Tag: News

  • UVA, Dartmouth Reject Trump Compact

    UVA, Dartmouth Reject Trump Compact

    The University of Virginia and Dartmouth College have become the latest higher ed institutions to publicly reject the Trump administration’s “Compact for Academic Excellence in Higher Education.” Now just three of the nine institutions that the federal government originally presented with the document have yet to announce whether they will sign.

    UVA announced Friday that it opposes the offer of yet-unrevealed special funding benefits in exchange for signing the compact. The statement came the day of an on-campus demonstration urging university leaders not to sign. Dartmouth unveiled its response Saturday morning. Both rejections came despite the universities attending a meeting Friday with White House officials about the deal.

    “As I shared on the call, I do not believe that the involvement of the government through a compact—whether it is a Republican- or Democratic-led White House—is the right way to focus America’s leading colleges and universities on their teaching and research mission,” Dartmouth president Sian Leah Beilock wrote in a message to Education Secretary Linda McMahon, which the president also shared with her community.

    “Our universities have a responsibility to set our own academic and institutional policies, guided by our mission and values, our commitment to free expression, and our obligations under the law,” Beilock wrote. “Staying true to this responsibility is what will help American higher education build bipartisan public trust and continue to uphold its place as the envy of the world.”

    Beilock hasn’t been a publicly outspoken opponent of Trump; at a Heterodox Academy conference in June, she said, “It’s really a problem to say just because the administration, with many things that we all object to, is suggesting something inherently means it’s wrong.” But she also said back then that “we shouldn’t have the government telling us what to do.”

    In a message Friday to McMahon, also shared with the community, UVA interim president Paul Mahoney wrote that “the integrity of science and other academic work requires merit-based assessment of research and scholarship. A contractual arrangement predicating assessment on anything other than merit will undermine the integrity of vital, sometimes lifesaving, research and further erode confidence in American higher education.”

    The compact asks colleges to agree to overhaul or abolish departments “that purposefully punish, belittle, and even spark violence against conservative ideas,” without further defining what those terms mean. It also asks universities, among other things, to commit to not considering transgender women to be women; reject foreign applicants “who demonstrate hostility to the United States, its allies, or its values”; and freeze “effective tuition rates charged to American students for the next five years.”

    In exchange for these agreements, the White House has said signatories would “be given [funding] priority when possible as well as invitations to collaborate with the White House.” But the administration hasn’t revealed how much extra funding universities would be eligible for, and the nine-page compact doesn’t detail the potential benefits. The compact, as well as a Thursday statement from the White House, can also be read as threatening colleges’ current federal funding if they don’t sign.

    Mahoney told McMahon that his university agrees “with many of the principles outlined in the Compact, including a fair and unbiased admissions process, an affordable and academically rigorous education, a thriving marketplace of ideas, institutional neutrality, and equal treatment of students, faculty, and staff in all aspects of university operations.”

    “Indeed,” Mahoney wrote, “the University of Virginia leads in several of these areas and is committed to continuous improvement in all of them. We seek no special treatment in exchange for our pursuit of those foundational goals.”

    The decisions make UVA the fifth and Dartmouth the sixth of the nine initial institutions presented with the deal to publicly turn it down. UVA is also the first public university and first Southern institution to reject it. The Massachusetts Institute of Technology was the first of the nine to turn it down, on Oct. 10, followed by Brown University and the Universities of Pennsylvania and Southern California.

    UVA’s rejection of the compact comes after the Trump administration successfully pressured then–UVA president James Ryan to step down in June. The Justice Department had demanded he step down. The UVA Board of Visitors voted to dissolve the university’s diversity, equity and inclusion office in March, but multiple conservative alumni groups and legal entities complained that Ryan failed to eliminate DEI from all corners of campus.

    A coalition of groups opposed to the compact, including the UVA chapter of the American Association of University Professors, praised the rejection in a Friday news release.

    “Today’s events demonstrate the power of collective organizing and action to defeat tyranny,” the statement said. “We hope that we serve as an example to the other public universities that received the ‘Compact’—the University of Texas, Austin, and the University of Arizona—giving them the courage and clarity not to buckle.”

    UVA faculty groups had overwhelmingly urged university leaders to reject the compact. And hundreds of demonstrators showed up to the anticompact rally Friday on the UVA campus in Charlottesville, Cville Right Now reported.

    Alongside Arizona and UT Austin, Vanderbilt University also hasn’t revealed its decision. But after MIT announced its refusal of the compact, Trump offered it to all U.S. colleges and universities to sign.

    White House officials met Friday with some universities about the proposal. The Wall Street Journal reported that UVA, Dartmouth, Arizona, UT Austin and Vanderbilt were invited, along with universities that weren’t part of the original nine: Arizona State University, the University of Kansas and Washington University in St. Louis.

    White House spokesperson Liz Huston compared the compact in a statement to efforts from former presidents George Washington, Abraham Lincoln, Teddy Roosevelt and John F. Kennedy, who she said “called on our universities to be of greater service to the nation.”

    “President Trump has called on universities to do their part in returning America to its economic and diplomatic successes of the past: a nation of full employment, pioneering innovations that change the world, and committed to merit and hard work as the ingredients to success,” she said, adding the administration hosted “a productive call” with several universities. 

    A White House official said UVA and the other seven invited universities participated in the call.

    “They now have the baton to consider, discuss, and propose meaningful reforms, including their form and implementation, to ensure college campuses serve as laboratories of American greatness,” Huston said. 

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  • White House to Meet With Universities Regarding Compact

    White House to Meet With Universities Regarding Compact

    Brendan Smialowski/AFP/Getty Images

    After four universities rejected the Trump administration’s compact for higher education, the White House is planning to meet Friday afternoon with the remaining five that have yet to respond.

    A White House official confirmed plans of the meeting to Inside Higher Ed but didn’t say what the purpose of the gathering was or which universities would attend. Nine universities were asked to give feedback on the wide-ranging proposal by Oct. 20.

    The virtual meeting will likely include May Mailman, a White House adviser, and Vincent Haley, director of the White House’s Domestic Policy Council, according to a source with knowledge of the White House’s plans. Mailman, Haley and Education Secretary Linda McMahon signed the letter sent to the initial nine about the compact.

    So far, the Massachusetts Institute of Technology, Brown University, the University of Pennsylvania and the University of Southern California have publicly rejected the deal. Dartmouth College, the University of Arizona, the University of Texas at Austin, the University of Virginia and Vanderbilt University haven’t said whether they’ll agree to the compact. Trump officials have said that the signatories could get access to more grant funding and threatened the funding of those that don’t agree.

    After USC released its letter rejecting the proposal, Liz Huston, a White House spokesperson, told the Los Angeles Times that “as long as they are not begging for federal funding, universities are free to implement any lawful policies they would like.”

    Following the first rejection from MIT last Friday, President Trump posted on Truth Social that all colleges could now sign on. The White House has said that some institutions have already reached out to do so.

    The source with knowledge of the White House’s plans said that the meeting “appears to be an effort to regain momentum by threatening institutions to sign even though it’s obviously not in the schools’ interest to do so.”

    The Wall Street Journal reported that Arizona State University, the University of Kansas and Washington University in St. Louis were also invited. According to the Journal, the goal of the meeting was to answer questions about the proposal and to find common ground with the institutions.

    Former senator Lamar Alexander, a Tennessee Republican and trustee at Vanderbilt, wrote in a Wall Street Journal op-ed that the compact was an example of federal overreach akin to previous efforts to impose uniform national standards on K–12 schools.

    “Mr. Trump’s proposed higher education compact may provoke some useful dialogue around reform,” he wrote. “But the federal government shouldn’t try to manage the nation’s 6,000 colleges and universities.”

    Inside Higher Ed reached out to the remaining five institutions as well as the new invitees, but they haven’t responded to a request for comment or to confirm whether they’ll attend the meeting.

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  • White House Meets With Universities Regarding Compact

    White House Meets With Universities Regarding Compact

    After four universities rejected the Trump administration’s compact for higher education, the White House met Friday with some universities about the proposal. 

    A White House official confirmed plans of the meeting to Inside Higher Ed but didn’t say what the purpose of the gathering was or which universities would attend. Nine universities were asked to give feedback on the wide-ranging proposal by Oct. 20.

    The virtual meeting planned to include May Mailman, a White House adviser, and Vincent Haley, director of the White House’s Domestic Policy Council, according to a source with knowledge of the White House’s plans. Mailman, Haley and Education Secretary Linda McMahon signed the letter sent to the initial nine about the compact.

    So far, the Massachusetts Institute of Technology, Brown University, the University of Pennsylvania and the University of Southern California have publicly rejected the deal. Dartmouth College, the University of Arizona, the University of Texas at Austin, and Vanderbilt University haven’t said whether they’ll agree to the compact. UVA said late Friday afternoon that it wouldn’t agree to the proposal.

    The Wall Street Journal reported that Arizona State University, the University of Kansas and Washington University in St. Louis were also invited. According to the Journal, the goal of the meeting was to answer questions about the proposal and to find common ground with the institutions.

    Inside Higher Ed reached out to the universities, but none confirmed whether they attended the meeting.

    The nine-page document would require universities to make a number of far-reaching changes from abolishing academic departments or programs that “purposefully punish, belittle, and even spark violence against conservative ideas” to capping international undergraduate enrollment at 15 percent. Institutions also would have to agree to freeze their tuition and require standardized tests for admissions, among other provisions.

    Trump officials have said that the signatories could get access to more grant funding and threatened the funding of those that don’t agree. The Justice Department would enforce the terms of the agreement, which are vague and not all defined.

    After USC released its letter rejecting the proposal, Liz Huston, a White House spokesperson, told the Los Angeles Times that “as long as they are not begging for federal funding, universities are free to implement any lawful policies they would like.”

    Following the first rejection from MIT last Friday, President Trump posted on Truth Social that all colleges could now sign on. The White House has said that some institutions have already reached out to do so.

    The source with knowledge of the White House’s plans said that the meeting “appears to be an effort to regain momentum by threatening institutions to sign even though it’s obviously not in the schools’ interest to do so.”

    Former senator Lamar Alexander, a Tennessee Republican and trustee at Vanderbilt, wrote in a Journal op-ed that the compact was an example of federal overreach akin to previous efforts to impose uniform national standards on K–12 schools.

    “Mr. Trump’s proposed higher education compact may provoke some useful dialogue around reform,” he wrote. “But the federal government shouldn’t try to manage the nation’s 6,000 colleges and universities.”

    A Joint Warning

    The American Council on Education and 35 other organizations warned in a joint statement released Friday that “the compact’s prescriptions threaten to undermine the very qualities that make our system exceptional.”

    The organizations that signed requested the administration withdraw the compact and noted that “higher education has room for improvement.” 

    But “the compact is a step in the wrong direction,” the letter states. “The dictates set by it are harmful for higher education and our entire nation, no matter your politics.”

    The letter is just the latest sign of a growing resistance in higher ed to the compact. Faculty and students at the initial group of universities rallied Friday to urge their administrators to reject the compact. According to the American Association of University Professors, which organized the national day of action, more than 1,000 people attended the UVA event. 

    And earlier this month, the American Association of Colleges and Universities released a statement that sharply criticized the compact. The statement said in part that college and university presidents “cannot trade academic freedom for federal funding” and that institutions shouldn’t be subject “to the changing priorities of successive administrations.” Nearly 150 college presidents and associations have endorsed that statement.

    The joint statement from ACE and others, including AAC&U, was a way to show that the associations, which the letter says “span the breadth of the American higher education community and the full spectrum of colleges and universities nationwide,” are united in their opposition.

    “The compact offers nothing less than government control of a university’s basic and necessary freedoms—the freedoms to decide who we teach, what we teach, and who teaches,” the statement reads. “Now more than ever, we must unite to protect the values and principles that have made American higher education the global standard.” 

    But not everyone in the sector signed on. 

    Key groups that were absent from the list of signatories include the Association of Public and Land-grant Universities, the Association of American Universities, the American Association of State Colleges and Universities, the National Association of Independent Colleges and Universities, Career Education Colleges and Universities, and the American Association of Community Colleges.

    Inside Higher Ed reached out to each of those groups, asking whether they were invited to sign and, if so, why they chose not to do so. Responses varied.

    AAU noted that it had already issued its own statement Oct. 10. AASCU said it was also invited to sign on and had “significant concerns” about the compact but decided to choose other ways to speak out.  

    “We are communicating in multiple ways with our member institutions and policymakers about the administration’s request and any impact it might have on regional public universities,” Charles Welch, the association’s president, said in an email.

    Other organizations had not responded by the time this story was published.

    Jessica Blake contributed to this article.

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  • Test yourself on the past week’s K-12 news

    Test yourself on the past week’s K-12 news

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    How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.

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  • Dual Enrollment and AP Courses Yield Positive Outcomes

    Dual Enrollment and AP Courses Yield Positive Outcomes

    A recent report from the Community College Research Center at Columbia University’s Teachers College found that high school students graduate college at higher rates and earn more after college if they’ve taken a combination of dual-enrollment and Advanced Placement courses.

    The report, released Tuesday, drew on administrative data from Texas on students expected to graduate high school in 2015–16 and 2016–17, as well as some data from students expected to complete in 2019–20 and 2022–23. It explored how different kinds of accelerated coursework, and different combinations of such work, affected student outcomes.

    Researchers found that students who combined Advanced Placement or International Baccalaureate courses with dual-enrollment courses boasted higher completion rates and earnings than their peers. Of these students, 92 percent enrolled in or completed a credential a year after high school, and 71 percent earned a credential by year six.

    These students also showed the strongest earnings outcomes in their early 20s. They earned $10,306 per quarter on average at age 24, compared to $9,746 per quarter among students who took only dual enrollment and $8,934 per quarter for students who took only AP/IB courses. However, students taking both dual-enrollment and AP/IB courses tended to be less racially and socioeconomically diverse than students taking AP/IB courses alone, the report found.

    Students who combined dual enrollment with career and technical education—who made up just 5 percent of students in the study—also reaped positive outcomes later in life. These students earned $9,746 per quarter on average by age 24, compared to $8,097 per quarter on average for students with only a CTE focus.

    “Most dual-enrollment students in Texas also take other accelerated courses, and those who do tend to have stronger college and earnings trajectories,” CCRC senior research associate Tatiana Velasco said in a press release. “It’s a pattern we hadn’t fully appreciated before, which offers clues for how to expand the benefits of dual enrollment to more students.”

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  • Higher Ed Moving in “Wrong Direction”

    Higher Ed Moving in “Wrong Direction”

    The share of Americans who believe higher education has lost its way is on the rise, according to a new survey the Pew Research Center published Wednesday.

    Of the 3,445 people who responded to the survey last month, 70 percent said higher education is generally “going in the wrong direction,” up from 56 percent in 2020. They cited high costs, poor preparation for the job market and lackluster development of students’ critical thinking and problem-solving skills.

    The survey results come amid turmoil for the higher education sector, which was already facing rising public skepticism about the value of a college degree before Donald Trump took office earlier this year. But over the past nine months, the Trump administration has terminated billions in federal research grants and withheld even more money from several selective institutions.

    Another survey published this week found that most Americans oppose the government’s cuts to higher education.

    Earlier this month, Trump asked universities to sign a compact that would give them preference in federal funding decisions if they agree to make sweeping operational changes, including suppressing criticism of conservative views on campus.

    But the state of campus free speech is already one factor driving the public’s overall negative views about higher education, according to the survey.

    Forty-five percent of respondents said colleges and universities are doing a fair or poor job of exposing students to a wide range of opinions and viewpoints; 46 percent said institutions are doing an inadequate job of providing students opportunities to express their own opinions and viewpoints.

    Political leanings also influenced perceptions of higher education, though the gap between Republicans and Democrats has narrowed in recent years.

    According to the survey, 77 percent of Republicans and Republican-leaning respondents said higher education is moving in the wrong direction, compared to 65 percent of Democrats and Democratic-leaning respondents.

    Republicans were more likely than Democrats to say that universities are doing a poor or fair job of preparing students for well-paying jobs, developing students’ critical thinking and problem-solving skills, exposing students to a wide range of opinions and viewpoints, and providing opportunities for students to express their own opinions and views.

    republican vs democrats on higher ed

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  • In “Rocky” Labor Market, Your College Major Matters

    In “Rocky” Labor Market, Your College Major Matters

    Nuthawut Somsuk/Getty Images

    Despite mounting public skepticism about the value of a college degree, the data is still clear: Over all, college graduates have much higher earning potential than their peers without a bachelor’s degree. But the limits of those boosted earnings are often decided by a student’s major.

    American workers with a four-year degree ages 25 to 54 earn a median annual salary of $81,000—70 percent more than their peers with a high school diploma alone, according to a new report that Georgetown University’s Center on Education and the Workforce published Thursday. However, the salary range for workers with a bachelor’s degree can span anywhere from $45,000 a year for graduates of education and public service to $141,000 for STEM majors.

    And even within those fields, salary levels have a big range. Humanities majors in the prime of their careers earn between $48,000 and $105,000 a year, with a median salary of $69,000. Meanwhile, business and communications majors earn between $58,000 and $129,000 a year, with a median salary of $86,000.

    “Choosing a major has long been one of the most consequential decisions that college students make—and this is particularly true now, when recent college graduates are facing an unusually rocky labor market,” said Catherine Morris, senior editor and writer at CEW and lead author of the report, “The Major Payoff: Evaluating Earnings and Employment Outcomes Across Bachelor’s Degrees.”

    “Students need to weigh their options carefully.”

    The report, which analyzed earnings and unemployment data collected by the U.S. Census Bureau’s American Community Survey from 2009 to 2023, also documented rising unemployment for recent college graduates. In 2008, recent graduates had lower unemployment rates relative to all workers (6.8 percent versus 9.8 percent). But that gap has narrowed over the past 15 years; since 2022, recent college graduates have faced higher levels of unemployment relative to all workers.

    Morris attributed rising unemployment for recent college graduates to a mix of factors, including increased layoffs in white-collar fields, the rise of artificial intelligence and general economic uncertainty. At the same time, climbing tuition prices and the student debt crisis have heightened consumer concern about a degree’s return on investment.

    “Over the past 15 years, there’s been more and more of a shift toward students wanting to get degrees in majors that they perceive as lucrative or high-paying,” Morris, who noted that STEM degrees, especially computer science, have become increasingly popular. Meanwhile, the popularity of humanities degrees has declined.

    But just because a degree has higher earning potential doesn’t mean it’s immune to job instability. In 2022, 6.8 percent of recent graduates with computer science degrees were unemployed, while just 2.2 percent of education majors—who typically earn some of the lowest salaries—were unemployed.

    “The more specific the major, the more sensitive it is to sectoral shocks,” said Jeff Strohl, director of the center at Georgetown. “More general majors actually have a lot more flexibility in the labor market. I would expect to see some of the softer majors that start with higher unemployment than the STEM majors be a little more stable.”

    And earning a graduate degree can also substantially boost earnings for workers with a bachelor’s degree in a more general field, such as multidisciplinary studies, social sciences or education and public service. Meanwhile, the graduate earnings premium for more career-specific fields isn’t as high.

    “About 25 percent of bachelor of arts majors don’t by themselves have a positive return on investment,” Strohl said. “But we need to look at the graduate earnings premium, because many B.A. majors don’t stand by themselves.”

    Although salaries for college graduates are one metric that can help college students decide on a major, Morris said it shouldn’t be the only consideration.

    “Don’t just chase the money,” she said. “The job market can be very unpredictable. Students need to be aware of their own intrinsic interests and find ways to differentiate themselves.”

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  • College Gives a Positive ROI for Some, but Outcomes Vary

    College Gives a Positive ROI for Some, but Outcomes Vary

    Chaichan Pramjit/iStock/Getty Images Plus

    Seventy percent of the country’s college graduates see their investment pay off within 10 years, but that outcome correlates strongly to the state where a student obtains their degree, according to the Strada Foundation’s latest State Opportunity Index.

    The report, released Thursday, shows that states such as California and Delaware surpass the average at 76 percent and 75 percent, respectively, while North Dakota, for example, falls significantly short at 53 percent.

    Across the board, the nation still has a ways to go before it can ensure all graduates see a positive return on investment, according to the report.

    “Too many learners invest substantial time and money without achieving strong career and earnings outcomes,” it says. “Meanwhile, many employers struggle to find the skilled talent they need to fill high-wage jobs.”

    Strada hopes that the index and the five categories it highlights—outcomes, coaching, affordability, work-based learning and employer alignment—will provide a framework for policymakers to “strengthen the link between education and opportunity.”

    “The State Opportunity Index reinforces our belief at Strada Education Foundation that we as a nation can’t just focus on college access and completion and assume that a college degree will consistently deliver for all on the promise of postsecondary education as a pathway to opportunity,” Strada president Stephen Moret said in a news release. “We must look at success beyond completion, with a sharper focus on helping people land jobs that pay well and offer growth opportunities.”

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  • Foreign Academics Won’t Give Up on the American Dream

    Foreign Academics Won’t Give Up on the American Dream

    Donald Trump’s defunding of scientific research and proposed new charges on migrant labor will not be enough to deter international academics from heading to America, given the country’s unparalleled willingness to reward academic talent, Radenka Maric has argued.

    Since February 2022, Maric has served as president of the University of Connecticut, a six-campus public research university with a $3.6 billion annual operating budget.

    The Bosnian-born engineer is arguably one of the world’s most well-traveled university leaders, having worked in seven countries in a 30-year career, including Japan (where she earned her Ph.D. at Kyoto University and worked at Toyota’s material science research division), Canada (where she led the Institute for Fuel Cell Innovation at the National Research Council Canada), and Italy (where she was a visiting professor at Polytechnic University of Milan on a Fulbright scholarship).

    Having joined Connecticut as a professor of sustainable energy in 2010, Maric was appointed vice president for research in 2017 and took the top job five years later—an achievement she believes would not have been possible in any other country.

    “As someone born in Bosnia without a U.S. college degree, I would never have been made a university president in Japan, Italy or even Canada,” argued Maric, who studied at Belgrade University in Serbia, where she later worked as a junior scientist.

    “I don’t have that traditional academic pedigree required by some countries. I didn’t study at Harvard—I have a ‘Japanese Harvard’ Ph.D., but who really cares about my Japanese degree—nor have I been a provost or dean at a big U.S. university,” she continued.

    “But American universities don’t care if you studied in Italy or Serbia—they are only focused on excellence in science and innovation, which means ‘what is your h-index?,’ ‘where have you published?’ and ‘how many people have you brought with you on your journey?’” Maric said.

    Despite uncertainty over federal science funding—with several national agencies facing cuts of about 50 percent to their budgets next year—the academic meritocracy promised by U.S. universities will continue to appeal to international researchers, Maric believes.

    “That is what is powerful about American academia. As long as the American dream is there—that people like me can make it on their own merits—then America will be a magnet for talent. Crises will come and go,” she said.

    The current uncertainty over funding has undoubtedly caused problems, Maric explained, while there are growing concerns over plans to charge a $100,000 fee for H-1B skilled worker visas, up from $7,000—a move that would make it much more difficult for U.S. universities to employ foreign Ph.D. students or postdocs.

    On the likely damage of Trump’s recent higher education policies, Maric said, “It depends how long this lasts, but America has a great capacity to resituate itself very quickly. If you compare how the U.S. pivoted after the 2008 financial crisis, it came back much quicker than any other nation.”

    Despite her evident enthusiasm for her adopted homeland, Maric said she was also inspired by her time in Japan. “This was the 1990s and I was the only woman doing a Ph.D. at Kyoto’s engineering school. I stayed for 12 years there, so it wasn’t just the language that I learned but the culture. There is an immense amount of care in how everything is done, so I applied this to my career by thinking, ‘how can I improve my skills?’ or ‘how can my research get better?’

    “When I was in Japan, it was constantly stressed that there was no great science if it didn’t lead to great technology. And there is no great technology without a product, and there is no product without a market,” Maric explained of her approach to applied science—she worked in the field of battery technology for Toyota and later Panasonic before leaving to join a start-up in Atlanta.

    “The most important thing about Japan is kata—a way of doing things in a particular way. There is a natural tendency to do things in a certain way and there is a desire to protect their culture, so eventually I knew I had to leave,” reflected Maric on her leap from Toyota to the U.S. start-up world.

    Recruited to lead a battery fuel research group in Vancouver, Maric eventually headed to Connecticut—a state with long-established defense and manufacturing industries, in which the university now plays a crucial research role.

    “Since 2010 the state has been recruiting faculty in renewable and environmental sustainability, including CO2 capture, so I’ve been part of this, but the history of manufacturing goes back to the mid-19th century when bicycle companies had their first factories in Connecticut,” Maric said.

    Her university’s willingness to recruit someone with an eclectic CV—including stints in corporate R&D, academia and start-ups covering three continents—then promote them to the top job is a good example of why American academia will continue to thrive, despite the current challenges, Maric said.

    “I am not a traditional person, but I was always a hard worker who sought to improve myself and bring people along with me whenever I could. Not many foreigners—whatever their expertise or experience—will become university presidents, but it is possible in America,” she said.

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  • UNC Campuses Split on Whether Syllabi Are Public Documents

    UNC Campuses Split on Whether Syllabi Are Public Documents

    Photo illustration by Justin Morrison/Inside Higher Ed | Liudmila Chernetska and Davizro/iStock/Getty Images

    As right-wing groups increasingly weaponize Freedom of Information Act requests to expose and dox faculty members who teach about gender, race and diversity, University of North Carolina system campuses are split over whether syllabi and other course materials should be subject to public records requests.

    In July, officials at the University of North Carolina at Chapel Hill determined that the documents are not automatically subject to such requests after the Oversight Project, founded by the conservative think tank the Heritage Foundation, requested that the university hand over any course materials from more than 70 classes that contained one of 30 words or phrases, including “gender identity,” “intersectionality,” “queer” and “sexuality.” Officials ultimately denied the request, writing, “There are no existing or responsive University records subject to disclosure under the North Carolina Public Records Act. Course materials, including but not limited to exams, lectures, assignments and syllabi, are the intellectual property of the preparer.”

    The requested materials are protected by copyright policies, a UNC Chapel Hill spokesperson told Inside Higher Ed. “The university has a longstanding practice of recognizing faculty’s intellectual property rights in course materials and does not reproduce these materials in response to public records requests without first asking for faculty consent,” they wrote in an email.

    But an hour’s drive west, at the University of North Carolina at Greensboro, officials decided just the opposite. Professors were asked to hand over their spring 2025 syllabi in response to a Freedom of Information Act request earlier this fall, said Chuck Bolton, a professor of history at UNC Greensboro and chair of the Faculty Senate. He is among dozens of faculty members who were asked to upload their syllabi into a central database.

    “The Public Records Act is inclusive in its coverage and unless there is an explicit exception, which this is not, it is covered,” UNC Greensboro spokesperson Diana Lawrence said in an email. “As a matter of public policy, transparency should take [precedence] over questions where there is doubt and we do not believe that the Federal Copyright Act provides a specific exemption or preempts what has been passed in state law.”

    Which university is interpreting the law correctly? It’s hard to know, said Hugh Stevens, an attorney who specializes in public records and FOIA law and litigation at the law firm Stevens Martin Vaughn & Tadych. There is no case law specific to this question, and the answer likely depends on how different course materials—from lecture notes to syllabi to course descriptions—are defined under the law.

    “It’s probably a matter of degree,” Stevens said. “Something that you post online for your class to read, it’s pretty hard to say those are not subject to [public records requests]. But on the other hand, the materials that you use to prepare to teach your class, but which are never published to anybody, are certainly, in my view, copyrightable and proprietary.”

    For years, UNC Greensboro put syllabi online as part of an accreditation requirement, said Jeff Jones, a history professor and head of the institution’s American Association of University Professors chapter. After the university’s website was redesigned and accreditation procedures changed, the syllabi were no longer posted.

    The UNC system doesn’t have a policy that specifies how syllabi are treated under open-records laws, leaving the decision up to individual campuses. The policy “does not discuss distribution of course materials” and “essentially covers the basic functions and procedures involved with records requests,” said UNC system spokesperson Andy Wallace.

    But the system does define copyrightable works, which include coursework produced by faculty members, Wallace added.

    Lawrence, the Greensboro spokesperson, did not respond to questions about whether the university’s records request was also from the Oversight Project and whether it has already provided the material. The FOIA request has not been made public, but Bolton, the history professor, believes it’s a narrower request than what UNC Chapel Hill received and that it is focused exclusively on syllabi.

    The opposing interpretations of the law from two universities in the same public system have left faculty confused and worried about their safety as right-wing groups rifle through course materials for any terminology they don’t like, usually related to gender identity, sexuality or race. Faculty members at Texas A&M University, the University of Houston and George Mason University, among others, have been targeted and sometimes threatened on social media for their instruction and teaching materials. Bolton said he knows of several UNC Greensboro faculty members who have been doxed.

    “Faculty have been upset and scared and freaked out about it, because there are people that seem to be [making FOIA requests] because they are trying to create gotcha moments by taking certain things out of context,” he said.

    Michael Palm, an associate professor of media and technology studies and cultural studies at UNC Chapel Hill, said in an email that while many faculty are glad Chapel Hill decided not to release the requested course materials, some expressed frustration about the lack of transparency. “We were disappointed when we learned through news reports that UNC Chapel Hill’s lawyers had decided not to respond to the requests, rather than having that decision communicated to us by administrators,” he said.

    Some professors are also concerned about how long and how vigorously the university will continue to protect faculty. “We are all concerned about the increasing political interference into our classrooms and attempts to quash our academic freedom,” said Erik Gellman, a history professor at Chapel Hill.

    Bolton, at UNC Greensboro, has similar worries.

    “This is a tough time for universities,” he said. “There are a lot of attacks coming from a lot of different directions, and that increases the anxiety and anger on behalf of the faculty, because we know that these kinds of things are not being done just because people want to find out what’s on our syllabus for intellectual reasons. They’re doing it for more nefarious reasons.”

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