Tag: News

  • Community College Accreditor Adopts ROI Metric

    Community College Accreditor Adopts ROI Metric

    The accreditor’s new public-facing dashboards will include data on how long it takes for graduates from different programs to recover educational costs.

    Nuthawut Somsuk/iStock/Getty Images

    The Accrediting Commission for Community and Junior Colleges is launching new tools to give members of the public more insights into student outcomes at the institutions under its purview.

    Those tools include dashboards with different student achievement data points as well as a new metric to gauge return on investment. Like the Western Association of Schools and Colleges Senior College and University Commission, ACCJC is planning to measure ROI using price–to–earnings premium. Developed in part by Third Way and the College Futures Foundation, the earnings premium tracks how long it takes for graduates from different programs to recover educational costs.

    The accreditor wrote in a white paper on different value metrics that the earnings premium is an “approachable and understandable way for students and their families to discuss the value education adds to earnings potential. It also allows for institutions, reviewers, and policy makers to contemplate a measurable target and drive improvement.”

    ACCJC chair Kathleen Burke said in a news release that a key takeaway from developing the white paper and dashboards is that federal policy leaders want institutions to demonstrate their value. 

    “These efforts by ACCJC help policy makers and the public understand the incredible value proposition offered by ACCJC member institutions,” Burke added.

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  • Hack at Columbia University Hits 870K People

    Hack at Columbia University Hits 870K People

    A recent hack of Columbia University’s computer system compromised the personal information of hundreds of thousands of people, including students and applicants, new documents show. Over all, about 870,000 individuals were affected by the breach.

    The university provided draft notices to officials in Maine and California that it intends to send to affected parties in their states, according to the state attorneys general’s websites. Both states require that their residents be swiftly informed of any breach that includes their data, according to Bloomberg, which reported on the notices.

    The notices said a technical outage disrupted some of the university’s IT systems in June, which led university leaders to suspect a possible cybersecurity attack. An investigation revealed that a hacker had taken files from Columbia’s system in May.

    The stolen data includes any personal information prospective students provided in their applications or current students gave Columbia over the course of their studies, including their contact details, Social Security numbers, birthdays, demographic information, academic history, financial aid information, insurance details and health information. No patient data from the Columbia University Irving Medical Center seems to have been compromised, according to the notices. The university encouraged those affected to monitor account statements and credit reports to keep an eye out for any fraudulent activity. It also offered them two years of free credit monitoring and identity restoration services from a financial and risk advisory firm.

    “We have implemented a number of safeguards across our systems to enhance our security,” the letters read. “Moving forward, we will be examining what additional steps we can take and additional safeguards we can implement to prevent something like this from happening again.”

    A public statement from the university’s Office of Public Affairs last week said that since June 24, Columbia has seen no evidence of any further unauthorized access to the university’s system. Starting Aug. 7, the university promised to begin notifying affected students, employees and applicants on a rolling basis via mail.

    “We recognize the concern this matter may have raised and appreciate your ongoing patience during this challenging time,” the statement read. “Please know we are committed to supporting the University community.”

    A Columbia official previously told Bloomberg that the hacker seemed to be trying to further a “political agenda.” The investigation into the matter also found that the hacker was “highly sophisticated” and “very targeted.”

    The alleged hacker, who got in contact with Bloomberg, gave the news outlet 1.6 gigabytes of data, claiming it contained decades’ worth of applications to Columbia. That application data included New York City mayoral candidate Zohran Mamdani, who applied to Columbia but didn’t get in.

    Bloomberg confirmed with eight Columbia students and alumni, who applied between 2019 and 2024, that the information about them contained in the data was accurate. They verified that details such as their university-issued ID codes, citizenship statuses and admissions decisions were all correct. The data provided to Bloomberg didn’t contain names, Social Security numbers or birth dates.

    The person claiming to be the hacker, who didn’t provide their name, texted Bloomberg that the purpose of the stolen data was to prove the university continued affirmative action in admissions after the 2023 Supreme Court ruling against such practices. They claimed to have hacked about 460 gigabytes of data total from the university—including 1.8 million Social Security numbers of employees, students and their family members—after spending more than two months ensuring their access to Columbia’s computer systems.

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  • The Growing Problem of Scientific Research Fraud

    The Growing Problem of Scientific Research Fraud

    When a group of researchers at Northwestern University uncovered evidence of widespread—and growing—research fraud in scientific publishing, editors at some academic journals weren’t exactly rushing to publish the findings.

    “Some journals did not even want to send it for review because they didn’t want to call attention to these issues in science, especially in the U.S. right now with the Trump administration’s attacks on science,” said Luís A. Nunes Amaral, an engineering professor at Northwestern and one of the researchers on the project. “But if we don’t, we’ll end up with a corrupt system.”

    Last week Amaral and his colleagues published their findings in the Proceedings of the National Academy of Sciences of the United States of America. They estimate that they were able to detect anywhere between 1 and 10 percent of fraudulent papers circulating in the literature and that the actual rate of fraud may be 10 to 100 times more. Some subfields, such as those related to the study of microRNA in cancer, have particularly high rates of fraud.

    While dishonest scientists may be driven by pressure to publish, their actions have broad implications for the scientific research enterprise.

    “Scientists build on each other’s work. Other people are not going to repeat my study. They are going to believe that I was very responsible and careful and that my findings were verified,” Amaral said. “But If I cannot trust anything, I cannot build on others’ work. So, if this trend goes unchecked, science will be ruined and misinformation is going to dominate the literature.”

    Luís A. Nunes Amaral

    Numerous media outlets, including The New York Times, have already written about the study. And Amaral said he’s heard that some members of the scientific community have reacted by downplaying the findings, which is why he wants to draw as much public attention to the issue of research fraud as possible.

    “Sometimes it gets detected, but instead of the matter being publicized, these things can get hidden. The person involved in fraud at one journal may get kicked out of one journal but then goes to do the same thing on another journal,” he said. “We need to take a serious look at ourselves as scientists and the structures under which we work and avoid this kind of corruption. We need to face these problems and tackle them with the seriousness that they deserve.”

    Inside Higher Ed interviewed Amaral about how research fraud became such a big problem and what he believes the academic community can do to address it.

    (This interview has been edited for length and clarity.)

    Q: It’s no secret that research fraud has been happening to some degree for decades, but what inspired you and your colleagues to investigate the scale of it?

    A: The work started about three years ago, and it was something that a few of my co-authors who work in my lab started doing without me. One of them, Jennifer Byrne, had done a study that showed that in some papers there were reports of using chemical reagents that would have made the reported results impossible, so the information had to be incorrect. She recognized that there was fraud going on and it was likely the work of paper mills.

    So, she started working with other people in my lab to find other ways to identify fraud at scale that would make it easier to uncover these problematic papers. Then, I wanted to know how big this problem is. With all of the information that my colleagues had already gathered, it was relatively straightforward to plot it out and try to measure the rate at which problematic publications are growing over time.

    It’s been an exponential increase. Every one and a half years, the number of paper mill products that have been discovered is doubling. And if you extrapolate these lines into the future, it shows that in the not-so-distant future these kinds of fraudulent papers would be the overwhelming majority within the scientific literature.

    A line graph showing all scientific articles, paper mill products, PubPeer-commented, and retracted papers. The Y axis is number of articles and the X axis is year of publication. All the lines are going up, but the red line for paper mill products is rising fastest.

    Proceedings of the National Academy of Sciences of the United States of America

    Q: What are the mechanisms that have allowed—and incentivized—such widespread research fraud?

    A: There are paper mills that produce large amounts of fake papers by reusing language and figures in different papers that then get published. There are people who act as brokers between those that create these fake papers, people who are putting their name on the paper and those who ensure that the paper gets published in some journal.

    Our paper showed that there are editors—even for legitimate scientific journals—that help to get fraudulent papers through the publishing process. A lot of papers that end up being retracted were handled and accepted by a small number of individuals responsible for allowing this fraud. It’s enough to have just a few editors—around 30 out of thousands—who accept fraudulent papers to create this widespread problem. A lot of those papers were being supplied to these editors by these corrupt paper mill networks. The editors were making money from it, receiving citations to their own papers and getting their own papers accepted by their collaborators. It’s a machine.

    Science has become a numbers game, where people are paying more attention to metrics than the actual work. So, if a researcher can appear to be this incredibly productive person that publishes 100 papers a year, edits 100 papers a year and reviews 100 papers a year, academia seems to accept this as natural as opposed to recognizing that there aren’t enough hours in the day to actually do all of these things properly.

    If these defectors don’t get detected, they have a huge advantage because they get the benefits of being productive scientists—tenure, prestige and grants—without putting in any of the effort. If the number of defectors starts growing, at some point everybody has to become a defector, because otherwise they are not going to survive.

    Q: [Your] paper found a surge in the number of fraudulent research papers produced by paper mills that started around 2010. What are the conditions of the past 15 years that have made this trend possible?

    A: There were two things that happened. One of them is that journals started worrying about their presence online. It used to be that people would read physical copies of a journal. But then, only looking at the paper online—and not printing it—became acceptable. The other thing that became acceptable is that instead of subscribing to a journal, researchers can pay to make their article accessible to everyone.

    These two trends enabled organizations that were already selling essays to college students or theses to Ph.D. students to start selling papers. They could create their own journals and just post the papers there; fraudulent scientists pay them and the organizations make nice money from that. But then these organizations realized that they could make more money by infiltrating legitimate journals, which is what’s happening now.

    It’s hard for legitimate publishers to put an end to it. On the one hand, they want to publish good research to maintain their reputation, but every paper they publish makes them money.

    Q: Could the rise of generative AI accelerate research fraud even more?

    A: Yes. Generative AI is going to make all of these problems worse. The data we analyzed was before generative AI became a concern. If we repeat this analysis in one year, I would imagine that we’ll see an even greater acceleration of these problematic papers.

    With generative AI in the picture, you don’t actually need another person to make fake papers—you can just ask ChatGPT or another large language model. And it will enable many more people to defect from doing actual science.

    Q: How can the academic community address this problem?

    A: We need collective action to resist this trend. We need to prevent these things from even getting into the system, and we need to punish the people that are contributing to it.

    We need to make people accountable for the papers that they claim to be authors of, and if someone is bound to engage in unethical behavior, they should be forbidden from publishing for a period of time commensurate with the seriousness of what they did. We need to enable detection, consequences and implementation of those consequences. Universities, funding agencies and journals should not hide, saying they can’t do anything about this.

    This is about demonstrating integrity and honesty and looking at how we are failing with clear eyes and deciding to take action. I’m hoping that the scientific enterprise and scientific stakeholders rise to that challenge.

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  • Why Write About Grad, Postdoc Career Development? (opinion)

    Why Write About Grad, Postdoc Career Development? (opinion)

    As a higher education professional with a background in writing and rhetoric, I frame my work in career and professional development in terms of communication, such as helping trainees translate their skills to the language of employers, convey complex research to audiences beyond their fields and forge professional selves through the written and digital texts they produce. By training, I often think about how texts produce effects on readers and the design choices writers make to engage those audiences.

    At a time when higher education faces great adversity, I find myself reflecting on the value of writing about career and professional development work in a venue such as “Carpe Careers”: Why write about graduate and postdoc career and professional development? How does this writing translate the impact of our work to different audiences? In this piece, I outline what we do when we write about graduate and postdoc career and professional development and why we should keep writing about this work.

    Writing to Empower Graduate and Postdoctoral Scholars

    As career and professional development leaders, we sometimes feel frustrated that the impact of our work seems limited to one institution or program. For example, we might be the office of one at our institution and concerned about the scalability of advising appointments or low attendance at workshops. Writing about best practices for career and professional development can expand the reach of our advice to online audiences worldwide.

    For example, “Carpe Careers” writers have penned more than 400 pieces that address key career exploration skills like job search strategies, building an authentic personal brand and identifying transferable skills. In addition to equipping graduate and postdoctoral trainees with strategies for landing fulfilling jobs, we present essential advice for navigating academia, such as how to communicate with faculty mentors, deliver effective presentations and cultivate professional references.

    These essential topics continue to be necessary and relevant to new generations of graduate and postdoctoral readers because they make visible the hidden curriculum of academia and the world of work. Our work gives learners the tools to navigate these spaces with confidence, supplementing the efforts of mentors, coaches and instructional workshops. Likewise, when we write about professional development, we attend to the holistic flourishing of graduate and postdoctoral scholars by centering topics such as mental well-being on the job search, coping with the culture shock of career transitions or the power of rest. We not only give learners practical advice for the next steps in their careers but also cultivate virtual community and belonging for graduate and postdoctoral trainees facing common challenges and pursuing similar goals.

    Writing to Support Fellow Practitioners

    When we write about career and professional development, we put our own spin on old chestnut topics by drawing on our backgrounds, identities and experiences. For example, this recent piece reframes professional networking as a form of evidence-gathering and scientific research, leveraging the authors’ training in science. Putting our own spins on standard topics of career transitions and exploration can help us create a distinct personal professional brand as practitioners: How have we synthesized our own stories and the wisdom of others to support current graduate and postdoc trainees? What do we want to be known for as graduate and postdoc career development leaders?

    Beyond enriching individual professional identities, when we write about graduate and postdoc career and professional development, we also reflect on how our work with graduate and postdoctoral trainees is changing and identify opportunities for innovation, from the pros and cons of using generative AI tools for career-related activities to advice for supporting international job seekers. We likewise showcase innovative approaches to implementing career and professional development for graduate and postdoctoral learners, such as how to tailor experiential learning, alumni mentoring and badging programs to these populations.

    By reflecting on our practice and how we have adapted to challenges, this writing becomes a form of professional development for us, as it enriches the dynamic fields of graduate and postdoc career and professional development and extends our conversations from professional organizations and conferences to wider, virtual communities of practitioners. For instance, recent “Carpe Careers” pieces have highlighted administrative postdoc and “meta” postdoc roles as entry points to career development and related academic administrative work, defining new positions through the perspectives of those who hold these inaugural roles and shaping the futures of work in our fields. When we address practitioners as an audience, writing about career and professional development creates a virtual community of practice where we highlight emerging trends and offer support for one another’s professional growth.

    Writing to Engage Stakeholders

    Writing for fellow graduate and postdoc career practitioners elevates our work and sets the stage to convey its value to stakeholders, such as faculty and senior administrators whose support is crucial for campus career and professional development initiatives. The external recognition from a piece in a venue such as “Carpe Careers” can lead to greater internal recognition for our programs and offices. For example, when I wrote a “Carpe Careers” post on professional thank-you notes for Thanksgiving week 2024, a University of Pittsburgh newswire service highlighted it in a newsletter, and a vice provost invited me to present on writing thank-yous at a faculty retreat.

    Beyond our campuses, when we write about graduate and postdoctoral career development, we communicate the value of our efforts to stakeholders outside higher education, such as employers, policymakers and the public. As Celia Whitchurch observed, graduate and postdoc career and professional development work occupies a third space in higher education amid academic, student affairs and administrative functions, so it is often overlooked and less understood than more conventional academic or student life initiatives.

    Writing about our work situates it—and by extension the experiences of graduate and postdoctoral scholars—in the wider ecosystems of higher education and the workforce. This writing can educate stakeholders who are less familiar with the work of career and professional development, highlighting our contributions to graduate and postdoctoral learners’ success, and thereby helping us advocate for greater visibility and resources. When we write about graduate and postdoc career and professional development, we underscore the value of our work and its impacts on trainees, higher education and the wider society.

    Writing for and as Change

    Writing about graduate and postdoc career and professional development positions us as change agents, championing trainees’ holistic success and envisioning what our field could be. In this writing, we hold space for courageous conversations in difficult times, such as supporting learners through recent disruptions, reflecting on activism as a form of professional development and highlighting the entrepreneurial potential of our trainees amid economic uncertainty. Whether we address learners, fellow practitioners or broader stakeholders, when we write about career and professional development, we let ourselves dream about our careers and those of trainees, not only advocating for change but also modeling what change looks like through our advice, our programmatic innovations and our support for the broader enterprise of higher education.

    In short, writing about graduate and postdoc career and professional development is an affirmation of advanced degrees, higher education and the work of practitioners who support these learners’ long-term professional flourishing. This writing can be rewarding, as it scales up the impact of our advice, enriches professional communities and elevates the profile of career and professional development work. It can be bold, as it envisions and embodies positive change in our areas of practice. For “Carpe Careers” readers who are writers, why do you write about graduate and postdoc career and professional development? For “Carpe” readers who are considering writing about their work, when will you start?

    Katie Homar is the assistant director of the Office of Academic Career Development, Health Sciences, at the University of Pittsburgh. She is a member of the Graduate Career Consortium—an organization providing an international voice for graduate-level career and professional development leaders.

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  • Scoring the AP English Exam: A Diary (opinion)

    Scoring the AP English Exam: A Diary (opinion)

    Each May, hundreds of thousands of high school students from across the United States take the Advanced Placement exam for English Literature and Composition. Each June, hundreds of high school and college English instructors gather for a week to score them. The three-hour exam consists of two parts: a multiple-choice section and a section with three essays (analyses of poetry and fiction and a literary argument essay).

    This year, for the third time, I was one of the essay graders. What follows are my unvarnished thoughts from the week, presented anonymously—because I might want to get invited back to grade again.

    Day 1

    My plane to Salt Lake City is delayed, so I arrive at my hotel well after midnight. My assigned roommate is fast asleep. We have the option of staying in a single room, but only if we pay half.

    The alarm goes off at 7. My roommate and I introduce ourselves as he exits the shower. He is ready to go well before me. He’s a first-timer.

    I head over to the convention center. At 8 a.m. sharp, hundreds of us gather in a large auditorium for orientation. The chief reader—a professor at a Baptist college—seems a genial enough person. He goes over the week’s game plan via PowerPoint (“read every essay like it’s your first”), makes sundry bureaucratic announcements and introduces the other managers (“assistant readers,” “table leaders,” etc.). Peals of applause burst out frequently, lending the proceedings a summer camp air. To cap things off, the chief reader puts up photos of his dog.

    The reading room—the size of an airplane hangar, with cement floors and high ceilings hung with banks of fluorescent lights—is divided into four or five sections of probably around 100 people each. Each section is enclosed by black curtains supported by metal rods. Readers are grouped eight to a table, each with a laptop.

    I admit I’m not in the most chipper mood after the short night’s sleep. The enthusiastic vibe can’t help, either. I grab a cup of free coffee (very low quality), take my seat and introduce myself to the woman seated next to me, a high school teacher from Texas. Then our peppy table leader comes over. “Hi, yeah, sorry, would you mind putting your coffee on the floor? We’re trying to be careful with the laptops.” I sigh and glance around to see other tables with coffee cups and bottles on them. I put my cup on the floor. We spend much of the first day training—watching videos, practicing on sample essays, tuning our brains to AP standards.

    Day 2

    As I sit in the reading room, time crawls; with no windows it could be 3 in the morning for all I know. The novelty has worn off and the grind has set in. Is this what a real job is like? I improvise a routine to manage the boredom: Along with the scheduled 15-minute breaks in the morning and afternoon, every 30 or 40 minutes I get up to walk around, check my phone, stare into space.

    The other readers seem to be mostly high school teachers. They seem well adapted to the AP regimen, and to regimentation. Many wear T-shirts with pro-literacy or pro-reading themes. I’d estimate that about two-thirds of the scorers are women. That fits with the service-heavy load female professors typically shoulder at most universities.

    We are served three free meals a day, buffet-style, all you can eat. There’s a strange symmetry with our daily work—all the exams you can score from a never-ending supply. As my waistline expands, I feel my brain shrinking. The buffet lines are staffed by an army of food service workers, mostly Hispanic or Asian, who bring out metal trays and various tureens from mysterious kitchens for our breakfast, lunch and dinner, as well as the coffee and snacks for our scheduled breaks. The working class works for us, the petit bourgeois, as we help classify the next generation as either part of the future lower middle or upper middle class.

    As we filter back into the reading room after lunch, the chief reader addresses us over a PA system, thanking us for returning on time, reminding us to score carefully, regaling us with a choice quote or two.

    Day 3

    I breakfast with my roommate and a few of his reading-table mates. He really is the nicest person. They invite me to karaoke later. A few drinks would be nice, though I can’t fathom singing after this kind of work.

    I read (or scan, actually) more than 100 essays per day. On average, one or two offer something insightful or fluent. The rest either scrape by, or don’t. Many in fact are aborted on takeoff—a sentence or two, maybe a phrase, sometimes nothing at all. Probably 10 to 15 percent are these kind of no-show efforts. It makes me wonder why these students take this test. Do they get extra class credit for merely showing up? To quote from a favorite Scorsese movie, “Qui bono?”

    I continually hear the crinkling of candy and other snacks—provided free by AP, and replenished daily—being unwrapped. This is in addition to the free, all-you-can-eat meals and snacks during breaks.

    The assistant reader hovers around the tables in our section like a wary exam proctor, watching us for who knows what. This afternoon, the third day of the reading, the computers go down. With nothing to do, I pull out my phone and start reading an article on the author of a literary selection our exams are based on. My friendly table leader comes over. “Let’s please put away our phones.” I scoff and return to reading the article. A few minutes later the assistant reader sidles up to me. “Please put away your phone.” Before I can reply she has moved away.

    The silent whistle finally blows at 5. We stream out of the reading room and down the long corridors of the convention center like mill workers at the end of the day shift. We enter the dining hall or drift outside into the sunny and warm late afternoon. I head straight to the hotel fitness center, the stress of the day evaporating with each set, recharging for another day, just like my Motorola plugged into the hotel room nightstand.

    Later that evening my roommate returns to our room (“karaoke was great!”) and asks me if I want to go tomorrow night. I beg off again (I plead achoraphobia—fear of public singing).

    Day 4

    Salt Lake City—capital of the Beehive State. At lunch I skip the dining hall and make a beeline outside to get some much-needed air and sun. I make my way to Temple Square, the Mormon Vatican. Groups of tourists mix in with groups of name-tagged believers. The temple itself is swaddled in scaffolding. I watch the giant cranes convey building materials to men 10 stories up. A plaque on the Brigham Young Monument records the names of the original 1847 Mormon pioneers. One of them is my great-great-great-great-grandfather.

    Of course, working as an AP exam reader is entirely voluntary. I need extra money this year to pay off some taxes. Scorers make $30 an hour. With overtime—we get paid time and a half on days six and seven—I’ll make about $2,000, before taxes.

    After the 5 o’clock whistle, I go back to the hotel room and blast rock music from the TV so I can feel something (The Strokes’ “Room on Fire” and Greta Van Fleet’s “From the Fires”). The day’s strain melts away.

    Day 5

    Every few days we are tested to make sure we are scoring “accurately.” “Calibration” involves scoring a set of six sample exams—and if you score them as an “expert” reader would, you pass. If you don’t, you get sent to remediation. A few members of my table seem genuinely worried. When I arrive to our table this morning (I am always the last to arrive) my neighbor, the high school teacher from Texas, greets me with some tension in her voice: “We’re calibrating today!” I score my set like I don’t give a damn, and pass. One of my table mates disappears for a couple hours.

    In the afternoon the chief reader makes his most serious announcement—apparently someone has been posting photos of the reading on social media, which is a big no-no. AP has to preserve the “integrity” of its tests, of course. Its Lloyd’s of London–type image is key to that integrity, it seems.

    Most essays are painfully incoherent, ungrammatical. Many, as previously mentioned, are incomplete.

    Still we read them, one after another—we scorers are the English teachers of the future, in the wet dreams of the likes of Elon Musk. All of us readers are in our field because we love reading—and here we are, scanning endless variations on a single passage from a single novel, our love being milked to a slow death, dairy cows once impregnated with passion now tightly corralled into an assembly line and hooked up to machines.

    Like the character Thomas Bradshaw in the brief excerpt the AP essays are based on (from the novel The Bradshaw Variations by Rachel Cusk), most of the essays leave us wanting. We will never see the wife for whom Thomas is waiting in the kitchen; we will never experience their reunion, or the development of their relationship. Like Thomas, we marinate in limbo. Like the static but frantic figures on Keats’s Grecian urn, we chase, we desire, but never consummate.

    Day 6

    The other members of my table pass around a greeting card for everyone to sign for our table leader. They also take up cash donations for a gift. I sign the card.

    The computer servers crash and scoring comes to a halt. I have a feeling of relief, like for extra recess or a snow day.

    Day 7

    Over the course of the week, I’ve given a perfect score to just a handful of exams. Is this how we’re educating the best and brightest, these college students of the near future? Are the vaunted humanities—assailed for years from without—rotting from within? I get a few exams in which the student does not offer an essay, but instead a rant about the meaninglessness of the AP exam itself. These could be mere excuses, but the voices that emerge from these exams are funny, searching, thoughtful.

    “Look beneath the façade of affable confidence and seamless well-adjustment that today’s elite students have learned to project, and what you often find are toxic levels of fear, anxiety and depression, of emptiness and aimlessness and isolation,” William Deresiewicz wrote in Excellent Sheep. “We all know about the stressed-out, overpressured high school student; why do we assume that things get better once she gets to college?”

    The author is a professor of English at a regional public university in the eastern United States.

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  • HBCUs Await Trump’s Pick to Lead White House Initiative

    HBCUs Await Trump’s Pick to Lead White House Initiative

    President Donald Trump issued an executive order in April promising to “elevate the value and impact” of the country’s historically Black colleges and universities—in part by selecting an executive director for the White House Initiative on HBCUs and a President’s Board of Advisors on HBCUs.

    But four months later, eight months into his second term, these roles remain unfilled.

    Some HBCU advocates say months-long waits are business as usual for these positions, and they remain confident in Trump’s support for HBCUs. Others worry that HBCUs lack their most direct line of communication to the White House at a time of rapid-fire higher ed policy changes.

    Since the 1980s, the executive director of the HBCUs initiative, established by President Jimmy Carter, has been responsible for advocating for HBCUs’ federal policy interests. The President’s Board of Advisors offers guidance to government officials about how to better support and strengthen these institutions.

    Appointees serve as HBCUs’ “in-house advocates,” said Ivory A. Toldson, a professor of counseling psychology at Howard University and editor in chief of The Journal of Negro Education. He served as deputy director of the White House Initiative on HBCUs from 2013 to 2015 and as executive director from 2015 to 2016 under former president Barack Obama. The director and board have historically sought out federal funding and partnership opportunities for these institutions and “made sure that executive-level priorities were shaped in a way that understood the needs of HBCUs.”

    Toldson said there are likely to be “missed opportunities” for HBCUs during the limbo period before an executive director is chosen. He said it’s easy for federal agencies, like the National Science Foundation or the National Institutes of Health, to overlook smaller HBCUs for grants when no one is there to champion them.

    “By them not having representation within the federal government, it becomes difficult for them to advocate effectively for their needs,” he said.

    Robert Palmer, chair of the education department at Howard, said he worries HBCUs don’t have their “earpiece” to the Trump administration at a time when policy shifts, such as upcoming changes to the student loan program, will affect HBCU students.

    The unfilled roles are “quite concerning,” Palmer said. “It almost makes you wonder, is it a priority for him? Because that’s what it signals—that it’s not a priority.”

    Mixed Views

    Other HBCU advocates don’t see a problem. Lodriguez Murray, vice president of public policy and government affairs at the United Negro College Fund, which represents private HBCUs, said he isn’t troubled by the wait because organizations like his have still been able to have “high-power and high-level discussions” with the White House and Department of Education.

    “We’ve been able to get every concern addressed. We’ve been able to get every email returned. We’ve been able to get every meeting request handled,” he said. “The house is not burning down for us. And I have seen no lack of continuity and engagement on our issues at the highest levels.”

    He said it’s more meaningful to him that Trump issued an executive order reaffirming the White House Initiative on HBCUs within his first 100 days and fully funded HBCUs in his proposed budget. He’d also rather the administration take its time to pick “the right individuals” to fill these roles.

    “There have been many individuals who have had the role of executive director of the White House initiative on HBCUs [who] have fallen below what the expectations are of this community,” Murray said. “And so, if the White House is attempting to find the right person to meet a moment and to meet expectations, that’s fine with me.”

    Trump’s pick for executive director during his first term, speaker and consultant Johnathan Holifield, was met with mixed reactions by HBCU supporters because of his lack of prior experience with these institutions. Former president Obama also received criticism for some of his executive director choices, including multiple interim appointments between permanent directors.

    Murray said he’s hoping for someone “with the president’s confidence” who can help bring Trump’s plans to support HBCUs to fruition and who can simultaneously “speak truth to power and express to the president the concerns of HBCUs.”

    For Toldson, “institutional knowledge of HBCUs” and an “apolitical” approach will be critical to a new executive director’s success to avoid HBCUs getting mired in the anti-DEI crusade besieging other higher ed institutions.

    “Regardless of who’s in office, we need representation, and I think that the right representation would be able to balance the needs of the HBCU community with the broader direction of the government,” Toldson said.

    Mounting Anticipation

    Harry Williams, president and CEO of the Thurgood Marshall College Fund, which represents public HBCUs, said the amount of time it takes for presidents to fill these roles has varied historically. HBCUs have often waited months for these appointments, so the current timeline isn’t out of the ordinary, he said. Former president Joe Biden didn’t officially name an executive director until February 2022, a little over a year after his inauguration.

    Still, a long wait “creates uncertainty, and it creates anxiety,” Williams said.

    “We’ve gotten good information that this is something that will happen, but the timing of it has always been the challenge,” he added. TMCF is reassuring campuses that the administration plans to fill these positions, “but we don’t know exactly when.”

    David K. Wilson, president of Morgan State University, said he and other HBCU presidents are eager to get started on making the promises in Trump’s executive order a reality. They were glad to see the order call on federal agencies, businesses and foundations to partner with and invest more in HBCUs.

    Wilson said he hopes to see these positions filled soon “so that we can begin to express directly to the White House what some of the opportunities are for continued investment in these institutions.”

    “All of them will return unbelievable dividends to the nation,” he added.

    Wilson noted that Howard University recently regained Research-1 status, the coveted Carnegie Foundation classification for universities with very high research activity. Other HBCUs, including Morgan State, are poised to follow in the coming years. He wants to see appointees in place who can help maintain that momentum.

    “We can’t wait to see now what this next era of HBCU investments under the Trump administration will look like,” he said. “We were on a roll, and now the question is, can we roll faster?”

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  • July Brought Cuts at Public and Private Colleges

    July Brought Cuts at Public and Private Colleges

    July was marked by steep cuts at some of the nation’s wealthiest institutions while fewer small, cash-strapped colleges made significant workforce reductions.

    While some of the nation’s wealthiest universities—institutions with multibillion-dollar endowments—laid off hundreds of employees last month due to federal research funding issues, an uncertain political landscape and rising costs, those cuts were an anomaly. Colleges outside the top financial stratosphere, contending with issues such as declining enrollment, shrinking state support and other challenges, didn’t cut as deep compared to the megawealthy.

    Inside Higher Ed recently covered how the Trump administration is driving cuts at wealthy institutions. Now here’s a look at other layoffs and program cuts announced in July as both large, well-resourced institutions and smaller colleges with less capital contend with challenging headwinds for the sector.

    Temple University

    Grappling with a budget deficit that was projected as high as $60 million, Temple laid off 50 employees and eliminated more than 100 vacancies in July, The Philadelphia Inquirer reported.

    The 50 layoffs equal less than 1 percent of Temple’s total workforce, according to the university.

    Altogether Temple eliminated “190 positions across the university, with the vast majority of these coming through attrition, retirement or elimination of vacant positions,” President John Fry wrote in a message to campus last month. Fry added that those reductions narrowed the projected budget gap from $60 million to $27 million, cutting Temple’s structural deficit by more than half.

    Michigan State University

    The wealthiest institution represented here, with an endowment valued at more than $4.4 billion, the public university in Lansing cut nearly 100 jobs last month, The Detroit Free Press reported.

    Officials announced 94 employees in MSU’s extension division were being laid off due to a loss of federal grant funding. The cuts come as a result of the Supplemental Nutrition Assistance Program–Education program being discontinued this fall, which provided a $10 million grant. Layoffs will affect employees across the state.

    Additional jobs cuts also loom at Michigan State, where officials recently announced cost-cutting plans, citing the need to trim its budget by about 9 percent over the course of the next two years.

    University of Florida

    One of the wealthiest institutions on this list with an endowment of more than $2 billion, UF eliminated 75 jobs last month, largely through attrition and closing vacant roles, WCJB reported.

    A university spokesperson told Inside Higher Ed the cuts were part of a 5 percent reduction in administrative expenses, which amounted to $20 million in cost savings for UF. In addition to the 75 jobs eliminated, UF closed its Office of Sustainability, reportedly cutting another three jobs.

    UF is also shutting down its Health Science Center Police Service Technician program at the end of the year, which officials said will affect 15 positions, though seven are currently vacant.

    Barnard College

    The private women’s college affiliated with Columbia University, but with a separate and much smaller endowment, cut 77 jobs last month as part of a restructuring effort announced July 31.

    Barnard president Laura Ann Rosenbury wrote in a message to campus that the cuts were a “painful moment” but the “strategic realignment” reflected “evolving operational needs.” She added that no faculty positions or instructional services personnel were included in the cuts.

    Founded in 1889, Barnard had an endowment valued at $503 million in fiscal year 2024 and has dealt with rising debt in recent years.

    Southern Oregon University

    Last month officials at the public university in Ashland declared financial exigency and announced plans to cut SOU’s budget by 15 percent, Oregon Public Broadcasting reported.

    University officials are working to shrink SOU’s budget from $71 million to a more manageable $60 million. In the short term that means finding $5 million in savings for the 2025–26 fiscal year.

    The budget cuts will play out over three years and eliminate an estimated 65 jobs through a mix of voluntary retirements, leaving some positions vacant and cutting about 20 positions. SOU also plans to cut 15 majors and 11 minors, shrinking its academic portfolio as it restructures.

    SOU president Rick Bailey is also taking a voluntary 20 percent pay cut amid budget issues.

    Meredith College

    Cost-cutting measures prompted layoffs at the private women’s college in North Carolina, with 6 percent of the workforce—roughly 25 employees—affected, local TV station ABC 11 reported.

    None of Meredith’s full-time faculty members were laid off, according to ABC 11.

    “These strategic budget reductions were necessary and proactive steps in preserving Meredith’s long-term financial strength and helping it grow and thrive for the future,” college officials wrote in a statement to media outlets detailing the reason for the layoffs. “When making budget adjustments, Meredith leaders focused on protecting programs and services essential to fulfilling its mission. These difficult decisions were made for the good of the College as a whole.”

    Sullivan University

    The private Kentucky university is cutting 21 jobs, seven of which are vacant, closing two educational sites and selling its only residence hall, The Louisville Courier Journal reported.

    The changes come at a rocky time for the university, which was declared the worst company in the city to work for by LEO Weekly, another local news outlet, based on feedback on Glassdoor, a website used for job searches and employer reviews. Sullivan officials subsequently began offering a 1 percent 401(k) match, which officials told the Courier Journal was already planned.

    Sullivan also parted ways with President Tim Swenson, who abruptly resigned last week. The university had placed Swenson on administrative leave just a few days prior. Officials wrote, in an email obtained by the newspaper, that he was placed on leave “to allow time for a review of internal matters and to ensure the process is handled fairly and without disruption.” Sullivan officials did not specify the reason for his departure in a message to employees.

    Kalamazoo College

    The small, private liberal arts college in Michigan laid off 11 staff members due to financial pressures, to enrollment challenges and “an inflationary environment,” MLive reported.

    “This difficult decision was not made lightly, and it is part of a broader effort to ensure the long-term financial stability and sustainability of the institution,” officials said in a statement.

    Xavier University

    A challenging enrollment picture is driving layoffs at the private Catholic university, where officials are also cutting salaries and making other changes, The Cincinnati Enquirer reported.

    Though the full number of layoffs is unclear, a university spokesperson told the newspaper that the cuts include two jobs in Xavier’s executive cabinet as well as some temporary faculty and staff. University officials noted that no full-time faculty members have been part of the cuts.

    Xavier will also maintain restrictions on nonessential travel.

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  • Kentucky Libraries Step Up to Keep Kids Out of Foster Care System – The 74

    Kentucky Libraries Step Up to Keep Kids Out of Foster Care System – The 74


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    When children are unnecessarily removed from their homes, experts say the separation puts them at risk of chronic mental and physical ailments. 

    With that in mind, four Kentucky libraries are launching programs to keep families together, well resourced and educated, aided with $200,000 in grant money from the national nonprofit Youth Villages. 

    Libraries in Jackson, Johnson, Marshall and Spencer counties received around $45,000 each for a variety of programs to help parents meet their children’s needs. 

    Britany Binkowski, the executive director of the Youth Village initiative New Allies, said libraries are a “low stigma, high access point of contact for all communities” and make sense for grassroots outreach. 

    “They pretty consistently exist in most counties where they can be reached by lots of families, especially those in rural areas, and they’re (places) people trust to get information, to get access to resources,” she said. “They don’t carry the stigma, for example, of going to a child welfare department and asking for resources in a way that might feel very vulnerable.”  

    Among other things, the libraries are using the grant month to host trainings on growing food in an apartment setting, teaching parents how to deal with challenging behaviors and how to cook basic recipes, and connecting families to other community resources where they can get car seats and other necessities. 

    Libraries are also a more “natural” place to host visitations for parents who are working toward reunification, Binkowski said. 

    It’s “often not the case” that a child is removed from a home because the parents are outright bad, she said. Most of the time, parents lack the resources to properly feed, clothe or otherwise care for their children, she said. In fact, about 70% of all Child Protective Services allegations are related to neglect and poverty, the Lantern previously reported. 

    “We see substance use disorder and parents who are struggling with that as a significant driver of entries into foster care — not only in Kentucky, but across the country,” Binkowski said. 

    Other preventable issues contribute to removal, she said, like a parent not being able to buy a car seat or access safe child care. 

    “Things like that can cause safety issues that have to be resolved for a child to remain safe and stable,” Binkowski said. 

    ‘Before there’s a problem, let’s fix it.’ 

    Tammy Blackwell, an author and the director of the Marshall County Public Library, said libraries working in this space is just “logical.”

    “Libraries are already reaching families and just doing a lot of good work giving families a place to be and form bonds,” she said. 

    Tammy Blackwell is an author and the director of the Marshall County Public Library. (Photo provided)

    Marshall County’s grant supported a renovation of the Hardin branch to create a more child-friendly space and funded an eight-week program for mothers of young children called Mom’s Night Out. 

    During the Mom’s Night Out program, which will start the first week in September, mothers who are referred by Court Appointed Special Advocates will gather weekly and have a meal together. During the meal, representatives from the Marshall County Extension Office and the health department will lead discussions about stress management, home upkeep and how to cook recipes with staples handed out at food distribution centers like rice and beans. 

    Because this is grant-funded, it’s not affected by recent changes to the Supplemental Nutrition Assistance Program (SNAP) program, Blackwell said. Congress recently passed the Big Beautiful Bill Act, which cut funding for the SNAP Education program, among other things. 

    The Mom’s Night Out discussions will be in a “very non-judgmental way, and not in a lecturing kind of way, but as a conversation and getting those families very comfortable in that space, very comfortable with library staff, comfortable with community partners who they may need to call on at some point,” Blackwell explained. 

    “We’re hoping that they build a bond with each other; other people with similar lived experiences, and to really give them a sense of community and resources in order to help the mothers thrive, so that the children may thrive,” she added. “I love that it’s ‘before there’s a problem, let’s fix it.’” 

    The first round of the program will only include mothers — Blackwell hopes between 12 to 15 — who have children of preschool to early elementary school age. Should it be successful and receive funding for a repeat, she’d like to expand it to fathers as well. 

    “There’s been some coverage of how many kids in Kentucky are in either foster or kinship care situations,” Blackwell said. “It’s a lot of kids, and that really impacts their ability to be successful in life. And anything that we can do to strengthen those families and give those kids, then we need to at least try. And I think libraries are in a perfect position to really make a difference.” 

    The 2024 Kids Count report, from Kentucky Youth Advocates and the Annie E. Casey Foundation, showed there were nearly 46,000 youth in foster care in the state from 2021-2023. In that same time period, the number of children leaving foster care and reunited with their families dropped to 32%. Pre-pandemic, from 2016-2018, it was 36%. 

    Additionally, in 2024 there were around 55,000 Kentucky children being raised with a relative in a kinship care arrangement. 

    The Department for Community Based Services came up with the idea to partner with libraries, Binkowski said. Lesa Dennis, the DCBS commissioner, wasn’t available for an interview but said in a statement that “by meeting families where they are, we’re building pathways to stability, resilience and well-being so no family has to face challenges alone.” 

    Removal is ‘traumatizing’ 

    Binkowski, who previously worked as Assistant General Counsel for the Tennessee Department of Children’s Services, said that “a foster care intervention, even if necessary, is traumatizing to everyone involved.” It can damage bonds between parents and their children and upend daily routine and connections, she said. 

    Children play in the Marshall County library’s Hardin branch. (Photo provided)

    “We have a substantial body of evidence that tells us that children do best when they are with their families of origin — when it can be safe,” she said. “We know that connections to biological family, knowing where you came from, feeling like you belong — those are really critical emotional stabilization and safety factors that support children’s growth and development.” 

    Experiencing brokenness in the home, abuse or neglect are Adverse Childhood Experiences, which refers to traumas or stressors in a person’s life before their 18th birthday. They include, but are not limited to, parental divorce, abuse, parental incarceration, substance use issues in the home and more. The more such experiences a person has, the more likely they are to have poor health, lower education and economic hardships. Childhood trauma also cost Kentucky around $300 million a year. 

    “Enough stressors on a child at early ages without protective capacities to keep them from having negative outcomes can literally take years off of their lives,” Binkowski said. “So, while we don’t want children to experience abuse and neglect … we also don’t want them unnecessarily being removed from their home if the issues are not creating those kinds of negative impacts and we can stabilize a family without requiring removal.”

    Kentucky Lantern is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Kentucky Lantern maintains editorial independence. Contact Editor Jamie Lucke for questions: [email protected].


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  • NYC DOE Spent $1.4 Million at One Brooklyn Restaurant

    NYC DOE Spent $1.4 Million at One Brooklyn Restaurant

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  • Flat Federal Funding Stymies Head Start as State Child Care Resources Diminish – The 74

    Flat Federal Funding Stymies Head Start as State Child Care Resources Diminish – The 74


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    Despite having some of the most resources and economic support, a recent national study ranked Indiana’s early education system 42nd in the country — and second-to-last when it came to accessibility.

    The WalletHub story, shared earlier this week, is simply the latest confirmation for Hoosier parents that Indiana’s child care market is struggling. Experts, business leaders and politicians agree that Indiana needs more child care, but can’t seem to agree on the best way to meet the moment.

    Facing budgetary pressures and depressed revenue forecasts, state leaders opted to trim funding and narrow eligibility for early learning and child care resources earlier this year. Seats for state-funded preschool, known as On My Way Pre-K, have been halved while vouchers for subsidized child care have more 21,000 children on a waitlist.

    One federal program, Head Start Indiana, hopes to help close the gap left by vanishing state funding, but faces its own challenges with flat federal funding.

    “We are the quietest, most successful 60-year old program in the federal government’s history,” boasted Rhett Cecil, the organization’s executive director. “… (our programs) are going to support their families and children. They’re allowing families to work or get job training or further education. And our services — that child care and early education — are free for those families.”

    Just under 13,000 families in all 92 counties utilize the program, which receives roughly $181 million in federal funding annually. That budget line was briefly threatened by the Trump administration, which walked back proposed cuts in favor of flat funding — which does mean services will be lost as inflation and other costs eat into the bottom line.

    The second-term president also eliminated the federal Head Start office covering Indiana back in April — though the federal Administration for Children and Families announced it would dedicate one-time funding to Head Start locations earlier this week explicitly for nutrition, but not for other programming costs.

    Additional federal support could allow it to expand to meet the need following state cuts, leaders hope, and continue employing almost 4,000 Hoosiers.

    “Let’s say, hypothetically, we get $100 million more dollars. How many more teachers and classrooms could be opened?” Cecil mused. “How many kids could we serve off that waitlist?”

    Importance of child care

    Participating in and access to child care resources reaps benefits for young Hoosiers, such as better school readiness skills. Some national research has found that early education may also decrease future crime and could generate $7.30 for every one dollar invested.

    In Indiana, the shortage of child care options costs the state an estimated $4.2 billion annually, over a quarter of which is linked to annual tax revenue lost.

    The 2024 study from the Indiana Chamber of Commerce emphasized the need to free up parents, mostly women, who’ve left the workforce “as a direct result of childcare-related issues.”

    “There’s some data out there that one in four Hoosier parents leave their job over child care gaps, and it really impacts talent and workforce,” said David Ober, the chamber’s vice president of taxation and public finance. “It’s hindering economic momentum in the state and so it is a huge deal for us.”

    For the last few years, tackling the state’s child care crisis has been a top legislative priority for the organization, which represents the interests of thousands of Hoosier employers. Ober said the chamber is working to plan a child care summit later this year to identify potential solutions.

    According to Brighter Futures Indiana, average full-time weekly care costs families $181 per week — with even higher prices for infants and toddlers. That doesn’t factor in type of care or quality, and prices vary by community.

    Families can spend more on their young children’s care than on a college education — if it’s even available in their communities. Rather than pay the price, many Hoosier parents simply drop out of the workforce at the same time that employers are scrambling to hire talent.

    Ober highlighted recent legislative efforts to expand child care, including one that expanded a tax credit for employers directly providing their employees with child care resources. Other bills have tweaked staffing ratios and created a pilot program for so-called microcenters.

    But workforce remains a challenge, even for Head Start centers, earning its own legislative study carveout. Over 20% of Indiana’s child care workers left the field during the pandemic — a shock that “has not really fully healed,” Ober said.

    “If you ask any provider in the state, workforce is the hardest problem,” Ober said. “… How do you get educators and keep them? There’s so much more work to be done there and it’s challenging.”

    Traditional market forces struggle to balance affordability for parents against costs for child care, a gap sometimes covered by government subsidies.

    But Ober insisted that “child care is infrastructure,” especially for the businesses reliant upon employees who are parents. Changing funding is “going to just exacerbate underlying problems,” he added.

    “Those numbers are pretty stark,” Ober said. “And then when you add in changes at the state and the federal level, it creates new problems that we all have to come together and work on,” he concluded.

    Indiana Capital Chronicle is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Indiana Capital Chronicle maintains editorial independence. Contact Editor Niki Kelly for questions: [email protected].


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