Tag: Jobs

Rurality Matters in Evaluating Transfer Outcomes (opinion)

Transfer enrollment rose by 4.4 percent this year, according to recent data from the National Student Clearinghouse Research Center. In total, transfers have grown by 8 percent since 2020, signaling a steady rebound from the sharp declines seen during the pandemic. That’s encouraging news for students seeking affordable, flexible pathways to a degree, as well as for institutions focused on expanding access and supporting completion.

Less noticed, however, is just how much progress rural students are making. In fall 2023, rural community colleges experienced a 12.1 percent increase in students transferring to four-year institutions. This progress is even more impressive given the historic underinvestment in rural institutions and the well-documented barriers their students face on their path to a four-year degree.

Many of the country’s small, rural institutions remain on the margins of transfer conversations, partnerships and policy priorities. Here in California, for instance 60 percent of the community colleges with the lowest transfer rates are rural. From low-income students in Appalachia to Latino learners in Texas’s Rio Grande Valley, rural colleges are lifelines for students facing barriers such as poverty, food and housing insecurity, and limited access to transportation and technology. Yet these institutions tend to lack the support, visibility and resources of larger community college systems. They often remain excluded from the design and implementation of transfer initiatives.

Rural students bring tremendous talent, drive and potential to higher education. Many are the first in their families to attend college. They are often deeply rooted in their communities and, in many cases, seek to use their education to give back and contribute to their local economies.

Transferring to a four-year institution can dramatically increase the lifetime earnings of these learners, expand their career paths and help meet the growing demand for a highly skilled workforce. Individuals with a bachelor’s degree earn, on average, nearly 35 percent more per year than those with only an associate degree. Four-year degrees open doors to career advancement, civic engagement and personal growth.

Yet the systemic challenges rural community college students face—from more limited course offerings and degree options to long travel times to campuses to unreliable internet connections—require tailored support and intentional partnership. A one-size-fits-all approach to transfer doesn’t work when rural students are starting from a fundamentally different place than many of their peers.

For example, rural colleges may not have the staff capacity to manage complex articulation agreements or advocate for their students in statewide transfer initiatives. Their advisers may juggle many roles, serving as counselors, career coaches and transfer liaisons all at once. Meanwhile, students themselves may be unaware of transfer opportunities or discouraged by long distances to four-year campuses, especially when those pathways demand sacrifices they can’t afford to make.

The health of both our higher education ecosystem and our economy depends on ensuring that all students, regardless of ZIP code, can move easily between two-year and four-year institutions. If efforts to improve transfer overlook rural colleges, they risk deepening existing educational inequities and missing out on a significant segment of our nation’s talent pool.

Organizations such as the Rural Community College Alliance shine a needed spotlight on how to best collaborate with rural institutions across the country to improve transfer outcomes and better support rural students’ success. Progress starts with listening and taking the time to understand the unique strengths and challenges of rural communities rather than imposing outside solutions.

The policy landscape will need to evolve to support these efforts. This means increasing investment in rural higher education infrastructure, expanding funding for rural-serving institutions, and creating more flexible transfer frameworks that reflect the realities of rural learners, many of whom are working adults, members of the military, parents, or all of the above. Federal, state and higher education leaders should recognize rurality as a key lens through which to view improving student outcomes, on par with class or race.

Transfer rates are rising, and more students are finding affordable on-ramps to bachelor’s degrees. But this progress is incomplete unless it reaches every corner of the country, including the small towns and rural communities that are home to millions of students. In a moment when more students are finally moving forward, we can’t afford to leave these learners behind. When rural students succeed, our entire nation benefits.

Gerardo de los Santos is vice president for community college relations at National University.

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May 12, 2025
College Programs Support Holistic Student Basic Needs

About three in five college students experienced some level of basic needs insecurity during the 2024 calendar year, according to survey data from Trellis Strategies. Over half (58 percent) of respondents said they experienced one or more forms of basic needs insecurity in the past 12 months.

Student financial challenges can negatively impact academic achievement and students’ ability to remain enrolled. About 57 percent of students said they’ve had to choose between college expenses and basic needs, according to a 2024 report from Ellucian.

While a growing number of colleges and universities are expanding support for basic needs resource centers—driven in part by state legislation that requires more accommodations for students in peril—not every campus dedicates funds to the centers. A 2024 survey by Swipe Out Hunger found that of 300-plus campus pantries, two in five were funded primarily through donations. Only 5 percent of food pantries had a dedicated budget from their institution as a primary source of funding.

Inside Higher Ed compiled four examples of institutions that are considering new or innovative ways to address students’ financial wellbeing and basic needs on campus.

Penn State University—School Supplies for Student Success

Previous research shows that when students have their relevant course materials provided on day one, they are more likely to pass their classes and succeed. Penn State’s Chaiken Center for Student Success launched a School Supplies for Student Success program that offers learners access to free supplies, including notebooks, writing utensils and headphones, to help them stay on track academically.

Students are able to visit the student success center on the University Park campus every two weeks to acquire items, which are also available at two other locations on campus. Learners attending Penn State Altoona and Penn State Hazleton can visit their respective student success center for supplies, as well.

The program is funded by a Barnes & Noble College Grant program and is sustained through physical and monetary donations from the university community.

Massachusetts College of Liberal Arts—Essential Needs Center

The Essential Needs Center was developed from a Service Leadership Capstone course, which required students to complete a community-based service project. One group of students explored rates of basic needs insecurity and established a food pantry to remedy hunger on campus.

“The program started as a drawer at my desk,” said Spencer Moser, assistant dean for Student Growth and Wellbeing, who taught the course. “Then it grew to fill a shelving unit, a closet and eventually its own space on campus.”

The center, now a one-stop shop for basic needs support on campus, provides students with small appliances, storage containers, personal care items and seasonal clothing, as well as resources to address housing and transportation needs, including emergency funding grants. Students can also apply for a “basic needs bundle” to select specific items they may require.

Paid student employees maintain the center but it’s also left “unstaffed” at some hours to address the stigma of seeking help for basic supplies. Between November 2023 and January 2025, over 1,300 students engaged with the center.

University of New Hampshire—Financial Wellness

A lack of financial stability can also have a negative impact on student thriving and success. To support students’ learning and financial wellbeing, the University of New Hampshire created an online digital hub that provides links to a budget worksheet, financial wellness self-evaluation, college cost calculator and loan simulator.

Students can also schedule an appointment to talk with an educator to discuss financial wellness or engage in a financial wellness workshop.

Roxbury Community College—the Rox Box

Most colleges operate on an academic calendar, with available hours and resources falling when class is in session. Roxbury Community College in Massachusetts launched a new initiative in winter 2023 to ensure students who were off campus for winter break didn’t experience food insecurity.

Before the break, staff at the college’s food pantry, the Rox Box, handed out Stop & Shop gift cards and grab-and-go meals, as well as a list of local places students could visit for meals over break.

Do you have a wellness intervention that might help others promote student success? Tell us about it.

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May 12, 2025
House Republicans Propose Significant Endowment Tax Increase

Efforts to raise endowment taxes are in motion as the House Ways and Means Committee reportedly plans to unveil changes next week that will increase rates and include more colleges.

Education leaders have worried about such a rate increase for months. Now the GOP-led committee is expected to propose raising endowment excise taxes from 1.4 percent to up to 21 percent, depending on endowment value per student, Punchbowl News, Politico and other outlets reported.

The proposed endowment tax would only apply to private institutions, as it does currently.

Under the proposed formula, institutions with endowments of $750,000 to $1.25 million per student would reportedly be hit with 7 percent excise tax. That number would climb to a 14 percent tax for colleges with endowments valued at $1.25 to $2 million per student. Colleges at the highest level with endowments of $2 million or more per student would pay 21 percent. (Currently, colleges with endowments worth $500,000 per student or more pay the 1.4 percent tax.)

The specifics of the tax increase aren’t final and could shift before the committee’s hearing Tuesday.

Republicans are preparing to move forward with endowment tax increases as part of a broader effort known as reconciliation to cut billions in federal spending and pay for President Donald Trump’s priorities. Other House committees have unveiled their proposed cuts for reconciliation, including a sweeping plan to upend the student loan system, but the Ways and Means bill is crucial to this process.

GOP motivations for the tax increase appear to be twofold in that it would help fund tax cuts and serve as a punitive measure for colleges they believe have gone “woke.” In 2023, a total of 56 universities paid roughly $380 million in endowment excise taxes.

“Seven years ago, the Trump tax cuts sparked an economic boom and provided needed relief to working families,” committee chairman Rep. Jason Smith, a Missouri Republican, said in a Friday statement. “Pro-family, pro-worker tax provisions are the heart of President Trump’s economic agenda that puts working families ahead of Washington and will create jobs, grow wages and investment, and help usher in a new golden age of prosperity. Ways and Means Republicans have spent two years preparing for this moment, and we will deliver for the American people.”

The proposal comes amid the president’s full blown attack on higher education, which has seen the federal government clamp down on research funding, go after colleges for alleged antisemitism, take aim at diversity, equity, and inclusion programs, and attempt to deport international students.

Since the 1.4 percent endowment excise tax was passed in 2017 during the first Trump administration higher education leaders have long worried that the president would raise it in his second term.

As universities increased their lobbying efforts in the early days of Trump 2.0, the potential increase to the endowment tax has been a key concern. Recent lobbying reports show that Harvard University, which has the largest endowment, recently valued at more than $53 billion, Princeton University, Northwestern University, and multiple others, have pressed Congress on the issue. (Northwestern’s chief investment officer said last week that the potential increase would be “destructive.”)

Smaller institutions, some of which had never hired federal lobbyists before 2025, have also raised concerns about how expanding the endowment tax would harm their educational mission.

According to an analysis from James Murphy, director of career pathways and post-secondary policy at Education Reform Now, only three universities would pay the highest rate at 21 percent – Princeton, Yale University and the Massachusetts Institute of Technology. Another 10 universities, including Harvard, would get hit with the 14 percent rate.

An analysis published last month by the investment firm Hirtle Callaghan noted that recently proposed changes to the endowment excise tax would “significantly broaden the universe of colleges and universities that pay the tax from large, wealthy institutions to smaller, regional ones.” That analysis warned that such increases “threaten to do irreparable damage to many schools which are significantly weaker financially than the schools paying the current tax.”

Multiple higher education associations have previously expressed opposition to the increase.

Last fall, American Council on Education president Ted Mitchell sent a letter to Congress, co-signed by 19 other associations, calling for the repeal of the existing endowment tax, arguing that “this tax undermines the teaching and research missions of the affected institutions without doing anything to lower the cost of college, enhance access, or address student indebtedness.”

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May 10, 2025
Choice, culture and commitment in learning, part two
As I explored in part 1, the implications of Michael Godsey’s article for higher education are profound, particularly in the way it highlights disparities in student motivation, engagement and academic culture between different types of institutions.

His observations about the buy-in effect at private K-12 schools—where students and their families actively choose and invest in the educational experience—find a parallel in higher education, where the most selective colleges tend to foster stronger academic engagement, often by self-selecting for motivation as much as talent.

Selective Colleges and the Culture of Academic Commitment

Just as Godsey observes that students at private schools like his daughter’s exhibit greater enthusiasm and self-discipline, students at elite colleges and universities often display a higher level of academic investment. This is not necessarily because they are inherently more talented but because they have been filtered through a selection process that prioritizes motivation, work ethic and demonstrated academic dedication.
- Students at these institutions expect rigorous coursework and embrace the challenge rather than resisting it.
- Faculty are less preoccupied with maintaining order and more focused on deep intellectual engagement because the students themselves uphold a culture of academic seriousness.
- The peer effect reinforces engagement—when all students around you are driven, it’s harder to disengage without standing out.
This dynamic is similar to tracking in K-12 schools, where students deemed more academically capable are placed in advanced or honors programs, shielding them from the distractions of less engaged peers. The difference is that in higher education, this sorting happens through admissions rather than within schools.

The Motivation Gap Across Different Types of Colleges

At broad-access institutions, such as regional public universities or community colleges, faculty often encounter a wide spectrum of student engagement—some highly dedicated, others struggling with external obligations and some with little intrinsic motivation for academic work. This presents a challenge similar to what Godsey describes in public high schools:
- Many students don’t see themselves as having bought in to the academic experience. They may be there out of necessity (to qualify for a better job or a chance to participate in athletics) rather than a deep commitment to intellectual growth.
- External distractions—jobs, family responsibilities, financial pressures—compete with academic priorities, making it harder to sustain focus and engagement.
- A culture of disengagement can take hold, just as in the public school classrooms Godsey describes, making it difficult for even motivated students to thrive.
Should Higher Education Track Students More Explicitly?

One implicit takeaway from Godsey’s argument is that students benefit when they are surrounded by peers who share their academic enthusiasm. This raises a controversial but important question for higher education: Should colleges do more to track students into different learning environments based on motivation and engagement, rather than simply ability?

In some ways, this already happens:
- Honors programs at public universities function as internal selective institutions, grouping together highly motivated students and giving them smaller, discussion-driven courses with top faculty.
- Gated entry into high-demand majors is widespread, often driven to enhance a particular college’s rankings.
- Specialized cohorts and living-learning communities create subgroups of engaged students who reinforce each other’s academic commitment.
- Highly structured programs (such as those in STEM and pre-professional tracks) implicitly filter for motivation by their demanding course sequences.
Yet, tracking within higher education is far less explicit than in K-12 schools. At many institutions, faculty find themselves teaching classes with highly diverse levels of motivation, which can lead to tensions:
- Should professors lower expectations to accommodate less prepared or less motivated students?
- Should they hold firm on rigor and risk alienating or failing a significant portion of their class?
- How can institutions better cultivate a culture of academic commitment, particularly in settings where students do not automatically arrive with strong buy-in?
Bridging the Motivation Gap in Higher Education

Rather than creating rigid tracking systems that could exacerbate educational inequalities, colleges need to find ways to embed buy-in within all types of institutions. Possible strategies include:
- Creating more cohort-based learning models: Small, high-impact learning communities, similar to honors programs but available to all students, can cultivate shared academic identity and accountability.
- Rethinking advising and orientation: Encouraging intentional major selection and career goal setting early on can help students see education as a personal investment rather than an obligation.
- Using pedagogical strategies that reinforce engagement: Active learning, project-based work and immersive real-world applications can encourage students to see their studies as meaningful.
- Reinforcing faculty-student relationships: At elite institutions, students benefit from close faculty mentorship; replicating this at other colleges through structured faculty-student interactions could increase motivation and accountability.
The Best Schools Don’t Just Teach—They Create a Culture of Learning

At first glance, the purpose of education seems straightforward: Schools exist to teach students knowledge and skills. But the most effective institutions do far more than simply deliver content. The best schools create an intellectual culture—a shared commitment to curiosity, critical thinking and lifelong learning.

This distinction is especially relevant in higher education, where student engagement, institutional culture and faculty mentorship shape not just what students learn, but how they learn and apply knowledge beyond the classroom.

The Difference Between Teaching and Cultivating a Learning Culture

This distinction is critical. If universities merely teach, students may approach their studies passively, checking off degree requirements with minimal engagement. But when institutions create a vibrant learning culture, students take ownership of their education. They become active participants in discussions, independent researchers and engaged citizens who seek knowledge not just for grades, but for its intrinsic value.

How a Learning Culture Manifests in Higher Education

A learning culture is shaped by many factors, including institutional values, faculty engagement, student expectations and extracurricular opportunities. The best colleges and universities foster this culture in several ways:
1. High-impact educational practices: Research has shown that certain experiences—such as undergraduate research, study abroad, service learning and collaborative projects—dramatically enhance student learning. Institutions that embed these practices into coursework ensure that students don’t just passively absorb information but engage with real-world applications of knowledge. For example:
  
  Portland State University incorporates service learning into its capstone courses, requiring students to work on community-based projects.
  
  CUNY’s Macaulay Honors College integrates research experiences into its curriculum, ensuring students engage in inquiry-driven learning from their first year.
2. Faculty as mentors, not just lecturers: At institutions with strong learning cultures, faculty members do more than deliver lectures—they mentor students, involve them in research and challenge them to think critically. Close faculty-student relationships create opportunities for intellectual exchange outside the classroom. Some universities institutionalize this by:
  
  Encouraging faculty-student lunches or informal discussion groups (e.g., the University of Michigan’s M-PACT mentoring program).
  
  Embedding research experiences in first-year courses (e.g., the University of Texas at Austin’s Freshman Research Initiative).
3. Intellectual curiosity beyond the classroom: The best colleges cultivate a campuswide intellectual atmosphere. This happens through:
  
  Public lectures, symposia and visiting scholar programs that expose students to ideas beyond their coursework.
  
  Student-driven initiatives like debate societies, interdisciplinary discussion groups and maker spaces.
  
  Engagement with the arts and humanities, ensuring that even students in technical fields experience creative and philosophical inquiry.
4. Challenging, not just accommodating, students. Many institutions focus heavily on student retention and satisfaction, sometimes at the cost of intellectual rigor. A true culture of learning, however, challenges students. The best universities set high academic expectations while providing the support needed to meet them. Examples include:
  
  Honors programs and cohort-based learning communities that create rigorous academic environments within broader universities.
  
  Writing-intensive courses across all disciplines, reinforcing analytical skills that extend beyond students’ majors.
  
  Project-based and interdisciplinary coursework that requires synthesis of ideas rather than rote memorization.
Implications for Colleges and Universities

If higher education institutions want to cultivate a true learning culture, it must move beyond simply delivering content and reimagine how it engages students. Some key implications include:
- Rethinking how we measure success: Universities often emphasize graduation rates, job placement and standardized learning outcomes. While these metrics are important, they do not necessarily reflect a thriving intellectual culture. Institutions should also assess engagement: Are students participating in meaningful discussions? Are they involved in research? Are they developing the habits of lifelong learners?
- Ensuring high-impact practices are accessible to all students: Many transformative experiences—such as study abroad and research opportunities—are disproportionately available to students at elite institutions. Public universities and community colleges must find ways to embed these experiences into the curriculum, making them accessible to part-time, commuter and first-generation students.
- Prioritizing faculty-student interaction: Universities must incentivize mentorship by valuing faculty engagement with students in promotion and tenure decisions. Large lecture-based institutions should integrate more small-group learning experiences to facilitate faculty-student connections.
- Encouraging intellectual risk-taking: A culture of learning is not about teaching students to parrot back information but about encouraging them to take intellectual risks. This means fostering open debate, embracing interdisciplinary inquiry and encouraging creative problem-solving.
- Creating a campus climate that values inquiry: Universities must ask themselves: Do students feel that intellectual curiosity is encouraged? Are there informal spaces for discussion and debate? Are students challenged to think critically about complex issues rather than being shielded from uncomfortable ideas?
The University as a Catalyst for Lifelong Learning

A true learning culture does not end at graduation. The best colleges and universities equip students with the intellectual tools to continue learning throughout their lives. This means fostering habits of critical inquiry, a passion for ideas and the ability to adapt to new knowledge.

The best schools, like the most impactful professors, don’t just teach; they inspire curiosity, cultivate resilience and shape the way students engage with the world. If higher education is to fulfill its democratic and intellectual promise, it must embrace this mission—not just to produce degree holders, but to create lifelong learners.

Steven Mintz is professor of history at the University of Texas at Austin and the author, most recently, of The Learning-Centered University: Making College a More Developmental, Experiential and Equitable Experience.
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May 9, 2025
Gates Foundation to Spend $200B Before Closing in 2045

Bill Gates is planning to close his philanthropic foundation in 2045, but not before he ramps up spending on health research and other humanitarian efforts.

STAT News reported Thursday that the Gates Foundation, which launched in 2000, will spend $200 billion over the next two decades—double the $100 billion it spent on global health, development, gender equity and other work during its first 25 years. The announcement comes amid President Trump’s directives to cut billions of dollars in federal research funding to universities, effectively shutter the United States Agency for International Development and withdraw the United States from the World Health Organization.

In an interview with The New York Times, Gates said some of those decisions stunned him and predicted that unless there’s a big reversal of the Trump administration’s policies, “we’ll probably go from 5 million to 6 million” child deaths a year instead of earlier projection that child deaths would decrease by one million.

“The world’s richest man has been involved in the deaths of the world’s poorest children,” he said, referring to the unelected billionaire bureaucrat Elon Musk, who runs the Department of Government of Efficiency, which ordered the decimation of USAID. “He put it in the wood chipper because he didn’t go to a party that weekend.”

Over the next 20 years, the Gates Foundation will focus its resources on achieving three goals: that “no mom, child or baby dies of a preventable cause”; that “the next generation grows up in a world without deadly infectious diseases”; and that “hundreds of millions of people break free from poverty, putting more countries on a path to prosperity.”

“There are too many urgent problems to solve for me to hold onto resources that could be used to help people. That is why I have decided to give my money back to society much faster than I had originally planned,” Gates, co-founder of Microsoft, wrote in a blog post. “I will give away virtually all my wealth through the Gates Foundation over the next 20 years to the cause of saving and improving lives around the world.”

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May 9, 2025
SIU Trains Safety Officers to Respond to Mental Health Crises

Southern Illinois University in Carbondale is investing in a new dedicated team of first responders to provide care for students experiencing mental health challenges.

A $290,000 grant from the Illinois Board of Higher Education will fund training and support for a crisis response team to engage students during emergency calls. Student Health Services at SIU developed a response model based on best practices that ensures students, particularly those from vulnerable populations, receive immediate support and direct connection to appropriate treatment.

The grant is designed to expand and enhance the existing services mandated by the state’s 2020 Mental Health Early Action on Campus Act, which requires two- and four-year colleges to implement various preventative measures and clinical care services for student mental health, including increasing awareness of support services, creating partnerships for mental health services and implementing peer-support networks.

SIU leaders hope the new model, CAPS Plus, will both improve safety for students in critical moments and promote retention and success for students by connecting them with relevant support resources for ongoing care.

What’s the need: Rates of anxiety and depression, as self-reported by students, have grown over the past five years, with about one-third reporting moderate or severe anxiety or depression symptoms, according to the 2024 Healthy Minds study.

While a large number of college students experience poor mental health or have struggled with mental health challenges, connecting students with relevant resources when they need them remains an obstacle to timely care.

About one-third of college students say they don’t know where to seek help on campus if they or a friend are experiencing a mental health crisis, according to a spring 2023 Student Voice survey by Inside Higher Ed and College Pulse. Roughly one in five students said they have not received services for mental or emotional health because they prefer to deal with issues on their own or with support from friends and family, according to the 2023 Healthy Minds survey.

SIU’s Department of Public Safety responded to almost 50 mental health-related incidents in the past year. Student focus groups revealed that participants were aware of the ways encounters with law enforcement have escalated, sometimes resulting in death for the person in crisis. Similarly, past research shows that police involvement can exacerbate mental health challenges, and individuals from marginalized communities are less likely to trust the police.

“We recognize that those in crisis may benefit from intervention services not specifically provided by a law enforcement agency,” said Benjamin Newman, SIU’s director of public safety and chief of police, in an April press release.

A 2022 Student Voice survey by Inside Higher Ed found that about one-third of all respondents had “a great deal” of trust in campus safety officers, but only 19 percent of students who had negative interactions with police growing up said the same. Almost half (46 percent) of respondents said they felt safer with police on campus, but Black and Hispanic students were less likely to say they felt this way.

Over 38 percent of survey respondents also said they want colleges and universities to expand mental health supports to improve safety and security on campus, the most popular response.

Put in practice: The university’s Department of Public Safety and the Counseling and Psychological Services office created a collaborative response team to engage students who may need mental health support. Now, if an officer encounters a community member in crisis, a mental health professional is contacted to assist, Newman said.

The collaborative mental health response teams first started in February. The group includes the Department of Public Safety, Counseling and Psychological Services, clinicians, campus administrators, faculty members and external partners, including local emergency room staff.

Team members completed critical incident response and crisis intervention training, in which they learned to identify symptoms of mental illnesses, developmental disabilities, trauma, dementia and delirium as well as de-escalation techniques, intervention steps and transition to treatment services.

Additionally, dispatchers receive training on how to screen and de-escalate calls that could involve mental health concerns so they can effectively alert the crisis team.

In addition to using the grant funding, the university also implemented a mental health and wellness fee for the upcoming academic year to support continued access to services.

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

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May 9, 2025
How Changes in NCAA Athletics Impact Everyone on Campus, The Key

College athletics has fundamentally changed in the last two decades. With students earning thousands—sometimes millions—for their name, image and likeness and changing teams with greater ease via the transfer portal, athletics have transformed from amateur levels to something more akin to a professional sports league.

The imminent ruling on the $2.8 billion House settlement case stands to bring about even more change for the sector.

In the latest episode of The Key, Inside Higher Ed’s news and analysis podcast, Editor in Chief Sara Custer speaks with Karen Weaver, an adjunct assistant professor in the graduate school of education at the University of Pennsylvania, about what the new landscape means for everyone on college campuses, not just those in the athletic department.

“College athletics have played a critical role in higher education for over 100 years,” said Weaver. “The problem is that the money that has come into so much of college athletics at the highest level is just astronomical.”

With coaching salaries well into the millions and eight-figure investments into athletics facilities, the campus starts to look and feel differently, she said. “I think that has an impact on everybody.”

Meanwhile, ensuring athletes have academic success is further complicated when they can change institutions to pursue more lucrative deals, she said.

“The transfer portal has created an enormous burden on academic counselors and faculty when athletes are supposed to make normal progress toward a degree—all of that is very confusing now,” she said.

Weaver explained what policy shifts mean for the future of Olympic teams as well as Division II and III programs. In light of rumors that President Trump plans to sign an executive order to regulate payments for name, image and likeness, Weaver suggested collective bargaining would be a more comprehensive solution to the legal and financial complexities of the current state of affairs.

“I understand collective bargaining with students is tough, I get that, and it’s messy … but it’s still a legitimate outlet to try to address all of these issues and it needs to be talked about more.”

Listen to the full episode here.

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May 9, 2025
Pro-Palestinian Protesters Arrested at Columbia, UW, Beyond

About 80 pro-Palestinian protesters were arrested at Columbia University Wednesday as they occupied a reading room in the campus’s library, The New York Times and other sources reported.

The arrests come just over a year after protesters at Columbia occupied Hamilton Hall, an academic building, as part of a massive protest movement that inspired other student demonstrations nationwide but drew ire from Republicans and pro-Israel groups, who argued that the protesters’ chants and signs were antisemitic.

Columbia isn’t the only campus where protesters are seeking to revitalize the movement as the spring semester winds down. Though their numbers are nowhere near the hundreds that erupted last spring, pro-Palestinian protests have sprung up on several campuses in recent weeks—in some cases honoring the anniversary of last year’s demonstrations or calling for charges against student demonstrators to be dropped.

“In light of all of the repression that the student movement for Palestine faced in the wake of the encampment last year, it’s important for us to insist on our demands, which have not changed,” a spokesperson for the University of North Carolina at Chapel Hill chapter of Students for Justice in Palestine told The News & Observer regarding a daylong demonstration held at the end of April.

Ultimately, it seems that most protesters are asking for the same thing they demanded a year ago: for their institutions to divest from companies with ties to Israel. Only an extremely small number of colleges has done so, but that hasn’t deterred students from trying.

The protests also come amid President Donald Trump’s ongoing attacks on institutions that he believes failed to protect Jewish students during last year’s demonstrations. So far, his administration has frozen billions in federal funding to Columbia and other institutions, and taken steps to deport international students who participated in the protests.

UW and Columbia

Columbia students weren’t alone in taking over a campus building in recent weeks. About 75 protesters at the University of Washington occupied a new engineering building, barricading the doors and starting fires in nearby dumpsters Monday night, The Seattle Times reported. The organizers, part of a group called Students United for Palestinian Equality and Return UW, told the paper they wanted to “repurpose a building that is meant to make weapons of war to a place that serves the needs of students and workers and staff at the University of Washington.”

Three law enforcement agencies were called in to disband the protest; 31 people were arrested.

Administrators at both Columbia and UW have issued statements condemning the protests on their respective campuses. UW president Ana Mari Cauce called the demonstration “dangerous, violent and illegal building occupation and related vandalism.” She condemned statements by the group celebrating Hamas’s deadly Oct. 7 attack on Israeli civilians, saying the institution would “continue our actions to oppose antisemitism, racism and all forms of biases.”

In a lengthy message to the Columbia campus, Claire Shipman, the recently installed acting president, called the Wednesday protest “utterly unacceptable.”

“Let me be clear: Columbia unequivocally rejects antisemitism and all other forms of harassment and discrimination. And we certainly reject a group of students—and we don’t yet know whether there were outsiders involved—closing down a library in the middle of the week before finals and forcing 900 students out of their study spaces, many leaving belongings behind. Our commitment to a safe, inclusive, and respectful campus community is unshakeable, and we will continue to act decisively to uphold these values,” she wrote.

Both presidents said they attempted to resolve the situation peacefully before sending in police.

Shipman’s statement earned her the praise from members of the Trump administration’s Task Force to Combat Anti-Semitism, who said in a statement that they are “confident that Columbia will take the appropriate disciplinary actions for those involved in this act.”

At the same time, the same task force announced it would launch a review of the protest at UW.

“The Task Force to Combat Anti-Semitism appreciates the university’s strong statement condemning last night’s violence and applauds the quick action by law enforcement officers to remove violent criminals from the university campus,” the task force said in a press release. “While these are good first steps, the university must do more to deter future violence and guarantee that Jewish students have a safe and productive learning environment. The Task Force expects the institution to follow up with enforcement actions and policy changes that are clearly necessary to prevent these uprisings moving forward.”

Arrests Elsewhere

In recent weeks, pro-Palestinian protesters have also been arrested at Swarthmore College, Rutgers University, Virginia Commonwealth University and the University of California, Los Angeles.

At Swarthmore, protesters erected an encampment on Trotter Lawn, a central campus green, on April 30, demanding divestment and the protection of students from the Trump administration. The university began issuing interim suspensions the next day. On May 3, police were called in to tear down the encampment, according to a statement by college president Val Smith. Police arrested nine individuals, including one current and one former student.

The Rutgers protest, held on April 29, was arranged to oppose an appearance by U.S. Rep. Josh Gottheimer of New Jersey, an Israel supporter who participated in a roundtable on antisemitism at the university’s Hillel. Though they were protesting in a designated area near the Hillel, four individuals—three of them Rutgers students—were charged with rioting after they stepped out of the area, blocking a public sidewalk, according to MyCentralJersey.com.

At VCU, one person was arrested April 29 during a gathering to commemorate a clash between protesters and police on campus the previous year. A student organizer with the campus’s Students for Justice in Palestine chapter said the event was not a protest. However, university police said it violated a policy that requires authorization for events where students hold signs or banners, The Progress-Index reported. Police asked the students to disperse and arrested one individual who held up a sign chastising police for pepper-spraying protesters last April.

At UCLA, three individuals were arrested at an on-campus showing of The Encampments, a documentary on the pro-Palestinian encampments of spring 2024. According to the university, the event, which drew about 150 guests, was unauthorized because it was hosted by the campus’s SJP chapter, which was suspended in February. The university indicated that the three individuals were arrested for assaulting a police officer and assaulting and robbing a student.

‘Scared to Talk About It’

Despite the recent increase in protests, the Trump administration’s actions—as well as the penalties levied on student protesters by many institutions over the past year—seem to have quieted some planned demonstrations this spring.

Emory University was home to an explosive clash between protesters and police on April 25, 2024, which led to 28 arrests. But this year, according to The Emory Wheel, Emory’s student newspaper, only about 50 people showed up to an event commemorating that day.

One faculty demonstrator told the Wheel that many students no longer felt comfortable protesting.

“It’s clear that there’s just a lot of people who are afraid,” he said. “You don’t have to actually arrest people sometimes to suppress freedom of speech.”

Student protesters at the University of Texas at Austin, the site of over 130 arrests in April 2024, expressed a similar sentiment during a protest marking the anniversary of those arrests. About 100 people showed up, according to the university’s student paper.

“You don’t hear near as many people talking about the genocide that’s going on, even here at UT,” a student told The Daily Texan. “With the 100-plus arrests that [law enforcement] made, people are almost scared to talk about it or to do anything about it.”

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May 9, 2025
Fulbright-Hays Grants Canceled for the Year

The Department of Education canceled this year’s competition for three Fulbright-Hays fellowship programs, adding to the growing list of higher education grants that have been eliminated since President Donald Trump took office in January.

The decision, announced Thursday on the Federal Register, will affect doctoral students and faculty who applied for the Group Projects Abroad, Doctoral Dissertation Research Abroad and Faculty Research Abroad programs—all of which focus on expanding American expertise in critical languages and are congressionally mandated.

About 110 individuals and 22 groups from over 55 institutions benefited from these three programs, according to department data, in fiscal year 2022, the most recent year for which data is available. This year, prior to the cancellation, more than 400 applications had been submitted.

Department officials wrote in Thursday’s announcement that the cancellation is just for fiscal year 2025 and was part of a “comprehensive review” to ensure that all competition criteria and priorities “align with the objectives established by the Trump Administration.”

But outside critics say these cuts signify larger problems that stem from cutting nearly half of the department’s staff in March.

The massive reduction in force was sweeping and impacted nearly every sector of the agency, including the International and Foreign Language Education Office, which oversees Fulbright-Hayes. After the cuts, not one IFLE employee remained.

“When [the department] conducted the reductions in force, it claimed it would continue to deliver on all of its statutory requirements,” said Antoinette Flores, director of higher education accountability and quality at New America, a left-leaning think tank. “But this is evidence that it’s not, and it can’t.”

The Department of Education did not respond to Inside Higher Ed’s request for further comment on why the cuts were made and whether the program will resume in fiscal year 2026.

‘A Loss to Education’

All three of the canceled programs were signed into law by President John F. Kennedy during the Cold War in response to national security concerns. The goal was to ensure Americans had the international exposure and comprehensive language training necessary to maintain the nation’s diplomatic, economic, military and technological prowess.

In total, the 12 Fulbright-Hays programs have allocated more than $2 trillion to nearly 58,000 participants since 2000. But now higher education advocates worry that impact will be squandered.

“This is just a cancellation for these grants for this year, but the entire office that ran these programs was let go. It’s a team that had very specific expertise and knowledge that is not easily transferable or replaceable,” said Flores, who worked as a political appointee in the department during the Biden administration. “This is just one year, but long term, it’s a loss to education over all.”

IFLE’s former director of institutional services confirmed Flores’s concerns in a court declaration filed in an ongoing lawsuit from Democratic state attorneys general challenging Trump’s efforts to dismantle the department.

In addition to selecting grant recipients, the anonymous declarant said, IFLE assisted the awardees with securing visas and housing, ensured their work aligned with the goals articulated in their applications, helped establish research affiliations, and responded to safety and security concerns if they arose. Furthermore, each of the 18 staff members had expertise in curriculum development, and most were multilingual—skills the declarant said were “critical.”

Without the staff’s expertise, maintaining the program and meeting the department’s statutory obligations would likely be impossible, the former director explained.

“The complete removal of our team, leaving underqualified and overwhelmed staff left to manage these programs, seems to suggest to me that the decision was not made for budgetary efficiency but rather as part of a broader effort to dismantle international education initiatives within the Department and the America[n] education system,” the declarant explained.

And the consequences will not only fall on this year’s applicants whose proposals will be dismissed, but also on last year’s awardees, who are currently abroad and left with no experienced contact point in the States.

“We put in lifesaving mechanisms to ensure that scholars overseas are safe,” the declarant said. “The absence of this expertise puts scholars at extreme risk.”

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May 9, 2025
Why I Chose University of Florida, by Santa Ono (opinion)

The University of Florida is already one of the nation’s premier public universities. But it has the potential to be the very best. That belief—in UF’s momentum, its mission and its future—is what led me to pursue the extraordinary opportunity of the UF presidency.

Santa J. Ono was recently recommended as the sole finalist for the University of Florida presidency.

University of Florida

Over the past several weeks, I’ve had the chance to spend meaningful time with the university’s leadership. I believe deeply in their vision: ambitious, anchored in a culture of excellence and laser-focused on student success. The passion I’ve seen for this institution—including during my visit to campus earlier this week to meet its students, faculty and administrators—is infectious, and the alignment between the Board of Trustees, the Board of Governors, the governor and the Legislature is rare in higher education. This alignment signals seriousness of purpose, and it tells me that Florida is building something truly exceptional. I’m excited to be part of that.

I believe in Florida’s vision for higher education. I understand its priorities, and I support them. I will execute this vision with clarity, consistency and integrity. I put my name forward for this position because I agree with the state leadership’s vision and values for public higher education. My alignment is rooted in principles—like the renewed emphasis on merit, the strengthening of civics and foundational learning, and the belief that our universities should prepare students not just for careers, but for informed citizenship in a free society.

Public universities have a responsibility to remain grounded in academic excellence, intellectual diversity and student achievement. That means rejecting ideological capture, upholding the rule of law and creating a culture where rigorous thinking and open dialogue flourish. I share that commitment.

Like many, I supported what I believed to be the original intent of DEI — ensuring equal opportunity and fairness for every student. That’s something on which most everyone agrees. But over time, I saw how DEI became something else—more about ideology, division and bureaucracy, not student success. That’s why, as president of the University of Michigan, I made the decision to eliminate centralized DEI offices and redirect resources toward academic support and merit-based achievement. It wasn’t universally popular, but it was necessary. I stood by it—and I’ll bring that same clarity of purpose to UF.

The future of higher education depends on a clear mission, a culture of merit and accountability, and a deep commitment to preparing students to thrive in the real world. That means strengthening partnerships with businesses, supporting agriculture and innovation, and ensuring each student—regardless of background—has the opportunity to reach their full potential.

I also understand the challenges of leadership in today’s academic environment. During my tenure leading other public universities, I declined to politicize the institutions or publicly oppose national political figures. I did this because I believe universities must serve as platforms for learning, not partisanship or ideological activism.

Combating antisemitism has been a priority throughout my career. I’ve worked closely with Jewish students, faculty and community leaders to ensure that campuses are places of respect, safety and inclusion for all. I know that the University of Florida has been a national leader in this regard —setting a gold standard in standing firmly against antisemitism and hate. That standard will not change under my leadership. I will continue to ensure that UF is a place where Jewish students feel fully supported, and where all forms of hatred and discrimination are confronted clearly and without hesitation.

Finally, peaceful protest has a place in campus life. But the University of Florida is not a place for disruption, intimidation or lawlessness. If I am approved, UF will remain a campus where all students are safe, where differing views can be heard and where the rule of law is respected.

This is an exciting moment for Florida and for the University of Florida. I’m honored to be a part of it. And I’m ready to get to work.

Santa J. Ono has been recommended as the sole finalist to be the 14th president of the University of Florida. He formerly served as the president of the University of Michigan.

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May 8, 2025