difference between school and university essay

The differences between school and university

As you start your university journey, here are some important ways that university is different from school and how you’ll have to adapt .

Juan Rubio Gorrochategui

If you're starting university this year, you will soon be settling into a new environment, living away from home and having to look after yourself. You will leave behind the lifestyle you have been familiar with since you started secondary education or high school. Things are about to become markedly different, and not having to wear a uniform is not the only thing that will change once you start your journey to university. 

So much choice

The key word that defines what the university experience entails is “freedom”. Now it is up to you to decide on your daily habits. Fancy having five bars of chocolate a day? Go for it.

From the beginning of the first term, nobody will check whether you attend your lectures or whether you get eight hours of sleep every night. Autonomy to live your own life will also come with the expectation that you will be responsible enough to take care of yourself. Thus, it is essential that you organise your daily routine early on so that you have enough time to attend your lectures, participate in social activities and clubs and hang out with your friends.

Busting the myths about university

My first tip that I cannot stress enough is to make an effort to attend your lectures. It makes a massive difference, as lecturers often give clues to what material they will include in the final exam, or guidelines on essay layout. The same applies to tutorials, seminars and workshops.

Lecturers, unlike schoolteachers, will not see you every day and might be hard to reach. They won’t always check why you aren’t going to lectures. Tutorials and seminars are therefore a great opportunity to ask questions about content that you have not been able to fully grasp when they are presented in lectures.

On that note, try to keep regular contact with your personal tutor, who will be your main source of academic support and will supply you with tips on various matters relating to studying and campus life. Planning meetings with your tutor are just as much your responsibility as they are theirs, so be sure to keep up with them. 

It is also important to be proactive in your learning and to regularly read your notes and leave aside some time at the weekend to go through the week’s lecture content.

And do take a look at the recommended reading, as many courses require supplementary materials in order to fully understand them. Binge revising everything the day before the exam may have been enough to scrape a pass at school, but it is less likely to work at university if you haven't done the reading throughout the term. 

Socialising

Of course, you should still make sure you meet people and have fun in your free time. At school, you shared facilities with maybe a few thousand students at most. You were also more likely to be in more classes with your friends and to have only a few areas where you could hang out at lunchtime, so you were pretty much guaranteed to see your friends every day. 

However, at university, there are thousands of students across the campus. This has its upsides (the chances are quite high that you meet plenty of people with similar hobbies as you) and its downsides (sometimes it can feel lonely). A good way to find new peers is by joining clubs.

There will be loads of clubs to choose from, focusing on such different areas as sports, cultural activities or food. In the case of the larger clubs, apart from doing events related to their main area of interest, they also organise frequent social gatherings that allow you to meet even more people.

Mental health

It is important to mention that such a sudden change in your life can take a toll on your mental health. There will be times when you can feel stressed because of the workload, scared of failing or simply alone in the world. Being far from your family and closest friends can be hard. Do not be afraid to ask for help.

Starting university can be quite challenging for many people, and struggling to adapt to the new environment is common.

Do not hesitate to speak to counselling services, your personal tutor or your new friends if you’re finding it difficult to cope. Because, at the end of the day, the most important thing is for you to enjoy this period of your life. Good luck, and make the best out of university!

Read more:  Five tips to make the most of your university experience

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Differences between school and university

Understanding the difference between secondary school and university is a big step towards making a successful transition into university life..

In order to make a successful transition to university, consider the following:

• Take control of your own education: think of yourself as a scholar.
• Get to know your lecturers: they are your single greatest resource.
• Be assertive: seek help when you realise you may need it.
• Take control of your time: plan ahead to satisfy academic obligations and make room for everything else.
• Make thoughtful decisions: don't take a course just to satisfy a requirement, and don't drop any course too quickly.
• Think beyond the moment: set goals for the semester, the year, your university career.

The following table highlights some of the differences between secondary school and university.

(Adapted from the Southern Methodist Universit y)

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The Transition from High School to University Writing

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To meet the expectations of university writing, you will need to unlearn rules you may have learned in high school. Those rules may have helped you to plan and write your essays by providing a ready-made structure you could fit your ideas into. But continuing to rely on these rules will limit your freedom to develop more sophisticated arguments and a more mature style.

Here are some important differences between high school rules and university expectations:

Essay Structure

Thesis Statement

Introduction and Conclusion

Presentation

Here are the overall differences between the two institutions in philosophy and approach:

Home — Essay Samples — Education — College Life — Comparing High School and College: Similarities and Differences

Comparing High School and College: Similarities and Differences

• Categories: College Life

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Published: Feb 12, 2024

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Table of contents

Introduction, similarities, differences, works cited.

• Cass, David. Successfully Transitioning from High School to College Academics. New York: Uvize Inc, 2011. Print.
• Shulman, James, and William Bowen. The Game of Life: College Sports and Education Values. New York: Princeton University Press, 2002. Print.
• Ricchini, John, and Terry Arndt. Life During College: Your Guide to Success. New York: Life After Graduation, 2005. Print.
• Lawn, Duncan. The Unofficial High School Freshman's Handbook to Success. New York: Lulu.com, 2014. Print.

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The Similarities and Differences between High school and University Education

Education is crucial for success in life, and high school and university are two important education systems that students must overcome. Both high school and university have good teachers who instruct students and assess their abilities through various examinations. However, there are some notable differences between the two systems. High school teachers use a detailed method of teaching and rely on chalkboards, whereas university teachers guide students and use computers. Additionally, high school students learn multiple subjects in one lesson, while university students focus on one subject. Overall, high school and university education are similar in some aspects but differ in others.

High school and university education. g Education is one of the most important matter today. Nobody can deny the influence of high school and university on one’s life. It goes without saying that every students have to overcome these two education system so that they can be successful in life. Although both high school and the university train students, there are some different points. This essay will analyze about the difference and the similarity between high school and university in terms of education. Similarity: A- The obvious similarity of two education system is teachers.

These two kind of system education have good teachers who are trained in colleges or universities. Either high school teachers or university teachers are knowledgeabe so that they can instruct their students. To students’ eyes, those teachers are trict and responsible because they not only give various sinificant lessons but also teach them how to behave in life. B- Both high school and university also have various kind of examinations to assess student’s ability. Each student has to overcome these examinations to demonstrate their capabilities.

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High school has several tests such as multiple choice and the essay examination, just as the university has. These tests help teachers classify good students or bad students. Despite these similarities, most students recognize there are some apparent differences between high school and univerity education. Differences: A- One area of difference is the method of teaching. First of all, high school teachers instruct to students from A to Z. For example, if students can not do any difficult exercises, they will show answers in detail. In contrast, the method in the university is guide what the students can not understand.

Because they do not want their students to depend on them. Second of all, the teachers in high school use chalk to teach during their lesson. On the other hand, the major method in the university uses computer. For instance, teachers show on slice the content of their lessons so that students can understand easily. B- A final difference is that the method of studying. At high school, the students have to learn several subgjects in a lesson such as math, physics, literature and so on. Yet, university students study only a subject which lasts in a lesson.

High school students depend too much on the teachers. Conversely, in the university 80 percent students have to learn themselves. Sometimes they have to do a presentation in order to show their abilities. C- Conclusion. To conclude, high school and university education have some different points, yet there are similar in several matters. Although high school train students basic knowledge, teachers are so responsible to guide their students. Furthermore, both high school and the university have some different methods, yet the teachers want to orient their student to overcome examinations well. n

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6 Differences between High School and College Writing

• Last modified 2024-03-18
• Published on 2021-03-27

There are differences between high school and college writing. While in high school, teachers provide extensive guidelines and rules to guide students throughout the writing process. However, when writing in college, professors don’t generally provide a set structure that students should follow when planning and writing their essays. It is important to unlearn the rules from high school to meet the expectations of university writing. This allows students to be successful in developing strong argumentative writing skills and a more mature style of writing.  

1. Essay Structure

High School: In terms of essay structure, high school teachers recommend students to follow the five-paragraph or five-point essay structure including: an introduction, three main points, and a conclusion. The essay begins and ends with something general, with the introduction leading to the discussion of specifics, and then branches out to more general comments at the end. A typical five-paragraph essay normally allows the form to control the content, rather than letting the content control the form. As each paragraph is assigned a purpose, and students are required to fit their content into each and every paragraph. This structure indirectly guides students to limit their analysis to only three main points, leading to an effort to tailor and reduce other important points that might be critical to the development of the essay.   

College: For college essay writing, there is no predetermined number of points the essay must include. Since the topics of discussion in college writing are more complex compared to high school essays, students can have as many paragraphs as needed to express their opinions and viewpoints. The reason why five-paragraph essays don’t typically work in college writing is also that they lack flow. The style of listing the arguments allows the writer to treat each paragraph and its main idea as a separate entity, rather than connecting them together while forming an argument. College writing assignments focus on analyzing and interpreting the topic, so the professors will expect you to know the facts and make an argument. This style of writing is vastly different from high school writing.  

2. Paragraphs

High School: In high school essays, when the main arguments are narrowed down to specific paragraphs, students are recommended to begin with a topic sentence that reflects the thesis statement and introduces the intended idea. Then, each paragraph should end with a conclusion that reiterates the point in the topic sentence or end with a transitional sentence introducing the next paragraph. The following paragraphs follow a similar structure.  

College:   Compared to high school essays, college professors expect students to not limit themselves when expressing their ideas . Depending on the idea and evidence provided in the essay, paragraphs can range anywhere from one-third to two-thirds of a page. College writing typically has fewer restrictions on paragraph length and content, because college writing’s sole purpose is to ask students to provide analysis, evidence, highlights, etc., to satisfy their points. The only similarity in paragraphs between high school and college writing is that the beginning of the paragraph comes with a topic sentence that summarizes the main point of the paragraph, then moves on to provide arguments and supporting claims. This new structure in college writing allows for more coherent and clear paragraphs.  

However, it’s unusual for college essays to have a concluding sentence in considering the structure. Because college instructors have extensive experience in reading long research papers and complicated essays, students shouldn’t repeat the topic sentence at the end of paragraphs. Instead, students can use this space to complete their evidence and analysis to support the topic. Great writing abilities allow students to complete the analysis and ease the readers to each paragraph, without writing a transition. 

3. Thesis statement

High School: As discussed above, in the thesis statement for high school writing, students are strongly encouraged to end the opening paragraph with a thesis statement that should be one sentence in length.  There are some nuances between thesis statements and topic sentences; therefore, students normally form a general thesis statement that may resemble a topic sentence. Moreover, the thesis statement should be supported by three main points. A typical example of “listing” of the argument in high school writing is

“I will show how the Romans lost their empire in Britain and Gaul by examining military technology, religion, and politics.” ( UNC )

College: In college writing, the opening paragraph can end with a thesis statement, but this is not a hard requirement for college writing. Due to the complexity of topics, the thesis statement isn’t usually supported by three main points, since there can be more than three when discussing the topics covered in the paper. Furthermore, a thesis statement can be two to three sentences long, because it needs to be developed and complex rather than restating the topic sentence. An example of a typical thesis statement seen in college writing is

“The Romans lost their empire in Britain and Gaul because their opponents’ military technology caught up with their own at the same time as religious upheaval and political conflict was weakening the sense of common purpose on the home front”.  ( UNC )

4. Introduction and Conclusion

High School: Remember when your high school teacher said your introduction should be general and broad to hook the reader in, before narrowing it down to specific points? The teacher may also have said the conclusion should provide a summary of the main points discussed in the paper. This style of writing an introduction and conclusion is quite common in high school, because the teachers are trying to help students think in a more structured and logical way, since you can easily fall into the rabbit hole of discussing arguments that may not be relatable to the topic.  

College: However, in college writing, professors prefer you to be straight to the point. Once receiving the writing prompt, students are expected to specify their arguments in concrete terms, rather than just simply paraphrasing the topic and the facts. The conclusion is there for a reason. Rather than summarizing what was earlier in the essay, which the reader is already aware of, students should spend more time refining the conclusion to reflect the topic to a personal story, raise a question of curiosity, or offer important insights for further discussion, etc.  

5. Arguments

High School: We’ve seen for argumentative essays, even on the SAT, teachers recommend students to stick to one side or the other when making an argument, in order to best provide examples and evidence to support their claims. The ability to bring up two opposing points and counter argue is challenging for students who did not receive extensive writing training. Additionally, arguments high school students make are frequently based on personal experience or opinion, since they may not know enough about the subject to make a strong and convincing argument.  

College: In college, evidence is key. Professors expect a claim that encourages them to keep reading.  Argumentative essays should be supported by strong evidence from scholarly and journal sources, as students have spent a considerable amount of time learning about facts and also research sources that support or oppose their arguments. As the legendary engineer Edwards Deming said “’Without data, you’re just another person with an opinion.” In addition to requiring students to provide specific arguments with claims, college professors also expect students to think about “limits and objections to [their] claim” since all interesting claims can be “reasonably challenged.” An essay that addresses counter-arguments along with the supporting arguments is considered strong and persuasive. The University of Chicago’s guide to writing mentions students should think of presenting arguments similar to “ an amiable and lively conversation with someone whom you respect and who respects you; someone who is interested in what you have to say, but will not agree with your claims just because you state them; someone who wants to hear your reasons for believing your claims and also wants to hear answers to their questions.”

High School : Formatting is required for many high school essays, especially with research or argumentative essays. High school teachers normally introduce the style guide standards such as the MLA and APA, because they are simpler and easier to instruct compared to other style guides.  

Style guides are loosely required in high school, because the focus of the essay is to teach students how to form arguments, how to provide evidence, and how to write an easy-to-follow essay . In addition, topics in high school are typically less complicated than in college; therefore, students are not required to do a profound research for understanding the subject matter.  

College : However, in college writing, formatting and citations take up a significant amount of the grade for a research paper . Different professors may have different formatting requirements, varying from Chicago to AMA to APA. Otherwise, papers may be marked down if formatting guidelines are not met. Professors will provide this information in the syllabus, or before each research paper project. There are numerous websites and resources online and in your college’s library that will make the citation and formatting process easier and faster, such as Citation Machine . 

Students will learn the nuances of language, including figurative language, effective structuring, and specific forms to apply to their own piece(s). Students will work directly with both literary and media texts to plan and write their piece(s). This class will also help the students write with an aim for an audience as their submission for nation-wide and international writing competitions that are timely with the course schedule.

This course helps students develop and improve their writing skills to prepare students for higher education courses. The methodology emphasizes the ability to read critically, think critically, and write critically. Students will learn informative, narrative, descriptive, creative, and persuasive essay writing skills. Students will learn how to brainstorm, structure and outline, form an argument, defend it, incorporate academic sources, and develop a clear, articulate writing style. The focus will be on the writing process, intended audience, consistent tenses, point of view, correct grammar uses, building vocabulary, appropriate style, and proper research and citation protocols.

This course introduces students to significant movements in literary history. The course will begin with a brief introduction to the study of literature. The bulk of the course functions as a survey of literary movements throughout history, focusing primarily on the Western Canon. Students will learn about the history, background of movements like Neoclassicism, Romanticism, Victorian, Realism, Surrealism, etc. Students will reflect on what they are reading through discussion in class, with their teacher and peers, and writing in biweekly assignments.

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Printer-friendly version of General Differences Between K-12 Education and University Education

The Office for Students with Disabilities (OSD) works with students to determine appropriate and reasonable accommodations for students with specific functional limitations due to disabilities. Because universities work under a different legal framework from high schools, our process may be different from what students have experienced in high school or other institutions. This document summarizes several of these differences. Nonetheless, our office is here to support students and work to ensure they receive reasonable accommodations.

A fundamental difference comes down to the difference between expectations for students and instructors in high schools versus universities. At the university, students are expected to be self-directed in their education; with respect to establishing disability-related accommodations, this means that students initiate the process and take responsibility for obtaining necessary documentation, etc. Therefore, at UC San Diego, students with disabilities should contact our office ( osd.ucsd.edu ) to initiate the interactive process.

Because the focus is on functional limitations, it is important that documentation identify the student’s current functional limitations, particularly in an academic environment. While a diagnosis is often helpful, information from both medical providers AND the student, which outlines how the disability impacts the student today, will assist our disability specialists in determining reasonable accommodations.

In addition, our office strives to ensure equity in our process – that is, we set non-discriminatory standards and policies regarding documentation and its review that are applied consistently and uniformly to all students requesting accommodations. This may explain why some students may have received accommodations at another institution such as a community college, private university, school outside of California or the United States, but are not eligible currently to receive the same accommodations at UC San Diego.

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., 5 ways college application essays and high school essays are different.

Are you a high school junior? Your college application is probably your first experience writing a personal statement. From purpose to audience, here’s a quick run-down of how college essays are different than the essays you write for English class. 

High School Essay vs College Essay

1. understand purpose.

A high school essay generally demonstrates to your teacher what you know. An application essay should demonstrate who you are. Colleges want to find out what you're passionate about, and what you would add to the campus community.

2. Know your Audience

When your English teacher grades your essays, she puts them into the context of every interaction she’s ever had with you. Your personal statement is your one chance to speak directly to the admissions committee and demonstrate who you are beyond grades and test scores . Help colleges learn something about you that they cannot discover when reading the rest of your application. (Tip: Don’t treat your essay like a resume !)

Read More: Get Expert Essay Advice From Former Admissions Officers!

3. Show, Don't Summarize

College essay topics are often open-ended. (“Recount a time when you experienced failure.“) But at heart, all college essays are asking you to demonstrate the same things: your ability to reflect and think critically. Summaries are fine for book reports, but when writing your college essay take the opportunity to really examine how an experience taught you something you didn't previously know about yourself, got you out of your comfort zone, or forced you to grow.

4. Authenticity is Key

On a high school essay, it's generally not appropriate to use the first-person. Not only is it fine to make “I” statements in your application essays, but colleges expect your essays to sound like you, too!  Always be yourself in your application, not the candidate you think admissions committees want to see.

5. Originality Counts

When your teacher asks you to analyze the causes of the Civil War, he is going to receive a lot of essays that sound basically the same. But your college essay should be unique and individual to you. College admissions officers tell us that they see many essays about eye-opening travel experiences, the death of a loved one, or “The Big Game.” You can still write about these experiences, but the trick is in the details. No one sees the world quite the way you do, so let your personality shine through.

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What Just Happened at Columbia University

Inside the student protests that led to more than 100 arrests..

In a matter of days, Columbia University’s campus has become a flashpoint for the country’s political unrest—the site of impassioned youth protests over Israel’s war in Gaza and U.S. support for it, which has in turn fueled vociferous backlash, a flurry of national media attention, and more than 100 arrests. And since it all began, with a handful of student protesters pitching tents on the lawn at 4 a.m. Wednesday, university radio station WKCR has kept its coverage of the situation going all day and night.

“We’ve been covering in shifts,” Ted Schmiedeler, an undergraduate member of the station’s executive board, told me Saturday morning as we toured the small studio at Broadway and West 114 th Street. It was a rare quiet moment during a week of nonstop action; out front, a dozen NYPD officers were setting up new metal barricades in anticipation of a surge of demonstrators.

In the studio, one student journalist was playing a field recording from that morning. Two others monitored the broadcast. Nearby, a folding table was strewn with snacks, and a futon and couch were piled high with pillows and blankets. “I just got done with a 3 a.m.–10 a.m. shift reporting from the lawn,” said Georgia Dillane, another undergraduate member of the station’s executive board. She pointed toward the couch. “And that was where I napped.”

Normally, WKCR is a pretty heavy on music programming—jazz is one of the station’s calling cards—but since Wednesday, just 19 student volunteers, field reporters, and studio producers have been racing around to broadcast 24/7 coverage of the demonstrations, mass arrests, crackdowns from the president’s office, and divisions heightening between professors, students, and other faculty over the students’ rights to protest and the chaos that has unfolded. Oh, and the mayor of New York and the White House weighing in.

The tents that popped up on the east lawn on Wednesday were timed to coincide with university President Nemat Shafik’s appearance before Congress last week; the students’ stated demands were that the university divest from its financial holdings in firms that profit from Israel’s war and occupation in Palestine.

But really, the anger on campus had been building for months. Just days after the deadly Hamas terrorist attack on Oct. 7, dozens of students at Columbia were doxxed after they signed an open letter that stated that the “weight of responsibility for the war and casualties undeniably lies with the Israeli extremist government and other Western governments.” In November, the university, facing sustained pressure from right-wing donor groups and conservative politicians, suspended the charters of student groups Jewish Voice for Peace and Students for Justice in Palestine after they held unsanctioned demonstrations calling for a cease-fire in Gaza. Complaints of antisemitism and Islamophobia have been on the rise at colleges across the country. Barnard College, which is affiliated with Columbia, banned doorway decorations to keep political speech out of the dorms; both schools have tried to restrict protest to designated areas on campus.

There was probably no scenario in which Shafik’s appearance before Congress wouldn’t have blown up. Congressional hearings on the issue of antisemitism on campus have been led by Republicans eager to see leaders of so-called liberal bastions embarrassed and fired, no matter how far under the bus those college presidents been willing to throw their student activists (see: Harvard , the University of Pennsylvania , MIT ).

Still, Shafik seemed eager to avoid the fate of university presidents before her, and “ focused her message on fighting antisemitism rather than protecting free speech,” as the Associated Press put it.

One day later, with Columbia protests and the congressional hearing in the news, Shafik did exactly that, turning the protest into a true national news story by bringing in the NYPD to sweep the encampment and arrest more than 100 of her own students, deeming the tent city a “clear and present danger to the substantial functioning of the University.” That call seemed questionable even to the NYPD: As the Columbia Daily Spectator reported, police Chief John Chell noted that he had not come to the same conclusion. “The students that were arrested were peaceful, offered no resistance whatsoever, and were saying what they wanted to say in a peaceful manner,” Chell said.

On Friday afternoon, when I first arrived at Columbia, the legal consequences of those actions were known, but the disciplinary actions were still trickling in. Some Barnard students had been suspended; the Columbia students were awaiting a similar fate. Those suspended face losing access to campus housing, health care, student dining facilities, and more, along with the inability to finish out the semester, all without so much as a hearing.

But the student protesters were undeterred; many were out of central booking and right back to protesting, and other newcomers joined their ranks. Gone from the east lawn, the demonstration had popped right back up on the adjoining west lawn, where there were hundreds of students less than 24 hours after the sweep, this time without tents. The university had attempted to lock down the campus to outsiders, requiring students to swipe in with active IDs. Columbia’s journalism school undercut that effort slightly, tweeting that any member of the credentialed press needed only to reach out to it to gain access to campus . The result was a handful of credentialed press, a battery of student journalists, and even more student protesters gathered, sitting on blankets, making signs, and typing on laptops.

The tentless encampment was largely calm, punctuated by occasional chants and speeches. There was a surprising bounty of snack foods, and various microcelebrities came through and made remarks, including Chris Smalls, of the Amazon Labor Union, and left-wing commentator Norman Finkelstein.

I ducked into an “onboarding” training in the northeast corner of the lawn, where a group of students was being briefed by organizers about the possibility of another wave of arrests, warning those students about the risks of participating in what was being called a “red role.” Only those students prepared to face the consequences should take part, the organizers warned: Legally, it would likely be a citation, “like a parking ticket.” But the discipline from Columbia could be more severe.

A drone hummed overhead; a helicopter circled. Everyone was instructed to download Signal and join various group chats. Markers were passed around, and the phone number for legal aid was blotted onto forearms. “I’m assuming at least as many people are willing to get arrested as yesterday,” one of the organizers marveled. “There are so many new people here.”

A perimeter was formed by students who held up blankets to shield the organizers and the volunteers from view, not unlike something you’d see on an NFL sideline when a player gets emergency medical treatment. Everyone was encouraged to wear a mask, not just to prevent disease transmission but also to help ensure personal safety. It isn’t uncommon for counterprotesters to come and chant, and film or photograph students. (There was guidance on that too: Don’t engage the counterprotesters.)

Blankets were also used to shield praying students from onlookers after a business school professor, Shai Davidai, who has been referring to the protests as “terrorism,” took a video of Muslim students praying , with the caption: “This is Columbia University right now. Please share to let the world know.” Based on the time stamp of his post, Davidai appeared to be on campus at the same time as me, and he came and left without any noticeable confrontation. Two days later, he would request an NYPD escort to walk around campus.

After the onboarding was complete, word began to circulate that no arrests would be made that day so long as there were no tents on the lawn. The organizers seemed inclined to observe this prohibition.

The mood was tense, and there was no small amount of paranoia. The sheer volume of press coverage of the event has compounded the stress and anger of student protesters on all sides. Some of those who were arrested saw their photos, their personal information, and details about their families written up in the New York Post . President Joe Biden and New York Mayor Eric Adams both issued statements condemning antisemitism on Columbia’s campus, in lockstep with a number of right-wing politicians, but made no move to condemn the arrests. Rep. Elise Stefanik, surely delighted that yet another university president had stridden into her trap, started calling for Shafik to resign. And throughout the weekend, clusters of tents began popping up at additional universities, as other college students followed Columbia’s lead.

I searched for a student organizer with “media training” who might talk with me on the record about the protests, and I kept getting handed off to different people. I eventually spoke with a student organizer named Sarah, who had been arrested the day before, and whose name I can say with almost total confidence was not actually Sarah. She emphasized that the encampment had expanded its early demands, not just for divestment and financial transparency but also for total amnesty for the students who had been suspended or otherwise punished for their role in organizing the protests.

I had a similar experience with a cadre of sympathetic professors who were part of the Barnard and Columbia chapter of the American Association of University Professors, one of whom agreed to be interviewed after checking my driver’s license against my byline, only to back out moments later. The group later produced this statement : “We condemn in the strongest possible terms the Administration’s suspension of students engaged in peaceful protest and their arrest by the New York City police department. … We demand that all Barnard College and Columbia University suspensions and charges be dismissed immediately and expunged from the students’ records.”

The WKCR reporters were having fewer problems getting interviews, bedecked in legitimate press credentials, embedded in their community, and able to swipe in and out of campus at their own discretion. The crowd continued to grow throughout Friday evening.

On Saturday, when I returned, it was increasingly difficult for outsiders to get in. I ran into an old friend and J-school affiliate who helped spirit me into the campus, where the protest looked similar to the day before. Many of the students were drying out after having spent a rainy night on the lawn—the no-tents provision had been abided by—and the blankets were drying out in the sun.

The numbers grew throughout the afternoon. That night, there was a screening of Newsreel 14, Columbia Revolt , a 1968 documentary about the anti-war Columbia student strike that had occurred in the same place decades earlier. Comparisons to that year were being dropped quite a bit, from both protesters and reporters alike. The WKCR students were quick to mention their awareness of the history; the radio station then, too, had been a 24-hour fixture and an authority on the student demonstrations.

By Sunday, the environment was even more locked down. All faculty were required to get a public-safety escort to enter their own office buildings. Columbia announced that it would be doubling security personnel on campus, further restricting access to campus, and stepping up ID checks.

Even the student reporters were starting to feel the squeeze. Late Saturday night, the school’s safety guards entered the studio and directed all the student journalists to immediately vacate the building, thus busting up the 24-hour broadcast streak. It was announced live on the air. After some heated back-and-forth and the intervention of a faculty adviser, the campus police relented. The kids were allowed to keep broadcasting.

• International

April 22, 2024 - Protests at Columbia and other schools escalate

Matt Egan, Alicia Wallace and Chandelis Duster

The Massachusetts Institute of Technology says it is 'determining next steps'

From CNN's Jillian Sykes

The Massachusetts Institute of Technology issued a statement Monday regarding tents on its campus.

"MIT officials are aware of the tents, and are determining next steps with a focus on ensuring campus is physically safe and fully functioning. MIT Police were on scene throughout the night and will continue to be present."

Robert Kraft says he is willing to support The Kraft Center at the university

From CNN's Chandelis Duster

Robert Kraft, billionaire owner of the NFL’s New England Patriots and backer of Columbia University, on Monday said he is still willing to support The Kraft Center at the school that supports Jewish students, calling it “a haven of safety.”

Kraft, an alumnus of the university, told CNN’s Jake Tapper on “The Lead” that he loves the school and “we have to have accountability.”

“There are both professors and students within the university who say things that I think cross the line and there should be accountability. I believe in free speech. Say whatever you want but pay the consequences. And don't have your face covered. I don't think that should be allowed,” he said.  

“I can’t believe in New York City at Columbia University Jewish students are afraid to go to classes in the United States of America in 2024. It’s amazing to me and horrible,” Kraft also said.

Asked where he drew the line at Columbia University regarding both pro-Palestine and pro-Israel protests and what he finds objectionable, he said “there is a lack of education on the situation” happening in the Middle East. 

“I’m concerned about America and what’s going on in this country. And to keep it open and free for all people of all backgrounds to do as they wish,” he said.

Asked if he has confidence in Columbia University’s president, Minouche Shafik, he said he thinks she is “very well intentioned” and said “we have to look at what goes on with faculty.”

Columbia faculty stage walk-out in solidarity with students

From CNN's John Towfighi

Hundreds of people gathered on Low Plaza Monday afternoon as Columbia University faculty delivered speeches in support of the student protesters who were suspended and arrested Thursday.

Faculty who spoke denounced university president Minouche Shafik’s decision to authorize the New York Police Department to remove protesters from campus and demanded all legal and disciplinary charges be dismissed and expunged from students' records.

Faculty held signs that read, “Hands off our students,” and “End student suspensions now.” Some faculty donned their academic regalia and wore sashes that read, “We support students.”

Speeches were met with cheers and claps from the crowd, as well as chants for Shafik to resign.

Christopher Brown, a professor of history, said, “I’m here because I am so concerned about what is happening at this university, with where we are now and with where we are going. Thursday April 18, 2024, will be remembered as a shameful day in Columbia history.”

“The president’s decision to send riot police to pick up peaceful protesters on our campus was unprecedented, unjustified, disproportionate, divisive and dangerous,” Brown said.

US Rep. Ilhan Omar, whose daughter Isra Hirsi was among the protesters arrested Thursday , posted on X that while she’s glad to see faculty demonstrate in solidarity with students, she wants the protests to focus on Gaza.

"On Thursday, Columbia arrested and suspended its students who were peacefully protesting and have now ignited a nationwide Gaza Solidarity movement. This is more than the students hoped for and I am glad to see this type of solidarity. But to be clear, this about the genocide in Gaza and the attention has to remain on that," Omar wrote.

NYC Mayor condemns "vile" and "disgusting" rhetoric at college campuses

From CNN's Alicia Wallace

New York City Mayor Eric Adams on Monday condemned “vile” and “disgusting” rhetoric being used at campuses such as Columbia University, where students are holding protests over the Israel-Hamas War.

Adams told CNN’s Jake Tapper that he supports First Amendment rights but said law enforcement officials are on the ready if any of that speech goes too far or if there’s an imminent threat to people or property.

"That is one of the fundamental rights we hold dear as Americans: The right to protest," Adams said on CNN's "The Lead." "What we have seen playing out on many of our college campuses, and particularly Columbia University, is hate. We’re seeing vile language being used."

Adams noted that he can feel the "duality of this moment" and how the events of the past six months are weighing heavily on Jewish and Palestinian New Yorkers. He added that the police escorts of Jewish students through campus were reminiscent of the Army soldiers who escorted nine Black students into a high school in Little Rock, Arkansas, nearly 67 years ago.

"There is no place for hate in this city," he said.

New York Police Department officers have a “large presence” surrounding Columbia but have remained off the campus grounds at the request of the school’s administration, NYPD deputy commissioners said earlier on Monday.

Adams told Tapper that the NYPD’s commissioner of legal matter is monitoring the protests for any speech that violates law. Additionally, police officers will take "appropriate action" and go on private property if there’s an "imminent threat."

Protesters gather at The New School in New York City

From CNN's Elisabeth Buchwald

Protesters have gathered at The New School, located near the Chelsea area of the New York City borough of Manhattan.

An encampment of four tents was set up in the lobby of the building that houses auditoriums, a cafeteria and a library. Roughly 75 students, and other people who have The New School IDs, gathered inside the building.

"Disclose, divest, we will not stop, we will not stop, we will not rest," was repeatedly chanted. 

Outside the building, protesters from the school, as well as outsiders, joined in chants from the sidewalk.

There is a stark difference between the inside and outside of Columbia University's campus

From CNN's Ramishah Maruf

There’s a stark difference between the inside of Columbia University's campus and the outside, where there are protesters gathered on the street. 

The encampment is only open to those affiliated with campus. Only those with a Columbia ID can enter the campus gates. Inside the encampment, programs include teach-ins, poetry readings and film screenings. Some students are quietly finishing assignments, while others are painting posters.

Elsewhere around campus, students are eating and completing assignments. Many students take graduation pictures at this time, and some are in graduation gowns walking down Broadway. Risers are set up for an upcoming commencement ceremony.

Other students are holding large American flags underneath Butler Library.

But the students can still hear the tension that is taking place yards away at the university gates. There is a gathering of pro-Palestinian protesters, who in the early afternoon were chanting “I believe that we will win” and “Long Live the Intifada.” There was a smaller group of pro-Israeli protesters, who chanted back “Down with Hamas” and “Victory to Israel.” A line of New York Police officers were monitoring the street.

What it's like inside the Columbia University encampment

The inside of the encampment is quiet – most of the noise comes from protestors outside the gates of Columbia University's campus, who are chanting “I believe that we will win” and “Long live the Intifada."

It was a sunny day on campus, and in one corner, students were painting posters. One person strummed a stringed instrument, and other students are reading books or on their laptops finishing assignments. Others have donated provisions, ranging from a table of snacks to hygiene products. There was also a pile of blankets.

“We’ve just been trying to keep students mobilized and keep pushing for divestment,” Dalia, a first-year student at Columbia College, told CNN. “We are a very mobilized student body and a very unified student body. Hundreds of people have been in and out of the encampment.”

CNN agreed not to publish her surname due to safety concerns.

She said the students at the campus “refuse to be complicit in the genocide, the apartheid, and the occupation of Palestine.”

There are strict community guidelines for the encampment. One rule says not to share names or details of anyone met in camp, and asking for permission before photographing or taking video.

The encampment is filled with dozens and dozens of tents, from students to neighboring Barnard College staff. Today’s encampment program included an Earth Day performance, poetry reading and a Dabka lesson, a traditional dance from the Arab region. Prior program events included dance performances from different cultures.

Democratic House members tour Columbia campus

Democratic Reps. Jared Moskowitz of Florida, Josh Gottheimer of New Jersey, Dan Goldman of New York and Kathy Manning of North Carolina, who are all Jewish, spoke at a news conference Monday after touring Columbia University’s campus. 

"We saw it firsthand as we walked past the encampments on the university's main lawn full of protesters spewing incendiary antisemitic hate and vitriol. Many aren't even Columbia students I've been told. Their campaign of intimidation is sickening and shocking and as the White House said yesterday, ‘echoes the rhetoric of Hamas terrorists,'" Gottheimer said. 

He also criticized Columbia University leadership, saying, “toothless combinations from administrators aren't going to stop the anarchy we’re seeing.”

“The only way to do it is with deeds, not words,” Gottheimer said. “Colleges have a legal obligation under Title VI of the Civil Rights Act to provide students, including Jews and Muslims, a school environment free from discrimination and harassment based on race color or national origin. Yet just feet from here, Jewish students are being verbally and even physically assaulted.”

Gottheimer continued, “To the administrators of Columbia and beyond, here are our demands: Stop the double talk and start acting now. Discipline harassers, restore civility on this campus, encourage peaceful constructive dialogue.”

He also gave a message for students: “While the leadership of Columbia may be failing you, we will not. We will do everything in our power to keep you safe and do everything in Washington we can to make sure that you feel welcome at this university or any university across the United States of America. And Columbia University, if they don't follow through, will pay the price.”

Goldman said he was "encouraged" the Columbia University president issued guidelines about additional security, calling it a "very important first step" and criticized what is happening on campus.

"That is unacceptable for a university, that is unacceptable for an academic institution. There is no question that everyone has a First Amendment right to speak out in this country and that must be preserved," Goldman said. "But a university and all universities have an obligation to maintain the safety and security of their students from all backgrounds."

Manning said university leadership should "do more to keep Jewish students safe and to re-establish an atmosphere in which all students can learn, study and participate safely in campus life."

"Columbia must also move forward with its promised efforts to teach its students and its faculty about the nature and history and dangers of antisemitism. It must ensure that Columbia professors are not encouraging and spreading antisemitism," Manning said.

"I call on the US Department of Education and the US Department of Justice to work with the White House to ensure that all universities take steps necessary to keep Jewish students and faculty safe. I also call on Congress to enact legislation to implement the steps outlined in the US national strategy to counter antisemitism, to address the scourge of antisemitism which is a threat to the foundations of our democracy," she said.

President Joe Biden condemns antisemitism on campus

From CNN's Kevin Liptak

President Joe Biden decried antisemitic protests around college campuses Monday and said his administration was working to combat anti-Jewish hatred.

"I condemn the antisemitic protests, that’s why I’ve set up a program to deal with that," Biden said when questioned about the events at Columbia University in New York.

"I also condemn those who don’t understand what’s going on with the Palestinians," he said, without expanding upon what he meant.

Biden was speaking after an Earth Day event in Prince William Forest Park in Triangle, Virginia.

When asked whether Columbia's president should resign, Biden appeared to mishear: "I didn’t know that. I'll have to find out more," he said.

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No One Has a Right to Protest in My Home

The difference between a private yard and a public forum

Listen to this article

Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

As a constitutional scholar and the dean of the UC Berkeley School of Law, I strongly defend the right to speak one’s mind in public forums. But the rancorous debate over the Israel-Hamas war seems to be blurring some people’s sense of which settings are public and which are not. Until recently, neither my wife—Catherine Fisk, a UC Berkeley law professor—nor I ever imagined a moment when our right to limit a protest at a dinner held at our own home would become the subject of any controversy.

Ever since I became a law-school dean, in 2008, the two of us have established a custom of inviting each class of first-year students over for a meal. These dinners help create and reinforce a warm community, and, to accommodate all students, they take place on many evenings during the year. The only exceptions were in 2020 and 2021 because of COVID. So last year and this year, at the request of the presidents of the third-year classes, we organized make-up dinners on three successive nights and invited each of the 400 graduating students to attend one.

The week before the dinners on April 9, 10, and 11, though, a group at Berkeley called Law Students for Justice in Palestine put a profoundly disturbing poster on social media and on bulletin boards in the law-school building. No dinner with Zionist Chem while Gaza starves , the poster declared in large letters. (Students sometimes refer to me as “Chem.”) It also included a caricature of me holding a bloody knife and fork and with what appeared to be blood around my lips—an image that evokes the horrible anti-Semitic blood libel, in which Jews are accused of killing and cannibalizing gentile children. The poster attacks me for no apparent reason other than that I am Jewish. The posters did not specify anything I personally had said or done wrong. The only stated request was that the University of California divest from Israel—a matter for the regents of the University of California, not the law school or even the Berkeley campus.

George Packer: The campus-left occupation that broke higher education

Several Jewish students and staff members told me that the posters offended them and asked me to have them removed. Even though their presence upset me too, I felt that I could not take them off bulletin boards at a public law school. Though appalling, they were speech protected by the First Amendment.

The group responsible for the posters was not content to have its say on paper. Student-government leaders told me that Law Students for Justice in Palestine demanded that my wife and I cancel the dinners; if not, the group would protest at them. I was sad to hear this, but the prospect of a demonstration in the street in front of our home did not change our plans. I made clear that we would still host dinners for students who wanted to attend.

On April 9, about 60 students came to our home for dinner. Our guests were seated at tables in our backyard. Just as they began eating, I was stunned to see the leader of Law Students for Justice in Palestine—who was among the registered guests—stand up with a microphone that she had brought, go up the steps in the yard, and begin reading a speech about the plight of the Palestinians. My wife and I immediately approached her and asked her to stop speaking and leave the premises. The protester continued. At one point, my wife attempted to take away her microphone. Repeatedly, we said to her: You are a guest in our home. Please leave.

The student insisted that she had free-speech rights. But our home is not a forum for free speech; it is our own property, and the First Amendment—which constrains the government’s power to encroach on speech on public property—does not apply at all to guests in private backyards. The dinner, which was meant to celebrate graduating students, was obviously disrupted. Even if we had held the dinner in the law-school building, no one would have had a constitutional right to disrupt the event. I have taught First Amendment law for 44 years, and as many other experts have confirmed, this is not a close question.

Some attendees sympathetic to the student-group leader recorded a video. An excerpt of it appeared on social media and quickly went viral. Soon newspapers and magazines published stories about it. Some commentators have criticized my wife for trying to get hold of the microphone. Some have said that I just should have let the student speak for as long as she wanted. But in all of the dinners we have held over more than 15 years, not once has anyone attempted to give a speech. We had no reason to change the terms of the dinner to accommodate someone from an organization that put up anti-Semitic images of me.

After struggling over the microphone, the student said if we let go of it, she would leave. We relented, and she departed, along with about 10 other students—all of whom had removed their jackets to show matching T-shirts conveying a pro-Palestinian message.

Michael Powell: The unreality of Columbia’s ‘liberated zone’

The dinners went forward on Wednesday and Thursday. On Thursday night, about 15 people came to our home and stood on the street in front of it, and then on the path directly next to our backyard. They chanted loudly and at times offensively. They yelled and banged drums to make as much noise as possible to disturb the dinner. The event continued.

Being at the center of a social-media firestorm was strange and unsettling. We received thousands of messages, many very hateful and some threatening. For days, we got death threats. An organized email campaign demanded that the regents and campus officials fire my wife and me, and another organized email campaign supported us. Amid an intensely painful sequence of events, we experienced one upside: After receiving countless supportive messages from people we have met over the course of decades, we felt like Jimmy Stewart at the end of It’s a Wonderful Life .

Overall, though, this experience has been enormously sad. It made me realize how anti-Semitism is not taken as seriously as other kinds of prejudice. If a student group had put up posters that included a racist caricature of a Black dean or played on hateful tropes about Asian American or LGBTQ people, the school would have erupted—and understandably so. But a plainly anti-Semitic poster received just a handful of complaints from Jewish staff and students.

Many people’s reaction to the incident in our yard reflected their views of what is happening in the Middle East. But it should not be that way. The dinners at our house were entirely nonpolitical; there was no program of any kind. And our university communities, along with society as a whole, will be worse off if every social interaction—including ones at people’s private homes—becomes a forum for uninvited political monologues.

I have spent my career staunchly defending freedom of speech. As a dean, I have tried hard to create a warm, inclusive community. As I continue as dean of Berkeley Law, I will endeavor to heal the divisions in our community. We are not going to solve the problems of the Middle East in our law school, but we must be a place where we treat one another with respect and kindness.