Tag: News

  • What legacy does Yale-NUS College leave in Singapore?

    What legacy does Yale-NUS College leave in Singapore?

    When Wee Yang Soh was considering his degree options, he felt his choices were limited. The Singaporean had been offered a place to study chemistry at the National University of Singapore (NUS), but he was wary of accepting.

    In his experience, school had felt like he was simply being “trained” to pass exams. “I didn’t want my university education to be like that,” he said. Soh liked the idea of liberal arts education but couldn’t afford the hefty tuition fees charged by the U.S. colleges offering those programs.

    So when, in 2011, NUS announced it would be opening a liberal arts college—the first of its kind in Singapore—in partnership with Yale University, Soh jumped at the chance to apply. He was part of the inaugural cohort of students enrolled at the college, graduating in 2017.

    Four years later, NUS suddenly declared that it would no longer be continuing the partnership, with plans to close the college once all existing students had graduated.

    While Yale-NUS College is not the only international partnership in Singapore that has come to an abrupt halt—having helped develop Singapore University of Technology and Design’s curriculum, the Massachusetts Institute of Technology was shown the door in 2017—it is among the most talked about. This unexpected announcement drew just as much attention, if not more, as the opening of the college had, with rumors swirling about the reasons for the decision.

    Today, as the college enters its final semester before shutting its doors for good, can liberal arts live on in Singapore? And are international partnerships off the table in a country increasingly embroiled in debates about national identity?

    Singapore’s government first began discussing the prospect of a liberal arts college in 2008. Policymakers saw the establishment of one as having multiple benefits—reducing the number of local students going abroad, diversifying pathways within the country’s higher education system and contributing to Singapore’s ambition to become an international education hub.

    So when Yale-NUS College opened in 2013, it seemed like the perfect fit. Unfortunately, this synergy didn’t last.

    “The context changed,” said Jason Tan, associate professor at Nanyang Technological University’s National Institute of Education. “For one thing, there’s no longer any official talk about establishing Singapore as an international education hub.”

    Although Singapore launched the Global Schoolhouse Project in 2002, an initiative that aimed to recruit 150,000 international students by 2015, by the mid-2010s, the numbers remained far below targets and talk of the scheme quieted as public debates around immigration heated up.

    Writing in the academic journal Daedalus in 2024, Pericles Lewis, the founding president of the college, suggested that things had gone a step further: “Singapore has not been immune to the forces of populism and nationalism that have affected most parts of the world,” he wrote.

    For a college in which international students represented about 40 percent of the student population, this was a problem.

    Throughout the college’s life, the governing party “showed itself to be highly sensitive to complaints about benefits reaped by foreigners, and to concerns of middle-class Singaporeans about the accessibility of higher education,” Lewis wrote.

    The institution also became central to debates about academic freedom in Singapore, with the last-minute cancellation of a course focused on protest generating backlash. To some, the college was a site of rare political activism and freedom in Singapore, which was both welcomed and feared, depending on your point of view.

    However, Linda Lim, professor emerita at the University of Michigan, argued that the college had little impact on the state of academic freedom in Singapore more widely.

    “From the beginning it was understood and even explicitly acknowledged that Yale-NUS College would practice and experience academic freedom only within the college walls and premises,” she said.

    “Yale may have flattered itself, or argued to mollify dubious faculty in New Haven, that Yale-NUS College would help advance academic freedom in Singapore—a naïve and neo-colonialist attitude.”

    Moreover, Soh believed claims of heightened student activism at the college were exaggerated, with intense media attention fueling public ire towards the institution.

    “From the first year, the Singaporean public and the government were already pretty afraid that politically motivated actions on campus would pose a problem for Singapore,” he said. “And they kept a very close eye on the college activities, to the point where it felt like a self-fulfilling prophecy.”

    At times, small incidents on campus, such as disagreements over new course curricula, made national news, he said. This “reinforced the idea that the students were political or dangerous and all of that stuff, when, really, everything that happened in college felt, at least to me, incredibly mundane and incredibly small and silly.”

    NUS College, a U.S.-style undergraduate honors college for NUS students, was established in 2022 in place of Yale-NUS College. While this new institution offers a residential experience, small class sizes and some shared curricula, it is a far cry from a traditional liberal arts college.

    Today in Singapore, “there’s more focus on interdisciplinary learning,” said Tan. “Across all of our universities, in one form or another, there’s this concern about future economic needs.

    “The future problems will require all those buzzwords—critical thinkers and flexible, adaptable people and people who possess this interdisciplinary pool of knowledge and so on.

    “That trend has pretty much superseded the excitement over having a liberal arts education for our undergrads.”

    For Lim, the closure of Yale-NUS College was a “cautionary tale” for international higher education institutions “who think they can be a beacon of light in authoritarian countries by collaborating with autocratic governments.”

    The college’s chief legacy, she continued, “is the quality of the students it educated and graduated.”

    Soh is currently undertaking a Ph.D. in the U.S. and credited the college and his professors for inspiring him to do so.

    “I hope to teach in the future as a professor,” he said. “I want my students to be able to treat education as not a stepping-stone to grades or to credentials, but as a way to reformulate how we think about and relate to this crazy world that we live in today.

    “I think the legacy lives on in me, but I can’t say that it lives on in Singapore or in NUS for sure. But I hope it does.”

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  • Few students protest Trump’s executive orders on campus

    Few students protest Trump’s executive orders on campus

    As President Donald Trump churned out more than 80 executive orders over the past three weeks, sending the higher education community into a panic, some students were surprised to see a lack of campus protests—even at institutions traditionally rife with activism.

    “I haven’t seen a whole lot, which is kind of uncharacteristic of our campus,” said Alana Parker, a student at American University in Washington, D.C. Though she’s heard of certain student political groups protesting on Capitol Hill, things have been quiet on campus.

    “I don’t really know why that is, because, in my opinion, there should be more of an outcry. But from my perspective, I think people feel really disenfranchised and like there’s nothing we can do,” she said.

    It’s a stark contrast from two semesters ago, when AU was one of dozens of campuses that made national news after pro-Palestinian students set up encampments in opposition to their universities’ investments in companies with ties to Israel.

    Students and faculty at AU—and on campuses across the nation—also protested in 2017 after Trump prohibited individuals from seven majority-Muslim nations from entering the United States, according to a news report from the time.

    Angus Johnston, a historian of student protest movements and a professor at Hostos Community College, said that he’s not entirely surprised that campuses seem relatively calm. Over the past 20 years, institutions have grown less and less permissive of student protests, culminating in a harsh crackdown on pro-Palestinian protests in spring 2024—in some cases involving police arrests. Since then, many campuses have introduced new—or enforced existing—rules restricting when, where and how students can demonstrate.

    Aron Ali-McClory, a national co-chair of the Young Democratic Socialists of America, said that universities’ restrictions on free speech are “100 percent a factor” in why there aren’t many protests happening on campuses right now.

    But they noted that the YDSA is mobilizing, just in different ways. Many campus chapters are currently focused on campaigning for their institutions to become “sanctuary campuses,” in the vein of sanctuary cities, municipalities that do not comply with federal immigration laws. Ali-McClory said the chapters involved in that movement are currently distributing petitions, informing their peers about the movement and handing out “know your rights” materials that aim to inform immigrants of how to handle conversations and interactions with immigration officers.

    “Looking at what our YDSA chapters are doing across the country, we’re seeing people pivoting to meet the moment on their campus. A lot of that looks less like, ‘Let’s go out and do a protest’ and more, ‘How do we make material gains when the cards are stacked against us?’” they said.

    Parker, the AU student, has also chosen to make her voice heard in a different way. An editor of the student newspaper, The Eagle, she and her colleagues penned a staff editorial calling on the university to speak out against Trump’s executive orders, particularly those targeting immigrants and diversity, equity and inclusion efforts. She said the article seemed to be effective: A few days after its publication, the institution sent an email to the campus community, signed by President Jonathan Alger, outlining resources available for immigrant students and employees.

    Alger also addressed DEI, writing, “As we continue fostering an inclusive and welcoming community, we are working with teams across campus to determine the impacts on our inclusive excellence strategy and programs.”

    ‘A Powerful Force’

    A handful of campuses have seen protests, primarily in response to their institutions taking steps to comply with Trump’s executive orders by shuttering DEI offices or removing DEI-related language and resources from webpages, for example.

    At Missouri State University, students staged a protest after administrators announced they would close the Office of Inclusive Engagement and end other DEI programs “in response to changes nationwide and anticipated actions regarding DEI at the state level.”

    According to the student newspaper, The Standard, 50 students gathered outside the main administrative building on Jan. 31 to call for the removal of the university’s president and to advocate for the passage of two bills that would require Missouri schools to teach about Black history and “the dehumanization of marginalized groups.”

    At Stanford University, a group of about 15 students participated in a chalking event, writing messages of dissent, like “DEI makes Stanford Stanford,” on bike paths around White Plaza, a central outdoor area on campus.

    “Here at Stanford, the important thing to me was that my leaders at my school knew that there would be people who would resist anything that they did to cave to Trump,” said freshman Turner Van Slyke, who organized the demonstration. “I think those leaders just knowing that there’s going to be resistance can be a powerful force for maintaining decency against Trump.”

    Various other student news sources have reported that students at their institutions have joined outside groups in protesting at their state capitols, hoping to register their objections to Trump’s orders with governors and state representatives.

    Johnston noted that more protests may erupt elsewhere as students begin to see the ways that the executive orders are impacting their campuses more directly.

    “There’s a lot of stuff that is happening now that is essentially a hand grenade or a time bomb that’s going to explode in days or weeks or months,” he said. “To a large extent, I think this stuff is not having direct impact on a lot of [students] as of yet. Some stuff may be beginning to percolate down to the campus level. But a lot of this is real stuff that is happening, but the effects of it are not being felt directly by students just yet.”

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  • A California community college begins to heal: The Key

    A California community college begins to heal: The Key

    The No. 1 lesson about disaster relief Ryan Cornner would give college presidents is: do scenario training. 

    The president of Glendale Community College said he and his team were working on emergency preparedness training with new managers when the L.A. wildfires started. 

    “We were actually planning a tabletop exercise for spring, and boy, did we get a tabletop exercise. It was just real,” Cornner said in the latest episode of The Key, Inside Higher Ed’s news and analysis podcast. 

    GCC serves 24,000 students from its campus about five miles from where the Eaton fire burned. Dozens of the college’s students and employees lost their homes, and many more were displaced for more than a week. GCC has expanded its efforts to provide access to basic needs for its students and has recognized that its part-time adjunct faculty need the most support. 

    While providing food and housing support or giving students laptops has been a general principle of the community college system, Cornner says a new need in this emergency is coming from employees. 

    “As an employer, we think that the real focus is making sure that the workplace has what it needs and making sure people feel supported in their work. But when someone has just lost their home, it brings an added element of ‘what should we do as a community?’”

    Inside Higher Ed reported on GCC’s immediate emergency response in January and wanted to reach out to the institution again to check in on its recovery. 

    Cornner said institutions can support their communities by investing in the future workforce of first responders and by providing a safe campus for secondary school students whose schools were destroyed in the fires.

    Listen to this episode of The Key here, and click here to find out more about The Key.

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  • AI frees us to teach citation styles differently (opinion)

    AI frees us to teach citation styles differently (opinion)

    Receiving 15 student inquiries about citations in two weeks drives me to despair.

    The technicalities of citation style have emerged for students as a prime concern: Students require reassurance and instruction on where to put a period or a quotation mark, how to cite a quote within an interview within a book, or the amount of margin space appropriate for a heading.

    I do not blame them for their concern. I do blame the way we teach style guides, whether MLA or APA or Turabian or otherwise: as a collection of at-times maddeningly opaque rules that, to students, seem solely designed to satisfy the whims of the academy.

    But we don’t have to continue in this manner. AI can provide not only a way out, but also an opportunity to reconceptualize the way we teach citation style more generally.

    Defined by the Modern Language Association as “a set of standards for writing and documentation used by writers to find and evaluate information,” style guides promise consistency and structure, a coherent orientation to research. Yet as a general rule, students experience style as a practice of bewildering inconsistency.

    Consider in-text citations in MLA and American Psychological Association style. MLA citations follow an author-page format; APA follows author-date. Reference pages, headers and even title pages require different formatting between style systems. And even within a single style guide, new editions introduce iterative changes over time.

    For students switching citation styles between courses or even trying to remain within one style system, keeping track of the mechanics can prove frustrating. In the introduction to the APA seventh edition in 2019, students were encouraged to contact their institution or professor about which version of the style guide to use, with dual use of the sixth and seventh editions in place from 2019 through 2021. Students using RefWorks to create a bibliography can currently choose from among 15 bewildering versions of APA style and 10 for MLA—almost assuredly without fully understanding the iterative differences between each.

    Little wonder that the Purdue Online Writing Lab—that bastion of style sanity both for the beleaguered professoriate and overwhelmed students—remains one of the most-used educational sites in the world, with its citation style pages receiving the most visits. And yet in spite of this resource and a slew of others, including websites like Citation Machine that promise easy style formatting, students continue to struggle.

    In this milieu, style guides can begin to seem a bit silly. Inconsequential, even: an exercise in mechanics and parentheticals, or a game in which scholarship, as Aimée Morrison writes in Composition Studies, becomes perceived as nothing more valuable than “an error-free response to a prompt.”

    This is dangerous thinking.

    Academic integrity matters. Entering the scholarly conversation and attributing work properly matters. Style serves as more than a mechanical exercise. At its best, style facilitates a way of thinking and being in scholarship, supporting scholars to orient themselves within the broader academy.

    In a long-ago literature class that I taught at Ohio University, one of my students asked a question that has remained with me ever since: “What even is the MLA?”

    Having paid my substantive dues, both literal and figurative, to that organization for the bulk of my professional career, it never occurred to me that students might not know. But the majority of them were astonished to realize the MLA and the APA were actual organizations made of real human beings, with missions and philosophies informing the style rules that governed their essays.

    This revelation transformed the students’ relationship to citation style. They stopped focusing on the mechanical trivia and instead peppered me with questions, including one that opened up a week’s worth of class discussions: Why does APA focus on year of research while MLA focuses on author?

    That wasn’t the only inquiry. They wanted to know why Chicago used so many footnotes, how citation styles impacted readability, why MLA doesn’t require a title page and what these styles expressed about expectations in their field.

    In short: Everyone makes us cite our work, but on what principles do these expectations operate?

    The resulting discussions established an unexpected understanding among my students of how citation style should function and how all those seemingly random mechanics of various style systems actually emerge from deep, intentional thinking about research and the scholarly record. The practice of viewing citation style as a matter of scholarly identity and orientation, rather than as a series of mythological labors in the name of Real Scholarship, made a critical difference to their approach.

    I was pleased to see that my undergraduate students emerged from that term with far better papers. They cited their research well and with enthusiasm; they evaluated and integrated sources with mastery; their postpaper reflections evidenced a scholarly joy that I see all too rarely in the classroom. I had the sense that, for the first time, many of them understood why they were doing what they were doing.

    Yes, I still had to correct the periods in their parentheticals and the lack of italics in bibliographies at the end of the term. But that experience led me to realize that mechanics aren’t the critical aspects of style that students need to understand—and that AI can serve as a great remedy for these errors.

    If citation style is about more than arbitrary mechanics, if it is about more than jumping through grammatical and technical hoops to prove mastery, then allowing AI to pinch-hit frees students to shift their focus from granular details to the intricacies of evaluating sources, thinking through if and how to cite a work, and embedding their own research and voice in a broader scholarly tradition.

    Indeed, students already rely on websites and applications to mechanically format their bibliographic citations. An AI editor can surely serve as a similar supplement to adjust minor mechanics where needed: a period here, a missing parenthesis there, the addition or deletion of italics, indentations.

    This neither releases students from the burden of expertise nor opens a Pandora’s box of AI use. Gating AI use in this way emphasizes the value of the writing and revising process, as well as offering students the opportunity to engage AI as thoughtful scholars. As a benefit, students learn in a low-stakes way to engage AI thoughtfully, a critical skill in the workforce.

    Most importantly, students and professors with this safety net can breathe a little easier. Freed from the panic of formatting citations, students can focus on the issues that matter the most and polish a final project to a high standard. Revision transforms, too, from “a checklist of corrections that must be taken in” to useful, in-depth prompts that promote writing craft and deep inquiry. And faculty can offer high-quality feedback on content, tone and the scholarly approach rather than spend hours correcting the fine details of a bibliography.

    At their best, style guides serve as a reflection of scholarly value. To write in APA style, MLA or Chicago, or even the dreaded “house style” used by some journals or publications, makes a statement about what a discipline or a publication prioritizes: what they deem worthy of inclusion or neglect, what constitutes readability and what matters to the academic record.

    To focus only on minutiae runs the risk of dismissing those rich and complex concepts. Better by far to invite students into this academic conversation, elaborating on the distinctions and philosophies of practice inherent in the way we cite literature, than to represent citation style as an arbitrary practice of rote and meaningless work. AI can expedite this process and facilitate this work in a way that is of great value both to students and to faculty.

    So please, bookmark the Purdue Owl website. Dog-ear the relevant pages in the necessary handbook or style guide of choice. Feel free to inculcate a style pet peeve, or to long for the earlier style guide edition now lost to time. But if institutional approach permits, take advantage of the relative freedom that AI can offer to break away from the granular focus on details to a broader and more integrated view of how and why citation style matters—even, and especially, when we can’t remember where the period goes.

    Brandy Bagar-Fraley is program chair for the master of science in advanced professional studies program and doctoral lead faculty at Franklin University, where she oversees doctoral writing courses. She serves as a member of the Modern Language Association’s Committee on Contingent Labor in the Profession, and her current research seeks to integrate student perceptions of generative AI into AI-focused pedagogy and departmental approaches.

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  • McMahon confirms Trump’s plans to dismantle Department of Ed

    McMahon confirms Trump’s plans to dismantle Department of Ed

    Linda McMahon told senators Thursday that she won’t shut down the Education Department without their approval, quelling any doubt that the majority Republicans may have had about whether she deserved to be appointed to President Donald Trump’s cabinet.

    But that doesn’t mean that McMahon and the Trump administration aren’t still looking to make considerable changes to the agency’s programs and potentially dismantle it from the inside out. She said at her confirmation hearing that the department has to go, or at the very least is in need of a major makeover, because it’s rife with bureaucracy that fails to serve students well.

    The goal, the former wrestling CEO told the Committee on Health, Education, Labor and Pensions, is to “reorient” the federal agency and ensure it “operate[s] more efficiently”—not defund education, as some critics have suggested.

    “We’d like to do this right,” she said. “We’d like to make sure that we are presenting a plan that I think our senators could get on board with, and our Congress to get on board with.”

    Questions about the department’s future and whether McMahon would stand up to President Trump if he tries to break the law dominated the nearly three-hour hearing. McMahon, a Trump loyalist and veteran of the first administration, weathered the hearing just fine and will likely be confirmed by the Senate. The committee will vote Feb. 20 on her nomination.

    McMahon largely stuck by Trump and defended his actions so far. She also pledged to comply with and uphold the law, respecting Congress’s power over the purse strings by disbursing funds as lawmakers order. “The president will not ask me to do anything that’s against the law,” she later added.

    McMahon’s comments break slightly from the president’s record so far. In the first three weeks alone, Trump and Elon Musk have entirely shut down the U.S. Agency for International Development, cut countless contracts and attempted to freeze all federal grants. The president has said he wants to get rid of the Education Department entirely, suggesting he didn’t need congressional action to do so.

    During and after the hearing, the majority of Republicans praised McMahon as the right person for the job.

    “It is clear that our current education system isn’t working. We have the status quo and that’s actually failing our kids,” Senator Katie Britt of Alabama said in her opening remarks. “Linda McMahon is someone who knows how to reform our education system.”

    But for Democrats and Senator Susan Collins, a more centrist Republican from Maine, McMahon’s comments left quite a few questions still lingering and seemed to be, at times, self-contradictory.

    “The whole hearing right now feels kind of surreal to me,” said Senator Maggie Hassan, a Democrat from New Hampshire. “It’s almost like we’re being subjected to a very eloquent gaslighting here.”

    While many of the senators’ questions focused on special education, K-12, the separation of powers and getting rid of the Education Department, colleges and universities did come up a few times, offering some insight into McMahon’s plans as secretary.

    Here are five key higher ed takeaways from the hearing:

    Commitments but Few Specifics

    Prior to the hearing, Trump’s comments suggested his Education Department would prioritize cutting red tape, returning education to the states, cracking down on campus antisemitism and banning what he calls “gender ideology,” among other things. But speculation swirled about what McMahon would put at the top of her agenda.

    On Thursday she made it clear that she’s in lockstep with the president, saying in her opening remarks that “Trump has shared his vision and I’m ready to enact it.” She failed to provide much detail beyond that.

    The business mogul, who has limited experience in education, indicated she’ll have some studying to do if she gets confirmed. When asked about topics like diversity, equity and inclusion programs or accreditation, she said, “I’ll have to learn more” or “I’d like to look into it further and get back to you on that.”

    For example, when it came to addressing civil rights complaints filed by Jewish students, McMahon was quick to assure Republican lawmakers that colleges will “face defunding” if they don’t comply with the law. She also said that international students who participate in protests Trump deems antisemitic should have their visas revoked. But she didn’t provide further detail on how exactly either repercussion would be enforced.

    Additionally, when asked about how she would address a backlog of cases at the Office for Civil Rights, which investigates complaints of discrimination, she said, “I would like to be confirmed and get into the department and understand that backlog.”

    ‘Pretty Chilling’ Approach to DEI

    McMahon declined to say what specific programs or classes might violate Trump’s recent executive order banning diversity, equity and inclusion during a tense exchange with Senator Chris Murphy, a Democrat from Connecticut.

    Policy experts said Trump’s executive order should have had little immediate impact on higher ed, as most of its provisions require agency action, but several colleges and universities moved quickly to comply after the order was signed Jan. 21, canceling events and scrubbing websites of DEI mentions.

    Murphy highlighted one of those examples, telling McMahon that the United States Military Academy in West Point, N.Y., had shut down a number of its student affinity groups and clubs like the Society of Black Engineers.

    He then went on to ask her, “Would public schools be in violation of this order, would they risk funding if they had clubs that students could belong to based on their racial or ethnic identity?” To which McMahon responded, “Well, I certainly today don’t want to address hypothetical situations.”

    Murphy said that should be “a pretty easy question,” adding that her lack of response was “pretty chilling.”

    “I think you’re going to have a lot of teachers and administrators scrambling right now,” he said.

    McMahon did note, however, that all schools can and should celebrate Black History Month and Martin Luther King Jr. Day. She suggested that in saying individuals should be judged by “content of their character,” King was supporting a colorblind approach to policy and looking at all populations as the same, rather than addressing systemic inequities.

    Dems Take Issue With DOGE

    Several lawmakers had questions for McMahon about Trump’s efforts to cut spending via the Elon Musk–led Department of Government Efficiency, but she didn’t have many answers.

    Democrats, in particular, took issue with recent reports that DOGE staffers have access to sensitive student data and recently canceled $881 million in contracts at the Institute of Education Sciences. The Education Department is just one of several agencies under DOGE’s microscope. The Trump administration is also laying off employees at the agency or putting them on administrative leave as part of a broader plan to shrink the federal workforce.

    McMahon said she didn’t know “about all the administrative people who have been put on leave,” adding she would look into that. She also didn’t have more information about the IES cuts. But she defended DOGE’s work as an audit.

    “I do think it’s worthwhile to take a look at the programs before money goes out the door,” she said.

    But Democrats countered that Congress, not the executive branch, has the authority to direct where federal funds should go.

    “When Congress appropriates money, it is the administration’s responsibility to put that out as directed by Congress, who has the power of the purse,” said Senator Patty Murray, a Washington Democrat. “If you have input, if you have programs you have looked at that you believe are not effective, then it is your job to come to us, explain why and get the support for that.”

    Brief Mention of Accreditation

    Despite Trump’s promise to fire accreditors, the accreditation system and the federal policies that govern it received little attention during the hearing—aside from one round of questions.

    Senator Ashley Moody, a Florida Republican, said she thinks the current system is unconstitutional, echoing claims that she made as Florida attorney general. The state argued in a 2023 lawsuit that Congress ceded power to private accrediting agencies, violating the U.S. Constitution. A federal judge rejected those claims and threw out the lawsuit in October.

    Currently, federal law requires that colleges and universities be accredited by an Education Department–recognized accreditor in order to receive federal student aid such as Pell Grants. But in recent years, Republican-led states—most notably Florida—have bristled at what they see as undue interference from the accreditors and their power to potentially take away federal aid. State lawmakers in Florida now require public colleges to change accreditors regularly. But that process has been sluggish, and officials blame the Education Department.

    Moody asked McMahon to commit to review regulations and guidance related to colleges changing accreditors.

    “I look forward to working with you on that,” McMahon said. “And there’s been a lot of issues raised about these five to seven accreditors … I think that needs to have a broad overview and review.” (McMahon didn’t specify, but she seemed to refer to the seven institutional accreditors.)

    Support for Short-Term Pell

    Throughout the hearing, McMahon also reiterated her support for expanding the Pell Grant to short-term workforce training programs that run between eight and 15 weeks, and bolstering other nontraditional means of higher education like apprenticeships.

    The nominee noted multiple times that though “college isn’t for everyone,” there should be opportunities for socioeconomic mobility and career development for all. She believes promoting programs like short-term Pell “could stimulate our economy” by providing new routes to pursue skills-based learning and promote trade careers. This mindset could likely lead to less restriction on for-profit technical institutions like cosmetology schools.

    One thing neither McMahon nor the Senate panel spent much time on, however, was the Office of Federal Student Aid, its botched rollout of a new application portal or how she would manage the government’s $1.7 trillion student loan portfolio. One of the few mentions of the student debt crisis came up in committee chair Dr. Bill Cassidy of Louisiana’s opening remarks.

    “Too many students leave college woefully unprepared for the workforce while being saddled with overwhelming debt that they cannot pay off,” he said. “Your previous experience overseeing [Small Business Administration] loans will be a great asset as the department looks to reform its student loan program.”

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  • Why the NIH cuts are so wrong (opinion)

    Why the NIH cuts are so wrong (opinion)

    Indirect cost recovery (ICR) seems like a boring, technical budget subject. In reality, it is a major source of the long-running budget crises at public research universities. Misinformation about ICR has also confused everyone about the university’s public benefits.

    These paired problems—concealed budget shortfalls and misinformation—didn’t cause the ICR cuts being implemented by the NIH acting director, one Matthew J. Memoli, M.D. But they are the basis of Memoli’s rationale.

    Trump’s people will sustain these cuts unless academics can create an honest counternarrative that inspires wider opposition. I’ll sketch a counternarrative below.

    The sudden policy change is that the NIH is to cap indirect cost recovery at 15 percent of the direct costs of a grant, regardless of the existing negotiated rate. Multiple lawsuits have been filed challenging the legality of the change, and courts have temporarily blocked it from going into effect.

    Memoli’s notice of the cap, issued Friday, has a narrative that is wrong but internally coherent and plausible.

    It starts with three claims about the $9 billion of the overall $35 billion research funding budget that goes to indirect costs:

    • Indirect cost allocations are in zero-sum competition with direct costs, therefore reducing the total amount of research.
    • Indirect costs are “difficult for NIH to oversee” because they aren’t entirely entailed by a specific grant.
    • “Private foundations” cap overhead charges at 10 to 15 percent of direct costs and all but a handful of universities accept those grants.

    Memoli offers a solution: Define a “market rate” for indirect costs as that allowed by private foundations (Gates, Chan Zuckerberg, some others). The implication is the foundations’ rate captures real indirect costs rather than inflated or wishful costs that universities skim to pad out bloated administrations. On this analytical basis, currently wasted indirect costs will be reallocated to useful direct costs, thus increasing rather than decreasing scientific research.

    There’s a false logic here that needs to be confronted.

    The strategy so far to resist these cuts seems to focus on outcomes rather than on the actual claims or the underlying budgetary reality of STEM research in the United States. Scientific groups have called the ICR rate cap an attack on U.S. scientific leadership and on public benefits to U.S. taxpayers (childhood cancer treatments that will save lives, etc.). This is all important to talk about. And yet these claims don’t refute the NIH logic. Nor do they get at the hidden budget reality of academic science.

    On the logic: Indirect costs aren’t in competition with direct costs because direct and indirect costs pay for different categories of research ingredients.

    Direct costs apply to the individual grant: costs for chemicals, graduate student labor, equipment, etc., that are only consumed by that particular grant.

    Indirect costs, also called facilities and administrative (F&A) costs, support infrastructure used by everybody in a department, discipline, division, school or university. Infrastructure is the library that spends tens of thousands of dollars a year to subscribe to just one important journal that is consulted by hundreds or thousands of members of that campus community annually. Infrastructure is the accounting staff that writes budgets for dozens and dozens of grant applications across departments or schools. Infrastructure is the building, new or old, that houses multiple laboratories: If it’s new, the campus is still paying it off; if it’s old, the campus is spending lots of money keeping it running. These things are the tip of the iceberg of the indirect costs of contemporary STEM research.

    In response to the NIH’s social media announcement of its indirect costs rate cut, Bertha Madras had a good starter list of what indirects involve.

    Screenshot via Christopher Newfield

    And there are also people who track all these materials, reorder them, run the daily accounting, etc.—honestly, people who aren’t directly involved in STEM research have a very hard time grasping its size and complexity, and therefore its cost.

    As part of refuting the claim that NIH can just not pay for all this and therefore pay for more research, the black box of research needs to be opened up, Bertha Madras–style, and properly narrated as a collaborative (and exciting) activity.

    This matter of human activity gets us to the second NIH-Memoli claim, which involves toting up the processes, structures, systems and people that make up research infrastructure and adding up their costs. The alleged problem is that it is “difficult to oversee.”

    Very true, but difficult things can and often must be done, and that is what happens with indirect costs. Every university compiles indirect costs as a condition of receiving research grants. Specialized staff (more indirect costs!) use a large amount of accounting data to sum up these costs, and they use expensive information technology to do this to the correct standard. University staff then negotiate with federal agencies for a rate that addresses their particular university’s actual indirect costs. These rates are set for a time, then renegotiated at regular intervals to reflect changing costs or infrastructural needs.

    The fact that this process is “difficult” doesn’t mean that there’s anything wrong with it. This claim shouldn’t stand—unless and until NIH convincingly identifies specific flaws.

    As stated, the NIH-Memoli claim that decreasing funding for overhead cuts will increase science is easily falsifiable. (And we can say this while still advocating for reducing overhead costs, including ever-rising compliance costs imposed by federal research agencies. But we would do this by reducing the mandated costs, not the cap.)

    The third statement—that private foundations allow only 10 to 15 percent rates of indirect cost recovery—doesn’t mean anything in itself. Perhaps Gates et al. have the definitive analysis of true indirect costs that they have yet to share with humanity. Perhaps Gates et al. believe that the federal taxpayer should fund the university infrastructure that they are entitled to use at a massive discount. Perhaps Gates et al. use their wealth and prestige to leverage a better deal for themselves at the expense of the university just because they can. Which of these interpretations is correct? NIH-Memoli assume the first but don’t actually show that the private foundation rate is the true rate. (In reality, the second explanation is the best.)

    This kind of critique is worth doing, and it can be expanded. The NIH view reflects right-wing public-choice economics that treat teachers, scientists et al. as simple gain maximizers producing private, not public goods. This means that their negotiations with federal agencies will reflect their self-interest, while in contrast the “market rate” is objectively valid. We do need to address these false premises and bad conclusions again and again, whenever they arise.

    However, this critique is only half the story. The other half is the budget reality of large losses on sponsored research, all incurred as a public service to knowledge and society.

    Take that NIH image above. It makes no logical sense to put the endowments of three very untypical universities next to their ICR rates: They aren’t connected. It makes political narrative sense, however: The narrative is that fat-cat universities are making a profit on research at regular taxpayers’ expense, and getting even fatter.

    The only way to deal with this very effective, very entrenched Republican story is to come clean on the losses that universities incur. The reality is that existing rates of indirect cost recovery do not cover actual indirect costs, but require subsidy from the university that performs the research. ICR is not icing on the budget cake that universities can do without. ICR buys only a portion of the indirect costs cake, and the rest is purchased by each university’s own institutional funds.

    For example, here are the top 16 university recipients of federal research funds. One of the largest in terms of NIH funding (through the Department of Health and Human Services) is the University of California, San Francisco, winning $795.6 million in grants in fiscal year 2023. (The National Science Foundation’s Higher Education Research and Development (HERD) Survey tables for fiscal year 2023 are here.)

    table visualization

    UCSF’s negotiated indirect cost recovery rate is 64 percent. This means that it has shown HHS and other agencies detailed evidence that it has real indirect costs in something like this amount (more on “something like” in a minute). It means that HHS et al. have accepted UCSF’s evidence of their real indirect costs as valid.

    If the total of UCSF’s HHS $795.6 million is received with a 64 percent ICR rate, this means that every $1.64 of grant funds has $0.64 in indirect funds and one dollar in direct. The math estimates that UCSF receives about $310 million of its HHS funds in the form of ICR.

    Now, the new NIH directive cuts UCSF from 64 percent to 15 percent. That’s a reduction of about 77 percent. Reduce $310 million by that proportion and you have UCSF losing about $238 million in one fell swoop. There’s no mechanism in the directive for shifting that into the direct costs of UCSF grants, so let’s assume a full loss of $238 million.

    In Memoli’s narrative, this $238 million is the Reaganite’s “waste, fraud and abuse.” The remaining approximately $71 million is legitimate overhead as measured (wrongly) by what Gates et al. have managed to force universities to accept in exchange for the funding of their researchers’ direct costs.

    But the actual situation is even worse than this. It’s not that UCSF now will lose $238 million on their NIH research. In reality, even at (allegedly fat-cat) 64 percent ICR rates, they were already losing tons of money. Here’s another table from the HERD survey.

    table visualization

    There’s UCSF in the No. 2 national position, a major research powerhouse. It spends more than $2 billion a year on research. However, moving across the columns from left to right, you see federal government, state and local government, and then this category, “Institution Funds.” As with most of these big research universities, this is a huge number. UCSF reports to the NSF that it spends more than $500 million a year of its own internal funds on research.

    The reason? Extramurally sponsored research, almost all in science and engineering, loses massive amounts of money even at current recovery rates, day after day, year in, year out. This is not because anyone is doing anything wrong. It is because the infrastructure of contemporary science is very expensive.

    Here’s where we need to build a full counternarrative to the existing one. The existing one, shared by university administrators and Trumpers alike, posits the fiction that universities break even on research. UCSF states, “The University requires full F&A cost recovery.” This is actually a regulative ideal that has never been achieved.

    The reality is this:

    UCSF spends half a billion dollars of its own funding to support its $2 billion total in research. That money comes from the state, from tuition, from clinical revenues and some—less than you’d think—from private donors and corporate sponsors. If NIH’s cuts go through, UCSF’s internal losses on research—the money it has to make up—suddenly jump from an already-high $505 million to $743 million in the current year. This is a complete disaster for the UCSF budget. It will massively hit research, students, the campuses’ state employees, everything.

    The current strategy of chronicling the damage from cuts is good. But it isn’t enough. I’m pleased to see the Association of American Universities, a group of high-end research universities, stating plainly that “colleges and universities pay for 25 percent of total academic R&D expenditures from their own funds. This university contribution amounted to $27.7 billion in FY23, including $6.8 billion in unreimbursed F&A costs.” All university administrations need to shift to this kind of candor.

    Unless the new NIH cuts are put in the context of continuous and severe losses on university research, the public, politicians, journalists, et al. cannot possibly understand the severity of the new crisis. And it will get lost in the blizzard of a thousand Trump-created crises, one of which is affecting pretty much every single person in the country.

    Finally, our full counternarrative needs a third element: showing that systemic fiscal losses on research are in fact good, marvelous, a true public service. A loss on a public good is not a bad and embarrassing fact. Research is supposed to lose money: The university loses money on science so that society gets long-term gains from it. Science has a negative return on investment for the university that conducts it so that there is a massively positive ROI for society, of both the monetary and nonmonetary kind. Add up the education, the discoveries, the health, social, political and cultural benefits: The university courts its own endless fiscal precarity so that society benefits.

    We should also remind everyone that the only people who make money on science are in business. And even there, ROI can take years or decades. Commercial R&D, with a focus on product development and sales, also runs losses. Think of “AI”: Microsoft alone is spending $80 billion on it in 2025, on top of $50 billion in 2024, with no obviously strong revenues yet in sight. This is a huge amount of risky investment—it compares to $60 billion for federal 2023 R&D expenditures on all topics in all disciplines. I’m an AI skeptic but appreciate Microsoft’s reminder that new knowledge means taking losses and plenty of them.

    These up-front losses generate much greater future value of nonmonetary as well as monetary kinds. Look at the University of Pennsylvania, the University of Wisconsin at Madison, Harvard University, et al. in Table 22 above. The sector spent nearly $28 billion of its own money generously subsidizing sponsors’ research, including by subsidizing the federal government itself.

    There’s much more to say about the long-term social compact behind this—how the actual “private sector” gets 100 percent ICR or significantly more, how state cuts factor into this, how student tuition now subsidizes more of STEM research than is fair, how research losses have been a denied driver of tuition increases. There’s more to say about the long-term decline of public universities as research centers that, when properly funded, allow knowledge creation to be distributed widely in the society.

    But my point here is that opening the books on large everyday research losses, especially biomedical research losses of the kind NIH creates, is the only way that journalists, politicians and the wider public will see through the Trumpian lie about these ICR “efficiencies.” It’s also the only way to move toward the full cost recovery that universities deserve and that research needs.

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  • Senate holds confirmation hearing for Linda McMahon

    Senate holds confirmation hearing for Linda McMahon

    President Trump’s pick to lead the Education Department, Linda McMahon, will appear today before a key Senate committee to kick off the confirmation process.

    The hearing comes at a tumultuous time for the Education Department and higher education, and questions about the agency’s future will likely dominate the proceedings, which kick off at 10 a.m. The Inside Higher Ed team will have live updates throughout the morning and afternoon, so follow along.

    McMahon has been through the wringer of a confirmation hearing before, as she was appointed to lead the Small Business Administration during Trump’s first term. But this time around the former wrestling CEO can expect tougher questions, particularly from Democrats, as the Trump administration has already taken a number of unprecedented, controversial and, at times, seemingly unconstitutional actions in just three short weeks.

    Our live coverage of the hearing will kick off at 9:15 a.m. In the meantime, you can read more about McMahon, the latest at the department and what to expect below:

    will embed youtube


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  • How colleges engage faculty in student career development

    How colleges engage faculty in student career development

    It’s spring semester and a junior-level student just knocked on a professor’s office door. The student has dropped by to talk about summer internships; they’re considering a career in the faculty member’s discipline, but they feel nervous and a little unsure about navigating the internship hunt. They’ve come to the faculty member for insight, advice and a dash of encouragement that they’re on the right track.

    A fall 2023 survey by the National Association for Colleges and Employers found 92 percent of faculty members have experienced this in the past year—a student in their disciplinary area asking for career advice. But only about half of instructors say they’re very comfortable advising students on careers in their discipline, showing a gap between lived experiences and preparation for navigating these interactions.

    Career readiness is a growing undercurrent in higher education—driven in part by outside pressure from families and students to provide a return on investment for the high costs of tuition—but also pushed by an evolving job market and employers who attribute less weight to a college major or degree for early talent hiring.

    With a fraction of students engaging with the career center on campus, delivering career development and professional skills to all students can seem like an impossible task.

    Enter the career champion.

    The career champion is a trained, often full-time, faculty member who has completed professional development that equipped them to guide students through higher education to their first (or even second) role.

    The career champion identifies the enduring skills students will develop in their syllabus and provides opportunities for learners to articulate career readiness in the context of class projects, presentations or experiential learning.

    The career champion also shepherds their peers along the career integration path, creating a discipleship of industry-cognizant professors who freely give internship advice, make networking connections and argue for the role of higher education in student development.

    Over the past decade, college and university leaders have anointed and empowered champions among their faculty, and some institutions have even built layered models of train-the-trainer roles and responsibilities. The work creates a culture of academics who are engaged and responding to workforce demands, no longer shuffling students to career services for support but creating a through line of careers in the classroom.

    The Recipe for Success

    Career champion initiatives serve a three-pronged approach for institutional goals for career readiness.

    First, such efforts provide much-needed professional development for the faculty member. NACE’s survey of faculty members found 38 percent of respondents said they need professional development in careers and career preparation to improve how they counsel students.

    “Historically, faculty are not incentivized to do this work, nor are they trained to do anything really career readiness–related,” says Punita Bhansali, associate professor at Queensborough Community College and a CUNY Career Success Leadership Fellow. “This program was born out of the idea, let’s create a structured model where faculty get rewarded … they get recognized and they receive support for doing this work.”

    Growing attention has been placed on the underpreparation of faculty to talk socio-emotional health with learners. In the same way, faculty are lacking the tools to talk about jobs and life after college. “As they’re thinking about careers in their own work, [faculty] are used to being experts in the field, and being an expert in careers feels daunting,” explains Brenna Gomez, director of career integration at Oregon State University.

    Second, these programs get ahead of student questions about the value of liberal arts or their general education courses by identifying career skills in class early and often. This works in tandem with shifting general education requirements at some institutions, such as the University of Montana, which require faculty members to establish career as a learning outcome for courses.

    “We knew we weren’t going to move [the] career-readiness needle by being the boutique program that you sometimes go to,” says Brian Reed, associate vice provost for student success at Montana. “If we really want to have an inescapable impact, we’ve gotta get into the classroom.”

    A May 2024 Student Voice survey by Inside Higher Ed and Generation Lab found 92 percent of college students believe professors are at least partly responsible for some form of career development—such as sharing how careers in their field are evolving or helping students find internships—in the classroom. Just 8 percent of respondents selected “none of the above” in the list of career development–related tasks that faculty may be responsible for.

    “It’s getting faculty on board with [and] being very clear about the skills that a student is developing that do have applicability beyond that one class and for their career and their life,” says Richard Hardy, associate dean for undergraduate education of the college of arts and sciences at Indiana University Bloomington. IU Bloomington’s College of Arts and Sciences also requires competencies in the curriculum.

    Third, career champions are exceptionally valuable at changing the culture among their peers. “Champion” becomes a literal title when faculty interact with and influence colleagues.

    “That’s a general best practice if you’re looking to develop faculty in any way: to figure out who your champions are to start, and then let faculty talk to faculty,” says Niesha Taylor, director of career readiness at the National Association of Colleges and Employers. “They have the same interests in hand, they speak the same language and they can really help each other get on board in a more authentic way than sometimes an administrator could,” adds Taylor, a former career champion for the City University of New York system.

    Becoming an Expert

    Each institution takes a slightly different approach to how they mint their faculty champions.

    Oregon State University launched its Career Champion program in 2020 as part of a University Innovation Alliance project to better connect learners with career information in the classroom, explains Gomez.

    The six-week program is led by the Career Development Center and runs every academic term, engaging a cohort of five to 15 faculty members and instructors who belong to various colleges and campuses at OSU. During one session and a few hours of work independently, program participants complete collaborative course redesign projects and education around inequities in career development.

    By the end of the quarter, faculty have built three deliverables for their course: a NACE competency career map, a syllabus statement that includes at least one competency and a new or revamped lecture activity or assignment that highlights career skills.

    After completing the program, professors can join a community of practice and receive a monthly newsletter from the career center to continuously engage in career education through research, events or resources for students.

    IU Bloomington and Virginia Commonwealth University are among institutions that have created workshop series for faculty to identify or embed competencies in their courses, as well.

    Training the Trainer

    Creating change on the academic side of a college is a historically difficult task for an administrator, because it can be like leading a horse to water. Getting faculty engaged across campus is the goal, but starting with the existing cheerleaders is the first step, campus leaders say.

    3 Tips for Launching Faculty Development

    For institutions looking to create a champion program, or something similar, NACE’s Taylor encourages administrators to:

    • Get leadership on board
    • Make the professional development process meaningful through incentives or compensation
    • Provide ways for professors to share their stories after completing the work.

    To launch career champions at the University of Montana, Reed relied on the expertise and support of instructors who had previously demonstrated enthusiasm.

    “We found our biggest champions who always come to the programs that we do, who traditionally invited us into the classroom. When we said, ‘Hey, you’ve been a fantastic partner. Would you want to be part of this inaugural cohort?’ they said, ‘Absolutely.’ And so that’s who we went with,” Reed says.

    Montana’s faculty development in careers has expanded to have three tiers of involvement: a community of practice, career champions and Faculty Career Fellows, who Reed jokes are the Green Beret unit of careers. Fellows collaborate with a curriculum coach to research and implement additional events, training and other projects for instructors.

    After completing the championship program, some returned to continue education and involvement, Reed says. “We had [faculty] that wanted to come back and do it again. They wanted to stay part of the community.”

    The City University of New York selects a handful of Career Success Leadership Fellows annually who drive integration, innovation and research around careers across the system. In addition to training other faculty members, each fellow is charged taking the model to present and share with other campuses, as with their own projects for advancing career development growth.

    With added time and energy comes an added institutional financial investment in career fellows. Montana’s fellows receive a $1,000 stipend for their work, drawn from funds donated by the Dennis and Phyllis Washington Foundation, and CUNY’s fellows receive $2,000 for the academic year.

    The Heart Behind It All

    For some of these engaged professors, their involvement is tied to their experiences as learners. That junior knocking on their office door asking about internships? That was them once upon a time, and they wished their professor had the answers.

    “All of us have gone through undergrad. We know that we’ve taken some courses where it’s like, ‘Why did I take that?’ and the professor is just in their heads,” says Jason Hendrickson, professor of English at LaGuardia Community College, part of the CUNY system, and a Career Success Leadership Fellow.

    “[Career champions] are the people who, when you talk to them, they all say, ‘I wish I had had this in my undergrad experience … I didn’t know this stuff existed, the depth of the programs and services that we offer,’” Reed says.

    Faculty are also starting to feel the heat, particularly those belonging to disciplines under attack in mainstream media or that have historically less strong occupational outcomes for learners.

    “I think over time, what’s happened is faculty have seen how this is actually beneficial … from the point of view of our disciplines and allowing students to see why engaging with the liberal arts is actually hugely beneficial for career and life,” IU Bloomington’s Hardy says.

    “The question that keeps me up at night is how to retain college students,” says Bhansali of CUNY’s Queensborough Community College. “The data is bleak in terms of college retention, and each faculty needs to show how the content and skills covered in their classroom are going to help students in the future, regardless of the job they choose.”

    Sometimes instructors can feel overwhelmed by the programs, trying to incorporate eight competencies into their courses, for example, or feeling as if they have to be an expert in all things career related.

    “They can feel like, ‘How can I do all of this?’ And it’s really not any one faculty [member]’s job or any one class’s job. It has to be systemic in the college,” NACE’s Taylor says.

    The best part of the job is seeing students successfully land that job in their field. Sebastian Alvarado, a biology faculty member at Queens College and CUNY Career Success Leadership Fellow, ran into former students from his genetics class at a specialist’s appointment he had.

    “It feels really rewarding—they were really there as a result of their bio major training,” Alvarado says. “When we see students getting placements in their jobs, it feels like we’re doing what we’re supposed to do.”

    Looking Ahead

    There remain some faculty members who push back against careerism in higher education—and some who remain undersupported or -resourced to take on this work, Alvarado points out—but programs have been growing slowly but surely, driven in part by champions.

    Since launching, IU Bloomington has had over 300 faculty complete the program in the College of Arts and Sciences, Hardy says.

    Montana interacted with 235 faculty members in workshops and events in the past year, which Reed expects to only increase as more faculty members rework curriculum for general education requirements.

    OSU has had 105 participants since 2020, and the College of Liberal Arts established a commitment to train at least two faculty members in each school to be Career Champions in their strategic plan for 2023–2028, Gomez says. Campus leaders are also creating professional development for academic advisers and student-employee supervisors to train other student-facing practitioners in career integration.

    Furthering this work requires additional partnerships and collaboration between faculty members and career services staff, Taylor says, where traditionally there are not relationships due to institutional silos.

    “I’m always—and my career success team, they’re always—scanning for these partnerships, and we use our network of existing people to sort of make referrals,” Reed says. “It’s a benevolent Ponzi scheme.”

    We bet your colleague would like this article, too. Send them this link to subscribe to our weekday newsletter on Student Success.

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  • Academic freedom doesn’t require college neutrality

    Academic freedom doesn’t require college neutrality

    Amid public campaigns urging universities to commit to “institutional neutrality,” the American Association of University Professors released a lengthy statement Wednesday saying that the term “conceals more than it reveals.”

    The statement, approved by the AAUP’s elected national council last month, says it continues the national scholarly group’s long commitment to emphasizing “the complexity of the issues involved” in the neutrality debate. “Institutional neutrality is neither a necessary condition for academic freedom nor categorically incompatible with it,” it says.

    The push for universities to adopt institutional neutrality policies ramped up as administrators struggled over what, if anything, to say about Hamas’s Oct. 7, 2023, attack on Israelis and Israel’s swift retaliation in the Gaza Strip.

    The AAUP statement notes that “institutional neutrality” has varied meanings and that actions—not just words—convey a point of view. For instance, some argue that to be neutral, institutions shouldn’t adjust their financial investments for anything other than maximizing returns. But the AAUP says that “no decision concerning a university’s investment strategy counts as neutral.”

    The AAUP asserts that by taking any position on divestment—which many campus protesters have asked for—a university “makes a substantive decision little different from its decision to issue a statement that reflects its values.”

    “A university’s decision to speak, or not; to limit its departments or other units from speaking; to divest from investments that conflict with its mission; or to limit protest in order to promote other forms of speech are all choices that might either promote or inhibit academic freedom and thus must be made with an eye to those practical results, not to some empty conception of neutrality,” the AAUP statement says. “The defense of academic freedom has never been a neutral act.”

    Steven McGuire, Paul and Karen Levy Fellow in Campus Freedom at the conservative American Council of Trustees and Alumni, called the statement “another unhelpful document from the AAUP.”

    “Institutional neutrality is a long-standing principle that can both protect academic freedom and help colleges and universities to stick to their academic missions,” McGuire told Inside Higher Ed. “It’s critical that institutional neutrality be enforced not only to protect individual faculty members on campus, but also to help to depoliticize American colleges and universities at a time when they have become overpoliticized” and are viewed as biased.

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  • Trump administration rescinds Title IX guidance on athlete pay

    Trump administration rescinds Title IX guidance on athlete pay

    The Trump administration announced Wednesday it is rolling back guidance issued in the final days of the Biden administration that said payments to college athletes through revenue-sharing agreements or from name, image and likeness deals “must be made proportionately available to male and female athletes.”

    Republicans quickly criticized the guidance and called for its rescission, arguing that mandating equal pay between men and women’s sports could cause some colleges to cut athletics programs.

    Under Title IX, colleges must provide “substantially proportionate” financial assistance to male and female athletes, though it wasn’t clear until the Biden guidance whether that requirement applied to NIL deals or revenue-sharing agreements. A settlement reached in the House v. NCAA case would require colleges to share revenue with athletes starting in the 2025–26 academic year and provide back pay.

    The Trump administration said the guidance was “overly burdensome” and “profoundly unfair.”

    “Enacted over 50 years ago, Title IX says nothing about how revenue-generating athletics programs should allocate compensation among student athletes,” acting assistant secretary for civil rights Craig Trainor said in a statement. “The claim that Title IX forces schools and colleges to distribute student-athlete revenues proportionately based on gender equity considerations is sweeping and would require clear legal authority to support it.”

    A federal judge is set to sign off on the House settlement later this spring. Several athletes have objected to the plan, including some groups of women athletes who argue the revenue won’t be shared equitably and will primarily benefit men who play football and basketball.

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