Tag: Reasons

  • Trump administration’s reasons for detaining Mahmoud Khalil threaten free speech

    Trump administration’s reasons for detaining Mahmoud Khalil threaten free speech

    It’s been three days since the government arrested and detained Mahmoud Khalil for deportation. This afternoon, the administration finally stated the basis for its actions. Its explanation threatens the free speech of millions of people.

    Yesterday, an administration official told The Free Press, “The allegation here is not that [Khalil] was breaking the law.” This was confirmed today by White House Press Secretary Karoline Leavitt, who announced Khalil is being targeted under a law that she characterized as allowing the secretary of state to personally deem individuals “adversarial to the foreign policy and national security interests of the United States of America.”

    Leavitt said Khalil “sid[ed] with terrorists,” “organized group protests” that “disrupted college campus classes and harassed Jewish American students and made them feel unsafe,” and distributed “pro-Hamas propaganda.” She also said the Department of Homeland Security is trying to track down “other individuals who have engaged in pro-Hamas activity” at Columbia University.

    The law Leavitt appears to be citing requires the secretary of state to have “reasonable ground to believe” the person’s “presence or activities in the United States . . . would have potentially serious adverse foreign policy consequences for the United States.”

    The administration is wielding this standard — deportation for people whose activities could cause “serious adverse foreign policy consequences for the United States” — to arrest and detain an individual graduate student. In explaining how he met this standard, the administration did not allege Khalil committed a crime. But it did explicitly cite the content of his speech,  characterizing it as “anti-American” and “pro-Hamas.” Protesting government policy is protected by the First Amendment, as is rhetorical support for a terrorist group (if not directly coordinated with it, which the government has not alleged here).

    Disrupting college classes and harassing students is not protected expression, to be sure, and Leavitt stated that Khalil organized protests that may have done so. But the administration has not detailed Khalil’s specific actions with respect to those protests, so it remains unclear whether Khalil himself violated any campus rules against discriminatory harassment. Whether any such violation justifies detention and deportation is a separate question. In either adjudication, Khalil must be afforded due process. 

    There are millions of people lawfully present in the United States without citizenship. The administration’s actions will cause them to self-censor rather than risk government retaliation. Lawful permanent residents and students on visas will fear a knock on the door simply for speaking their minds. 

    If constitutionally protected speech may render someone deportable by the secretary of state, the administration has free rein to arrest and detain any non-citizen whose speech the government dislikes. The inherent vagueness of the “adversarial to the foreign policy and national security interests” standard does not provide notice as to what speech is or is not prohibited. The administration’s use of it will foster a culture of self-censorship and fear. 

    This is America. We don’t throw people in detention centers because of their politics. Doing so betrays our national commitment to freedom of speech.

    FIRE social media post about the government’s detention of Mahmoud Khalil, March 10, 2025.

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  • 5 Reasons to Administer the Refreshed College Employee Satisfaction Survey (CESS)

    5 Reasons to Administer the Refreshed College Employee Satisfaction Survey (CESS)

    The expectations of higher education faculty and staff have changed. Understanding the experiences, opinions, and satisfactions of your faculty and staff is invaluable to creating a healthy culture and work environment. But it’s not just about fostering a positive atmosphere—it’s also critical for retaining your employees, improving the student experience, and reducing the risk of lost institutional knowledge.

    To help institutions better understand and support their faculty and staff, RNL is excited to introduce the refreshed College Employee Satisfaction Survey (CESS), designed with enhanced features to delve deeper into employee engagement and satisfaction at colleges and universities. Here are five reasons your institution should consider administering the updated CESS in 2024-2025.

    1. Gain a comprehensive view of your employee experience

    The updated CESS measures key aspects of faculty and staff morale, including workplace recommendations, overall job satisfaction, and retention rates. With this data, you’ll have a clear picture of your university’s workplace culture, helping you make meaningful improvements driven by faculty and staff input.

    2. Identify what matters most to your team

    The refreshed CESS explores key aspects of the employee experience including internal communication, prioritization of institutional goals, work-life balance, and satisfaction with compensation. Your employees also highlight institutional strengths and opportunities for improvement, giving you direct feedback on what they value most.

    3. Benefit from detailed, actionable reports

    With your participation in the CESS, you’ll receive comprehensive reports, including faculty and staff segment analyses, the raw survey data, and the RNL CESS Benchmark National Norms report.* This information empowers you to take targeted action to boost employee morale.

    4. Support accreditation and strategic planning

    Survey results from the CESS can be a powerful asset in accreditation and strategic planning processes. Demonstrating a commitment to understanding the employee experience helps to demonstrate compliance with key standards and conveys that your institution is proactive about maintaining a thriving educational environment.

    5. Take advantage of special pricing and longitudinal analysis

    To celebrate the launch of the refreshed survey, RNL is offering a 25% discount on standard administration fees for surveys conducted in 2025. Moreover, institutions engaging in the CESS more than once within a five-year span will receive a complimentary longitudinal comparison report. This report is invaluable for tracking changes and trends over time, providing a deeper understanding of the long-term impact of implemented policies and changes.

    The refreshed College Employee Satisfaction Survey from RNL is more than just a survey; it’s a comprehensive tool that empowers higher education institutions to thrive by fostering a healthy campus culture and satisfying work environment. By participating in the CESS, your institution can gain critical insights, enhance strategic planning, and ultimately, elevate the overall campus culture.

    To learn more or to schedule your institution’s participation, please visit our dedicated College Employee Satisfaction Survey webpage.

    *Benchmark reports will be sent to participating institutions once seven institutions of their type like 4-year publics, 2-year publics, or 4-year private conduct the 2024 CESS.

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  • 10 Reasons you’re Perpetually Single (2024)

    10 Reasons you’re Perpetually Single (2024)

    Are you that person who’s always single?

    Well, you might relate to some of these potential reasons you’re single.

    Have a read and see which ones resonate with your life experience. I’ve also made a video (bottom of page) if you prefer to watch rather than read!

    10 Reasons you’re Perpetually Single

    10. High Standards

    What you Might Say: “I’m just not willing to settle for anything less than perfect.”

    Many people remain single because they have high standards for potential partners. They might be looking for someone who meets a specific set of criteria, such as shared interests, values, or life goals. While having standards is important, it can also limit opportunities to connect with a broader range of individuals who might be compatible in unexpected ways.

    9. Fear of Commitment

    What you Might Say: “I’m not ready to give up my freedom for a relationship.”

    The fear of commitment can keep people from entering into relationships. They might worry about losing their independence or fear the vulnerability that comes with being close to someone. This anxiety can lead to avoiding deep connections and thus staying single.

    8. Past Trauma

    What you Might Say: “I’ve been hurt before, and I can’t go through that again.”

    Individuals with unresolved past trauma, such as previous relationship heartbreak or family issues, may find it hard to open up to new partners. The emotional scars can create barriers to trust and intimacy, making it challenging to form new relationships. Therapy and self-reflection can help in overcoming these barriers.

    7. Focus on Career

    What you Might Say: “My career is my priority right now, and I can’t afford distractions.”

    A strong focus on career advancement can leave little time for dating and relationships. People who prioritize their professional goals may find it difficult to balance their personal lives. This dedication to career success can inadvertently lead to prolonged periods of being single.

    6. Social Anxiety

    What you Might Say: “Dating is too stressful; I’d rather avoid it altogether.”

    Social anxiety can make it difficult for individuals to meet new people and engage in social activities where they might find a partner. The fear of judgment or rejection in social situations can be overwhelming. Managing social anxiety through therapy or gradual exposure to social settings can improve chances of finding a relationship.

    5. Independence

    What you Might Say: “I love my alone time too much to be tied down.”

    Some people value their independence and enjoy the freedom that comes with being single. They might find fulfillment in their own company and activities, making them less inclined to seek a partner. This self-sufficiency can be a conscious choice to remain single rather than a situation they wish to change.

    4. Unresolved Personal Issues

    What you Might Say: “I have too much to work on personally before I can be in a relationship.”

    Personal issues such as low self-esteem, depression, or other mental health concerns can impact one’s ability to form and maintain relationships. These issues can create negative self-perceptions and affect interactions with potential partners. Addressing personal challenges through professional help can improve one’s readiness for a healthy relationship.

    3. Unrealistic Expectations

    What you Might Say: “No one seems to meet the standards I have in my mind.”

    Unrealistic expectations about what a relationship should be can prevent people from finding a partner. They might have idealized views influenced by media or past experiences that set an unattainable bar for real-life relationships. Learning to appreciate imperfections and the reality of relationships can open doors to meaningful connections.

    2. Lifestyle Choices

    What you Might Say: “I can’t find anyone else who’s willing to live with my vegan diet and my three big hairy dogs.”

    Certain lifestyle choices, such as frequent travel, unconventional work hours, or specific hobbies, can make it harder to find and maintain relationships. These choices might not align with the traditional dating scene or expectations. Finding someone with similar lifestyle preferences or being flexible can help bridge this gap.

    1. Prioritizing Other Relationships

    What you Might Say: “I’m more focused on my friends and family right now.”

    People might prioritize relationships with family, friends, or children over romantic relationships. This can be due to a strong sense of duty, satisfaction from existing relationships, or personal circumstances. Balancing these important relationships with the desire for a romantic partner can be challenging but necessary for a fulfilling love life.

    Watch my Video on Why you’re Still Single Below!


    Chris

    Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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  • 10 Reasons to Go Digital with Your Course Materials – Eric Stoller

    10 Reasons to Go Digital with Your Course Materials – Eric Stoller






    When I was a college student, there were times when I skipped out on buying a required textbook for a course. Finances were always tight, so I tried to balance my checkbook with buying actual books. Even then, textbooks weren’t cheap. Today, students are paying more and more for their higher education experience. If a university can find ways to make attending college more affordable, accessible, and “high-tech/high-touch”, well, it’s not really an option, it’s a necessity.

    Today’s technology makes it easy to distill course materials into digital formats and enhances them as a result.  Colleges and universities are quickly shifting from books to bytes to improve the student experience and boost course outcomes.

    Here are 10 reasons why your university should go digital with its course materials:

    1. Affordability: This may seem like an obvious reason to move to digital delivery of course materials. Students will end up paying less for digital course materials. From production to shipping, textbooks require a lot of costly infrastructure. Digital materials eliminate these costs and pass the savings on to students.
    2. A better experience for students with disabilities. Unlike print books, modern eTextbooks can be accessible “out of the box.”  When eTextbooks include features such alternative text descriptions of visuals and content that can be used with assistive technology, students can start reading right away, without waiting for a disability services department to create a file.
    3. Learning Analytics and Digital Integration: Can you remember when a physical book connected to a digital learning system? It’s just not possible. However, with digital course materials, integration with the campus LMS/VLE is possible. Plus, with learning analytics built in, digital materials can help support at-risk learners who may need additional assistance.
    4. Recruitment: Digital course materials might not seem like they give universities a recruitment edge, but in an increasingly competitive enrollment landscape, everything helps. Students seek modern solutions for their educational experience. For bring-your-own-device (BYOD) campuses and institutions that provide technology platforms for students, digital course materials hit the sweet spot. They create more affordances for student success and showcase a university experience that is effectively using the latest technologies.
    5. Multi-Platform Capability: The ability to view course materials on a variety of devices represents a huge advantage for digital course materials. If a student needs to read a chapter while on the go, odds are, they will be able to access it on whichever device they have with them. Also, it’s a good bet that no one misses having a backpack filled with textbooks.
    6. Seamless Group Work: University campuses are filled with versatile seating and project workspaces. You can’t project a textbook onto a large screen, but you can with digital course content. It’s simply a matter of either plugging in or wirelessly beaming content to a screen. It makes group work and collaboration a much easier task. 
    7. Always Current: Have you ever tried to update a textbook? Editions come and go, each one costing more than the last. With digital course materials, content is as up to date as possible and it doesn’t cost students more for this “always current” content. Who wants a used book when you can have a new digital version? 
    8. Instant Access: No longer do students have to search for the lowest price option or wait until after term starts. Instant access to digital materials, through programs such as Pearson Inclusive Access and others, ensures all students are ready to learn on the first day of class, not the third week. It’s as easy as logging into the university system, selecting the appropriate course, and downloading the material to a compatible device.
    9. Interactivity: Textbooks have been surpassed in form, function, and capability. Digital course materials allow authors the opportunity to embed audio and video into their work. This makes for a much more interactive and “real” experience for students. 
    10. Retention: Anything that a college or university can do to assist students with their academic success is a good thing. Digital course materials aid and enhance an institution’s ability to improve their overall retention rates and bolster student success with all of the supportive elements in this list. 

    What would you add to this list?

    Digital course materials are not the future for higher education; they’re the present. It’s only a matter of time before your institution goes digital for student success.

     

    This post was sponsored by Pearson as part of a higher education influencers collaboration.





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