Tag: Events

Misinformation Course Teaches Ethics for Engineering Students

Nearly three in four college students say they have somewhat high or very high media literacy skills (72 percent), according to a 2025 Student Voice survey by Inside Higher Ed and Generation Lab. Students are less likely to consider their peers media literate; three in five respondents said they have at least somewhat high levels of concern about the spread of misinformation among their classmates.

When asked how colleges and universities could help improve students’ media literacy skills, a majority of Student Voice respondents indicated they want digital resources on increasing media literacy or media literacy–related content and training embedded into the curriculum.

A recently developed course at the University of Southern California’s Viterbi School of Engineering teaches students information literacy principles to help them develop tools to mitigate the harms of online misinformation.

The background: USC offers an interdisciplinary teaching grant that incentivizes cross-campus collaboration and innovative teaching practices. To be eligible for the grant, applications must include at least one full-time faculty member and faculty from more than one school or division. Each grantee receives up to $20,000 to compensate for applicants’ time and work.

In 2023, Helen Choi, a faculty member at USC Viterbi, won the interdisciplinary teaching grant in collaboration with Cari Kaurloto, head of the science and engineering library at USC Libraries, to create a media literacy course specifically for engineering students.

“By focusing on engineering students, we were able to integrate a component of the course that addresses a social issue from an engineering perspective in terms of technical know-how and the professional ethics,” Choi said, which helps students see the relevance of course content to their personal and professional lives.

What’s the need: Students tend to receive most of their news and information on online platforms; Student Voice data found a majority of learners rely on social media for news content (72 percent), and about one in four engage with news apps or news aggregator websites (27 percent).

Choi and Kaurloto’s course, titled Information Literacy: Navigating Digital Misinformation, builds academic research skills, teaches information literacy principles and breaks down the social issue of online misinformation.

“Students examine ways they can navigate online information using their research skills, and then extend that knowledge by considering how they, as prospective engineers, can build technologies that mitigate the harms of online misinformation while enhancing the information literacy of users,” Choi explained.

USC faculty aren’t the only ones noticing a need for more education around engagement with digital information; a growing number of colleges and universities are making students complete a digital literacy course as a graduation requirement.

In the classroom: Choi and Kaurloto co-teach the course, which was first offered in this spring to a class of 25 students.

The students learned to develop effective search strategies and critically examine sources, as well as ethical engineering principles and how to apply them in designing social media platforms, Kaurloto said. Choi and Kaurloto employed active learning pedagogies to give students hands-on and real-life applications including writing, speaking and collaborative coursework.

One assignment the students completed was conducting library research to develop a thesis paragraph on an information literacy topic with a short, annotated bibliography. Students also presented their research to their peers, Kaurloto said.

Learners also engaged in a group digital literacy project, designing a public service campaign that included helpful, research-backed ways to identify misinformation, Choi said. “They then had to launch that campaign on a social media platform, measure its impact, and present on their findings.” Projects ranged from infographics on Reddit to short-form videos on spotting AI-generated misinformation and images on TikTok and Instagram.

The impact: Student feedback said they found the course helpful, with many upper-level learners saying they wished they had taken it sooner in their academic career because of the library research skills they gained. They also indicated the course content was applicable in daily life, such as when supporting family members “who students say have fallen down a few internet rabbit holes or who tend to believe everything they see online,” Choi said.

Other librarians have taken note of the course as a model of how to teach information literacy, Choi said.

“We’ve found that linking information literacy with specific disciplines like engineering can be helpful both in terms of building curricula that resonate with students but also for building professional partnerships among faculty,” Choi said. “Many faculty don’t know that university librarians are also experts in information literacy—but they should!”

This fall, Choi and Kaurloto plan to offer two sections of the course with a cap of 24 students per section. Choi hopes to see more first- and second-year engineering students in the course so they can apply these principles to their program.

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May 16, 2025
McMahon Sharpens Tone on Accreditation

Education Secretary Linda McMahon has made clear in recent public statements that the current system of college accreditation needs to change.

She’s accused current accreditors of hindering innovation and called for new actors to join the system. Her comments follow an executive order signed last month that targeted diversity, equity and inclusion standards in accreditation; made it easier for colleges to change accreditors; and opened the door for new entrants.

Firing accreditors is one of the many promises—or threats—President Donald Trump made on the campaign trail as he accused such agencies of failing to hold universities accountable and vowed change. McMahon offered full-throated support for that vision this week, but her comments also raise questions about her understanding of the system she’s aiming to overhaul.

McMahon Pushes Change

McMahon criticized the American Bar Association and accreditors broadly in a recent interview with the conservative website PragerU, arguing that such agencies wield too much power and the marketplace would benefit from competition.

(Contacted by Inside Higher Ed, ABA declined to comment.)

Her remarks came in response to a question about why more universities aren’t opening. She noted that accreditation was a barrier to launching new institutions and argued that there is “a monopoly on accreditors,” singling out the ABA as the sole accrediting agency for law schools.

“The president has said, ‘Nope, we need more competition,’” McMahon said.

Since taking office in March, McMahon has said little about her vision for accreditation changes as she focused on other priorities such as laying off the department’s staff and targeting Columbia and Harvard Universities. But rethinking accreditation is expected to be a top priority for her agency, especially after Trump’s executive order.

McMahon also argued accreditors have stifled innovation and implied that the accrediting system is still regional.

“Universities in certain areas of the country can only use that accreditor that’s in that area, so the president is opening it up and he’s saying, ‘Nope, pick any accreditor that you want, anywhere in the country,’ so you’re not bound, then, by that geographical boundary—what’s working, what’s been thought of that you have to do, like, in the Northeast or the Southeast or whatever. That’s really, I think, going to change and open it up for more competition for universities to open as well,” McMahon said in the interview posted Wednesday.

Regional accreditation was broken up in 2019 during the first Trump administration, and universities have not been bound to regional accreditors since the rules officially changed six years ago. Several institutions have either changed accreditors since then or are in the process of doing so.

The University of Arizona, for example, jumped from the Higher Learning Commission to the WASC Senior College and University Commission, a move that was announced in 2022. Various Florida institutions are also in the process of decamping from their accreditor, though state officials complained last year that the Biden administration had slowed the process. The Trump administration has since released new guidance to make the process of switching easier.

Robert Shireman, a senior fellow at the progressive Century Foundation and a member of the National Advisory Committee on Institutional Quality and Integrity, which advises the education secretary on accreditation, told Inside Higher Ed by email that McMahon’s talking points seem dated.

“It does seem that Secretary McMahon is using some talking points from five or six years ago. The regions are history. That said, accreditation is a complicated and obscure topic, so I’m not surprised that it is taking a while for her to grasp it all while awaiting the confirmation of an undersecretary with more higher education policy experience,” Shireman wrote.

McMahon also needled the ABA and accreditors broadly in a Wednesday appearance at the conservative Cato Institute in Washington, D.C., where she was featured in a conversation about shutting down the Department of Education. There she was asked about improving accreditation.

“It’s a really big topic and a big issue right now. In fact, we are looking at expanding the number of accreditors in the Department of Education, which takes a couple of years,” McMahon said.

She again called out the ABA for being “almost a monopoly” before zooming out broadly and repeating the claim from the PragerU interview that universities were tied to regional accreditors.

“There are accreditors who are assigned to different regions of the country. So if you’re in Florida and you have an accreditor, that’s part of the Southeast, but you really don’t feel like you’re getting your fair shake from these accreditors, and they may be putting all kinds of demands on you that are not necessarily what are looked at by another group of accreditors, and so you’d like to change your accreditation group, you’re not allowed to do that,” McMahon said.

Education Department officials offered some clarity Thursday in response to questions from Inside Higher Ed.

“While accreditors are no longer regional, the pre-clearance requirement put in place by the Biden Administration made it almost impossible for institutions to change accreditors. The President’s EO and Secretary McMahon’s actions will bring additional competition and innovation to the marketplace,” an unidentified department spokesperson wrote by email.

The spokesperson also included a link to McMahon’s comments on last month’s executive order.

A New Accreditor?

On the same day McMahon took shots at accreditors, the University of North Carolina system’s president made a surprise announcement that UNC is “exploring the idea” of establishing a new accrediting agency. That effort, he said in remarks at a UNC Board of Governors committee meeting, would be in conjunction with other public university systems, which he did not name.

“There are frustrations with the cumbersome, expensive, time-consuming burden the current approach places on our campuses, especially smaller institutions that must dedicate significant resources to the process,” Peter Hans said Wednesday, as first reported by The News & Observer.

The UNC system is considering a foray into the accreditation world following state legislation passed without debate in 2023 that would require public institutions in the state to change accreditors every cycle. Florida passed similar legislation in 2022 that mandated changing accreditors.

Both North Carolina and Florida have legislatures with strong Republican majorities. The legislation in both states followed questions from the Southern Association of Colleges and Schools Commission on Colleges over shared governance and presidential hiring processes.

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May 16, 2025
Harvard Medical Researcher Detained by ICE Faces Charge

The Harvard Medical School research associate and Russian native detained by Immigration and Customs Enforcement three months ago and sent to Louisiana now faces a criminal charge—for allegedly trying to smuggle frog embryos into the U.S.

The Massachusetts U.S. Attorney’s Office announced the charge in a news release Wednesday, saying it could mean “a sentence of up to 20 years in prison, a term of up to five years of supervised release and a fine of up to $250,000.”

Prosecutors allege that after the researcher, Kseniia Petrova, arrived from Paris at Boston’s Logan International Airport, a law enforcement canine “alerted its handler to the defendant’s checked duffel bag on the baggage carousel.” The release said Petrova “initially denied carrying any biological material in her checked baggage.”

Petrova’s lawyer, Gregory Romanovsky, said in a statement Thursday that “less than two hours after the Vermont judge set a hearing on Kseniia’s release, she was suddenly transferred from ICE to criminal custody. This is not a coincidence. It is an attempt by the government to justify its outrageous and legally indefensible position that this scientist working for the U.S. on cures for cancer and aging research has somehow become a danger.”

The government said in court Wednesday that it intends “to deport Kseniia to Russia,” Romanovsky said, “where it knows she will face grave danger for opposing the Putin regime.”

He said he expects Petrova will be transferred to Massachusetts in the next few weeks. Romanovsky has previously said Petrova was transporting “a non-hazardous scientific sample,” for which authorities could’ve merely fined her instead of detaining her and revoking her visa.

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May 16, 2025
A New Project to Preserve HBCU History

A group of Claflin University students were perusing old campus photos when one image caught a student’s eye—it was a picture of his grandmother from her college days. He knew they attended the same historically Black university in South Carolina, but he had never seen a picture of her in her younger years.

For Cassandra Illidge, vice president of global partnerships and executive director of the HBCU Grants Program at Getty Images, such moments both drive and affirm the company’s expanding work with HBCUs to preserve photos, documents and records in partnership with the genealogy website Ancestry.

Identifying his grandmother gave that student “a deeper connection with that institution, with the history and that legacy,” Illidge said, “and that’s what we’re hoping everyone will enjoy with this relationship and this partnership.”

Funded by Getty Images’ HBCU Grants Program, which started in 2021 with four institutions, the new partnership aims to digitize HBCU archival materials ranging from photos to student newspapers to course catalogs. Getty and Ancestry are working with 10 HBCUs—and counting—to create searchable digital archives for each institution, accessible to students and staff on Ancestry’s website. HBCUs maintain full copyright ownership of all their materials, and any money made from licensing the photos goes back into the digitization project. Meanwhile, students on each campus, who can receive stipends provided by the restaurant chain Denny’s, help to identify documents and photos to preserve and digitize them using scanners donated by Epson.

The companies are also preserving current documents and records for students and alumni of the future.

“You’ll see campus queens from the1950s and campus queens from 2025,” Illidge said, referencing a time-honored HBCU tradition of crowning royal courts.

The project is an expansion of Getty Images’ ongoing work to preserve HBCU photography through its HBCU Grants Program. Illidge had long wanted to put HBCUs’ archival materials on Getty but found the institutions didn’t necessarily have the resources or technology to digitize their rich photography collections. The grant supported that work, but she soon realized that HBCUs needed resources to immortalize pieces of their histories beyond imagery, and Ancestry seemed like the right partner.

“There were so many stories that needed to be told,” she said. “There’s so much material that still needs to be uncovered for research purposes, for licensing, for storytelling.”

‘History Coming to Life’

Lincoln University in Pennsylvania, the first degree-granting HBCU in the country, was also the first to participate in the joint project. So far, about 700 of its archival photos have been digitized, with plans to add documents and records, dating back to its charter in 1854.

Harry Stinson III, interim vice president of institutional advancement at Lincoln and the executive director of the university’s foundation, said prior to 1910, U.S. Census records for African Americans weren’t well-kept, but Lincoln has “impeccable records” of its students dating back to 11 years before Emancipation. So, the university is now digging up documents and information about people’s ancestors they’d be hard-pressed to find elsewhere, and making those materials available to students, employees and Ancestry users outside of campus.

Lincoln University students and staff edit an edition of the campus newspaper, The Lincolnian, in 1954.

Lincoln University/Getty Images

Stinson hopes people use Lincoln’s digital archive to “find their own story of themselves. That’s what college is for,” he said. The archive can “help you connect the dots of your family and your history, your heritage. We want people to learn more about themselves.”

Meanwhile, students working on the project get to try their hand at archival work, photography restoration and other skills and learn about potential career paths.

Already, people are uncovering their families’ stories. When Maryland governor Wes Moore came to campus recently to speak at commencement, for example, he was able to see his grandfather’s writing in Lincoln’s student newspaper, as well as his grades and photos.

Stinson has also been excited to uncover photos of well-known Lincoln alumni and visitors to campus, including U.S. Supreme Court Justice Thurgood Marshall studying and actor Paul Robeson, whose father and grandfather attended Lincoln, coaching football.

“It’s just seeing history coming to life,” he said.

The Political Moment

The project comes at a time when preserving and sharing Black history, and American history more broadly, has become a contentious political issue.

President Donald Trump signed an executive order in March, titled “Restoring Truth and Sanity to American History,” which took issue with portrayals of the country as “inherently racist, sexist, oppressive, or otherwise irredeemably flawed.” The order accuses the Smithsonian museums of adopting a “divisive, race-centered ideology” and calls to “remove improper ideology” from these institutions—including the National Museum of African American History and Culture.

A January executive order aimed at K-12 schools also demanded children be provided a “patriotic education” and included guidelines for the teaching of history. Further, the administration recently fired the librarian of Congress, in part for doing “concerning things” in “pursuit of DEI,” according to White House press secretary Karoline Leavitt.

Meanwhile, many companies and academic institutions have backed off initiatives or projects focused on Black communities and perspectives amid a broader federal backlash to any initiatives officials perceive as DEI-related.

Lincoln University professor Willie Williams teaches students, 1970.

Lincoln University/Getty Images

Some civil rights groups have adopted a fighting stance against federal attempts to dictate how history is remembered and taught. For example, a coalition of groups, including the African American Policy Forum, the National Urban League and the National Action Network, signed an “affirmation in defense of Black history, texts and art” and held a demonstration earlier this month in support of the National Museum of African American History and Culture.

“We must protect our history not just in books, schools, libraries, and universities, but also in museums, memorials, and remembrances that are sites of our national memory,” the affirmation reads. “Racial inequality remains real; if we are not able to understand it, tell its history, and honor those who have risked everything to solve it, then we lose our capacity to carry the legacy, brilliance and resilience of these freedom fighters in our lives and to future generations.”

Stinson said it feels “fulfilling” to collect and digitize Lincoln’s history right now, and it’s “ideal timing.” He believes the documents and photos being preserved through Getty Images and Ancestry are of value to all Americans. He highlighted the fact that Thurgood Marshall and other Lincoln alumni are historical figures not just for Black Americans but for the country at large.

“We’re not just talking about Black history, we’re talking about American history,” he said. The images and records collected show “what African Americans have been able to achieve when given the space and the opportunity to learn and to thrive.”

Illidge emphasized that Getty Images is working to “preserve history … Black history, all history.”

“This amazing material that’s coming from HBCUs is just another line of history that we can share with the world,” she said. “Regardless of administration, or any other changes, we’re not changing our goals and mission.”

(This story has been updated to correct the sport Robeson coached.)

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May 16, 2025
NYU Withholds Diploma Due to Pro-Palestinian Grad Speech

New York University will withhold the diploma of a student commencement speaker who used his speech Wednesday to condemn what he called “the atrocities currently happening in Palestine.”

According to a statement released by a university spokesperson after the speech, the student, Logan Rozos, “lied about the speech he was going to deliver and violated the commitment he made to comply with our rules.” The university is pursuing disciplinary actions and will withhold his diploma while that process proceeds.

“NYU is deeply sorry that the audience was subjected to these remarks and that this moment was stolen by someone who abused a privilege that was conferred upon him,” the statement continued.

Rozos spoke at the ceremony for the university’s Gallatin School of Individualized Study. He told the crowd he was “freaking out” about delivering the controversial speech, but that he felt a “moral and political” obligation to use the platform to speak out in support of Palestinians. Video of the speech shows graduates in caps and gowns clapping and cheering for Rozos and some giving him a standing ovation, though some boos and jeers can be heard off camera.

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May 16, 2025
U.S. Universities Eye Branch Campuses as Way to “Survive Trump”

Establishing branch campuses abroad—often used as a crisis mitigation strategy—could become more important for U.S. universities facing increasing threats at home, but scholars are divided on their likelihood of success.

Illinois Institute of Technology has announced that it is to build a campus in Mumbai, while Georgetown University, one of six U.S. universities with satellite campuses in Doha, recently renewed its contract in Qatar’s Education City for another 10 years.

Research-intensive colleges and universities in the U.S. are faced with “new and profound uncertainties” over future funding and the strength of their endowments under the Trump administration, said Geoff Harkness, formerly postdoctoral teaching fellow at Northwestern and Carnegie Mellon Universities’ Education City campuses.

“This means that R-1 institutions will have to seek alternative sources of revenue, including partnering with nations in the Middle East. For Georgetown, which has a long-established branch campus at Education City, the renewal was a no-brainer in 2025.”

It comes just a year after Texas A&M closed its campus in Education City, citing “instability” in the region. However, academics said the decision was more likely a reflection of growing pro-Israel politics in the U.S. and unease with Qatar’s role mediating for Hamas in the Gaza conflict.

Harkness, now associate professor of sociology at Rhode Island College, said the Israel-Palestine conflict put Qatar in a difficult position but warned that Texas A&M could regret its decision to leave from a fiscal perspective.

“The nation’s vast resources and relative political moderation make it an appealing partner for U.S. colleges and universities, particularly in light of current economic uncertainties.”

Although not all partnerships are as lucrative as those with the Qatar Foundation, research by Jana Kleibert, professor for economic geography at the University of Hamburg, found that uncertainty around Brexit triggered U.K. universities to explore opening campuses in continental Europe—as Lancaster University did in Leipzig, Germany.

“Branch campuses are often used as a crisis mitigation strategy by universities,” she said.

“In this sense, it is no surprise to me that in situations of financial and geopolitical turbulence, branch campuses become more attractive to decision-makers at universities.”

University leaders hope that overseas campuses can contribute financially to the well-being of the overall institution, either through direct transfers from these sites to the main institutions or through accessing a broader pool of students, said Kleibert.

Recent figures show that U.S.-Chinese collaborative campuses have experienced record-breaking application numbers from both domestic and international students over the past few years.

Illinois Tech began planning its Indian outpost long before President Trump’s unprecedented assault on the U.S. higher education system. But Nigel Healey, professor of international higher education at the University of Limerick, said Trump’s culture wars could increase the “push factors” toward overseas expansion in the future.

“In the medium to long term, branch campuses may offer elite U.S. institutions an alternative way of maintaining their internationalization, accessing international talent and maintaining a global profile at a time when Trump is fostering a new national culture of xenophobia and isolationism,” he said.

However, he warned that the risks of being pushed into a strategy by suddenly changing political winds is that poor, reactive decisions might be made.

“The winds may change in the opposite direction, leaving the institution with a branch campus that is suddenly a white elephant.”

Philip Altbach, professor emeritus at Boston College, agreed that there are significant risks in establishing branches overseas and that they are not a high priority for elite universities right now.

“In the current situation of total instability in U.S. higher education due to the Trump administration, U.S. universities will not be thinking much about branch campuses but about their own survival.”

Although partnering with many countries may be politically safe, he said universities are unlikely to want to risk making “controversial political moves in the current environment.”

“Top U.S. universities are more interested in establishing research centers and joint programs overseas that can help their research and be a kind of embassy for recruiting students and researchers for the home campuses.”

And Kevin Kinser, professor of education and head of the department of education policy studies at Pennsylvania State University, said overseas partners are not free from scrutiny from the White House.

“The turmoil in the U.S. also includes scrutinizing foreign donations, contributions, collaborations and investments. Looking overseas does not create a safe haven for current federal attention.”

As a result, he said, Texas A&M may have gotten ahead of the narrative on foreign activities by universities by quitting Education City when it did.

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May 16, 2025
Waivers Let Some N.C. Majors Keep “DEI” Requirements

Shortly after the second Trump administration began attacking higher education diversity initiatives, the University of North Carolina system ordered its 16 public universities to immediately stop requiring “course credits related to diversity, equity and inclusion.” The system was targeting DEI even before Trump retook office—the UNC Board of Governors repealed the system’s DEI policy a year ago—and its general counsel pointed to the federal government’s newly threatened funding cuts to justify this further step.

But the system’s kibosh on DEI requirements came with caveats. Majors could continue requiring courses with diversity themes if university chancellors provided waivers.The system gave chancellors the final say on which major-specific courses would continue to be mandated, and chancellors said waivers were needed because state or national accreditation and licensure criteria require diversity education.

“Approximately 95 percent of the programs identified for waivers at the chancellor level had accreditation and licensure requirements attached to them,” said David J. English, the system’s senior vice president for academic affairs, during a UNC board committee meeting this week. English said these programs are in counseling, education, nursing, psychology and social work.

According to documents attached to this week’s board meeting agenda and previously reported by Raleigh’s News & Observer, dozens of courses will remain necessary for certain majors in the UNC system, which includes all four-year public universities in the state. Among them are Feminist Theory at UNC Asheville; Multicultural Counseling at UNC Charlotte; Social Work Policy and Restorative Justice at UNC Greensboro; Teaching Reading to Culturally Diverse Children at Fayetteville State University; Inclusion, Diversity and Equity in Agriculture at North Carolina A&T State University; and Diversity in Higher Education at North Carolina Central University.

The UNC system is one example of universities across the country being asked to comply with vague statewide and national demands to excise DEI. Lacking detailed guidance, they’ve had to define that term for themselves as they seek to show compliance.

The UNC system never defined for its component institutions what it meant by the verboten “course credits related to DEI.” The universities were left to determine for themselves what they should stop requiring; some administrations used keyword searches of course descriptions, looking for terms such as “cultural” to choose which courses to review.

The Feb. 5 order from the system said universities’ general education requirements couldn’t include mandates for DEI-related courses at all. A few institutions, such as East Carolina University and UNC Asheville, responded by jettisoning broad diversity categories from their gen ed requirements. At UNC Chapel Hill, College of Arts and Sciences dean Jim White wrote that “Power, Difference, and Inequality”—a category within the gen ed curriculum there—“could be incorrectly read or understood to be ‘related’ to DEI,” so it was “streamlined” and is now called “Power and Society.”

But when it came to specific majors’ mandates for DEI-related credits, the system let chancellors grant what it called “tailored waivers” to allow these requirements to continue.

Appalachian State University’s acting provost initially asked the national Council on Social Work Education, which accredits social work programs, to waive accreditation standards that are specifically called “Anti-Racism, Diversity, Equity, and Inclusion.” But when the council refused, Appalachian State chancellor Heather Norris gave her university’s social work program a waiver to continue the education requirements.

Halaevalu Fonongava’inga Ofahengaue Vakalahi, the Council on Social Work Education’s president and chief executive officer, told Inside Higher Ed in an email, “We do not issue waivers except in very limited circumstances as defined by our Educational Policy and Accreditation Standards. Those circumstances are not applicable in this case.

“What we have done, and are continuing to do, is work with programs and institutions to ensure they are both meeting the appropriate standards for accreditation while also staying within the boundaries dictated by law,” Vakalahi wrote. “Social work is about healthy individuals, healthy families, and healthy communities. We value inclusion because we believe that social work is for everyone—no exceptions.”

While the waiver documents released this week show course requirements that survived, they don’t specify whether universities dropped major-specific requirements—and if so, which ones—instead of having their chancellors grant waivers. Universities didn’t provide interviews this week to Inside Higher Ed for this article. But the fact that the system ordered statewide changes to curriculum rather than have the faculties of individual universities propose them has raised academic freedom and shared governance concerns.

‘Faculty Were Not Pleased’

Wade Maki, chair of the UNC Faculty Assembly, said the faculty senates or councils of all 16 universities, plus the one specialized high school in the system, ratified a resolution calling the order to end DEI course requirements “an unnecessary and intolerable breach of the principle of academic freedom” that “deeply undermines” the system’s mission “to serve the people of our state.”

Defending the place of faculty in setting curriculum, the resolution says, “Faculty, who are trained at the highest level of our disciplines, collaborate within our departments, universities and communities to design and lead programs—including defining the core curriculum and graduation requirements—to ensure our students’ growth and success.”

While “faculty were not pleased” about the order, they stepped up to take part in the course review, Maki said. Because the system “did not prescribe how” to comply, “it was up to faculty and administrators to work together to determine what to do,” he said.

“Each major had to look and say, ‘Do we think we’re at risk of being out of compliance here, and what’s the best course of action?’” he said.

Herle McGowan, chair of North Carolina State University’s Faculty Senate, said her university dropped a general ed requirement in response to the system’s order—a requirement that had been created by faculty with student input.

“The fact that it changed without consultation from faculty is definitely concerning to me,” McGowan said.

She said she personally believes academic freedom rights should cover “the broader curriculum,” not just individual faculty teaching and research. Within majors, she said experts should agree on what students need to learn, and when it comes to gen ed, there should be “collaboration from faculty experts all across the university” in determining what students need to be good, well-rounded citizens prepared for life and work.

Regardless of her own views on academic freedom, McGowan said, the fact that the system handed down such an order points to a need for constituents—from faculty to board members—to come to a consensus on what academic freedom means.

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May 16, 2025
Bastyr University Plans to Sell Campus

Cash-strapped Bastyr University is selling its campus in Washington State in an effort to stabilize its shaky finances, which landed the institution on show cause status with its accreditor earlier this year.

Bastyr’s Board of Trustees approved a plan last week to list the campus for sale.

The Washington campus is located on 50-plus acres outside Seattle; the university also maintains a site in San Diego. Officials wrote on a frequently asked questions webpage that the “sale of the [Washington] campus will restore financial health to our university, allow continued movement forward with our strategic plan and is intended to positively impact our accreditation status.”

The FAQ page emphasized that selling the campus does not mean Bastyr is closing.

Rather, “Financial infusion makes the university more stable and allows us to better weather the fluctuations of the academic environment should a crisis occur,” officials wrote. They also noted Bastyr “cannot afford to maintain and modernize the main campus building” and that “the university occupies less than 50% of its space, but must fund 100% of campus upkeep.”

The FAQ indicated that either a full or partial sale of the campus is possible.

Despite the sale, a move will likely be years away; officials wrote on the FAQ page that Bastyr plans to lease the campus for “up to a few years to allow for a thoughtful and phased transition.”

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May 15, 2025
The Contest Over Fairness in Higher Ed (opinion)

My 5-year-old recently told me it was unfair that her teacher makes her write from left to right “like everyone else.” She’s left-handed, and for her, it smudges the ink and feels awkward—while her right-handed friends have no problem. I affirmed her frustration. It is harder. But I also knew that was discomfort, not injustice.

If she told me her school never included stories with Black or Indian characters—her own identities—or skipped over Black history and Diwali while celebrating Halloween and Christmas, I’d respond differently. That’s not just about feelings. That’s curricular erasure—structural invisibility embedded in education.

Higher education is now facing a similar test of discernment. In recent weeks, the American Bar Association, under pressure from the Trump administration, suspended its DEI accreditation requirement for law schools. The University of Michigan shuttered its DEI programs. And Harvard University received a sweeping federal demand to dismantle its DEI programs, reorient admissions and hiring, and submit to ideological audits.

Harvard’s decision to reject the federal ultimatum—even at the cost of more than $2 billion in research funding—offers a rare but vital example of institutional clarity. Harvard said no to the false equivalence now dominating our public discourse: the notion that discomfort is the same as discrimination.

Critics claim that DEI efforts create an exclusionary climate and reflect a lack of “viewpoint diversity,” framing a commitment to racial equity as an ideological litmus test. But that framing ignores history, context and the actual purpose of DEI work, which at its best corrects for the unfairness of cumulative white advantages built into college admissions, curriculum and culture in higher education. It treats the discomfort that arises when racism is named as equivalent to structural exclusion. And then, under that pretense, the federal government now imposes its own litmus test—seeking to dismantle the very practices aimed at addressing structural harm.

Now that federal litmus test is extending into faculty hiring. The Equal Employment Opportunity Commission, under the Trump administration, has launched an investigation into whether Harvard’s hiring practices discriminate against white men and other traditionally overrepresented groups. Cloaked in the language of civil rights enforcement, the inquiry reflects a disturbing reversal: Efforts to address long-standing exclusion are being reframed as exclusion themselves. Rather than confronting the structural realities that have kept academia disproportionately white and male, this investigation uses claims of “reverse discrimination” to undermine the very mechanisms created to correct inequity. It’s a strategic misreading of fairness—one that turns tools of justice into instruments of suppression.

Similar to my daughter calling left-handed writing “unfair” because it invokes feelings of discomfort and victimization—despite the absence of structural exclusion—DEI’s powerful opponents manipulate the language of fairness to justify conformity and suppress interventions that respond to actual harm. “Race neutrality” is the legal fiction of our time, much like “separate but equal” was in another era. Both erase history in favor of surface-level parity and use the language of justice to obscure harm. We saw this logic in the Students for Fair Admissions ruling, which restricted race-conscious admissions. But as Justice Ketanji Brown Jackson wrote in her dissent, the deep racial disparities we see today were “created in the distant past, but have indisputably been passed down to the present day.” The issue isn’t too much talk about race—it’s our refusal to hear it.

Now, under the guise of neutrality, institutions are being pressured to abandon DEI work, censor curricula and silence student voices. And many institutions are acting as if this call is guided by law. But the SFFA decision didn’t ban DEI programming or prohibit race-based affinity spaces, racial climate assessments or the consideration of lived racial experiences in admissions essays.

This is interpretive overreach: stretching legal decisions out of fear. In doing so, institutions compromise not only their policies, but their principles. But there’s another path—what I call interpretive reimagination. It’s the ethical clarity to meet ambiguity with purpose, not retreat. To respond not only as a matter of compliance, but of mission. And this discernment—the ability to differentiate between discomfort and structural harm—is at the heart of racial literacy. It means recognizing that not every claim of unfairness is equal and that treating them as such can perpetuate injustice. That discernment is essential for educators and institutions.

What we’re witnessing is not just a policy shift. It’s a redefinition of fairness—one that casts efforts to name inequality as divisive, while branding ideological control as “viewpoint diversity.” That redefinition is being enforced not just through rhetoric, but through decrees, audits and intimidation. Harvard’s refusal matters—not because the institution is perfect, but because it disrupted the pattern. It reminded us that higher education still has choices. The contrast with Michigan and the ABA is instructive. When institutions comply pre-emptively, they legitimize coercion. They don’t just narrow the space for justice—they help close it.

Fairness, equity and justice are not settled ideas. They are contested. And higher education is not outside that contest—it is a primary site of it. To meet this moment with integrity, we must refuse the fantasy of neutrality, name systems of advantage and commit to teaching truth, even when that truth is inconvenient. The difference—between choosing caution or courage—will depend on whether we, as educators, can practice the kind of discernment that parents are called to every day. Because, ultimately, this isn’t just about legal compliance or institutional risk. It’s about whether the stories we tell about fairness will include all of us—or only those already at the center.

Uma Mazyck Jayakumar is an associate professor of higher education and policy at the University of California, Riverside. She served as an expert witness in SFFA v. UNC, and her research was cited in Justice Sonia Sotomayor’s dissenting opinion to the Supreme Court’s landmark affirmative action case.

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May 15, 2025
Faculty Survey Shows Need for Digital Accessibility Support
The U.S. Department of Justice introduced the Americans With Disabilities Act final rule for digital accessibility in 2024, requiring public colleges and universities to follow Web Content Accessibility Guidelines for ensuring that online programs, services and activities are accessible. These laws require institutions to update inaccessible documents and ensure new content follows accessibility requirements.

A recent survey by Anthology found that faculty members feel they lack sufficient support and access to resources to create an accessible online classroom environment, and they have a general lack of awareness of new ADA requirements.

Anthology’s survey—which included responses from 2,058 instructors at two- and four-year colleges and universities across the U.S.—highlights a need for professional development and institutional resources to help faculty meet students’ needs.

Supporting student success: Expanding accessibility isn’t just mandated by law; it has powerful implications for student retention and graduation outcomes.

Approximately one in five college students has a disability, up 10 percentage points from the previous decade, according to 2024 data from the U.S. Government Accountability Office. A majority of those students have a behavioral or emotional disability, such as attention deficit disorder, or a mental, emotional or psychiatric condition.

While a growing number of students with disabilities are enrolling in higher education, they are less likely than their peers without a disability to earn a degree or credential, due in part to the lack of accessibility or accommodations on campus.

Survey says: Only 10 percent of faculty believe their institution provides “absolutely adequate” tools to support students with disabilities, and 22 percent say they consider accessibility when designing course materials.

Instructors are largely unaware of the ADA’s Web Content Accessibility Guidelines; one-third of survey respondents said they are “not at all” aware of the requirements, and 45 percent said they were aware but “unclear on the details.”

When asked about the barriers to making course content accessible, faculty members pointed to a lack of training (29 percent), lack of time (28 percent) and limited knowledge of available tools (27 percent) as the primary obstacles.

A lack of awareness among faculty members can hinder student use of supports as well. A 2023 survey found that only about half of college students are aware of accessibility and disability services, though 96 percent of college staff members said the resources are available.

In Anthology’s survey, 17 percent of instructors said they were unaware of what tools their institution provides to help students access coursework in different formats, and 30 percent said they were aware but didn’t share information with students.

Less experienced faculty members were more likely to say they haven’t considered accessibility or were unaware of ADA requirements; one-third of respondents with fewer than two years of teaching experience indicated they rarely or never consider accessibility when creating materials.

One in four faculty members indicated more training on best practices would help them make their digital content more accessible, as would having the time to update and review course materials.

Improving accessibility: Some colleges and universities are taking action to empower faculty members to increase accessibility in the classroom and beyond.
- The University of North Dakota in spring 2023 created an assistive technology lab, which trains faculty and staff members to make course resources accessible. The lab, led by the university’s Teaching Transformation and Development Academy, offers access to tech tools such as Adobe Acrobat Pro and the screen-reader software Job Access with Speech, for course content development. Lab staff also teach universal design principles and conduct course reviews, as needed.
- The State University of New York system created the SUNY Accessibility Advocates and Allies Faculty Fellowship program in January, designating 11 fellows from across the system to expand digital accessibility and universal design for learning practices at system colleges. Fellows will explore strategies to build a culture of access, share expertise and experience, connect with communities of practice, and design a plan to engage their campus community, among other responsibilities.
- The University of Iowa built a new digital hub for accessibility-related resources and information, providing a one-stop shop for campus members looking for support. The university is also soliciting questions from users to build out a regularly updated FAQ section of the website. Iowa has a designated Accessibility Task Force with 10 subcommittees that address various applications of accessibility needs, including within athletics, communication, health care, student life and teaching.
- Colorado State University has taken several steps to improve community compliance for accessibility, including offering free access to Siteimprove, a web-accessibility assessment tool that helps website developers and content managers meet accessibility standards and improve digital user experience. Siteimprove offers training resources to keep users engaged in best practices, as well as templates for creating content, according to CSU’s website. The university also has an accessibility framework to help faculty members bring electronic materials into compliance.
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May 15, 2025