See Thru Edu is a project of the Texas Public Policy Foundation
Thomas K. Lindsay, Ph.D., Editor in Chief and Director, Center for Higher Education, Texas Public Policy Foundation
Policymakers, school leaders, parents, and students should ask: At what point is it too late to intervene when a speaker is being shouted down? Must we wait for violence to break out before they tried to restore order?
We have gotten used to nasty protests by undergraduates who think they’re doing something virtuous by refusing to listen to (and often preventing others from listening to) speakers whom they call “racist” or “fascist.”
I hope it is clear to readers that Vidal-Ortiz is entirely correct in his assessment of what diversity ends up doing to the non-white teachers and scholars it professes to support. It makes them carry their identity with them all the time.
In order to develop a robust understanding of different fields within CBE, we analyzed graduates of three different competency-based programs in teaching, nursing, and organizational leadership.
According to two new surveys dealing with free speech on college campuses, “free speech is a balancing act.” Presidents and students “overwhelmingly agree that inclusion and free speech are important to a democracy.” This noble-sounding headline seems to bury the lede in both surveys.
University speech codes, restrictive “free-speech zones,” commencement speaker “dis-invitations,” and campus shout-downs of invited speakers threaten to undermine our schools’ defining mission: the free, nonpartisan quest for truth.
Intellectuals have long had a fascination with totalitarian systems. That was true in the 1930s, as Professor Andrew Bachevich reminds us in his recent essay “American Stalinism Then and Now.” Over the last 80 years, little has changed with our intelligentsia.
College sports are ripe for reform. If adopted, the Drake Group’s proposals will go a long way to combat the increased commercialization of college athletics and put the “student” back in student-athlete.
Narrow ideological thinking in Higher Education is stunting intellectual development.
For-profit colleges and universities have been under siege for nearly a decade. The latest existential threat is not from regulators but from traditional colleges and universities who are embracing online education.
