Tag: Higher

  • Why Founder’s College Is the Answer to Declining College-Going

    Why Founder’s College Is the Answer to Declining College-Going

    In a recent Forbes column, Lumina Foundation president Jamie Merisotis reminded us that degrees must do more than certify coursework—they must create real value for students and employers. In Indiana, where Sagamore Institute’s 2040 workforce economy study and the Indiana Commission for Higher Education warn of falling college-going rates, this challenge is especially urgent.

    That is the backdrop for Butler University’s boldest experiment yet: Founder’s College, launched August 2025.

    Compressing Time, Expanding Values

    The Founder’s College model confronts a growing national conversation: does the U.S. need more pathways beyond the traditional four-year degree? Institutions across the country are piloting three-year bachelor’s options and embedded two-year credentials to align faster, more affordable education with urgent labor market shortages while maximizing current infrastructure to meet needs.

    Butler University has placed itself in this conversation with uncommon clarity. At Founder’s College, students complete a two-year associate degree in six structured semesters, front-loading the critical skills usually acquired in a student’s junior and senior years—career motivation, professional identity and workforce readiness. This compressed pathway is not cut-rate—it is deliberately sequenced with degree programs tied to Classification of Instructional Programs codes and O*NET occupational standards synced to NACE competencies, ensuring that every credential reflects real career demand in Indiana and beyond.

    Founder’s students walking down steps

    A Workforce-Aligned, Equity-Driven Blueprint

    The Indianapolis labor market, seeing a 3.1 percent GDP growth, underscores the need for this approach (Indiana University News, 2004). The monetary value of all that is produced in the state is outpacing state and national averages. At the same time, in-demand industries—especially health care, professional services, technology and advanced manufacturing—are confronting skill mismatches. Employers are offering jobs, yet Indiana’s college-going rate has slipped to historic lows, leaving pipelines partially empty (Indiana Business Research Center, 2024). The Indiana Department of Workforce Development reports wages are rising, up 4.1 percent in the metro area in 2025 according to InContext Indiana.

    Institutions like Butler University are not blind to the demographic challenges either. A declining birth rate, an aging workforce, admissions redesigns and disruptive technologies such as AI intensify the demand for midlevel, adaptable credentials to reskill workers quickly.

    Founder’s students walking a path on campus

    Here is where Founder’s College shifts the ground. It builds wraparound supports—career coaching, social workers, family inclusion and embedded apprenticeships—into the core of its structure rather than leaving them at the margins. By lowering tuition costs to nearly debt-free levels for students and building in work-integrated experiences, Founder’s College creates a system where opportunity is the design, not the exception.

    Global Research, Local Application

    Butler’s experiment does not arise in a vacuum. It mirrors and operationalizes the findings of major policy reports:

    A 2024 Organisation for Economic Co-operation and Development report recommends expanded investment in skills and high-quality education to combat slowing productivity growth coupled by aging, digitalization and climate changes. It stresses repeatedly that the U.S. is falling behind peer nations in connecting academic programs to workplace readiness, particularly in apprenticeships and microcredentials. The Founder’s College requirement that every student engage in structured, mentored, for-credit work experience directly addresses that gap.

    The America AI Action Plan 2025 highlights the accelerating impact of artificial intelligence on the skills profile of jobs. Handshake reports increase in generative AI usage too. While OECD 2025 reminds us that there is a changing landscape requiring adaptability, complex interdisciplinary problem-solving and liberal arts and professional academic digital fluency are no longer optional. At Founder’s College, technical writing studios, digital credentialing, industry certification and technology integration prepare students to thrive in an AI-mediated workplace.

    FutureEd research from 2023 emphasizes transparency in skills attainment and the use of short-term, stackable credentials as levers of equity. By awarding credentials midjourney and maximizing learning mobility, a call from the LEARN Commission—not just at degree completion—Founder’s College signals value to students, employers and families at every step.

    • Founder’s students in backpacks walking toward buillding

    Taken together, these frameworks make Founder’s College not just a local response to Indiana’s challenges, but a globally informed model tuned to the future of work.

    Founder’s College directly widens the workforce pipeline—by lowering the cost barrier, embedding workforce credentials and signaling to families that college is not just accessible, but immediately useful.

    Founder’s students in student center

    A Case Study and a Challenge

    Across the United States, demographic and migration patterns are reshaping where and how higher education demand will grow. The U.S. South, with its younger, more racially and ethnically diverse populations and steady in-migration, stands poised to lead the nation in enrollment growth through 2035. In contrast, much of the Midwest faces different headwinds: smaller cohorts of college-age students, declining K–12 enrollments and out-migration of young families.

    Rather than a simple story of winners and losers, this shift underscores the divergent opportunities that regions face. In the South, higher education systems will need to expand capacity, affordability and culturally responsive pathways that meet the aspirations of new, more diverse learners. In the Midwest, the challenge is not only to stabilize enrollment but to re-engage adults with some college, no credential and to strengthen the link between education and regional economic renewal.

    Nationally, forecasts for the next decade suggest that the future of higher education will depend on how well institutions adapt to a shrinking pool of traditional-age learners while expanding access for new groups, including working adults and first-generation students. Recruitment, funding models and program design will need to evolve accordingly.

    Using the 2020 U.S. Census as a baseline, when 43 percent of Americans identified as people of color and more than half of minors identified as nonwhite, it’s clear that the next generation of university-bound students will be more multiracial and more globally connected than ever before. Their appetite for education will be shaped by digital fluency, early exposure to STEM and environmental learning, and a social consciousness steeped in sustainability, mental health and civic responsibility.

    For Indiana, where college-going rates are at historic lows, this is more than institutional innovation. Founder’s College is therefore both a case study and a challenge.

    • To other universities: Reimagine the traditional degree in ways that speak to today’s students and employers.
    • To states: Invest in models that don’t just get more students in the door, but get them to good jobs, faster.
    • And to students themselves: Butler is showing you that higher education is within reach, aligned with your life and positions you for thriving success.

    As Merisotis wrote, the future belongs to institutions that make degrees more valuable. Indiana may have just found its vanguard.

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  • Transparency Now or Regulation Later

    Transparency Now or Regulation Later

    Doctors predicted Wayne Frederick, the president of Howard University, wouldn’t live past 8. Now he’s 54. Frederick came to the U.S. from Trinidad and Tobago with a dream of finding a cure for his disease, sickle cell anemia, but detoured into higher ed administration.

    At an event hosted by the American Council on Education at Howard University this week, Frederick said CRISPR gene editing, a technology developed in academia, made his dream a reality. Finding cures to debilitating diseases is one of “the intangible things that higher ed does to change lives,” he said.

    Higher ed has changed lives in thousands of other ways; institutions are the largest employers in 10 states; colleges have helped regenerate many of America’s Rust Belt centers. Higher education is undeniably a public good. But as concerns grow about the affordability of college, do Americans care?

    In the ACE event’s discussion about the economic impact of higher ed, Alex Ricci, president of the National Council on Higher Education Resources, pointed out that despite college’s role in local and regional economies, the debate about the value of higher ed comes down to whether one thinks the benefit to the individual is greater than to society as a whole. “Many colleges and universities see themselves as a benefit shared broadly by society. Most Americans—especially those carrying thousands of dollars in student loan debt—see it as a transaction where the individual is the primary beneficiary or victim, depending on the student’s long-term outcomes,” he said.

    Regardless of whether you think higher ed is a public or private good, institutions are losing the value debate. In recorded remarks for the discussion, Representative Burgess Owens, a Utah Republican, chairman of the House subcommittee on higher education and workforce development, said, “Higher education should be about value, not just prestige.” He also presided over the “No More Surprises: Reforming College Pricing for Students and Families” hearing last month where lawmakers examined ways to make college costs more transparent.

    The lack of transparency on the cost of college can be life-altering for students and poses existential risks for colleges. Inside Higher Ed’s 2025 student survey found that three-fourths of the 5,000 respondents encountered some surprises in the cost of their education. These surprises can derail education journeys. One in five students said that an unexpected expense of $500 to $1,000 would threaten their ability to persist. Bad surprises also harm colleges: Students say that the lack of affordability is the biggest driver of declining public trust in higher education.

    College cost transparency has been a government priority since the Obama administration, but never has public trust in higher ed been so low or institutions so vulnerable to government overreach. Republican lawmakers have seized on the problem of college affordability and cost transparency and are looking for bipartisan solutions. In May, Senator Chuck Grassley, a Republican from Iowa, introduced the Understanding the True Cost of College Act 2025, which calls for standardization of financial aid offers so students understand in simple terms what the direct costs, indirect costs and net price of college will be. Last month the Senate Committee on Health, Education, Labor and Pensions formally requested information from the sector on ways to improve transparency, lower costs and ensure a college degree is valuable to students.

    Some colleges sense the urgency of the moment and are taking action on affordability. More are offering free tuition to households earning as much as $200,000 a year. Last month Whitworth University made a radical decision to stop tuition discounting and decrease its annual sticker price from $54,000 to $26,900. At the same time, a recent study found that tuition discounting is on the rise among public four-year institutions. But tuition discounts create more confusion around the true cost of college.

    A reasonable question to ask is: Why are only 730 colleges members of the College Cost Transparency Initiative? If higher ed stakeholders wanted to win the value debate, they would listen to lawmakers—and students and their families—and act on affordability and cost transparency. Otherwise, policymakers will do it for them. By demonstrating their impact for individual students, colleges can make a compelling case for their broader societal value.

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  • U.S. Continues Decline in THE World University Rankings

    U.S. Continues Decline in THE World University Rankings

    The 2026 rankings overall show that “East Asian nations, led by China, continue to thrive,” said THE’s chief global affairs officer, Phil Baty.

    Photo illustration by Justin Morrison/Inside Higher Ed | bingdian, cbarnesphotography and DNY59/iStock/Getty Images

    Even before U.S. universities lost billions of dollars in federal research funding and international students struggled to obtain visas, America’s dominance in research impact and global reputation was waning. According to the latest rankings from Times Higher Education, the U.S. has continued to cede influence to universities in Asia.

    For several years, the rankings from Inside Higher Ed’s parent company have documented a steady decline in the U.S.’s leadership in global higher education. The 2026 World University Rankings reflect that ongoing trend: Just 102 universities from the United States cracked the top 500—the lowest figure on record, down from a high of 125 in 2018. (The rankings started in 2004.)

    The downward trend is less apparent in the overall top 10, where seven U.S. institutions appear. The Massachusetts Institute of Technology is the highest-ranking American institution, coming in at No. 2, just behind the top-ranked University of Oxford. According to THE, Princeton University recorded an institutional best score to tie for third.

    But institutions farther down the list have slipped. Twenty-five colleges logged their worst-ever scores while 62 dropped in the rankings, which uses 18 measures to judge institutions on five areas including teaching, research quality and international outlook.

    The 2026 rankings of more than 2,100 institutions are based on data collected from 2022 and 2023 and don’t reflect the Trump administration’s push to reshape American higher education. They don’t show what impact cuts to research funding and the crackdown on international students might have on U.S. institutions’ position on the global stage. Those changes could lead to a further decline for U.S. institutions in the rankings, though Ellie Bothwell, THE rankings editor, said what future rankings might show is hard to predict.

    “Any country that cuts research funding, that limits internationalization of higher education, would be in danger of declining in the ranking,” she said. “Those are key things that we measure. Those are important things that universities do. There’s always going to be a risk if you cut those. There’ll be a decline, but it’s all relative, so it does also depend what goes on elsewhere.”

    Looking at the overall 2026 rankings, Bothwell called the decline for the U.S. “striking,” adding that the drop reflects increased global competition. American institutions on average received lower scores on measures related to research, such as citation impact, as well as research strength and reputation.

    Meanwhile, Asian universities continue to climb the rankings. Five universities from China are now in the top 40, and 18 achieved their highest ranks ever, according to THE.

    THE’s chief global affairs officer, Phil Baty, said in a statement that the latest data suggests higher ed is moving toward a new world order with an Eastern center of gravity.

    “This year’s rankings highlight a dramatic and accelerating trend—the shift in the balance of power in research and higher education excellence from the long-established, dominant institutions of the West to rising stars of the East,” Baty said.

    He predicted that U.S. institutions and those in Western Europe would continue to lose ground to their East Asian counterparts in the rankings. “This clear trend is set to persist as research funding and international talent attraction continue to be stymied in the West,” he added.

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  • Texas Systems Review Course Descriptions, Syllabi

    Texas Systems Review Course Descriptions, Syllabi

    As conservative Texas politicians identify and target faculty who teach about gender identity, officials at six Texas public university systems have ordered reviews of curriculum, syllabi and course descriptions.

    The impetus is clear: Texas A&M University fired a professor, demoted two administrators and pushed out its president after conservative politicians lambasted the institution for a lesson on gender identity in a children’s literature class. Their criticism hinged on the fact that the topic was not reflected in the brief course catalog description for the class. Before he resigned, Texas A&M president Mark Welsh ordered an audit of all courses at the flagship campus, which the system Board of Regents quickly extended to all Texas A&M institutions.

    “The Board has called for immediate and decisive steps to ensure that what happened this week will not be repeated,” the regents wrote in a statement posted on X. “To that end, the Regents have asked the Chancellor to audit every course and ensure full compliance with applicable laws.”

    Other systems soon followed. On Sept. 29, University of North Texas system chancellor Michael Williams instructed the president of each institution to “conduct an expedited review of their academic courses and programs—including a complete syllabus review to ensure compliance with all current applicable state and federal laws, executive orders, and court orders,” he wrote in a letter. The review is due Jan. 1.

    The University of Texas system is reviewing all courses on gender identity to “ensure compliance and alignment with applicable law and state and federal guidance, and to make sure any courses that are taught on a U.T. campus are aligned with the direction and priorities of the Board of Regents,” according to a statement from the system. The review will be discussed at the Board of Regents meeting in November.

    System leaders at several public institutions have cited Texas House Bill 229, President Donald Trump’s Jan. 20 executive order and a Jan. 30 letter from Gov. Greg Abbott that said, “All Texas agencies must ensure that agency rules, internal policies, employment practices, and other actions comply with the law and the biological reality that there are only two sexes—male and female.” Yet no current federal or state laws prohibit public university professors from teaching about transgender identity.

    A University of Houston system spokesperson told The Texas Tribune that it is completing a review of general education courses in compliance with Texas Senate Bill 37, which took effect this fall. The law requires public universities to complete a curriculum review every five years, but the first reviews aren’t due until 2027. Texas Woman’s University is also conducting a review of all academic courses and programs, the Tribune reported.

    Texas Tech University ordered its faculty to ensure that course content complies with Texas and U.S. law, as well as the federal and gubernatorial executive orders that declare the existence of only two genders—male and female. The resulting oral policies—which officials are purposely not writing down—severely limit what faculty can teach about gender identity and effectively erase transgender people and topics from the curriculum.

    It’s unclear how each of the six university systems will respond after their reviews are complete, and whether courses will be censored or entirely removed from the catalog.

    “Faculty are highly trained experts in their fields of study. It harms education for faculty to be told what to teach by politicians,” Brian Evans, President of the Texas Conference of the American Association of University Professors, told Inside Higher Ed by email. “For example, it is impossible to teach about gender without recognizing that there are countless gender identities and gender expressions across the world, the ideology that there are only two genders being only one of those.”

    The conservative politicians who have gone after institutions and faculty for teaching about gender identity have found professors through syllabi and course information posted online. As the risk of doxing grows, faculty are working to keep their information private, but new technology and Texas law are adding complications.

    Hundreds of American colleges and universities are now requiring their faculty to upload syllabi to Simple Syllabus, a third-party platform that offers uniform syllabus templates and easy editing; it also allows faculty to embed syllabi into campus learning management systems. According to the company’s website, more than 500 colleges and universities currently use the platform. Institutions may limit who can view the syllabi—for example, Clemson University requires users to log in with university credentials.

    But other institutions—including the University of Houston, Texas A&M University and the University of Texas at Austin—allow the general public to view their Simple Syllabus pages. This may be in part due to Texas House Bill 2504, a 15-year-old law that requires public institutions to provide publicly accessible syllabi that include major assignments and exams, required or recommended readings, and a general description of lecture or discussion topics.

    Andrew Joseph Pegoda, a lecturer in the Women’s, Gender and Sexuality Studies Department at the University of Houston, experienced the risks of this public access firsthand. In August, a conservative news site published a piece targeting Pegoda for teaching two courses that include queer theory in the curriculum and that, according to the news site, exemplify “indoctrination in women’s and gender studies departments.”

    “I realized that they got their information from Simple Syllabus,” Pegoda said. The platform allows users to search posted syllabi at an institution using keywords—for example, searching the word “queer” on the Simple Syllabus page for one Texas university returned four different syllabi that included the term.

    The spotlight on Pegoda came and passed quickly, largely because his name wasn’t included in the article’s headline. “I’m glad it wasn’t worse than it was. It could have been more direct or more vicious,” he said.

    Simple Syllabus spokesperson Matthew Compton-Clark said the company has not received any reports of targeting via the platform. “We take data privacy extremely seriously, and are a faculty-first organization,” he wrote in a statement to Inside Higher Ed. “We provide multiple privacy features, giving faculty the ability to set not just their entire syllabus private, but individual components as well. This same feature also exists for the institution, allowing the school to set the visibility of the entire syllabus, or individual parts of the document based on their state-specific legislation.”

    The Texas law does not require the public syllabi to include class meeting times or locations, though many professors don’t amend the public versions of their materials to exclude that information. Pegoda said he’s been advised to “put minimum detail in the public Simple Syllabus and then to provide a more regular syllabus to students,” he said.

    But, in the wake of the incident at Texas A&M, that may not work, he said. “Now professors are being encouraged to very specifically detail everything in the syllabus so as to not potentially get fired or have student complaints.”

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  • Coppin State’s Tuition Program Led to Enrollment Boom

    Coppin State’s Tuition Program Led to Enrollment Boom

    A historically Black university in Maryland says efforts to boost enrollment and up its name recognition are paying dividends, allowing it to more than quadruple out-of-state student enrollment over the past two years.

    Coppin State University in Baltimore announced in 2023 that it would begin offering in-state tuition to any student who lived in one of the 41 U.S. states and territories without an HBCU—as well as the District of Columbia, which has two HBCUs—through a program called Expand Eagle Nation. In 2024, the first year of the program, the institution more than doubled the number of students from qualifying states to 195—up from 81 the previous fall. (Coppin’s in-state annual cost of attendance is $27,410, versus $34,474 for out-of-state students.)

    This fall, the numbers increased even more dramatically: 416 of Coppin’s incoming class of 1,000—its largest freshman class in 25 years—come from the qualifying states. Overall, Coppin’s enrollment is up 26 percent this year, including growth on the in-state side, as well. In fact, James Stewart, associate vice president for student development and achievement, said the attention Coppin has received for its Expand Eagle Nation program has raised the university’s profile among local students.

    Still, it’s been a major shift for the institution, which used to attract students primarily from within a 50-mile radius.

    “I think our students enjoy the diversity of thought from so many different regions,” said Jinawa McNeil, the university’s director of admissions. “This is really giving opportunity to students, but it’s [also] making Coppin a different environment, where you traditionally were with students that you might have went to high school with, or maybe a high school not far from you, but now you’re talking to students who are literally from states that you’ve never been to.”

    Coppin’s growth comes at a time when many institutions across the country are working to attract new populations of students ahead of the impending demographic cliff—the decline in high school graduates that is expected to begin next year. (The Maryland Higher Education Commission projected earlier this year, however, that Maryland will be one of the few states to buck the trend, projecting an 11 percent increase in high school graduates from 2024 to 2031.)

    Coppin isn’t the only institution looking to out-of-state students to boost enrollment; in an interview earlier this fall, University of Connecticut officials attributed their growth in head count to more out-of-state name recognition due to the institution’s academic programs and popular sports teams, for example.

    “Given the declining number of students in their own state, [colleges] have to chase them elsewhere,” said Gregory Price, a professor of economics at the University of New Orleans who studies the economics of HBCUs. “It’s sort of like an arms race.”

    Coppin is also capitalizing on the current popularity of HBCUs, which saw significant increases in applications and enrollments following the Supreme Court’s 2023 ban on affirmative action in admissions.

    “Everything that’s been going on politically, from affirmative action to DEI, sends a message to Black students that they don’t belong,” Henry Williams, president of the Thurgood Marshall College Fund, a nonprofit that advocates for public HBCUs, told Inside Higher Ed regarding the trend last year. “At an HBCU, you’re never going to have that question, and all of the support, resources and scholarship money being taken away elsewhere are already built into the structure [at HBCUs] … there’s value in a sense of belonging.”

    Price noted that HBCUs are also often cheaper than other institutions—as is the case at Coppin, which says it’s the least expensive institution in Maryland. That’s because historically, HBCUs haven’t had large research enterprises, which saves the institutions many costs, he said; they can also attract faculty without paying salaries above market rate.

    “To the extent HBCUs have a distinct value proposition for Black students, that could be good because there aren’t many HBCUs … and that value proposition is high returns in the labor market relative to the cost of attendance,” he said. “If you can reduce the costs, you could probably stay ahead of that demographic cliff longer than other colleges can.”

    Bolstering Recruitment

    Along with offering in-state tuition to out-of-state students, Coppin officials took a slew of steps to increase their presence in the states from which they hoped to attract students. That included visiting high schools—and plastering advertisements on buses and billboards in those cities ahead of their visits, so students would hopefully already recognize the Coppin brand by the time they met an admissions official.

    The university formed transfer partnerships with community college systems in Colorado and California, and the admissions team reached out to regional organizations that help students in the college search process to ensure their staffs were aware of Coppin.

    Increasing the university’s name recognition was an important goal of the Expand Eagle Nation program, McNeil said.

    “It [used to be] a much harder recruitment sale, for lack of a better term,” she said. “We were beginning with who were as an institution, rather than saying, ‘Oh, you’ve heard about us, so let’s help you learn more.’”

    Stewart also noted that the university was prepared for the enrollment boost, having met with academic affairs staff over the past year to ensure there would be enough courses and faculty to meet the needs of all students. To house the influx, Coppin is currently constructing a new dorm, slated to open next fall; it also has six off-campus apartment facilities that Stewart said include resident assistants, just like on-campus housing, and regular shuttle access to campus.

    “We’re going to end up with a good mix where we increase our housing on campus, especially, to meet our new students, but we have options for our [upperclassmen] off campus that give them this blending of what real-life living in an urban environment is,” he said.

    One unexpected challenge that has come with implementing Expand Eagle Nation? Convincing prospective students that the offer is real.

    “They [don’t] believe it,” McNeil said. “Like, ‘What’s the trick, what’s the catch?’ They just don’t believe an institution was willing to invest that deeply, because students understand, and definitely parents of students, specifically parents that have been to college and might have some college debt. They just did not believe that this was an opportunity, because they don’t see too many opportunities like this.”

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  • Many 2025 “Genius” Fellows Affiliated with Universities

    Many 2025 “Genius” Fellows Affiliated with Universities

    Fourteen of the new MacArthur fellows announced Wednesday are associated with universities.

    ilbusca/DigitalVision Vectors/Getty Images

    Numerous academics are part of the 2025 class of MacArthur Foundation fellows announced Wednesday. This year, the foundation selected a slate of 22 “extraordinarily creative individuals” to receive the “genius award.” Each recipient will get $800,000—no-strings attached—over the next five years to “foster and enable innovative, imaginative, and ground-breaking ideas, thinking, and strategies.”

    Since the fellowship launched in 1981, fellows have included writers, scientists, artists, social scientists, humanists, teachers and entrepreneurs. While no institutional affiliation is required, the award went to the following 2025 fellows with ties to a college or university:

    • Atmospheric scientist Ángel F. Adames Corraliza, an associate professor in the Atmospheric and Oceanic Sciences Department at the University of Wisconsin at Madison, for investigating the mechanisms underlying tropical weather patterns. 
    • Epidemiologist Nabarun Dasgupta, director of the Opioid Data Lab at the University of North Carolina’s Injury Prevention Research Center, for advocating for harm reduction and creating practical programs to mitigate harms from drug use, particularly opioid overdose deaths.
    • Archaeologist Kristina Douglass, associate professor of climate at Columbia University, for investigating how human societies and environments co-evolved and adapted to climate variability. 
    • Astrophysicist Kareem El-Badry, assistant professor of astronomy at the California Institute of Technology, for leveraging astronomical data sets and theoretical modeling to investigate binary star systems, black holes, neutron stars and other stellar bodies.
    • Political scientist Hahrie Han, the Stavros Niarchos Foundation Professor in the political science department at Johns Hopkins University, for employing a range of ethnographic, sociological, experimental and quantitative methods to examine organizational structures and tactics that encourage individuals to interact across lines of difference and work together for change in the public sphere.
    • Cultural anthropologist Ieva Jusionyte, the Watson Family University Professor of International Security and Anthropology at Brown University, for exploring the political and moral ambiguities of border regions, where state policies regulate historically shifting distinctions between legal and illegal practices.
    • Evolutionary biologist Toby Kiers, research chair and professor in the Ecology and Evolution Department at Vrije Universiteit in Amsterdam, for illuminating the evolutionary mechanisms underlying cooperation between species and the role of plant-microbe mutualisms in ecosystem health. 
    • Structural biologist Jason McLellan, professor and Robert A. Welch Chair in Chemistry in the Department of Molecular Biosciences at the University of Texas at Austin, for investigating virus fusion proteins and developing new interventions to prevent infectious diseases.
    • Fiction writer Tommy Orange, faculty mentor in the creative writing program at the Institute of American Indian Arts, for capturing a diverse range of Native American experiences and lives in novels that traverse time, space and narrative perspectives.
    • Nuclear security specialist Sébastien Philippe, assistant professor in the Nuclear Engineering and Engineering Physics Department at the University of Wisconsin at Madison, for exposing past harms and potential future risks from building, testing and storing launch-ready nuclear weapons.
    • Interdisciplinary artist Gala Porras-Kim, visiting critic in sculpture at the Yale School of Art, for proposing new ways to make visible the layered meanings and functions of cultural artifacts held in museums and institutional collections.
    • Neurobiologist and optometrist Teresa Puthussery, associate professor in the Herbert Wertheim School of Optometry and Vision Science at the University of California, Berkeley, for exploring how neural circuits of the retina encode visual information for the primate brain.
    • Chemical engineer William Tarpeh, assistant professor in the Department of Chemical Engineering at Stanford University, for developing sustainable and practical methods to recover valuable chemical resources from wastewater.
    • Mathematician Lauren K. Williams, the Dwight Parker Robinson Professor of Mathematics at Harvard University, for elucidating unexpected connections between algebraic combinatorics and concepts in other areas of math and physics.

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  • Team Teaching Benefits Faculty and Students

    Team Teaching Benefits Faculty and Students

    Most students expect to see one professor at the front of the classroom throughout the semester. But for those attending Harvey Mudd College, a STEM-focused institution in California, it’s not unusual to have four or more faculty members teaching one course.

    At Harvey Mudd, team teaching has been a distinguishing facet of the student experience for decades; most general education STEM courses for incoming students are taught by two or more professors.

    “It’s the water we swim in,” said Kathy Van Heuvelen, associate dean of faculty. “It’s so embedded in our culture.”

    Implementing team teaching as standard practice has helped the college train early-career faculty, establish more holistic courses and ensure students are aware of the various resources and experts available to them on campus.

    What is team teaching? Also called collaborative teaching or co-teaching, team teaching involves multiple instructors leading a course, each with their own responsibilities.

    Often, team teaching involves faculty of different disciplines covering a topic or issue from multiple perspectives. At Harvey Mudd, for example, a group of faculty taught a course on California wildfires, and the content included the history of forestry, atmospheric chemistry and air pollution, as well as the social implications of fires. Sometimes that means two professors teaching side by side, but often faculty split up lessons and take turns delivering content to students.

    Team teaching is less common than solo teaching, in part because it requires more time to implement. Faculty sometimes face logistical barriers, such as aligning schedules and co-creating materials, as well as personal differences in assessment or classroom management. But when done well, the format can equip students with greater critical thinking skills and a richer understanding of content.

    Prepped for success: To help professors navigate team teaching, Harvey Mudd offers them a variety of resources. New instructors participate in a weekly lunch led by college administrators where they gather, eat and engage in professional development, Van Heuvelen said. “Our sessions have included team-teaching strategies for communicating with your team and navigating this mode of teaching.”

    Van Heuvelen also provides a team-teaching checklist for faculty each semester to help them prepare for the upcoming term, which includes items such as communication, timeline for developing materials, classroom management and other course policies.

    “It has a list of questions for the team to discuss ahead of time to try to help teams get out In front of any challenges and establish their team norms,” she said.

    The college is part of the Claremont Consortium—a group of seven higher education institutions in Claremont, Calif.—which has a Consortium Center for Teaching and Learning and provides workshops on team teaching, as well.

    Most team-taught courses are designed to feature a junior and senior faculty member, allowing the early-career professional to learn from a more experienced instructor, Van Heuvelen said.

    “For an early-career hire who maybe does not have extensive teaching experience, it is like attending a master class,” Van Heuvelen said. “There is tremendous mentoring that can go on there.”

    Newer instructors also bring fresh perspectives and ideas to the classroom, which ensures content does not get stale over time.

    Supporting student success: One of the benefits of the model is that students have a group of instructors to engage with and call on if they need academic support, Van Heuvelen said.

    “For example, when we have a team that’s teaching, we all hold common office hours, so students can go to any office hours,” Van Heuvelen said.

    Past research shows that students are often unaware of the full range of supports available to them on campus, but engaging with many professors can get students more plugged in to institutional services, or at least provide more touch points, Van Heuvelen said.

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  • Trump’s higher ed compact draws condemnation from faculty and college unions

    Trump’s higher ed compact draws condemnation from faculty and college unions

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    Faculty groups and employee unions are urging universities to reject a proposed compact from the Trump administration that would trade control over their policies for preferential access to federal research funding.

    Of the nine colleges that received the offer, at least two faculty senates — the University of Virginia and the University of Arizona — voted to oppose the deal and pushed their institution’s leadership to reject it. Other instructors and employee groups have also decried the compact. 

    Leaders at the colleges have thus far issued mostly noncommittal responses, with none publicly announcing they would decline the deal as of Wednesday afternoon. 

    Along with UVA and the University of Arizona, the Trump administration sent the compact to Brown University, Dartmouth College, the Massachusetts Institute of Technology, the University of Texas at Austin, the University of Pennsylvania, the University of Southern California and Vanderbilt University. It gave the institutions until Oct. 20 to respond with feedback and up to Nov. 21 to sign.

    Faculty groups weigh in

    At a Monday meeting, the University of Arizona’s faculty senate approved a resolution opposing the compact in a 40-8 vote, with one member abstaining.

    The resolution called the compact a danger to “the independence, excellence, and integrity” of the institution and the constitutional rights of the campus community.

    “Others wiser than I have called it recently a trap, a poisoned apple,” Faculty Chair Leila Hudson said before the vote. “Federal funds are not a drug that we need a quick fix of to be forever extortable.”

    Hundreds of miles east, faculty at the University of Virginia similarly rebuked the Trump administration’s proposal.

    The UVA faculty senate on Friday, in a 60-2 vote with 4 abstentions, approved a resolution whose preamble called the compact a danger to the university that runs antithetical to its mission and traditions. It also said the deal “likely violates state and federal law.”

    At least one law firm, Ropes & Gray, has said the compact raises legal questions, adding that it “does not explain the statutory or other basis that authorizes the Administration to give preferential access to federal programs.”

    The law firm also said the compact used vague and broad language and doesn’t explain key elements of the proposal. For instance, it threatens to strip federal funding from institutions that sign and then violate its terms — but it doesn’t explain which dollars could be revoked.

    “Would all federal benefits — research dollars and beyond — be affected by an instance of non-compliance, or would only those additional or new federal benefits that have accrued as a result of the institution having signed onto this Compact (the scope of which is unclear as well) be affected?” it posited in a Wednesday analysis.

    A second round of deals?

    Two of the institutions that received the offer — Penn and Brown — have previously struck deals with the Trump administration.

    Penn President J. Larry Jameson said Sunday that he would seek input on the compact from the campus community, including Penn’s trustees and faculty senate.

    “The long-standing partnership with the federal government in both education and research has yielded tremendous benefits for our nation. Penn seeks no special consideration,” he said in a statement.

    Jameson added that he would keep five factors front of mind: “freedom of inquiry and thought, free expression, non-discrimination, adherence to American laws and the Constitution of the United States, and our own governance.”

    In March, the Trump administration suspended $175 million of Penn’s research funding over its prior policy permitting transgender women to compete in women’s sports. The U.S. Department of Education formally alleged in April that the university’s policies had violated Title IX, a law banning sex-based discrimination at federally funded institutions.

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  • Let’s Get Curious – Teaching in Higher Ed

    Let’s Get Curious – Teaching in Higher Ed

    I’ve been curious about curiosity for a long while now. That foundation made it that much more rewarding for me to see it as the current topic for Harold Jarche’s PKMastery workshop. There’s a vulnerability that comes from allowing ourselves to be curious. Yet what that yearning allows for is unparalleled and well worth the costs.

    Lifelong Learning

    When we are curious, our learning never ends. Getting to work at a university, being invited to speak at many other institutions for higher learning, and having kids who are both in middle school, affords me a never-ending buffet of learning. Sometimes, it can get overwhelming and I need to resort to bookmarking things that seem interesting, but that I may not have time to look to deeply at in the moment. Tagging those bookmarks allow me to uncover resources in the future, when they will be most relevant to something I’m curious about then.

    I like tracking my reading in a service called StoryGraph. Setting a minimum goal for books read in a year helps overcome my natural tendency toward my attention going to RSS headline and short-form reading. Most years, I’m struggling to reach the goal, come December. However, my focus on listening to more audio books has allowed me to already have surpassed my 2025 goal.

    Screenshot of Bonni's StoryGraph currently reading, recently read, and to-be-read book covers

    Healthy Human Relationships

    When we focus on being curious about what others thing and having empathy for them, the possibility for having healthy human relationships emerges. It’s easy to focus on “winning” as the sole pursuit of our interactions with others. However, when our focus is on being right, instead of initially on curiosity, we limit the potential for solutions that are geared toward the common good. Covey writes:

    Next to physical survival, the greatest need of a human being is psychological survival—to be understood, to be affirmed, to be validated, to be appreciated. When you listen with empathy to another person, you give that person psychological air. And after that vital need is met, you can then focus on influencing or problem solving.

    I smiled, as soon as I saw that Jarche had included this beloved clip from Ted Lasso in his writing about curiosity. At this point in the show, Rupert, is “winning” at humiliating his ex-wife (the blonde woman whose expression you can see throughout many of the camera angles during the clip). She doesn’t want to see Ted Lasso also be humiliated by Rupert and is concerned that is exactly what’s about to happen.

    However, curiosity wins the day, as does kindness. Lasso says at one point:

    Don’t mistake my kindness for weakness.

    Curiosity is a powerful aim and one that is infectious. When we resolve to continually fuel our openness and getting better, together, we unleash a powerful problem-solving potential.

    Cultivating Curiosity

    Jarche writes about curiosity and resolve. He describes the need for a “constant dance between bigger groups of ideas and smaller groups of people working together,” and how necessary both cooperation and collaboration are to effective problem solving and creativity.

    In this week’s reading, Jarche reminds us of how needed a human set of skills are today:

    The skills required to live in a world dominated by complex and non-routine work requires — creativity, imagination, empathy, and curiosity.

    He also stresses the unbounded potential for creativity that we posses, when we focus on curiosity:

    While the industrial economy was based on finite resources, a creative economy is not. There is no limit to human creativity. We have to make a new social contract — not based on jobs — but rather enabling a learner’s mindset for life.

    Until next time… And until then: Let’s all stay curious.

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  • UC Berkeley Scientist Wins Nobel Prize for Chemistry

    UC Berkeley Scientist Wins Nobel Prize for Chemistry

    A chemist from the University of California, Berkeley, was among the trio of scientists awarded the Nobel Prize for Chemistry on Wednesday.

    Omar Yaghi, the Berkeley professor; Susumu Kitagawa from Kyoto University in Japan; and Richard Robson from the University of Melbourne in Australia were recognized for their work since the 1990s to develop a new form of molecular architecture that combines metal ions and carbon-based molecules, according to a release from the Royal Swedish Academy of Sciences, which administers the Nobel Prize.

    The metal-organic frameworks can harvest water or store toxic gases. The release noted that the frameworks “may contribute to solving some of humankind’s greatest challenges.”

    The release says the frameworks are essentially “rooms” because of the large spaces that form in the structure. A Nobel committee member compared it to Hermione Granger’s magical bag in the seventh Harry Potter book, the Associated Press reported. Her small bag eventually contained a tent, books and other provisions. Likewise, the frameworks look small but can hold a lot.

    Since the trio’s discoveries, more than 100,000 metal-organic frameworks have been created, according to a news release from Berkeley.

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