Tag: Shift

  • Education Dept.’s Penn Demands Show Shift in Title IX

    Education Dept.’s Penn Demands Show Shift in Title IX

    The Department of Education’s demands that University of Pennsylvania “restore” swimming awards and honors that had been “misappropriated” to trans women athletes and apologize to the cisgender women who had lost to them offer a glimpse into how the second Trump administration could use Title IX to force certain changes at colleges, experts and attorneys say.

    The demands, issued April 28 in the form of a proposed resolution agreement, would resolve a civil rights investigation that found Penn violated Title IX by “permitting males to compete in women’s intercollegiate athletics and to occupy women-only intimate facilities.” The Office for Civil Rights didn’t offer specifics, but officials were likely referring to trans swimmer Lia Thomas, who competed on the university’s women’s team in the 2021–22 academic year.

    Today is the deadline for Penn to either agree to the proposed demands or potentially face consequences. Department officials said they would refer to the case to the Justice Department for possible enforcement—a process that could end with the university losing access to federal funding—if Penn didn’t comply. (Penn has already lost $175 million in federal funding over this issue, though White House officials said that decision was separate from the Office for Civil Rights inquiry.)

    Penn is among several colleges and K-12 schools, including San José State University, facing investigations over policies related to trans athletes, but Penn is the first college to be the target of such public demands. Experts say the speed of the investigation, OCR’s unusual demands and the fact that Penn was in compliance with Title IX at the time Thomas competed there reflect a shift toward a more aggressive use of Title IX to further President Donald Trump’s anti-trans agenda.

    The crazy part of all of this is they may be asking Penn to discriminate in doing so, because the Trump administration has its interpretation, but that’s not definitive.”

    —Brett Sokolow, former president of the Association of Title IX Administrators

    Opposing Interpretations

    The administration’s forceful attack on institutions that have been home to high-profile trans women athletes fits with its overall playbook, which includes using any tools at its disposal to advance Trump’s agenda.

    In the case of trans athletes’ participation in athletics, the weapon of choice is Title IX, the 52-year-old law passed to guarantee women equal opportunity to education, which has since been interpreted as a broad tool to address sex-based discrimination and harassment on campus.

    In recent years, though, the relationship between trans students’ rights and Title IX has become complicated. Those on the left argue that the nature of Title IX is to protect students from gender-based discrimination, and that includes discrimination against trans and nonbinary individuals. (Such protections were included in the Biden administration’s short-lived Title IX regulations.) But those on the right argue that allowing trans women to participate women’s sports and to use women’s bathrooms and locker rooms violates the rights of their cisgender teammates—a perspective the Trump administration squarely aligns with.

    “The previous administration trampled the rights of American women and girls—and ignored the indignities to which they were subjected in bathrooms and locker rooms—to promote a radical transgender ideology,” Craig Trainor, acting assistant secretary for civil rights, said in a statement when the Penn investigation was first announced.

    For those in the former camp, Trump’s demands of Penn are just another example of the president using any means possible to erode trans people’s rights.

    “The news out of Penn, to me, was just another example of the way they are, unfortunately, using [Title IX] as a battering ram to beat down safe and inclusive school environments for trans students,” said Emma Grasso Levine, senior manager of Title IX policy and programs at Advocates for Youth, a youth sexual health and LGBTQ+ equality advocacy organization.

    Conservative organizations, though, have applauded the proposed resolution agreement, with the Alliance Defending Freedom, a conservative Christian legal group that has repeatedly sued to prevent trans women from playing on women’s sports teams and using women’s locker rooms and bathrooms, calling it “another step in the right direction to restore fairness and safety in women’s sports.”

    An Aggressive Tack

    Since taking office in January, Trump has rolled back trans students’ rights, including signing an executive order banning trans student athletes from playing on the teams that align with their gender. That order prompted the Penn investigation, but at the time that Thomas was competing, trans women who met certain requirements related to hormone therapy—as Thomas did—were permitted by the NCAA and governmental regulations to compete on women’s teams.

    The NCAA has since changed that rule. But despite the NCAA’s stance and the executive order, current Title IX regulations do not disallow trans women from playing women’s sports. In fact, the regulations are the exact same set of rules, passed by the first Trump administration in 2020, that were in place when Thomas swam for Penn. This raises the question, experts say, of whether Penn should be penalized under Title IX despite the fact that the institution was following those regulations to the best of its ability.

    “That’s the interesting challenge, and probably where Penn will hang its hat if it fights this: ‘There was an interpretation of Title IX in place at the time that Penn followed. And there’s an interpretation of Title IX that’s different now. How is it fair to impose today’s interpretation of Title IX on a previous time period?’” said Brett Sokolow, former president of the Association of Title IX Administrators and chair of the crisis management consulting and law firm TNG Consulting.

    This is just one element of the aggressive tack the Trump administration appears to be taking against institutions that allowed trans women to play women’s sports. Multiple experts also pointed out the quick, almost dizzying timeline of OCR’s investigation into Penn.

    Timeline of Penn Investigation

    Feb. 5: Trump signs executive order prohibiting trans athletes from playing on teams that match their gender identity.

    Feb. 6: Trump launches investigation into Penn. NCAA ends policy allowing trans athletes to play on teams that match their gender identity.

    March 19: Trump administration pauses $175 million in federal funds to Penn.

    April 28: OCR says Penn violated Title IX and must “restore” swimming honors given to trans women.

    Ordinarily, investigations can take years to conclude—something that has often been a pain point for victims’ rights advocates, who argue that those timelines can seriously impede victims’ ability to complete their studies.

    But OCR launched this investigation within a month of Trump entering office—and just two days after he signed the EO related to trans athletes—and resolved it less than three months later.

    It’s also unusual for OCR to target a specific student with a resolution agreement, Sokolow said; most such agreements are stripped of names and identifying details. Although Thomas is not named in the department’s press release, it does call out her sport, swimming, and there have been no other out trans athletes at Penn.

    “It’s very indicative of this administration—and concerning—that they’re targeting one person and demonizing them,” he said.

    Experts also say the demands marks a sharp contrast from how OCR has resolved such cases in the past. Levine said that the requirements in resolution agreements are meant to “meaningfully impact a culture of sex-based harassment,” but she feels that OCR’s demands wouldn’t do that—if such a culture even exists at Penn.

    Title IX ‘Pendulum Swing

    If Penn fights the demands, the case could put the war between those who seek to protect trans athletes from discrimination and those who want to see them excised from their sports teams to the test. And until courts settle the question, students and institutions will be in limbo.

    “The crazy part of all of this is they may be asking Penn to discriminate in doing so, because the Trump administration has its interpretation, but that’s not definitive,” Sokolow said. “It does not have the force of law. If a court were to rule on this that Lia Thomas had rightfully won whatever competition the Trump administration is concerned about, any move to force to Penn to remove those victories could be discriminatory against a person who’s trans.”

    Lia Thomas, a swimmer at University of Pennsylvania, left, and Riley Gaines of the University of Kentucky tied for fifth place in the 200 freestyle at the NCAA swimming championships in March 2022.

    Icon Sportswire/Contributor/Getty Images

    Patricia Hamill, co-chair of the Title IX and campus discipline practice at Clark Hill, a Washington law firm, told Inside Higher Ed via email that the case “highlights the pendulum swing of Title IX in its enforcement and interpretation as well as in the government priorities over the last decade. Institutions are continuously being challenged on how to best to handle these very difficult situations on ground that continues to shift both because of Administration changes but also because of societal changes.”

    Penn had not publicly commented on the proposed resolution agreement as of Wednesday evening. When news broke that the government was suspending its federal funds, Penn officials stressed in a statement that its “athletic programs have always operated within the framework provided by the federal government, the NCAA and our conference.”

    Title IX experts expect that if the university does challenge the proposed agreement in court, it will focus on that very argument—that when Thomas was competing on Penn’s swim team, the university was, in fact, complying with NCAA rules and the department’s guidance.

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  • Will the use of generative AI shift higher education from a knowledge-first system to a skills-first system?

    Will the use of generative AI shift higher education from a knowledge-first system to a skills-first system?

    On the eve of the release of HEPI’s Student Generative AI Survey 2025, HEPI hosted a roundtable dinner with the report’s sponsor, Kortext, and invited guests to discuss the following essay question:

    How will AI change the university experience for the next generation?

    This was the third roundtable discussion we have hosted with Kortext on AI, over three years. Observing the debate mature from a cautious, risk-averse response to this forward-looking, employability-focused discussion has been fascinating. We spent much of the evening discussing a potential pivot for teaching and learning in the sector.

    The higher education sector places the highest importance on creating, collecting, and applying knowledge. ‘Traditional’ assessments have focused on the recollection of knowledge (exams) or the organisation and communication of knowledge (in essays). The advent of search engines has made acquiring knowledge more accessible, while generative AI has automated the communication of knowledge.

    If knowledge is easily accessible, explainable, and digestible, which skills should our graduates possess that cannot be replaced by ChatGPT, now or in the future? It was suggested that these are distinctly ‘human’ skills: relationship building, in-person communication, and leadership. Are we explicitly teaching these skills within the curriculum? Are we assessing them? Are we rebalancing our taught programmes from knowledge to irreplaceable skills to stay ahead of the AI curve?

    And to get a bit meta about it all, what AI skills are we teaching? Not just the practical skills of application of AI use in one’s field, but deep AI literacy. Recognising bias, verifying accuracy, understanding intellectual property rights and embracing digital ambition. (Professor Sarah Jones of Southampton Solent University has written about this here.)

    Given recent geopolitical events, critical thinking was also emphasized. When and why can something be considered the ‘truth’? What is ‘truth’, and why is it important?

    Colleagues were clear that developing students’ knowledge and understanding should still be a key part of the higher education process (after all, you can’t apply knowledge if you don’t have a basic level of it). In addition, they suggested that we need to be clearer with students about the experiential benefits of learning. As one colleague stated,

    ‘The value of the essay is not the words you have put on the page, it is the processes you go through in getting the words to the page. How do you select your information? How do you structure your argument more clearly? How do you choose the right words to convince your reader of your point?’

    There was further discussion about the importance of experiential learning, even within traditional frameworks. Do we clearly explain to students the benefits of learning experiences – such as essay writing – and how this will develop their personal and employability skills? One of the participants mentioned that they were bribing their son not to complete his Maths homework by using ChatGPT. As students increasingly find their time constrained due to paid work and caring responsibilities, how can we convince students of the value of fully engaging with their learning experiences and assessments when ChatGPT is such an attractive option? How explicitly are we talking to students about their skills development?

    There was a sense of urgency to the discussion. One colleague described this as a critical juncture, a ‘one-time opportunity’ to make bold choices about developing our programmes to be future-focused. This will ensure graduates leave higher education with the skills expected and needed by their employers, which will outlast the rapidly evolving world of generative AI and ensure the sector remains relevant in a world of bite-sized, video-based learning and increasing automation.

    Kortext is a HEPI partner.

    Founded in 2013, Kortext is the UK’s leading student experience and engagement expert, pioneering digitally enhanced teaching and learning in the higher education community. Kortext supports institutions in boosting student engagement and driving outcomes with our AI-powered, cutting-edge content discovery and study products, market-leading learner analytics, and streamlined workflows for higher education. For more information, please visit: kortext.com

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  • The Enrollment Shift: Strategies for Engaging the Modern Learner

    The Enrollment Shift: Strategies for Engaging the Modern Learner

    Meet Maria. A recent high school graduate with her sights set on a career in web development, Maria surprised her family by choosing a six-month accelerated certificate program at a local community college over a traditional four-year computer science degree. Why? Because Maria, like many of today’s learners, prioritizes a fast track to career readiness, affordability and the flexibility to learn at her own pace. She’s not alone. This trend is playing out across the country, forcing institutions to rethink their approach to attracting and retaining students.

    Maria’s story exemplifies the enrollment shift happening in higher education. Greg Clayton, the President of the EMS division of EducationDynamics says: “Higher education isn’t collapsing, it’s shifting. Schools must adapt to meet the evolving needs of today’s students or they will be left behind.” This shift is driven by a confluence of factors, from changing demographics to evolving student priorities and the rise of new technologies.

    Changing How We Think About the Coming Enrollment Cliff

    As we covered earlier this year in our blog post about the Enrollment Cliff, higher education is about to come up against a demographic shift that will impact first-year enrollment, starting with the Fall 2025 class. With this demographic “apocalypse” just on the horizon, all eyes and thoughts have been on what to do about a shrinking pool of 18-year-olds looking to start their first year of college.

    However, as research from the National Student Clearinghouse Research Center (NSCRC) indicates, we may be looking at an Enrollment Shift that is happening concurrently with the Enrollment Cliff. The latest NSC data for 2024 shows that while enrollment rose 3% overall for the Fall 2024 term over the Fall 2023 term, Fall enrollment for incoming freshmen is down across all institutions at an average of 5%. To be clear, we have not hit the Enrollment Cliff yet. The importance of this data cannot be overemphasized. If 18-year-olds are already considering waiting or taking alternate paths to the workforce and obtaining a degree, the demographic shift will hit that much harder, over a longer period of time.

    Digging further into the data reveals even more startling numbers, which show larger shifts in enrollment trends based on economic background. Compared to Fall 2023 enrollment, institutions which have a high percentage of students utilizing Pell grants, the retraction for both publics and private non-profits is over 10%. From the students’ perspective, “middle” income households are also seeing the steepest decline, at 8%.

    So what does this tell us? It is telling us that the background noise over the past 5-7 years regarding the cost of getting a degree, the methodology with which they are achieved and the career/economic outcomes afterward are absolutely being reflected by the decisions people are making who are most impacted by these economic realities. It is telling us that the current model is not working, it is unsustainable – it is untenable for the students and it is untenable for the schools that are supposed to support them. Match this massive regression in the market with the actual Enrollment Cliff and the numbers are more than startling. It is in the millions, compounded by each year of subsequent birth decline.

    And what is making up for this loss in incoming freshmen? As we have stated before, it is being fueled by a surge in “non-traditional” students – adult learners, international students and those returning to college to upskill or reskill. These students bring with them a wealth of experience and a clear sense of purpose, but they also have unique needs and expectations. Institutions must be prepared to cater to this growing population by offering programs and services that align with their goals and lifestyles.

    Furthermore, the “some college, no credential” (SCNC) population, now numbering 36.8 million, represents a significant opportunity for higher education institutions. Re-enrollment among this group increased by 9.1% in the 2022-2023 academic year, demonstrating a growing desire for continued education and career advancement. Reaching out to this population and providing clear pathways for degree completion can be a valuable strategy for boosting enrollment and serving a population eager to advance their careers.

    It’s also important to recognize that age is no longer a predictor of learning modality. Many younger students, like Maria, are opting for part-time enrollment, online programs, or alternative credentials that offer a quicker path to employment. The Modern Learner, regardless of age, demands flexibility and relevance. They are digital natives, accustomed to accessing information and services online and they expect the same level of convenience and personalization from their educational experiences.

    The Rising of the Modern Learner Era

    To thrive in this new era, consider some of these strategies higher education institutions to adapt to the needs of the Modern Learner.

    Offer Flexible Learning Options

    Expand online and hybrid learning modalities to cater to students who need flexibility in their schedules and learning environment. Offer evening, weekend and accelerated programs to accommodate those balancing work and family commitments. Provide multiple start dates throughout the year to allow students to enroll when it’s convenient for them. Consider incorporating modalities like microlearning and self-paced learning to further cater to individual needs. Offer mobile-friendly learning platforms and resources to allow students to learn on the go.

    Focus on Career Relevance

    Develop programs that align with current and future workforce needs. Partner with employers to offer internships, apprenticeships and other work-based learning experiences that provide students with practical skills and industry connections. Embed industry-recognized certifications within degree programs to enhance their value and marketability. Actively promote career services, networking events and alumni mentorship programs to connect students with career opportunities. Conduct regular labor market analyses to ensure programs are aligned with current and emerging industry trends.

    Make Education More Affordable

    Increase the availability of scholarships and financial aid to help students manage the cost of education. Explore tuition discounts for employees of partner organizations to incentivize upskilling and reskilling. Promote tuition payment plans to make education more accessible to those with limited financial resources. Consider offering income-share agreements or other innovative financing models to align the cost of education with future earning potential. Provide clear and transparent information about tuition costs and financial aid options.

    Provide Robust Student Support Services

    Offer personalized academic advising and career counseling to help students navigate their educational journey and achieve their career goals. Provide support for students balancing work, family and other commitments, such as childcare resources, online tutoring and flexible scheduling options. Create a welcoming and inclusive campus environment where all students feel supported and valued. Offer mental health services, accessibility resources and dedicated support for diverse student populations, including first-generation students, veterans and students with disabilities.

    Streamline the Transfer Credit Process

    Implement a clear and transparent transfer credit policy to facilitate the seamless transfer of credits from other institutions. Adopt a generous policy on accepting transfer credits, recognizing the value of prior learning and experience. Provide dedicated support for SCNC students to help them navigate the re-enrollment process and complete their degrees. Consider implementing prior learning assessment (PLA) programs to grant credit for knowledge and skills acquired outside of the traditional classroom. Develop partnerships with community colleges and other institutions to create seamless transfer pathways.

    Leverage Technology to Enhance the Student Experience

    Use data analytics to personalize communication and support, tailoring messages and interventions to individual student needs. Implement user-friendly online platforms for course registration, financial aid and other services, making it easy for students to access information and complete tasks. Offer on-site chat options on school websites to provide immediate assistance and answer questions in real-time. Explore the use of AI-powered chatbots to provide 24/7 support and personalized guidance. Utilize virtual reality and augmented reality technologies to create immersive learning experiences.

    Embracing the Enrollment Shift

    The future of higher education depends on its ability to adapt to the evolving needs of the Modern Learner. Institutions that embrace flexibility, affordability, career relevance and student-centered approaches will be well-positioned for success.

    It’s time to embrace the enrollment shift. By understanding the motivations and priorities of today’s students, higher education can evolve to meet the challenges and opportunities of the 21st century. This requires a shift in mindset, from a focus on traditional models of education to a more agile, responsive and student-centric approach.

    EducationDynamics is your partner in navigating this changing landscape. We provide the expertise and solutions you need to attract, enroll and retain Modern Learners. Contact us today to learn more.

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