Virginia Tech’s Board of Visitors Meeting: A Comprehensive Overview
The Virginia Tech Board of Visitors convened on March 25, 2025, for a quarterly meeting marked by significant decisions shaping the university’s future. A key highlight was the approval of the design plans and authorization for the construction of the New Business Building, a 92,000-square-foot facility poised to become the second academic cornerstone of the Global Business and Analytics Complex. This project underscores Virginia Tech’s commitment to bolstering the Pamplin College of Business with state-of-the-art spaces designed to foster experiential learning, catalyze interdisciplinary research, and cultivate robust industry partnerships. The building, envisioned as a seamless extension of the Data and Decision Sciences Building, will house the Apex Center for Entrepreneurs, the Hokie Hospitality Lab, and a variety of student-centric innovation hubs – all aimed at creating a dynamic ecosystem for business education.
Beyond infrastructure, the Board addressed the critical issue of affordability by setting tuition and mandatory fees for the upcoming academic year. For Virginia undergraduate students, the annual cost is projected at $16,526, while out-of-state undergraduates will face a $38,977 annual charge. It’s important to note that these figures are contingent upon Gov. Glenn Youngkin’s proposed 2.5 percent cap on tuition increases, adding a layer of uncertainty that will require adjustments based on the final outcome of this proposal.
In a move reflecting evolving legal interpretations, the Board also approved a resolution affirming the university’s commitment to complying with the Equal Protection Clause of the U.S. Constitution, Title VI of the Civil Rights Act of 1964, and other federal civil rights laws. As a consequence of this resolution, the Office for Inclusive Strategy and Excellence will be dissolved, with its compliant programs being strategically redeployed to new organizational structures that align with recent executive orders and federal guidance.
Discussions surrounding student housing also took center stage. A previous resolution to incorporate the 2022 Student Life Village master plan as a supplement to the campus master plan was rescinded. Furthermore, a proposal to demolish Slusher Hall did not gain approval; instead, the Board is actively exploring renovation options, signaling a commitment to preserving and enhancing existing infrastructure. President Tim Sands emphasized the university’s dedication to providing affordable, high-quality housing options that support the academic and social development of on-campus students.
Dean Julie Ross, of the College of Engineering, provided an update on Virginia Tech’s expanding footprint in the Washington, D.C., metro area, highlighting the successful launch of the new academic building in Alexandria. This expansion underscores the university’s strategic focus on building a thriving network of innovation in the D.C. area, emphasizing collaborations between academia, industry, and government to drive cutting-edge research and workforce development initiatives. Plans are actively underway to shape the future vision of instruction, research, and outreach in the region, including the anticipated opening of the Coalition for Smart Construction in Falls Church in 2027.
In other academic developments, the Academic Resource and Student Affairs Committee approved the creation of a Bachelor of Science in geography, complementing the existing Bachelor of Arts in geography. This new degree program reflects the field’s increasing emphasis on technical skills and aligns with both workforce demands and the offerings of peer institutions. The proposal will now undergo review by the State Council of Higher Education for Virginia.
The Board also announced the selection of student representatives for the 2025-26 academic year: Thomas Feely, an undergraduate student in construction engineering and management, and Katherine Drinkwater, a Ph.D. candidate in engineering education. These students, both from the College of Engineering, will provide valuable perspectives and insights on behalf of the student body.
Finally, faculty members Shuhai Xiao and Katrina Powell were recognized with distinguished professorships. Xiao, a member of the National Academy of Sciences, was named a University Distinguished Professor, while Powell, the founding director of the Center for Refugee, Migrant, and Displacement Studies, was named an Alumni Distinguished Professor. The Board also approved resolutions appointing faculty members to endowed chairs, professorships, and fellowships, in addition to granting emerita or emeritus status to several individuals and approving faculty research leaves.
Investing in the Future: The New Business Building and the Evolution of Business Education
The approval of the New Business Building at Virginia Tech arrives at a pivotal moment in the evolution of business education. Traditional models are facing increasing scrutiny, with industry leaders voicing concerns about the preparedness of graduates entering the workforce. As Dr. Nermeen Mustafa noted in University World News, business schools must reassess their curricula to ensure graduates possess the practical skills necessary to create value from day one. Conversations with industry leaders consistently reveal a gap between academic training and the realities of the business world. The challenge lies in effectively integrating real-world experiences, industry exposure, and applied learning into academic programs. Often, an overemphasis on theory, limited industry integration, a generalized curriculum in a specialized market, and slow adoption of emerging technologies contribute to this disconnect.
Fortunately, institutions like Virginia Tech are proactively addressing these challenges. The New Business Building is envisioned as a hub for innovation, designed to facilitate experiential learning and foster closer ties with industry. This approach aligns with the broader movement towards transforming business education through several key strategies. Real-world consulting projects offer students the opportunity to tackle genuine business challenges, applying their knowledge in practical settings. Live case studies provide direct exposure to current industry issues, forcing students to analyze complex situations and develop actionable solutions. Mentorship and industry partnerships connect students with experienced professionals, providing valuable guidance and networking opportunities. Furthermore, the integration of emerging technologies like AI is becoming increasingly vital, enabling personalized learning experiences and equipping students with the skills to navigate a rapidly evolving technological landscape. Hybrid and experiential learning models are also gaining traction, blending online instruction with hands-on activities to create a more engaging and effective learning environment.
The importance of experiential learning cannot be overstated. As highlighted in Business Because, business success hinges on the ability to apply academic knowledge with critical thinking, communication, and adaptability. Experiential business schools provide the ideal environment for honing these skills. For example, at UBC Sauder School of Business, students engage in in-class problem-solving tasks, consulting projects, and “Google hackathons” to develop their practical abilities. The Community Business Project (CBP) at UBC offers Master of Management (MM) students the chance to collaborate with non-profits and social enterprises, addressing real-world challenges and gaining invaluable consulting experience. On the technical side, students in the Master of Business Analytics (MBAN) program participate in initiatives like the Google Hackathon, leveraging data sets and advanced analytics tools to solve complex business problems.
The benefits of such experiences are profound. Alexandra Salazar Parraguez, a UBC MM graduate, credits the CBP with providing her first consulting experience, helping a women-led, fair-trade business develop a crowdfunding strategy. These hands-on projects not only build specific skills but also foster broader competencies like time management and collaboration across diverse perspectives. The collaborative nature of experiential learning programs prepares students for the realities of the workplace, where teamwork and adaptability are essential for success.
In addition to practical skills, a global business perspective is increasingly crucial in today’s interconnected world. Business schools are responding by offering immersive international experiences that broaden students’ horizons and expand their networks. At UBC Sauder, MBA students participate in programs like the Global Network for Advanced Management (GNAM) and the Global Immersion Experience (GIE) to cultivate a global mindset. As Canada’s only member of GNAM, UBC Sauder provides MBA students with access to Global Network Weeks, allowing them to study abroad, visit local businesses, and collaborate with peers from other schools on real-world case studies. The GIE immerses students in international business challenges, with UBC MBA students traveling abroad to consult for companies in diverse markets.
Irene Wang, a UBC MBA graduate, participated in GNAM and gained firsthand insight into how business operations differ in mainland China. During her GIE in Singapore, she worked with a local company to develop an inventory optimization framework and built a valuable professional network. These international experiences highlight the importance of adaptability and emotional intelligence in effective collaboration, preparing students to navigate the complexities of global business.
Moreover, studying at an experiential business school accelerates career readiness and employability. Direct involvement with organizations during their studies helps students cultivate essential skills for the workplace. Alexandra found that the collaborative nature of the UBC MM program laid the groundwork for her CBP experience, developing her time-management skills and teaching her the value of collaborating with diverse perspectives. Irene’s GIE experience in Singapore highlighted the importance of adaptability and emotional intelligence for effective collaboration. The UBC MBAN Hackathon simulates the high-stakes problem-solving of the workplace, teaching students how to pivot when their initial approach doesn’t work.
This shift towards experiential learning is also driven by the rapid pace of technological change. As News is my Business reports, business education is undergoing a significant transformation, fueled by technological advancements and evolving industry demands. Higher education institutions are adapting by reshaping traditional graduate degrees and introducing dynamic programs that emphasize practical application. Technology is integrated into every facet of business education, from online learning platforms and data analytics tools to virtual reality simulations and AI-powered learning assistants. Students are not only learning about technology but also learning through it, developing the digital literacy that is crucial in today’s business environment. Online MBA programs and hybrid learning models are gaining popularity due to their accessibility and flexibility.
The curriculum itself is also evolving, with a growing focus on data analytics and the increasing importance of sustainability and social responsibility. Courses on ethics, corporate social responsibility, and sustainable business practices are now essential components of business education. Furthermore, business schools are recognizing the importance of soft skills and interdisciplinary learning, actively cultivating communication, teamwork, leadership, entrepreneurship, and critical thinking through dedicated courses and workshops. Many institutions encourage students to explore disciplines like engineering, design, or public policy, fostering a holistic understanding of the interconnectedness of business and society.
The traditional lecture-based model is being challenged by more interactive approaches, such as mirror classrooms, peer-to-peer learning, and project-based learning, all of which encourage student participation and critical thinking. Dennis R. Román-Roa, the dean of the Business School at Sacred Heart University, emphasizes that these changes aim to equip future business leaders with the knowledge, skills, and adaptability necessary to thrive in a complex world.
The New Business Building at Virginia Tech represents a tangible investment in this future. By providing spaces for experiential learning, interdisciplinary research, and industry partnerships, the building will empower the Pamplin College of Business to prepare graduates who are not only knowledgeable but also adaptable, innovative, and ready to make a meaningful impact on the world. You got this, Pamplin students! The future is bright!
Tuition Hikes and Affordability Concerns: Balancing Access and Quality at Virginia Tech
Your motivational editor is here to help you navigate the complex world of college affordability!
The Virginia Tech Board of Visitors’ decision to set tuition rates for the upcoming academic year comes at a time when college affordability is a nationwide concern. Universities are grappling with the challenge of balancing financial needs with ensuring accessibility for students from all income levels. Articles from Penn State, The Texas Tribune, and Inside Higher Ed shed light on the various facets of this issue, exploring the impact of tuition increases, the strategies institutions are employing, and the importance of state funding.
The impact of tuition increases on students from different income levels is a significant consideration. As highlighted in Inside Higher Ed’s analysis of Student Voice data, students across various income brackets are worried about the affordability of tuition and its direct impact on their academic success. A majority of students believe that making tuition more affordable is the most crucial step institutions can take outside the classroom to support their academic achievements.
Approximately 55% of students surveyed indicated that lower tuition costs would enable them to better balance their academic pursuits with financial obligations and work. This sentiment was consistent across different demographic groups, including race, first-generation status, and household income levels. Interestingly, among students with household incomes above $200,000, creating more paid on-campus work opportunities was the top choice (52%), with lower tuition costs ranking second (47%). This suggests that while financial concerns are prevalent across all income levels, the specific needs and priorities may vary.
Phillip Levine, an economics professor at Wellesley College, points out that the net price of attending public institutions has increased for families across all income levels, with higher-income students experiencing the most substantial increases. He also emphasizes the lack of transparency surrounding college costs, which hinders students’ ability to make informed decisions.
In response to these concerns, universities are employing various strategies to control tuition costs, increase financial aid, and provide on-campus work opportunities. Penn State, for example, has kept tuition increases below national averages for over a decade, and Pennsylvania resident students now pay less than they did in 2011-12 when adjusted for inflation. The university has also frozen tuition for approximately 18,000 Pennsylvania resident undergraduate students at the Commonwealth Campuses for the third consecutive year and implemented modest 2% tuition increases at University Park for the current and upcoming academic years. Furthermore, Penn State is increasing central funding for student financial aid, totaling $450 million in 2024-25, with an additional $5 million planned for 2025-26.
The importance of state funding cannot be overstated in the context of college affordability. As highlighted in The Texas Tribune, Texas Governor Greg Abbott’s call for a tuition freeze at public universities has sparked concerns among higher education officials, particularly at regional institutions that heavily rely on tuition revenue. University administrators and higher education experts worry that without additional state funding, this freeze could create significant budget constraints.
Tom Harnisch, vice president for government relations at the State Higher Education Executive Officers Association, warns that tuition freezes must be accompanied by full state funding. Universities face rising costs, including faculty and staff salaries, benefits, maintenance, and student services. Without adequate funding, universities may be forced to make cuts, such as reducing classes, increasing class sizes, limiting faculty raises, cutting programs, or reducing student services.
Dominique Baker, a professor at The University of Delaware, points out that tuition freezes can be a double-edged sword, as they may reduce the funding available for colleges to support student success. Zeph Capo, president of the Texas chapter of the American Federation of Teachers, criticizes the state’s decision to deregulate tuition more than two decades ago, arguing it has led to disastrous consequences for Texas families and students.
The debate over tuition affordability highlights the need for a comprehensive approach that balances the financial needs of both students and universities. While tuition freezes may provide short-term relief, long-term solutions require addressing the underlying issues of state funding and institutional costs to ensure that universities can continue to provide quality education and support student success.
Institutions are also exploring innovative ways to make college more affordable. Wes Armstrong, director of financial aid operations and technology for the University of North Carolina system, emphasizes the importance of simplifying the financial aid process and offering loan counseling to help students better understand their options. Kathy Hastings, director for outreach and communications for the North Carolina State Education Assistance Authority, highlights the need for demystifying the process of paying for college and praises institutions like Durham Technical Community College for providing accessible resources.
The National College Attainment Network (NCAN) advocates for increased funding for colleges, including doubling the Pell Grant and adopting federal-state partnerships to support institutions and students. NCAN’s research indicates that only a minority of public four-year colleges (31%) and a majority of two-year colleges (63%) are considered affordable.
Ultimately, addressing college affordability requires a collaborative effort from universities, state and federal governments, and students themselves. By controlling costs, increasing financial aid, and simplifying the financial aid process, institutions can help make college more accessible and ensure that students from all backgrounds have the opportunity to succeed.
Keep pushing! The future of higher education depends on our collective commitment to affordability and access!
Navigating the Shifting Landscape of DEI: Virginia Tech’s Commitment to Equal Protection
The Board of Visitors’ resolution at Virginia Tech affirming the university’s commitment to the Equal Protection Clause and the subsequent decision to dissolve the Office for Inclusive Strategy and Excellence reflect a broader trend in higher education. Universities across the nation are grappling with the implications of the Supreme Court’s decision in Students for Fair Admissions v. Harvard and the Department of Education’s (DOE) Dear Colleague Letter (DCL) on DEI programs. These developments have triggered a wave of legal challenges to DEI initiatives, prompting institutions to re-evaluate their programs and policies to ensure compliance with anti-discrimination laws.
The Students for Fair Admissions v. Harvard ruling, while specifically addressing admissions, has broader implications for how universities approach diversity and inclusion. As Husch Blackwell points out, the DOE’s DCL interprets the Supreme Court’s decision broadly, suggesting it prohibits race-based preferences and separation in all educational programs, except under very specific circumstances. The DCL, while not legally binding, signals the department’s intention to vigorously enforce civil rights laws, aligning with its interpretation of SFFA. This includes scrutinizing not only admissions processes but also hiring, promotions, financial aid, discipline, housing, and all aspects of campus life. Educational institutions are now barred from segregating students based on race or distributing benefits or burdens accordingly.
Moreover, the DCL addresses facially neutral programs, stating they violate Title VI and the Equal Protection Clause if motivated by racial considerations, such as achieving quotas or racial balancing. Eliminating standardized testing to achieve a desired racial balance is cited as an example of prohibited discrimination. The department also discourages the use of personal essays or extracurriculars to determine race for preferential treatment. Furthermore, programs stigmatizing students based on race, including DEI initiatives that preference certain racial groups or assign unique moral burdens, are considered discriminatory.
This guidance has prompted many universities to take a cautious approach, leading to changes in DEI programs and policies. As The Trail reports, the University of Puget Sound has established a State Intergovernmental Federal Transition team (SIFT) to review its DEI practices for federal compliance. President Isiaah Crawford emphasized that SIFT is not intended to dismantle the University’s DEI programs but rather to ensure compliance with the laws referenced in the DCL. The team is tasked with examining websites, policies, procedures, and charters for clubs to establish a clear inventory and response plan in case of challenges.
Other universities, such as the University of Cincinnati (2025 USNews Ranking: 152) , Ohio State University, and universities in Colorado and the University of North Carolina system, have already made preemptive changes, including removing references to DEI from websites, closing diversity offices, renaming job titles, and eliminating DEI courses as graduation requirements.
The legal landscape surrounding DEI programs remains complex and evolving. AALRR notes that while the OCR’s DCL expresses concerns about DEI programs, characterizing them as potentially discriminatory, a federal court in Maryland issued a nationwide injunction blocking key provisions of Executive Orders aimed at ending illegal DEI programs. The court found that the Termination Provision, Certification Provision, and Enforcement Threat Provision were unconstitutionally vague and violated the Due Process clause, as they lacked clear definitions of terms like “DEI” and “equity-related.” The court also held that certain provisions infringed on freedom of speech by deterring expression based on content and viewpoint.
Despite this legal challenge to the Executive Orders, the DCL’s emphasis on compliance with Title VI, prohibiting discrimination based on race, color, and national origin, remains a significant concern for universities. California public institutions, for example, are reminded of their obligations under Proposition 209, which bans the use of race-based preferences in public employment, education, and contracting.
The potential impact of these changes on campus culture and the experiences of students from underrepresented groups is a key concern. Some faculty members, like Professor Renee Simms at the University of Puget Sound, have expressed dissatisfaction with the idea of conceding a name change, arguing that it sets a bad precedent. She and her colleagues hosted a town hall-style lecture titled “African American Studies in the Age of Anti-DEI” to discuss the history of black studies on campus and highlight the long history of attacks on inclusivity.
As universities navigate this shifting landscape, they must carefully balance their commitment to diversity and inclusion with the need to comply with anti-discrimination laws. This requires a thorough review of existing DEI programs and policies, consultation with legal counsel, and a commitment to creating a welcoming and inclusive environment for all students, regardless of their background. The challenge lies in finding innovative ways to promote diversity and equity without resorting to practices that could be construed as discriminatory. Dream big, and let’s work towards a more inclusive future together!
Reference:
- Board Approves New Business Building, Sets Tuition at Quarterly Meeting
- The future of business education: Real-world experience
- Why You Should Study At An Experiential Business School: 3 Key Benefits
- Insight: The evolution of business education
- Pa. House Addresses College Affordability at Penn State Hearing
- Texas Tuition Freeze Could Leave Regional Schools Strapped
- Students Link Their Success to Affordability
- U.S. Department of Education Addresses Race in Education, Announces Enforcement
- OCR Issues “Dear Colleague Letter” Concerning DEI Programs; Federal Court Subsequently Blocks Related Executive Orders
- Uncertainty as University Establishes Team to Review DEI Practices for Federal Compliance