Tag: Jobs

  • The Precedent Higher Ed Can’t Afford to Set (opinion)

    The Precedent Higher Ed Can’t Afford to Set (opinion)

    American higher education stands at a critical juncture following the emergence of reports that the Department of Justice is seeking a consent decree with Columbia University. While Columbia’s acting president responded by stating, “We would reject any agreement that would require us to relinquish our independence and autonomy as an educational institution,” the very possibility of such a decree signals a new chapter in the relationship between colleges and universities and the federal government. Even the proposition of a consent decree sets a dangerous precedent for American higher education, one that erodes institutional autonomy and the independence of governing boards.

    At a time when our colleges and universities are navigating political crosswinds, social unrest and increasing scrutiny, the integrity of board governance has never mattered more. Independent governing boards are not symbolic structures—they are foundational to higher education’s ability to serve the public good, safeguard academic freedom and maintain mission-centered leadership through both crisis and calm.

    The concern is not whether institutions should comply with the law. Of course they should. The question is whether legal settlements or government actions should be allowed to intrude on the role of boards, setting terms that weaken governance authority or sideline trustees from their fiduciary duties.

    What should trustees at other colleges and universities do if faced with similar pressure to agree—without legal adjudication—to external controls that appear to compromise governance independence?

    First, they must reaffirm their fiduciary duties—not just as a formality, but as a framework for bold, mission-driven leadership. Boards must remain grounded in their legal and ethical obligations: duty of care, duty of loyalty and duty of obedience to the institution’s mission. In the face of political pressure, these aren’t abstract ideals—they are anchors.

    Second, boards must seek independent legal and governance counsel early in any negotiation process. The interests of compliance and governance are not always aligned. Trustees must understand the distinction between politics, policies and law and be prepared to assert their responsibilities.

    Third, if presented with a consent decree or settlement that overreaches, trustees should insist on clear, limited and transparent terms—not vague provisions that allow for creeping oversight or ambiguous veto powers. A board that relinquishes its authority may be trying to protect its institution in the moment, but in doing so it places the long-term health of not only its own institution but the entire educational sector at risk.

    Finally, boards must speak—together. We need a collective stance among governing boards, higher education associations and institutional leaders that reasserts the value of independent governance in a democratic society. The erosion of board autonomy doesn’t just threaten governance structures—it jeopardizes the trust, freedom, credibility and sustainability of our institutions.

    This is a defining moment. If we allow undue influences—whether government agencies, political appointees, donors, alumni or others—to dictate the terms of campus governance, we risk undoing the foundation of American higher education. Trustees must act independently—with clarity, courage and an unwavering commitment to their institutions’ missions and values.

    The future of higher education depends on it.

    Ross Mugler is the board chair and acting president and CEO of the Association of Governing Boards of Universities and Colleges.

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  • Director of Content and Product Strategy at UM

    Director of Content and Product Strategy at UM

    For my newest “Featured Gig” installment, I want to highlight the search for a director of content and product strategy at the Center for Academic Innovation at the University of Michigan. Sarah Dysart, chief learning officer at CAI, agreed to answer my questions about the role.

    If you have a job at the intersection of learning, organizational change and technology that you are recruiting for, please get in touch!

    Q: What is the university’s mandate behind this role? How does it help align with and advance the university’s strategic priorities?

    A: The University of Michigan has long staked its reputation on research excellence and public purpose. Now we’re doubling down on scale, access and impact—transforming how learning reaches people across every stage of life, across the globe. Life-changing education is one of four core impact areas within the University of Michigan’s Vision 2034, and the person in the director of content and product strategy role will support this strategic work.

    As Michigan accelerates its investment in digital learning, this person leads the charge: shaping and guiding a dynamic portfolio of educational products—online courses, certificates, degree programs, short-form learning experiences and beyond—that don’t merely mirror the classroom, but reimagine what learning can be. This role calls for both vision and precision, bringing together academic imagination, bold experimentation and the ability to turn ideas into action. The director will steer faculty ideas and institutional goals into cohesive, high-impact offerings that reflect the university’s boldest ambitions for learning at scale.

    Q: Where does the role sit within the university structure? How will the person in this role engage with other units and leaders across campus?

    A: This director role sits within the Center for Academic Innovation, operating at the intersection of ideas and implementation. The individual will collaborate closely with experts in learning design, media production, marketing, operations and research. But the real action is in the connections across campus.

    Michigan’s schools and colleges host a vast breadth and depth of faculty expertise, and this role thrives on cross-campus collaboration—partnering with academic unit leaders, faculty and staff to co-create offerings that extend U-M’s mission far beyond Ann Arbor. Drawing on insights about learner demand and market opportunity, the director will guide faculty in selecting content areas and product types with the greatest potential, translating an idea sketched on a whiteboard into a course reaching learners across the globe.

    Q: What would success look like in one year? Three years? Beyond?

    A: In one year, the new director has helped identify and launch a diverse set of online learning offerings that reflect Michigan’s distinctive strengths. Relationships are strong, internal workflows are humming and early results show promising reach and impact.

    In three years, the content portfolio resembles a greatest hits playlist for lifelong learners—diverse, well-balanced and deeply mission-aligned. It’s something learners want to come back and engage with, time and time again. Offerings address workforce needs, social challenges and global opportunity. Faculty are eager to collaborate. Partners are eager to invest.

    Beyond that, success means transformation. The University of Michigan is recognized not just for what it teaches, but for how it reimagines teaching. Our educational offerings reach far beyond campus, connecting with learners across industries, geographies and life stages. This individual has played a key part in turning a world-class university into a truly global learning institution.

    Q: What kinds of future roles would someone who took this position be prepared for?

    A: We’re looking for someone who wants to shape what’s next—not just for learners, but for institutions. The director of content and product strategy will develop a rare blend of skills: the ability to lead across academic and operational contexts, to translate vision into scalable experiences, and to steward innovation with both purpose and precision.

    From here, a person might go on to lead teaching and learning strategy at an institutional level, head up a center for innovation or lifelong learning, or take on an executive role at an organization working to expand access to education globally. Alternatively, one might pivot toward product leadership in mission-driven companies or foundations, applying their experience to broader systems change.

    This role builds expertise and a portfolio not just of educational content—but of influence, insight and lasting impact.

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  • Students Lose Food Benefits Between High School and College

    Students Lose Food Benefits Between High School and College

    Fewer than half of low-income students retain their state food benefits in the transition from high school to college or the workforce, even though they might still be eligible, according to a new report from the California Policy Lab, a nonpartisan research group affiliated with the University of California, Berkeley, and UCLA.

    The report, released today, drew on data from 2010 to 2022 from five state agency partners: the California Departments of Education and Social Services, the California Student Aid Commission, the University of California Office of the President and the California Community Colleges Chancellor’s Office. It found that only 47 percent of high school seniors who participated in CalFresh were still enrolled in the state food assistance program two years after graduation.

    “That’s a significant drop-off, and our goal is to shed some light on the causes of that drop-off and if there are ways to address it,” co-author Jesse Rothstein, professor of public policy and economics at UC Berkeley and the faculty director of the California Policy Lab’s UC Berkeley site, said in a news release.

    Researchers estimated that 40 percent of those students were no longer eligible for CalFresh because of specific eligibility requirements for college students. But the remaining 60 percent were likely eligible.

    Researchers also found disparities in which students maintained their CalFresh benefits. Students who participated in CalFresh for longer in high school were more likely to continue to participate afterward. Students who attended University of California campuses were also more likely to continue participating in CalFresh than those attending community colleges. The report suggests this is because community college students are more likely to live at home with their parents, whose incomes are factored into the eligibility for CalFresh, which can prevent them from meeting the program’s income requirements.

    Some community college students, including Hispanic and Filipino students, were less likely than their peers to continue receiving food benefits. The report recommended targeted outreach to these students to help them stay enrolled in the program.

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  • HBCUs Establish Credit for Prior Learning Models

    HBCUs Establish Credit for Prior Learning Models

    Adult learners often come to higher education with a variety of skills and experiences that aren’t directly reflected in their academic transcripts. Credit for prior learning (CPL) is one way colleges and universities can recognize education outside of the classroom and expedite a student’s degree completion.

    An April 14 webinar hosted by the Council for Adult and Experiential Learning highlighted effective strategies for implementing credit for prior learning at four historically Black institutions: Elizabeth City State University, Atlanta Metropolitan State College, Morgan State University and Delaware State University.

    Campus leaders shared the value of CPL policies, described how they’ve collaborated with various stakeholders at their institutions and provided logistical details for making CPL accessible for students and manageable for faculty.

    Understanding the need: The administrators spoke of the importance of offering credit for prior learning to working adults seeking a credential.

    “What we realized is that if you really want to continue to grow your enrollment, high school graduates cannot be the only population you serve,” said Farrah Ward, provost and vice chancellor for academic affairs at Elizabeth City State University in North Carolina.

    One of the signature programs at her institution is a bachelor’s degree in aviation science. A significant number of students who enroll in the program already hold a private pilot’s license, but in the past they had to take repetitive courses to fulfill degree requirements. By offering CPL, the university is now able to recognize aviation students’ licenses and reduce redundancies in their course load.

    Gaining buy-in: Before launching CPL, leaders at Elizabeth City State held an event for faculty and staff to talk about how to better serve adult learners in all departments and areas of the student experience.

    The university also leveraged the expertise of various campus departments, including faculty, admissions professionals, military and veterans’ affairs staff, and student affairs leaders, Ward said.

    Partnering with faculty members is key to a successful CPL process, Ward said, and can mean rolling out CPL in small measures to ensure frameworks are supported by professors and aligned with the respective learning outcomes for the discipline.

    Atlanta Metropolitan State College has a CPL committee, which includes four faculty members to maintain the faculty voice in decision-making, said Kokila Ravi, director of online and specialized programs.

    State policy also drives the implementation of CPL. North Carolina uses a performance-based funding model, and Elizabeth City State is evaluated on how it increases the adult learner population on campus, tying CPL directly to institutional health and funding.

    Similarly, Maryland state law requires higher education institutions to offer some form of competency-based learning or credit for prior learning, said Nicole Westrick, assistant vice president and dean of Morgan State University’s College of Interdisciplinary and Continuing Studies.

    Creating early awareness: Alerting students of CPL opportunities is key, panelists said. “Most times [the admissions team] is the first point of contact, and when they are having those conversations with potential students, we let them know that CPL is an option,” said Rolanda Harris, director of adult and continuing education at Delaware State University.

    Elizabeth City State is piloting an adult learner orientation tailored toward students ages 25 and over this fall, Ward said, during which staff will specifically talk about CPL.

    Morgan State hosts intensive advising appointments with incoming students, in which advisers discuss CPL and the university’s transfer evaluation system.

    Easing access: College leaders also shared innovations their campuses have implemented to reduce barriers to access for learners interested in taking advantage of CPL.

    Morgan State offers students the option to enroll in a two-credit elective course to help them create a portfolio. “They participate in a peer review, practice their writing, preparing the portfolio, and when they’re finished, there’s a staff review of the portfolio to make sure that they’ve done a good job of aligning that prior learning experience with the learning outcomes from courses at Morgan State,” Westrick said.

    Morgan State also creates digital rubrics for faculty members reviewing the portfolio, “so that it eases the cognitive load for our faculty in finding what they’re looking for; it always follows the same format,” Westrick said.

    Some of the colleges offer a wide range of applications for CPL, requiring the students to earn a certain number of credits from the institution for their degree while allowing CPL to take the place of general education and major courses.

    Funding CPL: Morgan State received a $5,000 grant from the American Council on Education to standardize and scale CPL on campus. Atlanta Metropolitan State received a $25,000 grant from the Adult Learning Consortium and the University System of Georgia to kick-start the process.

    Some panelists said they charge a fee for portfolio assessment, for which the average student pays between $150 and $250. A few campus leaders said they provide a stipend to faculty for reviewing portfolios, while others offer the service pro bono.

    Being mission-minded: For institutions considering implementing CPL, Ward said it’s important to start somewhere, even if it seems daunting. In the same vein, remaining flexible and understanding that CPL policies may have to pivot is important, said Harris. “I would just say, ‘Stay open.’”

    Westrick said starting with the institutional mission in mind is critical, because that helps ground the process in understanding who will benefit from the policy and how it can make meaningful changes in their educational goals.

    Utilizing faculty champions to advertise the offering and encourage students to take advantage of CPL is another lesson to learn, Ravi said. “We are still struggling to get the word out and get students to know about it. That’s why we are relying heavily on our faculty to promote the process.”

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  • Will Trump Follow the Law in Punishing Harvard?

    Will Trump Follow the Law in Punishing Harvard?

    In the days since Harvard University rejected the Trump administration’s demands, with billions in funding at risk, the U.S. president has weaponized multiple federal agencies to exert additional pressure on the university.

    On April 11, the Trump administration sent the university a letter demanding changes to Harvard’s governance, admissions, hiring processes and more, signed by officials at the General Services Administration and the Departments of Health and Human Services and Education. Government officials argued in the letter that such changes were necessary because of alleged antisemitism and harassment on campus stemming from pro-Palestinian protests last spring.

    After Harvard rejected those demands last week, the government retaliated within hours by freezing $2.2 billion in grants and another $60 million in contracts. The Trump administration is now reportedly planning to pull another $1 billion in funding. (On Monday, Harvard sued to put a stop to the funding freeze, which President Alan Garber argued was “unlawful and beyond the government’s authority.”)

    Other federal agencies have also piled on.

    On Thursday, Department of Homeland Security Secretary Kristi Noem announced DHS had canceled $2.7 million in grants to Harvard, declaring the university “unfit to be entrusted with taxpayer dollars.” Noem also threatened to terminate Harvard’s Student and Exchange Visitor Program certification, which would render it unable to host international students, unless the university provided by April 30 “detailed records on Harvard’s foreign student visa holders’ illegal and violent activities,” according to a Thursday news release from the department.

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

    Reports also emerged last week that the Internal Revenue Service was preparing to cancel Harvard’s tax-exempt status, a move President Donald Trump has endorsed on social media.

    “Perhaps Harvard should lose its Tax Exempt Status and be Taxed as a Political Entity if it keeps pushing political, ideological, and terrorist inspired/supporting ‘Sickness?’ Remember, Tax Exempt Status is totally contingent on acting in the PUBLIC INTEREST!” Trump wrote on Truth Social last week.

    With Harvard standing firm, the president appears willing to wield the full power of the federal government to bring the university to heel. But what would that actually look like in practice?

    Stripping Tax-Exempt Status

    If the Trump administration follows required legal processes, removing Harvard’s tax-exempt status would be a lengthy endeavor that experts say would likely take at least several months.

    The process would begin with an audit, which itself could take a few months, explained Samuel Brunson, a professor at the Loyola University Chicago School of Law specializing in tax law.

    “The IRS would have to do an audit of Harvard and determine that there were one or more reasons why Harvard did not meet the requirements for tax-exempt status,” Brunson said.

    Once the IRS notified Harvard of its intent to revoke its exemption, the university would be able to appeal the decision directly to agency officials. If the IRS insisted on stripping Harvard of its tax-exempt status, the university could go to the courts seeking a reprieve. And if the courts sided with the federal government, Harvard could continue to fight by appealing the decision.

    While stripping universities of tax-exempt status is rare, it has happened before.

    In 1970, the IRS informed Bob Jones University, a private religious institution in South Carolina, that the agency planned to strip its tax-exempt status over racially discriminatory policies. At the time, the university, founded by its namesake evangelist, did not accept Black applicants—a policy it maintained until 1975, when it opened its doors only to married Black applicants, to avoid the possibility of challenging the institution’s strict opposition to interracial relationships. (Policies barring interracial relationships remained in place until 2000.)

    The university filed suit in 1971, prompting a legal fight that lasted until 1983, when the U.S. Supreme Court ruled 8 to 1 in favor of stripping BJU’s tax-exempt status. Justices found that the government’s interest in eradicating racism superseded the tax burden placed on Bob Jones. The university eventually regained its tax-exempt status in 2017, during Trump’s first term.

    Brunson expects the government to make a similar argument about Harvard.

    “My assumption is that the Trump administration is going to argue that Harvard violated a fundamental public policy, either by not reining in pro-Palestinian, anti-Israel protesters enough, or something related to [diversity, equity and inclusion],” Brunson explained.

    Still, he said “the chances of Harvard actually losing its exemption are at best minuscule.” Brunson believes that Harvard has a strong case, while the Trump administration’s argument is weak, “unless they have something up their sleeve that literally everyone is not aware of.”

    The IRS did not respond to requests for comment from Inside Higher Ed.

    Targeting SEVP Certification

    The government is also seeking to inflict pain on Harvard by cutting off its international student population, which would be a significant financial blow to the university. Harvard enrolled 6,793 international students in the 2024–25 academic year, according to the university website, which comprised more than 27 percent of its head count.

    If the Trump administration follows legal avenues to strip Harvard’s SEVP certification—which would prevent it from hosting international students— the process would take some time. First the federal government would be required to provide notice of its intent to eliminate that certification, and Harvard would have 30 days to respond and take any necessary remedial action. If Harvard’s SEVP certification was stripped following its response, the university could challenge the decision in court, likely triggering a protracted legal battle before the issue was finally settled.

    William A. Stock, managing partner at Klasko Immigration Law Partners, wrote by email that while colleges are subject to an SEVP recertification process every two years, U.S. Immigration and Customs Enforcement has the authority to conduct off-cycle reviews at any time. Such enforcement action is typically taken only when the federal government “comes into possession of information that may indicate possible noncompliance, or when major changes in a school’s operations require the school to update their registration with SEVP,” Stock explained.

    In other words, the Trump administration would need a reason to strip Harvard’s SEVP certification.

    “Essentially, if the government determines that there is an abuse of the SEVP and F-1 and J-1 [visa] designation by Harvard, they can move to take away their ability to issue those visas, which would ostensibly hamper their ability to run an international student program,” said Jonathan Grode, managing partner for Green and Spiegel, a firm that practices immigration law.

    Experts noted that losing SEVP certification would cause a substantial loss of international students and hit research projects hard—even as such endeavors are already in flux from the Trump administration’s freezes on federal funding—given the high share of Ph.D. students who come from other countries. And even if Harvard doesn’t lose its SEVP certification, the mere threat of it could harm international recruitment.

    In any case, the federal government has rarely revoked SEVP certification.

    “The few cases of withdrawal of SEVP certification have involved schools who took serious shortcuts in compliance due to financial troubles, and a handful of cases where school administrators were charged criminally for abusing the student visa system,” Stock wrote.

    For example, Herguan University, a private institution in California, lost its SEVP certification in 2016 after officials there were accused of a scheme to commit visa fraud. That case culminated in a prison sentence for the university’s chief executive officer. Herguan later lost accreditation and closed.

    By threatening to limit Harvard’s ability to host international students, Grode believes the government is merely making a power play to get the university to yield to its demands.

    “In a normal universe, there’s no way Harvard’s status as a provider of student visas would ever be challenged,” he said. “But as the federal government is trying to push and cajole Harvard to acquiesce on a number of different points, you’re seeing them leverage these ancillary types of activities.”

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  • Medical Journals Now Reportedly Under Government Scrutiny

    Medical Journals Now Reportedly Under Government Scrutiny

    The Trump administration now appears to be targeting medical journals, questioning at least three different publications about how they represent “competing viewpoints” and assess the influence of funding organizations like the National Institutes of Health on submitted papers, MedPage Today reported.

    Republican activist Edward Martin Jr., who is currently serving as interim U.S. attorney in Washington, D.C., sent a letter to CHEST Journal and at least two other unnamed publications earlier this month demanding answers to a series of questions about their processes and practices.

    “It has been brought to my attention that more and more journals and publications like CHEST Journal are conceding that they are partisans in various scientific debates—that is, that they have a position for which they are advocating either due to advertisement (under postal code) or sponsorship (under relevant fraud regulations),” Martin wrote. “The public has certain expectations and you have certain responsibilities.”

    The letter then requested answers by May 2 to questions including “Do you accept articles or essays from competing viewpoints?“ and “How do you handle allegations that authors of works in your journals may have misled their readers?”

    “I am also interested to know if publishers, journals, and organizations with which you work are adjusting their method of acceptance of competing viewpoints,” Martin wrote. “Are there new norms being developed and offered?”

    CHEST is a peer-reviewed journal published by the American College of Chest Physicians that produces articles on such subjects as pulmonary hypertension, lung cancer and obstructive sleep apnea.

    Martin’s letter “should send a chill down the spine of scientists and physicians,” Adam Gaffney, a pulmonary and critical care physician who has published in CHEST, told MedPage Today. “It is yet another example of the Trump administration’s effort to control academic inquiry and stifle scientific discourse—an administration, it warrants mentioning, that has embraced medical misinformation and pseudoscience to reckless effect. Journal editors should join together and publicly renounce this as yet more thinly guised anti-science political blackmail.”

    JT Morris, a senior supervising attorney at the Foundation for Individual Rights and Expression, told MedPage Today that the First Amendment clearly protects CHEST’s independence.

    “A publication’s editorial decisions are none of the government’s business, whether it’s a newspaper or a medical journal,” he said. “Like with any bully, the best response is to stand up to them—and that includes officials who try to intimidate Americans into parroting the government’s view. The First Amendment packs a powerful punch, and it has these medical journals’ backs.”

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  • Harvard Sues the Trump Administration

    Harvard Sues the Trump Administration

    After a weeks-long standoff with the federal government over alleged antisemitism on campus, Harvard University sued the Trump administration on Monday over the $2.2 billion federal funding freeze enacted after the private institution rejected a far-reaching slate of reforms last week.

    The Trump administration had demanded Harvard overhaul university governance, hiring, admissions and more, despite the fact that an investigation has yet to reach any conclusions.

    President Alan Garber announced the move in a statement to the university community Monday, noting that while some officials in the Trump administration have claimed the demand letter was sent by accident, the federal government has acted in ways that suggest it was purposeful.

    “Doubling down on the letter’s sweeping and intrusive demands—which would impose unprecedented and improper control over the University—the government has, in addition to the initial freeze of $2.2 billion in funding, considered taking steps to freeze an additional $1 billion in grants, initiated numerous investigations of Harvard’s operations, threatened the education of international students, and announced that it is considering a revocation of Harvard’s 501(c)(3) tax-exempt status. These actions have stark real-life consequences for patients, students, faculty, staff, researchers, and the standing of American higher education in the world,” Garber wrote.

    The lawsuit comes as the Trump administration has threatened to cut off Harvard’s ability to host international students and reportedly sought to freeze another $1 billion in research funding.

    “It has been clear for weeks that the administration’s actions violated due process and the rule of law,” said Ted Mitchell, president of the American Council on Education. “We applaud Harvard for taking this step and look forward to a clear and unambiguous statement by the court rebuking efforts to undermine scholarship and science.”

    Harvard’s lawsuit names the Departments of Health and Human Services, Justice, Education, Energy and Defense, the General Services Administration, the National Science Foundation, the National Aeronautics and Space Administration, and associated agency heads. The lawsuit was filed in U.S. District Court in Massachusetts.

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  • Debt Collection on Defaulted Student Loans to Restart in May

    Debt Collection on Defaulted Student Loans to Restart in May

    J. David Ake/Getty Images

    The Education Department will resume collecting on defaulted student loans early next month, restarting a system that’s been on hold since spring 2020, the agency announced Monday.

    Starting May 5, the department will withhold tax refunds or benefits such as Social Security from borrowers who are in default. Later this summer, the department will begin garnishing the wages of defaulted borrowers, a move consumer protection advocates have criticized as out of control.

    About 38 percent of the nearly 43 million student loan borrowers are current on their payments, and a record number of borrowers are at risk of or in delinquency and default, the department said Monday. Borrowers default when they miss at least 270 days of payments.

    When the Biden administration restarted student loan payments in September 2023, it offered a one-year grace period for borrowers during which those who didn’t make payments were spared the worst financial consequences, including default.

    Research into borrowers who default and other data shows they typically fall behind on their payments because other loans take a higher priority or they can’t afford their payments, among other reasons. And borrowers in default usually don’t have the ability to repay their loans. A survey from the Pew Charitable Trusts found that unemployed borrowers were twice as likely to default compared to those who worked full-time. Additionally, borrowers who didn’t complete the education they took out loans to pay for are more likely to default than completers.

    “The folks who fall behind on their payments are those who are least well served by the higher education and repayment systems,” said Sarah Sattelmeyer, project director for education, opportunity and mobility in the higher education initiative at New America, a left-leaning think tank. “A lot of those folks did not receive a return on their higher education investment … These aren’t people who overwhelmingly do not want to pay their loans.”

    About 5.3 million borrowers have defaulted on their loans, and many have been in default for more than seven years, according to the department. Another four million borrowers are in “late-stage delinquency,” or 91 to 180 days behind on their payments. The department expects about 10 million or nearly one-quarter of borrowers to default by the fall.

    “We think that the federal student loan portfolio is headed toward a fiscal cliff if we don’t start repayment and collections,” a senior department official said on a press call Monday. “American taxpayers can no longer serve as collateral for student loans.”

    The official didn’t take questions, and a department spokesperson referred reporters to Education Secretary Linda McMahon’s recent op-ed in The Wall Street Journal. She’s also slated to appear on CNBC and Fox Business to discuss the restart in collections.

    In her public statements Monday, McMahon blamed the Biden administration and colleges for the current situation.

    “Colleges and universities call themselves nonprofits, but for years they have profited massively off the federal subsidy of loans, hiking tuition and piling up multibillion-dollar endowments while students graduate six figures in the red,” she wrote in the Journal.

    Beyond the immediate restart, the senior department official said the department is planning to work with Congress to fix the system so that students can afford their loan payments and to lower the cost of college.

    Former Biden administration officials, borrowers and debt-relief advocates have said that efforts to forgive student loans were a way to address systemic failures in the student loan system and to help vulnerable borrowers who were likely to never repay their loans.

    The department is planning a “robust communication strategy,” the senior official said, to spread the word to borrowers and share information about their options, such as enrolling in an income-driven repayment plan or loan rehabilitation.

    Currently, about 1.8 million borrowers have pending applications for an IDR plan, but the department intends to clear that backlog over the next few weeks, the official said. The department also is planning to email borrowers individually about their options. The outreach plan also includes extending the loan servicers’ call center hours on weekends and weeknights.

    Sattelmeyer, who worked in the Office of Federal Student Aid during the Biden administration, said it will be important to ensure borrowers have access to information and the tools such as IDR plans to either get out of or avoid default and then stay on track. She questioned whether the department has enough staff to restart collections effectively, given the recent mass layoffs at the agency.

    “The issue is that the system is in disarray right now and there have not been a consistent set of options available for borrowers at the same time that we’re turning back on collections,” she said. “At the end of the day, I think the most important thing is that it does not feel like we have the resources and the staffing in place to make this go smoothly and to ensure that borrowers have support and access to resources and tools.”

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  • College grads say they are confident about jobs but cautious about economy

    College grads say they are confident about jobs but cautious about economy

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    As the current job market continues to shift, 2025 college graduates express both optimism and concern about their job prospects, according to Monster’s annual State of the Graduate Report.

    Most graduates (83%) said they were confident about landing a role soon after graduation, although 37% said the job hunt could take 4-6 months.

    “The job market is rapidly shifting, and today’s graduates are entering it with both confidence and conviction,” Scott Blumsack, CMO of CareerBuilder + Monster, said in the report.

    “The message is clear: today’s graduates are ambitious, intentional, and values-driven,” Blumsack said. “Employers who adapt to these priorities by offering flexibility, purpose, and pathways to growth will be best positioned to attract and retain the next generation of top talent.”

    In a poll of 1,000 new and upcoming college graduates, 75% said they’re worried their job prospects will be affected by the economy, up from 69% in 2024.

    In addition, 48% of graduates said they assume they won’t be able to find a job at the workplace they prefer, as compared with 52% in 2024.

    Due to current market conditions, 42% of graduates who don’t already have a full-time job said they’re now looking at more companies and industries, an increase from 34% in 2024.

    Graduates pointed to several red flags that would prevent them from applying for a job at a company, including a salary freeze, recent layoffs, lower than average earnings during the past year, a mandate for daily in-office work and fully remote work.

    At the same time, graduates reported mixed thoughts about the economy and how it may impact their starting salary. About 37% expect their starting salary to be higher as a result of the economy, while 27% expect their starting salary to be lower.

    Job security also appears to be a major priority, with 80% reporting concerns about job security in the current market, as compared with 77% in 2024. About 64% said it’ll be more difficult to find a job due to artificial intelligence filling roles previously held by humans, up from 62% in 2024.

    In December 2024, hiring, job openings and turnover decreased, with hiring reaching its lowest point in five years, according to a BambooHR report. Hiring declined across all industries, both in the U.S. and worldwide, the report found.

    For now, the labor market has cooled off, which could be good news for hiring managers, leading economists told HR Dive. Although top talent may be somewhat easier to find and retain, an aging workforce and changes to immigration will likely challenge recruiters throughout 2025, they said.

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  • USF Reimagines Academic Supports for Student Success

    USF Reimagines Academic Supports for Student Success

    Colleges and universities are home to an array of resources to help students thrive and succeed, but many students don’t know about them. Just over half (56 percent) of college students say they’re aware of tutoring and academic supports on campus, compared to 94 percent of college employees who say their campus offers the resources.

    At the University of South Florida, the Academic Success Center is a central office in the library that houses tutoring, the writing lab, peer mentoring and supplemental instruction, among other academic support offerings for undergraduates.

    Zoraya Betancourt became director of the center in 2020 during a challenging time, she said—in part because the center had to reintroduce itself to incoming students who had never been on campus and those who had their college experience disrupted by COVID-19.

    National data shows that students at large public institutions are spending less time studying outside of class now compared to during the 2018–19 academic year, and they are less likely to participate in a study group with their peers.

    “For me, it was like, OK, we are going to have to be very different. We can’t go back to who we were,” Betancourt said.

    Spurred by student data and feedback, Betancourt and her team led a remodel of the center to be more responsive to student needs and meet them where they are.

    Data-based decisions: To start, Betancourt partnered with Steve Johnson, a data scientist on the university’s Predictive Analytics Research for Student Success team, to build a dashboard of student data.

    “For many years the only data we had was how many students come and use the services how many times,” as well as some student identification data, Betancourt said. “I always thought we need more than that—we need to know more than that.”

    Now, Betancourt has access to student majors, colleges and the types of services they utilize to identify high-demand subjects and create responsive learning support schedules. The dashboard also connects the way services are tied to student retention and outcome goals.

    In addition to automating some work, the dashboard allows staff to engage students more directly. Each week, the system generates a report of new visitors to the center, which staff use to reach out and personally welcome students to the center and its services.

    A care-centered model: One trend that became clear in student interactions was the prevalence of stress in the student experience, Betancourt said. “Our tutors are coming to us and saying, ‘I have a student … and I don’t know how to help them.’”

    In response, the office adopted a care model for referrals that quickly connects support staff with other departments, reducing opportunities for students to fall through the cracks.

    “Within this referral system, we can go in and see if a student who is using our services says, ‘I really need to change my major and I don’t know what to do, I’m really stressing out over it,’” Betancourt said. “We’re able to go into the system and refer them directly to an adviser.”

    Larry Billue Jr. serves as the Academic Success Center point person for care management, guiding students to counseling support, financial aid, basic needs support and academic advisers or just sitting with the student to discuss how they’re feeling.

    Increased peer engagement: Another new feature of the ACS was supplemental instruction. While the academic intervention has been around for decades, it was new to the university and created opportunities for increased collaboration between staff and faculty to promote academic success, as well as create jobs for student employees.

    “That became more evident because we were hearing from students, ‘I need more than just tutoring. I like working with my peers,’” Betancourt said.

    At USF, supplemental instruction is called PASS, short for peer-assisted study sessions. The ACS is tracking student participation in PASS to gauge use.

    Students can also sign up to receive remote tutoring in select courses through the PORTAL (peer online resources for tutoring and learning), to supplement in-person opportunities when the office may be closed.

    The impact: Over the past year, the center has seen a 75 percent year-over-year increase in student use.

    Having a care team member on board has also been successful; Billue Jr. can physically walk a student across campus to the relevant office and make introductions as needed.

    “It’s been well received by students; they take him up on the offer and they’ll walk with him,” Betancourt said.

    The center has also expanded training for academic peer mentors to address not only study strategies and effective learning practices, but also how to make referrals to other offices.

    The biggest lesson Betancourt has learned: There are a range of opportunities to engage students and connect with them, understanding those opportunities just requires a deeper look at what students need.

    “We serve to engage students on campus, to engage students with each other, to engage students with faculty and with staff, and it’s looking at that a little bit closer to improve our services and how we can build on that,” Betancourt said.

    Do you have an academic intervention that might help others improve student success? Tell us about it.

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