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On October 10, 2023, just three days after Hamas committed a horrific attack against Jewish individuals, I prepared to teach my evening graduate seminar on terrorism and counterterrorism at Northeastern University. That day took a surprising turn when a stranger confronted me in the hallway near my office.
This individual, adorned with a keffiyeh, handed me a flier promoting a vigil in Cambridge that advocated for Palestinian resistance. I chose to ignore the flier, placing it in my office before proceeding to my class. To my astonishment, the same individual appeared among my students.
I kindly requested that he leave, as I aimed to begin instructing about international security—a subject I have taught at prestigious institutions such as Dartmouth, Johns Hopkins, and Northeastern over the past decade. Since our class met only once a week, I was eager to proceed with my lesson plan. However, the intruder insisted on staying, interrupting the class and asserting that he needed to ensure my course, in which he was not enrolled, corresponded with his anti-Israel sentiments. After an arduous 15 minutes of attempts to persuade him to depart, he began to roam the classroom, launching into a tirade against Israel and goading the stunned students to leave my class to join an anti-Israel rally occurring across town.
It was evident that I was not the only Jewish faculty member facing this kind of disruption. Another colleague received similar treatment from the activist, targeting us specifically for our Jewish identities. Notably, our course discussions had no relation to the Israeli-Palestinian conflict; I happened to be covering right-wing extremism that day.
Following these episodes, both my colleague and I lodged formal complaints with the Office of Student Conduct and Conflict Resolution (OSCCR). Unfortunately, the OSCCR did not provide any follow-up regarding my complaint’s outcome. Later in the term, I learned that the university administration had not sufficiently disciplined the disruptive student, as I received numerous alerts from friends when this individual made headlines for causing a scene at the graduation ceremony, brandishing fake blood to the horror of the graduating students and their families.
During my car rides to school, I often call my mother. She typically inquires about the latest disruptions on campus. What she really wants to know is if there has been any further madness from extremist students. Unfortunately, this belief oversimplifies the overarching issues that Jewish faculty have faced in academia, which predate the October 7 attack and the widespread demonstrations that have emerged on campuses across the United States.
Incidents like these undoubtedly capture significant media attention. However, for me, the more distressing issue was not the bizarre antics of the intifada-supporting student. Instead, it was the absence of support from the university administration. They failed to check in with me or my students after the class faced this hostile disruption, did not provide security for the lessons after the incident, and neglected to address the behavior of the disruptive student, leading to embarrassment when the chaotic graduation ceremony drew national scrutiny.
This seems to be the prevailing approach many universities are taking as they confront the rising tide of anti-Jewish sentiment on campuses—essentially doing little to protect Jewish students and faculty.
This dynamic began to shift with the re-election of Donald Trump as president. Since that time, a notable shift in the campus atmosphere regarding antisemitism has emerged. There appears to be a growing sense that any form of antisemitism and associated extremist behavior will face repercussions, either from university officials or from governmental oversight. Since Trump’s election, my classroom has experienced no further disruptions from intruders espousing anti-Israel viewpoints. Additionally, I feel a newfound confidence that if any incidents arise, the administration will address them more seriously.
For the first time in my decade at Northeastern University, my substantial contributions to Jewish students have been recognized in annual merit reviews for salary and career advancement. Specifically, my role as the faculty advisor to Jewish student organizations such as Chabad and Hillel has gained appropriate acknowledgment.
This positive transformation can be attributed to what some are now calling the Trump effect. The changes occurring on campuses are a reflection of a larger national conversation regarding antisemitism and academic freedom. As institutions of higher learning navigate these issues, it remains critical that they promote an environment that encourages open dialogue and respects the diverse perspectives of all students.
In summary, while the challenges facing Jewish faculty and students in American higher education are far from resolved, there is a new sense of hope. As the academic landscape evolves, it is essential for universities to remain aware of the significance of inclusivity and support amidst these complex discussions. Ultimately, fostering an atmosphere that values every individual’s voice will contribute significantly to the vibrant tapestry of academia.
