Tag: Professors

  • New Bill Would Allow Professors, TAs to Open Carry on Campus – The 74

    New Bill Would Allow Professors, TAs to Open Carry on Campus – The 74


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    Florida professors, university faculty, and teaching assistants could soon be able to openly carry firearms on campus, thanks to a sweeping new measure filed by a Republican lawmaker.

    Sen. Don Gaetz, R-Crestview, is sponsoring the legislation, entitled “School Safety,” to address security concerns in higher education. If passed, the bill would remove college campuses as gun-free zones — marking a significant shift in how Florida handles gun issues.

    It would become one of the few Second Amendment expansion bills adopted in Florida since the Parkland massacre at Marjory Stoneman Douglas High School in 2018, which prompted a higher gun-purchasing age and red flag laws.

    In an interview with the Phoenix, Gaetz called his legislation “sadly timed,” adding that he “never wanted” to file a bill like this.

    He referred to a slate of violent incidents in the past few months, including a shooting spree at Florida State University in April, the assassination of Charlie Kirk at Utah Valley University in September, a shooting at Brown University over the weekend, and, most recently, an anti-Jewish shooting in Australia that left 15 dead.

    “We’re living in a world where our institutions are being threatened,” Gaetz said, adding that he’s already filed another bill aimed at increasing protection outside of churches, mosques, and synagogues. “I’m sorry that I’m having to do this, but it just seems as though places in our society that we thought were safe, even sacrosanct, are now becoming targets.”

    Although he anticipates objections that teachers may abuse the ability to bring a gun to school, Gaetz pointed out that there have been no instances of a school shooting sprouting from an unwell volunteer in the guardian program. This school safety initiative allows trained and vetted school employees to carry concealed weapons on K-12 campuses.

    “None of the parade of terribles have happened that the opponents to the guardian program tried to advance,” he said. “While none of that has happened, people have been killed.”

    What else is in the bill?

    Gaetz isn’t this first Florida lawmaker to try to promote campus carry. At the start of the 2025 legislative session, then-Sen. Randy Fine brought his all-encompassing campus carry bill to its first committee — unlike Gaetz’s, Fine’s bill would have allowed all students to carry — but it was voted down. Fine later left to serve in the U.S. House of Representatives.

    Gaetz said that the heart of his bill is hardening Florida’s state colleges and universities by requiring better threat assessments, better responses to threats, and better communications between first responders and faculty in emergencies.

    SB 896 would allow university employees, faculty, and students who are also working for a college to either openly carry or carry conceal weapons on campus. It also would expand the school guardian program to the university level and create an offense of discharging a firearm within 1,000 feet of school.

    Gaetz said his measure also would require universities to ensure all classroom doors lock during an emergency — especially after FSU students discovered during the April school shooting that their doors could not lock. He estimates that around $60 million will end up being appropriated for the effort, in line with what Gov. Ron DeSantis requested in his budget proposal last week.

    An identical bill has been filed in the House by Rep. Michelle Salzman.

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


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  • A Professor’s Framework for Meaningful, Joyful, and Sustainable Work – Faculty Focus

    A Professor’s Framework for Meaningful, Joyful, and Sustainable Work – Faculty Focus

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  • A Professor’s Framework for Meaningful, Joyful, and Sustainable Work – Faculty Focus

    A Professor’s Framework for Meaningful, Joyful, and Sustainable Work – Faculty Focus

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  • At UNC, Professors Must Soon Post Syllabi Publicly

    At UNC, Professors Must Soon Post Syllabi Publicly

    The new policy would also classify syllabi as “work made for hire,” which makes the institution—not the syllabus’s creator—the owner of the copyright.

    Photo illustration by Justin Morrison/Inside Higher Ed | DNY59 and golibo/iStock/Getty Images

    Two months after legal teams at University of North Carolina system campuses split over whether syllabi are considered public documents, system president Peter Hans announced plans to adopt a new policy that will answer an unequivocal yes.

    Starting as early as next fall, faculty members at UNC institutions will be required to upload their syllabi to a searchable public database, according to a draft of the policy provided to Inside Higher Ed by student journalists at The Daily Tar Heel. These public syllabi must include the course name, prefix, description, course objectives and student learning outcomes, as well as “a breakdown of how student performance will be assessed, including the grading scale, percentage breakdown of major assignments, and how attendance or participation will affect a student’s final grade.” Faculty must also include any course materials that students are required to purchase.

    “Public university syllabi should be public records, and that will be the official policy of the UNC System,” Hans wrote in a Thursday op-ed in the News & Observer. “We are living through an age of dangerously low trust in some of society’s most important institutions. While support for North Carolina’s public universities remains strong and bipartisan, confidence in higher education generally has dropped in recent years, driven by concerns about value and a perception that some colleges and universities have drifted from their core mission.”

    The system is currently seeking feedback on the draft policy, a system spokesperson told Inside Higher Ed, and “after receiving input from elected faculty representatives and other stakeholders, the system office will revise the draft as needed.” Only Hans, and not the Board of Governors, will need to approve the policy.

    In October, system campuses disagreed over whether to give up syllabi in response to a broad public records request by the Heritage Foundation’s Oversight Project. Alongside other conservative groups, the Heritage Foundation has used open records laws to gather information on and expose public university faculty members who teach about race, gender, sexuality and the Israeli-Palestinian conflict. Syllabi that include classroom policies, required readings and instructor’s names are particularly valuable to conservative critics. The UNC system flagship in Chapel Hill determined that syllabi are not automatically subject to such requests. But officials at the University of North Carolina at Greensboro declared the opposite.

    “Having a consistent rule on syllabi transparency, instead of 16 campuses coming up with different rules, helps ensure that everyone is on the same page and similarly committed heading into each new semester,” Hans wrote in his op-ed.

    The Florida Board of Governors recently enacted a policy that makes syllabi, required or recommended textbooks, and instructional materials available online and searchable for students and the general public for five years. Indiana, Texas and the University System of Georgia also maintain similar rules.

    Belle Boggs, an English professor at North Carolina State University and president of the North Carolina American Association of University Professors chapter, is worried that many professors, busy with end-of-semester grading, are unaware of the forthcoming policy; administrators have yet to send out any formal announcement of the rule, Boggs said. But many of those that do know of it are pushing back. A petition started by the North Carolina AAUP chapter has garnered more than 2,100 signatures as of Thursday afternoon. The group plans to deliver it in person to Hans on Friday.

    The draft policy does not explicitly require instructors to list their names on their syllabi and states that “nothing within this regulation shall be construed to require a publicly available syllabus to include the location or time of day at which a course is being held.” This stipulation provides little comfort to faculty members, Boggs said.

    “As many of us have noted, there are many of us who are the only faculty who teach a particular class, and it is very easy to find out when our class is and where our classes are,” she said. “That does not make me feel safer.”

    Hans acknowledged critics’ weaponization of syllabi in his op-ed.

    “There is no question that making course syllabi publicly available will mean hearing feedback and criticism from people who may disagree with what’s being taught or how it’s being presented. That’s a normal fact of life at a public institution, and we should expect a vibrant and open society to have debates that extend beyond the walls of campus,” Hans wrote. “It’s awful that we live in a time when healthy discussion too often descends into outright harassment. We will do everything we can to safeguard faculty and staff who may be subject to threats or intimidation simply for doing their jobs.”

    The new policy would also classify syllabi as “work made for hire,” which makes the institution—not the syllabus’s creator—the copyright owner of the syllabus, according to U.S. copyright law.

    “As such, instructors do not retain personal copyright in these materials, and syllabi owned by a public agency generated in the course of public business, are not copyrightable in a manner that would exempt syllabi from public access to these records, consistent with state and federal public records laws,” the draft policy stated.

    The N.C. AAUP has focused its efforts on publicizing faculty safety concerns, but the work-made-for-hire provision is also worrisome, Boggs said.

    “That causes severe damage to academic freedom and how much control we have over our classes,” she said. “It may also make many faculty not want to work here, because the syllabi that they teach from or the syllabi that they’ve honed over decades in other places … [will belong to the university].”

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  • Everyone is Cheating, Even the Professors (Jared Henderson)

    Everyone is Cheating, Even the Professors (Jared Henderson)

    There’s a lot of talk about how AI is making cheating easier than ever, and most people want to find a way to stop it. But the problem goes much deeper than we typically assume. This video covers AI-assisted cheating (like with ChatGPT, Claude, etc.), the value of education (and Caplan’s signaling theory), and the reason why professors and researchers commit fraud. 

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  • 2 Professors Teach About AI Using Print Book

    2 Professors Teach About AI Using Print Book

    University of Southern California professor Helen Choi had a pretty basic assignment for her students this fall: Read a book.

    To be sure, Choi’s pedagogical choice isn’t novel for many faculty; 71 percent of professors use print materials in some capacity in their classroom, a Bay View Analytics survey found.

    But Choi teaches Advanced Writing for Engineers, a course focused on teaching STEM students how to write across disciplines. Many of them “think nothing of shoveling a writer’s work into a chatbot for a summary,” Choi said. So this fall, Choi is encouraging students to close their laptops and spend time with Karen Hao’s book Empire of AI, about the evolution and tech behind AI.  

    Choi chronicled her decision in a Substack article titled, “I’m Making My Students Read a Book!” The post caught the attention of some faculty on Bluesky, including Vance Ricks, a Northeastern computer science and philosophy professor. Ricks had similarly selected Empire of AI for his master’s-level students to read this term.

    Both Choi and Ricks hope to encourage their students to relearn how to read critically and engage in robust conversations with their peers. And after finishing the books, Choi and Ricks’s students will get the chance to reflect together on the book during a virtual meeting, where they will discuss the role of AI in their lives.

    What’s the need: In the past, Choi would assign short online articles for students to inform their writing responses. “The questions I was getting from students indicated to me that the engagement with the underlying materials wasn’t as deep as I wanted,” Choi said. “Sometimes it was just straight up reading comprehension.”

    According to the National Assessment of Educational Progress, the average high school senior’s reading scores declined 10 points between 1992 and 2024.

    In 2024, only 34 percent of students were considered proficient, which NAEP classifies as connecting key details within and across texts and drawing complex inferences about the author’s purpose, tone or word choice. Thirty-two percent of 12th graders ranked below “basic,” unable to locate and identify relevant details in the text to support literal comprehension.

    In addition to helping students apply deeper learning and thinking skills, Choi hopes having print material will allow them to step away from their laptops and connect with peers in a more meaningful way.

    In the classroom: Choi and Ricks have assigned the 482-page book to be read over four to five weeks, with students responsible for annotating and reflecting on the assigned sections on a weekly basis. Neither assigns content-based quizzes or reviews, relying on student discussions to reveal participation with the text.

    At the start of the term, both Choi and Ricks said they spent time in class discussing why they were requiring a physical book, and specifically Hao’s book.

    “You have to justify why you’re doing this abnormal thing,” Choi said.

    Students seemed to get it and were excited about the opportunity, both professors said.

    “They’re genuinely eager to have those conversations and engage in that sort of reflection,” Ricks said.

    The assignment has, however, required some additional attention and time on their part to help students grasp reading.

    “I’ve spent more time than I had anticipated literally walking around the book and saying, like, ‘This is an epigraph; why are the quotes here? What’s a prologue? What’s the index?’ Things like that,” Choi said.

    Both professors said they’ve had to adjust their expectations for how quickly students would be able to complete the text. The book itself also proved more difficult than anticipated for students who speak English as a second language, so Choi and Ricks are considering ways to better support these students in the future.

    The impact: “So far, students have shared that they are enjoying Hao’s book because it is relevant to their fields and lives outside of school,” Choi said. Their written responses to the reflection prompts also show improvement in clarity and organized reasoning.

    In Ricks’s class, the print format has proven a fruitful learning experience in and of itself. “Just hearing from students about how they are engaging physically with the book, tactilely, in terms of the smell of the pages or the sound of turning the pages—all of those things, let alone the material that the book is about,” Ricks said.

    The two classes will meet over Zoom on Sept. 26 for a student-led discussion on the book’s materials and themes.

    While the overall goal is to promote better reading and writing for her students, Choi said the exercise has also been a bright spot in her courses.

    “It’s really fun for me to teaching reading as part of writing,” she said. “It’s about the students, but I think having a joyful teaching experience is important for the classroom experience. Every day I’m pretty excited about having this book, and seeing the students with books makes me super happy.”

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  • Kent State professor’s ‘Twitter tirade’ — not bias — caused opportunities to be revoked, court finds

    Kent State professor’s ‘Twitter tirade’ — not bias — caused opportunities to be revoked, court finds

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    Kent State University did not discriminate or retaliate when it decided to deny a transgender professor a previously offered course-load reallocation and a transfer to work on the main campus, the 6th U.S. Circuit Court of Appeals found Sept. 12, upholding a district court’s decision.

    In 2021, the professor had reached out and been in talks with the dean of the College of Arts and Sciences about leading a forthcoming Center for the Study of Gender and Sexuality. The dean had also proposed reallocating some of the professor’s teaching load so they could work on developing a new gender studies major. Additionally, the professor had asked for a transfer to the main campus from the regional campus where they had been working. 

    When the reallocation offer was revoked and two committees voted against the transfer request, the professor filed a lawsuit alleging sex discrimination and retaliation in violation of Title VII of the Civil Rights Act of 1964, along with other charges.

    The district and appeals courts, however, found that the professor had engaged in a “weeks-long, profanity-laden Twitter tirade” against their colleagues after learning a political science professor and head of the school where the center would be housed would be chairing committees overseeing the center and the gender studies major. 

    After witnessing several weeks of tweets calling the leadership transphobic, critiquing the “white cishet admin with zero content expertise,” referring to the field of political science as a “sentient trash heap,” and more, the College of Arts and Sciences dean revoked the offer to reallocate the professor’s teaching load so they could lead on developing the major, but still welcomed them to be on the committee.

    The social media messages “violated university policy against attacking colleagues or their academic fields,” and thus were “reasonable grounds … for disciplining or reprimanding an employee,” the court said. 

    Additionally, the transfer committees discussed the professor’s “withdrawal from university service, negative interactions with other faculty members, and the department’s needs,” the 6th Circuit said. “No one discussed [the professor’s] gender identity.”

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  • What are professors of practice, and why are universities hiring more of them? – Campus Review

    What are professors of practice, and why are universities hiring more of them? – Campus Review

    Workforce

    Stuart Orr explains how the Professor of Practice role is changing in the higher education sector

    Professors of Practice have featured in Australian universities for nearly three decades, drawing on models developed earlier in Europe, the UK and the US.

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  • Federal agency reportedly texts survey to professors asking if they’re Jewish or Israeli

    Federal agency reportedly texts survey to professors asking if they’re Jewish or Israeli

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    Dive Brief:

    • Faculty members of Columbia University and Columbia-affiliated Barnard College received text messages from the U.S. Equal Employment Opportunity Commission asking them to complete a survey inquiring about whether they are Jewish or Israeli, multiple news outlets reported April 23.
    • According to a screenshot of a message posted by CNN, EEOC said responses to the survey would be kept confidential “to the extent allowed by law.” The screenshot said EEOC was conducting an inquiry into Barnard College and that, should the agency find that the college violated laws enforced by EEOC, some of the information of respondents may be disclosed.
    • In an email to HR Dive, EEOC declined to confirm that it had sent the messages. Columbia, in a separate email, declined to confirm that employees had received messages from EEOC.

    Dive Insight:

    Federal officials have scrutinized Columbia following a series of on-campus protests in 2024. In August of that year, Rep. Virginia Foxx, R-N.C., and former chairwoman of the House Committee on Education and the Workforce, issued several subpoenas to Columbia leaders as part of an investigation into antisemitism at the university and whether the protests had created a hostile environment in violation of the 1964 Civil Rights Act.

    Last month, EEOC Acting Chair Andrea Lucas issued a statement in which she pledged to hold universities and colleges accountable for workplace antisemitism. Lucas’ statement did not name any specific institutions, but it did cite “disruptive and violent protests in violation of campus policies” as an example of severe or pervasive antisemitic conduct that could violate Title VII of the Civil Rights Act.

    “Under the guise of promoting free speech, many universities have actually become a haven for antisemitic conduct, often in violation of the universities’ own time, place, and manner policies, as well as civil rights law,” Lucas said in the March 5 statement.

    EEOC did not confirm whether messages sent to Columbia and Barnard faculty were part of an ongoing investigation into either institution. “Per federal law, we cannot comment on investigations, nor can we confirm or deny the existence of an investigation,” the agency said.

    Similarly, Columbia declined to comment on a pending investigation, but a university official said Columbia had told staff that it gave “affected employees notice that the University was required to provide certain information in compliance with a subpoena. The University did not provide the information voluntarily.”

    Columbia did not respond to a request for comment on whether it had advised staff not to respond to EEOC’s messages.

    News of the inquiry drew criticism from one of EEOC’s administrative judges, Karen Ortiz, who sent an all-staff email directed to EEOC Acting Chair Andrea Lucas.

    Ortiz wrote that Lucas should consider resigning; in an interview with HR Dive, she said the email was in response to news of the text messages and other recent agency actions, including its decision to abandon gender-identity discrimination litigation and halting some claims processing. She said the survey arguably was not within Lucas’ authority to send and could be understood as an attempt to intimidate Columbia and Barnard.

    “It’s a complete overreach,” Ortiz said of the survey.

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  • FBI Raids Indiana U Cybersecurity Professor’s Homes

    FBI Raids Indiana U Cybersecurity Professor’s Homes

    Federal investigators spent hours last Friday raiding two homes belonging to a cybersecurity professor at Indiana University at Bloomington, multiple local news outlets reported.

    It’s unclear what investigators were looking for, but Chris Bavender, an FBI spokesperson, confirmed to The Herald-Times that the raid was “court authorized law enforcement activity,” and that the agency had “no further comment.”

    Xiaofeng Wang, a tenured computer science professor and director of IU’s Center for Security and Privacy in Informatics, Computing, and Engineering, has worked at the university for more than 20 years. But after numerous government agents began removing boxes from the Bloomington home Wang shares with his wife, Nianli Ma—who also worked for IU’s library as a systems analyst and programmer—neighbors told The Herald-Times they knew little about the couple, including their names. 

    Law enforcement also arrived Friday morning at a home belonging to the couple in Carmel, about an hour and 15 minutes north of Bloomington. A video taken by a neighbor and published by local NBC affiliate, WTHR, shows FBI agents shouting, “FBI, come out!” through a megaphone pointed toward the residence. 

    An unidentified woman then exits the home holding a phone, which agents confiscated before questioning her and later removing evidence from the home. The woman left the scene and returned hours later with her lawyer, who later told WTHR “they’re not sure yet what the investigation is about.”

    According to The Bloomingtonian, Wang was fired from IU in early March. Both his and Ma’s employee profiles have been scrubbed from the university’s websites.

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