyone else, might go a long way toward protecting faculty.

    We would prefer deep and principled commitments to free speech and academic freedom to be the font from which such reforms spring. But if the only way we will get reforms is through fear equity, we’ll take it.

    Lee Jussim is a Distinguished Professor of psychology at Rutgers University and creator of the Unsafe Science Substack. Robert Maranto is the 21st Century Chair in Leadership in the Department of Education Reform at the University of Arkansas. Together, they were among the co-editors of The Free Inquiry Papers (AEI Press, 2025) and among the co-founders of the Society for Open Inquiry in Behavioral Science.

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