Meet Dr. Harriet Watkins, who since 2018 has served as the Chief Academic Officer at Instructional Connections (IC), a provider of high-quality instructional support services to colleges and universities offering online courses and degree programs. As Chief Academic Officer, she works with their partner institutions of higher learning, conducting research, providing grant administration, and oversight.
Additionally, Dr. Watkins teaches graduate students in the Educational Technology Program at University of Texas at Rio Grande Valley. Formerly, Dr. Watkins served as the Director of Online Learning for the newly established online University of Arkansas System, eVersity (currently UA Grantham). She built the initial core team of Instructional Designers who developed innovative online courses and programs for the university using primarily OER materials. Previous to this she was the Manager of Academic Partnerships at the University of Texas at Arlington. is currently the Immediate Past President and member of the board for the Texas Digital Learning Association (TxDLA), as well as a member of the board for the United States Distance Learning Association.
Please scroll down to read her important article, “The Looming Crisis in Higher Education: A Call to Action for Equity and Access.”
Dr. Watkins explains: As a concerned citizen deeply invested in the future of higher education, I write not merely as an observer but as a participant in a society facing a critical juncture. While my personal connection as a grandmother of a future college student fuels my concern, my professional experience in higher education compels me to address the systemic challenges threatening the very foundation of equitable access and opportunity.
Reliable sources, such as Inside Higher Ed (IHE), provide daily documentation of the current administration’s swift policy changes impacting education. The rapid pace and sweeping nature of these directives raise profound concerns about the long-term consequences for students, institutions, and the nation as a whole.
A recent article published by IHE on February 15th, “DEI Violates Civil Rights Law,” authored by Liam Knox, illuminates potential civil rights violations stemming from these policy shifts. The article’s focus on the Office for Civil Rights’ declaration regarding race-based scholarships, cultural centers, and even graduation ceremonies as “illegal” raises serious questions about the legality and intent of such measures.
The use of the term “illegal” in this context appears deliberately inflammatory, designed to provoke a reaction rather than foster constructive dialogue. This choice of language underscores the potential for these directives to exert a chilling effect on initiatives meticulously crafted to cultivate diversity and provide essential support for underrepresented groups within higher education.
The implications of these changes extend far beyond isolated incidents. They represent a systemic dismantling of efforts to promote inclusivity and equal access to education — values central to the promise of American democracy. If access to higher education is constricted, the consequences will ripple throughout society, exacerbating existing inequalities and limiting opportunities for social mobility and economic advancement.
This is not merely a matter of policy debates or partisan politics. This is a matter of fundamental fairness and justice. We must ask ourselves: What kind of society do we want to create? One where access to education is determined by privilege, or one where every individual, regardless of background, has the chance to reach their full potential?
The challenges facing higher education demand immediate and comprehensive action. We cannot afford complacency or apathy.
1. Demand Transparency and Accountability: We must insist on full transparency regarding the legal justifications and intended outcomes of recent policy changes. Furthermore, we must hold our elected officials accountable for ensuring that all policies comply with existing civil rights laws and uphold the principles of equity and access.
2. Support Institutions Committed to Diversity and Inclusion: We must actively support colleges and universities that demonstrate a commitment to fostering diverse and inclusive learning environments. This includes advocating for policies that promote equitable access to financial aid, resources, and support services for underrepresented students.
3. Engage in Constructive Dialogue: We must foster open and respectful dialogue about the importance of diversity and inclusion in higher education. This includes challenging discriminatory rhetoric and promoting understanding across different perspectives.
4. Advocate for Policy Changes: We must advocate for policy changes that strengthen federal support for higher education and prioritize equitable access for all students. The time for deliberation has passed. The need for action is urgent. The future of higher education, and indeed the future of our society, depends on our willingness to stand up and fight for justice and equity for all. Let our voices be heard, and let our actions reflect our commitment to ensuring that the doors of opportunity are open to everyone.
Note: This article was edited with the use of Gemini AI.