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  • ED Finalizes PSLF Rule Limiting Who Gets Forgiveness

    ED Finalizes PSLF Rule Limiting Who Gets Forgiveness

    Employees at any company the Trump administration deems as having “a substantial illegal purpose” will no longer qualify for Public Service Loan Forgiveness under a new set of regulations finalized Thursday by the Department of Education.

    The final rule is very similar to the first draft released in August—both of which have been heavily criticized. The policy change, in the works for months, stemmed from an executive order issued in March. Lawsuits challenging the new rule, which takes effect July 1 of next year, are expected as soon as next week.

    “My first reaction when reading the rule was that we will see them in court,” said Brian Galle, a law professor at the University of California, Berkeley, who submitted a comment along with at least a dozen other scholars of tax law.

    Collectively, the commenters called on department officials to conduct an extensive review and study over the rule, none of which were completed. So now, Galle said, the department will face the consequences.

    “I know that firsthand,” he explained. “A rule that I wrote for the Securities and Exchange Commission was sent back by the Fifth Circuit because there was one statistical study that the agency didn’t do.”

    Under the new rule, illegal activities will include: aiding and abetting violations of immigration or civil rights law, supporting terrorism, providing gender-affirming care, or “trafficking” children from one state to another for purposes of emancipation. The education secretary will decide whether an employer violates the rule based on a “preponderance of the evidence.”

    Many Democrats, industry leaders and student borrower advocates who have spoken out against the rule say it is vague and could allow Trump and future presidents to abuse executive power, essentially choosing which organizations qualify based on ideological preferences.

    Rep. Bobby Scott, a Virginia Democrat and ranking member of the House Education and Workforce Committee, told Inside Higher Ed that the rule “opens the door for all kinds of mischief.”

    “If you’re on the Trump side of the partisan political agenda on an issue, you get loan forgiveness. If you’re on the other side of the controversy, you don’t,” he explained. “A group promoting civil rights may be in jeopardy.”

    The National Council of Nonprofits went as far as declaring the new rule “unlawful” and saying it sets “a troubling precedent.”

    “Federal law makes clear that eligibility under PSLF applies to all charitable nonprofit organizations,” the organization wrote. “The Education Department does not have the authority to change eligibility. By unlawfully excluding certain nonprofits, the final rule opens the door to government overreach and abuse.”

    The Trump administration and fellow Republicans, however, say it has nothing to do with partisan politics and instead is focused on terminating unlawful actions that by their “very nature run contrary to the public good.”

    “As the name suggests, Public Service Loan Forgiveness was intended to help meet workforce needs for employers who serve the public good. Unfortunately, the open-ended nature of PSLF has forced taxpayers—many of whom never went to college, to foot the bill for employees at radical organizations that violate state and federal laws,” Rep. Tim Walberg, a Michigan Republican and chair of the Education and Workforce Committee, said in his statement about the rule.

    Education Under Secretary Nicholas Kent also chimed in, saying in a statement that “the Trump Administration is refocusing the PSLF program to ensure federal benefits go to our nation’s teachers, first responders, and civil servants who tirelessly serve their communities.”

    In addition to defining what activities are illegal, the rule outlines types of evidence that the secretary may consider in the decision process, establishes an appeals process and states that the department must provide “prompt notification” to both borrowers and employers when their eligibility is at risk. It also notes that, in general, employers with “minor compliance issues” and “no concerted practice of illegal activity” will be safe.

    The department estimates that fewer than 10 employers will be affected each year. But critics say that estimate is based on little research and worry the effect will be much broader.

    The National Council of Nonprofits said ultimately the rule could harm millions, as countless communities depend on their local nonprofits. By putting the nonprofit workforce at risk, they added, the rule jeopardizes nonprofits’ ability to meet those needs and provide essential services.

    A collection of half a dozen physicians’ groups echoed that point, arguing that if hospitals and the medical professionals they employ lose access to PSLF, it could jeopardize both physicians’ financial stability and patients’ access to care.

    “PSLF is not just a loan program; it is a lifeline that allows medical graduates to choose primary care or psychiatry careers in high-need areas without being weighed down by insurmountable debt,” the group wrote in a news release. “We strongly urge the Department of Education to preserve physicians’ access to the PSLF program and recognize that a healthy America depends on a strong physician workforce.”

    Galle from Berkeley believes that this lack of awareness regarding the scope of impact will become evident in court. He said that such a lack of evaluation, along with what he sees as the department’s executive overreach in issuing the rule, will give any plaintiffs a strong case in court.

    “The Supreme Court in the last eight years has really been at pains to say that Congress doesn’t give agencies … the authority to be way outside their lane,” he said. “And you couldn’t possibly be further outside your lane and your expertise than ED is with this rule.”

    Shortly after the department announced the final rule, multiple legal groups said they intend to sue over it.

    Democracy Forward, which has led a number of lawsuits against the Trump administration this year, and Protect Borrowers, a student loan advocacy group, described the new policy as “a craven attempt to usurp the legislature’s authority in an unconstitutional power grab.”

    Student Defense, a policy, litigation and advocacy organization, accused the president of “playing political football with the financial well-being of people who have dedicated their lives to public service.”

    All three said a lawsuit can be expected in a matter of days.

    “Congress created the Public Service Loan Forgiveness program because it is important for our democracy that we support the people who do the hard work to serve our communities,” Democracy Forward wrote in its release. “In our democracy, the president does not have the authority to overrule Congress.”

    Galle said the key question in the legal fight will be whether the Supreme Court will enforce those checks and balances.

    “Under any judge or justice who was applying the law as it is today, I don’t think this rule would have any hope of being upheld,” he said. “The only room for doubt is that it seems like the Supreme Court is willing to ignore most of what current law is.”

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  • Valley Forge Military College Wants to Sign Compact

    Valley Forge Military College Wants to Sign Compact

    While seven of the nine universities originally invited to join the Trump administration’s “Compact for Academic Excellence in Higher Education” have formally rejected the agreement, Valley Forge Military College wants to sign on to the proposal, as first reported by Fox News.

    President Donald Trump extended the invitation to all colleges after initial rejections from institutions that objected to provisions in the compact that would limit academic freedom.

    The compact would require universities to suppress criticism of conservatives on campus, cap international enrollment at 15 percent, freeze tuition, overhaul admissions and hiring practices, and make various other changes in return for preferential treatment on federal research funding.

    Now Valley Forge, a private two-year college in Pennsylvania, wants in on the compact.

    “Participation in the Compact would provide valuable opportunities for collaboration, shared learning, and continuous improvement. We are particularly eager to contribute to discussions on leadership education, student resilience, and pathways from two-year programs to four-year institutions,” officials wrote to the Education Department. “These are areas in which Valley Forge has developed effective practices and measurable outcomes that could benefit peer institutions.”

    Universities in the initial invitation were all research-focused, and the appeal from U.S. Education Secretary Linda McMahon emphasized the benefits of signing on, which would include “allowance for increased overhead payments where feasible, substantial and meaningful federal grants, and other federal partnerships.”

    It is unclear how Valley Forge, which does not have a research focus, would benefit. The college is also much smaller than the first invitees, enrolling 86 students in fall 2023, according to federal data.

    Valley Forge is now the third institution to publicly express interest in signing the compact since the invitation was expanded, following Grand Canyon University and New College of Florida.

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  • 21 States, D.C. Ask Court to Reverse TRIO Grant Rejections

    21 States, D.C. Ask Court to Reverse TRIO Grant Rejections

    Linda Johnson/Montgomery County Community College

    Democratic attorneys general from 21 states and Washington, D.C., filed briefs this week asking a court to reverse the Trump administration’s rejection of grants supporting TRIO programs, which help disadvantaged students attend and graduate from colleges and universities.

    The Council for Opportunity in Education, which advocates for TRIO programs such as Upward Bound, said about 100 grants were rejected or canceled last month after the Education Department delayed funding for thousands of grants that were slated to begin Sept. 1. Another 23 programs lost funding earlier in the year.

    Those terminations deprived more than 43,600 students of services such as tutoring and financial aid help. (Trump’s fiscal year 2026 budget request would end TRIO altogether, and all but a handful of staff in the TRIO grants office were fired early in the ongoing government shutdown.)

    On Sept. 30, the Council filed two lawsuits against the department and Education Secretary Linda McMahon in the U.S. District Court for D.C., alleging that the department canceled grants for complying with the General Education Provisions Act Equity Directive—a requirement at the time of the applications. One suit argues the department faulted a University of New Hampshire application for allegedly saying its program would be “identifying and recruiting students of color and non-Caucasians.”

    The Council is requesting preliminary injunctions vacating the department’s denials and ordering reconsideration of the grants. The attorneys general filed amicus briefs supporting this call.

    “TRIO programs serving thousands of high-school and college students have closed, many of which have operated successfully for years with track records of success,” the briefs say. “Students who relied on these programs’ guidance and academic assistance are now being turned away. The result will be fewer students going to college and fewer students graduating college, to the detriment of impacted Amici States, their residents, and their economies.”

    The AGs of Nevada and Massachusetts were the briefs’ lead authors; they were joined by their counterparts in Arizona, California, Colorado, Connecticut, Delaware, D.C., Hawai‘i, Illinois, Maine, Maryland, Michigan, Minnesota, New Jersey, New Mexico, New York, Oregon, Rhode Island, Vermont, Washington and Wisconsin.

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  • Academic Libraries Embrace AI

    Academic Libraries Embrace AI

    Libraries worldwide are exploring or ramping up their use of artificial intelligence, according to a new report by Clarivate, a global information services company.

    The report, released Thursday, based its findings on a survey of over 2,000 librarians across 109 countries and regions. Most respondents, 77 percent, worked at academic libraries. The survey found that 67 percent of libraries were exploring or implementing AI this year, up from 63 percent last year; 35 percent were still in the evaluation stage.

    Academic libraries incorporated AI into their work at a higher rate than libraries over all, the report found. Only 28 percent of academic libraries had no plans to use AI or weren’t actively pursuing it, compared to 54 percent of public libraries. Academic and public libraries also had different priorities, with student engagement top of mind for academic librarians and community engagement the central mission for public librarians. Libraries’ top objectives for AI use were to support student learning and help people discover new content.

    Libraries tended to be further along in implementing AI if they incorporated AI literacy into librarians’ onboarding and training, gave librarians dedicated time and resources to learn AI tools, and had managers who encouraged AI implementation. Librarians in the process of implementing AI reported feeling optimistic about its benefits, compared to other librarians.

    However, AI adoption, and optimism, varied by region. For example, U.S. libraries lagged in AI implementation, and only 7 percent of librarians surveyed said they felt optimistic about it; in Asia and the rest of the world, that share fell between 27 and 31 percent. The report also found differences in attitudes toward AI among senior and junior librarians. Senior librarians, who served as associate deans, deans and library directors, expressed more confidence in their knowledge of AI and prioritized using it to streamline administrative processes, compared to junior librarians.

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  • Higher Ed Tech Leaders Pursue Consolidation and Savings

    Higher Ed Tech Leaders Pursue Consolidation and Savings

    NASHVILLE, Tenn.—Talk of what’s possible with AI permeated conversations this week among the 7,000 attendees at Educause, the sector’s leading education-technology conference. But amid the product demos, corporate swag and new feature launches, higher ed’s technology and data leaders expressed caution about investing in new tech. 

    They said that budget constraints, economic uncertainty and understaffed technology teams were forcing them to seek a clear return on investment in new tools rather than quick-fix purchases. And as tech leaders look to the coming year, they say the human side of data, cybersecurity and AI will be the focus of their work.

    Educause researchers at the event announced the 2026 Educause Top 10, a list of key focus areas they compiled based on interviews with leaders, expert panel recommendations and a survey of technology leaders at 450 institutions. The results underline how uncertainty around federal funding, economic instability and political upheaval is making it hard for leaders to plan.

    The 2026 Educause Top 10

    1. Collaborative Cybersecurity
    2. The Human Edge of AI
    3. Data Analytics for Operational and Financial Insights
    4. Building a Data-Centric Culture Across the Institution
    5. Knowledge Management for Safer AI
    6. Measure Approaches to New Technologies
    7. Technology Literacy for the Future Workforce
    8. From Reactive to Proactive
    9. AI-Enabled Efficiencies and Growth
    10. Decision-Maker Data Skills and Literacy

    For example, No. 6 on the list is “Measured Approaches to New Technologies.” Leaders say they intend to “make better technology investment decisions (or choosing not to invest) through clear cost, ROI and legacy systems assessments.”

    Presenting the top 10 in a cavernous ballroom in the Music City conference center, Mark McCormack, senior director of research and insights at Educause, said leaders feel pressure to make smart investments and stay on top of rapid advancements in technology. “The technology marketplace is evolving so quickly and institutions feel a pressure to keep up, but that pressure to keep up can lead to less optimal approaches to technology purchasing and implementation,” he said.

    “From some of our other Educuase research we know that quick fixes and reactive purchases often lead to technical debt and poor interoperability and additional strains on our technology teams,” he added. “That’s just not sustainable, especially with our tight budgets and our capacity, so we need to make decisions based on a clear understanding of cost and value.”

    No. 3 on the list, “Data Analytics for Operational and Financial Insights,” indicated technology leaders will respond to intensifying financial pressures through better data analysis. “Cuts to federal funding, enrollment trends, public skepticism about the value of a degree—so many of us are feeling that weight right now, and in this kind of environment our institutions are turning to data as a guide to help them navigate some complicated decisions,” McCormack said.

    Data can also help colleges identify priority areas for investment, such as enrollment targets, compliance requirements or areas of programmatic growth, he noted. “But our data can also guide conversations about where to scale back, and we need to be able to distinguish between high-impact priorities and areas that may no longer align with the institution’s direction.”

    Commenting on the top 10, Brandon Rich, director of AI enablement at the University of Notre Dame, said his institution is using AI to navigate tight budgets. “With the budget challenges we face, we see AI as a possible way to move forward and create efficiencies,” he said during a mainstage panel.

    Speaking with Inside Higher Ed, Nicole Engelbert, vice president of product strategy for student systems at Oracle, said colleges are reviewing their tech ecosystems more critically. “Institutions are looking to streamline, consolidate, shop their closet, because any dollar spent on extraneous technology is a dollar that isn’t going to be spent for research, student aid, recruitment, classes, faculty—all the things that make an institution healthy and vibrant,” she said.

    She expects the current political and economic climate will dissuade institutions from taking on expensive, transformational projects. “Making big changes on your payroll, on your general ledger, on your student enrollment takes huge amounts of psychic energy from a large population, and that population right now is very weary. They’re exhausted by the last year,” she said.

    One silver lining of higher ed’s financial uncertainty could be a shift toward more tactical forward planning, Engelbert said. “I hope there’s this new period where we look at transformation projects or technology projects more strategically, more critically,” she said.

    Collective Will, Individual Capabilities

    Other priorities on the Educause top 10 look similar to those from previous years: Improved cybersecurity, better data and data governance, and harnessing the power of AI are issues that have appeared on the list for the past five years.

    But Educause researchers say this year’s study shows leaders’ focus has shifted from infrastructure and platforms to the humans working with these systems. They break the list into two themes: collective will—connecting resources and knowledge across departments to “shape a shared institutionwide perspective”—and individual capabilities, or training and empowering people to realize the “net benefits” of the technologies and data on campus.

    “The thing that we saw that was very different is that … even as technology is skyrocketing, changing everything we do, we as higher education need to remember our humanity and lead with that because that’s what makes us resilient,” said Crista Copp, vice president of research at Educause.

    No. 1 on the list is “Collaborative Cybersecurity,” reflecting institutions’ urgency to safeguard their expanding digital borders.

    “The ecosystem is becoming a lot more distributed across devices and locations. That person who’s using their device logging in to that system from, you know, a coffee shop or wherever, they’re becoming more and more important to be educated and equipped to do that safely,” McCormack told Inside Higher Ed.

    “The other thing that did come up is an acknowledgment that as our tools are becoming more sophisticated … those threat actors are becoming more sophisticated as well.”

    Institutional data and how it is managed will also be a priority for technology leaders in 2026, according to the list. “Data Analytics for Operational and Financial Insights” is No. 3, “Building a Data-Centric Culture Across the Institution” is No. 4, and “Decision-Maker Data Skills and Literacy” comes in at No. 10.

    Copp said these issues suggest institutions will be tackling data from different angles. “It’s this triad of ‘Oh my gosh, we have all this information. And we don’t have it organized properly. We don’t know how to interpret it properly. And then we don’t know what to do with it,” she said. “I found it really interesting that … we saw three sides of the same thing.”

    AI-related issues also appear three times on the list: “The Human Edge of AI” at No. 2, “Knowledge Management for Safer AI” at No. 5 and “AI-Enabled Efficiencies and Growth” at No. 9. The growing focus on improving AI across institutions also represents a shift in what’s needed in the higher education workforce.

    “I think everyone, regardless if you’re in higher education or not, [is] facing workforce changes. And part of that is, who do we want to be? And we need to define [that],” she said. “No. 2 [on the list] … is the human edge of AI and it’s, ‘Although we expect you to use AI, we want you to come as a person first, because that’s what education is all about.’”

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  • Trump’s Deportation Campaign Raises FAFSA Privacy Concerns

    Trump’s Deportation Campaign Raises FAFSA Privacy Concerns

    College access organizations are raising concerns about students from mixed-status families—families with members who hold different immigration statuses—who are filling out the Free Application for Federal Student Aid amid the Trump administration’s mass deportation campaign.

    “Although the Higher Education Act prohibits the use of data for any purpose other than determining and awarding federal financial assistance, [the National College Attainment Network] cannot assure mixed-status students and families that data submitted to US Department of Education (ED), as part of the FAFSA process, will continue to be protected,” NCAN, which represents college access organizations across the nation, wrote in new guidance.

    The organization added that the Office of Federal Student Aid has said the Education Department won’t share information that breaks the law.

    But “we understand many families’ confidence in this statement may not be as certain under the current administration,” the organization continued. The post advised families to consider whether to submit a FAFSA on a “case-by-case basis.”

    The organization had previously published similar guidance before President Donald Trump even took office but updated it after the 2026–27 FAFSA opened late last month. Zenia Henderson, chief program officer for NCAN, said the organization has received a slew of questions about the security of the personal information entered into the FAFSA, and many of its member organizations are reporting that some of the families they work with are forgoing the FAFSA out of fear.

    Previously, the Trump administration has sought to use personal data from other agencies to assist in its deportation efforts, including requesting state voter rolls, public housing data, tax information and records of who applied for the Supplemental Nutrition Assistance Program. Federal courts have blocked some of these requests.

    The Trump administration has also attacked programs and initiatives that help undocumented students themselves access higher education. The administration has demanded states stop offering in-state tuition to undocumented students and has attempted to eliminate the Deferred Action for Childhood Arrivals program, which protects from deportation certain undocumented individuals who were brought to the country as children and has opened the door to higher education for this group.

    Other experts and advocacy groups agreed that there is cause for concern among mixed-status families.

    “Concerns are very much warranted in light of how cross-agency collaboration has been weaponized against immigrant families in recent months—including but not limited to the ostensible collusion between the Departments of Justice and Homeland Security to vacate active asylum cases when parents and children are lawfully appearing in immigration court, so that they can be apprehended on the premises by immigration enforcement and placed in detention,” wrote Faisal Al-Juburi, chief external affairs officer for RAICES, a nonprofit immigrant law center in Texas, in an email to Inside Higher Ed. “There is simply no indication that the Trump administration will adhere to legal precedent.”

    Will Davies, director of policy and research for Breakthrough Central Texas, a college access organization, noted in an email to Inside Higher Ed that, even though the Trump administration’s immigration attacks have been especially worrying for mixed-status families, such families have long had to make difficult decisions about when to submit personal information to the government.

    He also noted that FAFSA data is protected by the Privacy Act of 1974 and the Family Educational Rights and Privacy Act and said that, to his knowledge, no undocumented parent has ever been targeted using FAFSA data.

    Cutting Off Access

    For many families, the choice is not as clear-cut as simply not filling out the FAFSA. Most institutions and states calculate their financial aid offerings using the FAFSA’s formula and require students to fill out the FAFSA to take advantage of that aid. If mixed-status families do not complete the FAFSA, they are essentially cutting themselves off from almost all sources of assistance in paying for college.

    “It has the potential to close a lot of doors in terms of accessing aid that’s needed, from last-dollar scholarships to merit-based scholarships,” Henderson said. “There are so many folks that ask for FAFSA information and that [the] application be competed in order to check eligibility, because they may not have their own systems or processes in place. FAFSA really is the default way to prove need.”

    Three states—California, New York and Washington—have developed their own financial need calculation tools for individuals who want to be considered only for state and local aid. All three address privacy concerns, stating specifically that the data will not be provided to the federal government without a court order.

    “The opportunity to pursue an education is highly valued, and financial aid is the only way many students can afford college or training,” the Washington Student Achievement Council wrote in a message, released days after Trump entered office, about aid applicant privacy. WSAC administers Washington’s state aid calculator.

    “We sympathize deeply with anyone concerned about their privacy in applying for financial aid, and we support students and families in making decisions that best fit their educational goals and risk considerations. While WSAC cannot provide guidance on what a family should do in a specific situation, we do encourage students, families, educators, and advocates to review the following resources that may provide helpful information.”

    Alison De Lucca, executive director of the Southern California College Attainment Network, told Inside Higher Ed in an email that her organization is working with several families who are uncertain if they will fill out the FAFSA this year; an estimated one in every five individuals under the age of 18 in California comes from a mixed-status family.

    One SoCal CAN student opted to fill out just California’s state aid form, the California Dream Act Application, this year in order to protect her mother—even though she thought she might have benefited from federal aid.

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  • Retirees as Instructors

    Retirees as Instructors

    For the last few days, I’ve been in Boone, N.C., for the kickoff conference of the Rural Talent Lab. The conference has been terrific, with thoughtful presentations and a chance to reconnect with some folks I hadn’t seen in a while. I’m still processing much of what I heard, but one line in particular jumped out at me.

    The presentation was about offering programs in the trades for students in rural locations. Addressing the frequent shortage of instructors in high-demand fields, one speaker—my notes betray me, so I don’t know who—mentioned that “we’re in the golden age of retirement, with baby boomers hitting age 65 every day.” He (I think) went on to say that if colleges were to approach companies with the suggestion of having them incorporate some teaching into employees’ final years before retirement, it could act as a combination of a glide path to retirement and a way to get well-qualified and experienced people as instructors.

    I read once that the sign of a great idea is that as soon as you hear it, you wonder why you hadn’t thought of it. This one passes that test.

    The areas in which this would make the most sense in the short term are the trades: HVAC, welding, plumbing and the like. These fields combine technical know-how with the ability to handle real situations in the field. It’s one thing to know how to fix a pipe; it’s another to know how to handle a cantankerous homeowner or business manager who accuses you of ripping them off. That’s where an instructor with long experience in the field can bring an added dimension.

    An arrangement like this could make sense for the instructors, too, given the physical demands of these jobs. As they get older, the prospect of spending less time bending themselves into tight spots or fighting metal and more time teaching might hold some appeal. When I taught at DeVry in the late ’90s, I had a fair number of students in their 40s who were switching careers from construction to computer repair; nearly all of them mentioned back and knee injuries and general physical wear and tear as motivators. It’s not difficult to imagine that someone in a field like these, approaching retirement, might want to give their knees and backs an easier assignment. Teaching isn’t an easy task to do well, but its physical demands tend to be more modest.

    For the employers, I could imagine a couple of upsides. For one, they might be able to hold on to good employees a little longer if those employees could intersperse teaching with their usual work. Secondly, they’d ensure a continued pipeline of new tradespeople coming in. It’s no secret that many skilled trades are facing a retirement cliff, since they largely skipped a generation. They need newbies.

    For colleges, the upside would be having experienced professionals with industry contacts in high-demand fields. Yes, there would have to be some professional development in teaching techniques and dealing with common student issues. But stepping up our mentoring game is a good idea anyway—if this is the motivation to do that, so be it.

    Wise and worldly readers, have you seen this tried at scale? If so, are there any hard-won lessons you could share? As always, I’m at deandad (at) gmail (dot) com.

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  • GMercyU Unveils Crime Scene House for Student Investigations

    GMercyU Unveils Crime Scene House for Student Investigations

    Inside an unoccupied house, a student gingerly pushes open a creaky door and takes a wary step into a dark room—only to find the walls completely splattered with blood.

    It sounds like the cliché climax in a horror movie, but for students in the criminal justice program at Gwynedd Mercy University, it’s a regular class assignment.

    This fall, Gwynedd Mercy unveiled a new Crime Scene House, a three-story home that features various staged rooms for experiential learning in forensic science. Students now have a space for simulated criminal investigations, with each room configured to resemble a different crime scene they might encounter, including the blood spatter room.

    Gwynedd Mercy is one of a dozen-plus colleges across the country that turn houses into mock crime scenes; West Virginia University claims the title for largest hands-on training complex in the U.S., boasting four crime scene houses, a vehicle processing garage, a ballistics test center and designated grounds for excavation.

    The not-so-haunted houses are designed to give students a safe, supervised space to immerse themselves in a crime scene. Plus, it’s a great enrollment draw for students who get a thrill out of murder mysteries.

    “We’re very excited about the opportunity to have students come into our program and learn the how-to, so then they walk out of here and they say, ‘This is what I want to do,’” said Patrick McGrain, associate professor of criminal justice and the program director at Gwynedd Mercy. “It really is for the benefit of creating a more professional law enforcement community.”

    From convent to crime scene: McGrain and university leaders aspired to open a crime scene house on campus for years. In July, the dream became a reality when the Catholic university’s administrators identified an older building that used to house the Sisters of Mercy. The building was in disarray, and when McGrain was offered the opportunity to revamp it for students, he jumped at the chance.

    The Crime Scene House holds a variety of staged rooms to practice different investigations including a kitchen, a bathroom, two bedrooms and an office. In addition, the house features spaces for other simulated experiences, including an interrogation room, an evidence area to analyze fingerprints and a model “flophouse,” or a low-rent motel room used for drugs. And of course, the blood spatter room.

    “We’re going to teach students how to analyze blood splatter, the analysis of the trajectory,” McGrain said.

    Every element of the house is available for students to manipulate and investigate, even the flooring.

    “We have carpet laid down that they cut out pieces, use luminol and then take it over to the lab, well, what is it that we have?” McGrain explained. “Is it feces, it is urine, is it semen, is it blood? What is it that we’re looking at and what do you think happened in this room?”

    Faculty can track students’ progress solving the investigations through cameras mounted in each of the rooms.

    While the home at times may resemble an escape room, with CCTV cameras and a mystery to solve, “the only person locked in is the one who’s been kidnapped, and that’s been planned, and it’s a dummy,” McGrain said.

    The university allocated a small budget for furniture, but a significant number of items came directly from campus community members, who donated household items or clothing.

    “I even had two students who found a couch on the side of the road, grabbed it, put it in their trunk and brought it in,” McGrain said. “It is now the couch that sits in the living room.”

    Because the house is designed to be ransacked and torn up by “criminals,” the university also keeps backup furniture and wall decor.

    “If we want to break something, if we need to tear something, we do,” McGrain said. “The hands-on learning knows no limits.”

    Experiential learning: Other academic programs, including nursing, psychology and social work, have simulation labs integrated into the curriculum to allow students to practice their skills. In the same way, the house gives criminal justice students a chance to gain career skills.

    Before the Crime Scene House was established, Gwynedd Mercy faculty would set up a classroom to resemble the crime scene.

    “It’s not nearly as detailed,” McGrain said. “You don’t have the furniture. You don’t have the fake drugs or guns.”

    The facility has also served as a resource for law enforcement to train new detectives on how to use tech tools, such as digital photography and indoor drones.

    Jerome Mathew, a junior criminal justice student, said having the Crime Scene House is a game-changer—especially for getting incoming students amped about studying criminal justice.

    “They were really thrilled about seeing all the different fake drugs, money, different rooms, the cameras and how monitored everything was,” Mathew said.

    Gwynedd Mercy has plans to grow the criminal science major and launch a forensic science minor. The Crime Scene House will be an integral piece of that, McGrain said. “We’re expecting to see a spike in applications and a spike in admissions.”

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  • Advice on Building a Strategic Digital Presence (opinion)

    Advice on Building a Strategic Digital Presence (opinion)

    For early-career researchers (ECRs), building a digital research space can feel like another burden piled onto an already demanding schedule. The idea of online professional networking often evokes images of overwhelming social media feeds and self-promoting influencers.

    Yet ECRs face a significant risk by solely relying on institutional platforms for their digital footprint: information portability. While university websites offer high visibility as trusted sources, most ECRs on short-term contracts lose web and email access as soon as their contracts expire. This often forces a hasty rebuild of their online presence precisely when they need to navigate critical career transitions.

    Having worked with doctoral and postdoctoral candidates across Europe, common initial hesitations to establishing a digital research space include: uncertainty about how and where to start, discouragement from senior researchers who dismiss digital networks as not “real” work, fears of appearing boastful and/or the paralyzing grip of impostor syndrome. Understanding these hesitations, I emphasize in my coaching the ways that building a digital research space is a natural extension of ECRs’ professional growth.

    Why a Strategic Digital Research Space Matters

    A proactive, professional digital strategy offers several key advantages.

    • Enhancing visibility and discoverability: A well-curated, current, consistent and coherent digital presence significantly improves discoverability for peers, potential collaborators, future employers, funders, journal editors and the media.
    • Networking: Strategically using digital platforms transcends institutional and geographical boundaries, enabling connections with specific individuals, research groups and relevant industry contacts globally.
    • Showcasing expertise and impact: Your digital space allows you to present a holistic view of your contributions beyond publications, including skills, ongoing projects, presentations, teaching, outreach and broader impacts.
    • Meeting communication expectations: As research advances, particularly with public funding, the demand to communicate findings beyond academic circles increases. Funders, institutions and the public expect researchers to demonstrate broader impact and societal relevance and a strategic digital presence provides effective channels for these crucial communications.
    • Controlling your narrative: Actively shape your professional identity and how your expertise is perceived, rather than relying on fragmented institutional profiles or database entries.
    • Ensuring information portability and longevity: Platforms like LinkedIn, ORCID, Google Scholar or a personal website ensure your professional identity, network and achievements remain consistent, accessible and under your control throughout your career.

    Getting Started: Choosing Your Digital Network Combination

    The goal isn’t to be online everywhere, but to be online strategically. Select a platform combination and engagement style aligned with your specific objectives and target audience, considering the time you have available.

    Different platforms serve distinct strategic aims and audiences at various research stages. Categorizing digital platforms into three subspaces helps map the landscape and can help you develop a more balanced presence across the research cycle.

    First, identify the primary strategic goal(s): public dissemination, professional networking expansion or deeper engagement within your academic niche? Your answer will guide your platform selection, as you aim for eventual presence in each space.

    Figure 1: Align your digital platform choices with your strategic goals and target audience.

    Next, consider your audience spectrum. Effective research communication depends on understanding your target audience and their needs.

    • Scholarly discourse: At the outset of your career, specialized academic platforms like ResearchGate, Academia.edu, institutional repositories and reference managers with social features (e.g., Mendeley) are key for engaging directly with peers. Foundational permanent identifiers like ORCID are crucial for tracking outputs across systems.
    • Professional network: As you seek to develop your career, LinkedIn, Google (including Google Scholar) and X (formerly Twitter) are vital hubs across academia, industry and related sectors.
    • Share for impact: TikTok, Facebook and Instagram excel for broader dissemination. Do adjust style and tone: While academics can process jargon and complex concepts, a broader audience will engage more in plain English.

    A strong, time-efficient and pragmatic starting point is to create a free and unique researcher identifier number like an ORCID, develop a professional LinkedIn profile and engage with a relevant academic platform (this would be in addition to your presence on a university or lab website). Because the ORCID requires no upkeep and a LinkedIn profile can leverage existing institutional and biographical information, with this combination ECRs can quickly establish a solid foundation for gradual digital expansion over the medium term.

    Make It Manageable: Time, Engagement and Content

    Once the platform combination is in place, effective digital management requires balancing three core elements: time, engagement and content.

    This figure displays different opportunities for digital engagement depending on factors including time engagement (with options including daily engagement, platform-specific and project-based campaigns, and regular content creation); engagement (e.g. active participation by commenting, sharing and asking questions or building relationships); and content type (including written, visual and multimedia forms of content).

    Figure 2. Key considerations for a sustainable digital networking strategy: balancing realistic time investment, meaningful engagement and appropriate content types.

    Time Investment

    Key message: Prioritize consistency over quantity.

    • Focused engagement: Allocate short, regular blocks (e.g., 15 to 30 minutes weekly) for specific activities like checking discussions, sharing updates or thoughtful commenting between periods of focused research.
    • Platform nuance: Invest strategically, recognizing that platforms have different tempos and life spans (e.g., a LinkedIn post typically has a longer life span than an X post).
    • Campaign bursts: Plan ahead to strategically increase activity around key events like publications or conferences, utilizing scheduling tools for automated posting.
    • Content cadence: Consistency beats constant noise, so plan a realistic posting schedule such as once a month.

    Engagement

    Key message: Focus on short but regular efforts.

    • Active participation: Move beyond passive consumption by commenting, sharing relevant work and asking insightful questions.
    • Build relationships: Genuine interaction fosters trust and meaningful connections.
    • Monitor your impact (optional): Use platform analytics to understand what resonates and refine your strategy.

    Content Type

    Key message: Your hard work should work hard online.

    • Written: Summaries, insights, blog posts, threads, articles.
    • Visual: Infographics, diagrams, cleared research images, presentation slides.
    • Multimedia: Short explanatory videos, audio clips, recorded talks.
    • Cross-post: Share content across all relevant platforms (e.g., post your YouTube video on LinkedIn and ResearchGate).

    Overcoming Reluctance

    If you’re hesitant, consider these starting points:

    • Start small, stay focused: Choose one or two platforms aligned with your top priority. Master these before expanding.
    • Embrace learning: Your initial digital content may not be perfect, but consistent practice leads to significant improvement. Give yourself permission to progress.
    • Integrate, don’t isolate: Weave digital engagement into your research workflow. Share insights from webinars or interesting papers with your network.
    • Give and take: Focus on offering value by sharing insights, asking stimulating questions and amplifying others’ work. Reciprocity fuels networking.
    • Set boundaries: Protect your deep work time. Schedule dedicated slots for digital engagement during lower-energy periods and manage notifications wisely.
    • Be patient: Recognize that building meaningful networks and visibility is a long-term career investment.

    Your Digital Research Space: A Career Asset

    A strategic digital research space is essential for navigating and succeeding in a modern research career. A thoughtful approach empowers you to control your professional narrative, build lasting networks, meet communication expectations and ensure your valuable contributions are both visible and portable.

    Maura Hannon is based in Switzerland and has more than two decades of expertise in strategic communication and thought leadership positioning. She has worked extensively for the last 10 years with doctoral and postdoctoral candidates across Europe to help them build strategies that harness digital networks to enhance their research visibility and impact.

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  • Growth is possible in international student recruitment for UK universities

    Growth is possible in international student recruitment for UK universities

    This blog was kindly authored by Viggo Stacey, International Education & Policy Writer at QS Quacquarelli Symonds. It is the fourth blog in HEPI’s series responding to the post-16 education and skills white paper. You can find the first blog here, the second blog here, and the third here.

    The post-16 education and skills white paper, released last week, outlines how the UK government aims to ensure that universities can attract high-quality international talent and maintain a welcoming environment for them.

    New data in the QS Global Student Flows: UK Report projects that international student enrolments will grow 3.5% annually to 2030. While this is ahead of anticipated growth in the US, Australia and Canada, where projections are between 2% and –1%, the forecast for the UK is significantly slower than the double-digit surge of 11% between 2019 and 2022.

    When the Secretary of State for Education and Minister for Women and Equalities, Bridget Phillipson, spoke about transformation in education in the UK on Monday, she may also have been speaking about the international education system worldwide. International education is changing, and the UK is facing unprecedented competition from international peers. Emerging study destinations are increasingly appealing to prospective international students.  India, the UAE, Saudi Arabia, Hong Kong, and South Korea are just a handful of examples of places heavily investing in internationalisation, campus facilities, and English-language programmes. Additionally, unpredictable geopolitics, economic shifts and demographic changes are making the job of international student recruiters at universities in the UK extra challenging. In such an unstable global landscape, the QS Global Student Flows: UK Report urges universities to plan for a range of scenarios.

    What can institutions and the sector do?

    The latest HESA figures available are from the 2023/24 academic year. No other business would rely on such outdated figures. So why would a government make policy decisions based on them? And why would a university?

    This new QS report identifies key areas where UK universities can expect to see heightened global student flows in the future and how they can best continue to attract international talent and skills.  

    Enrolments from South Asia are expected to rise from 245,000 in 2024 to 340,000 by the end of the decade, and Africa is projected to be the UK’s second-fastest-growing region, with an annual growth rate expected to reach 4-5%.

    In Asia, growth is more mixed. Enrolments from Malaysia are expected to decline, Singapore is likely to remain stable, with places such as Thailand and Indonesia seeing upticks.

    Student numbers from the Middle East to the UK are projected to slow to about 1% annually in the years to 2030, compared to the nearly 5% average growth recorded between 2018 and 2024.

    However, enrolments from Europe, which have declined after Brexit on average by more than 8% annually between 2018 and 2024, are expected to grow modestly at around 2.5% through to 2030.

    Leveraging their strong reputations, quality of provision, as well as the important Graduate Route visa (some 73% of international students are satisfied with the pathway), UK universities can drive growth, especially in Africa and South and Southeast Asia.

    What can the government do?

    The government has reiterated that it wants to maintain the UK’s position as one of the world’s top providers of higher education; attract the best global talent; and project the UK’s international standing through strong international links and research collaboration.

    It rightly acknowledges that volatility in international student numbers is one factor driving financial pressures in higher education. But if it is to succeed in its ambitions, universities need the right support and policy landscape.

    Shortening the length of the Graduate Route visa to 18 months from two years and the possibility of hiking fees for students through the proposed International Student Levy could deter international students from choosing the UK.

    Yet UK government policy is not the only factor limiting the potential of the UK.

    Universities are grappling with heightened investment in higher education in key student source countries, with domestic provisions increasingly competing for quality students.

    Prospective students are weighing up their options in unpredictable economic landscapes and governments are increasingly seeking to retain talent rather than encourage them to study overseas.

    Examples of this include the UAE making criteria for joining its outbound mobility scholarship programme tougher; Prime Minister Narendra Modi’s ambition to create an “education system in India that youngsters do not need to go abroad to study”; China, traditionally the top source for international students, is gradually transforming into a study destination in its own right.

    The pressure is on higher education providers in the UK – they are already diversifying income streams. But this report shows that there are opportunities for growth. UK universities just need to identify what is possible for them.

    The QS Global Student Flows: UK report is available here.

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