Click Here for details.
Save Save Save Save
By CHRISTOPHER HEIMERMAN For Illinois Press Association
CHICAGO – No American university is more committed to free speech on campus than the University of Chicago, according to a recent FIRE student survey.
Whether or not faculty and administrators are Spider-Man buffs, they subscribe to the sage advice of Peter Parker’s Uncle Ben, “With great power comes great responsibility.”
“This is important: Our faculty are not the kind of faculty that will just invite a speaker to come and have free reign,” Dean of Students Michele Rasmussen said. “It’s usually a defined program, where it’s an atmosphere for those ideas to be challenged.”
The university scored highest out of the 55 universities that took part in the survey conducted by The Foundation for Individual Rights in Education, a nonprofit focused on protecting free speech rights on campuses.
The survey covered universities’ openness, how willing they are to invite a speaker to address controversial issues, self-expression and administrative support.
Geoffrey Stone (left), an Edward H. Levi distinguished law professor who’s filled various leadership positions at the university during his 47-year tenure, says the university has emphasized First Amendment rights since its inception in 1890.
In 2014, the university’s president, Robert Zimmer, addressed a nationwide trend of free speech challenges at universities by enlisting Stone and other distinguished professors to draft a statement clearly spelling out that under virtually no circumstances the university would prohibit free speech.
The “Chicago Principles” have since been adopted by 70-plus universities, including Princeton, Columbia, and multiple Big Ten universities, including the University of Illinois at Champaign-Urbana, which ranked 42nd in the survey. The University of Wisconsin was a notch above at 41st, and the U of I-Chicago was 44th.
The universities effectively lopped off the first half of the principles, which pertained to the University of Chicago specifically, but kept the universal elements.
Stone said arrogance often gets in the way of sharing intellectual property among higher education, “so adopting another’s statement is hard to do.”
Further, he said, universities have to be prepared for students and faculty who oppose expression of free speech from opposing or extreme viewpoints.
“It takes a good deal of courage, frankly,” Stone said. “It does piss off a lot of people.”
The crux of the “Chicago Principles” is summarized nicely in the document’s reference to a dissenting opinion from Justice Oliver Wendell Holmes in a Sedition Act case in 1918.
“... The ultimate good desired is better reached by free trade in ideas – that the best test of truth is the power of the thought to get itself accepted in the free competition of the market,” the dissent reads. Stone said free expression was integral to desegregation, interracial marriage, and the women’s rights movements.
“They would have been flat-out rejected without hesitation at different times in the past,” he said.
He said the university was among the first to offer benefits for gay marriages.
“At a point in the past, that would have been regarded as absurd,” Stone said. “Because we have allowed the advocacy of those challenging positions, we’ve learned and changed our minds about things. We always have to be open to challenges.”
The difference today, he readily concedes, is the speed at which information, and misinformation, travels. Five years ago, Stone began teaching a Freedom of Speech course that keyed on vetting information.
“We live in an environment where it’s more important than ever for people to be skeptical,” Stone said.
As baseless claims and conspiracy theories flood the media – both social media and broadcasts and print publications – consumers must scrutinize the content.
“Our students are living in that society. That’s the reality of the world we’re living in,” Stone said.
He said shielding students from misinformation fails to prepare them for the real world.
Three years ago, the university retooled its orientation program to emphasize media literacy to new students as soon as they arrived on campus. Not coincidentally, the university borrowed heavily from the orientation program of Purdue University – one of the first institutions to adopt and adapt the “Chicago Principles.”
“We sort of returned the favor,” Rasmussen (left) said, laughing.
In a large venue, faculty, students and special guests speak, do a Q&A session and role-play. Videos of such figures as Barack Obama are shown. It’s all done in an hour.
“It’s not too preachy, and it brings some abstract concepts down to a level students can understand,” Rasmussen said. “It’s not effective to have a bunch of talking-head administrators.”
It was obviously difficult to conduct orientation virtually, she said. Another challenge has been meeting students at their level, given that about two-thirds of the University of Chicago’s students are graduate students.
“One could argue they’re even more diverse than undergrads,” Rasmussen said. “They represent different age groups, some have families, and they’re from different countries.”
Rasmussen said interactive modules have been built, and much of the First Amendment work has been folded into curriculum and separate exercises. For instance, the law school had its students write a speech code.
“It ended up looking a lot like the ‘Chicago Principles,’ ” Rasmussen said.
Controversial figures are more than welcome to speak at a campus event – as long as they’re willing to be rebutted.
Many such events at the University of Chicago have failed to materialize, because speakers have refused to take part in a debate or a Q&A session.
“It wasn’t because of the political views,” Rasmussen said. “They weren’t willing to have the back-and-forth discourse.”
She said the university has “hundreds, if not thousands” of speakers on campus, and that faculty and administration collaborate to know what’s on the calendar and plan each event in such a way that “it doesn’t go off the rails.”
They designate protest areas, train staff to de-escalate situations, and provide ample security. Disrupting events is not allowed, and if interrupters persist, they’re removed.
“We take events management and planning very seriously,” Rasmussen said. “When you see a lot of events on a college campus that goes off the rails, when you dig a little deeper, it’s usually because of bad planning of the event. You need to do that work up front to ensure you have the kind of event you want.”
Rasmussen said the university has “had plenty of dust-ups over the years,” but its employees will neither be gagged nor disciplined for exercising their First Amendment rights.
“That just doesn’t happen at the University of Chicago,” she said. “This is not the kind of place where you’re going to see administrative overreach.”
Stone conceded it’s challenging to tell students and faculty they will hear ideas they find offensive, even revolting.
“That’s not easy, and the reason they have to learn to do that is they cannot trust anyone in positions of authority to decide what ideas cannot be spoken,” he said.
He and Rasmussen emphasized the university provides “safe spaces”, which are spelled out in the principles as various student organizations.
“You don’t have to just sit there, take it, and feel upset,” Rasmussen said. “There are places you can take your concerns, and get support. We do have safe places, where students can step out of a controversial situation.”
‘A slightly cynical point of view’
Rasmussen said there isn’t a threshold at which the university will determine a point of view too outrageous to be allowed on campus.
That doesn’t sit well with Caroline Kubzansky, a fourth-year senior who’s worked for The Maroon student newspaper since she set foot on campus. She’s now the managing editor, and is skeptical of the university’s motivations.
“I take a slightly cynical point of view on the university’s emphasis on free speech,” she said. “The university’s efforts have struck me as a marketing scheme.”
She said a culture of curiosity is a good thing, and that universities deserve credit for thinking outside the box, and outside the domain of scholars. But she thinks the university’s policy is perhaps too tolerant.
“[The Chicago Principles] is a way of saying that people don’t immediately tar and feather conservatives for what they have to say,” she said. “Sometimes it might be too good at not tarring and feathering people with reprehensible viewpoints.”
The university does not require its professors to provide content warnings before they introduce content that’s bound to be offensive to some, if not repulsive or potentially incendiary.
Kubzansky said that while she respects the policy, she’s grateful all the professors she’s had alert their students
“Most professors who care about that stuff will put it in anyway,” she said. “In the circles I run, it’s called manners. Try not to blindside someone with something offensive.
"The world is awful enough as it is.”
View all Illinois public notices 24 hours a day - publicnoticeillinois.com
Member Log-In + Contact Us + Events + PressLines + Job Bank + Advertising Toolbox + Upload Pages
+Regular Member Newspapers
Subscribe to RSS headline updates from: Powered by FeedBurner
FOR IMMEDIATE RELEASE: May 7, 2025 Contact Information: Kevin Hunsperger, executive director of public information & marketing (618) 634-3270 kevinh@shawneecc.edu
OPINION A Degree of Agreement: Why Illinois needs the Community College Baccalaureate By Dr. TIM TAYLOR President, Shawnee Community College
ULLIN, Illinois - In today’s divided political climate, finding common ground often feels out of reach. But every so often, a solution comes along that bridges red and blue, reflects the values of both parties, and speaks directly to the needs of everyday Illinoisans. The Community College Baccalaureate (CCB) is that solution. It’s a policy bold enough to carry the red banner of fiscal responsibility and local control, the blue banner of equity and opportunity, and – here in deep Southern Illinois – the maroon of community commitment and practical action. At Shawnee Community College, we know firsthand what’s at stake and what’s possible. For Illinois – especially in rural and underserved regions – allowing select community colleges to offer applied bachelor’s degrees is not just smart policy; it’s a necessary evolution in how we serve our students, meet workforce needs, and build resilient local economies. The case for the CCB is compelling under both traditional Republican and Democratic values. When policy reflects both fiscal restraint and expanded opportunity, local control and equitable access, it deserves broad support. A Conservative Case for the CCB: Efficiency, Self-Reliance, and Local Empowerment The Republican platform has long championed local governance, fiscal responsibility, and workforce self-sufficiency. The CCB embodies each of these principles. At Shawnee Community College, located in deep Southern Illinois, we serve a geographically large district where students often commute 30 to 60 miles to attend class. For many, relocating to attend a university is simply not an option. By offering applied bachelor’s degrees in high-need areas like operations management, data science, and allied health, we can help students advance their careers and incomes – without increasing state bureaucracy or taxpayer cost. We already have much of the infrastructure, faculty, and community trust. The CCB allows us to use existing resources more efficiently, giving place-bound students a pathway to prosperity that reflects the realities of their lives and responsibilities. It’s a cost-effective, locally governed solution that aligns perfectly with conservative principles. A Progressive Case for the CCB: Equity, Access, and Economic Justice From a traditional Democratic perspective, the CCB aligns with long-standing priorities around social mobility, educational equity, and economic empowerment. Community colleges enroll the majority of first-generation college students, students of color, adult learners, and low-income residents in Illinois. Yet these same students face systemic barriers to completing a four-year degree – barriers made worse in rural districts like ours where the closest public university is 45 miles away. Many are working parents or caregivers who cannot uproot their lives to finish their education elsewhere. The CCB helps level the playing field by delivering bachelor’s degrees directly into the communities that need them most. It’s a practical step toward reducing disparities in degree attainment and building a more inclusive economy – not just in Southern Illinois, but in dozens of rural and underserved regions across the state. Addressing the Critics: Common Concerns, Real-World Rebuttals Despite broad support, several criticisms are often raised. While worth considering, each falls short under scrutiny – especially when viewed through the lens of real communities like ours. “It’s mission creep for community colleges.” Not at all. Community colleges were created to serve local needs – and those needs have evolved. Offering applied bachelor’s degrees in targeted workforce fields does not change our mission; it fulfills it more fully. We are not trying to become research universities. We are working to meet critical labor shortages and support economic development in our own backyards. “It will duplicate programs offered by universities.” In many parts of Illinois, including our district, there is no university offering these programs nearby, or the university is not producing enough graduates to meet local demand. In fields like cybersecurity, emerging digital technologies (AI, VR, MR, etc.), nursing and teacher education, the shortage is not theoretical – it’s real and immediate. We don’t need duplication; we need complementary capacity. The CCB builds it, affordably and effectively. “Community colleges can’t maintain bachelor’s-level quality.” We already exceed quality expectations in the associate-degree programs we offer, many of which are subject to professional accreditation, licensure standards, and employer review. CCB programs would be subject to regional accreditation and state oversight, just like university programs. In other states, such as Florida and Washington, community college bachelor’s degrees have shown strong outcomes in both employment rates and student satisfaction. “It’s an unfunded expansion that risks existing programs.” In fact, CCB programs are typically self-sustaining through tuition, grants, and private sector partnerships. They are carefully scoped to ensure they don’t drain existing resources but rather add value to the institution and to the community. At Shawnee, for instance, offering a local applied bachelor’s degree in operations management; entrepreneurship could retain students currently lost to out-of-district options while attracting new adult learners who never would have enrolled otherwise. “Why not just improve transfer pathways?” We support strong transfer pathways and have dozens of articulation agreements. But in practice, only a small percentage of community college students who intend to transfer actually complete a bachelor’s degree. Barriers include distance, cost, childcare, and job constraints. The CCB provides another ladder—not a replacement, but a realistic option for the many students for whom transfer isn’t viable. A Call to Act – Together In rural Southern Illinois, our challenges are not unique – they are simply more visible. We face shortages of nurses, teachers, and skilled professionals. We serve students who are hardworking, resourceful, and determined – but often one barrier away from dropping out. The Community College Baccalaureate is not a threat to the university system. It is not a partisan stunt. It is a practical, bipartisan solution that puts education, workforce readiness, and community prosperity within reach for thousands of Illinois residents. This isn’t about red or blue. And it’s certainly not about politics as usual. It’s about doing what works – locally, responsibly, and urgently – for the people of this state. At Shawnee, we wear maroon with pride. But we believe in a future where red and blue come together to serve the public good. I urge Illinois legislators from both sides of the aisle – along with employers, local governments, and education leaders – to support the CCB. Our students, neighbors, and friends don’t have time to wait for perfection. They need progress. And they deserve the chance to finish what they started – right here, at home. Dr. Tim Taylor has worked in higher education for more than 36 years and serves as president of Shawnee Community College in Southern Illinois. He is a longtime advocate for rural workforce development, educational access, and bipartisan solutions that strengthen local communities.
####
FOR IMMEDIATE RELEASE: May 7, 2025 Contact Information: Art in Motion (773) 820-9426 or (901) 482-9329 ntatum@distinctiveschools.org
Art In Motion High School 9th - 12th students become published authors
Publishing party and book viewing planned
CHICAGO – Art In Motion is proud to announce that 18 of its students have become published authors, with 14 additional students becoming published illustrators, through the national Studentreasures Publishing program. This initiative allowed students in the 10th and 11th grades to conceive, write, and illustrate their own books. Entitled "Ink and Impact," the project began as an extension of a general education writing enhancement activity led by Mr. Paul Grossman, which aimed to refine students' writing abilities and foster creative expression. Special education (Diverse Learner) teacher Mr. Nicholas Tatum, the co-teacher, contributed by initiating the idea to use the Studentreasures Publishing Company and ensuring that diverse learners were fully included and supported throughout the project.
Dr. Maria Freeman, the school’s principal, commented on the project’s success, "Watching our students turn their imaginative concepts into published works has not only filled me with immense pride but has also reinforced our commitment to integrating real-world creative tasks into our curriculum. This achievement speaks volumes about our students' abilities and our faculty’s dedication." Media Invite Only You’re invited to the red carpet for our student authors! A publishing party, book viewing, humanities vanity fair event will take place at 5 p.m. May 16, featuring a book signing and a Humanities Vanity Fair to celebrate this remarkable achievement. For more information on our event or to plan a visit, please call (773) 820-9426 or email ntatum@distinctiveschools.org About Art In Motion Art In Motion, located at 7415 S. East End Ave, Chicago, is a progressive charter school offering a comprehensive education through a unique blend of academic and artistic disciplines. Founded in partnership with the Grammy, Emmy, and Academy Award-winning artist Common, the school is dedicated to empowering students by enriching their educational experiences with deep arts integration. Aimed at fostering both personal and community growth, Art In Motion provides a dynamic learning environment where innovative methods meet traditional learning. About Studentreasures Publishing For more than 25 years, Studentreasures Publishing has helped more than 16 million students across the U.S. and Canada become proud published authors. The program offers free publishing resources, turning student artworks and writings into bound books, helping to boost creativity and writing skills in an engaging and tangible way. Learn more at https://studentreasures.com/. Thank you, Nicholas Tatum, M.Ed. Diverse Learner Teacher Art in Motion