Tag: threat

  • Tenure Under Threat

    Tenure Under Threat

    Tom Alter (center) speaks at free speech rally on his behalf in Austin.

    Texas State Employees Union

    “I responded, ‘No, it’s OK, I’m aware. Let’s just ignore it. Let’s not give it any air,’” Alter said about the infiltrator’s doxing campaign. Then the texter followed up with a link to a statement from Texas State president Kelly Damphousse, posted to the university website and on Facebook, “announcing my termination for ‘inciting violence,’ effective immediately,” Alter said.

    A few years ago, this story—a tenured professor fired publicly without notice or due process for asking a rhetorical question during an unaffiliated talk—would have dominated the higher education news cycle for weeks. In fact, it was such a rare occurrence that the names of those removed for similar speech incidents gained legendary status in academic circles. In 2014, the University of Illinois at Urbana-Champaign, under pressure from major donors, revoked a tenure offer to American Indian studies professor Steven Salaita because of his tweets criticizing Israel and its actions in Gaza. The scandal generated news coverage and commentary for years. Similarly, following a coordinated campaign led by law professor Alan Dershowitz, political scientist and Holocaust researcher Norman Finkelstein was denied tenure at DePaul University despite votes in favor from the department and the college. Finkelstein resigned soon after.

    But Alter’s story was quickly overshadowed by a bigger one: He was fired the same day that conservative commentator Charlie Kirk was shot and killed during a campus event at Utah Valley University, sparking a more dramatic wave of faculty removals. Like many Americans, faculty took to social media to voice their opinions on Kirk. Under pressure from right-wing politicians and online activists, universities in conservative states responded with academic Jedburgh justice: punish first, ask questions later.

    Michael Rex, an English and creative writing professor at Cumberland University in Tennessee, was dismissed for a post about Kirk that said, “kharma [sic] is a beautiful bitch.” Anna Kenney, an associate professor of pediatrics at Emory University in Georgia, was also terminated after calling Kirk a “disgusting individual” online. Karen Leader, an associate professor of art history at Florida Atlantic University, was put on administrative leave and investigated for months after sharing several X posts about Kirk’s public comments alongside the tag line, “This was Charlie Kirk.”

    Tenure was of little help. One of the most unusual and coveted perks of an academic career, tenure historically has come with two key benefits: job security and protection from dismissal or discipline over unpopular ideas, said Deepa Das Acevedo, a legal anthropologist and tenure researcher at Emory University. But the speed and ease with which universities dismissed their faculty for personal speech exposed the tenure system’s corroded foundation, worn away by years of encroaching state policies, administrative leadership changes and a cultural shift in how the American public thinks about academia. Now faculty are left to wonder: Has the drastic politicization of the country, combined with the Trump administration’s relentless attacks on higher ed, rendered tenure moot?

    To understand how September’s swift firings became possible, we must start in Wisconsin.

    Wisconsin governor and republican presidential candidate Scott Walker speaks to voters at the Heritage Action Presidential Candidate Forum September 18, 2015 in Greenville, South Carolina. He is a white man with dark hair shaped into a severe widow's peak, wearing a suit and photographed in profile.
    Former Wisconsin governor Scott Walker introduced some of the first modern legislation against tenure.

    Sean Rayford/Getty Images

    States Challenge the Academy

    In 2014, then–Wisconsin governor Scott Walker challenged the “Wisconsin Idea,” the state’s century-old philosophy that all citizens should benefit from knowledge produced by the university system and that “basic to every purpose of the system is the search for truth.” He wanted the university to orient its mission toward meeting the state’s workforce needs—a philosophy of higher ed that remains popular with conservatives, demonstrated at the federal level by President Donald Trump’s ambition to promote vocational and trade schools.

    Walker ultimately failed to alter the university system’s mission, but succeeded in another effort: weakening tenure. In 2015, via a $73 billion budget, Walker, a Republican, made good on his proposal to eliminate language in the state code that protected tenure and shared governance. His new policy handed the power to set tenure policies to the University of Wisconsin system Board of Regents, of which 16 of 18 members are appointed by the governor. The new rules also gave the regents the ability to fire tenured professors when programs were cut or modified—an option that was previously available only in cases of financial exigency.

    Walker’s attack on tenure wasn’t the first, but it “made it big on my radar,” Das Acevedo said. Other tenure experts agreed—Walker’s straightforward attack set in motion a landslide of other conservative efforts to curb tenure.

    “A number of the efforts [to erode tenure] have come from Republicans, and they’re often tied to larger complaints about the politics of the academy—that faculty members are too progressive; that they are promoting diversity, equity and inclusion; and that they’re trying to indoctrinate students,” said Tim Cain, associate director and professor of higher education at the University of Georgia’s Louisa McBee Institute of Higher Education.

    Between 2012 and 2022, state legislatures considered 13 tenure bans and 3,000 bills that addressed faculty or tenure in some way, according to a 2025 study by University of North Texas professor of higher education Barrett Taylor and Ph.D. student Kimberly Watts. The outright tenure bans proved largely unpopular—to date, no state has fully eliminated tenure for faculty—but many evolved into laws that sought to weaken tenure’s protections without getting rid of the status entirely.

    In 2022, Florida enacted a law that green-lighted post-tenure review at public institutions. In 2023, while conservatives fumed over critical race theory, Texas enacted Senate Bill 18, which broadened the grounds for terminating a tenured professor to include “exhibit[ing] professional incompetence” and engaging in ill-defined “conduct involving moral turpitude,” among other reasons.

    “What we’re seeing is an increase in these efforts, certainly,” Cain said. “The legislation that was proposed in Texas initially was to ban tenure. What was actually passed and signed into law was weakening tenure. A lot of times legislation changes through the process, and you might see more extreme versions that get watered down in one way or another. But they can still be quite problematic for advocates of faculty and advocates of tenure.”

    Tenure advocates aren’t against regular evaluations for tenured professors, but the American Association of University Professors argues that post-tenure review “shouldn’t be undertaken for the purpose of dismissal.” State legislatures have weaponized post-tenure review policies in recent years, giving administrators regular opportunities to review and subsequently sanction or fire tenured faculty without real cause. Ohio’s Senate Bill 1 and Kentucky’s House Bill 4, which both took effect in 2025, implemented post-tenure review for public university faculty. In December, the South Dakota Board of Regents also adopted a post-tenure review policy. The University of Tennessee requires tenured professors to be reviewed every six years. Dan Collier, assistant professor of higher and adult education at the University of Memphis, said the lack of protection for tenured professors in the state is discouraging his pursuit of tenure. On LinkedIn, he announced that he told his dean he didn’t care about tenure—only the related pay bump.

    “My protections in Tennessee are nowhere near the same as somebody who would also be protected by a union and other laws that exist in somewhere like Michigan or California,” Collier told Inside Higher Ed.

    He hesitated to put all the blame on conservatives, however.

    “While certain Republican-led states may be reducing tenure protections more than they have in the past, that’s not to say that Democrats or blue states are actually ramping them up to protect anybody, either,” said Collier.

    Exploiting Financial Turmoil

    Most tenure policies at both the state and institutional level have always allowed for institutions to lay off tenured faculty in cases of financial exigency—periods of extreme financial distress, similar to personal bankruptcy. Financial exigency serves as a kind of escape hatch that allows institutions to bypass their own policies and make large cuts, including laying off tenured faculty, closing programs or undertaking significant administrative overhaul.

    In its 1940 statement on academic freedom, the AAUP said that financial exigency was the only case beyond adequate cause in which tenured faculty can be terminated. The AAUP defines financial exigency as “a severe financial crisis that fundamen­tally compromises the academic integrity of the institution as a whole and that cannot be alleviated by less drastic means.”

    The COVID-19 pandemic and the financial stress it put on college campuses brought about a flurry of financial exigency announcements—at least, on their face, Das Acevedo said. “I realized that a lot of those schools were not actually declaring financial exigency,” she said. “They were saying ‘financial exigency,’ and citing difficulties and the pandemic and whatnot, but they weren’t declaring themselves to be in a state of financial exigency.”

    Still, the pandemic normalized tenured faculty layoffs in periods of financial strain.

    “Many small liberal arts colleges had used the pandemic, in many cases, as an excuse to reorganize the layout of faculty,” said Anita Levy, senior program officer at the AAUP. “So yes, there probably was an acceleration at that moment” of tenured faculty layoffs.

    It’s not exactly that anything about tenure has changed. It’s more that universities, like many other employers, have become more willing to skirt the boundaries of what is legally permissible.”

    —Deepa Das Acevedo, legal anthropologist and tenure researcher at Emory University

    William Paterson University in New Jersey laid off 13 tenured or tenure-track professors mid-pandemic in 2021 and proposed cutting an additional 150 professors over the course of three years, even though the institution never formally declared financial exigency. Also in 2021, the Kansas Board of Regents voted to allow its universities to terminate employees, including tenured professors, without declaring financial exigency. In 2024, the University of Wisconsin Board of Regents voted to lay off 35 tenured faculty members in University of Wisconsin–Milwaukee’s now-shuttered College of General Studies—a decision that Walker’s 2015 efforts allowed for.

    Despite the hair-trigger firings after Kirk’s death, reductions in force remain the biggest threat to tenured professors at present, said Das Acevedo. “The overwhelming majority of tenured faculty lose their jobs not because they were fired for a cause, but because they were the victim of a [reduction in force],” she said.

    She underscored the point with a statistic: More tenured faculty members have lost their jobs as the result of a RIF at 13 universities over the past five years than the total number of faculty members who were fired for cause at all universities in the last 20 years.

    When tenured professors lose their jobs, colleges and universities are increasingly replacing those roles with adjunct appointments, which give institutions more flexibility in their staffing—and, therefore, spending—year to year. The trend threatens tenure and academic freedom in a different way: by limiting the number of professors who are granted tenure’s traditional protections, said Levy.

    “There has been an increase in contingent faculty appointments, which influences how the rights of others are treated on campus,” Levy said. “In other words, right now, 21 percent of the academic labor force is tenured. While the AAUP holds that all full-time faculty members, regardless of rank, should be considered eligible for the protections of tenure, that’s not the case, unfortunately, in much of higher ed.” A 2023 study from the AAUP showed that, in the fall of that year, 23 percent of faculty held full-time tenured positions, down from 39 percent in fall 1987. Between fall 2002 and fall 2023, the number of contingent appointments increased by 65 percent, while tenured appointments increased by only 6 percent and tenure-track appointments fell by 7 percent.

    The shift in favor of hiring adjunct faculty reflects a change in leadership strategy, said Collier. “You have HR policies that continuously change to favor administrators, and intentions to corporatize higher education and treat faculty more as employees instead of shared governance,” he said.

    A tattered doctoral graduation hat with the tassel cut off and falling.

    Photo illustration by Justin Morrison/Inside Higher Ed | blankvoid, chiravan39, Lee Lawson and PeskyMonkey/iStock/Getty Images

    Protest as Fireable Offense

    Tenure isn’t dead quite yet—several faculty members fired or put on leave after Kirk’s death have been reinstated in recent months. The University of South Dakota tried to fire art professor Michael Hook over his post about Kirk before abandoning the effort in October amid a legal battle. Darren Michael, a tenured professor of theater at Austin Peay State University, was reinstated in December and paid $500,000 to reimburse him for counseling services, though part of the settlement dictates that Michael will resign in May. At Florida Atlantic University, Karen Leader and finance professor Rebel Cole, both tenured, returned to the classroom in November following two months of paid administrative leave.

    Their untenured colleague Kate Polak wasn’t so lucky. Polak, an English instructor, was put on leave in September after the university received complaints that she “celebrated” Kirk’s murder online, including writing that seeing him killed was a “win.” The university announced last week that she would not return to her position.

    Institutions haven’t been consistent in how they apply social media speech standards. For example, the University of Tennessee at Knoxville suspended anthropology professor Tamar Shirinian for posting on social media that Kirk was a “disgusting psychopath” and that his wife was a “sick fuck for marrying him.” Nine years earlier, when protesters stopped traffic in Charlotte, N.C., after police shot and killed a Black man in an apartment parking lot, UT Knoxville law professor Glenn Reynolds suggested on Twitter that motorists “run them [the protesters] down.” University officials criticized Reynolds’s tweet, but did not sanction him and ultimately said it was an “exercise of his First Amendment rights.”

    You get celebrated for all things social justice, but once you try to advocate for justice in Palestine, you’re basically killing your career and no one will stand by you.”

    —Sang Hea Kil, former tenured justice studies professor at San José State University

    Speech-related sanctions became more common a few years ago, as the American political landscape slid to the right and online cancel culture made it easy to wield a pressure campaign against universities. Student and faculty protests and counterprotests over Israel’s actions in Gaza following Hamas’s Oct. 7 terrorist attack attracted a variety of university responses, but faculty sanctions or firings were more sporadic than they are now, Das Acevedo said. Among those punished was Maura Finkelstein, who is Jewish and a tenured associate professor at Muhlenberg College. She reposted a statement from a Palestinian American artist that criticized Zionists and told readers not to “welcome them in your spaces” or “make them feel comfortable.”

    Most recently, San José State University fired Sang Hea Kil, a tenured professor in the justice studies department who had worked at the university since 2007. University officials took issue with her advocacy for Palestine—but it was her activist work that got her hired in the first place, she said.

    “My department hired me as a scholar activist,” she said. “I won a lot of awards as a student activist … and so I did not miss a beat when I arrived at my tenure-track position, and I kept on doing scholar-activist things.”

    Kil’s work has always gotten under administrators’ skin; even before she was tenured, she helped lead a successful campaign against internal corruption that led to the resignations of several upper-level administrators. But things changed in 2024.

    “The two things that I think that are different 1769462754 are one, new McCarthyism heralded by the Trump administration, and then two, Palestinian exceptionalism,” she said. “You get celebrated for all things social justice, but once you try to advocate for justice in Palestine, you’re basically killing your career and no one will stand by you.”

    Kil and Collier agree that the shifting political landscape is partially to blame for the changing rules. If faculty members tick off conservative politicians, it can lead to serious financial and political consequences for the entire institution, Collier said.

    “Upper administrators are going to be very, very risk-averse right now, because who wants to get the attention of the Trump administration at the moment?” said Collier. “If they’re focused on Harvard and they’re focused on Columbia, and you are at a regional institution [that] hasn’t gotten selected attention, are you going to push that envelope and get that attention? Because what they’re doing to those larger institutions would be extremely harsh penalties for a less-resourced institution.”

    Kil and others believe that she is the first full professor fired from an American college or university for pro-Palestine speech.

    “My case becomes really important because they’re going after the tenure system,” she said. The progression from Salaita’s revoked tenure offer in 2014, to Finkelstein in 2024 and Kil in 2025, “shows the escalation that higher ed administrators are willing to go in this political context.”

    The weakening of tenure isn’t due to a flaw in the tenure system, Das Acevedo stressed, but to institutions’ increasing refusal to stand up for the traditional protections.

    “It’s not exactly that anything about tenure changed,” Das Acevedo said. “It’s more that universities, like many other employers, have become more willing to skirt the boundaries of what is legally permissible, or outright go beyond what is legally permissible, and either pay the consequences in the form of a financial settlement or, in some cases, just not suffer any consequences.”

    (This story has been updated to correct Dan Collier’s title. He’s an assistant professor of higher and adult education at the University of Memphis.)

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  • OPINION: Colleges must start treating immigration-based targeting as a serious threat to student safety and belonging  

    OPINION: Colleges must start treating immigration-based targeting as a serious threat to student safety and belonging  

    by Madison Forde, The Hechinger Report
    January 12, 2026

    Last month, a Boston University junior proudly posted online that he had spent months calling Immigration and Customs Enforcement to report Latino workers at a neighborhood car wash.

    Nine people were detained, including siblings and a 67-year-old man who has lived in the U.S. for decades. The student celebrated the arrests and told ICE to “pump up the numbers.”

    As the daughter of Caribbean immigrants and a researcher who studies immigrant-origin youth, I was shaken but not surprised. This incident, which did have some backlash, revealed a growing problem on college campuses: Many young people are learning to police one another rather than learn alongside one another.

    That means the new border patrol could be your classmate. Our schools are not prepared for this.

    That is why colleges must start treating immigration-based targeting as a serious threat to student safety and belonging and take immediate steps to prevent it — as they do with racism, antisemitism and homophobia.

    Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter.

    The incident at Boston University is bigger than one student with extreme views. We are living in a moment shaped by online outrage, anonymous tip lines and a culture that encourages reporting anyone who seems “suspicious.”

    In this environment, some young people have started to believe that calling ICE is a form of civic duty.

    That thinking doesn’t stay online. It walks right into classrooms, dorms and group projects. When it does, the impact is not abstract. It is deeply personal for the immigrant-origin youth sitting in those same rooms.

    Many of these students grew up with fear woven into their daily lives. Their neighbors disappeared overnight, they heard stories of parents being detained at work and they began translating legal mail before they were old enough to drive. They know exactly what an ICE call can set into motion. They carry that fear with them to school.

    These are not hypothetical harms. They show up in everyday decisions: where to sit, what to say, whom to trust. I’ve met students who avoid speaking Spanish on campus, refuse to share their address during class activities and sit near the exits because they’re not sure who views their family as “a threat.” It is not possible to learn well in an environment where you do not feel safe.

    There is a strong body of developmental research highlighting belonging and social inclusion as central to healthy development. In her work on migration and acculturation, Carola Suárez-Orozco shows that legal-status-based distinctions among youth intensify exclusion and undermine both social integration and developmental well-being.

    When belonging erodes, colleges begin to function like small border zones, where everyone is quietly assessing who might turn them in. It is nearly impossible for any campus community to thrive under that kind of pressure.

    Quite frankly, nor can America’s democracy.

    If we raise a generation of students who feel compelled to police the nation’s borders from their dorms, the immigrant-origin youth sitting beside them in classrooms will carry the psychological burden of those borders every single day. Yet colleges are almost entirely unprepared for this reality.

    Most universities have clear policies for racial slurs, antisemitic threats, homophobic harassment and other identity-based harms. But very few have policies that address immigration-based targeting, even though the consequences can be just as severe and, in some cases, life-altering.

    Boston University’s president acknowledged the distress caused by that student’s actions. Yet, the university did not classify the behavior as discriminatory, despite the fact that his calls targeted a specific ethnic and immigration-status group. That silence sends a clear message: Harm against immigrant communities is unimportant, incidental or simply “political.” But this harm is neither political nor the price of free expression or civic engagement; it is targeted intimidation, with real and measurable consequences for students’ safety, mental health and academic engagement.

    In my view, colleges need to take three straightforward steps:

    1. Define immigration-based harassment as misconduct. Calling ICE on classmates, doxxing immigrant peers or circulating immigration-related rumors should be classified under the same conduct codes that protect students from other forms of targeted harm. Schools know how to do this; they simply have not applied those same protections to immigrant communities.

    2. Train faculty and staff on how to respond. Professors should have a clear understanding of what to do when immigration rhetoric is weaponized in the classroom, or when students express fear about being reported. Although many professors want to help, they may lack basic guidance.

    3. Teach immigration literacy as part of civic education. Most students do not understand what ICE detention entails, how long legal cases can drag on or what it means to live with daily fear like their immigrant peers. Teaching these realities isn’t “political indoctrination,” it is preparation for a life in a multicultural democracy.

    These three steps are not radical. They are merely the same kinds of protections colleges already provide to students targeted for other aspects of their identity.

    Related: STUDENT VOICES: ‘Dreamers’ like us need our own resource centers on college campuses

    The Boston University case is a warning, not an isolated moment. If campuses fail to respond, more young people will internalize the idea that policing their peers is simply part of student life. Immigrant-origin youth, who have done nothing wrong, will carry the emotional burden alone.

    As students, educators and researchers, we have to decide what kind of learning communities we want to build and sustain. Schools can be places where students understand one another, or they can become places of intense surveillance. That choice will shape not just campus climates, but also the society current students will eventually lead.

    Madison Forde is a doctoral student in the Clinical/Counseling Psychology program at New York University.

    Contact the opinion editor at [email protected].

    This story about immigration-based targeting at colleges 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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  • A Cloaked Threat in U.S. Higher Ed That the House Committee on the CCP Has Ignored

    A Cloaked Threat in U.S. Higher Ed That the House Committee on the CCP Has Ignored

    [Editor’s note: The Higher Education Inquirer has attempted to contact the House Select Committee on the Chinese Communist Party a number of times regarding our extensive investigation of Ambow Education and HybriU.  As of this posting, we have never received a response.]  

    In the evolving landscape of U.S. higher education, one emerging force has attracted growing concern from the Higher Education Inquirer but remarkably little attention from policymakers: Ambow Education’s HybriU platform. Marketed as a next-generation AI-powered “phygital” learning solution designed to merge online and in-person instruction, HybriU raises serious questions about academic credibility, data governance, and foreign influence. Yet it has remained largely outside the scope of inquiry by the House Select Committee on the Chinese Communist Party.

    Ambow Education has long operated in opaque corners of the for-profit higher education world. Headquartered in the Cayman Islands with a U.S. presence in Cupertino, California, the company’s governance and leadership history are tangled and controversial. 

    Under CEO and Board Chair Jin Huang, Ambow has repeatedly survived regulatory and institutional crises, prompting the HEI to liken her to “Harry Houdini” for her ability to evade sustained accountability even as schools under Ambow’s control deteriorated. Huang has at times held multiple executive and board roles simultaneously, a concentration of authority that has raised persistent governance concerns. Questions surrounding her academic credentials have also lingered, with no publicly verifiable evidence confirming completion of the doctoral degree she claims.

    Ambow’s U.S. footprint includes Bay State College in Boston, which was fined by the Massachusetts Attorney General for deceptive marketing and closed in 2023 after losing accreditation, and the NewSchool of Architecture and Design in San Diego, which continues to operate under financial strain, low enrollment, leadership instability, and federal Heightened Cash Monitoring. These institutional failures form the backdrop against which HybriU is now being promoted as Ambow’s technological reinvention.

    Introduced in 2024, HybriU is marketed as an AI-integrated hybrid learning ecosystem combining immersive digital environments, classroom analytics, and global connectivity into a unified platform. Ambow claims the HybriU Global Learning Network will allow U.S. institutions to expand enrollment by connecting international students to hybrid classrooms without traditional visa pathways. Yet independent reporting has found little publicly verifiable evidence of meaningful adoption at major U.S. universities, demonstrated learning outcomes, or independent assessments of HybriU’s educational value, cybersecurity posture, or data governance practices. Much of the platform’s public presentation relies on aspirational language, promotional imagery, and forward-looking statements rather than demonstrable results.

    Compounding these concerns is Ambow’s extreme financial fragility. The company’s market capitalization currently stands at approximately US$9.54 million, placing it below the US$10 million threshold widely regarded by investors as a major risk category. Companies at this scale are often lightly scrutinized, thinly traded, and highly vulnerable to operational disruption. Ambow’s share price has also been highly volatile, with an average weekly price change of roughly 22 percent over the past three months, signaling instability and speculative trading rather than confidence in long-term fundamentals. For a company pitching itself as a provider of mission-critical educational infrastructure, such volatility raises serious questions about continuity, vendor risk, and institutional exposure should the company falter or fail.

    Ambow’s own financial disclosures report modest HybriU revenues and cite partnerships with institutions such as Colorado State University and the University of the West. However, the terms, scope, and safeguards associated with these relationships have not been publicly disclosed or independently validated. At the same time, Ambow’s reported research and development spending remains minimal relative to its technological claims, reinforcing concerns that HybriU may be more marketing construct than mature platform.

    The risks posed by HybriU extend beyond performance and balance sheets. Ambow’s corporate structure, leadership history, and prior disclosures acknowledging Chinese influence in earlier filings raise unresolved governance and jurisdictional questions. While the company asserts it divested its China-based education operations in 2022, executive ties, auditing arrangements, and opaque ownership structures remain. When a platform seeks deep integration into classroom systems, student engagement tools, and institutional data flows, opacity combined with financial fragility becomes a systemic risk rather than a marginal one.

    This risk is heightened by the current political environment. With the Trump Administration signaling a softer, more transactional posture toward the CCP—particularly in areas involving business interests, deregulation, and foreign capital—platforms like HybriU may face even less scrutiny going forward. While rhetorical concern about China persists, enforcement priorities appear selective, and ed-tech platforms embedded quietly into academic infrastructure may escape meaningful oversight altogether.

    Despite its mandate to investigate CCP influence across U.S. institutions, the House Select Committee on the CCP has not publicly examined Ambow Education or HybriU. There has been no hearing, subpoena, or formal inquiry into the platform’s governance, data practices, financial viability, or long-term risks. This silence reflects a broader blind spot: influence in higher education increasingly arrives not through visible programs or exchanges, but through software platforms and digital infrastructure that operate beneath the political radar.

    For colleges and universities considering partnerships with HybriU, the implications are clear. Institutions must treat Ambow not merely as a technology vendor but as a financially fragile, opaque, and lightly scrutinized actor seeking deep integration into core academic systems. Independent audits, transparent governance disclosures, enforceable data-ownership guarantees, and contingency planning for vendor failure are not optional—they are essential.

    Education deserves transparency, stability, and accountability, not hype layered atop risk. And oversight bodies charged with protecting U.S. institutions must recognize that the future of influence and vulnerability in higher education may be written not in classrooms, but in code, contracts, and balance sheets.


    Sources

    Higher Education Inquirer, “Jin Huang, Higher Education’s Harry Houdini” (August 2025)
    https://www.highereducationinquirer.org/2025/08/jin-huang-higher-educations-harry.html

    Higher Education Inquirer, “Ambow Education Continues to Fish in Murky Waters” (January 2025)
    https://www.highereducationinquirer.org/2025/01/ambow-education-continues-to-fish-in.html

    Higher Education Inquirer, “Smoke, Mirrors, and the HybriU Hustle: Ambow’s Global Learning Pitch Raises Red Flags” (July 2025)
    https://www.highereducationinquirer.org/2025/07/smoke-mirrors-and-hybriu-hustle-ambows.html

    Ambow Education, 2024–2025 Annual and Interim Financial Reports
    https://www.ambow.com

    Market capitalization and volatility data, publicly available market analytics

    Massachusetts Attorney General’s Office, Bay State College settlement

    U.S. Department of Education, Heightened Cash Monitoring disclosures

    House Select Committee on the Chinese Communist Party, mandate and public hearings

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  • At Nassau CC, Rejected Presidential Pick Prompts Lawsuit Threat

    At Nassau CC, Rejected Presidential Pick Prompts Lawsuit Threat

    Trustees at Nassau Community College are poised to file a lawsuit after the State University of New York’s Board of Trustees denied their presidential pick.

    At a special meeting on Sunday, the Nassau Community College Board of Trustees unanimously voted to allow the board chair to file a lawsuit challenging the SUNY board’s decision, with one board member absent, Newsday reported. Earlier this month, SUNY trustees voted unanimously, with three members absent, to reject Maria Conzatti, who has run the college as interim or acting president for almost four years. A SUNY official told Newsday it was the first time the system’s board disapproved a presidential nominee.

    The resolution voted on asked that Conzatti’s appointment by Nassau Community College’s board be “disapproved” with no further explanation.

    “SUNY is committed to excellent leadership for all of our campuses and the success of our students, and we will vigorously defend ourselves against any frivolous lawsuit,” a spokesperson for the system said in a statement to Inside Higher Ed.

    The college’s Student Government Association also passed a measure on Monday expressing “gratitude and appreciation” for Conzatti while also acknowledging the SUNY board vote and encouraging the college to “conduct an equitable, transparent and expeditious search for a new permanent president.”

    The conflict comes amid broader tensions between the college’s faculty union and the administration over the consolidation of academic departments and a union contract that expired in August, among other issues. The union sued the college last year arguing the elimination of 15 department chairs violated state regulations, but a judge dismissed the case. The union has since appealed.

    Nassau has also reported less-than-optimal student outcomes in recent years. It has the lowest two-year graduation rate and second lowest three-year graduation rate among community colleges in the SUNY system, 9.4 percent and 23.6 percent respectively.

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  • The NO FAKES Act is a real threat to free expression

    The NO FAKES Act is a real threat to free expression

    Imagine a fourth-grade classroom in which the teacher uses AI to generate a video of Ronald Reagan explaining his Cold War strategy. It’s history in living color, and the students lean in, captivated. Now imagine that same teacher facing thousands of dollars in damages under the proposed NO FAKES Act because the video looks too real.

    That’s not sci-fi. It’s a risk baked into this bill. The NO FAKES Act, introduced this year in both the House and Senate, would create a new federal “digital replication right” letting people control the use of AI-generated versions of their voice or likeness. That means people can block others from sharing realistic, digitally created images of them. The right can extend for up to 70 years after the person’s death and is transferred to heirs. It also lets people sue those who share unauthorized “digital replicas,” as well as the companies that make such works possible.

    A “digital replica” is defined as a newly created, highly realistic representation “readily identifiable” as a person’s voice or likeness. That includes fully virtual recreations and real images or recordings that are materially altered. 

    The bill bans unauthorized public use or distribution of “digital replicas.” But almost all of the covered “replicas” are fully protected by the First Amendment, meaning Congress cannot legislate their suppression.

    Can someone own a voice? Breaking down the right of publicity.

    What to do if a company makes a copy of your voice and profits from it without your permission.


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    The bill does list exceptions for “bona fide” news, documentaries, historical works, biographical works, commentary, scholarship, satire, or parody. But there’s a catch. News is exempt only if the replica is the subject of, or materially relevant to, the story. At best, this means any story relating to, say, political deepfakes must be reviewed by an attorney to decide if the story is “bona fide” news and the deepfake is sufficiently relevant to include in the story itself. At worst, this means politicians and other public figures will start suing journalists and others who talk about newsworthy replicas of them, if they don’t like what the person had to say. 

    Even worse, the documentary, historical, and biographical exceptions vanish if the work creates a false impression that it’s “an authentic [work] in which the person actually participated.” That swallows the exception and makes any realistic recreations, like the fourth-grade example above, legally radioactive.

    The reach goes well beyond classrooms, too. Academics using recreated voices for research, documentarians patching gaps in archival footage, artists experimenting with digital media, or writers reenacting leaked authentic conversations could all face litigation. The exceptions are so narrowly drawn that they offer no real protection. And the risk doesn’t end with creators. Merely sharing a disputed clip can also invite a lawsuit.

    That’s a digital heckler’s veto whereby one complaint can erase lawful speech.

    The law also targets AI technology itself. Section 2(c)(2)(B) imposes liability on anyone who distributes a tool “primarily designed” to make digital replicas. That vague standard can easily ensnare open-source developers and small startups whose generative AI models sometimes output a voice or face that resembles a real person. 

    Then there’s the “notice-and-takedown” regime, modeled after the Digital Millennium Copyright Act. The bill requires online platforms to promptly remove or disable access to any alleged unauthorized “digital replica” once they receive a complaint, or risk losing legal immunity and facing penalties. In other words, platforms that don’t yank flagged content fast enough can be on the hook, which means they’ll likely delete first and ask questions never. That’s a digital heckler’s veto whereby one complaint can erase lawful speech.

    On paper, the NO FAKES Act just looks like a safeguard against misleading and nonconsensual deepfakes. In practice, it would give politicians, celebrities, and other public figures new leverage over how they’re portrayed in today’s media, and grant their families enduring control over how they can be portrayed in history.

    And let’s not forget that existing law already applies to digital replicas. Most states already recognize a right of publicity to police commercial uses of a person’s name, image, or likeness. Traditionally, that protection has been limited to overtly commercial contexts, such as advertising or merchandising. The NO FAKES Act breaks that guardrail, turning a narrow protection into a broad property right that threatens the First Amendment.

    Creativity cannot thrive under constant permission. New mediums shouldn’t mean new muzzles. 

    AI-generated expression, like all expression, can also be punished when it crosses into unprotected categories such as fraud or defamation. Beyond those limits, government restrictions on creative tools risks strangling the diversity of ideas and free speech makes possible. 

    Creativity cannot thrive under a constant need for permission. New mediums shouldn’t mean new muzzles. 

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  • Clean energy research funds under threat – Campus Review

    Clean energy research funds under threat – Campus Review

    There has been much excitement since Australia signed a landmark agreement with the United States last month to expand cooperation on critical minerals and rare earth elements.

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  • FIRE statement on FCC threat to revoke ABC broadcast license over Jimmy Kimmel remarks about Charlie Kirk

    FIRE statement on FCC threat to revoke ABC broadcast license over Jimmy Kimmel remarks about Charlie Kirk

    FCC Chairman Brendan Carr is once again abusing his position to try to assert government control over public discourse, spuriously invoking the “public interest” standard to selectively target speech the government dislikes.

    President Trump has recently called for the FCC to revoke ABC’s broadcast license because he does not like the way the network — and Jimmy Kimmel in particular — speaks about him. Just yesterday, Trump suggested to a reporter that Attorney General Pam Bondi’s statement about prosecuting “hate speech” might mean she will “go after” ABC “because you treat me so unfairly. It’s hate.”

    Now, Carr is threatening ABC for comments about Charlie Kirk’s shooter that Kimmel made during his opening monologue on Monday, insinuating that the shooter was part of “the MAGA gang.”

    The FCC has no authority to control what a late night TV host can say, and the First Amendment protects Americans’ right to speculate on current events even if those speculations later turn out to be incorrect. Subjecting broadcasters to regulatory liability when anyone on their network gets something wrong would turn the FCC into an arbiter of truth and cast an intolerable chill over the airwaves.

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  • Thinking About AI’s Threat to the Writing Process

    Thinking About AI’s Threat to the Writing Process

    I will never forget the student who—upon being given 15 minutes at the end of class to get rolling on the writing assignment I’d just given—whipped out their phone and starting furiously typing away.

    At first, I thought this was an act of defiance, a deliberate wasting of time I’d been generous enough to provide following a carefully constructed discussion activity that was meant to give students sufficient kindling to get the flames of the first draft flickering to life.

    I said something about maybe texting people later and the student said that they were working on their draft, that they, in fact, first wrote everything on their phone. Not wanting to make a fuss in the moment, I shut up about it, but a week or so later in an individual conference I asked the student about their method, and they showed me the reams and reams of text in their phone’s Notes app.

    The phone itself was a fright, the screen cracked, a particularly dense web of fractures at the bottom, but when I asked the student to show me how they used the app for writing, it became clear that they could type at a speed comparable or better to the average student on a computer keyboard.

    I’d been teaching the writing process for my entire career, talking students through the steps and sequence to producing a satisfactory piece of work—prewriting, drafting, revision, editing, proofreading—with more detailed dives into each of those stages, but until that incident I didn’t fully appreciate that I shouldn’t be teaching the writing process per se, I should be giving students the kinds of challenges that allowed them to develop their own writing processes.

    As I considered this distinction, I realized how truly idiosyncratic my own process is and how different it can be depending on the occasion and situation. An outside observer looking at how I put together a column or book or proposal would see all manner of inefficiency and declare my method … madness.

    But the key thing about my method is that it’s mine, and I think I have sufficient proof that it works. It may continue to evolve over time, which I suppose we could equate with improvement, but it’s really just different.

    My student’s strategy was rooted in resource constraints, both time and money. Typing on the phone had started as a way to get stuff done during brief in-between times when working as a bicycle delivery person for one of the downtown-Charleston sandwich shops. They’d capture a draft on the phone on the fly and then transfer it to a computer for further development. The phone text had notes like “put thing from that thing here” as place markers for sources or evidence.

    I realized that this method required the student to fundamentally work from a place of their own thoughts and ideas, something that was actually at odds with some of their first-year writing classmates who had been conditioned to defer to their readings, seeing their job as students to prove that they’d read and (generally) understood the content, rather than building on that content with ideas of their own, as I’d been asking them to do.

    At the time of the conference, the student didn’t even have a computer, having had theirs stolen and not having sufficient funds at the time to immediately replace it. The student had been using the terminals in the library computer lab for the nonphone work.

    This conference also revealed the reason for the rather up-and-down nature of this student’s work that semester. This was a clearly curious and driven person who had a number of extra challenges at simply completing the work of college. The assignment we were working on at the time, an alternate history analysis where students had to take a past event, change some aspect of it and imagine a different future, was probably the most challenging experience of the semester, but according to my archives at least, it proved to be this student’s best work.

    Writing the initial draft untethered from any sources or even being able to easily move between information online and the text on the screen required the student to think creatively and analytically in ways that unlocked interesting insights into their choice of subject. Because of fate and circumstance, and without me really planning it, this student was getting a high-level experience in how to harness their own mind.

    I started thinking more deeply about the intersection between the affordances of the tools and the writing process. One of the biggest shifts in my method over the years was when I acquired an external monitor that allowed me to see two full pages of text simultaneously on screen. This was something I’d longed for for years but resisted because I’m cheap. I now have a hard time working without it.

    This incident happened as I was also experimenting with approaches to alternative grading, so it became a natural fit to start asking students to reflect more purposefully on the literal mechanics of their writing process so they could identify missing needs that they might be able to fulfill.

    At the time I hadn’t yet come up with my framework of the writer’s practice, but now I can see how integral asking students to be this mindful about their own process can be to the development of a practice.

    It’s also a good route for introducing mindfulness into the choices they may make when it comes to using generative AI tools. If they understand their labor and its meaning, they will have the capacity to assess how using the tool may enhance or—what I think is more likely—distort their process. It is also a reminder to us to design challenges that encourage the kind of labor we want students to be doing.

    Before we retreat to old technology that dodges these challenges, like blue books, I think we could do a lot of good by really leaning in to helping students see writing as an experience that will differ based on their unique intelligences, and that if they pay attention, if what they are doing matters, they can come to know themselves a bit better.

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  • Black fathers should not be perceived as a threat when they show up for their children

    Black fathers should not be perceived as a threat when they show up for their children

    Across the country, Black fathers are too often seen as a threat when they speak up and advocate for their children. And it’s not just in courtrooms and on sidewalks — it’s happening in classrooms, daycares and schools. 

    I’ve spent my career in education and equity leadership, and I know this is part of a larger, troubling pattern. When Black parents — especially men — assert themselves in spaces not designed for them, they are too often perceived as “aggressive.”  

    Their advocacy is sometimes interpreted as “rude,” and their presence is framed as disruption rather than partnership, something that has played out in my own experience as a proud Black father of three.  

    This isn’t about one parent or teacher or even one moment. It’s about what happens when systems designed to support children carry embedded racial assumptions. 

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education. 

    I’ll never forget picking my kids up from daycare during a lice outbreak. My wife and I had no experience dealing with lice, and I asked a few questions — just trying to understand what to expect. Instead of getting reassurance or guidance, I was met with suspicion, even subtle blame.  

    Or the time I raised a safety concern about an emotional child in my son’s class who had a pattern of throwing chairs. Rather than treating my concern as legitimate, it was brushed off — as if I were overreacting.  

    In both cases, my presence and voice weren’t welcomed. They were managed. 

    In a society in which Black men are still fighting to be seen as full participants in their children’s lives, we cannot ignore the role that bias plays in shaping who gets welcomed, who gets questioned and who gets believed. Daycares, schools, courts and society at large must actively affirm and restore the voices of Black fathers, rather than dismiss them. 

    Too often, Black men are portrayed as threats or criminals — rather than as nurturers and protectors. These images become mentally entrenched, shaping public attitudes and institutional responses. This persistent framing contributes to a cultural blind spot that brings confusion to the presence of Black fathers and negatively affects how they are treated in schools, courts and communities. 

    Nationally, for example, Black families are disproportionately reported to child protective services, even when controlling for income or neighborhood factors.  

    Despite this anti-Black bias, Black fathers defy stereotypes every day. Black dads, on average, are actually more involved in daily caregiving than fathers of other racial backgrounds, the National Health Statistics Reports from the Centers for Disease Control and Prevention notes. Yet media representation has not caught up with this reality.  

    As a student pursuing a doctorate in education leadership and policy, I study how identity shapes access to opportunity. And I know that bias against Black men starts early — when we are boys. A 2016 Yale Child Study Center report found that preschool teachers, regardless of race, were more likely to monitor Black boys for misbehavior — even when no misbehavior was apparent. 

    And in Indiana, studies highlight that nearly four out of every five Black children in the state will be investigated for suspected maltreatment. 

    Related: 7 realities for Black students in America, 70 years after Brown 

    These are not just statistical disparities — they’re stories of fractured trust between families and the institutions meant to serve them.  

    I have explored the concept of “mega-threats” introduced by researchers Angelica Leigh and Shimul Melwani — high-profile, identity-relevant events that trigger lasting psychological stress for people who share that identity. Though typically used to describe major public tragedies, these threats can be individual and personal, too. When a Black father sees himself reduced to a stereotype — his parenting undercut, his words distorted — it becomes an embodied threat, one that lingers and works to fulfill the myth that Black fathers are absent. These corrosive interactions run counter to the heroic influence and legacy that Black men have within their communities as warm demanders — men who emphatically build relationships and uphold high expectations. 

    If we want to support children, we must support their families. That means ensuring that early childhood professionals are trained not just in child development but in cultural competence and anti-bias practices. It means separating assumptions from observations when writing reports.  

    And it means reflecting on how language like “rude” or “aggressive” can carry racial undertones that reinforce long-standing stereotypes. 

    In my work as an educator, leader and former coach, I’ve partnered with countless families across race and class lines. What all parents want — especially those from marginalized communities — is the assurance that when they show up, they’ll be heard, not judged. That their questions will be met with respect, not suspicion. 

    If we truly believe in family engagement, we must be honest about the ways our systems still punish the very people we say we want more of. Black fathers are showing up.  

    The question is: are we ready to see them clearly? 

    Craig Jordan is an educator and doctoral student at Vanderbilt University’s Peabody College. A native of Gary, Indiana, he writes about equity, identity and systemic change in education. His work has been featured in IndyStar and Yahoo News. 

    Contact the opinion editor at [email protected]. 

    This story about Black fathers 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.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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  • UK’s rankings lead under threat from global peers in QS World University Rankings 2026

    UK’s rankings lead under threat from global peers in QS World University Rankings 2026

    • By Viggo Stacey, International Education & Policy Writer at QS Quacquarelli Symonds.

    As UK education minister Bridget Phillipson has rightly acknowledged, the UK is home to many world-class universities. 

    And the country’s excellence in higher education is yet again on display in the QS World University Rankings 2026.  

    Imperial College London, University of Oxford, University of Cambridge and UCL all maintain their places in the global top 10 and 17 of the total 90 UK universities ranked this year are in the top 100, two more than last year. 

    The University of Sheffield and The University of Nottingham have returned to the global top 100 for the first time since 2023 and 2024 respectively. 

    But despite improvements at the top end of the QS ranking, some 61% of ranked UK universities have dropped this year. 

    Overall, the 2026 ranking paints a picture of heightening global competition. A number of markets have been emerging as higher education hubs in recent decades – and the increased investment, attention and ambition in various places is apparent in this year’s iteration. 

    Saudi Arabia – whose government had set a target to have five institutions in the top 200 by 2030 – has seen its first entry into to top 100, with King Fahd University of Petroleum & Minerals soaring 34 places to rank 67th globally. 

    Vietnam, a country that is aiming for five of its universities to feature in the top 500 by the end of the decade, has seen its representation in the rankings leap from six last year to 10 in 2026. 

    China is still the third most represented location in the world in the QS World University Rankings with 72 institutions, behind only the US with 192 and the UK with 90. And yet, close to 80 institutions that are part of the Chinese Double First Class Universities initiative to build world-class universities still do not feature in the overall WUR. 

    Saudi Arabia currently has three institutions in the top 200, while Vietnam has one in the top 500. If these countries succeed in their ambitions, which universities will lose out among the globe’s top in five years’ time? 

    The financial pressure the UK higher education is facing is well documented. Universities UK (UUK) recently calculated that government policy decisions will result in a £1.4 billion reduction in funding to higher education providers in England in 2025/26. The Office for Students’s warning that 43% of England’s higher education institutions will be in deficit this academic year is often cited. 

    Some 19% UK university leaders say they have cut back on investment in research given the current financial climate, and an additional 79% are considering future reductions. 

    On a global scale, cuts like this will more than likely have a detrimental impact on the UK’s performance in the QS World University Ranking – the world’s most-consulted international university ranking and leading higher education benchmarking tool. 

    The 2026 QS World University Rankings already identify areas where UK universities are behind global competitors. 

    With a 39.2 average score in the Citations per Faculty area, measuring the intensity of research at universities, the UK is already far behind places such as Singapore, the Netherlands, Hong Kong, Australia and Mainland China, all of which have average scores of at least 70. 

    In Faculty Student Ratio, analysing the number of lecturers compared to students, the UK (average score of 26.7) is behind the best performing locations such as Norway (73.7), Switzerland (63.8) and Sweden (61.8). 

    While Oxford, Cambridge and LSE all feature in the global top 15 in Employment Outcomes and 13 UK universities feature in the top 100 for reputation among employers, other universities across the world are improving at a faster rate than many UK universities. 

    And, despite its historical dominance in the global education lens, global competitors are catching up with UK higher education in international student ratio and international faculty.  

    While 74% of UK universities improved in the international student ratio indicator in 2022, the last few years have identified a weakening among UK institutions. In 2023, 54% of UK universities fell in this area, in 2024, 56% dropped and in 2025, 74% declined. And in 2026, 73% dropped.  

    The government in Westminster is already aware that every £1 it spends on R&D delivers £7 of economic benefits in the long term and, for that reason, it prioritised spending to rise to £22.6bn in 2029-30 from £20.4bn in 2025-26.  

    But without the financial stability at higher education institutions in question, universities will need more support going ahead beyond support for their research capabilities. Their role in developing graduates with the skills to propel the UK forward is being overlooked.  The QS 2026 World University Ranking is already showing that global peers are forging ahead. UK universities will need the right backing to maintain their world-leading position.

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