Tag: House

  • Iowa Universities Would Be Liable for Part of Defaulted Student Loans Under House Bill – The 74

    Iowa Universities Would Be Liable for Part of Defaulted Student Loans Under House Bill – The 74


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    State universities would be responsible for portions of students’ defaulted loans under legislation advanced Wednesday by an Iowa House subcommittee.

    House Study Bill 540 would require state universities to offset 25% of a borrower’s liability if they default on an educational loan taken out to attend the institution. This means the university would be liable for 25% of what the student owes.

    More than 40% of Iowa public college graduates finish their education debt-free, Iowa Board of Regents State Relations Officer Jillian Carlson said, and those who do take out loans receive financial counseling early in their college career “to help them right-size their debt and advise them on not taking out more than they need.”

    “One question or concern that we do have is to clarify whether students who default on their loans are actually defaulting because they’re unable to make the payments, versus defaulting on their loans because they know that we would pick up 25% of the bill when they actually do have the resources to make the payments,” Carlson said.

    Rep. Heather Matson, D-Ankeny, said there are important, practical questions on the topic of universities potentially being liable for defaulted loans that are not answered in the bill, such as where the money to take on these debts would come from. She also asked whether it should be the responsibility of a university to “be on the hook for” part of a loan in certain situations, like if a graduate finds themself in medical debt and must decide how they’ll use their money to stay safe and healthy.

    “I think it’s important to recognize that the majority party talks a lot about personal responsibility, especially when it comes to student loans,” Matson said. “So I’m curious as to why you all are proposing to put a graduate’s financial decisions back onto a university if personal responsibility for student loans is so incredibly important.”

    Rep. Jeff Shipley, R-Fairfield, said during the subcommittee meeting he believes the idea presented in the bill has “some merit.” He and subcommittee chair Rep. Taylor Collins, R-Mediapolis, approved the legislation to move to the Iowa House Higher Education Committee.

    “My general thoughts are, we need to make sure we have some skin in the game when it comes to … the future employment of these individuals, once they graduate,” Collins said.

    Iowa Capital Dispatch is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Iowa Capital Dispatch maintains editorial independence. Contact Editor Kathie Obradovich for questions: [email protected].


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  • House hearing: Is now a good time to regulate AI in schools?

    House hearing: Is now a good time to regulate AI in schools?

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    Dive Brief:

    • House lawmakers shared bipartisan concerns over the risks of students using artificial intelligence — from overreliance on the technology to security of student data — during a House Committee on Education and Workforce hearing on Wednesday.
    • Whether and how AI is regulated and safeguarded in the K-12 classroom at the federal level continues to stir debate. Democrats at the hearing said more guardrails are necessary, but the Trump administration has made it harder to add those through executive orders aiming to block state-level regulations and its efforts to dismantle the U.S. Department of Education. 
    • Republicans, however, cautioned against rushing new regulations on AI to make sure innovation in education and the workforce isn’t stymied.

    Dive Insight:

    The House hearing — the first in a series to be held by the Education and Workforce Committee — came a month after President Donald Trump signed an executive order calling for the preemption of state laws regulating AI with exceptions for child safety protections.

    During the hearing’s opening remarks, the committee’s ranking member, Rep. Bobby Scott, D-Va, said Congress should not stand idly by while the Trump administration “may be ingratiating itself to big tech CEOs and preventing states from protecting Americans against” the dangers of AI.  

    Instead, Scott said, Congress should take an active role in developing thoughtful regulations to “balance protecting students, workers and families” while also “fostering economic growth.”

    The ability to study and regulate AI’s impacts on education has been hindered under the Trump administration, Scott added, through the shuttering of the Education Department’s Office of Educational Technology, federal funding cuts at the Institute of Educational Sciences, and attempts to significantly reduce staffing at the Office for Civil Rights.

    At the same time, the Trump administration is strongly encouraging schools to integrate AI tools in the classroom. Committee Chair Tim Walberg, R-Mich, praised the administration’s initiatives to support AI innovation in his opening statement.

    For Congress, Walberg said, “the goal should not be to rush into sweeping new rules and regulations, but to ensure schools, employers and training providers can keep pace with innovation while maintaining trust and prioritizing safety and privacy.”

    Some hearing witnesses also called for more transparency and guardrails for ed tech companies that roll out AI tools for students.  

    Because a lot of ed tech products lack transparency about their AI models, it’s more difficult for teachers and school administrators to make informed decisions about what AI tools to use in the classroom, said Alexandra Reeve Givens, president and CEO at the Center for Democracy & Technology.

    Key questions these companies need to publicly answer — but won’t typically disclose — she said, should include whether their tools are grounded in learning science and whether the tools have been tested for bias. “Do they have appropriate guardrails for use by young people? What are their security and privacy protections?” Reeve Givens asked. 

    Adeel Khan, founder and CEO of MagicSchool AI, also said in his testimony that shared standards and guardrails for AI tools in the classroom are necessary to protect students and understand which tools actually work.

    While AI education policy is primarily driven by state and local initiatives, Khan said that “the most constructive federal role is to support capacity and protections for children while investing in educator training, evidence building, procurement guidance and funding so districts can adopt responsibly.”

    The Brookings Institution also released a report Wednesday on AI in K-12 schools based on its analysis of over 400 research articles and hundreds of interviews with education stakeholders. 

    The institution’s report warns that AI’s risks currently outweigh its benefits for students. AI can threaten students in cognitive, emotional and social ways, the report said.

    To mitigate those risks, Brookings recommends a framework for K-12 as it continues to implement AI:

    • Teachers and students should be trained on when to instruct and learn with and without AI. The technology should also be used with evidence-based practices that engage students in deeper learning.
    • There needs to be holistic AI literacy that develops an understanding about AI’s capabilities, limitations and implications. Educators must also have robust professional development to use AI, and there should be clear plans for ethically using the technology while expanding equitable access to those tools in school communities.
    • Technology companies, governments, education systems, teachers and parents need to promote ethical and trustworthy design in AI tools as well as responsible regulatory frameworks to protect students.

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  • A Cloaked Threat in U.S. Higher Ed That the House Committee on the CCP Has Ignored

    A Cloaked Threat in U.S. Higher Ed That the House Committee on the CCP Has Ignored

    [Editor’s note: The Higher Education Inquirer has attempted to contact the House Select Committee on the Chinese Communist Party a number of times regarding our extensive investigation of Ambow Education and HybriU.  As of this posting, we have never received a response.]  

    In the evolving landscape of U.S. higher education, one emerging force has attracted growing concern from the Higher Education Inquirer but remarkably little attention from policymakers: Ambow Education’s HybriU platform. Marketed as a next-generation AI-powered “phygital” learning solution designed to merge online and in-person instruction, HybriU raises serious questions about academic credibility, data governance, and foreign influence. Yet it has remained largely outside the scope of inquiry by the House Select Committee on the Chinese Communist Party.

    Ambow Education has long operated in opaque corners of the for-profit higher education world. Headquartered in the Cayman Islands with a U.S. presence in Cupertino, California, the company’s governance and leadership history are tangled and controversial. 

    Under CEO and Board Chair Jin Huang, Ambow has repeatedly survived regulatory and institutional crises, prompting the HEI to liken her to “Harry Houdini” for her ability to evade sustained accountability even as schools under Ambow’s control deteriorated. Huang has at times held multiple executive and board roles simultaneously, a concentration of authority that has raised persistent governance concerns. Questions surrounding her academic credentials have also lingered, with no publicly verifiable evidence confirming completion of the doctoral degree she claims.

    Ambow’s U.S. footprint includes Bay State College in Boston, which was fined by the Massachusetts Attorney General for deceptive marketing and closed in 2023 after losing accreditation, and the NewSchool of Architecture and Design in San Diego, which continues to operate under financial strain, low enrollment, leadership instability, and federal Heightened Cash Monitoring. These institutional failures form the backdrop against which HybriU is now being promoted as Ambow’s technological reinvention.

    Introduced in 2024, HybriU is marketed as an AI-integrated hybrid learning ecosystem combining immersive digital environments, classroom analytics, and global connectivity into a unified platform. Ambow claims the HybriU Global Learning Network will allow U.S. institutions to expand enrollment by connecting international students to hybrid classrooms without traditional visa pathways. Yet independent reporting has found little publicly verifiable evidence of meaningful adoption at major U.S. universities, demonstrated learning outcomes, or independent assessments of HybriU’s educational value, cybersecurity posture, or data governance practices. Much of the platform’s public presentation relies on aspirational language, promotional imagery, and forward-looking statements rather than demonstrable results.

    Compounding these concerns is Ambow’s extreme financial fragility. The company’s market capitalization currently stands at approximately US$9.54 million, placing it below the US$10 million threshold widely regarded by investors as a major risk category. Companies at this scale are often lightly scrutinized, thinly traded, and highly vulnerable to operational disruption. Ambow’s share price has also been highly volatile, with an average weekly price change of roughly 22 percent over the past three months, signaling instability and speculative trading rather than confidence in long-term fundamentals. For a company pitching itself as a provider of mission-critical educational infrastructure, such volatility raises serious questions about continuity, vendor risk, and institutional exposure should the company falter or fail.

    Ambow’s own financial disclosures report modest HybriU revenues and cite partnerships with institutions such as Colorado State University and the University of the West. However, the terms, scope, and safeguards associated with these relationships have not been publicly disclosed or independently validated. At the same time, Ambow’s reported research and development spending remains minimal relative to its technological claims, reinforcing concerns that HybriU may be more marketing construct than mature platform.

    The risks posed by HybriU extend beyond performance and balance sheets. Ambow’s corporate structure, leadership history, and prior disclosures acknowledging Chinese influence in earlier filings raise unresolved governance and jurisdictional questions. While the company asserts it divested its China-based education operations in 2022, executive ties, auditing arrangements, and opaque ownership structures remain. When a platform seeks deep integration into classroom systems, student engagement tools, and institutional data flows, opacity combined with financial fragility becomes a systemic risk rather than a marginal one.

    This risk is heightened by the current political environment. With the Trump Administration signaling a softer, more transactional posture toward the CCP—particularly in areas involving business interests, deregulation, and foreign capital—platforms like HybriU may face even less scrutiny going forward. While rhetorical concern about China persists, enforcement priorities appear selective, and ed-tech platforms embedded quietly into academic infrastructure may escape meaningful oversight altogether.

    Despite its mandate to investigate CCP influence across U.S. institutions, the House Select Committee on the CCP has not publicly examined Ambow Education or HybriU. There has been no hearing, subpoena, or formal inquiry into the platform’s governance, data practices, financial viability, or long-term risks. This silence reflects a broader blind spot: influence in higher education increasingly arrives not through visible programs or exchanges, but through software platforms and digital infrastructure that operate beneath the political radar.

    For colleges and universities considering partnerships with HybriU, the implications are clear. Institutions must treat Ambow not merely as a technology vendor but as a financially fragile, opaque, and lightly scrutinized actor seeking deep integration into core academic systems. Independent audits, transparent governance disclosures, enforceable data-ownership guarantees, and contingency planning for vendor failure are not optional—they are essential.

    Education deserves transparency, stability, and accountability, not hype layered atop risk. And oversight bodies charged with protecting U.S. institutions must recognize that the future of influence and vulnerability in higher education may be written not in classrooms, but in code, contracts, and balance sheets.


    Sources

    Higher Education Inquirer, “Jin Huang, Higher Education’s Harry Houdini” (August 2025)
    https://www.highereducationinquirer.org/2025/08/jin-huang-higher-educations-harry.html

    Higher Education Inquirer, “Ambow Education Continues to Fish in Murky Waters” (January 2025)
    https://www.highereducationinquirer.org/2025/01/ambow-education-continues-to-fish-in.html

    Higher Education Inquirer, “Smoke, Mirrors, and the HybriU Hustle: Ambow’s Global Learning Pitch Raises Red Flags” (July 2025)
    https://www.highereducationinquirer.org/2025/07/smoke-mirrors-and-hybriu-hustle-ambows.html

    Ambow Education, 2024–2025 Annual and Interim Financial Reports
    https://www.ambow.com

    Market capitalization and volatility data, publicly available market analytics

    Massachusetts Attorney General’s Office, Bay State College settlement

    U.S. Department of Education, Heightened Cash Monitoring disclosures

    House Select Committee on the Chinese Communist Party, mandate and public hearings

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  • House Ed Panel Advances Financial Aid Transparency Bills

    House Ed Panel Advances Financial Aid Transparency Bills

    Andrew Harnik/Getty Images

    A House education panel voted Thursday to advance two bills aimed at ensuring that students know more about the price of college and their options to pay for it.

    One of the bills, the Student Financial Clarity Act, would require the Education Department to create a universal net price calculator that would give students an estimate of what they might have to pay for a particular program or institution. That legislation, which passed with bipartisan support, would also expand the College Scorecard to include more program-level statistics so students could compare outcomes and costs.

    Under the other bill, the College Financial Aid Clarity Act, the Education Department would develop a standardized format for college financial aid offers. Lawmakers on both sides of the aisle have sought for years to improve institutional offer letters—efforts that picked up steam in 2023 after the Government Accountability Office found that most colleges failed to clearly and accurately tell students how much their education would cost.

    After the department creates the standard format, colleges that receive federal funding will have to adopt it by July 1, 2029, according to the legislation, which also received bipartisan backing.

    The House and Senate education committees have explored the issue of college price transparency in hearings this fall, showing that it’s a priority for key lawmakers. Rep. Tim Walberg, the Michigan Republican who chairs the House committee, framed the legislation as an answer to waning public trust in postsecondary education.

    “Too many students face bureaucracy, hidden costs and student debt for programs that don’t deliver a return on investment,” Walberg said. “These bills take important steps to fix that.”

    American Council on Education president Ted Mitchell wrote to the committee that a federally mandated financial aid award letter would be difficult to adjust in response to consumer feedback and changes to federal student aid. ACE and others have spearheaded a voluntary effort to improve the letters known as the College Cost Transparency Initiative, which includes about 760 colleges and universities.

    “It is also important to note that new requirements regarding financial aid award letters will impose significant administrative, financial, and technical challenges that will divert institutional resources away from student support,” Mitchell wrote.

    Democrats generally supported the legislation, though they indicated that they wanted to see more changes that would actually lower the cost of college and hold the Education Department accountable.

    Democrats expressed worry that a diminished Education Department wouldn’t be able to implement the changes called for in the legislation. They also pushed for language in the bills that would require the Education Department itself to perform the work. Education Secretary Linda McMahon recently outsourced several grant programs to other federal agencies, raising concerns among Democrats on the committee.

    “Based on the secretary’s track record, it wouldn’t surprise me if she’s already devising a way to pass these requirements on to someone else or some other agency,” said Rep. Suzanne Bonamici, an Oregon Democrat.

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  • House Hearing Highlights Potential of Skills Transcripts

    House Hearing Highlights Potential of Skills Transcripts

    Republicans and Democrats showed rare agreement in a House committee meeting on Wednesday, putting their support behind digital skills transcripts that they say will make the economy more efficient and make education more skills-centered.

    “This is a game changer,” said Rep. Burgess Owens, the Utah Republican who chairs the subcommittee.

    The hearing shined a spotlight on the wonky world of learning and employment records, or LERs, and explored how to ensure they are available nationwide. It also progressed the conversation on workforce readiness, a bipartisan topic and an issue that has received heightened attention from House Republicans.

    Students in the U.S. have access to more than 1.8 million credentials, but navigating those options can be challenging. At the same time, employers say they are struggling to find workers with the right skills for open jobs.

    Although they are not a new idea, more associations, states and experts are turning to LERs as a way to better connect job seekers and employers. For instance, Western Governors University, which has had an LER platform since 2019, recently announced the WGU Achievement Wallet to help students track their skills and connect those to available jobs. A skills-based transcript is at the core of a new platform from the Educational Testing Service that Brandeis University and California State University campuses are piloting. To help boost adoption of LERs, the American Association of Collegiate Registrars and Admissions Officers last year launched the LER Accelerator Coalition.

    These LERs “enable career mobility based on proven ability, not pedigree,” Western Governors president Scott Pulsipher told lawmakers at the hearing.

    “When readiness is signaled through verified skills, opportunities expand to include those who might have been overlooked,” he said. “Few things are more profoundly human than enabling individuals to pursue a self-determined life. LERs, while seemingly abstract, exist for that purpose. They translate what individuals know and can do into real opportunity.”

    Other witnesses said Congress can better help grow LERs by providing funding and encouraging states to create them. They also want lawmakers to require common open data standards, so the LERs are transparent and can be used across platforms.

    “LERs only matter if people can use them,” said Scott Cheney, the CEO of Credential Engine. “If they’re trapped in proprietary systems, they do little for learners, workers or employers.”

    Hearings like this offer some insight into lawmakers’ priorities and can lead to legislation. Since passing a landmark bill to overhaul student loans, the House education committee has delved into college pricing, alleged bias in the Truman scholarship, innovation in higher ed and campus antisemitism.

    For Republicans, the LERs are a way to build on the One Big Beautiful Bill Act, which expanded the Pell Grant to short-term job training programs, and to support efforts to drop degree requirements.

    Owens noted that short-term credentials, work-based learning and apprenticeships are increasing “as we shift away from the ‘college-for-all’ mentality and toward a skills-first approach.”

    “LERs are the future,” said Owens, who played a video he narrated that explained how digital transcripts work.

    Democrats pointed to the need to help workers advance their skills and navigate the labor market, citing rising unemployment numbers and slow job growth.

    “LERs have the potential to make our economy more efficient, more equitable and more productive,” said Rep. Alma Adams, a North Carolina Democrat who serves as the subcommittee’s ranking member. “Employers are becoming overwhelmed with job applications containing limited information about the candidates’ skills, all of which can be hard to verify. Far too many employers have fallen into the habit of requiring college degrees for jobs that do not necessarily require them, effectively shutting out talented and qualified individuals who have the skills but not the diploma.”

    But Adams and other Democrats worried about the data privacy in these online systems and said they want to see safeguards to protect workers. They also want to guarantee that workers have control over their data.

    “We must ensure that a shift to learning and employment records does not enable an infringement on worker rights, increase discrimination or widen achievement and income gaps,” Adams said.

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  • House Republicans Accuse Truman Scholarship of Liberal Bias

    House Republicans Accuse Truman Scholarship of Liberal Bias

    House Republicans held a hearing Wednesday broadcasting long-standing conservative allegations of a left-wing bias in the small, prestigious Truman Scholarship program. Witnesses called by the GOP said the winners disproportionately espouse causes such as promoting racial justice and fighting climate change—and wind up working for Democrats and left-leaning organizations—while few recipients profess interest in conservative aims.

    But rather than counter the allegations, Democrats and their invited witness largely called the proceedings a distraction from the issue of college unaffordability, which they accused the GOP of exacerbating.

    The Subcommittee on Higher Education and Workforce Development hearing reflected a trend in conservative criticism of higher ed: allegations of favoritism toward liberals and left-leaning thought within very exclusive programs, including certain Ivy League institutions. The Trump administration’s sweeping research funding cuts for particular universities—and the congressional grillings of university presidents during antisemitism hearings before Trump retook the White House—have targeted institutions that only a fraction of Americans attend.

    “The Truman Scholarship represents an appropriation of $3 million a year, and directly impacts just 50 to 60 students annually,” said Democratic witness Ashley Harrington, senior policy counsel for the NAACP Legal Defense Fund. “The cuts to the higher education safety net made in the One Big Beautiful Bill are of far greater consequence to the millions of Americans who have never even heard of the Truman Scholarship.”

    “I hope today’s conversation can shift toward making our entire higher education system more affordable and accessible for all students,” Harrington said, “instead of having a narrow, partisan dialogue about the very few who receive this elite scholarship.”

    Republicans and their witnesses—one from a conservative-leaning media outlet and two from conservative-leaning think tanks—didn’t take her up on that invitation. Jennifer Kabbany, editor in chief of The College Fix, said her outlet has been researching liberal bias in the Truman Scholarship for 10 years and argued that its recipients hold a lot of sway.

    “They’re lobbying, they’re working for lawmakers, they’re consulting, they’re working for very influential, liberal-leaning law firms,” Kabbany said. “And so they’re having a big influence on our nation’s conversation and what legislation is brought forth. This isn’t just a $3 million scholarship—this is the direction of our country.”

    The scholarship, which provides junior undergraduates up to $30,000 for a “public service–related” graduate degree, was founded as a memorial to the namesake Democratic president. Congress passed legislation creating it in 1974, and Republican president Gerald Ford signed the bill into law the next year.

    Lawmakers didn’t invite anyone from the Harry S. Truman Scholarship Foundation to testify. Rep. Burgess Owens, the Utah Republican who chairs the subcommittee, told Inside Higher Ed he didn’t know why no one from the foundation appeared. Audra McGeorge, communications director for the Education and Workforce Committee, said the full committee chooses witnesses.

    “We provided an opportunity for the Truman Scholarship program to respond to the Committee’s concerns” outlined in a letter last year citing a report on the program from the American Enterprise Institute, McGeorge said. “Since they chose not to engage with us on those issues, we did not see a productive path in repeating the outreach. So we sought out researchers who have examined this issue fairly.”

    The minority Democratic party gets to choose only one witness. Raiyana Malone, a spokesperson for the committee’s Democrats, said, “We really wanted to focus on the Big Ugly Bill cuts to higher education,” so they chose Harrington.

    The report from AEI, a conservative-leaning think tank, said that, of the 182 Truman winners between 2021 and 2023, just six espoused interest in a traditionally “conservative-leaning” cause. While numerous winners cited an interest in topics such as immigrants’ rights or racial justice, none professed interest in protecting the rights of the unborn or defending the Second Amendment, the report said.

    Frederick Hess, AEI’s director of education policy studies and co-author of the report, said the Truman Foundation began hiding past news releases and reduced the amount of biographical information on its website to prevent the replication of such studies. In an email, Tara Yglesias, the foundation’s deputy executive secretary, said its 2025 scholar listing had returned to a format used in the early 2000s partly because “scholars, particularly those working in national security and similar areas, had made requests that we not post their biographical information publicly. Additionally, significant staff time was required to keep the biographies current, even for the short time they were visible.”

    Rep. Suzanne Bonamici, an Oregon Democrat, criticized the fact that the report’s other author, Joe Pitts, didn’t disclose in the report that he was a failed applicant for the scholarship. Bonamici called Pitts “disgruntled,” which Pitts rebutted on X.

    The scholarship foundation didn’t provide Inside Higher Ed an interview Wednesday or answer some specific emailed questions. Terry Babcock-Lumish, its executive secretary, wrote in an email that while no one from the foundation was invited to testify, “We welcome Members of Congress’s assistance in raising awareness of our opportunity and hope they will encourage the colleges and universities in their districts to nominate qualified candidates.” She said it’s “a merit-based scholarship program committed to identifying aspiring leaders throughout the United States, regardless of ideology.”

    “Unless candidates apply, we cannot select them,” she wrote.

    While the Republican witnesses shared their specific issues with the program’s recruitment and selection process—including not seeking out candidates from traditionally conservative campuses—they and the Republican subcommittee members also traced the alleged liberal bias to the left-leaning nature of academe in general.

    “On the campus level, those that are deciding who gets put to the regional committees, I mean, they’re professors,” said Kabbany, of The College Fix. “And we all know, 30 to one, professors are liberals, so they’re obviously going to advance candidates who have beliefs and pet causes that they love … It’s really systemic.”

    A few Republicans, including Owens, said Congress should end the program.

    “The Truman committee and this entire process is anti-conservative,” Owens said in his closing remarks. He said, “This has been a pipeline for Democrats, no question about it … I don’t think it’s fixable.”

    Rep. Mark Harris, a North Carolina Republican, said, “It’s deeply ironic to me that taxpayers who also never attended college, just like [President] Truman himself, are now forced to fund elite postgraduate degrees for a handpicked few. In my opinion, the federal government has no business running a scholarship program at all.” (According to the Truman Library, Harry S. Truman attended a business college for one year before dropping out to help with his father’s business.)

    Two Republicans—current New York gubernatorial candidate Elise Stefanik and Rep. Randy Fine, a staunchly pro-Israel Florida Republican who has said, “We have a Muslim problem in America”—accused the program of fostering antisemitism. “This, to me, is beyond liberal bias,” Fine said. “This is a flat-out embrace of Muslim terror and [represents] the fact that U.S. taxpayer dollars are being used to fund terrorists.”

    Fine, who is Jewish, said, “I have zero desire to reform the Truman fellowship. I’m not interested in borrowing $3 million from my children and grandchildren to give it to people who would like to kill them, so I believe we should shut down the program.” (Fine also made a point to say he wasn’t asking questions of Adam Kissel, a Republican witness, because of Kissel’s connection to the Heritage Foundation, which many conservatives accuse of tolerating antisemitism.)

    Stefanik, who is on the scholarship foundation’s board, cited a 2025 Truman scholar who “publicly espoused support for Hamas,” adding, “We need to address this rise in antisemitism with some of the recipients.”

    Eva Frazier, the Truman recipient whom Stefanik has publicly named in the past, told Inside Higher Ed in an email, “Congresswoman Stefanik’s comments followed a long pattern of politicians attempting to scare students into silence for speaking out about the Palestinian cause, but we refuse to be intimidated by such attacks.”

    Rep. Tim Walberg, a Michigan Republican and chair of the Education and Workforce Committee, said the alleged Truman Scholarship issues are “illustrative of so much that goes on.”

    “We’re seeing a bias in opposition to the American idea,” he said. “That isn’t liberal or conservative—it’s American.”

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  • GMercyU Unveils Crime Scene House for Student Investigations

    GMercyU Unveils Crime Scene House for Student Investigations

    Inside an unoccupied house, a student gingerly pushes open a creaky door and takes a wary step into a dark room—only to find the walls completely splattered with blood.

    It sounds like the cliché climax in a horror movie, but for students in the criminal justice program at Gwynedd Mercy University, it’s a regular class assignment.

    This fall, Gwynedd Mercy unveiled a new Crime Scene House, a three-story home that features various staged rooms for experiential learning in forensic science. Students now have a space for simulated criminal investigations, with each room configured to resemble a different crime scene they might encounter, including the blood spatter room.

    Gwynedd Mercy is one of a dozen-plus colleges across the country that turn houses into mock crime scenes; West Virginia University claims the title for largest hands-on training complex in the U.S., boasting four crime scene houses, a vehicle processing garage, a ballistics test center and designated grounds for excavation.

    The not-so-haunted houses are designed to give students a safe, supervised space to immerse themselves in a crime scene. Plus, it’s a great enrollment draw for students who get a thrill out of murder mysteries.

    “We’re very excited about the opportunity to have students come into our program and learn the how-to, so then they walk out of here and they say, ‘This is what I want to do,’” said Patrick McGrain, associate professor of criminal justice and the program director at Gwynedd Mercy. “It really is for the benefit of creating a more professional law enforcement community.”

    From convent to crime scene: McGrain and university leaders aspired to open a crime scene house on campus for years. In July, the dream became a reality when the Catholic university’s administrators identified an older building that used to house the Sisters of Mercy. The building was in disarray, and when McGrain was offered the opportunity to revamp it for students, he jumped at the chance.

    The Crime Scene House holds a variety of staged rooms to practice different investigations including a kitchen, a bathroom, two bedrooms and an office. In addition, the house features spaces for other simulated experiences, including an interrogation room, an evidence area to analyze fingerprints and a model “flophouse,” or a low-rent motel room used for drugs. And of course, the blood spatter room.

    “We’re going to teach students how to analyze blood splatter, the analysis of the trajectory,” McGrain said.

    Every element of the house is available for students to manipulate and investigate, even the flooring.

    “We have carpet laid down that they cut out pieces, use luminol and then take it over to the lab, well, what is it that we have?” McGrain explained. “Is it feces, it is urine, is it semen, is it blood? What is it that we’re looking at and what do you think happened in this room?”

    Faculty can track students’ progress solving the investigations through cameras mounted in each of the rooms.

    While the home at times may resemble an escape room, with CCTV cameras and a mystery to solve, “the only person locked in is the one who’s been kidnapped, and that’s been planned, and it’s a dummy,” McGrain said.

    The university allocated a small budget for furniture, but a significant number of items came directly from campus community members, who donated household items or clothing.

    “I even had two students who found a couch on the side of the road, grabbed it, put it in their trunk and brought it in,” McGrain said. “It is now the couch that sits in the living room.”

    Because the house is designed to be ransacked and torn up by “criminals,” the university also keeps backup furniture and wall decor.

    “If we want to break something, if we need to tear something, we do,” McGrain said. “The hands-on learning knows no limits.”

    Experiential learning: Other academic programs, including nursing, psychology and social work, have simulation labs integrated into the curriculum to allow students to practice their skills. In the same way, the house gives criminal justice students a chance to gain career skills.

    Before the Crime Scene House was established, Gwynedd Mercy faculty would set up a classroom to resemble the crime scene.

    “It’s not nearly as detailed,” McGrain said. “You don’t have the furniture. You don’t have the fake drugs or guns.”

    The facility has also served as a resource for law enforcement to train new detectives on how to use tech tools, such as digital photography and indoor drones.

    Jerome Mathew, a junior criminal justice student, said having the Crime Scene House is a game-changer—especially for getting incoming students amped about studying criminal justice.

    “They were really thrilled about seeing all the different fake drugs, money, different rooms, the cameras and how monitored everything was,” Mathew said.

    Gwynedd Mercy has plans to grow the criminal science major and launch a forensic science minor. The Crime Scene House will be an integral piece of that, McGrain said. “We’re expecting to see a spike in applications and a spike in admissions.”

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  • US Chamber sues White House to block ‘plainly unlawful’ H-1B visa fee

    US Chamber sues White House to block ‘plainly unlawful’ H-1B visa fee

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    Dive Brief:

    • President Donald Trump’s proclamation placing a $100,000 fee on new H-1B visas is a “plainly unlawful” expansion of executive authority that violates the Administrative Procedure Act and federal immigration laws, the U.S. Chamber of Commerce alleged in a lawsuit Thursday.
    • Chamber of Commerce v. U.S. Dept. of Homeland Security, et. al. is at least the second such lawsuit against the fee proclamation, following a separate filing earlier this month by plaintiffs in California. The Chamber claimed the fee would “inflict significant harm on American businesses” and render the H-1B program economically unviable for many.
    • The Chamber asked the U.S. District Court of Appeals for the District of Columbia to enjoin the fee requirement and vacate any agency actions taken to implement it. A White House spokesperson did not respond to a request for comment.

    Dive Insight:

    The lawsuit is an immediate follow-up to the Chamber’s statement last month calling on the Trump administration to withdraw its fee proclamation. In that statement, the organization said Trump’s move could impede economic growth as well as domestic job creation by incentivizing employers to move some business functions overseas.

    A Chamber press release Thursday reiterated those concerns. Neil Bradley, the organization’s executive vice president and chief policy officer, credited the administration with “securing our nation’s border” while warning of the need for H-1B visas to support growth and attract global talent.

    The fee caught employers by surprise when it was announced in September, particularly so for those in the technology sector, where H-1B visas are routinely sought to staff highly-skilled positions in mathematics, computer science and similar fields. But the fee’s effects could be felt in other fields, including higher and K-12 education, plaintiffs in the California lawsuit alleged.

    New guidance from U.S. Citizenship and Immigration Services issued Monday appeared to give the higher education sector some relief, however. It said that the new fee wouldn’t apply to those who are inside the U.S. and “requesting an amendment, change of status, or extension of stay.” That means international students who recently graduated and have H-1B sponsorship wouldn’t be subject to it, Bloomberg Law reported

    Trump has touted the fee — which applies prospectively only to H-1B visa petitions filed on or after Sept. 21, 2025, — as a necessary measure to combat “systemic abuse” of the program by employers in an effort to artificially suppress wages while reducing job opportunities for U.S. citizens.

    The Chamber directly addressed this point in its lawsuit, conceding that while abuse of the H-1B program is a serious issue, Congress considered this problem when creating the program and authorized the executive to take certain measures to prevent and remediate such abuse.

    For example, the Chamber noted that Congress twice imposed a temporary $4,000 surcharge fee on certain employers with a high proportion of H-1B visa holders. It also implemented a regulatory framework, the Labor Condition Application, requiring employers seeking H-1B employees to certify that the positions offered to such candidates meet criteria outlined by Congress. The legislature gave the president the authority to enforce such requirements by issuing fines as well as bans on filing future H-1B petitions.

    “What Congress did not authorize is disincentivizing the use of the program by imposing a fee many times the amount of fees set by Congress,” the Chamber said.

    Separately, the organization echoed an argument used by the California plaintiffs in alleging that the fee is arbitrary and capricious and was not submitted to notice-and-comment rulemaking as required under the APA.

    The lawsuits against the fee add to employers’ confusion in the aftermath of the proclamation. Sources previously told HR Dive that businesses have since been left to parse just how to pay the fee or how it will apply to visa petitioners who are already physically present in the U.S.

    Editor’s note: Natalie Schwartz, senior editor at Higher Ed Dive, contributed to this story. 

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  • Dartmouth Joins Growing List of Elite Universities Rejecting White House Academic Compact

    Dartmouth Joins Growing List of Elite Universities Rejecting White House Academic Compact

    Dartmouth CollegeFile photoDartmouth College has declined to sign the Trump administration’s “Compact for Academic Excellence in Higher Education,” becoming the latest prestigious institution to prioritize institutional autonomy over preferential federal funding access.

    In a statement released Saturday, Dartmouth President Dr. Sian Beilock firmly articulated the college’s position ahead of Monday’s deadline, emphasizing that governmental oversight—regardless of political affiliation—represents an inappropriate mechanism for directing the mission of America’s top research universities.

    “I do not believe that the involvement of the government through a compact—whether it is a Republican- or Democratic-led White House—is the right way to focus America’s leading colleges and universities on their teaching and research mission,” Beilock stated.

    The compact, extended to nine select institutions, promised enhanced access to federal research dollars in return for compliance with several administration policy mandates. These requirements included adopting the administration’s gender definitions for campus facilities and athletics, eliminating consideration of race, gender and various demographic factors from admissions decisions, and restricting international student enrollment.

    Despite rejecting the compact’s terms, Beilock expressed openness to dialogue, indicating her willingness to explore how to strengthen the traditional federal-university research partnership while maintaining higher education’s focus on academic excellence.

    The decision followed significant campus pressure, with nearly 500 Dartmouth faculty members and graduate students signing a petition advocating for rejection, according to the Valley News.

    In her statement, Beilock emphasized the fundamental principle at stake: “Universities have a responsibility to set our own academic and institutional policies, guided by our mission and values, our commitment to free expression, and our obligations under the law.”

    She framed institutional independence as essential to rebuilding public confidence across political lines and preserving American higher education’s global preeminence.

    Dartmouth’s decision aligns with rejections announced last week by peer institutions including the Massachusetts Institute of Technology, Brown University, the University of Pennsylvania and the University of Southern California, suggesting a coordinated defense of academic autonomy among elite research universities.

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