Communities In Schools National Office’s Post

HERE WE GO: UNC-Chapel Hill dissolves entire Diversity Equity and Inclusion (DEI) programs: Redirects all funds to campus security The UNC-Chapel Hill Board of Trustees unanimously approved reallocating $2.3 million from Diversity, Equity, and Inclusion (DEI) programs to public safety in response to recent campus protests. This decision comes as the UNC Board of Governors considers a broader policy change affecting DEI initiatives across state universities. ***************** Why Redirecting DEI Funds to Security is Problematic ************** ✅ Undermines Inclusion #DEI initiatives are vital for fostering an inclusive campus. Cutting these funds weakens support for marginalized groups. UNC has proven its true commitment to diversity, equity, and inclusion. ✅ Reactive Approach Focusing on redirecting funding towards security addresses symptoms, not the root causes of campus unrest. ✅Negative Message ✔️Prioritizing security over DEI suggests these goals are mutually exclusive. → A strong DEI program enhances overall campus safety. ✅ Concerning Precedent → This decision could lead other universities to devalue DEI efforts, hindering progress in higher education. Investing in DEI fosters a stronger, more inclusive community. Security is essential, but it shouldn’t come at the expense of systemic change and equity. What do you think about this move❓ #DEI #studyabroad

At the recent American Association of Colleges and Universities (AAC&U) Annual Meeting, AUBG President Dr. Margee Ensign joined an inspiring panel discussion titled “Institutions as Civic Actors: Deeds, Not Words”, alongside Jonathan Becker (Executive Vice President and Vice President for Academic Affairs; Director, Center for Civic Engagement, Bard College), Dr. Kyaw Moe Tun (President, Parami University), and Erin Cannan (Vice President for Civic Engagement, Bard College). In an era marked by global challenges, the role of universities as drivers of democratic values and civic engagement has never been more critical. The panel highlighted how an international network of innovative institutions is responding to rising authoritarianism, championing democratic engagement, shaping public policy, expanding access to rigorous liberal arts education, and serving as frontline responders during crises—all while demonstrating the transformative power of international partnerships in higher education. At AUBG, our mission is clear: to educate ethical and democratic leaders who will make a meaningful impact in their communities and beyond. As we connect with institutions across the globe, we reaffirm our commitment to fostering active civic engagement and empowering the next generation of changemakers.

Members of the Stellenbosch University convocation were invited to submit our views on the requirements to be considered for the appointment of a new Rector and Vice-Chancellor to step into the big shoes of Prof Wim de Villiers at the end of his term. I submitted the following 6 “concepts” to be considered: 1. Vision for the university to continue to be a symbol of excellence and a producer of people and knowledge that transform the world around us. 2. Transformational leadership/statesmanship/stature/presence to take all stakeholders forward with her/him; the omies trying to hold onto an archaic picture of Stellenbosch, the politicians who don’t care what damage they do towards their own objectives, the super-talented young black children who are not sure Stellenbosch wants them, the academic staff who are fearful for their jobs and the world they know and everyone in between. 3. Passionate love for South Africa, including its past (and its residual impact on all of us today, which we need to acknowledge, talk about and fix), the grave challenges of the present and its most hopeful potential future. 4. The ability/desire/love/humility truly to listen to the stories and the lived and felt experience of all the many stakeholders who have an interest in Stellenbosch and to foster spaces and bridges for these stories and experiences to be shared. 5. Knowledge/understanding/excitement about the use of technology and data in the administration of the university and turning burocracy into agility. 6. Personal groundedness, maturity and self-care “muscles” to preserve courage, determination and perseverance for the journey ahead. I believe Stellenbosch University was a very good university when I attended (30 years ago), that it is a significantly better university for my kids today and that it has the potential to become even better for my grand children.

🌍 Happy International Youth Day! 🌍 Today, we celebrate the educators who inspire young people to become active, engaged members of their communities. Social responsibility – behaving ethically and with sensitivity toward social, cultural, civic, and environmental issues – is a critical skill that can be taught and learned. Integrating social responsibility into Higher Education helps foster this essential skill. Discover practical ways to incorporate it into your teaching in our guide: http://spr.ly/6041lDW4f

We were so proud to partner with EducationCounsel and the team at Alliance for Learning Innovation (ALI) to lead this work! To better understand the current state of affairs and chart a path forward toward an appropriately sized, inclusive, and equity-centered education R&D infrastructure at the federal, state, and local levels, the Alliance for Learning Innovation (ALI) convened three diverse, nonpartisan task forces over the last year to dig into three critical, urgent priorities: - - Strengthening state and local education R&D infrastructure - Making the education R&D ecosystem more inclusive - Expanding and strengthening the role in education R&D of Historically Black Colleges and Universities (HBCUs), Minority-Serving Institutions (MSIs), and Tribal Colleges and Universities (TCUs). Each task force produced a policy brief outlining recommendations for their priority area. Read them here: https://lnkd.in/e5dWnRJa // Federation of American Scientists

Celebrating 75 Years of Connection – The Ohio Foundation of Independent Colleges (OFIC) supports students through scholarships and career opportunities with top Ohio companies 👉 https://lnkd.in/gwEqDWRS The Ohio Foundation of Independent Colleges (OFIC) is gearing up for an extraordinary milestone in 2025: 75 years of empowering independent college students to pursue higher education and unlocking opportunities that can add $1 million more to their lifetime earnings, according to the U.S. Bureau of Labor Statistics. As this legacy is celebrated, the focus also turns to the future. In a world where top-tier workforce talent is in high demand, OFIC is expanding its mission: connecting Ohio’s brightest students and graduates with leading corporations and nonprofits, ensuring a pipeline of bachelor-degreed, entry-level-plus professionals ready to shape tomorrow.

Our research team is leading a partnership to transform the lives of Black children and youth in Canada. Our project is based on a 10 year program of research and partnership with Black communities. With around 40 researchers, community partners and researchers, we will improve the lives of Black children and youth in Canada. One component of our multi-faceted project is a scoping review of all available literature (over 250) on Black children and youth in Canada. In January, we will open a hub and community based center for Black children and youth. We will also begin accepting applications for our mentorship program for Black high school youth. We are currently planning a summer institute for Black early career researchers and also a conference in May 2025. That same month, we will begin a comprehensive bilingual national survey of Black children and youth in Canada. Community based participatory research will capitalize on the strengths of Black children and youth in Canada. We will also build the capacity of the community including through the summer institute for early career researchers, Black youth mentorship and leadership program and workshops. Our project is poised to make sustainable positive social, economic, and health impact on Black communities in Canada. The idea for this project started in 2020 when I first wrote the SSHRC Partnership Grant proposal. I am grateful to the researchers, community partners and stakeholders who have held on to the vision, over the past four years, to generate robust data that will improve the lives of our Black communities.

Building Jewish community on campus is essential—but let’s be honest, it’s no longer a groundbreaking idea. These days, nearly everyone can name at least three organizations fostering Jewish life for undergraduates. That’s why I’m so proud of the work we do at The Jewish Grad Organization (JGO). We’re filling a unique and critical gap: engaging Jewish graduate students on a national level. No one else is doing this work like we are. Why is it so challenging? 1️⃣ Graduate students are often off-campus, each program scattered across separate buildings. 👉 So, we go to them. We’re currently active on over 155 campuses across North America. 2️⃣ They’re incredibly busy, juggling heavy workloads and tight schedules. 👉 So, we focus on quality. Our programming is designed to build their professional development while fostering a sense of Jewish community at this unique stage of life. This past semester, over 11,000 attendees participated in our programs—a testament to the need and impact of this work. Being a graduate student can feel isolating. At JGO, we’re working to change that—one meaningful connection at a time.

Legitimate and lasting democracy in #Brazil must respond to the historical challenges and realities of a majority Afro-descendant population. While Brazil often projects an image of racial harmony abroad, its Black population faces severe economic, social, and political disadvantages at home.  The Inter-American Dialogue's Education Program surveyed four perspectives on the Brazilian Black population’s educational trajectory, challenges, and future opportunities in the following interview series: 🔹 Odara Dias, Researcher, Cebrap, identifies educational bottlenecks and solutions in the post-COVID-19 pandemic and the need to connect education to public safety, health, and nutrition policies. bit.ly/40hFqzu   🔹 Tauá Lourenço Pires, Co-director, Instituto Alziras and former Oxfam Brasil, explains how Black students are portrayed as “subjects without rights,” highlighting their historical day-to-day exclusion and impacts on their educational trajectories. bit.ly/42dJtz9 🔹 Tabata Amaral, Federal Deputy, state of São Paulo, addresses how schools fail to attract and retain students, preventing Black students from achieving personal and professional opportunities. bit.ly/4hiGJ81 🔹Jackson Almeida, Educational Policy Analyst, and Gabriel Barreto Corrêa, Public Policy Director, Todos Pela Educação, compare the before and after of the COVID-19 pandemic while offering perspectives on learning recovery programs. bit.ly/4hh0aOG  

The president of the University of Alberta says the decision to rebrand its diversity, equity and inclusion policy was not influenced by critics of the initiative in North America. The university officially renamed its policy this month to "access, community and belonging" after consultations with more than 1,000 members of the campus community, including students, faculty and staff. https://buff.ly/3C3Byd4