Tag: Month

  • Celebrating heritage means honoring students’ languages

    Celebrating heritage means honoring students’ languages

    Key points:

    Every year, Hispanic Heritage Month offers the United States a chance to honor the profound and varied contributions of Latino communities. We celebrate scientists like Ellen Ochoa, the first Latina woman in space, and activists like Dolores Huerta, who fought tirelessly for workers’ rights. We use this month to recognize the cultural richness that Spanish-speaking families bring to our communities, including everything from vibrant festivals to innovative businesses that strengthen our local economies.

    But there’s a paradox at play.

    While we spotlight Hispanic heritage in public spaces, many classrooms across the country require Spanish-speaking students to set aside the very heart of their cultural identity: their language.

    This contradiction is especially personal for me. I moved from Puerto Rico to the mainland United States as an adult in hopes of building a better future for myself and my family. The transition was far from easy. My accent often became a challenge in ways I never expected, because people judged my intelligence or questioned my education based solely on how I spoke. I could communicate effectively, yet my words were filtered through stereotypes.

    Over time, I found deep fulfillment working in a state that recognizes the value of bilingual education. Texas, where I now live, continues to expand biliteracy pathways for students. This commitment honors both home languages and English, opening global opportunities for children while preserving ties to their history, family, and identity.

    That commitment to expanding pathways for English Learners (EL) is urgently needed. Texas is home to more than 1.3 million ELs, which is nearly a quarter of all students in the state, the highest share in the nation. Nationwide, there are more than 5 million ELs comprising nearly 11 percent of the U.S. public school students; about 76 percent of ELs are Spanish speakers. Those figures represent millions of children who walk into classrooms every day carrying the gift of another language. If we are serious about celebrating Hispanic Heritage Month, we must be serious about honoring and cultivating that gift.

    A true celebration of Hispanic heritage requires more than flags and food. It requires acknowledging that students’ home languages are essential to their academic success, not obstacles to overcome. Research consistently shows that bilingualism is a cognitive asset. Those who are exposed to two languages at an early age outperform their monolingual peers on tests of cognitive function in adolescence and adulthood. Students who maintain and develop their native language while learning English perform better academically, not worse. Yet too often, our educational systems operate as if English is the only language that matters.

    One powerful way to shift this mindset is rethinking the materials students encounter every day. High-quality instructional materials should act as both mirrors and windows–mirrors in which students see themselves reflected, and windows through which they explore new perspectives and possibilities. Meeting state academic standards is only part of the equation: Materials must also align with language development standards and reflect the cultural and linguistic diversity of our communities.

    So, what should instructional materials look like if we truly want to honor language as culture?

    • Instructional materials should meet students at varying levels of language proficiency while never lowering expectations for academic rigor.
    • Effective materials include strategies for vocabulary development, visuals that scaffold comprehension, bilingual glossaries, and structured opportunities for academic discourse.
    • Literature and history selections should incorporate and reflect Latino voices and perspectives, not as “add-ons” during heritage month, but as integral elements of the curriculum throughout the year.

    But materials alone are not enough. The process by which schools and districts choose them matters just as much. Curriculum teams and administrators must center EL experiences in every adoption decision. That means intentionally including the voices of bilingual educators, EL specialists, and, especially, parents and families. Their life experiences offer insights into the most effective ways to support students.

    Everyone has a role to play. Teachers should feel empowered to advocate for materials that support bilingual learners; policymakers must ensure funding and policies that prioritize high-quality, linguistically supportive instructional resources; and communities should demand that investments in education align with the linguistic realities of our students.

    Because here is the truth: When we honor students’ languages, we are not only affirming their culture; we are investing in their future. A child who is able to read, write, and think in two languages has an advantage that will serve them for life. They will be better prepared to navigate an interconnected world, and they carry with them the ability to bridge communities.

    This year, let’s move beyond celebrating what Latino communities have already contributed to America and start investing in what they can become when we truly support and honor them year-round. That begins with valuing language as culture–and making sure our classrooms do the same.

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  • At least 4 presidents abruptly departed their institutions last month amid pressure campaigns

    At least 4 presidents abruptly departed their institutions last month amid pressure campaigns

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    The higher education sector saw several notable examples of college president turnover in September, at a time when the position is becoming increasingly fraught.

    In some cases, presidents announced their intention to retire or move on to a new institution with ample lead time. But in others, they stepped down abruptly after facing pressure campaigns from politicians or from within their college.

    Below, we’re rounding up some of last month’s most significant college leadership changes.

    President: Mark Welsh
    Institution: Texas A&M University
    Coming or going?: Going

    Mark Welsh stepped down as president of Texas A&M University on Sept. 19 after the content of one of the institution’s classes created a political maelstrom. Earlier in the month, a conservative state lawmaker shared a video of a Texas A&M professor teaching about gender identity and called for the instructor to be fired. Welsh quickly complied, but the lawmaker then began calls for the president to be fired as well.

    The Texas A&M University System Board of Regents authorized a settlement with Welsh on Sept. 26 but declined to share specifics until the details are finalized, The Texas Tribune reported.

     

    President: Michael Schill
    Institution: Northwestern University
    Coming or going?: Going

    On Sept. 4, Michael Schill announced he would step down as president of Northwestern University, pending the selection of an interim leader. Northwestern named Henry Bienen, who previously led the university for over two decades, as interim president on Sept. 16.

    Schill’s departure followed a three-year tenure marked by increased federal scrutiny. 

    Last May, conservative lawmakers opened an investigation into Northwestern’s handling of pro-Palestinian protests on its campus and ordered the private Illinois university to turn over extensive paperwork related to student and employee discipline and conduct cases. Schill, along with other college leaders, was also called to testify regarding campus protest responses.

    Schill and Northwestern’s board chair announced in April that the university would self-fund vital research that has been threatened by the Trump administration cuts.

     

    President: Andrés Acebo
    Institution: New Jersey City University
    Coming or going?: Coming

    Andrés Acebo became New Jersey City University’s permanent president on Sept. 10, after serving as the institution’s interim president since January 2023. He will be the youngest known president to lead a public New Jersey university, according to NJCU.

    Acebo joined NJCU at a turbulent time for the beleaguered university. A year into his tenure, a state-appointed monitor directed NJCU to find an academic partner to help stabilize its finances. NJCU is now on track to become part of fellow public institution Kean University. 

    In its announcement, NJCU credited Acebo with helping orchestrate “a remarkable financial and academic recovery.”

     

    President: Sean Huddleston
    Institution: Martin University
    Coming or going?: Going

    Martin University announced on Sept. 11 that President Sean Huddleston will step down this fall. Huddleston has led Indiana’s only predominantly Black institution for six years. 

    Martin has faced a number of financial and organizational challenges in recent years, including declining enrollment, increased borrowing and a 2022 cyberattack that affected its transcripts. All these factors were cited in a 2023 audit that found that “substantial doubt exists about the university’s ability to continue.”

    Since then, Huddleston has overseen a number of new initiatives, including a forthcoming “virtual campus,” a significant tuition reset, and a tuition forgiveness program that erased up to $10,000 in debt for qualifying students.

    Huddleston’s last day is set for Nov. 28. 

    President: Kimberly Espy
    Institution: Wayne State University
    Coming or going?: Going

    Kimberly Espy stepped down as president of Wayne State University on Sept. 17. 

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  • Higher Education Inquirer’s Most Popular Articles This Month

    Higher Education Inquirer’s Most Popular Articles This Month

     

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  • Joining two anti-Trump events this month (Bryan Alexander)

    Joining two anti-Trump events this month (Bryan Alexander)

    Over the past two weeks I carved out time to participate in two
    anti-Trump in-person events.  In this post I wanted to share some notes
    on the experiences, along with photos.

    Last Thursday, after the regular Future Trends Forum session, my son
    Owain and I went to a local town hall led by our federal representative,
    Democrat Suhas Subramanyam.
    It took place in a community center and was very crowded, packed with
    people.  Before it began I didn’t hear much discussion, but did see some
    folks with anti-Trump and -Musk signs.  I found some seats for Owain
    and I and we each opened up a Google Doc on our phones to take notes.

    Subramanyam took the stage and began with some brief remarks,
    starting with citing the dangers of DOGE. He mentioned working in the United States Digital Service
    during the Obama administration, the unit which DOGE took over as its
    institutional base. Subramanyam described why he voted against the
    continuing resolution to keep the government running and also spoke to
    the humanitarian and governmental problems of firing so many federal
    workers.

    Then it was over to questions. Folks lined up before two (somewhat
    functional) microphones. They told personal stories: of being lifelong
    federal workers, or having family members in those positions, and now
    facing their work being undone or their jobs ruined. Some spoke of
    depending on federal programs (SNAP, Medicare, Medicaid, Social
    Security) and fearing cuts to them.  Several had military experience,
    which won applause from the room. Above all was this seething sense that
    Trump was a brutal and extraordinary threat, that Democrats weren’t
    taking it seriously, and the question: what can we do to fight back?
    Subramanyam listened hard to each one and answered thoughtfully,
    respectfully, often pointing to resources or actions we could take.

    Subramanyam town hall 2025 March 20 questioner leaning forward
    Ever the extrovert, I joined the microphone line right away. I was going
    to ask about threats to higher education, but happily someone else beat
    me to it. The representative offered a positive response, praising the
    work of researchers and teachers, urging us to fight for educators.  So,
    standing in line, I came up with another question.  When my turn came I
    began by thanking the representative for actually doing a real town
    hall meeting, not a scripted thing. I compared this meeting favorably to
    Vermont’s town hall tradition, and mentioned Bernie Sanders as a
    comparable example of someone who also knows how to do a community
    meeting well, and the room erupted in applause.

    So I asked about climate change, how we – academics and everyone –
    can do climate work in this situation. I noted how the crisis was
    worsening, and how Trump was going to make things even more difficult. I
    was impressed to have Subramanyam’s full attention while I spoke.  I
    was equally impressed that he replied by supporting my remarks and work,
    then called for more climate action in the face of Trump’s actions.

    Nobody
    got a photo of me that I know of, so here’s a shot of the
    representative (on right) paying close attention to one resident
    (standing on left).

    (A sign of climate in culture today: people applauded my question.
    After I left the mic, several folks reached out to me – literally – to
    thank me for raising the topic.)

    Returning to that question of what can be done to oppose Trump, Subramanyam and questioners listed these actions:

      • Legal action: filing lawsuits and supporting other people’s.  Getting Democratic politicians to do the same.
      • Congressional investigations into Trump: the Congressman pointed out
        that these can expose administrative malfeasance and build resistance.
      • Flat out resistance to Trump actions. Subramanyam argued that when
        people refuse to comply, the admin sometimes backs down, saying they
        made a mistake.
      • Doing Freedom of Information Act (FOIA)
        requests to get the feds to cough up documentation. They can slow-walk
        queries or outright refuse, of course, but FOIA can produce results.
      • Phone calls to people in red counties. (I think this was aimed at calling GOP officials, but am not sure.
      • People telling stories of Trump harms in whatever setting works. At
        one point Subramanyam said if the GOP wants to “flood the zone” with
        bogus content we should flood it right back with true, personal stories.

    There were no calls for property damage or violence against people.
    Nor did anybody used the phrase “civil disobedience” or called for such
    actions.

    The hour grew late and people started to drift out.  Owain and I had to get home and we filed out as well.

    Two weeks ago I joined a different event, a rally for science in Washington, DC. 
    It took place at the Lincoln Memorial.  Several thousand people were
    there, all ages, races, genders. The mood was upbeat despite the chill
    and strong winds.

    A podium rested on the steps and from there spoke quite the program of luminaries, including Bill Nye (I missed him), Francis Collins (just stepped down as NIH head), Atul Gawande (excellent medical writer, also surgeon), Phil Plait (astronomer, science communicator), and some other people I didn’t recognize. There was some singing, too.

    Dr. Gawande

    The overall theme was that Trump’s science cuts were awful.  Speakers
    hit on points under this header, such as that RFK was a dangerous idiot
    and that research reductions meant that human lives would be harmed and
    lost.  Diversity along race and gender lines was vital.  All kinds of
    science were mentioned, with medicine and public health leading the
    charge.

    The consensus was on returning science funding to what it was under
    Biden, not in expanding it. There were no claims for adding scientific
    overviews to policy – it was a defensive, not offensive program.

    There were plenty of signs.  Some had a fine satirical edge:

    Off to one side – well, down along the reflecting pool – there was an
    Extinction Rebellion performance or group appearance, but I didn’t get
    to see if they staged anything besides looking awesome and grim.

    Stand up for science rally DC 2025 March 7_XR group

    During the time I was there no police appeared. There weren’t any counterprotesters.

    Eventually I had to start the trip home.  As I walked along the
    reflecting pool towards the Metro station I heard speakers continuing
    and the roar of the appreciative crowd.

    What can we take away from these two events?

    There is a fierce opposition to Trump and it occurs across various
    sectors of society, from scientists to everyday folks (with some
    overlap!). Pro-Trump people didn’t appear, so I didn’t see arguments or
    worse between groups. I don’t know if this means that the president’s
    supporters are just confident or prefer to work online.

    The Democratic party is not in a leadership role.  Outrage precedes
    and exceeds its actions so far.  The town hall liked Subramanyam, but it
    was clear they were bringing demands to him, and that he did not back
    the party leadership.

    Both events had a strong positive feel, even though each was based on
    outrage. There was a sense of energy to be exerted, action to be had.

    Many people visibly recorded each event, primarily through phones. I
    didn’t see anyone object to this.  (I tried to get people’s permission
    to photograph them, when they were clearly identifiable individuals.)

    My feel is that climate interest is waning among people who oppose
    Trump.  They aren’t denying it and will support those who speak and act
    on it, but it’s no longer a leading concern.

    Yet these were just two events, a very small sample size, and both in
    roughly the same geographic area, about 50 miles apart.  We can’t
    seriously generalize from this evidence, but hopefully it’s a useful
    snapshot and sample.

    Personally, I found both to be rewarding and supportive. It was good
    to be with people who were similarly outraged and willing to be so in
    public.

    American readers, are you seeing anything similar in your areas?  Non-Americans, what do you think of this glimpse?

    [Editors note: This article first appeared at BryanAlexander.org.]

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  • Women’s History Month 2025: Moving Forward Together

    Women’s History Month 2025: Moving Forward Together

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    During the month of March, we celebrate Women’s History Month. This year’s theme is “Moving Forward Together! Women Educating and Inspiring Generations.” And we can’t think of a better way to celebrate than by paying tribute to the remarkable women educators who are doing just that.

    We’re so proud to highlight some of our women faculty partners who are shaping the next generation of experts in fields like astronomy, automotive and math. Your commitment to educating and inspiring students doesn’t go unnoticed. While no words can truly capture the impact you make every day, this is our chance to show our gratitude (and give you the applause you deserve).

     

    Kim Zoldak is a Teaching Assistant Professor at Oklahoma State University. Whether she’s teaching introductory astronomy, astrophysics or physics courses, her passion for sharing the wonders of the universe always shines through. She’s more than just an expert — she’s a guide who sparks curiosity and helps students discover new perspectives and ideas.

    As the department’s dedicated teaching professor, Kim is always ready to jump in and teach whichever physics course is needed. So far, that’s included College Physics I & II and University Physics I. Kim’s journey to Oklahoma State started with a B.S. in meteorology from California University of Pennsylvania, followed by a Ph.D. in space and planetary sciences/astrophysics from the University of Arkansas. In addition to teaching, she oversees responsibilities for OSU’s Mendenhall Observatory. Above all, Kim believes that learning should be exciting and accessible to everyone. Her commitment to helping students grow — not just as learners but as thinkers — is what makes her an invaluable part of the OSU community and higher education.

    “As a female in a male-dominated area of the sciences, I think that I encourage other females to follow their passion in physics and astronomy simply by being their instructor in these courses. Every year I am seeing more and more women in my classes…When women see other women doing something that they thought was out of their reach — it gives them hope that they can do it too.” – Kim Zoldak

    Janalyn Kehm is the Department Chair in the School of Business & Computer Engineering Technology at Spartanburg Community College. Having taught at SCC since 2000, she’s devoted her career to shaping successful student outcomes and promoting meaningful collaboration with faculty members. In this role, she raises the bar, assessing learning needs within business and other courses, and working alongside faculty to develop quality curriculum. Before embarking on her decades-long career in higher education, she received her B.A degree in journalism – advertising/public relations from the University of South Carolina and her M.A degree in computer resource management from Webster University. But Janalyn didn’t stop there, continuing on to pursue her own educational growth by obtaining a Certificate of Graduate Studies in Higher Education Leadership from University of South Carolina and a DBA from California Southern University.

    Having been twice recognized by her peers and students with the Faculty of the Year award, she personifies exceptionalism in her field, creating remarkable connections with those she mentors and works with.

    After earning her B.S and M.S degrees in mathematics from Texas State University, Ellen Couvillion’s passion for the subject would lead her back there in the form of a teaching career. Now an Associate Professor of Instruction of Mathematics, she practices a growth mindset approach to teaching, prioritizing students’ individual learning needs and unique paths to development.

    In a nutshell, Ellen is a star educator, admired as a mentor by her students, and respected by her faculty peers who have an immense appreciation of her teaching contributions. She has won numerous awards, including the Service Excellence Award from the Department of Mathematics and the Favorite Professor Award, courtesy of the Alpha Chi National College Honor Society. Beyond teaching, Ellen immerses herself in every aspect of university life, serving as member, advisor and organizer of several committees, demonstrating her commitment to enhancing and shaping the campus community around her.

    Pam Schmelz is an Interim Dean for the School of Information Technology, School of Business,Pam Schmelz Logistics & Supply Chain and the Garatoni School of Entrepreneurship and Innovation at Ivy Tech Community College. With a lifelong passion for information technology, she’s earned several certifications, including CISSP (Certified Information Systems Security Professional), CCENT (Cisco Entry level Network Technician) and Amazon Cloud Practitioner, to name only a few. As a certified Quality Matters peer reviewer, she lends her critical expertise to the development of online courses, creating a quality learning experience for future generations of students.

    Being a consummate innovator with a fierce dedication to helping students thrive, Pam also started up the CyberAcademy at Muscatatuck Urban Training Center in Butlerville, IN. This intense and revolutionary program takes students through the AAS Cybersecurity program in a record-breaking 11 months, providing graduates with essential cybersecurity career skills, setting them for future success and elevating their levels of expertise to new heights.

    Samantha CandlerSamantha Candler is a General Motors World Class Technician with 18 years of experience in the automotive industry. As one of the few female World-Class Technicians and instructors nationwide, she’s no stranger when it comes to breaking down barriers. Her unwavering determination and immeasurable skillset speaks volumes. Before spending 10 years as a technician and 8 years as a GM ASEP Instructor, Samantha long had her sights set on making her mark in the field. Her passion for vehicles began in high school, leading her to achieve the highest level of GM technician training. As an automotive faculty member at Dallas College, she puts her immense knowledge into practice every day in the classroom, inspiring her students and undoubtedly setting an example for what heights they can reach and push beyond.

    Samantha would ultimately like to see more women enter the automotive industry, and believes that anyone with the determination to dive in and work hard can succeed. She considers herself fortunate to have worked in a dealership that allowed her the freedom to grow and thrive into the inspiration she is today.

    “Being a technician isn’t just about heavy lifting and getting greasy. Women bring unique strengths to automotive work — attention to detail, problem-solving, and adaptability— that are invaluable in today’s evolving automotive field…I’m proud and excited to be a part of the automotive transformation and to be training the next generation of technicians.” – Samantha Candler

    Jinhwa Lee is an Assistant Professor of Instruction of Mathematics at Ohio State University and anJinhwa Lee experienced educator. With a decade’s worth of experience teaching various mathematics courses, Jinhwa believes that all students can grow to become confident learners when given the right tools and individualized support. Her teaching philosophy centers on a common goal — helping students overcome their math anxiety. She wants students to find the fun and relevance within a subject she loves and believes is critical across multiple disciplines.

    As an educator, Jinhwa recognizes that her role is part of a much bigger picture. She’s proud to contribute to student development and hopes to inspire her learners to become future leaders in fields like economics, science and engineering.

    “…every student can excel with the right support.” – Jinhwa Lee

    Monica Hampton Monica Hampton is a retired cybersecurity officer, an Adjunct Professor of Cybersecurity and Criminal Justice and an Instructional Designer at Benedict College. Monica’s teaching experience stretches far beyond the higher ed classroom, having previously taught firearms and safety, as well as cybersecurity to law enforcement officers at national and local levels. She now brings personal field experience and real-world insights to her students, teaching undergraduate cybersecurity and criminal justice courses. Before entering the world of cybersecurity, she earned a B.A. degree in criminal justice from the University of Central Florida and an M.A. degree in computer resources and information management from Webster University. Monica took a comprehensive approach to her teaching role. Striving to gain proficiency in both instructional design and the application of rubrics, she obtained a Quality Matters (QM) certification for Applying the QM Rubric and Designing Your Online Course.

    Dr. EmmaLeigh Kirchner is an Associate Professor of Criminal Justice and Chair of the Social Justice &EmmaLeigh Kirchner Community Health Department at Mercyhurst University. Her experience spans across undergraduate, graduate and study abroad programs, where she teaches multiple courses, both online and in-person. Some of those courses include Methods and Social Science Statistics. Holding a Ph.D. in criminology from Indiana University of Pennsylvania, EmmaLeigh’s focus has been primarily within the higher ed sphere. Yet, she’s also a leading example of how to enact meaningful community-based change outside the classroom. She currently serves on the executive board for the Northeastern Association of Criminal Justice Sciences and is the faculty advisor of the Criminal Justice Association. EmmaLeigh’s various outreach efforts and contributions represent her resolution to make a difference.

     

    Thank you to all of our women faculty partners. You’ve made an incredible educational impact on not only your students and institutions, but on the future of higher education overall.

     

    Women’s History Month reminds us to recognize the incredible achievements and contributions made by women throughout our history.

     

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  • U.S. Department of Education slashes staff

    U.S. Department of Education slashes staff

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    The U.S. Department of Education announced March 11 that it’s cutting its workforce nearly in half–a move that Education Secretary Linda McMahon said is a first step toward eliminating the department.

    Roughly a third of staff will lose their jobs through a “reduction in force,” the department said in a press release. Combined with voluntary buyouts, the Education Department will have just under 2,200 employees by the end of the month, compared with 4,133 when President Donald Trump took office with promises to shutter the department.

    The layoffs represent a significant escalation of Trump’s efforts to reduce the department’s role in education, which is mostly run by states and school districts. Already, the administration has canceled hundreds of millions of dollars in grants and contracts that paid for education research, technical assistance to states and school districts, and teacher training programs.

    Affected staff will be placed on administrative leave starting March 21, the department said. Ahead of the announcement, workers were told to leave the office by 6 p.m. Tuesday and that the office would remain closed until Thursday “for security reasons.” McMahon later said this was standard corporate process when layoffs occur.

    “Today’s reduction in force reflects the Department of Education’s commitment to efficiency, accountability, and ensuring that resources are directed where they matter most: to students, parents, and teachers,” McMahon said in a press release. “I appreciate the work of the dedicated public servants and their contributions to the Department. This is a significant step toward restoring the greatness of the United States education system.”

    The Education Department administers major federal funding programs such as Title I, which provides extra money to high-poverty schools, and the Individuals with Disabilities Education Act, or IDEA, which supports special education. It also investigates civil rights complaints and oversees an accountability system that pushes states to identify low-performing schools and provide them with additional resources.

    Exactly how the layoffs will affect specific programs was not immediately clear. A former Education Department staffer, who spoke with Chalkbeat on the condition of anonymity because they were not authorized to disclose the information, said the entire Office for Civil Rights teams based in Philadelphia, Chicago, San Francisco, Cleveland, Boston and New York were let go. That represents half of regional civil rights offices.

    The department said all divisions are affected but did not describe specific positions that were eliminated. In the press release, department officials said all functions required by law will continue.

    Only Congress can eliminate the department, but such deep cuts could leave the department a shell of its former self.

    Appearing on “The Ingraham Angle” on Fox News shortly after the layoffs were announced, McMahon said Trump had given her a clear mandate to shutter the department. She said she would work with Congress to do that. Immediately cutting these positions would help the federal government send more money to the states, she said.

    “I said ‘OK we have to identify where the bloat is, where the bureaucracy is, and we’re going to start there,’ McMahon said. “We need to make sure that that money does get to the states.”

    Trump is expected to sign an executive order to start the process of eliminating the department, but has not yet done so. Conservatives say that for decades the department has failed to adequately address low academic performance and is a bloated bureaucracy.

    On Fox, McMahon reassured viewers that programs such as IDEA would still be funded through congressional appropriations. Asked what IDEA stood for, McMahon responded, “I’m not sure I can tell you exactly what it stands for except that it’s programs for disabled needs. It’s my fifth day on the job, and I’m really trying to learn quickly.”

    Conservative state school chiefs said in a letter to McMahon last month that they need more flexibility in how to use federal money, rather than following complex rules that ensure specific funding streams benefit certain student groups.

    Public education advocates fear that if money flows unrestricted to states, there’s no guarantee it will help the most vulnerable students. Even without an executive order, they worry that administrative changes could affect the department’s ability to perform basic functions.

    Randi Weingarten, president of the American Federation of Teachers, condemned the layoffs.

    “Denuding an agency so it cannot function effectively is the most cowardly way of dismantling it,” she said in a statement. “The massive reduction in force at the Education Department is an attack on opportunity that will gut the agency and its ability to support students, throwing federal education programs into chaos across the country.”

    Sheria Smith, president of the American Federation of Government Employee Local 252, which represents 2,800 Education Department employees, said the union will fight back against the layoffs and against what she called a misinformation campaign about the department’s work.

    “We must ask our fellow Americans: do you want your and your children’s rights enforced in school? Do you want your children to have the ability to play sports in their school districts? Do you need financial aid for college? Are you a fellow civil servant that relies on student loan forgiveness? Does your school district offset property taxes with federal funding?” she said in a statement.

    “If yes, then you rely on the Department of Education, and the services you rely on and the employees who support them are under attack.”

    Shortly after she was confirmed, McMahon sent a message to Education Department staff describing a “final mission” that would affect staffing, budgets, and agency operations.

    Department staff were given one-time offers of up to $25,000 to retire or resign in advance of a “very significant reduction in force.” More than 500 employees took some form of buy out.

    Another 1,300 employees are losing their jobs through the reduction in force, McMahon announced.

    Employees who are laid off will be paid through June 9.

    This story has been updated to include comments from Linda McMahon on Fox News, reaction to the layoffs, and additional information about affected offices.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more on education policy, visit eSN’s Educational Leadership hub.

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  • Not all campus cuts last month were driven by Trump

    Not all campus cuts last month were driven by Trump

    February was a tumultuous month for higher education as President Donald Trump’s agenda began to take shape. His barrage of executive actions threatened federal funding and created uncertainty for colleges, prompting some to freeze hiring and others to pause graduate school admissions.

    Even wealthy institutions like the Massachusetts Institute of Technology and Stanford University enacted hiring freezes last month, while Northwestern University paused both hiring and compensation increases, in addition to other moves.

    Some institutions were more severely affected by the Trump cuts than others. Federally run tribal colleges like Haskell Indian Nations University and Southwestern Indian Polytechnic Institute lost multiple staff members as the Office of Personnel Management laid off many probationary employees.

    But the cuts below are not tied to Trump—at least not directly.

    The latest installment of Inside Higher Ed’s monthly roundup of personnel and program cuts at colleges finds those changes largely propelled by financial issues tied to the usual suspects: declining enrollment and rising operational costs.

    Catholic University of America

    Facing a $30 million structural deficit, the Washington, D.C.-based institution has eliminated 16 positions in the Center for Academic and Career Success and is transitioning to a faculty advising model.

    The position of vice president for student affairs was also cut, and CUA has launched a voluntary faculty separation program for full-time faculty with 10 or more years of service, according to an email from President Peter Kilpatrick that was obtained by Inside Higher Ed.

    A reorganization of CUA’s colleges is also planned.

    “While the specific form of these changes continues to evolve through consultation, the need for substantive reorganization and consolidation is certain,” Kilpatrick wrote in an email to campus.

    One former employee, speaking on condition of anonymity, questioned the rationale behind cuts to advising. They told Inside Higher Ed that faculty are already overworked and underpaid and expressed concern about advising responsibilities, which they believe were better left to the ousted advisers.

    CUA confirmed 16 job cuts within the Center for Academic and Career Success to Inside Higher Ed but did not address other personnel reductions.

    Western Washington University

    Officials at the public four-year institution in Bellingham have expanded a plan to lay off employees.

    Initially, the university planned to cut 55 jobs, but that has now grown to 74, Cascadia Daily reported. Three dozen of those 74 positions targeted for elimination are currently vacant.

    The cuts are in response to an $18 million budget deficit. WWU has thus far shaved off $13 million, but the remaining $5 million means that even more cuts could be on the horizon.

    “At this time, we are still working to identify reductions for the remaining $5 million gap. While we are making significant reductions now, our financial position will continue to evolve based on state funding and enrollment trends. More changes may be necessary, and we will provide updates as soon as decisions are made,” officials wrote on a frequently asked questions page.

    Columbia-Greene Community College

    Grappling with financial challenges, the college in Hudson, N.Y., laid off 17 employees late last month as part of a sustainability plan, The Daily Gazette reported.

    Additionally, 11 tenured faculty members accepted retirement incentives.

    A college spokesperson declined to provide specifics, calling the layoffs a human resources matter, but told the newspaper that affected positions include faculty, staff and administrators.

    Spring Hill College

    Six majors and nine faculty members are on the way out at the private, Catholic college in Alabama, which dropped academic programs and cut jobs as part of budget cuts, WKRG reported.

    The TV station reported that enrollment dropped by almost 25 percent in recent years, from 1,200 before the coronavirus pandemic to 920 currently, though numbers are trending up for this fall.

    The majors cut were biochemistry, chemistry, history, philosophy, secondary education and studio art. A studio art minor was also eliminated.

    Tuskegee University

    An unspecified number of employees have been laid off at Tuskegee University, WSFA reported.

    The private, historically Black university in Alabama declined to specify the number of layoffs, but the TV station reported that employees told them the job cuts arrived abruptly—giving them little time to clean out their desks—and affected personnel in the university’s veterinary program.

    “Tuskegee University is always exploring opportunities to provide a stellar academic experience for our students,” university officials said in a statement. “Staffing adjustments are part of that process. These adjustments did not include academic leadership and are minimal in number.”

    Our Lady of the Lake University

    Amid a “realignment” process, the private, Catholic institution in San Antonio plans to cut academic programs and faculty jobs, though specific details have not been released, Texas Public Radio reported.

    “As part of the realignment process, some academic programs will be discontinued and we will modify some academic programs,” university officials wrote on a frequently asked questions page about the coming changes. “We will also reduce some full-time and part-time faculty positions. Some programs have had dwindling interest from students, to the point where they are no longer viable as stand-alone degree plans. Others are trending in that direction.”

    The university cited the need to boost enrollment, following recent declines. Though not mentioned on the FAQ page, OLLU has also faced significant legal expenses in recent years due to a 2022 data breach that affected nearly 42,000 employees and resulted in a settlement.

    Franklin & Marshall College

    Cuts are coming this spring to the private liberal arts college in Pennsylvania, LancasterOnline reported.

    Franklin & Marshall president Barbara Altmann wrote in a message to employees that the move was “one piece of a strategic financial sustainability plan.” She added that the college has already made various efforts to trim expenses, including by eliminating vacant positions.

    Job cuts are expected in April, though an exact number has not been specified publicly.

    “Although the plan is not yet finalized, we are evaluating potential cuts to provide more stability for the entire community going forward. This plan will need to include a reduction in workforce, meaning the strategic elimination of some employee positions, rather than relying on attrition,” Altmann wrote in an email published by LancasterOnline.

    Southern Illinois University–Edwardsville

    Due to a budget deficit of more than $10 million, cuts are expected to both academic programs and jobs at Southern Illinois University–Edwardsville, The St. Louis-Post Dispatch reported.

    In an email to campus, Chancellor James Minor wrote that the university “is not in a financial crisis” but has “long-standing structural imbalances in our budget that must be addressed.”

    That plan will include possible changes to academic programs, early retirement incentives and the “consolidation, reduction or elimination of some positions,” according to Minor’s email. Early retirement incentives will be rolled out this spring.

    Minor did not specify a timeline for job and program cuts or a target number of reductions.

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  • EY and Microsoft equip the next generation with AI skills

    EY and Microsoft equip the next generation with AI skills

    The EY organization and Microsoft announced this month the launch of the AI Skills Passport (AISP), which assists students aged 16 and older in learning about artificial intelligence (AI) technologies, and how to work with and apply them to various industries and careers. This free online program is part of an ongoing social impact collaboration focused on supporting young people and those furthest from opportunity to build the AI skills necessary to thrive in today’s AI economy.

    According to Randstad research, demand for AI skills in job postings has surged by 2,000%. However, a recent EY and TeachAI survey, with support from Microsoft, found that only 15% of Gen Z respondents feel fully satisfied with how their schools or employers are preparing them for the implications of AI and the use of AI tools. The AISP aims to bridge this gap by equipping learners with essential AI skills for the modern workplace, with a goal of upskilling one million individuals.

    The free online learning program is accessible on web and mobile platforms and participants can take the 10-hour course at their own pace to learn about key topics such as the fundamentals of AI, ethical considerations and its applications across business, sustainability and technology careers. By completing the course, participants will receive an EY and Microsoft certificate of completion to strengthen resumes and gain access to additional learning and employment resources.

    The EY organization and Microsoft have now successfully activated the course in the United States, United Kingdom, India, Italy, Greece, Belgium, S. Africa, Ireland, Switzerland, Cyprus, Australia, New Zealand, Fiji, Papua New Guinea, Sweden, China and India. Expansion plans are underway to roll out to additional countries through 2025 — and to translate to five languages.

    Together, the EY organization and Microsoft have collaborated on a multitude of programs to help empower job seekers and impact entrepreneurs with the skills needed for an AI-driven future, furthering the EY Ripples ambition to impact one billion lives by 2030.

    Other high-impact EY and Microsoft social programs include:

    • Microsoft Entrepreneurship for Positive Impact: This Microsoft program provides support to innovative tech-first entrepreneurs who are addressing our world’s most pressing challenges. The EY organization and Microsoft run a series of Skills Labs to support more than 100 entrepreneurs to date on key growth challenges identified, such as investment strategies, financial planning, environmental, social and governance (ESG) strategy and business resilience.
    • EY and Microsoft Green Skills Passport: A program aimed to help learners aged 16 and over develop skills to find green jobs and pursue opportunities in the growing green economy. To date, more than 46,000 learners have completed this free course and are on their way to a green skills career.
    • Future Skills Workshops (FSW): An EY offering to upskill young or underserved groups equipping them with knowledge to help them navigate a changing world. The “All about AI” module is the newest module and will be launched across Latin America through in-person delivery with the EY organization, Microsoft and Trust for Americas.

    Gillian Hinde, EY Global Corporate Responsibility Leader, says:

    “The EY and Microsoft collaboration is a powerful example of how organizations can come together to help drive meaningful social change and help shape the future with confidence. The AI Skills Passport program aims to equip young people and underserved communities with the AI experience needed to thrive in today’s digital age, while also sharing the skills necessary for tomorrow.”  

    Kate Behncken, Global Head of Microsoft Philanthropies, says:

    “Through this new initiative with EY, we’re helping young people build the AI skills they need to succeed in the evolving AI economy. By bridging the gap between education and employability, we’re creating opportunities for the next generation to contribute, innovate, and thrive in the new AI economy.”

    Learn more about the EY-Microsoft AI Skills Passport here.

    Kevin Hogan
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  • Black History Month: African Americans and Labor

    Black History Month: African Americans and Labor

    Reading Time: 3 minutes

    This February 2025, we’re honoring Black History Month. The 2025 theme is “African Americans and Labor,” emphasizing the impact Black Americans have made through various working roles.

    We’d like to recognize the significant contributions of three Black educators who helped shape the future of higher education, breaking down barriers and inspiring generations of learners and educational leaders.

    Mary McLeod Bethune

    Mary McLeod Bethune is regarded as one of the most significant Black educators and civil rights activists of the 20th century. The daughter of formerly enslaved parents, Bethune believed education was key to opening the doors of opportunity for Black Americans. She founded the Daytona Normal and Industrial Institute for Negro Girls in Daytona, Florida, in 1904, serving as president of the school. The school was eventually combined with the Cookman Institute for Men in 1923 (other sources cite 1929), merging to form the Bethune-Cookman College, Bethune becoming the first Black woman to serve as a college president. The college was one of the few institutions where Black students could seek a college degree. And as of fall 2023, Bethune-Cookman University enrolled 2,415 undergraduate students.

    Mary McLeod Bethune, Schomburg Center for Research in Black Culture, Photographs and Prints Division, The New York Public Library. (1940 – 1949).

    Kelly Miller

    Kelly Miller was a groundbreaking educator, mathematician and writer, becoming the first Black man to attend Johns Hopkins University for post-graduate study. He would go on to eventually join Howard University’s faculty as a mathematics professor, helping found the American Negro Academy in 1897, the first organization for Black scholars and artists.

    Miller introduced sociology to Howard’s curriculum in 1895, becoming the first person to teach the subject at the university. Eventually becoming dean of Howard’s College of Arts and Sciences in 1907, he worked to add new natural and social science courses, transforming the curriculum. Due to his tireless recruitment efforts across the south, student enrollment tripled during his first four years in that position.

    Kelly Miller.
    Kelly Miller, LL.D. Schomburg Center for Research in Black Culture, Jean Blackwell Hutson Research and Reference Division, The New York Public Library. (1904).

    Mary Jane Patterson

    Becoming the first Black woman to receive a bachelor’s degree when she graduated from Oberlin College in 1862, Mary Jane Patterson quickly established herself as trailblazer. She devoted her career to education, teaching at the Institute of Colored Youth, now known as Cheyney University, eventually becoming the school principal at the Preparatory High School for Colored Youth, the first U.S. public high school for Black Americans. The Mary Jane Patterson Scholarship was established in 2019, which aims to support post-baccalaureate students who are interested in teaching in urban classrooms.

    Mary Jane Patterson
    Mary Jane Patterson, first Black woman to be granted a bachelor’s degree in the U.S. (Oberlin College, 1862). Photo retrieved from Oberlin College Archives.

     

    During this Black History Month 2025, we celebrate the contributions of these three Black educators whose accomplishments continue to ring out throughout higher education today.

    If you’re interested in history content for your course, we encourage you to browse our history catalog.

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  • Black History Month (Mutabaruka)

    Black History Month (Mutabaruka)

     

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