Tag: Higher

  • ADL, other pro-Israel groups condemn AAUP Palestine webinar

    ADL, other pro-Israel groups condemn AAUP Palestine webinar

    The Anti-Defamation League and four other pro-Israel groups accused the American Association of University Professors of “demonizing Israel” in its framing of and publicity around a webinar titled Scholasticide in Palestine.

    Scholasticide is the intentional eradication of an education system. In a joint letter Thursday, the same day as the webinar, the ADL, the Academic Engagement Network, Hillel International, the American Jewish Committee and the Jewish Federations of North America condemned the event’s use of this term.

    “Language used in the event’s description—including ‘scholasticide’ and ‘exterminationist’—suggests the adoption and promotion of a one-sided and inflammatory narrative which deviates from the mission of the AAUP,” the letter said. The groups said there’s “no evidence of any intent by Israel to ‘systemically destroy’ the education system in Gaza or elsewhere. The destruction of institutions, including educational ones, is a tragic byproduct of war, exacerbated when terror groups like Hamas embed their operations within school buildings and other civilian centers.”

    Six months into the latest war in Gaza, a group of independent United Nations experts said in a news release, “It may be reasonable to ask if there is an intentional effort to comprehensively destroy the Palestinian education system.” By then, the release said, the last Gazan university had already been destroyed and “more than 5,479 students, 261 teachers and 95 university professors have been killed in Gaza, and over 7,819 students and 756 teachers have been injured.”

    Miriam Elman, the Academic Engagement Network’s executive director, provided Inside Higher Ed with an email from Donna Murch, a member of the AAUP’s elected national council, inviting members to the webinar. Murch said the event would feature “academics and right-to-education organizers who have experienced, documented and challenged Israel’s ongoing and systematic destruction of the education system in Palestine.”

    An AAUP spokesperson told Inside Higher Ed, “We are not aware that anyone who is objecting to AAUP’s programming actually attended the event, which is part of an extended series of conversations about diverse topics of interest to our members. We take antisemitism very seriously and plan our programming consistent with the principles of academic freedom and academic responsibility that AAUP vigorously defends.”

    The pro-Israel groups also criticized the AAUP event’s promotional material for not mentioning Hamas’s Oct. 7, 2023, attack on Israelis. The letter says, “We note with dismay that this divisive event is taking place within a wider context of the AAUP being perceived as increasingly moving in a virulently anti-Israel direction.”

    The AAUP has received criticism for its council’s August decision to abandon the group’s nearly 20-year categorical opposition to academic boycotts—such as those often called for against Israel.

    Source link

  • Trump’s upheavals worry job-hunting postdoctoral researchers

    Trump’s upheavals worry job-hunting postdoctoral researchers

    Julia Barnes, a National Science Foundation postdoctoral research fellow, was watching President Donald Trump’s speech to Congress last week when she heard him refer to her work as an “appalling waste” that needs to end.

    In a list of expenses he called “scams,” Trump mentioned a $60 million project for Indigenous peoples in Latin America.

    “Empowering Afro-Indigenous populations in Colombia, South America, is exactly what I do,” Barnes said. “My project is explicitly DEI, and it is DEI-focused in a foreign country.” The Trump administration has targeted both foreign aid and diversity, equity and inclusion.

    Even before the speech, she knew her work helping such communities, which have faced atrocities, was under threat. Barnes said officials at the University of Tennessee at Knoxville, where she’s based, last month asked her not to travel to Colombia for a planned research trip. She’s taken further precautions herself out of fear that she’ll be forced to repay any NSF grant money she uses, she said.

    She’s not using the money at all—even to pay herself, she said. “I’m drawing on my savings right now to pay rent and pay for groceries,” Barnes said. She’s also teaching at another university and freelancing for a nonprofit. (An NSF spokesperson pointed Inside Higher Ed to an agency webpage that says activities such as travel “are permitted to proceed in accordance with the terms and conditions of existing awards.”)

    “It’s pretty devastating,” she said. “This is the highest position I’ve ever gotten in my career. This is my dream job to do this research; it’s a cause that I care about very deeply.” She said, “It really breaks my heart to see this shift in values away from what I had initially hoped would become a tenure-track professorship and something—something greater.”

    Postdocs like Barnes are worried about their careers amid the tumult of the Trump administration, which has frozen federal funding; canceled grant review meetings; slashed National Institutes of Health payments for indirect research costs; targeted diversity, equity and inclusion activities without clearly defining DEI; and laid off swaths of federal research agency employees.

    Many of those actions have been in flux as judges block and unblock the administration’s orders amid courtroom fights, and as federal officials walk back terminations and other cuts. But university officials nonetheless appear unnerved, with some restricting Ph.D. program admissions and pausing hiring.

    “There’s a very complicated feeling in spending close to a decade of time and energy pursuing this type of career,” said Kevin Bird, who’s on the job hunt. He’s nearing the expiration of his stint as an NSF biology postdoc research fellow at the University of California, Davis, and said he’s always tried to work at public universities because he values their mission.

    “The whole process of striving for this for so long and making the sacrifices—to think it’s worth it—and then kind of having the entire system be attacked and sort of collapse in uncertainty has really been an unpleasant thing to experience,” Bird said.

    The White House didn’t provide an interview or statement last week.

    Looking Overseas

    Counting her undergraduate days, Amanda Shaver said she’s spent 19 years building a science career. Now an NIH postdoc fellow at Johns Hopkins University, she said she feels “so close to the finish line of trying to do everything right for so many years to get a faculty position”—only for it to now “feel unattainable.”

    Shaver said meetings to consider the career transition NIH award she applied for have been postponed, and she wonders whether Trump officials actually axed the program because they considered it a DEI initiative. The NIH didn’t respond to Inside Higher Ed’s requests for comment last week about the program’s status.

    Looking at the overall future of research and higher education in the U.S., Shaver said, “Things are not good.” She’s applying to positions in other countries.

    In the meantime, she awaits word on what’s happening with her NIH Pathway to Independence Award application. This award—also known as K99/R00—provides recipients money to finish work during their postdoc stints and then start labs at new institutions, Shaver said. “It really sort of elevates you in the candidate pool” for faculty jobs, she said.

    But Shaver—who describes herself as from a low-income family and a disadvantaged school district—said she applied for a version of the award known as MOSAIC, which is meant to keep talented people from underrepresented groups in the biomedical sciences field. That makes it a potential target of Trump’s anti-DEI crusade.

    Shaver said the MOSAIC website disappeared temporarily, “and people thought that they just weren’t in existence anymore, and people were told to not submit those.” But she had already applied; a study section of faculty was supposed to meet in February to consider the application, she said. That was postponed once, and last week she received an email saying it’s been postponed again until May, she said.

    “I don’t know if they will actually meet or not,” Shaver said. She might apply for the regular version of the award in the future but will then have lost an application cycle and can only keep applying until the fourth year of her postdoc stint, she said.

    “The NIH is the worldwide leader in biomedical research,” she said. “And canceling different types of grants or delaying funding and firing people that are really qualified at the NIH, cutting the indirect costs at universities—all these things collectively are really harming the research industry.”

    She added, “It doesn’t make any sense—I think to any voter—to want to dismantle biomedical research … it’s like a degradation of an entire system that is built on facts and knowledge.”

    Amid the upheaval, it can be hard to tell whether university job cuts stem from Trump’s actions or other factors. Bird, the NSF postdoc at UC Davis, said searches for two tenure-track faculty positions he applied for have been canceled since Trump took office. One of the institutions he mentioned, North Carolina State University, told Inside Higher Ed the search is now progressing, and the other, Clemson University, said its search was canceled to “attract a broader and more qualified candidate pool” and the position will be reposted soon.

    Whatever the reasons for those cuts, “many people I’ve talked to now at institutions are feeling the crunch or feeling the concern about what the next few years might hold if the NIH cuts go through, if any aspect of the indirect rate shifts happen,” Bird said. “It’s kind of forcing a lot of universities to really plan for the worst, I think.” So far, a federal district court judge has blocked the NIH from implementing such cuts.

    He lamented the attacks on efforts to recruit into science more first-generation students and students from historically excluded groups. These attacks change “what the job I could even have would be like—if part of the job isn’t taking that mindset of broadening participation and bringing people into the career path like I was,” said Bird, who comes from a small town and a low-income family.

    All this turmoil is pushing him to start “broadening my horizons,” including looking at positions in Europe or other parts of the world that hopefully “will have more stable science institutions and stable higher education,” he said.

    Job cuts at federal research agencies and universities may increase competition-—and uncertainty—among those trying to take the next step in their careers. Julia Van Etten said, “I have a lot of friends who’ve lost their jobs” as early-career researchers in federal agencies.

    Van Etten, an NSF postdoc research fellow at Rutgers University at New Brunswick, said she’s looking for faculty jobs. But “it’s uncertain how many of those jobs will exist going forward.”

    “There’s a lot more people on the job market here,” Van Etten said. “There’s a lot of uncertainty on the job market here. There seems to be a general feeling that the overseas job markets—if they’re not already—are going to become saturated.”

    “It just feels like the job market is kind of bleak,” she said.

    Van Etten said the government—through funding from the National Aeronautics and Space Administration, the Department of Energy and other agencies—has already invested much in her education and work. And she’s invested time that might have been wasted.

    “I spent my entire 20s in grad school and working to get my Ph.D.,” she said. “And no one gets a doctorate just for the pay, right? I really love what I do, and I think my work in basic research is really important. And, for the first time in my entire life, I’ve had to start thinking about what I would do if I wasn’t a scientist anymore.”

    Source link

  • Will the use of generative AI shift higher education from a knowledge-first system to a skills-first system?

    Will the use of generative AI shift higher education from a knowledge-first system to a skills-first system?

    On the eve of the release of HEPI’s Student Generative AI Survey 2025, HEPI hosted a roundtable dinner with the report’s sponsor, Kortext, and invited guests to discuss the following essay question:

    How will AI change the university experience for the next generation?

    This was the third roundtable discussion we have hosted with Kortext on AI, over three years. Observing the debate mature from a cautious, risk-averse response to this forward-looking, employability-focused discussion has been fascinating. We spent much of the evening discussing a potential pivot for teaching and learning in the sector.

    The higher education sector places the highest importance on creating, collecting, and applying knowledge. ‘Traditional’ assessments have focused on the recollection of knowledge (exams) or the organisation and communication of knowledge (in essays). The advent of search engines has made acquiring knowledge more accessible, while generative AI has automated the communication of knowledge.

    If knowledge is easily accessible, explainable, and digestible, which skills should our graduates possess that cannot be replaced by ChatGPT, now or in the future? It was suggested that these are distinctly ‘human’ skills: relationship building, in-person communication, and leadership. Are we explicitly teaching these skills within the curriculum? Are we assessing them? Are we rebalancing our taught programmes from knowledge to irreplaceable skills to stay ahead of the AI curve?

    And to get a bit meta about it all, what AI skills are we teaching? Not just the practical skills of application of AI use in one’s field, but deep AI literacy. Recognising bias, verifying accuracy, understanding intellectual property rights and embracing digital ambition. (Professor Sarah Jones of Southampton Solent University has written about this here.)

    Given recent geopolitical events, critical thinking was also emphasized. When and why can something be considered the ‘truth’? What is ‘truth’, and why is it important?

    Colleagues were clear that developing students’ knowledge and understanding should still be a key part of the higher education process (after all, you can’t apply knowledge if you don’t have a basic level of it). In addition, they suggested that we need to be clearer with students about the experiential benefits of learning. As one colleague stated,

    ‘The value of the essay is not the words you have put on the page, it is the processes you go through in getting the words to the page. How do you select your information? How do you structure your argument more clearly? How do you choose the right words to convince your reader of your point?’

    There was further discussion about the importance of experiential learning, even within traditional frameworks. Do we clearly explain to students the benefits of learning experiences – such as essay writing – and how this will develop their personal and employability skills? One of the participants mentioned that they were bribing their son not to complete his Maths homework by using ChatGPT. As students increasingly find their time constrained due to paid work and caring responsibilities, how can we convince students of the value of fully engaging with their learning experiences and assessments when ChatGPT is such an attractive option? How explicitly are we talking to students about their skills development?

    There was a sense of urgency to the discussion. One colleague described this as a critical juncture, a ‘one-time opportunity’ to make bold choices about developing our programmes to be future-focused. This will ensure graduates leave higher education with the skills expected and needed by their employers, which will outlast the rapidly evolving world of generative AI and ensure the sector remains relevant in a world of bite-sized, video-based learning and increasing automation.

    Kortext is a HEPI partner.

    Founded in 2013, Kortext is the UK’s leading student experience and engagement expert, pioneering digitally enhanced teaching and learning in the higher education community. Kortext supports institutions in boosting student engagement and driving outcomes with our AI-powered, cutting-edge content discovery and study products, market-leading learner analytics, and streamlined workflows for higher education. For more information, please visit: kortext.com

    Source link

  • How is artificial intelligence actually being used in higher education?

    How is artificial intelligence actually being used in higher education?

    With a wide range of applications, including streamlining administrative tasks and tailoring learning experiences, AI is being used in innovative ways to enhance higher education.

    Course design and content preparation

    AI tools are changing the way academic staff approach course design and content preparation. By leveraging AI, lecturers can quickly generate comprehensive plans, create engaging sessions, and develop quizzes and assignments.

    For instance, tools like Blackboard Ultra can create detailed course plans and provide suggestions for content organisation and course layout. They can produce course materials in a fraction of the time it would traditionally take and suggest interactive elements that could increase student engagement.

    AI tools excel at aligning resources with learning outcomes and institutional policies. This not only saves time but also allows lecturers to focus more on delivering high-quality instruction and engaging with students.

    Enhancing learning experience

    AI and virtual reality (VR) scenarios and gamified environments are offering students unique, engaging learning experiences that go beyond traditional lectures. Tools like Bodyswaps use VR to simulate realistic scenarios for practicing soft and technical skills safely. These immersive and gamified environments enhance learning by engaging students in risk-free real-world challenges and provide instant feedback, helping them learn and adjust more effectively.

    Self-tailored learning

    AI also plays a role in supporting students to tailor learning materials to meet their individual and diverse needs. Tools like Jamworks can enhance student interaction with lecture content by converting recordings into organised notes and interactive study materials, such as flashcards.

    Similarly, Notebook LLM offers flexibility in how students engage with their courses by enabling them to generate content in their preferred form such as briefing documents, podcasts, or taking a more conversational approach. These tools empower students to take control of their learning processes, making education more aligned with their individual learning habits and preferences.

    Feedback and assessment

    Feedback and assessment is the most frequently referenced area when discussing how reductions in workload could be achieved with AI. Marking tools like Graide, Keath.ai, and Learnwise are changing this process by accelerating the marking phase. These tools leverage AI to deliver consistent and tailored feedback, providing students with clear, constructive insights to enhance their academic work. However, the adoption of AI in marking raises valid ethical concerns about its acceptability such as the lack of human judgement and whether AI can mark consistently and fairly.

    Supporting accessibility

    AI can play a crucial role in enhancing accessibility within educational environments, ensuring that learning materials are inclusive and accessible to all students. By integrating AI-driven tools such as automated captioning, and text-to-speech applications, universities can significantly improve the accessibility of digital resources.

    AI’s capability to tailor learning materials is particularly beneficial for students with diverse educational needs. It can reformat text, translate languages, and simplify complex information to make it more digestible. This ensures that all students, regardless of their learning abilities or language proficiency, have equal opportunities to access and understand educational content.

    Despite the benefits, the use of AI tools like Grammarly raises concerns about academic integrity. These tools have the potential to enhance or even alter students’ original work, which may lead to questions about the authenticity of their submissions. This issue highlights the need for clear guidelines and ethical considerations in the use of AI to support academic work without compromising integrity.

    Another significant issue is equity of access to these tools. Many of the most effective AI-driven accessibility tools are premium services, which may not be affordable for all students, potentially widening the digital divide.

    Student support – chatbots

    AI chatbots are increasingly recognised as valuable tools in the tertiary education sector, streamlining student support and significantly reducing staff workload. These increasingly sophisticated systems are adept at managing a wide array of student queries, from routine administrative questions to more detailed academic support, thereby allowing human resources to focus on tasks requiring more nuanced and personal interactions. They can be customised to meet the specific needs of a university, ensuring that they provide accurate and relevant information to students.

    Chatbots such as LearnWise are designed to enhance student interactions by providing more tailored and contextually aware responses. For instance, on a university’s website, if a student expresses interest in gaming, they can suggest relevant courses, highlight the available facilities and include extra curriculum activities available, integrating seamlessly with the student’s interests and academic goals. This level of tailoring enhances the interaction quality and improves the student experience.

    Administrative efficiency

    AI is positively impacting the way administrative tasks are handled within educational institutions, changing the way everyday processes are managed. By automating routine and time-consuming tasks, AI technologies can alleviate the administrative load on staff, allowing them to dedicate more time to strategic and student-focused activities.

    AI tools such as Coplot and Gemini can help staff draft, organise, and prioritise emails. These tools can suggest responses based on the content received, check the tone of emails and manage scheduling by integrating with calendar apps, and remind lecturers of pending tasks or follow-ups, enhancing efficiency within the institution.

    Staff frequently deal with extensive documentation, from student reports to research papers and institutional policies. AI tools can assist in checking, proofreading and summarising papers and reports, and can help with data analysis, generating insights, graphs and graphics to help make data more easily digestible.

    How is AI being used in your institution?

    At Jisc we are collating practical case studies to create a comprehensive overview of how AI is being used across tertiary education. This includes a wide range of examples supporting the effective integration of AI into teaching and administration which will be used to highlight best practice, support those just getting started with the use of AI, overcome challenges being faced across the sector and to highlight the opportunities available to all.

    We want to hear how AI is being used at your organisation, from enhancing everyday tasks to complex and creative use cases. You can explore these resources and find out how to contribute by visiting the Jisc AI Resource Hub.

    For more information around the use of digital and AI in tertiary education, sign up to receive on-demand access to key sessions from Jisc’s flagship teaching and learning event – Digifest running 11–12 March.

    Source link

  • Trump order restricts PSLF eligibility for certain nonprofits

    Trump order restricts PSLF eligibility for certain nonprofits

    Drew Angerer/Getty Images

    In his latest executive action, President Donald Trump directed the Education Department to limit eligibility for the Public Service Loan Forgiveness program.

    The order, issued late Friday evening, would require the Education Department to go through a complex and lengthy process known as negotiated rule making, so the directive doesn’t change anything immediately. And Education Secretary Linda McMahon pledged at her confirmation hearing that PSLF will not be eliminated completely, as “that’s the law.” However, the changes could lead to the denial of student loan forgiveness for thousands of nonprofit employees.

    The administration argued the order was a necessary step to “restore the program” and end the subsidization of “illegal activities” such as “illegal immigration, human smuggling, child trafficking, pervasive damage to public property, and disruption of the public order.”

    But Democrats and debt relief and consumer protection advocates say it’s another attempt to weaponize the federal government and block funds from reaching public servants in fields the president disagrees with.

    “Don’t be fooled, today’s executive order is blatantly illegal,” Mike Pierce, executive director of the Student Borrower Protection Center, said in a statement Friday. “It is an attack on working families everywhere and will have a chilling effect on our public service workforce doing the work every day to support our local communities.”

    Like Trump’s other executive orders, this directive is likely to face legal challenges.

    Congress created the PSLF program in 2007 with bipartisan support under former president George W. Bush. It was designed to incentivize Americans to work in public service, by promising student loan forgiveness to federal, state, local or tribal government staff members; civilians working in the military; and the employees of certain nonprofit organizations after they make 10 years of qualifying payments on an approved federal loan repayment plan.

    Historically, recognized nonprofits have included emergency management and crime-reduction services, public interest and civil rights legal groups, and institutions of public health and education. More than two million borrowers are eligible for the program, according to December data from the Education Department, the Associated Press reported.

    But gaining access to the program’s benefits hasn’t always been easy. In 2019, during the first Trump administration, the American Federation of Teachers sued then–education secretary Betsy DeVos, alleging “gross mismanagement” of the program. Data showed that of the roughly 76,000 applications submitted between 2017 and the filing of the lawsuit, only about 1 percent had been approved.

    Although the department reached a settlement in fall 2021 and committed to reconsider every application it denied, when the first Trump administration exited office, only 7,000 Americans had received forgiveness. Comparatively, the Biden administration prioritized making the program easier to access and provided more than $74 billion in relief to more than one million borrowers over the course of four years.

    Now, under the new stipulations, fewer borrowers could see relief, advocates said.

    “The PSLF Program has misdirected tax dollars into activist organizations that not only fail to serve the public interest, but actually harm our national security and American values, sometimes through criminal means,” the order says. “The Secretary of Education shall propose revisions … that ensure the definition of ‘public service’ excludes organizations that engage in activities that have a substantial illegal purpose.”

    According to the order, activities that would disqualify a nonprofit include: aiding or abetting violations of federal immigration laws, supporting terrorism, engaging in violence for the purpose of obstructing federal policy, the chemical and surgical castration or mutilation of children “or the trafficking of children to so-called transgender sanctuary States for purposes of emancipation from their lawful parents,” and aiding and abetting illegal discrimination.

    Although the president didn’t say so directly, experts interpret the order as yet another attempt to discourage activism and chill efforts Trump disagrees with, such as diversity, equity and inclusion; LGBTQ+ advocacy; pro bono defense for undocumented immigrants; and Palestinian statehood.

    Representative Tim Walberg, a Republican from Michigan and chair of the House Committee on Education and the Workforce, praised the president’s intentions in a statement, saying President Trump is protecting Jewish students from “the hatred they’ve been enduring” on college campuses.

    “Federal dollars shouldn’t fund antisemitism,” he said. “President Trump is stepping up by preventing these activists from receiving windfalls in forgiveness benefits footed by taxpayers.”

    Senator Patty Murray, a Democrat from Washington and former chair of the Health, Education, Labor and Pensions Committee, says Trump is “holding resources owed to hardworking Americans hostage.”

    “President Trump is once again trying to use his office to force his extreme political views on the American people by choking off promised relief for people who’ve served our country in ways he disagrees with,” she said. “It is as outrageous as it is un-American.”

    But the Trump administration says the order is about more than just preventing “subsidized wrongdoing.” In his view, it’s also a matter of limiting “perverse incentives” for higher education institutions.

    Rather than alleviating worker shortages, the president said, PSLF encourages colleges and universities to increase the cost of tuition and load students in “low-need majors” with “unsustainable” debt.

    To that, debt-relief advocates like the Student Debt Crisis Center say, “Public service workers are the backbone of this country.”

    “This executive order is both illegal and deeply troubling for all nonprofit workers,” SDCC president Natalia Abrams said in a statement. “Relentless political attacks on education and existing programs are not just policy decisions—they disrupt the lives and financial stability of Americans with student debt and their families. This must stop.”

    Source link

  • Higher Ed Leaders Rally to Protect DEI Initiatives

    Higher Ed Leaders Rally to Protect DEI Initiatives

    Drs. Warren Anderson, Lisa Coleman, and Michael Anthony speaking on the President’s panel at NADOHE.Photos by Tim Trumble In a powerful gathering of diversity, equity, and inclusion (DEI) professionals, university leaders from across the nation shared strategies for protecting critical DEI work on college campuses despite mounting opposition nationwide.

    The concluding panel discussion, moderated by Dr. Warren Anderson from Bradley University, featured Dr. Michael D. Anthony, the first African American president of Prairie State College, and Dr. Lisa Coleman, the first female and first Black president of Adler University.

    Coleman, who has over three decades of experience in inclusion work, emphasized the importance of strong communications and media representation in defending DEI efforts.

    “What I see is the evolution of a diversity equity inclusion field from multiculturalism to liberalism to diversity,” she noted, adding that leaders must determine their own risk tolerance and that of their institutions when navigating these challenges.

    Anthony, who leads Prairie State College—both a Predominantly Black Institution and Hispanic-serving Institution about 30 miles from Chicago—highlighted the increasingly polarized context in which DEI work takes place.

    “We’ve been under attack around the federal government… with citizens becoming more cynical, hostile, and divided,” he observed, stressing the importance of critical thinking in an era of fast, subjective media.

    Following the panel discussion, Dr. Clyde Wilson Pickett, vice chancellor for equity, diversity, and inclusion at the University of Pittsburgh and board chairman of NADOHE shared a personal story about his great-grandmother that embodied the spirit of responsibility central to DEI work. He recounted how his great-grandmother, just one generation removed from slavery, would pick up garbage along the streets of her neighborhood every day after working a full day as a domestic worker.

    Thumbnail Img 8378Photos by Tim Trumble “She would take two buses out to be a domestic worker . When she got up in the morning at 5:00 AM to catch her first bus, she would walk down one side of the street picking up garbage,” Pickett explained. When he asked her why she did this, she responded, “We have to understand that we have a responsibility for our own and to take care of our own. So, what I’m doing is investing in our community.”

    Pickett drew a parallel to current DEI challenges that these frontline administrators are facing. “We have to do some things that we didn’t necessarily cause, but something that we had the responsibility to clean up.”

    He reminded attendees of their purpose during these “defining moments” that test values and resilience. “The ultimate measure of a person is not where they stand in moments of comfort and convenience, but where they stand in times of challenge and controversy,” he said, quoting Dr. Martin Luther King Jr.

    Pickett urged DEI professionals to stay grounded in their values and purpose. “We have to understand when we face this adversity, we have to return to our why—why do we do what we do? Why we’re committed to what we’re committed to, and who we do it for.”

    He said that building connections rather than divisions is crucial in the fight ahead. Over the weekend, the University of Virginia’s Board of Visitors voted to dissolve the college’s Office of Diversity, Equity and Inclusion (DEI) and Community Partnerships.

    “We know now more than ever, it’s important for us to do so by building bridges and not walls,” he said. “The same individuals who are leaving trash in our communities, who are causing conflict, want us to put up further walls between each other.”

    Pickett acknowledged the real challenges and potential for burnout in DEI work but urged professionals to practice self-care. “The work of diversity, equity, and inclusion is real. The burnout is real… And our ability to do this work can be compromised if we do not take care of ourselves.”

    The four-day conference, which coincided with International Women’s Day, served as both a celebration of progress and a rallying cry for continued advocacy. Despite growing opposition to DEI initiatives across American campuses, these leaders remain committed to protecting the progress made and supporting the professionals who advance this essential work every day.

    “I am leaving more reenergized and confident for the fight ahead,” said one attendee.

    Source link

  • Trump admin cancels $400M in grants at Columbia U

    Trump admin cancels $400M in grants at Columbia U

    The Trump administration announced Friday that it’s cutting $400 million in grants and contracts from Columbia University as a result of what Republican officials say is “continued inaction” and failure to protect Jewish students at the Ivy League institution.

    The accusations were made in a joint news release from the Departments of Justice, Health and Human Services, Education, and the General Services Administration, all of which are members of an antisemitism task force the president assembled just one month ago through an executive order. Earlier in the week, the task force said it was reviewing Columbia’s $5 billion in federal grants and hinted that it could halt some of the university’s contracts. That notice was the task force’s first major action, and other universities could face similar reviews, experts said Friday.

    “For too long, Columbia has abandoned that obligation to Jewish students studying on its campus,” Education Secretary Linda McMahon said in the release. “Today, we demonstrate to Columbia and other universities that we will not tolerate their appalling inaction any longer.”

    It remains uncertain exactly what grants and contracts will be affected, and the Department of Education did not respond to Inside Higher Ed’s request for clarity.

    Columbia officials said the university is “reviewing the announcement” and pledged to “work with the federal government to restore Columbia’s federal funding.”

    “We take Columbia’s legal obligations seriously … and are committed to combating antisemitism,” a spokesperson said in an email to Inside Higher Ed.

    Columbia has been a frequent target for Republicans who have taken issue with how colleges responded to a spate of demonstrations protesting Israel’s war in Gaza since Oct. 7, 2023. That criticism ratcheted up last spring after pro-Palestinian student protesters erected an encampment of tents and later took over a campus building in hopes of persuading the university to divest from companies affiliated with Israel. Those protests, and Columbia’s decision to call in city police in response, not only sparked a national movement but also attracted strong opposition from critics who declared the demonstrations antisemitic and accused the colleges of failing to defend Jewish students.

    Trump officials have pledged to crack down on campus antisemitism, and this action against Columbia could serve as an early test case of how exactly the new administration could follow through on campaign trail promises.

    But canceling a university’s grants and contracts would be unprecedented. Higher education policy experts say that even if it’s just a threat, the concept of pulling funds without proper investigation from the Office for Civil Rights is deeply alarming.

    “You don’t get to punish people just because you don’t like what they’re doing,” said Jon Fansmith, senior vice president of government relations at the American Council on Education. “The fact that the administration is choosing to simply ignore not just precedent, not just norms, but the actual law covering this should be concerning to a lot of people, not just people at Columbia.”

    The Education Department’s Office for Civil Rights is tasked with enforcing Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race and national origin, including antisemitic and Islamophobic discrimination. The department’s rules and regulations, which Fansmith said are mandated by Title VI, outline how OCR conducts investigations and what to do if the office finds a violation. OCR is required to attempt to reach a resolution with the institution. In the rare case that a college refuses to comply with the law, the case can be referred to the Department of Justice.

    “So while the law doesn’t specifically dictate the process, it dictates the necessity of the process,” Fansmith said. “Nowhere in federal law is the government given the authority to arbitrarily select different types of federal funding and withhold them from an institution absent any prior finding or decision.”

    Republicans from the House Committee on Education and the Workforce, on the other hand, praised the decision.

    “Americans do not want their money sent to institutions that serve as breeding grounds for hatred and support for terrorism,” Representative Tim Walberg, the Michigan Republican who chairs the committee, said in a statement. “I applaud the Trump administration for listening to the American people and holding institutions accountable when they fail to combat antisemitic, anti-American values.”

    Walberg and then–committee chair Representative Virginia Foxx were key figures in a scathing interrogation of then–Columbia president Minouche Shafik last spring. They also subpoenaed the university for records in August and published a deep-dive campus antisemitism report in November.

    But these congressional actions, as well as the department’s civil rights investigations, are separate from the actions of the task force.

    “The entire House report would be—what I’m sure many people would consider—a great piece of evidence in an OCR investigation,” Fansmith said. “The Trump administration is just missing the step where OCR does an investigation … which they’re required to in statute.”

    The statement said that Columbia should expect more cancellations.

    ‘Weaponizing’ Funding Cuts

    Similarly to Fansmith, First Amendment advocates see the Trump administration’s move as an overreach designed to intimidate institutions and chill campus free speech rather than address civil rights violations and hate speech.

    Kristen Shahverdian, program director for campus free speech at PEN America, said in a statement that while universities must urgently respond to concerns about antisemitism and ensure that students can participate fully and equally in campus life, they also need to be given “space, time and resources” to do so. The task force has not allowed that, and as a result federal research funding hangs in the balance.

    The Trump administration is “weaponizing nearly every instrument it has to suppress ideas it disfavors and pressure institutions into enforcing ideological alignment,” Shahverdian said. “The threat is sure to reverberate across the higher education sector, just as it seems intended to do.”

    Tyler Coward, lead counsel of government affairs at the Foundation for Individual Rights and Expression, told Inside Higher Ed that though the loss of funds is a potential consequence for institutions that violate antidiscrimination law, they may only face liability if they fail to address the unlawful conduct.

    “If the administration is cutting funding to Columbia for violating Title VI, it must be clear and transparent about how it arrived at that decision and follow all relevant procedural requirements before doing so,” Coward said. And First Amendment–protected speech cannot be punished with the retraction of federal funds, he added. (The release offered no specifics on how the task force made its decision.)

    This “immediate cancellation” violates the law. If the Admin thinks Columbia has violated Title VI by being deliberately indifferent to antisemitic harassment, it has to give Columbia a chance for a hearing first, make findings on the record, & wait 30 days.

    www.nytimes.com/live/2025/03…

    [image or embed]

    — Sam Bagenstos (@sbagen.bsky.social) March 7, 2025 at 1:27 PM

    Fansmith said he was “not in a position to say” whether Columbia’s response to the student protests, building raids and encampments of 2024 would qualify for punishment under a proper OCR investigation. But the Trump administration “clearly thinks so,” he added.

    “If they are so certain of what the outcome will be, then there’s no harm from conducting an investigation,” he said. But “there’s plenty of harm from not doing it.”

    Trump ‘Walking the Talk’

    But right-leaning advocates for the protection of Jewish students and faculty members say the move was justified and necessary.

    Kenneth Marcus, a prominent civil rights lawyer who ran OCR during Trump’s first term, described Trump’s latest actions as “incredible.”

    “If anyone wasn’t paying attention before, this will get their attention,” said Marcus, who also founded the Louis D. Brandeis Center for Human Rights Under Law. “There can now be no doubt that the Trump administration has prioritized campus antisemitism far higher than any prior administration has done. They have Columbia University in their scopes today, but no one should doubt that they will be coming after other universities as well.”

    McMahon affirmed Marcus’s take on the situation in an interview with Fox News shortly after the funding cuts were announced.

    “The president has said he’s absolutely not going to allow federal funds to be going to these universities that continue to allow antisemitism,” she said. “Kids ought to go to college and parents ought to feel good about their kids going to college, knowing they’re in a safe environment.”

    Marcus also applauded the Trump administration for utilizing multiple agencies to tackle the problem at once. The Department of Justice was minimally involved in responding to campus antisemitism during Trump’s first term, he said, but this time “the DOJ is leading the charge” and “the difference is palpable.” This weekend, all university administrators should be meeting with their general counsels and ensuring they are doing everything they can to protect all students, Marcus advised.

    “The last administration spoke of a whole-of-government approach. This administration is walking the talk,” he said.

    Liam Knox contributed to this report.



    Source link

  • Political Attacks on Higher Education (AAUP)

    Political Attacks on Higher Education (AAUP)

    The Trump administration and many state governments are accelerating
    attacks on academic freedom, shared governance, and higher education as a
    public good. We are working with our chapters and with allies in higher
    ed and the labor movement to defend and advance our vision: Higher
    education that is accessible and affordable for all who want it. Freedom
    to teach, to learn, to conduct research, to speak out on issues of the
    day, and to assemble in the organizations of our choice. Colleges and
    universities that create opportunity for students, workers, and
    communities. Sufficient funding to provide true education and
    sustainable working conditions. Information and resources to help in
    this fight are being added below as they are developed.

    Immigration

    Attacks on Science and Research

    Federal Funding 

    Accreditation

    Diversity, Equity, and Inclusion

    Anticipatory Obedience

    Administrations sometimes go farther than the law requires to placate those who are attacking higher ed.

    Source link

  • Anonymous alum donates $51M to Smith College

    Anonymous alum donates $51M to Smith College

    Smith College has received a $51 million gift from an anonymous alumna, the Massachusetts women’s college announced Thursday.

    It is the largest planned gift in the institution’s history and will be used to support financial aid and two faculty positions: one in engineering and one in statistical and data sciences.

    Boosting financial aid “will allow young women from all economic backgrounds to realize their biggest dreams for educational opportunity, permitting them to make a difference in their local communities, in their nations, and in the advancement of humankind worldwide,” said the donor, who graduated in 1979.

    She also articulated her belief in the value of STEM education.

    “In an age in which it is more important than ever for women to excel in technology, especially in the fields of engineering and computing, it is crucial to endow a leading educational institution like Smith College and to benefit women’s contributions in the STEM fields.”

    Source link

  • Talent pipeline for local businesses supports college students

    Talent pipeline for local businesses supports college students

    About four in 10 college students believe developing specific skills needed for their career is among the most important outcomes to them in their academic experience, according to a winter 2023 Student Voice survey by Inside Higher Ed and College Pulse. However, 22 percent of all respondents indicated they had never participated in experiential learning or an internship.

    Champlain College in Vermont partnered with a local coworking campus and business incubator, Hula, in 2023 to build a talent pipeline for local businesses and expose students to new and maybe unfamiliar career opportunities.

    Over the past two years, the partnership has resulted in real-life case studies and client-facing work for students and faculty, as well as greater engagement with young talent for employers.

    What’s the need: “One thing that’s very apparent in Vermont is we need young talent,” says Angelika Koukoulas, Champlain’s Innovation Hub Project Manager, who oversees the Hula-Champlain partnership.

    Vermont experiences the worst brain drain in the country, losing 57.5 percent of its college graduates, many of whom move to Massachusetts or New York, according to 2022 data analysis.

    Koukoulas’s role is to help students identify work experiences in Vermont and build relationships with employers to fill holes in their workforces.

    “They need more hands, they need big ideas, they need students who are excited about their work and are willing to put in effort to learn,” Koukoulas says.

    There’s also a national shortage of internship opportunities, one that is tied to a mismatch in employer needs and student interests. The partnership addresses both comprehensively by weighing all stakeholders’ interests.

    How it works: Hula is about a mile away from Champlain College and just down the road from the college’s Miller Center campus.

    The coworking space supports 60 member businesses and up to 600 coworking individuals. The businesses belong to a variety of industries, including green technology and marketing, as well as traditional business or finance roles.

    A majority of the collaborations fall into two camps: companies providing projects for capstone-like courses for experiential learning or companies creating internships for students.

    Inquiries can come directly from faculty members looking to revamp curriculum or offer real-world scenarios for students to engage their skills or from employers who have a specific need and want young talent to assist them. Often, start-ups are looking for student support for social media or blog-writing campaigns, but there’s also a need for general business admin or accounting support, Koukoulas says.

    For internships, Koukoulas will serve as a recruiter of sorts for the company partner, assisting them in creating the job description and posting it on Handshake and also encouraging students she believes would be a good fit to apply and increasing the number of applicants for the business partner.

    “It widens their candidate pool and hopefully gets more students opportunities that they wouldn’t have even thought of otherwise,” Koukoulas says.

    All projects have been pro-bono, so the company invests zero dollars to enlist a class for work, but almost all internships have been paid roles.

    What’s different: Hula serves both as a business partner, hiring interns and supporting class projects, but also as an incubator for small businesses in Vermont.

    The people who work on Hula’s campus rotate, meaning there’s continual variety of the types of industries or groups students could partner with. The climate of the office building also means businesses are innovation and creatively minded, making partnership more natural.

    Koukoulas has an office at Hula, meaning she can directly engage in communal spaces or in building channels to solicit employer partnerships.

    Vermont also has a very relational culture, something Koukoulas has had to navigate as a more recent resident to the Green Mountain State, whether the relationships are with faculty—who have taught a course for a long time and may be hesitant to make changes—or with businesses leaders, who consider their start-up to be their baby and may be uncomfortable letting a student participate in their work.

    There’s an educational piece to the puzzle, both helping faculty identify their ask for project and employers create meaningful internships for learners. Koukoulas hosted an Internship 101 workshop for Hula businesses to set expectations for internships and provide guidance on best practices, such as providing students a mentor. She also hosts regular lunch for interns who work within the Hula offices to check in and provide support as needed.

    The impact: Since the partnership launched in summer 2023, 90 students have engaged in a Hula-based project within a course, and 18 students have participated in an internship.

    The partnership is in its early stages, so Champlain doesn’t have data on how students have translated their work with the start-ups into longer-term career development, but exposure to new careers and experiential learning are two benefits Koukoulas is eager to see manifest.

    “I can’t wait to see if it works; I can’t wait to see the fruit of that labor in the next couple of years,” Koukoulas says.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

    Source link