Tag: News

  • Youngkin Loses Battle Over Board Picks

    Youngkin Loses Battle Over Board Picks

    Matt McClain/The Washington Post/Getty Images

    The legal battle over whether Virginia governor Glenn Youngkin’s university board appointees will take their seats is over after a judge set a trial for 2026, Virginia Business reported. Governor-elect Abigail Spanberger will assume office next month, rendering the lawsuit moot.

    The case will be dismissed, shutting down an effort to install the Republican governor’s board picks, many of whom had previously worked for or donated to the GOP and were rejected by Virginia Democrats. Now Spanberger, a Democrat, will be able to name 22 board members that otherwise would have been appointed by Youngkin, giving her the opportunity to shift the political balance of boards away from the right.

    Youngkin and Attorney General Jason Miyares had sought to expedite the legal fight by asking Virginia’s Supreme Court to review a lower court ruling that determined that blocked board picks could not take their seats. Youngkin has argued the board appointments must be rejected by the full Senate, not just the Democrat-led Privileges and Elections Committee, which voted down multiple picks.

    However, Virginia’s Supreme Court declined to hear the case, remanding it to a lower court. 

    Spanberger and state Democrats are expected to quickly fill multiple vacancies that have left boards hobbled, including at George Mason University, which does not have a quorum. GMU’s board met recently, despite the lack of a quorum and legal questions about their ability to do so.

    Youngkin’s office did not immediately respond to a request for comment from Inside Higher Ed.

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  • ED Seeks Public Comment on Accreditation Reform

    ED Seeks Public Comment on Accreditation Reform

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    Reforming the accreditation process has been a key focus for the Trump administration. Officials from the Education Department reinforced that Wednesday when they announced a request for information to solicit public feedback on updating the accreditation handbook.

    The aim, the department said in a news release, is to reduce “unduly burdensome and bureaucratic requirements” and increase “transparency and efficiency.”

    “Instead of driving high-quality programs that better serve students, the antiquated accreditation system has led to inflated tuition costs and fees, administrative bloat, and ideology-driven initiatives at colleges across the country,” Assistant Secretary for Postsecondary Education David Barker said. “We are excited to receive feedback on how best to update the Handbook, streamline guidance, and eliminate bureaucratic headaches for accrediting agencies and associations.”

    The request falls in line with an April executive order to “reform and strengthen” the accreditation system. It also comes less than a week before the next meeting of the National Advisory Committee on Institutional Quality and Integrity, the group that weighs in on accreditation issues and reviews accrediting agencies.

    The department is planning to draft new rules and regulations for accreditors sometime next year.

    Commenters will have 45 days to provide feedback on the following questions:

    • What policies or standards are encouraging innovation or reducing college costs within the postsecondary education sector and should be retained in or added to the new version of the handbook? 
    • How can the handbook be designed to be less burdensome?
    • Is the handbook serving its intended purpose? 
    • How can it better assist accrediting agencies and associations in evaluating the quality of educational institutions and programs or in applying for federal recognition?
    • How could accreditation standards be updated to incentivize intellectual diversity on campus? 
    • What guidance or standards, if any, can the handbook provide to institutions and programs to help achieve this goal?
    • What methods should be incorporated into the handbook to determine appropriate assessment benchmarks, and what data sources or validation methods could be used to ensure those benchmarks reflect student competency?

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  • Stop Blaming AI. Start Preparing Students for Work

    Stop Blaming AI. Start Preparing Students for Work

    AI isn’t the only reason new graduates can’t get a job, but it is changing the job market they’re entering. Economic uncertainty and a surplus of college graduates are contributing far more to high unemployment among young degree holders than job-thieving robots.

    A recent Federal Reserve analysis showed that the unemployment gap between high school and college graduates has been narrowing since the 2008 recession and now sits at around 2.5 percentage points, down from an average of five percentage points from roughly the 1980s to early 2000s. The National Association of Colleges and Employers’ 2026 Job Outlook Survey found that employers expect hiring for the Class of 2026 to remain flat. Next year’s job market likely won’t improve for college graduates.

    But even though huge corporations like Amazon, Target and Klarna say they are laying off tens of thousands of employees because of AI, they do not represent the majority of employers. Like the rest of us, most companies are still figuring out AI. In the NACE survey, nearly 59 percent of employers said they are not planning to or are unsure whether they’ll augment entry-level jobs with AI, and just 25 percent said they’re currently discussing it.

    Meanwhile, in a recent Substack post, economist and CUNY Graduate Center professor Paul Krugman argued it’s too soon for AI to have such a drastic impact on unemployment for college-educated workers; instead, he blamed the crummy job market on tariffs, uncertainty in the economy and even DOGE cuts flooding the job market with laid-off, educated federal workers.

    These market challenges coincide with intensifying pressure from the federal government and the general public for colleges to show that their degrees are valuable. Just this week, the Department of Education rolled out a new feature in the Free Application for Federal Student Aid alerting students if the institutions they’ve applied to produce graduates who earn less than people with just high school degrees.

    While the state of the economy is out of higher education’s control, institutions should heed employer calls for graduates with real-world experience. Career-ready students will be able to adapt to the evolving world of work and see that their degrees are worth the investment. The most promising response is for colleges to embrace experiential learning.

    A survey of employers released this week by the American Association of Colleges and Universities showed that college graduates who are proficient in applying knowledge to the real world and who understand teamwork are the most likely to be hired. Students agree: They cited paid internships and building stronger connections with employers as the top things colleges can do to help them get career-ready.

    Focusing on work-based learning will achieve two things: get students the real-world experience employers demand and set them up for long-term economic success. The college premium may be eroding, but it persists. And while high school graduates might be getting jobs more quickly than recent college graduates, those with degrees stay employed longer once they do find jobs.

    Regional economies will benefit from graduates with real-world experience, too. Students who participate in internships or apprenticeships are more likely to find local jobs after they graduate. Studies even show that underemployed graduates, those working jobs that don’t require a college degree, land in roles with higher intrinsic value—think less physical labor, more respectful treatment and better opportunities for skill development.

    Some institutions are further along than others. A program at Harvey Mudd College pairs undergraduates early in their degrees with alumni around the country for summer job shadows. Others target career support to individual student groups, such as neurodiverse students and veterans. Virginia recently announced a partnership with Handshake to provide each student at a public institution at least one form of work-based learning in an effort to keep talent in the state. And the Delaware Workforce Development Board gave the University of Delaware’s Lerner College of Business and Economics a grant to create a yearlong co-op program with businesses across the state, partly to “keep homegrown talent here in Delaware,” the chair of the board said.

    The economic forces impacting the job market aren’t going away, and neither is AI’s transformational influence on how work gets done. The solution for colleges is simple: Students need real-world experience and employers are explicit about wanting to hire graduates who have it. Colleges must start building employer relationships and embedding experiential learning into the curriculum now. The institutions that get it right will be the ones whose graduates never question the value of their degree.

    Sara Custer is editor in chief at inside Higher Ed.

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  • College Students Stress About Cost of Living Postgraduation

    College Students Stress About Cost of Living Postgraduation

    Graduation typically brings feelings of jubilation, but with the high cost of living and a competitive job market facing college graduates, students report feeling more anxious about their future prospects.

    A recent Student Voice survey by Inside Higher Ed and Generation Lab found that nearly one in five college students say their top stressor is affording life after graduation. A similar share worry that they don’t have enough internship or work experience to be successful. 

    The survey, fielded in August, includes responses from over 5,000 college students, including 1,000 two-year and nearly 2,000 first-generation college students. 

    “Stability is really important to this generation of job-seekers,” said Shawn VanDerziel, chief executive officer at the National Association of Colleges and Employers, citing the organization’s own student surveys. “For the last several years, students regularly report to us that, in their first job, the most important thing is stability.”

    That means having a reasonable living standard as well as an employer who provides sufficient benefits, work-life balance and assurances against layoffs, VanDerziel said.

    Christine Cruzvergara, chief education officer of the job board Handshake, said the trend doesn’t surprise her because it mirrors similar data her organization collected earlier this year, which found that AI, changes to federal policy and a competitive job market are among the factors impeding students’ confidence after graduation.

    “The cost-of-living piece is very real,” Cruzvergara said. “That is, anecdotally, something that we do hear from students, even in the four-year space: ‘Everything is so expensive; I don’t know how I’m going to be able to live.’”

    Nationally, the American public is feeling strained financially. A recent McKinsey survey found that 45 percent of consumers said “rising prices or inflation” is their top concern; an additional 24 percent pointed to their “ability to make ends meet,” and 19 percent cited job security and unemployment.

    “I know no one is going to hire me in an economy like this,” one student at New Mexico State University–Dona Ana wrote in the “other” response option on the Student Voice survey.

    The cost-of-living squeeze has pushed more graduates to consider housing and grocery prices when selecting a city to live in.

    “In the past, you may have found other things that have risen to the top, like vibrant nightlife, environmental issues, recreation. All those things are still on the list, but cost of living is No. 1 in the minds of graduates today,” VanDerziel said.

    Handshake has seen more applicants looking toward smaller markets, or “B-list cities,” for their first destination after college, “because you might be able to get a good enough job that you can actually have the quality of life that you’re looking for at the same time,” Cruzvergara said.

    Internships needed: Students’ perception that they lack skills and experience points to a growing need for higher education leaders to provide work-based learning to prepare students for the workforce. Some institutions now guarantee experiential learning or internships as part of their strategic plans, Cruzvergara said.

    “I’m pleased to hear that students are concerned about internship opportunities, because that tells me that they are in tune with what’s happening in the world and the fact that employers see internship experience as being the best of everything,” VanDerziel said.

    Four-year students are more likely to have enrolled in college directly after graduating from high school, which could explain why this group of students is more likely to fret about their lack of work experience, Cruzvergara said.

    “If they didn’t do an internship, or they only did a part-time job in the summer, they might feel as if they’re at a disadvantage because they haven’t been in a more traditional white-collar work environment,” Cruzvergara said. 

    Older students (25 and up) or those who have worked full-time were less likely to cite anxieties over a lack of work or internship experience, despite being statistically less likely to complete an internship while in college. Handshake data from earlier this year found that about one in eight students have not participated in an internship and do not expect to before finishing their degree, in large part due to time constraints caused by other work or homework, or because they weren’t selected for an internship role.

    While some employers value all work equally, others believe it’s important for students to have work experiences specific to their intended professions, VanDerziel said.

    A soft landing: College and university career centers can help address some of students’ anxieties about graduation by connecting them to employers the traditional way at career fairs, Cruzvergara said.

    “In the face of emerging AI in more industries, roles and sectors, I actually find that what’s become really quite popular again for students in order to get a job or an internship is good old-fashioned networking,” Cruzvergara said.

    Attendance at networking and employer-led events hosted on Handshake (either virtual or for registration purposes) has tripled this year, according to the job board’s data.

    “I know it’s not new; career centers have been doing this for a long time, but do we need to do it more? Do we need to do it in a different way?” Cruzvergara said.

    Colleges should also consider their own departments as employers to host interns.

    “The school is a business in and of itself that has all these different functions,” Cruzvergara pointed out. “So how are you creating an internship within your own finance department? How are you creating an internship within your own legal department?”

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  • Rümeysa Öztürk Returns to Teaching and Research

    Rümeysa Öztürk Returns to Teaching and Research

    Genaro Molina/Los Angeles Times/Getty Images

    Rümeysa Öztürk, a Tufts University Ph.D. student from Turkey who was arrested by immigration officials earlier this year, is returning to teaching and research months after her release from detention, multiple sources reported.

    Öztürk garnered national attention for being one of the first students swept up in the Trump administration’s attack on international students who had expressed pro-Palestinian beliefs; she had co-authored an op-ed in the student newspaper calling on Tufts to condemn Israel’s attacks on Gaza. Though she was released from detention in May, her status in the Student Exchange and Visitor Information System, a digital records system of international student information, was not restored, preventing her from teaching or engaging in research for months.

    U.S. District Judge Denise J. Casper granted Öztürk’s request for a preliminary injunction restoring her SEVIS status on Monday. The judge agreed that the termination of her records had caused “irreparable harm” by preventing her from accessing employment, professional development and doctoral training in the last year of her Ph.D. program.

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  • Berkeley Suspends Lecturer for Pro-Palestinian Comments

    Berkeley Suspends Lecturer for Pro-Palestinian Comments

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    The University of California, Berkeley, suspended lecturer Peyrin Kao without pay for the spring semester because he made pro-Palestinian political comments during class. 

    Kao, a lecturer in the Electrical Engineering and Computer Science Department, participated in a 38-day hunger strike this fall to protest the use of technology in what he called Israel’s genocide in Gaza. He allegedly told students during class that he was undergoing a “starvation diet” and directed them to his website to learn more about why he was striking. 

    Also, last spring, Kao allegedly made “off-topic” remarks including about “the conflict in Israel and Gaza, an expression of solidarity with a protest happening outside the classroom, Google’s business dealings with Israel, UC’s investment in companies that themselves invest in companies that ‘supply bombs,’ and calls for solidarity with those in Gaza and to ‘Free Palestine,’” executive vice chancellor and provost Benjamin Hermalin wrote in his letter recommending that Kao be suspended. 

    Hermalin ultimately determined that Kao violated a Board of Regents policy requiring that instructors only discuss content relevant to the course in session during class time. With his comments and actions, Kao “misused the classroom for the purpose of political advocacy,” Hermalin wrote. Kao will be suspended for six months, starting Jan. 1. 

    “Mr. Kao drew attention to his hunger strike in class and informed the students how they could find out why he was engaging in it. In addition, the visible physical toll it presumably was taking and the adverse consequences it may have had on the quality of his instruction all represent a form of advocacy, albeit nonverbal,” Hermalin wrote. “In that sense, his actions are no different from those of an instructor who repeatedly wore a t-shirt when teaching that had on it a very visible political symbol or a picture of a political candidate.”

    Kao denied any wrongdoing and plans to appeal the decision. 

    “The timing of my punishment raises serious questions about whether it was a politically motivated decision by the university to appease the Trump administration. My suspension is the latest in a long line of faculty and students disciplined for taking a stance against occupation and genocide in Palestine,” Kao said in a statement distributed by the San Francisco Bay Area Council on American-Islamic Relations, which also denounced Kao’s suspension. “The university is trying to make an example out of me and suppress any conversation about Palestine, because those conversations would expose the university’s investment in genocide. I will not be deterred by this unconstitutional attack on free speech, and I intend to continue exercising my First Amendment right to advocate for a free Palestine.” 

    Berkeley officials declined to answer Inside Higher Ed’s questions about Kao’s suspension.

    “The university does not comment on confidential personnel matters,” a spokesperson wrote in an email. “Speaking generally regarding free speech policy, the university will always take a viewpoint-neutral approach when it comes to supporting freedom of expression and actions that align with policy.”

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  • Over 1 Million Digital Badges on Offer in the U.S.

    Over 1 Million Digital Badges on Offer in the U.S.

    The number of unique credentials available in the U.S. has hit a whopping 1.8 million, with digital badges making up more than a million of those offerings, according to the latest report from Credential Engine.

    The report, released Tuesday, is the fifth in a series tracking the ever-growing variety of credentials and providers cropping up across the country. Much has changed since the last “Counting Credentials” report came out in 2022. Credential Engine, a nonprofit dedicated to charting the credentialing landscape, improved its data collection and analysis strategies to remove duplicate programs from data samples and include more badge programs, allowing for more accurate counts and estimates, the new report noted.

    Researchers found that 134,491 credential providers—including colleges and universities, online course providers, nonacademic organizations, industry associations, and state governments—are producing 1,850,034 credentials, up from the 1,076,358 they counted in 2022. The report also found that education institutions, federal and state governments, and employers spend $2.34 trillion annually on these programs.

    Credential Engine identified 1,022,028 badges and 486,352 certificates among the total. Degrees, by comparison, made up a smaller fraction of the credentials tallied this year: 264,099 programs. The number of secondary school diplomas and occupational licenses followed behind at 52,948 and 14,331, respectively. Certifications, which require an exam and tend to expire, reached 6,892. And the organization found 3,384 microcredentials, defined by the report as any program offered by a massive open online course provider that embraces the label.

    Scott Cheney, CEO of Credential Engine, said the standout finding to him is “there’s a lot of digital badging being done,” a trend he finds “really exciting.” He believes digital badges, which recognize specific skills and achievements for display online, allow workers to better showcase their learning at a more granular level. For example, badges, whether offered by academic or nonacademic providers, can recognize skill sets ranging from emotional intelligence to mastery of a coding language, or even completion of a class or work project.

    Badges are “being used to recognize smaller and smaller learning activity and skill attainment,” Cheney said. “We’re really seeing a moment when we’re able to actually count all learning,” which helps job applicants “tell their story.”

    He said the digital format not only makes it easier for learners to keep track of everything they’ve achieved but also simplifies sharing that information with employers.

    A companion report, released with the credential count, suggests innovations like digital wallets and learning and employment records, which can house collections of digital credentials, are making badges more shareable and verifiable for employers.

    “The technology is there,” Cheney said.

    He also believes the ascent of skills-based hiring is driving the trend. More than half of states have adopted policies to encourage hiring according to skills, not degrees, and a slew of employers have embraced the approach. He’d like to see more employers with these goals use digital credentials to assess what candidates bring to the table.

    Because of these recent developments, “all of a sudden, we need ways to actually unpack the skills that you have in a traditional degree or certificate or certification” and to offer ways to learn and prove mastery of “a single skill,” he said.

    Though the report doesn’t delve into it, he noted that traditional higher education institutions are increasingly interested in offering nondegree credentials, which he believes is “healthy for them and their relationship with their students” as demand for such programs ramps up.

    But Cheney also understands colleges’ trepidation about entering a nondegree credential landscape that’s crowded, “very chaotic” and “difficult to navigate.” He acknowledged that some academics have healthy concerns about the quality of proliferating nondegree credentials as nonacademic credential providers grow their offerings at fast clip. The trend “does cry out for … a greater need to have reliable outcome data and impact data,” he said. Members of the committee engaged in the negotiated rule-making process for Workforce Pell, a new federal financial aid option for short-term job training programs, are wrestling with such questions about how to ensure credentials’ quality this week.

    Nondegree credentials aren’t “going to be right for every institution, and that’s OK, too,” Cheney said. “We need some that are still going to be very traditional … because the economy needs that as well.” At the same time, higher ed institutions “need to recognize where the marketplace is, where the zeitgeist is in the country and what employers need and what students are calling out for.”

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  • Clemson President Announces Sudden Retirement

    Clemson President Announces Sudden Retirement

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    Clemson University president Jim Clements is retiring at the end of the month, bringing an abrupt end to his 12-year tenure at the helm of the public institution in South Carolina.

    He cited “health and family” as his reasons for stepping down just over a year after he signed a five-year contract extension.

    “Clemson has been my home and passion, yet my greatest love is for my wife, Beth, and our children and grandchildren. Life moves quickly, and I don’t want to miss what truly matters—the major milestones and the quiet, everyday joys,” Clements wrote in a Tuesday message announcing his retirement. “Those are the moments I want to experience and hold close.”

    Clements joined Clemson in 2013 after nearly five years as president of West Virginia University.

    He cited a record number of applications and Clemson’s attainment of Research-1 status under the Carnegie classification system, achieved in 2013, among his accomplishments. Board of Trustees chair Kim Wilkerson also said in her own message that under Clements’s leadership, “Clemson achieved record enrollment and graduation rates, expanded research initiatives and secured historic philanthropic support.”

    More recently, however, Clements courted controversy after the university fired three employees for allegedly making inappropriate remarks about the death of Charlie Kirk. The university appeared to claim in a social media post related to the firings that First Amendment rights do not “extend to speech that incites harm or undermines the dignity of others.”

    Clemson also shut down faculty and staff affinity groups intended to advise leaders on how to support Black, Latino, LGBTQ+ students, veterans and others in September. At the time, Clemson officials claimed, “The commissions have successfully fulfilled their important charge.”

    Now Clemson is expected to name an interim president at an emergency board meeting Wednesday. Provost Bob Jones, who was planning to retire, is expected to be named to the interim role and to “serve until a successor is named,” according to Wilkerson’s statement.

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  • Facing Criticism, Weber State Says It Will Be “More Nuanced”

    Facing Criticism, Weber State Says It Will Be “More Nuanced”

    Photo illustration by Justin Morrison/Inside Higher Ed | masa44/iStock/Getty Images | rawpixel

    After multiple censorship controversies over the past two months, Weber State University has announced a “revised approach” to how it enforces a sweeping anti–diversity, equity and inclusion law that the Utah Legislature passed in 2024. But it remains unclear exactly how it will change its actions.

    “With help from the Utah Commissioner of Higher Education, Weber State is currently reviewing our existing guidance, and where appropriate, will revise that guidance to be more nuanced in its understanding of where and how learning happens on our campuses,” interim president Leslie Durham wrote in a message to campus Friday. The Salt Lake Tribune reported earlier on the announcement.

    The goal, Durham wrote, “is to uphold the letter and spirit of the law, but also to ensure we remain fiercely committed to free speech, academic freedom, and fostering an environment where everyone at WSU feels welcome to express their thoughts, engage different viewpoints, and learn from one another.” She said that “we are learning from early and well-intentioned efforts at working within this new framework.”

    The university didn’t provide an interview or answer multiple written questions Tuesday. Richard Price, a political science professor, told Inside Higher Ed in an email, “As far as I know, faculty played no role in the creation of the existing approach and I doubt faculty will play a role in this process.”

    The Weber State controversies illustrate how universities have differed in implementing the anti-DEI laws that many red states have passed, and in navigating the Trump administration’s various anti-DEI orders and guidance that impact the whole nation. Shortly after Trump retook the White House, the American Association of University Professors issued a statement saying that “under no circumstances should an institution go further than the law demands.” Since then, state and federal government attacks on diversity programs and restrictions on speech have continued and universities have struggled with how to respond.

    Kristen Shahverdian, director of PEN America’s campus free speech program, has decried what she called “Weber State’s overreach.” But she told Inside Higher Ed Tuesday, “There’s a lot of confusion in how to interpret these bills that are vague and, in some cases, sloppily written.”

    Weber State made national headlines in October for censoring a conference ironically titled, Redacted: Navigating the Complexities of Censorship. A few days before the conference was to start, an official at the public institution ordered a student presenter to remove all references to DEI from their slides.

    Organizers ended up canceling the event after faculty pulled out in protest. The uncertified employee union held a teach-in instead, but it was also censored.

    That wasn’t the end of Weber State’s speech restrictions. Late last month, Apache writer Darcie Little Badger announced on Bluesky she was withdrawing as keynote speaker at the university’s annual Native Symposium because the university sent her a list of 10 prohibited words and concepts, including “bias,” “oppression” and “racial privilege.”

    “I will not humor this censorship,” Little Badger wrote. “It does a disservice to the stories I’m discussing & the audience, who deserve unfettered access to information & conversation.”

    ‘Prohibited Discriminatory Practices’

    Little Badger said the move seemed “to be the university‘s extreme attempt to comply with HB 261,” the same 2024 anti-DEI law the institution cited to censor the censorship conference. House Bill 261 bans Utah’s public colleges and universities from engaging in “prohibited discriminatory practices,” which lawmakers defined in a long list.

    That list includes affirmative action, consideration of “personal identity characteristics” in state financial aid decisions, anything “referred to or named” DEI and programs asserting that “meritocracy is inherently racist or sexist” or that an individual, by virtue of their “personal identity characteristics, bears responsibility for actions committed in the past by other individuals with the same personal identity characteristics.”

    The catalog of what constitutes “prohibited discriminatory practices” echoes the laws banning “divisive concepts” passed by other red states, which appear to borrow language from an anti-DEI executive order Trump signed in his first term.

    HB 261 explicitly says it doesn’t restrict academic research or “academic course teaching in the classroom.” The canceled censorship conference was sponsored by the university’s Student Access and Success division, and the Native Symposium was advertised on the university’s Student Success Center website, so neither might have been deemed “academic.”

    Shahverdian, of PEN America, stressed the difficulty in interpreting such laws.

    “How would a guest speaker be able to know if they’re engaging in any of these prohibited concepts?” she said, adding that it puts them in an “impossible position.”

    But Shahverdian said it’s good that Weber State is, as she put it, “acknowledging that they have not been implementing the law correctly.” In a country where fear is driving university officials to overcomply and leading to canceled speaking engagements, she noted that Little Badger’s refusal to go along appears to have elicited change.

    “In this moment, where we’re seeing so much censorship, it is a nugget of hope,” Shahverdian said.

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  • Martin University to “Pause” Operations

    Martin University to “Pause” Operations

    Martin University plans to wind down operations at the end of the current semester.

    College officials are calling the move a “pause,” stopping short of calling it a closure. They attribute the pause to financial challenges, declining enrollment and the lack of an endowment.

    “The Board has announced a pause in operations at the end of the semester. No final decision has been made regarding permanent closure. Discussions continue about how to carry forward Martin’s mission,” Martin spokesperson Keona Williams wrote to Inside Higher Ed by email.

    While the official language indicates a pause, it appears unlikely Martin will resume operations given its financial challenges and historical precedent, which shows that institutions are rarely resurrected after ceasing operations. Some, such as Knoxville College, have bucked that trend; the historically Black Tennessee college suspended operations in 2015, reopened in 2018 and is working to regain accreditation.

    Given Martin’s financial woes, Board of Trustees chairman Joseph Perkins noted in a news release that the private university needed “more community support,” especially for “first-generation college students who are fighting courageously to make a better life for their families.” Martin is seeking donations to continue operations through December. The college’s president Sean L. Huddleston stepped down late last month.

    Should Martin close, Indiana will lose its only predominantly Black institution.

    The decision to pause operations comes as Martin has teetered on the brink of closure for years and received warnings in its last three publicly available audits warning that it could go out of business due to significant financial challenges in the aftermath of the coronavirus pandemic.

    “The University has seen enrollment declines during the COVID-19 pandemic. While the enrollment has stabilized, it has not returned to the pre-pandemic levels the University once saw. The University has incurred additional liabilities during the year due to the results of additional borrowings deemed necessary by management and the Board of Trustees for operations, including the use of restricted funding for operational needs,” auditors wrote.

    Its latest available audit also noted that Martin “experienced a significant cyber-attack that resulted in extensive corruption of the University’s records that required significant resources for operations and recreation of the University’s records,” which “has taken a significant amount of time and effort due to significant turnover and instability in the finance and operation teams.”

    As noted by auditors, enrollment has also plunged in recent years.

    Martin had nearly 1,000 students in fall 2010, but by fall 2023, its head count was at just 223 students, according to federal enrollment data.

    Martin was founded in Indianapolis in 1977 to “serve low-income, minority, and adult learners,” and the majority of its students are Black, female and over 25, according to its website. The university was named in honor of civil rights activist Martin Luther King Jr. and St. Martin de Porres, a Peruvian saint who worked to achieve racial harmony in the 16th and 17th centuries.

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