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  • Trump administration cancels $400M of Columbia’s grants and contracts amid antisemitism probe

    Trump administration cancels $400M of Columbia’s grants and contracts amid antisemitism probe

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    Four federal agencies announced Friday they are immediately canceling $400 million of grants and contracts to Columbia University over what they described as the Ivy League institution’s “continued inaction in the face of persistent harassment of Jewish students.” 

    The cancellation of the grants and contracts comes just four days after the Trump administration’s newly created Joint Task Force to Combat Anti-Semitism announced a probe into Columbia. 

    The four agencies — the U.S. Department of Justice, U.S. Department of Health and Human Services, U.S. Department of Education and U.S. General Services Administration — said more cancellations will follow. The university has over $5 billion in federal grant commitments, according to the announcement. 

    “Universities must comply with all federal antidiscrimination laws if they are going to receive federal funding,” U.S. Education Secretary Linda McMahon said in a Friday statement. “For too long, Columbia has abandoned that obligation to Jewish students studying on its campus. Today, we demonstrate to Columbia and other universities that we will not tolerate their appalling inaction any longer.”

    A Columbia spokesperson said Friday that officials are reviewing the announcement and plan to work with the federal government to restore the funding. 

    “We take Columbia’s legal obligations seriously and understand how serious this announcement is and are committed to combatting antisemitism and ensuring the safety and wellbeing of our students, faculty, and staff,” the spokesperson said.

    The four agencies threatened to take similar actions against other colleges. 

     “The decisive action by the DOJ, HHS, ED, and GSA to cancel Columbia’s grants and contracts serves as a notice to every school and university that receives federal dollars that this Administration will use all the tools at its disposal to protect Jewish students and end anti-Semitism on college campuses,” they said in Friday’s announcement. 

     The antisemitism task force is already poised to review several other high-profile colleges. Last week, the Justice Department said the group would visit 10 college campuses, including Columbia, where antisemitic incidents have been reported since October 2023, when Hamas attacked Israel. 

     The other campuses are George Washington University, Harvard University, Johns Hopkins University, New York University, Northwestern University, University of California, Los Angeles, University of California, Berkeley, University of Minnesota and University of Southern California. 

    Even more recently, the task force on Wednesday announced a probe into the University of California over allegations that it discriminated against employees by not doing enough to prevent an antisemitic and hostile work environment. 

    Groups raise concerns over free speech

    Columbia has drawn Republican policymakers’ ire for months over the way university administrators have responded to pro-Palestinian protests on its campus. Protesters erected an encampment on the university’s lawn in April, sparking similar demonstrations nationwide that led to hundreds of student arrests. 

    This past fall, many colleges tightened their protest rules to deter encampments. Since then, Columbia and other high-profile institutions largely haven’t seen the same long-running encampments that rocked their campuses last spring, though protesters have held sit-ins and other demonstrations. 

    Columbia itself has made several policy changes — including some that have attracted criticism from free speech scholars. 

    The university’s Office of Institutional Equity — a newly created committee — has recently been bringing disciplinary cases against students who have criticized Israel, the Associated Press reported earlier this week. 

    “Based on how these cases have proceeded, the university now appears to be responding to governmental pressure to suppress and chill protected speech,” Amy Greer, an attorney advising the students under review, told AP. 

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  • Parents turn to international education as path to residency

    Parents turn to international education as path to residency

    If families looking to relocate to “top destinations” such as the US and Canada choose the right program for their children, they may be granted permanent residency as domestic students or even graduate from their chosen institution as residents or citizens, according to Tess Wilkinson, director of education services at Henley & Partners Education in the UK.

    “We’re now seeing a real uptick in the types of families who are now becoming aware that there is an option for them,” she told The PIE News.

    “For families looking at relocating, there can be real gains in the amount of fees they spend on education in places like Canada,” she explained. “They can they can save [up to] $150,000 on fees.”

    The sheer number of clients asking for assistance in this area signals that education is swiftly becoming “one of the key drivers for people looking at second residences to citizenships”, she added.

    Henley & Partners refers to itself as a “global leader in residence and citizenship by investment”. Its education arm, Wilkinson explained, helps to “advise transnational families who are looking for global education solutions”.

    Working with families all over the world with children and adults of all ages – from K-12 to those seeking master’s degrees or MBAs – it “assists them to find the right match”, taking into account children’s individual needs and the types of residency or citizenship that may become available to its clients through educational opportunities.

    “We can advise on all the top-tier destinations. So we have a family, for instance, who are considering the UK, the US and Australia and they’re putting in applications for all three countries,” Wilkinson shared.

    We’re now seeing a real uptick in the types of families who are now becoming aware that there is an option for them
    Tess Wilkinson, Henley & Partners Education

    With immigration policies in key markets such as the UK, the US, Canada and Australia shifting all the time, Wilkinson acknowledged that it “is not something that is simple”.

    But she said that, with expertise across a number of key markets, Henley & Partners can provide families with education counsellors to help match children to institutions that suit them best, as well as help with applying to universities or summer programs.

    The ‘big four’ international education destination countries are all seeing turbulence in their respective markets. Some of these restrictive policies are having an impact on students’ ability to study in the countries, hindering them from securing post-graduate residency in their chosen destination.

    Australia and Canada are both subject restrictions on international students, while UK universities’ international departments have been blighted by a crackdown on overseas students’ ability to bring their families into the country with them.

    Meanwhile, Donald Trump’s second term as US President continues to present challenges to the sector, as he freezes study abroad funding, battles against DEI legislation and moves to arrest or even deport international student protestors.

    Tess Wilkinson will be speaking at The PIE Live Europe at the PIEx Power Up Expanding horizons: accessing global education & opportunity via investment migration on March 11 at 16:00. Tickets are available online here.

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  • Rebelling together against the myth of the lone creative genius: how arts-based pedagogies enhanced community learning

    Rebelling together against the myth of the lone creative genius: how arts-based pedagogies enhanced community learning

    by Katherine Friend and Aisling Walters

    When we write about creativity, we often refer to the work of geniuses; [distancing] ordinary members of society from the act of creativity by reinforcing a perception that they could never be creative themselves (Dymoke, 2020: 80).

    Digital story by Kate Shpota

    The state of creativity

    The damage wrought by the stereotype of a creative as an isolated genius seems likely to increase within the current context of the UK school system, where an overloaded curriculum and assessment driven pedagogies dominate. The 2023 State of Creativity report notes that creativity has been ‘all but expunged from the school curriculum in England’.  Educators across schools and departments in HEIs are attempting to resist the current educational practice which promotes students as consumers and centres our students as active producers in their own learning. Yet, as education policy from primary through to higher education continues not only to cut its emphasis on the humanities and creativity,  but also eliminate arts and humanities departments altogether, higher education runs a profound risk of further alienating students from the benefits of creative thinking and artistic practice.

    Our undergraduates, being educationalists, use sociological and psychological lenses to understand the social and cultural landscape affecting both classroom learning and community education more broadly. Nevertheless, despite education being at the intersection of many academic disciplines (Sociology, English, Philosophy, History to name a few), students are often reluctant to incorporate alternative approaches into their learning and even less so into their assessments.

    Fear and discomfort

    As educators, we ask students to embrace discomfort when learning different theoretical approaches or understanding alternative viewpoints. But often, we do not ask them to embrace discomfort in operating outside of the neoliberal HE system, a ‘results driven quantification [which] directs learning’ (Kulz, 2017 p. 55). Within this context, learning focuses on the product (the assessable outcome), rather than the process (the learning journey). Thus, it is unsurprising that our undergraduates initially baulked at the idea of an assessment that incorporated a creative element, preferring essays and multiple-choice exams instead. Hunter & Frawley (2023) define arts-based pedagogy (ABP) as a process by which students can observe and reflect on an art form to link different disciplines, thus encouraging students to lean into uncomfortable subject matter and explore their place within in the wider world. To build more dynamic and critically analytical students, we had to simultaneously encourage an ABP approach so they would understand their academic and theoretical course content more fully while scaffolding their learning through a series of creative activities designed to engage students with different forms of learning and reflection. By incorporating cultural visits, mentorship, and creative assessments into the module, art enhanced subject teaching while encouraging students to think more deeply about their own practice (Fleming, 2012). Yet, incorporating practice was not enough, we were faced with the question: how do educationalists ask students to engage with their vulnerabilities around creative practice (the belief and the engrained fear that they cannot do art or are not good at art) and lead them to an understanding that vulnerability itself can be beneficial?

    Perhaps, the most basic answer came by asking ourselves, are we, as academics, scared of implementing creative pedagogies because we are scared of showing our own vulnerabilities? What if we as educators fail at a task and our students see? What would happen if we became vulnerable alongside our students? Jordan (2010) argues that when vulnerability is met with criticism, we disengage as a self-preservation tactic. For Brown, acknowledging our insecurities offers a means of understanding ourselves, developing shame resilience and acting authentically. In our session, our vulnerability as lecturers was tested when engaging with textile art, specifically a battle with crochet. Our students saw educators who were not secure or competent in a task. This resulted in a small amount of mockery, but also empathy and offers of support. By stepping out of our comfort zone and embracing a pedagogy of discomfort (Boler 1999), we encouraged our students to challenge themselves. Romney and Holland (2023) refer to this as a ‘paradox of vulnerability’: by overcoming our own reluctance to be vulnerable with our learners we create connections and a sense of trust. We should add that the session explored women’s textile art as activism and the outcome, a piece of textile art, symbolically woven together by students and staff—all female.

    Collective textile piece

    Importance of community and connection

    Once we examined theoretical and personal aspects of discomfort and vulnerability, to support and enhance our focus on creative practice, we drew on local cultural partnerships. The incorporation of cultural visits, mentorship from resident artists, and creative exercises enriched our subject teaching while simultaneously encouraging students to think more deeply about their own practice (Fleming, 2012). It also built an alliance between social scientists and colleagues in arts and humanities disciplines, capitalising on their expertise and years of honing ABP. Nottingham is a city where the legend of Robin Hood, outlaws, and rebellion intersect with vibrant cultural community. But many of our students do not engage with cultural spaces, leading to double disconnect, first from their own creative practice and second from the cultural sector altogether. Our students expressed their disconnect from the cultural heart of Nottingham was due to the spaces being ‘not for them’ or a worry that they would not ‘understand’ the art. By exploring the city centre as a group, walking from one site to another, we broke down barriers around these prohibited spaces.

    Engagement with Nottingham by Alisha Begum

    Once inside the Nottingham Contemporary, the resident artists told their own stories of fear, worries of judgement, and expressed anxieties of creative practice, thus setting our students free from the myth of the genius artist – untouchable by self-doubt. This realisation allowed our students to relax and engage worry-free into the creative tasks.

    Found poem by Alisha Begum
    ‘I object’ by Nicole Robinson

    By joining in with these activities, lecturers and students learned alongside each other, tackling our insecurities regarding our creative abilities together as a learning community. Perhaps community was the most important outcome in the project as connection was central. Exposure to the cultural sites created a feeling of connection with the cultural heart of the city. Students also, perhaps more importantly, reported that they became more connected to an understanding of themselves as creatives, becoming more autonomous and engaged in their own learning.

    Digital storytelling: Identity Crisis by Shahnaz Begum

    Perhaps it is most appropriate to end this post with the voice of one of our year-two students—the transcript from a podcast created as part of her larger portfolio. She asserts:

    Art in education is a goldmine of untouched opportunities [and can be] used to foster students’ holistic development, stimulate creative thinking and engagement with social justice. … and to my fellow Artivists, embrace creativity one canvas at a time.

    Katherine Friend is an Associate Professor of Higher Education at Nottingham Trent University. Her work focuses on three themes: the underrepresented student experience on university campuses, the importance of undergraduate engagement in the cultural sector, and reconciling international and academic identities. Threading all three themes together are discussions of one’s ‘place’ and/or ‘space’ in HE and how social and cultural hierarchies contribute to identity, representation, and belonging.

    Aisling Walters is a Senior Lecturer in Secondary Education at Nottingham Trent University whose research focuses on the development of writer identity in trainee English teachers, preservice teachers’ experiences of prescriptive schemes of learning, arts-based pedagogies, and students as writers. 

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • That info you found. You sure of the source?

    That info you found. You sure of the source?

    Ever play telephone? You sit with a bunch of friends and whisper a phrase in the ear of the person next to you. That person whispers it to the next person. So, it goes until the phrase reaches the last person. 

    More times than not, the initial phrase became so convoluted as it is passed from person to person that it is funny. The phrase “80% of success is showing up” might end up as “an Asian person senses a growing pup.”

    That’s often the case with information on the internet. The more sources through which an article has been published through a syndicate or aggregated source, the more likely that article will change. Sometimes important context or nuance is lost. 

    In journalism, the goal is to be as close as possible to the publication making that initial “phone” call.

    “The closer you can get to the source, the better,” said Dan Evon, senior manager of education design at the News Literacy Project, a nonpartisan education nonprofit that provides students with media literacy tools. “It’s important for people to know how to find those sources.” 

    How to know if info has been rehashed

    Sometimes it is difficult to tell an original source from one that has been republished and rehashed. Media consumers often think they got their information from an original source, when they had found it on what is called an aggregator or syndicator.

    An aggregator compiles data from many sources into one. Many institutions host aggregated databases with publications from various sources, including the scientific and medical communities. 

    One such example of an aggregated source is the National Library of Medicine PubMed, the world’s largest biomedical library that hosts more than 37 million citations. Publications hosted by the database span institutions, journals and online books but always include the name of the original publication. 

    These are shown at the top of the webpage near the title; the page should display the original journal or book that the research appeared in. In addition, research studies include a unique code known as a Digital Object Identifier (DOI), and a search of this configuration of numbers and letters will also lead to the original publication. 

    Other aggregators include the Harvard Web of Science, a database that indexes the world’s leading scholarly literature, and Science.gov, an online U.S. government database of millions of scientific research across U.S. federal agencies.

    Syndicators and news wires

    Syndicators are networks of media organizations that share content. Snopes, a U.S.-based fact-checking website, publishes original content. This content can then be republished by its syndicated partners, which include MSN and Yahoo. 

    But just as in that game of telephone, important information can be lost or confused when a story is republished. For example, a syndicate publication may adjust a headline or alter the story’s content, leading to a story being factually incorrect or lacking crucial context. 

    Many news publications, for example, use content from newswire services like the Associated Press or Reuters, but each publication might alter the story or reword photo captions.

    “If you have a correction or an article is withdrawn, or there’s an editor’s note, that might not make it into the sites aggregating it,” said Evon. “When outlets republish articles, sometimes they change headlines, which can sometimes change their meaning — especially when people don’t read past the headlines.” 

    In other words, an update, editor or correction note issued to the original article may not be reflected in a syndicated article published before these additions. 

    Who wrote the story?

    Look to the writer’s byline to find an article’s original publication source. Information about the reporter, original publication outlet, date and location should be included here. Sometimes, that information is at the bottom of the article. 

    Perhaps the most well-known syndicated news source in journalism is The Associated Press, a wire service that covers global news. This independent news source publishes original reporting that websites, newspapers and broadcasts worldwide can republish. AP syndicated stories can appear in various news outlets, including local newspapers.

    To identify an AP style, look for the “AP” and original publication location in the byline. 

    If this information isn’t readily available or apparent, a Google search of the article headline and reporter name may sometimes reveal the original source. In a seemingly endless world of information, how does one determine whether a news source is reputable? Evon advises readers to take their time. 

    “Slow down. There is so much information that comes at you so fast, and you don’t have to look at everything,” Evon said. “The internet is awesome. It has all the information that you need. You just have to slow down and learn how to use it properly. Take a few seconds to look at an account name, who is publishing it, where it’s coming from — there are many basic questions that can be answered in 30 seconds that can really weed about the false information that goes around.”

    Credibility can’t be rushed.

    A credible media outlet or news publication will be transparent in its editorial strategies, correction policies, staff, funding and any conflicts of interest. This information should be easy to find and is often listed on a website’s “About” page. 

    “Once you know that’s a source that you can trust, you don’t have to do that work every time. It’s more about when you come across new and unfamiliar sources,” said Evon. “If you do not recognize the account or the outlet, that should give you pause to do a bit of research.”

    Understanding the different source types can also help determine whether information comes from an aggregated or syndicated source. Sources of information often fall into three categories — primary, secondary and tertiary — based on how close they are to the source. Primary sources are considered original materials or official sources of information, such as a research journal that published a study or a press release issued by a law official. 

    Tracking down the primary source is the best way to track down the first time this information was made available and hasn’t yet been distorted by varying degrees of reporting, interpretations or users who copy and paste text without context. 

    For scientific or social science studies, the primary source will be the study itself and the researchers who conducted it and the university where the research took place. Moreover, once you identify the researchers, you can contact them and interview them for original research of your own. 

    Secondary sources reprint, restate or analyze primary sources. These might include textbooks, articles, biographies, political analyses or commentaries that add value to the primary source but don’t necessarily represent its original context. 

    Tertiary sources compile, index and organize different pieces of information to create a broader understanding of a topic. These include dictionaries or encyclopedias, almanacs and manuals that usually do not credit a particular author.

    “Journalists play a role of an intermediary between sources, so there is this desire or inclination to go to the primary source,” Evon said. “What we hope journalists can do is look at that primary source, parse that data into easily understandable tidbits that they can then put out to the general readership.” 

     

    Questions to consider:

    1. What is meant by a news aggregator?
    2. How do you tell who conducted the research when you find a scientific or social science study on the Internet?
    3. Why is it important to tell if information has been republished and altered?

     

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  • This week in 5 numbers: Education Department adds detail to DEI guidance

    This week in 5 numbers: Education Department adds detail to DEI guidance

    The value of the grant portfolio at Johns Hopkins University affected by an “unexpected stoppage” of funds from the U.S. Agency for International Development, the institution announced this week. The research university is bracing for cuts amid funding uncertainty caused by the Trump administration.

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  • 6 recommendations for AI in classrooms

    6 recommendations for AI in classrooms

    Key points:

    As states move forward with efforts to adopt artificial intelligence, the nonprofit Southern Regional Education Board’s Commission on AI in Education has released its first six recommendations for schools and postsecondary institutions.

    Because of its broad membership, regional breadth, early creation and size, SREB President Stephen L. Pruitt said the commission is poised to produce critical recommendations that will inform not only Southern education decision makers but those throughout the nation.

    “AI is fundamentally changing the classroom and workplace,” Pruitt said. “With that in mind, this commission is working to ensure they make recommendations that are strategic, practical and thoughtful.”

    The commission is set to meet for another year and plans to release a second set of recommendations soon. Here are the first six:

    Policy recommendation #1: Establish state AI networks
    States should establish statewide artificial intelligence networks so people, groups and agencies can connect, communicate, collaborate and coordinate AI efforts across each state. These statewide networks could eventually form a regional group of statewide AI network representatives who could gather regularly to share challenges and successes.

    Policy recommendation #2: Develop targeted AI guidance
    States should develop and maintain targeted guidance for distinct groups using, integrating or supporting the use of AI in education. States should include, for example, elementary students, middle school students, high school students, postsecondary students, teachers, administrators, postsecondary faculty and administrators and parents.

    Policy recommendation #3: Provide high-quality professional development
    State K-12 and postsecondary agencies should provide leadership by working with local districts and institutions to develop plans to provide and incentivize high-quality professional development for AI. The plans should aim to enhance student learning.

    Policy recommendation #4: Integrate into standards & curricula
    States should integrate into statewide K-12 standards and curricula the AI knowledge and skills students need to prepare them for success in the workforce.

    Policy recommendation #5: Assess local capacity and needs
    States should develop and conduct AI needs assessments across their states to determine the capacity of local districts, schools and postsecondary institutions to integrate AI successfully. These should be designed to help states determine which institution, district or school needs state support, what type of support and at what level. 

    Policy recommendation #6: Develop resource allocation plans
    States should develop detailed resource allocation plans for AI implementation in schools, school districts and institutions of postsecondary education to ensure that the implementation of AI is successful and sustainable.
    These plans should inform state fiscal notes related to education and AI.

    The 60-plus member commission was established in February of 2024. Members include policymakers and education and business leaders throughout the 16-state SREB region.

    For more information about the commission please see the following links:

    Latest posts by eSchool Media Contributors (see all)

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  • Political Attacks on Higher Education (AAUP)

    Political Attacks on Higher Education (AAUP)

    The Trump administration and many state governments are accelerating
    attacks on academic freedom, shared governance, and higher education as a
    public good. We are working with our chapters and with allies in higher
    ed and the labor movement to defend and advance our vision: Higher
    education that is accessible and affordable for all who want it. Freedom
    to teach, to learn, to conduct research, to speak out on issues of the
    day, and to assemble in the organizations of our choice. Colleges and
    universities that create opportunity for students, workers, and
    communities. Sufficient funding to provide true education and
    sustainable working conditions. Information and resources to help in
    this fight are being added below as they are developed.

    Immigration

    Attacks on Science and Research

    Federal Funding 

    Accreditation

    Diversity, Equity, and Inclusion

    Anticipatory Obedience

    Administrations sometimes go farther than the law requires to placate those who are attacking higher ed.

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  • ASEAN universities unite to enhance global competitiveness

    ASEAN universities unite to enhance global competitiveness

    The ASEAN Universities Exhibition and Forum 2025 (AEF2025), held in Kuala Lumpur, brought together regional stakeholders to enhance higher education collaboration and foster meaningful partnerships.

    Attendees were addressed by Novie Tajuddin, CEO of Education Malaysia Global Services (EMGS), who reinforced Asia’s position as a rising contender set to challenge the traditional ‘big four’ study destinations.

    With over 90 exhibitors in attendance – including from universities from Malaysia, Brunei Darussalam, Cambodia, Indonesia, Laos, Myanmar, The Philippines, Singapore, Thailand, Vietnam and Timor-Leste – Tajuddin stressed the importance of working together to ensure Asian institutions thrive on the world stage.

    In January 2025, Malaysia took over the rotating ASEAN chairmanship. Dr Zambry Abdul Kadir, Malaysia’s minister of higher education, said the country’s role is clear – “to serve as a bridge between ASEAN universities, governments, and industries, ensuring that education remains at the core of regional progress”.

    Speaking at the event, Zambry, a former international student himself, outlined his vision for Malaysia and the wider region, emphasising the importance of digital transformation and the integration of AI as the higher education landscape evolves.

    His vision prioritises continuous upskilling, a sustainable and inclusive education system, and stronger industry-academic collaboration to equip graduates for the evolving global landscape.

    “Over the past decades, ASEAN universities have gained global recognition. Institutions in Singapore, Malaysia, Thailand, and Indonesia are now ranked among the best, with others making significant strides in catching up,” he said.

    “Malaysia, Singapore, and Thailand are establishing themselves as higher education hubs, attracting students from across the region and beyond. ASEAN universities are producing world-class research in science, technology, business, and the humanities, offering localised solutions to global challenges.”

    We must work together to ensure that ASEAN universities remain competitive amidst the rise of global education giants
    Dr Zambry Abdul Kadir, Malaysia’s minister of higher education

    “While this progress is commendable, we must work together to ensure that ASEAN universities remain competitive amidst the rise of global education giants,” the minister warned.

    The minister extended his “deepest gratitude” to organisers EMGS and the Ministry of Higher Education Malaysia (MoHE), for their “unwavering commitment” in making AEF2025 event a reality.

    The event also saw the soft launch of the ASEAN Global Exchange for Mobility & Scholarship (ASEAN GEMS), a comprehensive platform designed to provide ASEAN students with access to scholarships and higher education opportunities.

    Zambry announced that for 2025, 300 scholarships have been secured, amounting to approximately USD 4 million, in what he describes as a “significant step in expanding educational access”.

    “We invite other ASEAN universities to contribute to this noble initiative,” he told delegates.

    The forum also marked the launch of the ASEAN Student Mobility Program, in collaboration with Universiti Utara Malaysia (UUM) and 13 esteemed Malaysian universities. The hybrid event gathered students and industry leaders across ASEAN to carry out activities designed to foster innovation, leadership, and collaboration, while addressing regional challenges and advance the Sustainable Development Goals.

    Student mobility was a key theme in addresses from both leaders, with Zambry highlighting the role of intra-regional mobility.

    “Countries like Malaysia, Thailand, and Indonesia are increasingly becoming preferred destinations for students from neighbouring nations, enriching the academic landscape and fostering a stronger sense of ASEAN solidarity,” he said, pledging to advocate for policies that facilitate seamless student movement, establish mutual recognition of academic credits across ASEAN institutions, and enhance government support for mobility programs.

    Zambry acknowledged another key aspect of ASEAN’s higher education future – transnational education (TNE).

    “The establishment of branch campuses of foreign universities in Malaysia, Singapore, and Vietnam has provided world-class education while retaining talent within ASEAN,” he told delegates.

    “Dual-degree programs, joint research collaborations, and online education partnerships offer students access to global knowledge while remaining in their home countries. By strengthening transnational education, we ensure that our students receive a globally competitive education while staying rooted in ASEAN’s rich cultural and economic landscape.”

    Elsewhere, throughout the forum, over 10 collaborations were signed between universities across ASEAN, while roundtable discussions fostered meaningful dialogue and led to the drafting of resolutions.

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  • Anonymous alum donates $51M to Smith College

    Anonymous alum donates $51M to Smith College

    Smith College has received a $51 million gift from an anonymous alumna, the Massachusetts women’s college announced Thursday.

    It is the largest planned gift in the institution’s history and will be used to support financial aid and two faculty positions: one in engineering and one in statistical and data sciences.

    Boosting financial aid “will allow young women from all economic backgrounds to realize their biggest dreams for educational opportunity, permitting them to make a difference in their local communities, in their nations, and in the advancement of humankind worldwide,” said the donor, who graduated in 1979.

    She also articulated her belief in the value of STEM education.

    “In an age in which it is more important than ever for women to excel in technology, especially in the fields of engineering and computing, it is crucial to endow a leading educational institution like Smith College and to benefit women’s contributions in the STEM fields.”

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  • State Department to use AI to revoke student visas

    State Department to use AI to revoke student visas

    Secretary of State Marco Rubio plans to use artificial intelligence to review and revoke visas of foreign students who appear to be Hamas sympathizers, Axios reported Thursday, citing State Department officials.

    The “Catch and Revoke” initiative will use AI to review tens of thousands of student visa holders’ social media accounts, looking for signs that they supported Hamas’s Oct. 7, 2023, attack on Israel. 

    If officials find a social media post from an international student that appears to endorse the attack and looks “pro-Hamas,” that could be grounds for visa revocation, an official told Axios. 

    Officials also plan to check news reports of anti-Israel demonstrations and lawsuits brought by Jewish students that might indicate a foreign national engaged in antisemitic activity. 

    Axios reported that to launch Catch and Revoke, the department examined a database of 100,000 people in the Student Exchange Visitor System since October 2023 to see if any visas had been revoked but the student was allowed to stay in the country during the Biden administration. 

    “We found literally zero visa revocations during the Biden administration,” a State Department official said, “which suggests a blind eye attitude toward law enforcement.”

    The official said, “It would be negligent for the department that takes national security seriously to ignore publicly available information about [visa] applicants in terms of AI tools … AI is one of the resources available to the government that’s very different from where we were technologically decades ago.”

    “Under President Trump, the Immigration Nationality Act [sic] is great again,” the official added.

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