CR’s May 15, 2026 Times Standard Article—Facing Higher Education Critics Together

Published on May 11 2026

The U.S. Department of Education disseminated a press release recently that announced their investigation into Stanford University over alleged Title VI violations. It is one of many actions over the past several months in which higher education institutions have been drawn into the political debate surrounding diversity, equity, and inclusion and the strange new interpretations of the Civil Rights Law of 1964. 

Increasingly, colleges are seen as a battleground for the country’s modern culture wars, rather than places of inquiry and learning. From free speech controversies to protests over the Gaza war and allegations of antisemitism, the countries’ most contentious issues have played out on our college and university campuses. As a result, the purpose and value of higher education have been overshadowed.

Even before the current administration and culture wars, critics have made both false and legitimate claims that have undermined the importance and rewards of higher education and left many people skeptical of its benefits. 

So, what can we do?

We must win the critics over. 

We must be willing to listen to the criticisms levied against us while continuing to assert that the decision to pursue higher education has the power to transform lives. The evidence is well established. Individuals who attain a postsecondary education experience measurable, long-term benefits, including:

• Higher lifetime earnings: College graduates earn, on average, about $1 million more over a lifetime than those without a degree.
• Greater economic mobility: Increased likelihood of moving into higher income brackets across generations.
• Enhanced critical thinking and problem-solving skills: Postsecondary education develops analytical reasoning and adaptability.
• Better health outcomes: Higher levels of education correlate with longer life expectancy and improved physical and mental health.
• Increased civic engagement: Higher rates of voting, volunteering, and community participation.
• Stronger communities: More educated populations are associated with innovation, economic development, and social stability.

These outcomes make a strong case for the value of higher education, but if we expect the public to continue investing in our colleges, we need to be more explicit about what higher education delivers and how we hold ourselves accountable.

How do we do that? 

An answer to this question came to me on a Monday afternoon a few weeks ago when College of the Redwoods and Cal Poly Humboldt co-hosted Assesstivus 2026, a longtime collaboration focusing on advancing assessment practices and student success. In higher education, assessment is the process of examining whether students are actually learning what we intend them to learn and whether our programs are producing meaningful results. In practical terms, it means collecting evidence, reviewing student performance, and making changes when something is not working. It is less about compliance and more about continuous improvement.

The event brought together 67 faculty, staff, and administrators from both institutions to highlight innovative approaches to assessment across instructional programs and student services areas. Topics included course redesign through the Shortened Courses Project, a project led by Dean Dr. Rebecca Robertson, Professor Maria Morrow’s alternative grading practices in Botany, program-level assessment in Film, and data-informed student support strategies within Educational Opportunity Programs at Cal Poly Humboldt. 

It was clear to me, listening to the presenters demonstrating how assessment results are being used to refine curriculum, improve teaching practices, and respond to evolving student needs that the assessment data they shared tells a story. It is a story of innovation and deep commitment to self-reflection.

The thought that resonated with me throughout the afternoon was that, while our faculty and staff are making continued improvements, CR must do a better job sharing the story of our willingness and capacity to look critically at ourselves and change how we educate and serve our students.

At CR, we have spent the past several years making deliberate changes to the institution informed by assessment and reflection. These include:

• Launching an 8-week course pilot to provide more flexible pathways and improve student success.
• Redesigning courses and programs based on evidence of student learning outcomes.
• Exploring alternative grading practices to better reflect student achievement.
• Using data to strengthen student support services, particularly for underserved populations.
• Advancing culturally responsive assessment practices that recognize diverse learning needs.
• Implementing organizational changes to improve efficiency and better align resources with our mission.
• Renewing our focus on open dialogue, academic freedom, and greater heterogenicity throughout the College.
• Embracing innovative ideas to better serve the community.
   

I am proud that CR is committed to pushing back against negative public perception about higher education, looking beyond the past, and setting aside outdated and ineffective instruction and administrative practices. We are doing this without legislative mandates or accreditation compliance requirements. We do it because we have an unwavering devotion to our community and a dedication to creating a better institution with greater outcomes for our students.