Tag: Events

Featured Gig: eLearning Developer at UConn

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

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

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

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

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

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

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

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

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

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

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

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September 30, 2025
Students Who Lack Academic Confidence More Likely to Use AI

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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September 30, 2025
UChicago Sells Off Research Center

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

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

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

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

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

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

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September 30, 2025
University of Maine Cancels Wind Power Summit

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

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

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

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

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September 30, 2025
Government Shutdown Could Delay ED Rule Making

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

J. David Ake/Getty Images

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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September 29, 2025
HHS Looks to Block Harvard From Federal Funds

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

Joseph Prezioso/AFP/Getty Images

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

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

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

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

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

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

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

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

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September 29, 2025
ED Rule Making Will Move Online if Government Shuts Down

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

Screenshot/Alexis Gravely

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

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

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

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

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

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

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

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

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

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September 29, 2025
Students, Alumni Rally to Keep Cut Affinity Programs Alive

For years, Black students gathered at the University of Cincinnati’s African American Cultural and Resource Center for its traditions, including the Tyehimba Black Graduation Celebration and Akwaaba, a welcome event for new students, among other programs. This year, the AACRC, at least as it once existed, is gone. It’s been rebranded “the Cultural Center” after an Ohio law banned diversity, equity and inclusion activities at public colleges and universities in March.

But Black students and alumni wouldn’t let the center’s traditions and resources die. Black seniors celebrated their graduations at an event held off campus. Freshmen gathered for Akwaaba, organized by students and funded by alumni, who created a foundation to sustain the AACRC’s programming. The United Black Student Association and other student groups have committed to putting on programs throughout the year that were previously handled by AACRC staff.

“Regardless of these changes, there is no policy that can be written that can outlaw OUR spirit, OUR ability to mobilize, OUR right to congregate,” the United Black Student Association wrote on Instagram. “They cannot outlaw our ability to gather, to build, to resist, and to love. Our legacy is not theirs to give or take.”

Amid an escalating anti-DEI movement, students, alumni and off-campus advocates are hustling to fill the gaps left by shuttered and rebranded identity centers, DEI offices and programs across the country. Students and outside organizations, like the Native Forward Scholars Fund, hosted their own affinity group graduations this year as campuses started to cancel such events. Three student clubs broke off from the University of Utah to avoid the state’s limits on public university programs, forgoing university funding. Some students and alumni involved in these efforts say they feel a renewed pressure and responsibility to provide the services colleges are shedding as institutions are caught in the crosshairs of state DEI bans and the Trump administration’s sweeping anti-DEI campaign.

How do we make lemonade out of a lemon?”

—Harlan Jackson, president of the Cincy Cultural Resource Center Foundation

The Cincy Cultural Resource Center Foundation, the nonprofit founded to continue Black student programming at University of Cincinnati, was born out of that sense of duty among alumni. Some graduates involved in the effort spent years pushing for the creation of the African American Cultural and Resource Center and took pride in watching its programs expand and flourish.

“We can’t just stand idly by and just allow something this negative and something this backward to happen at the university,” said Harlan Jackson, president of the foundation and former president of the United Black Association in the late 1980s. “I’m really proud of the diverse community that’s showing up and acknowledging that we’re going to take this on.”

The foundation now has weekly meetings with Black student leaders to determine how best to support their needs, and alumni leaders plan to put three students on the foundation’s board. Students emphasized to alumni that continuing the center’s events and traditions is their top priority, so the foundation is funding these programs, with hopes to also fund student scholarships in the future.

So far, alumni have raised “well over” the roughly $5,000 needed to run Akwaaba and parents’ weekend, with plans to raise half a million dollars within the academic year, said Byron Stallworth, the foundation’s secretary.

Stallworth, who was president of the United Black Association in 1991 when the AACRC opened, said the idea of alumni and students taking the reins is catching on beyond University of Cincinnati as well—three University of Cincinnati alumni, parents of students at other colleges and universities, have asked him questions about how they could start similar efforts to sustain Black student life on their children’s campuses.

“This is a universal problem,” he said, and alumni elsewhere “are aware of what we’re doing.”

Jackson noted that while the rebranding of the AACRC hits close to home, programs and centers dedicated to supports for women and LGBTQ+ students have also suffered cuts because of the Ohio anti-DEI legislation.

He hopes other Ohioans “can look to this model, and we can determine … How do we connect? How do we share? How do we learn? How do we build bridges and partnerships to continue to support the young people developing themselves in the state of Ohio?” he said. “That’s what it’s all about.”

Pressures New and Old

Even with such support, students fighting to keep programs alive without university backing hasn’t necessarily been easy.

Isaac Makanda, co-head of the juvenile justice and political action committee for University of Cincinnati’s NAACP chapter, said students and alumni can’t completely make up for the loss of the African American Cultural and Resource Center. He described running into a Black first-year on campus who didn’t know about Akwaaba or other events happening for Black students on campus. He believes that’s because the new students are without a hub.

When Makanda was a freshman, the AACRC sent out emails telling incoming Black students about events and programs, he said. This student “had no idea about any of these things that were going on because those resources were taken away from him.”

Some student groups have also had to hustle for funding to keep their events running. The Pacific Islander Student Association, which cut ties with the University of Utah alongside the Black Student Union, lost its student group funding in the separation. PISA used to receive at least $5,000 annually from the university, so that loss was a “major hit,” said Mayette Pahulu, vice president of the group.

But she and other student leaders felt it was worth it to have full control over their programming after Utah’s anti-DEI bill became law last year. They didn’t want to be limited by the new strictures on public universities, “whether that be talking about certain subjects, encouraging our members to have their own rights … to host socials that are specific to our heritage, cultures and ethnicities,” Pahulu said. “We would rather lose the funding than our members lose a safe space.”

Now the group raises its own money. PISA student leaders have an ongoing GoFundMe campaign and seek out sponsors for event costs, including the nominal fees required for outside groups to host programs on campuses.

We would rather lose the funding than our members lose a safe space.”

—Mayette Pahulu, vice president of the Pacific Islander Student Association at the University of Utah

Pahulu said the students’ new responsibilities have pros and cons. On one hand, she and other student leaders find themselves pushing hard, with less support, to engage students who are feeling unwelcome on campus amid changes wrought by Utah’s anti-DEI legislation. On the other hand, she believes the new connections they’ve had to make with other student groups, community organizations and businesses to sustain their work could bode well for PISA’s future.

“Even though we’ve taken kind of the short end of the stick, having to scramble around to find these organizations, we’ve honestly started to build a bigger community and network,” she said. “I think in the long run, it will benefit us … We’re working with representatives to get these supports put in place so that the longevity and the sustainability of our organizations can outlast—no matter how drastic the changes may be politically.”

Jackson, the University of Cincinnati alum, said in a similar vein that he’s proud to see students and alumni making the best of the raw deal they’ve been given.

As universities strip away programs at the behest of state lawmakers, “all they’ve done is put more burden on the students,” Harlan said. At the same time, “it gives them opportunity to network with the community, more opportunity to do planning and budgeting, more opportunity to lead in terms of putting together programs and executing programs.” The question is “How do we make lemonade out of a lemon?”

Keisha Bross, director of race and justice at the NAACP, said student organizations—like Black student unions, NAACP chapters and the group of Black sororities and fraternities known as the Divine Nine—have always provided supports and programming for Black students in areas where universities have failed to do so. These groups “stepping in” to fill unmet needs is their “legacy,” she said. But she doesn’t believe the work students are doing, and have historically done, should allow universities to “get off easy” for cutting back programs dedicated to their success.

“We cannot allow colleges to make these really traumatic decisions that are hurting student populations and their leadership, and then just say, ‘Oh well,’” Bross said. “We need to continue to hold universities accountable, because they have a responsibility to the students that they serve. Universities have and should be providing these resources to their students, 100 percent.”

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September 29, 2025
The New Head of SACS Shares His Vision for the Accreditor

After two decades with Belle Wheelan at the helm, the Southern Association of Colleges and Schools Commission on Colleges is under new leadership since she retired earlier this year.

New SACS president Stephen Pruitt comes from the Southern Regional Education Board, which he led from 2018 until June, when he stepped down, before starting his current job in August. Pruitt previously served as the commissioner of education in Kentucky, worked for the Georgia Department of Education and taught both at the K–12 level and as an adjunct faculty member.

Pruitt arrives at a time when accreditors are increasingly under fire from federal and state officials, who have accused such bodies—and SACSCOC specifically—of overstepping, and as the Trump administration aims to make it easier for new accreditors to enter the market. In a phone interview last week with Inside Higher Ed, Pruitt discussed how he intends to approach the job, his 100-day plan, the current landscape for accreditation and more.

The interview has been edited for length and clarity.

Q: First, what interested you in the job? What drew you to the accreditation world?

A: I enjoyed my time at the Southern Regional Education Board. It was really a fantastic place to work and [has] great people, and we did a lot of good stuff there, but when the opportunity to move over to SACS came up, I had a desire to help shape policy that can improve how we see higher ed and hopefully improve aspects of higher ed. And it felt like the right avenue.

Q: What’s it like to follow in the footsteps of Belle Wheelan, who was an institution unto herself?

A: It helps that Belle is a good friend. I’ve known Belle for a good while now, so our transition has been a good one. She was our longest-serving president; she was there for 20 years, and I kept joking with her that her record was safe. I don’t see myself there for 21 years. But following her has been an absolute pleasure and honor to get to build on the things that she started, to realize that now’s a good time, because we also need to look to the future and see that the world and how we approach things in higher ed has to change.

Q: How does one dive into a job like this? I imagine there’s so much to learn and take on.

A: Part of my background was in accountability. Given, it was at the K–12 level, but there’s a lot of parallel there. Jumping into something like this, the No. 1 thing—whether it’s this or any other job, and I did the same thing when I was commissioner of education in Kentucky—you have to listen to people, learn the dynamics of accreditation, learn the current system. My staff will tell you that I ask probably a thousand questions a day, because I tend to get into the weeds so I can understand it. Every day I’m in a different office asking questions. But there was a month in the transition where I had no managerial responsibilities. I was able to take that month and get on calls with presidents, with liaisons, spend time with staff and spend a lot of time listening.

Q: Did your predecessor give you any advice on how to approach the job?

A: She did. I don’t know that I could sum it up in a single statement, but she gave me advice on different aspects. She gave me a list of things that she felt like I needed to address early, and some of the things you do see in the 100-day plan. She provided some ideas. But at the end of the day, the most poignant advice, probably, was that it’s important to listen to membership.

Q: You announced a 100-day plan not long after you started. What’s in it?

A: Our focus as we move forward is thinking about, how do we really need to respond and be flexible, to be able to manage things in this current year, this current environment, so that our institutions are both being held accountable appropriately, but also to be able to incentivize the behaviors that that we know [are] our best for students? … Students first, always, is our No. 1 pillar. Everything has to be about, is what we’re doing actually making the world better for our students?

Second thing is we’ve got to have leadership and transparency. We want to make sure that everything we’re doing is aboveboard and transparent. We want to have some service with accountability … To me, it’s about walking alongside our institutions, working with our state agencies, so that we build a common vision of what we believe higher ed can be, and then we invest in that vision.

We are going to have our own communications department, which we’ve never had. We are conducting a communication audit right now of the way we communicate with our members and the general public. Probably one of the big things that has the most impact is that we’re going to be doing a principles-of-accreditation review—in other words, a standards review. We’re going to be announcing and launching that in October … Arguably, right now, I think that we need to have a focus on streamlining our principles.

[Reporter’s note: Full details of the First 100 Days Plan are available on the SACSCOC website.]

Q: Does SACS plan to expand or do you want to keep membership numbers where they are?

A: I think we’re going to continue to expand. Right now, I’m more focused on getting our house in order, so to speak. Like our sister organizations, we would prefer to not go out and recruit away from other places, but we also want to be available. We do have members that are international, and I think that we may see some potential expansion there when people come to us. But at the end of the day we’re going to be open for business. If there are other institutions out there that like what we’re doing, that like that we can offer value, then of course, we’ll be glad to bring them in.

Q: SACS has been caught up in political headwinds in recent years and is often targeted by conservative politicians. Given the current political climate, does that concern you as you seek renewal of federal recognition later this year? What do you expect from that process?

A: I’ve spent the last 20 years of my career working with state legislators and governors, and one thing that I hope people will see in the new SACSCOC is that we’re going to be completely free of ideology. We want to ensure that we’re fiercely nonpartisan and make sure that the things that are divisive in our country right now—and things that a lot of our legislatures and the [Trump] administration are saying are divisive—that we are stepping away from those things, and we’re focused on the business at hand. And that business at hand is ensuring quality for higher ed.

So does it worry me? Not really, because I can’t control any of that. What I can control is doing our best to ensure that we are not going to be seen as an organization that pushes a particular doctrine or particular ideologies. One of the things that we are planning on doing is creating a legislative advisory council of legislators that will help us ensure that we are staying in the proper bounds of focusing in the right way to ensure that we don’t get crossways with any of those ideologies. I think they need to be part of the process. They’ve never really been part of the process here; I’m not sure if they are anywhere else. Legislators that we’re going to invite to the table will be representative of our states. We want to hear from them and hopefully let them help guide us in how to avoid some of the pitfalls that we’ve gotten caught up in in the past.

Q: Related to conservative backlash, several state systems with universities accredited by SACS announced that they were getting into the accreditation business themselves with the launch of the Commission for Public Higher Education. How do you view the launch of CPHE?

A: I personally have always believed that competition makes us better. My understanding is they are working to make sure that their mission is supporting public institutions, but that all of them are making it another option versus making it required. Again, it’s something that’s not in my control. I certainly hope that as we all go through affirmation with the U.S. Department of Education that we all are going through the same affirmation, and I believe we will. We’re going to be supportive of one another. From my side, I’m not going to speak ill of any of them.

Q: Broadly speaking, given the political landscape, what do you see as the future of accreditation?

A: I don’t know completely how to answer that. I get asked that question a lot. I don’t know where it goes, but—if I have, maybe not a crystal ball, but my magic wand—my hope is that what we do is we really focus on the things that are important around accreditation, which is improving our schools, providing an environment that students can go to that feels fully supported, that they have structures in place to help them get through to attainment.

That attainment can be anything from a certificate through a doctorate degree, and it’s preparing students to go out into the workforce and to be productive members of society. And I think accreditation has a role to play in that. And it’s way more than counting library books or any of that. It is more about, how do we evaluate the progress that our institutions are making? And so my hope is that the future of accreditation is, frankly, where I believe we’re headed, and that is a place that believes in achievement, a place that believes in flexibility based on the size and mission of the institution, and a place that also provides opportunities for excellence.

Q: What else would you want readers to know?

A: Welcome to the new SACSCOC. We have an incredible foundation and great people who have led and worked in this organization, but we also are at a point that it’s time for us to look to the future. So for me, we are grounded in certain things—like peer review—that have been the hallmark and the gold standard of what’s happened in the past. But we also are in a new day and the way we want to approach the work, I hope people will look at us and [recognize our flexibility].

And to reiterate some of your political questions earlier, states’ rights matter. We need to acknowledge that, and as an organization, we will acknowledge that. I think, historically, we’ve maybe dabbled in that more than we should. So we’re going to recognize state authority, the work that happens with our institutions at the state level, from governors all the way through boards of governors, through boards of higher ed. So that matters, and then we just want to make sure that we’re free of the ideologies that have created some of the divisiveness and some of the real angst and some of the slings and arrows that have come our way.

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September 29, 2025
Charlie Kirk: Hero of ‘Civil Discourse’ or Fount of Division?

Charlie Kirk: Hero of ‘Civil Discourse’ or Fount of Division?

Ryan Quinn

Mon, 09/29/2025 – 03:00 AM

Pointing to the slain activist’s inflammatory statements about minority groups, some are pushing back—at their own peril—against the right’s framing of him as an emblem of quality discourse.

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Ryan Quinn

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September 29, 2025