Tag: opinion

  • OPINION: The demographic cliff in higher education should be seen as an opportunity, not a crisis

    OPINION: The demographic cliff in higher education should be seen as an opportunity, not a crisis

    This spring, the number of high school graduates in the United States is expected to hit its peak. Starting in the fall, enrollment will likely enter a period of decline that could last a decade or more.

    This looming “demographic cliff” has been on the minds of education leaders for nearly two decades, dating back to the start of the Great Recession. A raft of college closures over the past five years, exacerbated by the pandemic, has for many observers been the canary in the coal mine.

    In the years to come, schools at all levels — reliant on per-pupil funding for K-12 and on tuition dollars for colleges and universities — will begin feeling the squeeze.

    The question now is whether to treat the cliff as a crisis or an opportunity.

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    As they prepare for enrollment shortfalls, superintendents and college presidents are primarily focused on crisis management. With good reason, they’re spending the bulk of their time on the hard short-term decisions of cutting programs and personnel to meet looming budget shortfalls.

    In the precious few years before the situation becomes even more dire, the question is whether schools should just continue bracing for impact — or if they can think bigger in ways that could be transformative not just for the landscape of education, but for the economy more broadly. In my view, they should think about what it would look like to make a moment of crisis a real opportunity.

    Here are some ideas about how that could happen. The first involves blurring the lines between high school and college.

    Colleges today feel immense pressure because there aren’t enough high school graduates. High schools feel similar pressure because there are fewer young people around to enroll each year — not to mention the chronic absenteeism and disengagement that has persisted since the pandemic.

    What if the two worked more closely together — in ways that helped high schools keep students engaged while enabling colleges to reach a broader range of students?

    In many states, this is already happening. At last count, 2.5 million high schoolers took at least one dual-enrollment course from a college or university. But it’s not enough to just create tighter connections between one educational experience and another. Today’s students — and today’s economy — also demand clearer pathways from education to careers. It makes sense to blur the lines between high schools, colleges and work.

    So imagine taking these changes even further — to a world in which instead of jumping from high school to college, students in their late teens entered entirely new institutions that paid them for work-based learning experiences that would lead them to a degree and eventually a career.

    That’s a lofty goal. But it’s the kind of big thinking that both high schools and colleges may need to reinvent themselves for the country’s shifting demographics.

    Colleges have an opportunity right now to double down on creating and expanding job-relevant programs — and to think even bigger about who they serve. That could include expanding opportunities for adult learners who have gained skills outside the classroom through credit for prior learning and competency-based learning. It could also mean speeding up the development of industry-relevant coursework to better align with the needs of the labor market and leaning into short-form training programs to upskill incumbent workers.

    Related: The number of 18-year-olds is about to drop sharply, packing a wallop for colleges — and the economy

    Not every student is ready to invest four years of time and money to earn a bachelor’s degree. But they shouldn’t have to be — and colleges have a chance to expand their offerings in ways that give students more pathways into today’s fast-changing economy and further education if they so choose.

    Part of the problem with the current trajectory from high school to college is that the wrong things get incentivized. Both K-12 schools and colleges get money and support based on the number of students they enroll and (sometimes) the number of people who graduate — not on how well they do at helping people gain the skills to effectively participate in the economy.

    That’s not anyone’s fault. But it often boils down to a matter of policy. Which means that changing policy can create new incentives to tighten the connections between high school, college and work.

    States like Colorado are already taking the lead on this shift. Colorado’s “Big Blur” task force put out a report with recommendations on how to integrate learning and work, including by creating a statewide data system to track the outcomes of educational programs and updating the state’s accountability systems to better reflect “the importance of learners graduating ready for jobs and additional training.”

    If schools and policymakers stay the course in the decade to come, they already know what’s ahead: declining enrollment, decreased funding and the exacerbation of all the challenges that they’ve already begun to face in recent years.

    It’s not the job of the education system to turn the tide of demographic change. But the system does have a unique, and urgent, opportunity to respond to this changing landscape in ways that benefit not only students but the economy as a whole. The question now is whether education leaders and policymakers can seize that opportunity before it’s too late.

    Joel Vargas is vice-president of education practice at Jobs for the Future.

    Contact the opinion editor at [email protected].

    This story about demographic cliff in higher education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.

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  • Dismantling Ed Dept. Will Harm More Than 26 Million Kids — and America’s Future – The 74

    Dismantling Ed Dept. Will Harm More Than 26 Million Kids — and America’s Future – The 74


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    The layoffs of half of the employees of the U.S. Department of Education clearly demonstrate the Trump administration’s follow-through on one of Project 2025’s mandates, which intends to eliminate the resources, protections and opportunities that millions of children and families across this nation rely on.

    It is evident that the White House will not stop until it wipes out the most basic protections and supports for the American people, including the youngest children. The first step was the attempt to defund Head Start and Early Head Start, impacting 800,000 young children across the nation. This order was halted by a federal judge in Washington, thanks to the lawsuits filed by Democracy Forward and attorneys general from 23 states. 

    The mass layoffs will severely hamper the department’s ability to execute on its core responsibilities. This move is a direct assault on millions of students, teachers and families. It is clearly a precursor to dismantling the department without congressional consent, which would have an even more devastating impact. The department serves and protects the most vulnerable children and young adults, ensuring that they have equal access to education. This includes:

    • 26 million students from low-income backgrounds — more than half of all K-12 students — who rely on the department for reasonable class sizes; school meals; tutoring; afterschool and summer programs; school supplies such as laptops and books; parent engagement programs; and, in some cases, transportation
    • 9.8 million students enrolled in rural schools
    • 7.4. million students with disabilities
    • 5 million English learners
    • 1.1 million students experiencing homelessness
    • 87 million college students who receive Pell Grants and student loans 

    The department was created in 1980 with a single, crucial purpose: to ensure equal access to education and to promote educational excellence throughout the nation. Its creation followed decades of systemic inequities that left children in disadvantaged communities without the same learning opportunities as their more privileged peers. The department’s work has been a critical safeguard against discrimination in schools, whether on the basis of race, disability, gender or income. 

    Without the federal government’s intervention and oversight, the more than 13 million children who live in poverty would be even more vulnerable to systemic inequities. The department ensures that federal dollars are distributed to those students most in need, ensuring that underserved children have the same opportunities for success as their wealthier peers. Without the federal oversight and the department’s support, these students will fall even further behind, and the national achievement gap will grow wider.

    The federal government is the only entity that can ensure a baseline level of educational equity across the entire nation. The department holds states accountable for ensuring that all children, regardless of where they live or what their socioeconomic status may be, receive a quality education. If this accountability is removed, the children most at risk — those in underfunded schools, children of color, children with disabilities, English learners and those experiencing homelessness — will be the first to suffer. These children would be denied the critical services and protections they need to succeed in school and in life.

    Moreover, the president’s plan to turn education policy over to the states would completely dismantle the federal safety net that ensures that the most vulnerable children are not left behind. Each of the 50 states has different priorities, resources and political climates. While some might be able to provide excellent educational opportunities, others will leave children behind, particularly in rural or economically disadvantaged areas. Inequities between states could widen to an intolerable degree, and the resulting lack of uniform educational standards would only further disadvantage the children who need the most help.

    To be clear, the department cannot be dissolved at the whim of a sitting president. Under the Constitution, only an act of Congress can create or dismantle a federal agency. The president does not have the unilateral power to eliminate an entire federal institution that serves the educational needs of millions of children across this country. Attempting to do so would not only undermine the law, but also inflict tremendous harm to the very foundation of America’s educational system.

    The idea that dismantling the department could somehow improve that system is not only misguided, but dangerously naïve.

    It’s vital that we, as a nation, recognize the long-term damage this action would cause. The attempt to dismantle the Department of Education is not just an attack on a government agency — it is an attack on the future of America’s children.

    To parents across the country: This policy is not only unconstitutional — it is a grave threat to your children’s future. Whether your child is in a classroom in New York, Los Angeles or a small town in the Midwest, the U.S. Department of Education has worked to ensure that their educational opportunities are protected, funded and regulated. A president who seeks to eliminate this essential agency is jeopardizing the future of every single student in America.

    This is why we must all rise up and make our voices heard. We must demand that our leaders stop this dangerous plan in its tracks, that they fix what isn’t working and that they use this opportunity to reimagine public education and invest in a more effective, equitable system that gives all children the opportunity to succeed.


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  • The Coalitions We Need to Defend Open Inquiry (opinion)

    The Coalitions We Need to Defend Open Inquiry (opinion)

    For the last few years, many colleges and universities across the country have experienced firsthand attacks on higher education through state legislation targeting diversity, equity and inclusion initiatives. Since 2023, about 120 anti-DEI bills have been introduced across 29 states, and 15 of them have become law.

    These proposed bills and enacted legislation have largely been met with silence from university leaders. But over the past month, as attacks on diversity, equity and inclusion policies rose to the federal level via multiple executive orders and a Dear Colleague letter from the Department of Education, a broad coalition—professional associations in higher education, labor organizations, civil rights groups and elected officials—has filed numerous federal lawsuits challenging their constitutionality, including at least four suits involving educational organizations as plaintiffs. By taking legal action and securing a preliminary injunction against two of the executive orders, these coalitions are breaking the silence of recent years to send a clear message about the legality and harmful consequences of these policy changes for higher education and society.

    As scholars who examine how the law shapes educational policy and organizations, we have closely studied the consequences of anti-DEI bills on faculty members who engage in the very topics implicated by these laws. We’ve learned that these bills restrict research and teaching protected by academic freedom before they’re even enacted. Unintentionally or not, silence from institutional leaders contributes to the suppression.

    To counter this climate of suppression and protect the robust exchange of ideas and open inquiry, we must embrace coalitions like the ones behind the federal lawsuits and urge higher education leaders to unite and speak out to uphold institutional missions and safeguard our democracy.

    Why Silence Does Not Work—and Makes Matters Worse

    In our recently published study, we interviewed 32 faculty members whose research or teaching focused on race at two public institutions in different Republican-controlled states with proposed anti-DEI, anti–critical race theory and anti-tenure bills. Even before these bills took effect—and despite exemptions for research and teaching—we found that many faculty members pre-emptively altered their work in response to the external interference.

    Some removed diversity-related course readings or avoided certain terms like “intersectionality” in their teaching. Others, like Kourtney, a Black tenured faculty member, hesitated to share their research publicly, fearing harassment if it got into the wrong hands. Kourtney described how previously she would disseminate her research widely to make an impact. But now, out of fear, she was more reserved and cautious when sharing her work as to not get “on the radar [of] anyone that could potentially try to stop” her research.

    We also learned that the actions—or lack thereof—of university leaders shaped faculty members’ responses. University leaders’ silence amplified the pressures proposed legislation created. Danielle, a Black tenured faculty member, explained how silence from institutional leaders made “everything harder” and “sent a really loud and clear message” of “not supporting me.” The “glaring silence,” as participants called it, from senior leaders and college deans heightened uncertainty and anxiety, leaving many faculty members feeling isolated and solely responsible for protecting their rights under academic freedom.

    Yet not all university leaders were silent. Some faculty members in our study had supportive college deans and department chairs who conveyed affirmative internal messages. These participants reported that such messages helped them feel supported, empowered and confident in continuing their teaching and research without compromise. Wilson and Michelle both expressed that messages from their deans, messages that emphasized valuing faculty expertise and a commitment to scholarship addressing inequities, made them “feel at the college level like you’re protected” and reinforced their belief in “having academic freedom to be able to teach.”

    It is understandable that leaders hesitate to speak out, given the risk of losing state funding or their jobs. In fact, many faculty members we spoke to, like Megan, understood the challenging circumstances and empathized with their college deans. Megan recalled her college dean saying, “We don’t agree with [the bill], but let’s wait it out. Trying to … draw attention will be worse. Let’s keep our head down.” However, their silence also created a critical void. Cruz, a Latino tenured faculty member, explained how “not saying anything is just as bad, because then the only conclusion that the faculty take … is ‘we’re on our own out here.’”

    As a result, many faculty members of color undertook additional administrative work and legislative advocacy efforts as private citizens to be able to carry on with their research and teaching, making it increasingly difficult for them to advance their careers. Cruz shared how all this additional work and advocacy was “time that they’re not doing scholarship, that they’re not writing grants, that they’re not updating their classes.” For some, the frustration and exhaustion became so overwhelming that they chose to leave their institutions, or higher education entirely.

    Why Coalitions Are Needed to Break the Silence

    Our findings also revealed that support from coalitions of civil rights groups, advocacy organizations and professional associations like the American Association of University Professors helped some faculty members to resist the pressure to change their teaching or research. These groups organized teach-ins virtually or on campus, provided legislative analysis via one-pagers and facilitated legislative organizing efforts.

    Eliot, a white tenured faculty member, described how these coalitions helped foster “some unity,” making “a real difference psychologically” by ensuring members no longer felt isolated but instead felt that “we’re in this together.” By building collective capacity, these coalitions empowered faculty members to defend academic freedom and push back against a climate of suppression—particularly as most participants in our study received little to no guidance or support from university leaders.

    Now, faculty members across the country—many of whom are only beginning to face these challenges—find themselves overwhelmed with uncertainty and fear, pressured to pre-emptively censor their work. However, we’re starting to see the emergence of the coalitions needed to disrupt this climate of suppression.

    The recent lawsuits mark an important step in the defense of robust expression of ideas and open inquiry, but they are just the beginning. Effectively challenging this suppression requires a united front of policy and advocacy organizations, civil rights groups, unions, professional associations, and institutional leaders. Leaders are better positioned to advocate for higher education and respond to emerging threats when working within a coalition, such as Education for All, which has been providing training sessions and strategic guidance to help institutions safeguard their student success programs.

    These coalitions provide crucial support on the ground to help faculty members, administrators and students continue their work while the legal battles unfold. And they can help break institutional silence by offering timely, research-driven guidance on state legislation, executive orders and other emerging state and federal threats—many of which pressure education professionals to unnecessarily restrict or abandon core principles and programs in higher education.

    Jackie Pedota, Ph.D., is a postdoctoral associate at the University of Texas at Austin. Her research examines topics within higher education at the intersection of race, power and organizational change, revealing how organizational dynamics and sociopolitical contexts perpetuate inequities for minoritized campus communities.

    Liliana M. Garces, J.D., Ed.D., is the Ken McIntyre Professor for Excellence in School Leadership at the University of Texas at Austin. Her research examines how law and education policy interact to shape access and opportunity in higher education.

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  • How the humanities got us through the pandemic (opinion)

    How the humanities got us through the pandemic (opinion)

    For a moment, best-selling novelist Julia Alvarez sounded abashed. She was being interviewed by National Public Radio’s Scott Simon on April 4, 2020, about her new novel, Afterlife.

    “I’ve got to say this, too, Scott, it feels kind of weird to be talking about my novel, and somehow promoting it, at a time like this,” she explained. “I feel like it just doesn’t quite feel right, because, you know, it’s not business as usual.”

    “But you know,” Simon responded, “reading your novel this week gave me great pleasure. I think there’s no reason for you to feel that there’s something unusual in this. You’ve created a splendid work of art that can give comfort to people now, and I’m glad you can talk about it. I think people need to hear that, too.”

    This brief exchange almost perfectly encapsulates the public insecurity many felt about discussing the value of the humanities in a moment of global medical calamity. To discuss fiction, poetry, painting and music under the shadow of mass death threatened to make discussants appear dilettantish at best, and insensitive snobs at worst.

    But that perception did not match reality during the COVID-19 pandemic. We all read books, found new music to enjoy, watched TV and streaming movies, and communicated widely about how the humanities provided succor and catharsis during a time of enormous emotional stress. Our social media feeds and group texts throughout 2020 and 2021 were filled with recommendations to others about the movies, books and music we enjoyed.

    But today, those conversations are largely forgotten. Public discourse around the COVID-19 pandemic now revolves around public health decision-making, scientific arguments about vaccines and the origins of the virus, and other debatable propositions. Remembrance of what actually happened—that is, our daily habits and activities under lockdown—is rarely chronicled in detail. Everyone wants to move on.

    Yet such intentional amnesia obscures the ways the humanities got us through those difficult months.

    The truth is the humanities—that is, the use of creativity and imagination, in questioning the human condition—remained absolutely central to our collective survival. The evidence, though difficult to measure in quantitative metrics, exists in the atmospheric ways that humanities media continually provided relief and distraction when scientific answers were still unknown and we all felt threatened by an unknown future.

    With the fifth anniversary of the start of the COVID-19 pandemic upon us, we are undoubtedly going to hear much about Operation Warp Speed, the Wuhan Institute of Virology and other scientific and medical legacies.

    We’ll hear much less about the humanities and the role they played.

    The problem is we’re loath to label Netflix, YouTube, podcasts and other technological marvels as humanities media. Instead, we talk about how new technologies distract, mislead and misinform us. We do not remember how we reached for them in the search for comfort in a time of true existential crisis, and the vital role they played in social cohesion.

    There’s been a lot written about the crisis in the humanities. There’s been far less written about the humanities during a crisis. And that’s a mistake, because as we move further past 2020–2021, we will all likely forget when the power and vitality of the creative arts helped keep us grounded, sane, curious and, if necessary, distracted.

    The very invisibility today of what occurred then needs to be illuminated. Even at the time—as evidenced by Julia Alvarez’s reservations about talking about her novel—it seemed almost embarrassing to celebrate witty scenes from Broadway plays, to choreograph interpretative dances or jot down lines of poetic observation. Yet moments of sublime, thoughtful, philosophical and engaging artistry arose everywhere.

    How many people today recall the brilliant daily updates provided by Dr. Craig Smith, the chief of surgery at Columbia University Irving Medical Center? Smith continually quoted Emily Dickinson, Mark Twain, Rudyard Kipling, Bertrand Russell, T. S. Eliot and others for inspiration in his daily updates. The Wall Street Journal labeled Smith “the pandemic’s most powerful writer” while noting the “elegant, almost poetic” prose of his daily dispatches. Smith often relied on poetry to express the inexpressible, and many Americans eagerly read his work—not just to be informed, but to also be comforted emotionally. Smith understood the enormity of the existential confrontation that faced every American in 2020, and so employed his knowledge of the humanities to help others comprehend the incomprehensible. His artistry as a writer provided an enormous public service.

    That’s precisely what Scott Simon was telling Julia Alvarez. She had nothing to apologize for, and, in fact, her artistic achievement in an unprecedented era of doubt, anxiety and uncertainty was a gift that would be gratefully received and appreciated.

    A major problem with the humanities is that so much of its success will always remain invisible to the audiences that consume it. We are primed to take for granted the artistic process, now that AI can mimic it. History videos and podcasts remain available anytime, and ebooks can be downloaded so easily. We can see the Mona Lisa at any moment. Many of the world’s greatest artworks, and the most beautiful song performances, can be found instantly. It’s a miracle unimaginable to earlier generations, but it also paradoxically devalues the time, effort and creativity that inspired such beauty.

    Debates about how to make the humanities more visible and relevant arise often. Some argue that the humanities should emphasize the analytics and metrics concerning job development and career preparation, or comparative salary growth over the course of a career. Others counsel the embrace of new avenues of promotion and marketing. But the first step needs to be simple recognition. We must make immediately clear—without obfuscatory language or elevated rhetoric—the impact of the humanities in the present and in the near past.

    When the pandemic threatened the stability of the world, the answers people sought were primarily medical and scientific. But intertwined with anger and impatience in that moment was a yearning for meaning far more spiritual than empirical. As our regular routines of time and space became unsettled, and communication and interactivity more ambiguous, the need to explore the essence of what it means to be human naturally arose. People became creative, trying out new baking recipes, teaching themselves to play guitar or piano, or drawing sketches or drafting poetry. This was not simple escapism—it was engagement with our imaginations.

    We also wondered about the future of humankind. We might not have called our ruminations, prayers, thoughtfulness, curiosity and questioning “philosophy,” but that’s what we were practicing. Those moments got many of us through when daily anxiety threatened existential desperation.

    That the humanities sustained us through the pandemic is undeniable. The evidence is everywhere: We just need to see it, remember it and celebrate it. When a global primal moment of fear exploded—seemingly out of nowhere—to take control over our lives, it was fiction, movies, poetry, art, philosophy and music that moved us forward into the future. It was not solely the vaccines.

    That’s history. And now it’s memory, too. The key question is whether humanities scholars understand these great achievements and will make them more widely known.

    Michael J. Socolow is a professor in the Department of Communication and Journalism at the University of Maine and formerly served as director of U Maine’s McGillicuddy Humanities Center from 2020 to 2022.

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  • AI tools deepening divides in graduate outcomes (opinion)

    AI tools deepening divides in graduate outcomes (opinion)

    Since OpenAI first released ChatGPT in November 2022, early adopters have been informing the public that artificial intelligence will shake up the world of work, with everything from recruitment to retirement left unrecognizable. Ever more cautious than the private sector, higher ed has been slow to respond to AI technologies. Such caution has opened a divide within the academy, with the debate often positioned as AI optimism versus pessimism—a narrow aperture that leaves little room for realistic discussion about how AI is shaping student experience.

    In relation to graduate outcomes (simply put, where students end up after completing their degrees, with a general focus on careers and employability), universities are about to grapple with the initial wave of graduates seriously impacted by AI. The Class of 2025 will be the first to have widespread access to large language models (LLMs) for the majority of their student lives. If, as we have been repeatedly told, we believe that AI will be the “great leveler” for students by transforming their access to learning, then it follows that graduate outcomes will be significantly impacted. Most importantly, we should expect to see more students entering careers that meaningfully engage with their studies.

    The reality on the ground presents a stark difference. Many professionals working in career advice and guidance are struggling with the opposite effect: Rather than acting as the great leveler, AI tools are only deepening existing divides.

    1. Trust Issues: Student Overreliance on AI Tools

    Much has been said about educators’ ability to trust student work in a post-LLM landscape. Yet, when it comes to student outcomes, a more pressing concern is students’ trust in AI tools. As international studies show, a broad range of sectors is already placing too much faith in AI, failing to put proper checks and balances in place. If businesses beholden to regulatory bodies and investors are left vulnerable, then time-poor students seeking out quick-fix solutions are faring worse.

    This is reflected in what we are seeing on the ground. We were both schoolteachers when ChatGPT launched and both now work in student employability. As is common, the issues we first witnessed in the school system are now being borne out in higher ed: Students often implicitly trust that AI will perform tasks better than they are able to. This means graduates are using AI to write CVs, cover letters and other digital documentation without first understanding why such documentation is needed. Although we are seeing a generally higher (albeit more generic) caliber of writing, when students are pressed to expand upon their answers, they struggle to do so. Overreliance on AI tools is deskilling students by preventing them from understanding the purpose of their writing, thereby creating a split between what a candidate looks like on paper and how they present in real life. Students can only mask a lack of skills for so long.

    1. The Post-Pandemic Social Skills Deficit

    The generation of students now arriving at university were in their early teens when the pandemic hit. This long-term disruption to schooling had a profound impact on social and emotional skills, and, crucially, learning loss also impacted students from disadvantaged backgrounds at a much higher rate. With these students now moving into college, many are turning to AI to try and ameliorate feelings of being underprepared.

    Such a skills gap is tangible when working with students. Those who already present high levels of critical thinking and independence can use AI tools in an agile manner, writing more effective prompts before tailoring and enhancing answers. Conversely, those who struggle with literacy are often unable to properly evaluate how appropriate the answers provided by AI are.

    What we are seeing is high-performing students using AI to generate more effective results, outpacing their peers and further entrenching the divide. Without intervention, the schoolchildren who couldn’t answer comprehensions questions such as “What does this word mean?” about their own AI-generated homework are set to become the graduates left marooned at interview where they can no longer hide behind writing. The pandemic has already drawn economic battle lines for students in terms of learning loss, attainment and the very awarding of student grades—if we are not vigilant, inequitable AI use is set to become a further barrier to entry for those from disadvantaged backgrounds.

    1. Business Pivots, Higher Ed Deliberates

    Current graduates are entering a tough job market. Reports have shown both that graduate-level job postings are down and that employers are fatigued by high volumes of AI-written job applications. At the same time, employers are increasingly turning to AI to transform hiring processes. Students are keenly attuned to this, with many reporting low morale that their “dream role” is now one that AI will fulfill or one that they can see becoming replaced by AI in the near future.

    Across many institutions, higher education career advice and guidance is poorly equipped to deal with such changes, still often rooted in an outdated model that is focused on traditional job markets and the presumption that students will follow a “one degree, one career” trajectory, when the reality is most students do not follow linear career progression. Without swift and effective changes that respond to how AI is disrupting students’ career journeys, we are unable to make targeted interventions that reflect the job market and therefore make a meaningful impact.

    Nonetheless, such changes are where higher education career advice and guidance services can make the greatest impact. If we hope to continue leveling the playing field for students who face barriers to entry, we must tackle AI head-on by teaching students to use tools responsibly and critically, not in a general sense, but specifically to improve their career readiness.

    Equally, career plans could be forward-thinking and linked to the careers created by AI, using market data to focus on which industries will grow. By evaluating student need on our campuses and responding to the movements of the current job market, we can create tailored training that allows students to successfully transition from higher education into a graduate-level career.

    If we fail to achieve this and blindly accept platitudes around AI improving equity, we risk deepening structural imbalances among students that uphold long-standing issues in graduate outcomes.

    Sean Richardson is a former educator and now the employability resources manager at London South Bank University.

    Paul Redford is a former teacher, now working to equip young people with employability skills in television and media.

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  • Anti-DEI rhetoric is not same as legal reality (opinion)

    Anti-DEI rhetoric is not same as legal reality (opinion)

    The Trump administration’s anti-DEI playlist has been booming out onto the quad since Inauguration Day. Executive orders denounced “dangerous, demeaning, and immoral race- and sex-based preferences,” and the Department of Justice promised to investigate “illegal DEI” activities. The Department of Education asserted that universities have “toxically indoctrinated students” with ideas about “systemic and structural racism” before launching its “End DEI Portal.” Meanwhile, more than 30 states have considered or enacted laws curtailing DEI.

    University responses have been varied and sometimes chaotic. Some have canceled, then reinstated cultural events. Some have scrubbed DEI websites and canceled race-focused events. Others have vowed to “resist.” More than 60 higher education organizations called on the department to rescind its DEI Dear Colleague letter, while one lawsuit seeks to block the DCL and another has won a preliminary injunction as to the executive orders.

    In sum, this is the year the culture war turned into a food fight. It’s understandably chaotic, but the chaos isn’t entirely warranted by the legal moves the administration is making. Behind all the angry words are sober laws that didn’t change on Inauguration Day. The administration’s attack on DEI is rooted in Title VI of the Civil Rights Act of 1964. Naturally, that seminal law doesn’t mention DEI. Here’s what it says:

    “No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

    The anti-DEI initiative is based on this law because, unlike other antidiscrimination laws, it prohibits differential treatment almost without exception. This has been especially true since Students for Fair Admissions vs. Harvard, the 2023 Supreme Court case that ended affirmative action based on race.

    Why Title VI?

    Title VI, which bars racial discrimination, is very different from the antidiscrimination laws covering sex and disability, since those laws often require the kind of differential treatment that is illegal in matters of race. For example, Title IX does not require that women and men try out for the same basketball team. To the contrary, it requires that men and women be given equal opportunity to benefit from the program, which in some cases requires the kind of separate-but-equal approach famously made illegal by the Supreme Court in Brown v. Board of Education. Disability laws are even more rooted in equitable practices like reasonable accommodation, accessible facilities and so on. Discrimination is avoided not by treating people the same but by treating people differently in certain defined ways.

    One key difference between conservative and progressive approaches to antidiscrimination law is about equal versus equitable treatment. Conservatives lean toward equal treatment where possible, so the law that achieves that most clearly is found in Title VI and its constitutional corollary, the equal protection clause of the 14th Amendment. The resulting law is simple and powerful: no differential treatment based on race, color or national origin.

    But it is also quite narrow. It doesn’t make DEI illegal, and it won’t “dismantle DEI.” That would require new laws, restricted funding and so on. All that may happen, and some already has—but it can’t be achieved with Title VI, even in the hands of an energetic Office for Civil Rights.

    Political Rhetoric vs. Legal Reality

    The yawning gap between political rhetoric and legal reality is perfectly embodied in the Education Department’s new “End DEI Portal.” Its provocative name appears in the press release—but not on the portal itself, which never mentions DEI (save for in the domain name). The portal is a complaint form for “illegal discriminatory practices at institutions of learning” based on civil rights law. It’s a tool constructed by lawyers that differs little from the Biden-era complaint form.

    To be sure, the “End DEI Portal” name will induce people to report practices that aren’t illegal—and that will have a chilling effect. But its implementation sticks to the letter of the law. There are many other examples like it.

    Breaking Down the EO and DCL

    The Jan. 21 executive order on DEI has sweeping political language, but its legal provisions are quite conventional. Agencies are ordered to end “discriminatory and illegal” activities and enforce civil rights laws—two long-standing obligations, though opinions vary on how well they have been carried out. It instructs agencies to “combat illegal private-sector DEI preferences” and describes “illegal DEI” as programs “that constitute illegal discrimination or preferences.” For example, under the executive order, federal contractors must now certify that they do not “operate any programs promoting DEI that violate any applicable Federal anti-discrimination laws.” Not any DEI program: any that violate antidiscrimination laws.

    The phrase “illegal DEI” invites misunderstanding—but it does not, nor could it, mean that DEI programs are illegal.

    Importantly, the executive order says it cannot limit free speech or teaching —even if that speech or teaching advocates for “the unlawful employment or contracting practices prohibited by this order.” These sober reassurances come near the end, several paragraphs after many people appear to have stopped reading.

    OCR’s Dear Colleague letter is made with the same ingredients: Heated political language condemns DEI programs, while legal language tracks Title VI. The upshot is that, in the department’s view, differential treatment based on race, color or national origin violates the law. OCR followed up with an FAQ document laying this out in detail. It is rooted in law familiar to every civil rights lawyer, and it follows a strict reading of Title VI law that comes from Students for Fair Admissions.

    Problems Still to Be Solved

    Well before the 2024 election, several public universities ended race-based scholarships, and Duke University transformed a race-based scholarship into a program open to all. In a sense, it’s surprising that scholarships based on race or national origin survived this long. The federal regulations implementing Title VI mention financial aid nine times in the section prohibiting discrimination on the basis of race, and this language has been the same since at least 1980.

    But even simple things can be uncertain in law. A related regulation allows that universities “may take affirmative action to overcome the effects of conditions which resulted in limiting participation by persons of a particular race, color, or national origin.” This would seem to open the door to scholarships and perhaps other practices based on race. But Title VI of the Civil Rights Act never mentions affirmative action, and the 14th Amendment’s equal protection clause may forbid it.

    Because of the obvious risks, university programs have long been designed not to classify people by race, color or national origin—but some common practices are in for some scrutiny. Consider a donor who has made a restricted gift to provide scholarship support to students from a specific country—it doesn’t matter if it’s Canada or Kenya. Since Title VI bars preference by national origin, can the university no longer offer that scholarship? If so, how should it be altered to conform to Title VI? Possibilities like this almost seem absurd, but they are among the issues colleges are working out right now.

    Race-based housing or mentoring programs are certainly open to challenge, but it remains to be seen how many such programs there really are. It isn’t illegal for a student club, house, activity or even a scholarship program to be of interest mainly to students of one race. It becomes a problem when a college compels behavior or allocates resources based on race. Take housing as an example. Ethnically themed houses are pretty common, and many are open to anyone. If selection is race-neutral, these should be fine. But it will be no surprise if OCR chooses to investigate housing assignment processes to confirm that they are actually race-neutral.

    The State Attack on DEI

    Over all, the law hasn’t changed much at the federal level, though its enforcement is sure to be more focused. When all the dust has settled, this may be true at the state level, too. I won’t describe the legislation pending in all the different states, but a quick look at Iowa’s DEI laws may shed some light.

    Iowa’s HSB60 is titled “An Act prohibiting private institutions of higher education that participate in the Iowa tuition grant program from establishing diversity, equity, and inclusion offices.” The bill, which closely follows the structure and language of similar legislation passed for Iowa’s public universities last year, does what the title says, so the question is— what is the definition of “diversity, equity, and inclusion” under Iowa law? For both private and public universities, DEI is defined as carrying out policies or procedures “on the basis of” or “with reference to” race, color or ethnicity—and in some cases gender identity, sex or sexual orientation. The definition also includes promoting “as the official position” of the college any of a series of concepts associated with DEI.

    That certainly seems comprehensive—perhaps DEI is indeed illegal in Iowa. But both pieces of legislation explicitly do not apply to academic course instruction, research or creative works, student organizations, invited speakers, performers, or health services. You can drive a truck through these exceptions—a truck roughly the size of a college. These expansive exceptions are probably commanded by the First Amendment, which is one of the reasons why “illegal DEI” in Iowa ends up being pretty similar to “illegal DEI” in the Trump executive orders. It’s shaped like an admittedly very expansive reading of Title VI—with a little Title IX on the side.

    DEI and Religious Liberty

    Free speech is the First Amendment protection that comes to mind most naturally in higher education, but another one might become important for some colleges: the free exercise clause guaranteeing religious liberty. Some colleges state their commitment to diversity in unmistakably religious terms. One can imagine a practice rooted in religious belief that arguably violates the letter of Title VI—for example, distributing certain committee memberships in a representational way, perhaps by national origin. Or, for a college with long-standing missionary connections, scholarships directed to students from certain international religious communities.

    Practices like this could result in a direct collision of the free exercise clause of the First Amendment and the equal protection clause of the 14th Amendment. A very similar scenario was briefly discussed in a recent Supreme Court case, but the court did not resolve it. We may not know the answer unless it comes up. Because the free exercise clause protects not just beliefs but also actions—up to a point—certain practices related to diversity could conceivably have more constitutional protection if they are faith-based.

    So Why Are Some Universities Ditching DEI?

    Over all, it looks like getting into compliance with the law will require small but meaningful adjustments—and perhaps a lot of them. But this doesn’t explain why some universities are retreating from DEI altogether. I can think of four reasons why some are making this move. Three just reflect the reality of 2025, but the fourth may be an unforced error.

    First, state legislatures control public university funding, so even those that don’t pass anti-DEI laws can express their displeasure through the budget. When an institution like the University of Akron cancels race-oriented programs that are clearly protected under the First Amendment and the Jan. 21 executive order, the real reason may be the State Senate’s opposition to DEI.

    Second, research universities rely on big pipelines of grant money from agencies like the National Institutes of Health and the National Science Foundation. Those pipelines have been shown to be fragile, so when a private research university in a very blue state reduces its DEI program, as the University of Southern California appears to have done, it may be out of concern for research grants. Exactly how these funding streams relate to DEI has yet to be fleshed out, but it’s understandable if universities are connecting the two.

    Third, the executive branch may also use its hiring discretion to roll back DEI. In February, the interim U.S. attorney for the District of Columbia wrote in a letter to the dean of Georgetown Law School that his office would not hire anyone “who is a student or affiliated with a law school or university that continues to teach and utilize DEI.” There are potential legal problems with this, but it’s hard to see how universities can compel the federal government to hire their graduates. The retreat from DEI may be motivated in part by factors like this.

    A fourth explanation is that some university leaders are confusing political language with changes in the law. This is a critical mistake: We believe in rule of law, not rule by law. The law only changes when Congress changes it. The administration’s DEI executive orders did not purport to change the law; neither did the Office for Civil Rights or the Department of Justice. They are expressing sharp views on what the law is—and, in their view, what it has been since the Students for Fair Admissions case in 2023.

    From that perspective, everyone is playing with the same legal cards they had before Inauguration Day. What matters now is our collective commitment to play those cards according to the rules of the game. There’s a lot of change coming, and the courts are destined to be very busy.

    Dan Currell was a senior adviser in the Office for Civil Rights in the first Trump administration.

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  • Ed data goes dark: Why it matters (opinion)

    Ed data goes dark: Why it matters (opinion)

    When President Donald Trump and Elon Musk’s Department of Government Efficiency set out to slash billions from the federal budget, it puzzled me as to why one of their first targets was an obscure data collection and research agency, the Institute of Education Sciences, a relatively modest operation buried deeply in the corridors of the Department of Education, and indeed one few had ever heard of. Since then, the newly installed secretary of education has ordered a review of all the department’s functions as part of what she ominously called the department’s “momentous final mission.”

    A conversation with a trusted colleague helped me understand the cuts to IES, noting that the action should be seen as part of a new breed of autocrats around the world who seek to control information to hide the impacts of their actions from the public. In contemporary authoritarian governments, control of information—or what has come to be known today as informational autocracy—often substitutes for brute force.

    Similar to how the Trump administration is seizing control of the White House press pool, canceling contracts for independent, high-quality education research is another way of controlling information. As Democratic lawmakers wrote in a Feb. 21 letter decrying the cuts, “The consequences of these actions will prevent the public from accessing accurate information about student demographics and academic achievement, abruptly end evaluations of federal programs that ensure taxpayer funds are spent wisely, and set back efforts to implement evidence-based reforms to improve student outcomes.”

    IES houses a vast warehouse of the nation’s education statistics. Data collected by the agency is used by policymakers, researchers, teachers and colleges to understand student achievement, enrollment and much more about the state of American education. With IES being among the largest funders of education research, cutting it limits public access to what’s happening in the nation’s schools and colleges.

    Claiming to eliminate waste and corruption, Musk’s first round of cuts involved canceling what DOGE initially said were nearly $900 million in IES contracts (though, as subsequent reporting has since revealed, DOGE’s math doesn’t add up and the canceled contracts seem to amount to much less). A second round purportedly sliced another $350 million in contracts and grants. It’s unclear how much more is destined to be chopped, since these may only be the first in a series of cuts designed to completely dismantle the Education Department. Though a department spokesperson initially said that the cuts would not affect the National Assessment of Educational Progress, a standardized test known as the nation’s report card, and the College Scorecard, which allows citizens to search for and compare information about colleges, we’ve since seen the cancellation of a national NAEP test for 17-year-olds.

    In the Obama years, public data helped reveal bad actors among for-profit colleges, which were receiving millions in federal aid while delivering inferior education to poor and working-class students who yearned for college degrees. Since so few actually completed, what many got instead was crushing college debt. Luckily, good data helped drive nearly half of all for-profit programs to shut down. Publicly disseminated data exposes where things go wrong. But you can’t track down con men without evidence.

    Ideally, in a well-functioning democracy, with a richly informed public, data helps us reach informed decisions, leading to greater accountability and enabling us to hold officials responsible for their actions. With access to reliable information about what’s happening behind closed doors, data helps us understand what may be going on, even to protest actions we may oppose.

    Lately, however, things aren’t looking good. Since Trump and his top officials have slashed race-conscious programs and moved to prohibit funding for certain areas of research, higher ed leadership has remained mostly silent, with only a handful of college presidents protesting. Most have shrunk into the wings, cowed by Trump’s power to defund institutions. It already has the eerie feeling of watching your step.

    Shutting down potentially revealing data collection is perhaps the least worrisome page in an autocrat’s playbook. As Trump continues to follow the authoritarian path set by leaders in Hungary, Turkey and elsewhere, we should expect other, more damaging and more frightening higher ed moves that have been imposed by other autocrats—selecting college presidents, controlling faculty hiring and advancement, punishing academic dissent, imposing travel restrictions.

    Just a few months ago, there was comfort in knowing everything was there—data on enrollments, graduation rates, participation rates of women and other groups. All very neatly organized and accessible whenever you wanted. Even though some found IES technology old and clunky, it felt like higher ed was running according to a reliable scheme, that you could go online and open data files as in a railroad timetable. Without it, there might be a train wreck ahead and you wouldn’t know it until it was too late. Now these luxurious numbers may soon be lost, with decades of America’s academic history pitched into digital darkness.

    It’s frightening to realize that we’ll no longer be operating on solid intelligence. That we’ll no longer have guideposts, supported by racks of sensibly collected numbers to tell us if we’re on the right path or if we’re far afield. Trump’s wrecking ball has smashed our confidence, a confidence built on years of reliable data. We’ll soon be in the dark.

    Robert Ubell is vice dean emeritus of online learning at New York University’s Tandon School of Engineering and senior editor of CHLOE 9, the ninth national survey of higher ed chief online learning officers. A collection of his essays on virtual education, Staying Online: How to Navigate Digital Higher Education, was published by Routledge.

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  • Closing a college with dignity (part 3) (opinion)

    Closing a college with dignity (part 3) (opinion)

    After a year of many last events, Cabrini University celebrated its final commencement ceremonies last May and a “legacy” event to ceremonially close the institution and pass the legacy to Villanova University, which purchased the campus. As the emotions have tempered, and Cabrini’s president and academic leadership team have moved on to new career opportunities, we offer these lessons learned for financially struggling colleges that may be facing the possibility of closure, as well as insights for colleges in positions of financial strength on how they can help.

    If Your College Is Struggling Financially

    The quickest route to a chaotic close is running out of cash. Depending on how liquid an institution is—a combination of how much actual cash it holds with how many assets it has that can quickly be converted to cash—running out of cash can happen suddenly. A constant awareness of liquidity is imperative to avoid such a terrible outcome, and any potential partner will ask how long the cash will last as a preliminary decision criterion.

    This is the third part of a three-part series. Parts 1 and 2 can be found here and here.

    For many institutions, the most accessible cash resource is the unrestricted portion of the endowment. This can be both a blessing and a curse. Some institutions today are actively drawing more on their endowment than the historic 4 to 5 percent in support of annual operations in order to solve potentially existential challenges (the blessing)—but if the revitalization effort fails, then institutional resources may not be available to preclude closure (the curse). Without the Villanova partnership, Cabrini would have faced a significant cash crunch, which would have forced very difficult choices, especially related to supporting employees in the final stages of closing.

    Rating agencies have also called out the growing amount of deferred maintenance colleges are facing. This is an in-the-weeds problem that many institutions are not addressing, at their great peril. In Cabrini’s case, we had to close a residence hall due to a heating system failure, and a heavily used campus road was so frequently repaired that it was difficult to traverse. We also could not provide competitive equipment for students in one of our most popular majors.

    For institutions on the brink, deferred maintenance can be a real deterrent when considering deal terms with potential partners. Villanova has announced that it will spend $75 million to upgrade the Cabrini campus.

    Here are some additional factors financially struggling institutions should consider:

    • Your accreditor will not tell you to close until it is too late. Cabrini did not receive any warnings from its accreditor in the decade prior to closure. The institution remained accredited by the Middle States Commission on Higher Education through graduating its final class and even moved through the required accreditation self-study process in the final year of operation. Do not rely on your accrediting body to make decisions for you.
    • Be honest and transparent with your campus community about enrollment and the college’s financial reality.
    • Consider the cash reserves necessary to close with dignity. Your expenditures will be higher than normal during the wind-down period. You will need to secure an excellent legal team with expertise in closing colleges. There will also be costs associated with exiting long-term contracts and licenses as well as severance and retention costs. Anticipating these increased costs and decreased revenues in the final year is critical to the success of the closure.
    • Anticipate that alumni may want to “save the college.” If you do not have a history of alumni making large gifts, these efforts will be unlikely solutions. When entertaining such possibilities, consider the amount necessary to raise not just to keep the institution open for another year, but to sustain operations over time.
    • Plan for a closing timeline, even if you are not certain you will close. Choosing the right time in the academic calendar to announce a closing is an especially challenging task. Primary consideration must be given to future educational opportunities for students, followed by maximizing employment opportunities for faculty and staff. If it is possible to announce a closing after the end of an academic year for two years into the future, that affords the opportunity to graduate juniors and seniors while preparing sophomores and first-year students for teach-out, and gives faculty up to two academic recruiting cycles, which is especially helpful for tenure-stream faculty. Having sufficient funding on hand is key to offering a two-year closing time frame, given that fiscal and human resources start to deplete as soon as a closing announcement is made.
    • As you plan for a closing timeline, consider the ethical responsibility to deliver a robust student experience. In its final year, Cabrini prioritized using funds for student events and experiences and reduced or eliminated budgets for employee travel, professional memberships and other non-student-facing services.

    If Your College Is Preparing for a Closure Announcement

    If your institution has decided to close, consider the following steps before you announce:

    • Build a website with critical information so that all of your constituents—students, employees, alumni and donors—can receive information. Continue to add to FAQs as more information becomes available.
    • Keep the circle of people who know about the impending closure small to avoid leaks prior to having as much planned as possible. Using nondisclosure agreements is critical. While holding this news may be questioned as unethical, the decision to wait to announce until plans are in place provides the community with more clarity on partner/teach-out institutions, career counseling, mental health counseling, health care, plans for severance and retention agreements, etc.
    • Consider hiring a crisis management team to prepare you for the announcement.
    • Plan to host open forums (virtually and in person) for parents, students and faculty to support their transitions immediately after the closure announcement. Understand that the messaging may not be absorbed when people are upset. Post recordings or PowerPoint slides on your closing website.
    • Plan for mental health support for employees and students, with both in-person and virtual options.
    • Plan for the many human resources issues you will need to consider. Compliance with the federal WARN Act is crucial in order to not incur additional costs. If you provide a notice of a year or more, you will want to retain key faculty and staff. Simultaneously, you will want some melt of employees to align with the melt of students (and tuition income) that will occur. This means you will need to consider both retention and severance agreements, while complying with terms laid out in employee handbooks.
    • Remain in close communication with your accreditor(s) and continue to report on compliance with standards as well as the closure plan. They have processes and expectations that colleges need to honor in order to retain accreditation for the final graduating class. As noted earlier, Cabrini had to complete a regularly scheduled Middle States self-study process, including the site team visit, in the final year of operation, while also completing processes related to closure and the asset purchase agreement.
    • Anticipate that there will be additional administrative tasks to finish after students and faculty leave. In this regard, there will seem to be multiple dates that feel like an ending—the date when academics cease and degrees are no longer awarded, the date when accreditation ends, the date when a transaction occurs for the property, the date the endowment transfer process happens through the Orphan’s Court—a process specific to Pennsylvania—and more. Audits, financial aid close-out and reporting requirements, tasks related to tax compliance, discontinuation of vendor relationships, transition of student records, withdrawal from the federal international student program and other administrative tasks will need to occur after most campus employees have been terminated. Understanding these requirements and creating a checklist for closure will keep your leadership team on track.

    If Your College Has Announced Plans to Close

    • Request department chairs work collaboratively to identify students who can realistically graduate prior to closing, determine what courses these students need and schedule classes to meet these needs. Closing institutions need to be flexible but not sacrifice the quality of the education. Modifying degree requirements to the point where students do not have the skills and knowledge that is expected of the degree is unethical.
    • Adapt catalog policies to ensure due process for managing grievances, academic standing determinations, grade disputes/changes, hearing requests, etc., within the timeline for closure. Once closed, transcripts cannot be modified.
    • Establish a working group on record retention to determine what needs to shift to another institution or agency and what needs to be shredded.
    • Prepare faculty and staff on campus to assume many roles as their faculty and staff colleagues depart throughout the year.
    • Anticipate that alumni will suddenly be more engaged than they have been in recent years. Your focus must remain on taking care of your current employees and students, who deserve a robust experience.
    • Give yourself grace and extend that to everyone around you. Everyone is experiencing some level of grief, stress and trauma. Be flexible even while knowing that at times you will need to have firm deadlines to respect people’s bandwidth and complete processes. Understand that students and employees will react differently and move on different schedules.
    • Have hope. There are moments of your closure period that will be horrific. There is no other way to describe it. There will also be moments of solidarity and togetherness. Ultimately, a closure can be a period of forced growth for many people. Many Cabrini employees found a new job opportunity that advanced their careers.

    If Your College Isn’t Closing, but a College in Your Area Is

    • If a college or university in your area is closing or is rumored to be closing, talk with them to ask how you can best support them. Before posting information on your website or speaking with the media about welcoming the students from the closing college or university, ask the closing institution directly about how you can best support their students and employees for a smooth transition.
    • Working with institutions to establish memorandums of understanding for supportive transitioning of students is important, as is acting with transparency and honesty. Unfortunately, there were institutions that exhibited predatory behaviors toward Cabrini students with flashy, false promises that led vulnerable students to spend more time and money to complete their degrees. Don’t be that institution.
    • If a college provides a notice period, understand that actively recruiting their students or employees prior to closure might negatively impact the closing institution. If you would like to offer employment to someone at a closing institution who is in a key position such as director of financial aid or registrar, consider communicating with the closing institution to seek a solution that can provide a transition period, possibly splitting the employee’s time between the two institutions.

    Final Reflection

    In an ideal world of higher education, no institution would have to endure a sudden or planned closure. However, the current financial and enrollment pictures at many colleges and universities point to a harsher reality.

    For others working at institutions that are exploring mergers, acquisitions or closures, do not work in isolation. There are now many higher education professionals who have lived through this experience who can offer advice confidentially and understand the need for nondisclosure. Higher education will be stronger if we work together, not in competition, and recognize our shared mission to serve students and our communities.

    The final two years were a very difficult time for Cabrini University’s community. The institution’s leadership is forever grateful to the faculty and staff, all of whom rose to the occasion to embrace the many lasts. Their selfless work and sacrifice will serve as a legacy for Cabrini, as will the colleges where Cabrini students chose to continue their educations and the institutions where former Cabrini faculty and staff will continue their careers.

    Helen Drinan served as interim president of Cabrini University. Previously, she served as president of Simmons University.

    Michelle Filling-Brown is associate vice provost for integrated student experience and a teaching professor in the Department of English at Villanova University. She formerly served as chief academic officer/dean for academic affairs at Cabrini University, where she also served as a faculty member for 16 years.

    Richie Gebauer is dean of student success at Bryn Mawr College. He formerly served as assistant dean of retention and student success at Cabrini University.

    Erin McLaughlin is the interim dean of the College of Arts, Education and Humanities at DeSales University. She formerly served as associate dean for the School of Business, Education and Professional Studies at Cabrini University, where she also served as a faculty member for 16 years.

    Kimberly Boyd is assistant professor of biology and anatomy and physiology at Delaware County Community College. She formerly served as dean of retention and student success at Cabrini University, where she also served as a faculty member for 25 years.

    Missy Terlecki is dean of the School of Professional and Applied Psychology at Philadelphia College of Osteopathic Medicine. She formerly served as associate dean for the School of Arts and Sciences at Cabrini University, where she also served as a faculty member for 19 years.

    Lynda Buzzard is associate vice president and controller at Villanova University. Previously, she served as the vice president of finance and administration at Cabrini University in its final year.

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  • Higher ed botched response to anti-DEI guidance (opinion)

    Higher ed botched response to anti-DEI guidance (opinion)

    While much of the now-infamous Valentine’s Day Dear Colleague letter from the Department of Education’s Office for Civil Rights was vague and void of specific information, the following sentence was crystal clear:

    “The Department intends to take appropriate measures to assess compliance with the applicable statutes and regulations based on the understanding embodied in this letter beginning no later than 14 days from today’s date, including antidiscrimination requirements that are a condition of receiving federal funding.”

    Despite the letter’s clear language to the contrary, higher education leaders and the media (including the higher ed press) did the math and declared Feb. 28 “deadline day” for diversity, equity and inclusion programs in higher education. “Deadline day,” read one story. “The clock is running out,” claimed another. An Associated Press story ran with the lead “Schools and colleges across the U.S. face a Friday deadline to end diversity programs or risk having their federal money pulled.” What ensued was a self-made crisis characterized by spirited debates and ill-advised anticipatory compliance with the yet-to-be-announced changes to enforcement of Title VI of the federal Civil Rights Act of 1964.

    Seasoned veterans knew better. The most likely “next step” indicated by the department was presumed to be further communication from OCR about the “measures to assess compliance” that were promised in the letter.

    And that is exactly what happened. On March 1, the department issued a press release and FAQ document elaborating on the Dear Colleague letter. The FAQ elaborates on the new administration’s intention to use a novel and expansive interpretation of the 2023 Supreme Court decision in SFFA v. Harvard, an admissions case in which Chief Justice John Roberts opined that diversity-related goals within higher education can be “commendable” and “plainly worthy.” It answers questions about how the department will receive complaints. In short, the department did exactly what it stated it would do within the 14-day timeline. The so-called deadline was a chimera, an artifact of the confusion and fear created by the letter’s politically charged context and lack of specificity.

    While it leaves many key questions unanswered, the FAQ does favorably settle several unclear points raised by the Dear Colleague letter.

    Question 8 asks, “Are Diversity, Equity and Inclusion (DEI) programs unlawful under SFFA?” The answer is no. Only if those programs discriminate on the basis of race, color or national origin do they violate the law. The answer further clarifies what we have known all along: “Whether a policy or program violates Title VI does not depend on the use of specific terminology such as ‘diversity,’ ‘equity,’ or ‘inclusion.’” The department declares in unambiguous language that it cannot deem certain words “illegal,” nor are phrases such as “diversity,” “equity,” “inclusion” or “belonging” a violation of nondiscrimination obligations.

    Question 9 asks, “Does this mean that students, teachers, and school employees may not discuss topics related to race or DEI under Title VI?” Again, the answer is no. Only if those classroom discussions create “hostile environments through race-based policies and stereotypes” do they violate the law. The answer makes clear, “Nothing in Title VI, its implementing regulations, or the Dear Colleague Letter requires or authorizes a school to restrict any rights otherwise protected by the First Amendment.”

    The 14-day window between the Dear Colleague letter and the FAQ did not pass without some productive and inspirational advocacy. Notably, Paulette Granberry Russell and the National Association of Diversity Officers in Higher Education won a significant legal victory in federal district court, achieving a preliminary injunction blocking enforcement activities and the withdrawal of funding based on anti-DEI executive orders.

    The American Council on Education submitted a persuasive letter to OCR—signed by 71 national higher education organizations—requesting that the Dear Colleague letter be rescinded and that the department engage with the higher education community to ensure a clear understanding of the legal obligations of colleges and universities—a rare example of higher education speaking with one voice on this topic.

    The rest of the frenetic activity in this two-week time span was less productive. Despite many thoughtful suggestions to the contrary, some colleges and universities hastily undertook “audits” and website “scrubbing” of programming they thought might possibly be covered in the OCR’s forthcoming communications. A careful review of the FAQ document is likely to reveal that much of this was an unnecessary overreaction.

    From my perspective, the most harmful occurrence was an unproductive debate over institutional responses to the letter. Most of these took the shape of a false dichotomy between courage and cowardice. In my estimation, the institutions that stayed the course and waited for guidance from OCR were not courageous, but rather prudent. Conversely, the institutions that moved to action were not universally motivated by fear or cowardice, but rather by institution-specific realities of board governance, state and local politics, and individual risk assessments. At the end of the day, it was context and not courage or cowardice that motivated institutions.

    With a published methodology for compliance assessment now communicated, the department has answered a few of the lingering questions outlined on Valentine’s Day. Most notably, the FAQ provides a clear statement on how the Dear Colleague letter will be enforced.

    The answer to Question 14 clarifies that the department will use existing case-processing procedure—which includes due process for institutions and the possibility of a voluntary resolution agreement—and links to a newly revised Case Processing Manual. It is now the job of institutions that are committed to building “inclusive and diverse campus communities”—as the ACE letter penned by Ted Mitchell so eloquently states—to prepare a spirited defense of their programming by demonstrating that their efforts do not violate federal civil rights law.

    Steve Robinson is president of Lansing Community College.

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  • Five strategies for improving campus career centers (opinion)

    Five strategies for improving campus career centers (opinion)

    For decades, work-life balance has been seen as the gold standard of career success. The idea suggests that professionals should allocate time and energy evenly between work and personal life, ensuring equilibrium between competing responsibilities. But in reality, balance is often an illusion—an unattainable tightrope walk that leaves individuals feeling guilty, unfulfilled and stretched too thin.

    The workforce of today—and especially the workforce of tomorrow—no longer aspires to a segmented life. Instead, workers seek career and life integration, a holistic approach where career, personal growth and well-being are deeply interconnected. Unlike the concept of work-life balance, which implies a constant trade-off, career and life integration builds synergy between personal and professional aspirations.

    Workday’s Global Workforce Report found that employees who perceive their work as meaningful feel 37 percent more accomplished than those who don’t, even when facing workloads they describe as “challenging.” An Inside Higher Ed Career Advice piece written by a University of Michigan administrator explored the importance of integrating values into the career exploration process. Additionally, research highlighted in the Journal of Personality indicates that young adults’ personal values significantly influence their career-related preferences, suggesting a strong desire for roles that reflect their core values. ​

    If higher ed institutions continue to treat career development as separate from personal well-being, they will fail to meet the evolving needs of students and professionals alike. Career centers must evolve into career and life design labs—hubs of lifelong guidance, personal development and future readiness. This piece outlines five strategic imperatives that institutions must embrace to lead this transformation.

    1. Moving from work-life balance to career and life integration.

    The traditional work-life balance model assumes a strict separation between career and personal life, often emphasizing boundaries rather than synergy. The statistics tell a compelling story:

    • A Deloitte study found that 66 percent of employees report feeling chronically overworked or burned out despite efforts to maintain work-life balance.
    • Research from Gallup indicates that 76 percent of millennials believe a successful career should seamlessly integrate with personal fulfillment rather than be kept separate.
    • A recent Moodle study indicates that job burnout has reached an all-time high of 66 percent in 2025. ​

    Campus career services leaders must reframe their approach. Students need tools to design careers that complement their life aspirations rather than forcing them to choose between professional success and personal fulfillment.

    Most students and alumni struggle with clarity—they pursue careers based on external pressures rather than intrinsic motivations. Career centers must facilitate career and life vision workshops to help individuals align their inner purpose with external opportunities. By integrating career and life design principles into career services, institutions empower students to prototype different pathways, develop adaptability and connect their academic and professional lives with personal meaning.

    By using a reflective, experiential approach, students learn that career development is not a rigid ladder but a fluid, evolving process.

    1. Integrating emotional agility into career coaching.

    One of the greatest barriers to success is not external—it’s internal. It is not a lack of skills. It is a lack of confidence, clarity and emotional agility. Many students enter the workforce grappling with impostor syndrome, career anxiety and fear of failure. A research study titled “The Impostor Phenomenon,” published in the International Journal of Behavioral Science, shows that over 70 percent of people experience impostor syndrome at some point in their lives.

    Institutions must integrate emotional intelligence training into their strategic plans. Students need to learn how to navigate career uncertainty with resilience rather than fear. Instead of merely offering job search strategies, career coaches should incorporate cognitive reframing techniques to help students shift from self-doubt to empowerment. This involves helping students recognize negative thought patterns and replace them with action-oriented mindsets.

    For instance, instead of viewing rejection as a failure, students should be encouraged to see it as an iteration in the career and life design process. Career setbacks, industry changes and professional pivots are inevitable.

    Practical steps for career centers:

    • Train career coaches in cognitive-behavioral coaching techniques to help students recognize and reframe self-limiting narratives.
    • Integrate self-awareness exercises that help students identify core fears (of failure, rejection or inadequacy) and develop action plans to overcome them with emotional strength.
    • Provide group coaching sessions focused on overcoming impostor syndrome, building confidence and developing a growth mindset.
    • Use AI-driven career reflection tools to help students track their confidence growth over time.
    • Incorporate mindfulness practices and journaling into safe spaces and welcoming career and life design studios to help students reframe failure as part of their evolving unique narrative.

    Emotional agility is a core component of career development. Success today isn’t about having the perfect career path—it’s about navigating uncertainty with emotional agility. Career services must equip students with resilience and adaptability to thrive in ever-changing industries.

    1. Merging personal, career and professional development.

    Career and life design should be deeply personal, shaped by self-awareness, curiosity and personal reflection. We mention “personal” first, because we begin with the person.

    Career services has historically focused on résumé reviews, job placement and networking strategies—important elements, but not enough for long-term success. A 2023 report by the National Association of Colleges and Employers found that students who integrate personal development with career planning—through leadership training, mentorship and values-based exploration—are significantly more career-ready upon graduation. Rather than pushing students toward the highest-paying or most prestigious jobs, career centers should help them define success on their own terms.

    Practical steps for career centers:

    • Develop integrated mentorship networks that connect students with professionals who exemplify career and life integration.
    • Help students build personalized business plans that help them take ownership of the story they are both writing and telling.
    • Leverage design thinking principles, encouraging students to experiment with career pathways that embrace uncertainty, adaptability and iterative learning rather than rigid, predetermined plans.

    AI can assist in career trajectory mapping, skills assessment and predictive job market insights, while human coaches focus on deep coaching, the power of stories and career and life integration strategies.

    1. Considering AI-powered hyperpersonalized career coaching.

    While traditional career advising has relied heavily on in-person interactions, the next evolution of career services will be AI-empowered, data-informed and hyperpersonalized. AI-driven career exploration tools can analyze a student’s experiences to offer real-time, customized career insights. AI agents such as the 24-7 virtual Career and Life Design Lab provide personalized career simulations, self-actualization exercises and self-realization insights to help individuals align their career paths with their purpose.

    This mindset shift in career services will blend AI and human coaching. AI can assist in career trajectory mapping, skills assessment and predictive job market insights, while human coaches focus on deep coaching, the power of stories and career and life integration strategies. This synergy allows for scalable yet deeply personalized career services.

    Practical steps for career centers:

    • Integrate AI-driven solutions and experiential learning methodologies.
    • Introduce future-self mapping, where students interview their future selves and map out short- and long-term goals.
    • Use reverse-engineering techniques, working backward from the desired impact to identify the necessary skills, experiences and trajectories.
    • Implement AI-powered career simulations, allowing students to test and refine career decisions in a risk-free environment that tackles limiting beliefs and impostor syndrome.
    1. Scaling lifelong learning beyond graduation.

    The future of work demands continuous upskilling, reskilling and career agility. Institutions must create a culture of lifelong learning, where students and alumni receive ongoing support throughout their careers. Career services must expand their scope to lifelong learning and helping students and alumni develop not résumés, but portfolios of experiences.

    Practical steps for career centers:

    • Create career and life integration circles, where alumni engage in peer coaching, mentorship and accountability partnerships.
    • Offer subscription-based career services, ensuring alumni have access to coaching, upskilling and career reinvention programs throughout their professional lives.
    • Establish annual career and life re-evaluation workshops, helping alumni recalibrate their career and life vision.

    Conclusion: The New Paradigm

    The future of work is not about balance. It is about integration. By embedding the career and life design theoretical framework into institutional frameworks, universities can better equip students for a rapidly changing world. Colleges and universities that fail to adapt will be left behind, while those that embrace career and life design—leveraging both AI and a holistic approach to personal, career and professional development—will supercharge their teams with scale and empower students to craft lives of purpose, adaptability and lasting impact.

    The question is no longer whether career centers should evolve—it is whether they can afford not to.

    Does your career center offer group coaching sessions focused on confidence building, growth mindset or related topics? Tell us about it.

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