Tag: Findings

  • GMU President Refuses to Apologize, Rejects OCR Findings

    GMU President Refuses to Apologize, Rejects OCR Findings

    Bill O’Leary/The Washington Post via Getty Images

    George Mason University president Gregory Washington has rejected demands by the Department of Education’s Office for Civil Rights that he apologize for alleged discriminatory hiring practices, questioning the findings of an OCR investigation that accused him of implementing “unlawful DEI policies.”

    In a letter to GMU’s board Monday, Washington’s attorney, Douglas F. Gansler, alleged that OCR cut its fact-finding efforts short and only interviewed two university deans before reaching the conclusions the Department of Education published Friday. Gansler wrote that “OCR’s letter contains gross mischaracterizations of statements made by Dr. Washington and outright omissions” related to the university’s DEI practices.

    Gansler also accused OCR of selectively interpreting various remarks by Washington, the first Black president in GMU’s history.

    “To be clear, per OCR’s own findings, no job applicant has been discriminated against by GMU, nor has OCR attempted to name someone who has been discriminated against by GMU in any context. Therefore, it is a legal fiction for OCR to even assert or claim that there has been a Title VI or Title IX violation here,” Gansler wrote in a 10-page letter.

    ED has demanded changes at GMU and a personal apology from Washington.

    “In 2020, University President Gregory Washington called for expunging the so-called ‘racist vestiges’ from GMU’s campus,” Acting Assistant Secretary for Civil Rights Craig Trainor said in a statement released by the Department of Education last week. “Without a hint of self awareness, President Washington then waged a university-wide campaign to implement unlawful DEI policies that intentionally discriminate on the basis of race. You can’t make this up.”

    In his letter to the board, Gansler emphasized that under Washington’s leadership, GMU has complied with executive orders that cracked down on DEI programs and practices, pointing to recent changes such as the dissolution of GMU’s DEI office and restricting the use of diversity statements in hiring.

    “If the Board entertains OCR’s demand that Dr. Washington personally apologize for promoting unlawful discriminatory practices in hiring, promotion, and tenure processes, it will undermine GMU’s record of compliance. An apology will amount to an admission that the university did something unlawful, opening GMU and the Board up to legal liability for conduct that did not occur under the Board’s watch,” Gansler wrote. He added that admitting to such violations could bring about punitive action from other federal agencies, such as the Department of Justice.

    Washington’s rejection of an apology and dispute over the claims made by OCR comes shortly after speculation that GMU’s Board of Visitors—which includes numerous conservative political figures and activists appointed by Republican Virginia governor Glenn Youngkin—would fire him. Instead, the board gave Washington a raise after a lengthy closed-door meeting earlier this month that brought dozens of protesters out to show their support for the besieged president.

    Asked for a statement, GMU officials referred Inside Higher Ed to Gansler.

    ED did not immediately respond to a request for comment from Inside Higher Ed.

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  • The findings against Harvard are a blueprint for a National Campus Speech Code

    The findings against Harvard are a blueprint for a National Campus Speech Code

    Last month, the Department of Health and Human Services accused Harvard of violating Title VI, which bans discrimination based on race or nationality at any school that takes federal funding. Last week, it was reported that Harvard is nearing a $500 million settlement with the administration to end legal battles.

    In the past two years alone, HHS noted, Harvard has accepted nearly $800 million from the government. But the threat to Harvard’s funding is just the headline. The sweeping theory of “harassment” HHS used to justify its claim has the potential to cause huge damage, not just at Harvard but across the nation, by collapsing protected speech and misconduct into a single charge that could turn campus protest into a civil rights violation.

    There’s nothing new about the idea that we need to ban the expression of certain opinions in order to fight discrimination — that’s the reasoning behind a vast number of speech codes that FIRE has fought since 1999. The new, destructive twist on this is what we at FIRE call the cumulative theory of harassment. That’s the notion that while myriad individual instances of expression by unrelated individuals may be fully protected under the First Amendment, they can together create a cumulative harm, even to those not present and not targeted by the speech, that justifies overriding the Constitution.

    By using the cumulative theory of harassment, the government can smear those following the law with the actions of those breaking it.

    In Harvard’s case, HHS has determined that since the October 7, 2023, Hamas attack on Israel, the accumulation of antisemitic and anti-Israel rhetoric constitutes a “hostile environment on its campus for Jewish students.” HHS claims Harvard failed to “take appropriate corrective action” to end this hostile environment, thus violating Title VI.

    At first glance, this finding may seem justified, or at least not worth worrying about. After all, most Americans are not exactly enthusiastic about their tax dollars going to fund campuses that are hostile environments for Jewish or Israeli students, or anyone else, simply because of their race, color, or national origin. Still, there are several major problems with interpreting the law in the way HHS does here.

    Cumulative theory conflates protected expression with unprotected conduct

    First and foremost, the government has deemed that a hostile environment exists at Harvard by conflating constitutionally protected expression — including core political speech, which gets the highest level of protection — with unprotected conduct such as vandalism, blocking entrances and exists, even acts of physical violence.

    A single paragraph provided an illuminating look at how HHS blurs the line between protected speech and unprotected conduct in order to accuse Harvard of violating federal law:

    Harvard student groups and faculty groups posted to Instagram an antisemitic cartoon that included the Star of David, dollar signs, and nooses. The image depicted “a white hand, marked with a dollar sign inside a Star of David, tightening nooses around the necks of a Black man [Muhammad Ali] and an Arab man [Gamal Abdel Nasser].” This incendiary image was subsequently reposted on Instagram by Harvard Faculty and Staff for Justice in Palestine.

    It’s not hard to see why Jewish and Israeli students (and many others) would find this cartoon offensive. But it is undoubtedly political speech, which lies at the very core of what the First Amendment protects. In fact, the cartoon in question was originally published in 1967 by the Student Nonviolent Coordinating Committee, one of the best-known organizations of the civil rights movement of the 1960s. As the Los Angeles Times pointed out, it was controversial then as well, but this history only serves to clarify that it is indeed political speech. The Harvard groups’ use of the cartoon to make points about “apartheid and occupation” only reinforces the fact that it is political in nature.

    Furthermore, there’s no question that, in a country where the First Amendment continues to protect even the likes of the Westboro Baptist Church holding signs saying “God Hates Fags” and “Thank God for Dead Soldiers” outside military funerals, the government simply cannot take action against others for merely for posting a political cartoon on social media.[1]

    The next sentence in HHS’ paragraph reveals that some or all of these groups (the letter does not specify) apologized for posting the cartoon, but suggests the apology was insincere:

    The apology for these postings came with a photo of a figure known for saying, “The only good Zionist is a dead Zionist.” 

    Indeed, the Harvard groups eventually replaced the cartoon in the infographic with a picture of civil rights activist Kwame Ture (Stokely Carmichael), who was known for his anti-Zionist views and who famously echoed the “dead Zionist” remark during a 1990 speech at the University of Maryland. But the revised post from the Harvard groups did not quote his remark directly, despite HHS implying that the Harvard groups were trying to associate themselves with Ture’s remark from 35 years ago. Besides, even if they had, it would still be protected speech both under the First Amendment and Harvard policies. 

    Then comes the paragraph’s conclusion, where HHS mixes all of that protected speech just discussed with unprotected acts:

    A “series of anonymous acts” occurred on campus, including posters of Israeli citizens taken hostage by Hamas being vandalized with messages such as “Israel did 9/11.” There were also “instances of vandalism on campus and the posting of swastika stickers near Harvard Hillel’s Rosovsky Hall.”

    Unlike the expression in the rest of the paragraph, vandalism, even when expressive, is not protected by the First Amendment. Defacing posters or putting stickers on them, especially if their removal damages the underlying surface, can be and often is prohibited both by law and by university rules. But that’s because it damages or destroys the vandalized item, not because of the content of the speech. Defacing hateful signs with stickers saying “I love everyone!” is still vandalism, and prohibited. Posting political cartoons on Instagram is speech, and is protected. But by using the cumulative theory of harassment, the government can smear those following the law with the actions of those breaking it. 

    Cumulative theory of harassment creates a general civility code

    Another problem with the cumulative theory of harassment is that it holds current speakers responsible for creating a “hostile environment” based on the previous statements and activities of people to whom they may be entirely unrelated. This means anyone can find themselves in the position of perpetrator of hostile environment harassment without himself or herself actually engaging in harassing behavior. 

    Consider, for example, the following account said to “highlight the hostile environment created for Jewish and Israeli students at Harvard,” according to HHS:

    On May 12, 2024, a crudely drawn image of Interim President Garber was also displayed [during an encampment protest] depicting him as a devil with horns and a tail, recalling “medieval antisemitic tropes of Jews as Satan’s minions.” 

    Like posting a political cartoon to Instagram, simply displaying such a picture simply cannot be deemed harassment by any rational measure, let alone be taken as serious enough to deny the person seeing it “equal access to an educational program or activity.” The Supreme Court’s decision in Davis v. Monroe County Board of Education established the standard for peer harassment under Title IX, holding schools liable only when they are deliberately indifferent to harassment that is severe, pervasive, and objectively offensive, and even warns of “the amount of litigation that would be invited by entertaining claims of official indifference to a single instance of one-on-one peer harassment.”

    Under the cumulative theory of harassment, that’s out the window. A school like Harvard must consider each individual student’s choice to display this picture as part of a pattern of behavior that consists of everything everyone else is doing on campus during some undefined period of time, whether or not the student knew anything about it.

    HHS doesn’t tell us who displayed the picture, how long it was displayed, whether others at the protest somehow signed off on it or objected to it, how many people saw it, whether it was intended to be antisemitic, or whether HHS or Harvard knows the answers to any of these questions. It requires no coordination or organization. It doesn’t even matter whether the person who displayed the picture is hostile towards Jewish or Israeli students — maybe the artist just hates President Garber!

    But using the cumulative theory of harassment, even the message the speaker intended to communicate doesn’t matter. The speaker becomes a harasser who the school has a duty to stop, solely because of what other people, who need not even be present, might have thought about the expression that took place before the current speaker arrived. There’s only one sure way to prevent such “offenses”: you must prevent people from expressing certain opinions when and where those opinions might offend members of a protected class.

    Courts struggle to apply the cumulative theory of harassment

    While HHS’s OCR was able to draw the conclusion that the words and actions of a number of unrelated perpetrators somehow added up to a hostile environment on a given college campus, it has proved far less successful when analyzed by courts. 

    Just last month, a federal court dismissed a hostile-environment claim by a coalition of plaintiffs at Haverford College, which sued the institution using the cumulative theory of harassment. As Judge McHugh of the Eastern District of Pennsylvania wrote, the plaintiffs sought to establish their hostile environment claim “by citing some 25-plus incidents purportedly impacting the collective consciousness of 50-plus mostly unnamed individuals comprising Jews at Haverford. But such gestalt pleading cannot be employed as a strategy to avoid scrutiny by the Court.”

    McHugh noted, “several of Plaintiffs’ allegations involve protected political expression, and cannot be regulated under the guise of nondiscrimination,” later adding that “[m]any of Plaintiffs’ allegations fall into the category of pure, protected speech. Although Plaintiffs may have found much of this speech reprehensible, there is no legal cause of action for upset feelings.” 

    Among the examples of speech the plaintiffs cited as harassing, but which the court found to be protected, were a lecture on the “weaponization of Covid,” a student handing out Palestinian flags, a campus organization changing its name to “Bi-Co Students for the Liberation of Palestine,” and a number of posts disparaging Israel made by Haverford students and faculty members on their private social media accounts. 

    The court recognized each of these as instances of political expression protected by the First Amendment. In particular, the court said, “Plaintiffs do not attempt to explain how Haverford could regulate students’ and faculty’s private social media content, offering no basis on which it could assert such invasive authority,” calling into question how HHS could require Harvard to do exactly the same thing. 

    The Haverford students also complained that Haverford had not done enough to communicate its disapproval of the Hamas attack or antisemitism on campus and (with what appears to be good reason) that it had not followed all its own rules in dealing with protests. But the court did not find this to be a violation of Title VI either, noting that “government coercion of speech to adhere to a particular message tampers with First Amendment protections” and that courts “may not compel administrators to make any specific statement on any particular topic,” citing the 1943 landmark Supreme Court decision in West Virginia State Board of Education v. Barnette. (In that case, the Supreme Court found that the government could not force students to say the Pledge of Allegiance, even against the unprecedented backdrop of World War II.)

    Judge McHugh was careful throughout the brief not to discount the discomfort Jewish students at Haverford might have felt during the past year’s pro-Palestinian protests, saying they might have a legal claim that the school didn’t follow its own policies, so that part of their case can move forward. The question, he noted, was not “whether Haverford could have handled each situation better.” Rather,

    Under Title VI, the question is whether Haverford was so indifferent to known acts of harassment that it caused students to undergo harassment or made them more vulnerable to it, and thereby undermined the students’ education. Davis, 526 U.S. at 644-45. And even taking all these allegations as a whole, Plaintiffs’ pleading does not plausibly support a finding of deliberate indifference, especially where countervailing First Amendment concerns are considered in evaluating the often-fragile balance college administrators must strike.

    In another recent case, Gartenberg v. Cooper Union for the Advancement of Science and Art, Judge John Cronan of the Southern District of New York similarly found that much of the expression the plaintiff cited was “pure speech on matters of public concern,” and while some of that speech could be considered to determine intent, “it cannot itself support a claim for an objectively hostile educational environment under this Court’s interpretation of the statute.” On the other hand, the incident that headlined Gartenberg’s complaint was considered to have sufficiently alleged a violation of Title VI to allow the case to proceed to discovery. As Judge Cronan summarized the complaint:

    After first attempting to locate Cooper Union’s president, the mob descended on the building’s library, where a group of students wearing recognizably Jewish attire were sheltering behind locked doors. The demonstrators surrounded the library and proceeded to bang loudly on the library’s doors and on its floor-to-ceiling glass windows, shouting demands to be let in and continuing to direct anti-Israel slogans and wave a Palestinian flag at the Jewish students inside the library. During the roughly twenty-minute ordeal, Cooper Union’s administrators did nothing to disperse the protestors and instead directed law enforcement to stand down, even as the college’s president had just escaped the building through a back exit. None of the protestors subsequently faced any discipline.

    There is a stark difference between that sequence of events and the kinds of expression that courts have consistently protected under the First Amendment. 

    Real discrimination deserves a real response. True threats, vandalism, and violence are not protected speech and schools should act when they occur. But they must do so with the precision the Constitution requires.

    HHS claims Harvard may have been deliberately indifferent to patterns of harassment that violated Title VI. And it does identify potentially troubling incidents, as did Harvard’s own task force studying the issue of campus antisemitism. But because it has mixed and conflated incidents of protected expression with unprotected discriminatory acts, the federal government has made it impossible to separate any objective case that Harvard has violated Title VI as written and intended from an exercise in political speech-policing.

    A bipartisan error

    Given the level of partisan acrimony in American politics, and the Trump administration’s aggressiveness towards Harvard in particular, one might think that this is a right-wing or Republican problem. Unfortunately, though, this is one of the rare issues in which the Biden and Trump administrations are in substantial agreement.

    In the middle of 2024, the Department of Education under President Biden began to issue findings in a number of Title VI complaints filed in the wake of campus activity after the October 7 Hamas-led attack on Israel. As should surprise no one, the letters did highlight some pretty concerning problems at schools like the University of Michigan and (especially) CUNY’s Brooklyn College. But it made these diagnoses using the same cumulative theory of harassment that the Trump HHS is now applying to Harvard. 

    The findings it announced with regard to a third college, Lafayette College, illustrates just how absurd this approach can become. Despite Lafayette’s (apparently) responding to every complaint of antisemitism, including those that were vague or purely based on expression, the Department of Education still found it in violation of Title VI. Why? Because it failed to assess whether “social media and off-campus conduct individually or collectively created or contributed to a hostile environment.” Translation: Lafayette didn’t treat constitutionally protected speech as evidence of actionable harassment.

    As I remarked at the time, 

    If anything, Lafayette was a bit heavy-handed: Most students would think twice about posting on Instagram after being called on the carpet by the college chaplain to “discuss” their political opinions… It’s hard to see what else Lafayette could have done to try to address the allegedly hostile environment on its campus without actually descending into censorship.

    The resurrection of “group libel”

    FIRE has long explained that the U.S. has no legal category called “hate speech.” That’s still true. But the cumulative theory of harassment is starting to look a lot like an attempt to revive the old concept of group libel, a legal relic rightly abandoned decades ago.

    Group libel laws once aimed to ban statements that defamed not individuals, but entire groups. The idea: if you can’t spread lies about a person, why should you be allowed to malign a racial or ethnic group? As University at Buffalo law professor Samantha Barbas details, the press, civil liberties advocates, and even the NAACP frequently warned against these laws as Trojan horses for censorship. In 1935, when New Jersey passed an “anti-Nazi” group libel law, newspapers worried it could be used to ban criticism of Nazis. The ACLU rightly called it a sweeping threat to free speech, and described the law as “more sweeping in its threat to free speech than any measure ever passed in any state,” and in a pamphlet claimed that the law could even be used against Jews for criticizing Nazis.

    The evil of Nazi Germany soon provided the best imaginable example for group libel law advocates, and during World War II, Congress proposed a bill that would have banned sending material through the mail that exposed people to “hatred, contempt, ridicule, or obloquy” based on race or religion. While a number of labor unions supported the bill, the NAACP testified against it, concerned that it would impair constitutional rights and “lead to an aggravation of race and religious tensions.” Thankfully, the bill never got a floor vote, though some states maintained laws regulating group libel.

    While prosecutions appear to have been few and far between, in the 1952 case Beauharnais v. Illinois, the Supreme Court narrowly affirmed the constitutionality of a group libel statute, upholding a 1917 Illinois statute that outlawed making public any material that “portrays depravity, criminality, unchastity, or lack of virtue of a class of citizens, of any race, color, creed or religion [and] exposes the citizens of any race, color, creed or religion to contempt, derision, or obloquy or which is productive of breach of the peace or riots.”

    As is often the case, bad facts made for bad law. Joseph Beauharnais, president of the “White Circle League of America,” had distributed a pamphlet demanding the Chicago government “halt the further encroachment, harassment and invasion of white people, their property, neighborhoods and persons, by the Negro,” asserting that “If persuasion and the need to prevent the white race from becoming mongrelized by the negro will not unite us, then the aggressions . . . rapes, robberies, knives, guns and marijuana of the negro, surely will.” He was convicted and fined $200. 

    But if the Supreme Court’s upholding the Illinois law was group libel’s biggest moment in the sun, it was also its last. Justice Frankfurter couched his majority opinion with caveats, proving that even then, the Court seemed uncomfortable. And they had reason to be. Beauharnais didn’t age well. Legal scholars blasted it. Thurgood Marshall and the ACLU tried to get it overturned. The Supreme Court never cited it again. Even Illinois repealed the law nine years later. By 1969, Brandenburg v. Ohio effectively buried Beauharnais, by making clear that even advocating flatly illegal conduct is protected unless it incites imminent lawless action.

    Conclusion

    Real discrimination deserves a real response. True threats, vandalism, and violence are not protected speech and schools should act when they occur. But they must do so with the precision the Constitution requires — punishing conduct, not ideas, and respecting the robust political debate that higher education exists to nurture. 

    Harvard’s case should be a warning. Unless we properly respect the line between speech and misconduct, Title VI risks becoming not a shield against injustice, but a sword for enforcing the orthodoxy favored by whatever political forces wield it, now or in the future.


    [1] And while, as a private university, Harvard could legally limit freedom of speech in ways the government may not, the government also may not launder demands for censorship through a private organization, campus or not. Furthermore, just like the vast majority of private universities, Harvard promises to provide a great deal of free political expression. While such promises are frequently ignored by those universities, they are nonetheless both legally and morally binding.

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  • Mixed Findings on Community Colleges’ Shared Governance

    Mixed Findings on Community Colleges’ Shared Governance

    A new report, released by the American Association of University Professors Tuesday, found mixed results when it comes to community colleges’ shared governance practices.

    The report used data from the AAUP’s inaugural survey of community colleges, conducted in partnership with the Center for the Study of Community Colleges. In the first survey of its kind, faculty leaders at 507 community colleges were asked to assess their institutions’ shared governance practices in 26 different decision-making areas; faculty senate chairs and governance officials responded at 59 colleges.

    The institutions excelled in some areas and proved lackluster in others. For example, at most institutions surveyed, especially those with tenure systems, faculty had an AAUP-recommended level of authority over decisions about curricula, salary policies, teaching assignments, faculty searches and evaluations, and tenure and promotion standards. But when it came to other decision-making areas—like budgets, provost selection, buildings and strategic planning—faculty were given little say, according to the report.

    Community college professors also participated less than faculty at four-year institutions in most academic and personnel-related decisions, though they played more of a role in decisions about salary policies. The report speculated that the prevalence of community college faculty unions may account for the difference. At higher ed institutions where faculty engage in collective bargaining, faculty tend to have more authority in salary policies and teaching loads. At community colleges, unionized faculty are also more engaged in decisions about full-time, non-tenure-track faculty promotion.

    “Community college–based faculty members and administrators can use the tools described in this report to assess governance practices at their institu­tions and compare those practices with national trends to identify areas where levels of faculty authority might be strengthened,” the report says. “Given the current political climate, economic uncertainty, demographic changes, and chronic underfunding of US higher education, now is the time for community colleges to identify and correct weaknesses in their own shared governance practices.”

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  • Inside the Minds of Grad Students: 5 Key Findings from Our Latest Study on Graduate Enrollment

    Inside the Minds of Grad Students: 5 Key Findings from Our Latest Study on Graduate Enrollment

    As a higher education leader, it’s no secret that you’re facing a fiercely competitive graduate enrollment landscape. You know as well as I do that understanding what prospective students want and how they behave isn’t just helpful – it’s crucial to your institution’s success. That’s why we teamed up with UPCEA to conduct a deep dive into today’s post-baccalaureate students, uncovering their unique needs, expectations, and wants.

    We’ve published those insights in our latest report to help colleges and universities fine-tune their graduate enrollment strategies and deliver real results. You can download the complete report here: “Building a Better Pipeline: Enrollment Funnel Needs and Perspectives from Potential Post-Baccalaureate Students“

    Our research focused on individuals who expressed at least some interest in pursuing advanced education, and this study sheds light on what matters most to potential graduate students—everything from program types and communication preferences to application expectations.

    As we dug into the data, some obvious themes emerged. Here are five key findings that can prepare your institution to stand out in this tight market and guide you in shaping strategies that resonate, engage, and deliver results.

    1. Graduate enrollment is a crowded market—and the stakes are high

    This is no surprise to those working in higher ed in recent years. Graduate enrollment is slowing, with just a 1.1% projected increase over the next five years. Adding to the challenge, 20% of institutions dominate 77% of the market. For everyone else, it’s a fierce battle for a shrinking pool of candidates. To win, you’ll need a sharp, focused approach.

    2. Online programs are the clear favorite

    Did you know that 71% of prospective students are “extremely” or “very” interested in fully online programs? Hybrid formats come in a close second, while traditional in-person options are struggling to keep pace. The data confirms that flexibility isn’t a trend—it’s a necessity.

    3. Program information is a make-or-break factor

    Here’s something we see far too often: quality programs losing prospective students simply because critical details—like tuition costs and course requirements—are buried or missing entirely from the school’s website. In fact, 62% of students indicated they would drop off early in their search for this exact reason.

    The fix? It’s simpler than you might think. By optimizing your program pages and doubling down on SEO, you can turn passive visitors into engaged prospects.

    4. Financial transparency builds trust

    Sticker shock is real. High application fees, vague cost information, and limited financial aid details are among the top reasons students abandon the application process late in the game. By addressing these concerns clearly and directly, you’re not just solving a problem, you’re building trust.

    When it comes to connecting with prospective graduate students, email reigns supreme. Whether it’s inquiring about programs (47%), application follow-ups (67%), or receiving application decisions (69%), email is the channel students trust the most.
    But here’s the catch: your emails have to be timely, personalized, and relevant in order to make an impact.

    The key to graduate enrollment success is just a click away

    The insights highlighted above are just the tip of the iceberg. Imagine what’s possible when you apply them to your graduate enrollment strategy.

    If you’re ready to refine your approach and stay ahead of the curve, we’ve got you covered. Our report dives deeper into the data and uncovers actionable insights, including:

    • Positioning your online and hybrid offerings to meet growing demand
    • Optimizing program pages to emphasize the information students value most
    • Communicating financial information proactively to convert candidates
    • Building email outreach strategies that build trust and keep students engaged

    Grab your complimentary copy of the report today, and let’s start building a better pipeline together!

    Your roadmap to winning in the competitive graduate market.

    Optimize Your Enrollment Funnel

    Get the latest data on graduate student enrollment trends. Download the full report now.

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  • Key Findings from the 2025 Landscape of Higher Education Report  

    Key Findings from the 2025 Landscape of Higher Education Report  

    As higher education navigates demographic shifts, new technologies, and economic challenges, institutions face a complex landscape when optimizing enrollment and meeting the evolving needs of students. The 2025 Landscape of Higher Education Report provides actionable insights that empower educational leaders to improve learning pathways and better serve the Modern Learner.

    Challenges such as the rising education costs have led to increased scrutiny of a college degree’s value, with only 47% of Americans considering it worthwhile without loans. When loans are involved, this number drops to 22%, underscoring the imperative for institutions to adapt to more cost-effective pathways.

    The 2025 Report offers a future-oriented outlook, equipping institutions with data to address gaps and better understand the evolving profile of the Modern Learner. Themes include shifting student preferences, an increased emphasis on career-aligned programs, and the need for more flexible learning pathways. In this article, explore six key findings that are molding students’ educational journeys and how these trends can enable education leaders to adapt.

    Finding #1: Flexible Pathways Drive Enrollment Growth 

    Spring 2024 saw a 2.5% increase in undergraduate enrollment, particularly within community colleges, public institutions, and associate degree-granting baccalaureate institutions (PABs). Graduate programs also saw enrollment increases, with a 3% rise. The highest areas of growth occurred among private, for-profit four-year institutions. These trends indicate a growing demand for flexible learning pathways that accommodate different student preferences and career aspirations.

    The age profile of part-time students has shifted as well, with the median age of part-time undergraduate students decreasing by nearly 2% across all sectors since Spring 2020. The shift was most pronounced at public two-year institutions, which saw a 4.2% decrease, and private accredited bachelor’s programs, which experienced a 2.8% decrease. As the age of part-time students continues to trend younger, it reaffirms that age is no longer a reliable predictor of learning modality. Furthermore, these shifting demographics emphasize the importance of embracing a Unified Enrollment Strategy that engages with Modern Learners based on their preferences and behaviors to meet them where they are with the right message, in the right place at the right time.

    Finding #2: Modern Learners are Prioritizing Practical Skills and Career Outcomes

    The emphasis on practical skills and career-readiness is reshaping Modern Learners’ educational preferences. With nearly half of Americans questioning the value of a traditional college degree, the demand for flexible, affordable, and industry-aligned options is growing rapidly. Apprenticeships have emerged as an appealing pathway for Modern Learners, offering paid opportunities for hands-on learning and gaining practical skills without the burden of taking on additional debt. 

    Over the past decade, the number of apprenticeships in the U.S. has more than doubled, from approximately 317,000 to 640,000. Sectors such as Construction and Public Administration have led this growth with 34.5% and 22.4% increases, respectively. High-growth fields like Healthcare, Finance, and Technical Services present additional opportunities for expanding apprenticeship programs, aligning well with workforce demands and students’ increasing preference for practical, job-ready experience.  

    Despite apprenticeships’ increasing appeal, accessibility poses a challenge. While 75% find apprenticeships appealing, only 29% find them accessible. Geographic location, program availability, and a lack of awareness remain barriers that can prevent students from participating. Institutions can remove these barriers through strategic partnerships with industry leaders to expand opportunities, integrate practical skill-building in program curriculums, and market available programs to raise awareness. These efforts not only meet the demands of Modern Learners by providing them with relevant skills, but also enable employers to recruit qualified candidates, making apprenticeships valuable for both higher education and the economy.

    Finding #3: Student Demand for Alternative Credentials Continues to Rise 

    Much like apprenticeships, the rising demand for alternative credentials like certificates further underscores the shifting preference towards more flexible and affordable learning pathways. As students continue to seek programs that offer practical skills and immediate benefits for their careers, certificates have increasingly become an attractive alternative to traditional degree paths. With the cost of higher education on the rise, Modern Learners are turning to certificate programs as a focused and affordable way to gain relevant skills for their desired career industries.

    Spring 2024 saw significant growth in certificate enrollments, with graduate programs seeing a nearly 10% increase and undergraduate certificates growing by nearly 4%. This growth reinforces that Modern Learners are increasingly prioritizing education opportunities that yield a high return-on-investment. Institutions can capitalize on this interest by expanding certificate offerings and making them more accessible to students through diverse modalities, competitive pricing, and aligning programs with job demands.  

    Finding #4: Dual Enrollment Programs Gain Momentum Among High School Students

    Dual Enrollment programs are becoming increasingly popular pathways, as more young learners seek flexible avenues for higher education. The popularity of these programs aligns with the growing trend of younger students engaging in part-time studies, demonstrating a trend towards more adaptable educational modalities. Dual enrollment has increased over 10% over the last year alone, adding approximately 100,000 students and accounting for nearly 28.1% of undergraduate enrollment increases. This growth presents a crucial opportunity for institutions to leverage this interest as they develop enrollment strategies going into 2025.

    Finding #5: The Some College, No Credential (SCNC) Population Presents a Growing Opportunity for Re-Engagement

    The Some College, No Credential (SCNC) population, now at 36.8 million and growing by 2.9% from the previous year, represents a significant opportunity for enrollment growth. With re-enrollment rising by 9.1% in the 2022-2023 academic year, institutions have a chance to attract students who left before completing their degrees.

    Understanding the educational preferences of SCNC students is key to tailoring outreach and support services. Popular fields of study for this group include Business and Liberal Arts at the bachelor’s level, Liberal Arts and General Studies for associate degrees, and Health professions and Business for undergraduate certificates. These areas indicate a clear demand for programs that offer clear pathways to employment. To effectively engage this population, institutions should focus on building accessible options that allow students to build upon previously earned credits, prioritize transfer credits, and offer support that enables students to advance in their chosen career fields.

    Finding #6: International Student Enrollment Boosts Institutions’ Global Appeal

    The growing population of international students enrolled at U.S. schools presents a valuable opportunity to enhance universities’ presence and grow enrollments.  These students comprise of a significant share of enrollments, particularly in Massachusetts, Hawaii, New York, and California, where they account for 4.5% to 7.8% of the student population. Most undergraduate international students are enrolled within the public sector, underscoring its position to support higher education on a domestic and international scale.

    To maximize the benefits of international student enrollment, institutions should focus on strategies that attract and retain international students while providing support services tailored to their unique needs. By integrating a comprehensive enrollment and student support system with resources like language assistance, housing support, and financial aid, institutions can boost their global appeal, create more culturally diverse campuses, and enhance their enrollment by positioning themselves as a top choice for students worldwide.

    Looking Toward 2025

    The findings from the 2025 Landscape of Higher Education Report demonstrate both the challenges and opportunities shaping the future of higher education.

    As institutions look ahead, the ability to attract and retain students across a range of educational paths requires a holistic approach to enrollment and student support services. By focusing on creating accessible, cost-effective, and relevant learning opportunities, institutions can position themselves for success in 2025 and beyond, while meeting the diverse needs of Modern Learners and driving sustainable enrollment growth.

    For more insights and actionable strategies, download the full 2025 Landscape of Higher Education Report and see how your institution can stay ahead of the curve.

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  • Managing a Multi-State Workforce: Key Findings From the CUPA-HR Survey and a Public University’s Hybrid Approach – CUPA-HR

    Managing a Multi-State Workforce: Key Findings From the CUPA-HR Survey and a Public University’s Hybrid Approach – CUPA-HR

    by CUPA-HR | April 19, 2023

    As higher ed institutions face pressure to fill open positions and offer more flexible work opportunities, many are responding by recruiting and hiring employees who live and work in a state different from where their institution’s primary campus is located. CUPA-HR’s Multi-State Workforce Survey was developed to better understand institutions’ policies, practices and challenges related to out-of-state workers.

    Notable findings:

    • 89% of responding institutions employ out-of-state workers.
    • The most common types of out-of-state workers are adjunct/part-time faculty and salaried/exempt staff.
    • On median, institutions employ out-of-state workers from 8 states.
    • Most institutions have restricted policies for both recruiting and hiring out-of-state workers.
    • Of the one third of institutions who avoid hiring from certain states, the most common states institutions avoid hiring from were California, New York, Washington and Colorado.
    • Many institutions provide salary ranges on job postings, but most do not adjust salaries based on location.

    Despite the challenges of a multi-state workforce, excluding out-of-state workers can decrease the quality of the candidate pool and may cause institutions to miss out on top talent. Institutions pursuing, or considering pursuing, out-of-state workers may want to look at Clemson University’s hybrid approach to managing a multi-state workforce.

    Charged by senior leadership to explore options for out-of-state employment, Clemson University’s HR team, led by Chief Human Resources Officer Ale Kennedy, convened a cross-campus workgroup that reached out to several schools about their out-of-state work approaches. After reviewing the data, the workgroup recommended that in-house HR manage the green or “easy” states and outsource the more challenging states in order to minimize risk. To learn more about Clemson’s approach — and the full findings from the Multi-State Workforce Survey — be sure to watch CUPA-HR’s recent webinar “The State of the Multi-State Workforce: Employment Practices and Challenges.”



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