Experts Warn of Unintended Consequences in Ohio’s University Reform Bill

Faculty Alarmed as SB1 Threatens Fine Arts and Humanities Programmes

A renewed wave of debate over the value and viability of liberal arts education has intensified across the United States, following a legislative directive in Ohio that has reignited concern among faculty members and higher education advocates. Senate Bill(SB1), also known as the Advance Ohio Higher Education Act, was recently enacted as a sweeping legislative reform, which took effect from June 2025. This new law mandates that public colleges and universities in Ohio have to eliminate those undergraduate degree programmes that award fewer than 5 degrees annually over any three years.

Indicating that liberal arts departments are typically characterised by smaller cohorts and specialised curricula, this law has raised serious concerns regarding the related job security, academic diversity and the long-term integrity of humanistic study. The concern is not simply about the survival of individual programmes, but rather towards broader values that liberal arts education fosters, including critical thought, civic engagement and interdisciplinary learning within government institutions.

Regarding the implementation of SB1, faculty members across Ohio have expressed deep concern about their professional lives and the long-term sustainability of liberal arts education. Notably, Ohio University announced its plan to cut or merge 29 undergraduate degree courses and become the latest state university to take such action. Similarly, the University of Toledo is reportedly preparing to eliminate nine bachelor’s programmes in response to the legislation. In addition, other universities and colleges are actively reviewing graduation data and may soon declare further programme closures.

Noting the impact of this legislation, experts have warned that it can create unintended consequences. At prima facie, it is assumed that this law will affect subjects related to diversity, equity and inclusion, but now visualising its long-term impact, it may also threaten long-established degree programmes such as the Bachelor of Arts, which is highly valued by both teachers and students. Traditionally, universities have operated under a system of shared governance, whereby faculty collaborate with administration on academic decision-making—a model widely regarded as healthier and more inclusive. However, the introduction of SB1 has significantly curtailed this principle by placing authority largely in the hands of policymakers. This shift has created mounting political pressure on higher education institutions, particularly during Donald Trump’s second term as President.

Reflecting sector-wide concern, Sara Kilpatrick, executive director of the Ohio Conference of the American Association of University Professors, remarked that the legislation prioritises numerical thresholds over the quality of college education. She warned that, in the long term, institutions may lose unique speciality bachelor’s degree courses, such as those in fine arts or liberal arts, not because they lack value, but simply because they fail to meet the minimum graduate count required under SB1.

In defence of the reform, State Senator Jerry Cirino, the bill’s sponsor, stated that public universities must operate more like businesses, responding swiftly to market demands and employer needs. He emphasised that declining enrolment across higher education institutions, driven by demographic shifts and rising tuition costs, has made such reviews unavoidable. Although university officials had confirmed that no immediate job losses would occur as a result of the cuts. Students currently enrolled in affected bachelor’s or diploma programmes will be allowed to complete their degrees. However, new enrollments into these courses will be suspended, prompting concern about the longer-term impact on faculty workloads, career progression, and academic morale.

Observers have noted that the wider policy environment is reshaping higher education, with increasing restrictions on diversity initiatives, international partnerships, graduate funding, and even online learning. For many within the education sector, the central fear is that liberal arts education, and disciplines such as fine arts and other creative programmes, may gradually lose ground to market-driven degree options. In this context, Ohio’s legislation is being viewed as part of a broader national trend, one that redefines the purpose of colleges and universities and places the future of liberal arts, fine arts, and Bachelor of Arts studies at considerable risk.

Editor’s Note:

Whether the Senate Bill is in favour of educational institutions or not, it needs to be explored, as this bill has prompted renewed scrutiny of liberal arts education across the United States. Effective from June 2025, the legislation mandated that public universities discontinue undergraduate degree programs awarding fewer than five degrees annually over three years. However, this bill has raised a serious concern about the future of specialised disciplines, mainly those within the liberal arts and fine arts. The experts warned that this law could eliminate valuable Bachelor of Arts degrees, which are essential to develop critical thinking in students. It also undermined shared governance, sparking a long-standing debate over increased political influence in universities and academic independence. Moreover, the faculty members and advocates are also worried about academic diversity and job security due to Ohio’s degree threshold enforcement. On the contrary, Senator Cirino supports the reform due to declining enrollment and market demands, but critics argue it prioritises numbers over quality. As the new admissions into affected programs are suspended and wider restrictions on diversity initiatives and graduate funding are implemented, this indicates a shift towards market-driven models that may marginalise humanistic and creative foundations. SB1 signifies a national trend redefining higher education's purpose. 

As per Skoobuzz, this development raises urgent questions about what universities are for, and whether liberal arts education can withstand the pressures of political reform and economic rationalisation.

FAQs

1.Why are Ohio universities dropping low-enrollment majors? 
Ohio universities are eliminating low-enrollment majors in response to Senate Bill 1 (SB1), which mandates that public institutions discontinue undergraduate programmes awarding fewer than five degrees annually over any three years. The legislation aims to streamline academic offerings, reduce duplication, and align university curricula with workforce demand and financial sustainability. Declining student numbers, demographic shifts, and rising operational costs have further accelerated these decisions.

2.Which majors are being cut by Ohio universities? 
Majors being discontinued include a mix of liberal arts and applied science programmes. At Ohio University, examples include the Bachelor of Arts in Chemistry, Geological Sciences, Mathematics, Physics, and Interdisciplinary Arts, as well as associate degrees in Equine Studies, Aviation Flight Technology, and Child Development. The University of Toledo is suspending admissions to programmes such as Africana Studies, Asian Studies, Disability Studies, Philosophy, and Religious Studies.

3.How does dropping the liberal arts affect undergraduate degree students? 
The reduction of liberal arts programmes limits students’ access to disciplines that foster critical thinking, civic engagement, and cultural literacy. While current students are permitted to complete their degrees, future cohorts may face fewer options for pursuing humanities-based study. This shift may also affect faculty workloads, diminish academic diversity, and reduce opportunities for interdisciplinary learning.

4.What is the role of the Department of Higher Education in programme cuts? 
The Ohio Department of Higher Education oversees the implementation of SB1 by reviewing university proposals for programme suspension, merger, or continuation. Institutions must submit data on graduation rates and request waivers for programmes deemed essential to workforce needs or academic uniqueness. Final approval for changes rests with the department, which ensures compliance with the law’s thresholds and strategic objectives.

5.Can international students still apply to bachelor's programmes in Ohio? 
Yes, international students remain eligible to apply to bachelor's programmes at Ohio universities. Institutions such as Ohio University and Miami University continue to welcome international applicants, provided they meet academic and language proficiency requirements. However, students are advised to consult updated programme listings, as some majors may now exist only as minors or concentrations due to restructuring.

6.Are law universities and fine arts majors at risk in state schools? 
Fine arts majors are demonstrably at risk, with programmes such as Interdisciplinary Arts and Dance facing suspension or merger10. While law schools are not directly targeted by SB1, broader political pressures and declining enrollment trends may prompt future reviews. The legislation’s emphasis on market responsiveness and graduation thresholds places niche and creative disciplines under scrutiny.