Psychologists call it choice paralysis. For me, it’s more like choice defeat. When confronted with too many options, I shut down. I still remember the first time this happened. I went to the mall for some new clothes (it was the ’90s and there was no internet). Almost immediately, my entire emotional world seemed to collapse. I was overwhelmed and had to leave. So, I drove home in my awesome Subaru Justy (I had a white one!)
The choices are endless
Fast forward 30 years, and the same thing happens to me when I’m selecting textbooks and primary sources for my United States history survey. There are so many amazing history textbooks. Each one has so much information with many broad points, specific examples, charts, maps, and student learning outcomes.
Then, there’s the availability of primary sources, with millions upon millions of available documents. I’m thankful for resources like, Chronicling America and books.google.com, but still struggle. I feel awash in a sea of too many options.
Major Problems in American History takes a different approach
Major Problems in American History, Volume I
I approached our new edition of “Major Problems in American History, Volume I and Volume II” to help educators like me. Instead of offering more content, I tried to offer better direction. I hoped that reading this text would be less like going to the mall for new apparel and more like receiving a curated clothing box. This new fifth edition of “Major Problems in American History” offers clear direction for students in various ways.
Chapter structure
Each chapter begins with succinct introductions (two–four pages) that invite students to explore the major themes and issues of a historical era. A timeline with about 10 key moments follows. Together, the short introduction and timeline don’t overwhelm the reader, but rather invite them to engage with the text. This quickly sets the stage for the primary sources later to come.
Selection of primary sources
The primary sources revolve around one or two central problems from each era. For example, the chapter on so-called “Jacksonian Democracy” asks: why did some Americans revere Andrew Jackson while others despised him? This fundamental issue, or “major problem,” determines which sources I included and how I ask students to approach them. By looking at sources related to the Indian Removal Act and its consequences, debates about state nullification of federal laws, and every high school teacher’s beloved Bank War, instructors can analyze with a purpose.
Major Problems in American History, Volume II
The purpose of secondary sources
The primary sources and the major problem they address then take center stage in secondary sources where historians offer differing perspectives on the fundamental issue students are analyzing. Students follow how professional historians have dealt with the main problem, what sources they examine, and how they make meaning of the sources. In this way, the historical scholarship becomes a teaching tool. Secondary sources help teach students differing approaches to analysis.
In the chapter on early English colonizing of North America, historians and source authors, Rachel Herrman and Rachel Winchcombe examine the “starving time” of Jamestown. Herrman looks at reports from this time to understand how the English continued to market colonization as reports of scarcity – and even cannibalism – became widespread. Winchcombe uses archeological evidence and even bone analysis to uncover what the people of Jamestown actually ate to understand how this experience of colonization influenced approaches to dietary behaviors. As students read the primary and secondary sources, they can reflect upon the major problem framed in each chapter, and hopefully embrace the complexities of the past and begin the challenging process of drawing their own conclusions about it.
This edition of “Major Problems in American History” is for the instructors and students who want to maximize their time interpreting, discussing, and sinking their teeth into fundamental issues from the past. The goal is to avoid overwhelming amounts of content and data, and instead let students wrestle with issues from the past, many of which continue to impact people today.
Written by Edward J. Blum, Professor of history at San Diego State University and co-author of “Major Problems in American History, Volume I and Volume II,” 5e
Interested in learning more about “Major Problems in American History” by Edward J. Blum, Elizabeth Cobbs and Vanessa Walker? Check out Volume I and Volume II for your history course, coming later this spring, 2025, and browse other history titles on our discipline page.
For millenia, medical students have taken the Hippocratic Oath, solemnly pledging to prioritize the well-being of patients and “abstain from whatever is deleterious and mischievous.” But unfortunately, schools such as the University of Connecticut have recently created their own versions of the oath that prioritize politics at the expense of the First Amendment.
In August, UConn required the incoming class of 2028 to pledge allegiance not simply to patient care, but to support diversity, equity, and inclusion. The revised oath, which was finalized in 2022, includes a promise to “actively support policies that promote social justice and specifically work to dismantle policies that perpetuate inequities, exclusion, discrimination and racism.”
This practice is a grave affront to students’ free speech rights. In January, FIRE called the medical school to confirm that the oath is mandatory; an admissions staff member told us it was. We are asking them to confirm this in writing.
As a public university, UConn is strictly bound by the First Amendment and cannot compel students to voice beliefs they do not hold. Public institutions have every right to use educational measures to try to address biases they believe stymie the healthcare system. But forcing students to pledge themselves to DEI policies — or any other ideological construct — with which they may disagree is First Amendment malpractice. This is no different than forcing students to pledge their allegiance to a political figure or the American flag.
When we raised concerns in 2022 about the University of Minnesota Medical School’s oath, which includes affirming that the school is on indigenous land and a vow to fight “white supremacy,” the university confirmed that students were not obligated to recite it.
In the 1943 landmark case West Virginia State Board of Education v. Barnette, the Supreme Court declared that students could not be made to salute the American flag, saying, “if there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein.”
Justice Jackson, writing for the majority, emphasized that the First Amendment protects the individual’s “sphere of intellect and spirit” from governmental or institutional control. Just as UConn cannot force its medical students to express support for socialized medicine or vaccination mandates, it cannot compel them to pledge fealty to its preferred set of political principles.
University of Minnesota Medical School swears off compelled speech in white coat ceremony
News
After FIRE criticized the medical school for appearing to force students to profess political views, the university affirmed the oath was not required.
More broadly, these nebulous commitments could become de facto professionalism standards, and students could face punishment for failing to uphold them. (After all, they took an oath.) What, exactly, must a medical student do to “support policies that promote social justice”? If a student disagrees with UConn’s definition of “social justice” or chooses not to promote it in the prescribed way, could she be dismissed for violating her oath?
FIRE has repeatedly seen administrators of professional programs — including medicine, dentistry, law, and mortuary science — deploy ambiguous and arbitrarily defined “professionalism” standards to punish students for otherwise protected speech.
UConn isn’t alone in making such changes to the Hippocratic Oath. Other prestigious medical schools, including those at Harvard, Columbia, Washington University, Pitt Med, and the Icahn School of Medicine, have adopted similar oaths in recent years. However, not all schools compel students to recite such oaths. When we raised concerns in 2022 about the University of Minnesota Medical School’s oath, which includes affirming that the school is on indigenous land and a vow to fight “white supremacy,” the university confirmed that students were not obligated to recite it. That’s the very least UConn could do to make clear that it puts medical education — and the law — ahead of politics.
The Government have opened a consultation on the regulation of franchise provision, proposing that all franchisees (delivery partners) with more than 300 students should be regulated by the Office for Students (OfS). Smaller providers will not need to be regulated; larger providers that the OfS does not register in time will not be able to access student finance.
Regulating delivery partners is a positive step forward and the sector should welcome the Government’s proposals. Indeed, my colleagues and I called for just such a move in a recent HEPI report. But whether these proposals will work in practice depends on at least three different aspects of implementation: registration; quality; and duplication of regulation.
Registration
The Government propose delivery partners will need to have successfully registered with the OfS by September 2027 for their 2028/29 courses to be designated for student finance. In theory, given the Government’s final approach will be confirmed in the summer of 2025, delivery partners ought to have two years in which to meet the OfS’s conditions of registration.
However, the practice is likely to be very different. The OfS advise its timescale for registering a new provider is in the range of 41-to-50 weeks, implying delivery partners would need to apply no later than September 2026. But controversially the OfS have temporarily closed applications for registration and changes to the category of registration, including acquiring Degree-Awarding Powers and University Title. Applications are expected to reopen in August 2025, but the OfS is keeping this under review. When applications do reopen, the OfS will stagger recommencing existing cases. It is likely to face an influx of new applications too. Moreover, the sector’s financial pressures, which forced the temporary closure in the first place, will not have gone away. So, there is a very real concern that the OfS will be unable to admit franchisees to the Register quickly enough.
The consequences of not registering a larger delivery partner in time are potentially catastrophic. Even though existing students would retain access to student finance, some delivery providers would simply be unable to continue operating. This kind of failure would be catastrophic for students and for some franchisors (lead partners). If implemented in the wrong way, the Government’s proposals would simply introduce new and equally serious concerns for the financial sustainability of institutions.
There is an alternative, and one which would give stability to students and institutions. The OfS could open a new section of the Register for delivery partners – a probationary register – with more limited initial conditions of registration. This would enable the OfS to meet the Government’s intended timeframe and, critically, start engaging with delivery partners early, setting and agreeing action plans, for example. Delivery partners would then need to move from the probationary register to the full Register within a defined period – two years, for instance.
Quality
Many delivery partners operate in geographic and demographic cold spots. As the Minister for Skills, Baroness (Jacqui) Smith, puts it in the consultation:
good quality franchising has the potential to help more students access higher education, reaching areas under-served by other providers and tailoring delivery models to meet diverse needs.
At my University, delivery partners typically recruit an under-served population segment: 95% are mature entrants; two-thirds are from IMD quintiles 1 or 2. These partners therefore serve a striking demographic intersection. We know that continuation rates across the whole sector are affected by these factors: the OfS data dashboard indicates they suppress continuation rates by 8 percentage points and 5 percentage points respectively. Assuming these factors are independent, the probability of a mature entrant from quintiles 1 or 2 continuing is around 71%, much lower than the OfS threshold.
Registering with the OfS rightly involves an assessment of quality and standards, but the OfS’s current model of quality is too rigid for those operating within such niche demographics. To assess delivery partners, the OfS will need to reconsider carefully how it approaches quality.
Duplication of Registration
The Government’s proposals also include another element which is welcome, that which seeks to remove duplicate regulation. Where a delivery partner is already regulated, state-funded schools or further education colleges, for example, the Government proposes they would not also need to register with the OfS.
There are questions here too about the detail of implementation. Is it right, for example, that those Police and Crime Commissioners who are also delivery partners, need no further regulation in respect of quality and standards? But mostly what is worrying about this aspect of the proposals is the suggestion that delivery and lead partners should both be accountable for delivery. This seems straightforwardly an area of duplicated regulation and it is not clear how it would work in practice. Instead, the OfS should consult with delivery and lead partners to identify those aspects of delivery appropriate for dual accountability and those to which either the lead or the delivery partner will be held accountable.
Summary
In sum, the sector should welcome these proposals. The Government has clearly listened to the argument that franchise provision, when done well, brings many benefits, and has endorsed that position. There is still a need for a robust, sector code of practice; and the implementation of the Government’s ideas will be critical. But if it continues to listen during the consultation phase we should have every expectation that good quality franchise provision will continue to be supported and the concerns of stakeholders properly addressed.
Los Angeles, CA — As students navigate an increasingly complex world defined by artificial intelligence, social media, and rapid technological change, the need for essential life skills has never been greater. The Edge, an innovative, research-based social-emotional and life skills curriculum, creates a dynamic and effective learning environment where middle and high school students can build the social-emotional and life-readiness skills needed to succeed in school, relationships, and life.
Designed in collaboration with educators and aligned with the CASEL framework, The Edge is the first curriculum to meet educators’ demands for high-quality instructional materials for SEL and life-skills readiness. The curriculum helps students cultivate communication, problem-solving, and self-awareness, as well as essential life skills like entrepreneurship, negotiation, financial literacy, and networking, to boost their academic abilities.
“The Edge represents a paradigm shift in education,” says Devi Sahny, Founder and CEO of The Edge and Ascend Now. “It’s not just about helping students excel academically—it’s about helping them understand themselves, connect with others, and develop the resilience to face life’s challenges head-on.”
By combining bite-sized lessons with project-based learning, The Edge creates a dynamic and effective learning environment with ready-to-use, adaptable resources educators use to help students develop both hard and soft skills. Its advanced analytics track student progress whilesaving valuable preparation time. Designed to enable educators to adapt as needed, the curriculum is flexible and requires minimal preparation to support all learning environments—asynchronous and synchronous learning, even flipped learning.
Key highlights include:
Integrated Skill Framework: A robust curriculum featuring 5 pillars, 24 essential skills, and 115 modules, blending SEL with employability and life skills such as negotiation, financial literacy, and digital literacy, all aligned with CASEL, ASCA, and global educational standards.
Educator-Friendly Design: With over 1,000 customizable, MTSS-aligned resources, The Edge saves teachers time and effort while allowing them to adapt materials to meet their unique classroom needs.
Hard Skill Development Meets SEL: By engaging in activities like entrepreneurship, critical thinking, and leadership training, students develop technical proficiencies while enhancing communication, empathy, and resilience.
Real-Time Analytics: Advanced data tools provide administrators with actionable insights into student progress, enabling schools and districts to measure outcomes and improve program alignment with educational goals.
Compelling Content.The curriculum features engaging content that integrates the latest insights from learning sciences with professional writing from skilled authors affiliated with SNL, Netflix, and HBO Max. This combination guarantees that the material is educationally solid, relevant, and thought-provoking.
The Edge immerses students in real-life, complex scenarios that challenge them to think critically, collaborate effectively, and apply social-emotional learning (SEL) to everyday situations. For example, one lesson about conflict resolution uses an actual problem that Pixar faced when allocating resources for new movies.
Early adopters of The Edge have reported remarkable results. The Edge was used by rising high school seniors during a three-week summer college immersion program (SCIP) at Georgetown University, which prepares high school students from underserved backgrounds to apply for college. At the end of the program, 94% reported learning important skills, and 84% said they discovered something new about themselves.
ABOUT THE EDGE
The Edge is the latest innovation from Ascend Now US, dba The Edge, a US-based education startup committed to increasing both college and career readiness for all students. Sahny founded The Edge in the US after building and scaling Ascend Now Singapore, which has provided personalized academic and entrepreneurship tutoring to over 10,000 students and 20+ international schools over the last decade.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
No wonder U.S. President Donald Trump wants it for the United States. A purchase price would be steep. Based on past purchases of territory and Greenland’s economic potential, it is estimated that the price of Greenland could be anywhere between $12.5 billion and $77 billion. And he only has to convince the 56,000 people who live there that they would prosper under U.S. rule.
Greenland is a former Danish colony that still relies heavily upon Denmark for its economy.
Trump made an offer in December, called “absurd” by Danish Prime Minister Mette Frederiksen. It was the second time he broached this subject, having first spoken of it during the lead up to his first presidential term.
This time, he said he won’t rule out using economic or military force to buy the world’s biggest island based on the logic that Greenland is necessary for “national security and freedom” of the United States. Greenland and the United States are separated by about 2,289 kilometers (1,422 miles) of water between the two closest points — Grand Manan in the U.S. state of Maine and Nanortalik in Greenland.
Much of the world has been laughing at Trump’s demand but it is no laughing matter for Denmark. This week, Danish Prime Minister Mette Frederiksen visited German Chancellor Olaf Scholz, French President Emmanuel Macron and NATO General Secretary Mark Rutte, to talk about strengthening the EU’s security and defence and to further prioritise the Arctic.
In the meantime, Greenlanders are feeling their value to Denmark has risen.
Greenland was a Danish colony until 1953, when it became a self-governing region of Denmark. This means that it has its own local government and two seats in the Danish parliament. The relationship also means that Greenlanders are citizens of the European Union, with the benefits that come with that.
A fractured relationship
The relationship between Greenland and Denmark is still recovering from that colonial past. The majority of Greenlanders support full independence from Denmark despite its deep reliance on the Danish government.
Denmark is still responsible for Greenland’s foreign, security and defence policy, and provides Greenland an annual financial aid of DKK 3.9 billion (roughly €522 million), which makes up around 20% of Greenland’s gross domestic product. That’s the value of all the goods and services a country produces and it is used as a measurement of a nation’s economic health.
The scars of colonialism are still fresh for many Greenlanders. In 1953 Denmark allowed the forced relocation of an Indigenous population from the Dundas area in Greenland, for a U.S. military base. The Thule tribe had been semi-nomadic catchers in the Dundas area for thousands of years. Their relocation took place over just a few days.
Later, in the 1960s and 70s, Danish health authorities fitted thousands of Inuit women and girls the IUD contraceptive device, many without proper notification or consent. An investigation into the procedure suggests that its aim was to curb a growing population — which worked. Many of these women went on to suffer health issues due to the IUD.
Now Greenlanders are being told that their future is theirs to decide.
There’s green beneath the ice.
What does Trump want with Greenland?
Greenland’s ice sheet covers nearly 80% of the country, which is losing mass at a rate of around 200 gigatonnes per year due to climate change. That seems like an incomprehensible amount. It is the equivalent of 200 billion metric tons or, according to NASA, if you could picture it, two million fully-loaded aircraft carriers.
Trump has framed his interest in Greenland as a matter of national security and freedom. By this, he points to the island’s strategic value: its untapped reserves of rare earth minerals and fossil fuels, as well as emerging trade routes enabled by retreating ice.
Greenland’s mineral reserves are largely untouched. The island harbors significant deposits of rare earth elements, essential for various high-tech applications, including electronics, renewable energy technologies and defence systems.
Owning Greenland would ease U.S. concerns over China’s dominance in the rare earth market, with China currently controlling 70–80% of the world’s critical rare earth minerals. Acquiring access to Greenland’s mineral reserves could serve to diversify and secure the U.S. supply chain, reducing reliance on Chinese exports.
Controlling the Arctic
Exploiting Greenland’s mineral wealth still presents considerable challenges. The island’s harsh climate and limited infrastructure means large start-up costs for mining projects.
Having control over new trade routes in the Arctic is also appealing, as well as having an expanded military presence in the region to monitor Russian navy vessels and nuclear submarines.
Is it possible to buy another country?
This isn’t the first time the United States has offered to buy Greenland. In 1946, President Harry Truman offered Denmark $100 million for the island. Denmark rejected the proposal but permitted the construction of the Pituffik Space Base which is responsible for missile warning systems and monitoring of satellites in space.
But for an exchange from Greenland to the United States to happen, both Denmark and Greenland would need to agree to the sale, with an Act on Greenland Self-Government stating that the people of Greenland have a right to self-determination.
And right now, Greenlanders don’t want to be under anyone’s rule but their own.
The international news service Reuters reported 29 January that a poll commissioned by the Danish paper Berlingske, found that 87% of Greenlanders would turn down Trump’s offer and another 9% are undecided.
But they’re not telling the United States to go away. While Greenland’s Prime Minister Mute Egede said that his country is not for sale, Greenlanders are open to cooperating with the United States on defence and exploration of its minerals.
And then there’s golf. With all that melting ice, maybe Trump is picturing a fabulous par-72 resort. Right now Greenland only has two courses. Just picture those sand traps on the edge of the Arctic.
Three questions to consider:
1. How would the United States benefit from controlling Greenland? 2. What’s Greenland’s relationship with Denmark? 3. If you were a Greenlander, would you vote to become part of the United States? Why?
This blog builds on my presentation at the BERA ECR Conference 2024: at crossroads of becoming. It represents my personal reflections of working in UK higher education (HE) professional services roles and simultaneously gaining research experience through a Masters and Professional Doctorate in Education (EdD).
Professional service roles within UK HE include recognised professionals from other industries (eg human resources, finance, IT) and HE-specific roles such as academic quality, research support and student administration. Unlike academic staff, professional services staff are not typically required, or expected, to undertake research, yet many do. My own experience spans roles within six universities over 18 years delivering administration and policy that supports learning, teaching and students.
Traversing two tracks
In 2016, at an SRHE Newer Researchers event, I was asked to identify a metaphor to reflect my experience as a practitioner researcher. I chose this image of two train tracks as I have often felt that I have been on two development tracks simultaneously – one building professional experience and expertise, the other developing research skills and experience. These tracks ran in parallel, but never at the same pace, occasionally meeting on a shared project or assignment, and then continuing on their separate routes. I use this metaphor to share my experiences, and three phases, of becoming a professional services researcher.
Becoming research-informed: accelerating and expanding my professional track
The first phase was filled with opportunities; on my professional track I gained a breadth of experience, a toolkit of management and leadership skills, a portfolio of successful projects and built a strong network through professional associations (egAHEP). After three years, I started my research track with a masters in international higher education. Studying felt separate to my day job in academic quality and policy, but the assignments gave me opportunities to bring the tracks together, using research and theory to inform my practice – for example, exploring theoretical literature underpinning approaches to assessment whilst my institution was revising its own approach to assessing resits. I felt like a research-informed professional, and this positively impacted my professional work, accelerating and expanding my experience.
Becoming a doctoral researcher: long distance, slow speed
The second phase was more challenging. My doctoral journey was long, taking 9 years with two breaks. Like many part-time doctoral students, I struggled with balance and support, with unexpected personal and professional pressures, and I found it unsettling to simultaneously be an expert in my professional context yet a novice in research. I feared failure, and damaging my professional credibility as I found my voice in a research space.
What kept me going, balancing the two tracks, was building my own research support network and my researcher identity. Some of the ways I did this was through zoom calls with EdD peers for moral support, joining the Society for Research into Higher Education to find my place in the research field, and joining the editorial team of a practitioner journal to build my confidence in academic writing.
Becoming a professional services researcher: making the tracks converge
Having completed my doctorate in 2022, I’m now actively trying to bring my professional and research tracks together. Without a roadmap, I’ve started in my comfort-zone, sharing my doctoral research in ‘safe’ policy and practitioner spaces, where I thought my findings could have the biggest impact. I collaborated with EdD peers to tackle the daunting task of publishing my first article. I’ve drawn on my existing professional networks (ARC, JISC, QAA) to establish new research initiatives related to my current practice in managing assessment. I’ve made connections with fellow professional services researchers along my journey, and have established an online network to bring us together.
Key takeaways for professional services researchers
Bringing my professional experience and research tracks together has not been without challenges, but I am really positive about my journey so far, and for the potential impact professional services researchers could have on policy and practice in higher education. If you are on your own journey of becoming a professional services researcher, my advice is:
Make time for activities that build your research identity
Find collaborators and a community
Use your professional experience and networks
It’s challenging, but rewarding, so keep going!
Charlotte Verney is Head of Assessment at the University of Bristol. Charlotte is an early career researcher in higher education research and a leader in within higher education professional services. Her primary research interests are in the changing nature of administrative work within universities, using research approaches to solve professional problems in higher education management, and using creative and collaborative approaches to research. Charlotte advocates for making the academic research space more inclusive for early career and professional services researchers. She is co-convenor of the SRHE Newer Researchers Network and has established an online network for higher education professional services staff engaged with research.
As we welcome a new year, educators and industry leaders are excited to discover the biggest education trends for 2025. The past few years have been characterized by fresh and innovative solutions for learning, as well as transformative, technology-forward approaches to education.
Each year, we like to look ahead and anticipate the biggest upcoming education trends. There are many topics education professionals can expect to be at the center of the conversation in 2025–from new perspectives on artificial intelligence for education to the emergence of nontraditional school models amid an increasingly competitive enrollment environment.
For 2025, schools and districts are focused on making learning more engaging for students, creating a more positive environment for educators, and transforming school culture to meet the diverse needs of the school community. As schools work to accomplish these goals, we expect to see an expansion of AI and other emerging technologies in the classroom, enhanced professional development and support for teachers, and more individualized learning opportunities for students.
Here are five of the biggest education trends for 2025:
1. Nontraditional school models
Everything from career opportunities, technology, and the world around us has changed significantly over the past decade, yet the traditional model of public schools in the U.S. has remained largely unchanged for generations. As this industrial-age school model persists, many students feel bored and disengaged with their learning.
When the COVID-19 pandemic caused school interruptions in 2020, many families decided it was time to pivot to new and nontraditional learning opportunities for their children. Since 2019, over 1 million students–the equivalent of one student from every class in the country–have left the conventional classroom to seek out different educational approaches and more innovative learning environments. The National Center for Education Statistics projects that public schools, including public charter schools, will lose an additional 2.4 million students by 2031.
Today’s students desire more individualized learning approaches, which empower them to use their creativity, explore their passions, and engage with their peers in more collaborative ways. In 2025, we will see a greater emergence of nontraditional school models that center student engagement, collaboration, and creativity, and prepare learners to graduate into a continually-evolving workforce.
Some of these emerging nontraditional education models include microschools, online and hybrid learning programs, and project-based or student-led schools, as well as long-established nontraditional school programs such as homeschooling, Montessori, and career and technical education schools. In 2025, we also anticipate that public schools will step up to meet the diverse needs of students through innovative approaches, mirroring some of the elements of these nontraditional school models in order to maintain enrollment, enhance engagement, and equip students with applicable career-ready skills.
2. Expanded use of AI in education
As we predicted last year, artificial intelligence (AI) has become prevalent in the educational space, and this emerging technology shows no sign of stopping its rapid growth as we make our way into 2025. This year, we expect the conversation around AI to shift, reflecting a more widespread acceptance of the technology as a beneficial tool to enhance education and productivity.
In 2025, schools will continue to integrate more AI into the curriculum, guiding students to use it appropriately to enhance their learning. Many schools and districts have already developed formal AI school policies and modified student codes of conduct to ensure safe, effective, and ethical use of AI tools in the classroom.
Furthermore, many educators are now taking the initiative to incorporate AI tools into their lesson plans to help students build familiarity with the technology. Introducing students to AI in a safe and controlled environment enables them to learn how to use it effectively and ethically. Equipping students with foundational skills in AI is already regarded as an essential skill set for college and many careers.
Because AI is a fairly new technology for everyone, including educators, we anticipate that more schools will implement AI professional development opportunities this year, enabling teachers to deliver more effective AI instruction. Some schools are also beginning to employ AI tools for administrative productivity, which will require training and guidance to ensure educators and staff can successfully integrate these tools into their work.
3. Targeted support for educators
Over the past five years, many districts have been focused on allocating Elementary and Secondary School Emergency Relief (ESSER) funding to implement new educational programs and tools, support student wellbeing, and overcome learning loss. Now that the final ESSER deadline has passed, 2025 will see schools and districts shift their attention to providing targeted support directly to educators.
With all of the new technology, refreshed learning spaces, and updated curriculum districts have recently introduced, professional development is essential to ensure effective implementation of these enhancements. In 2025, schools will incorporate new professional development programs that empower educators to foster engaged learners. By providing the tools and resources teachers need to be successful, schools can help educators improve their productivity and attain professional goals, while still keeping teacher wellbeing as a top priority.
Teachers are the primary influencers of the K-12 educational experience, so supporting educators is a holistic approach that benefits the entire school community. To address rising workloads, schools will implement new tools and strategies to support teacher efficacy and wellbeing. Some schools are even piloting automated and AI-powered technologies to take repetitive and administrative tasks off teachers’ plates, freeing up invaluable time for them to connect with students and focus on teaching.
Additionally, districts have begun to recognize the importance of a healthy work-life balance, as many teachers have left the profession over the past several years. In 2025, districts will continue to explore ways to cultivate a more positive job experience for teachers. Teachers want solutions for student behavioral issues, more attentive leadership teams, and more manageable workloads. Schools will work to improve these matters, while maintaining aspects of the job teachers value most, including school culture, opportunities for professional learning and certifications, and STEM and arts programs.
4.A focus on school and district culture
With a growing list of education options, students and their families are seeking out learning environments that not only provide high-quality curriculum and resources, but also align with their values and prioritize school-home communication. In this increasingly competitive enrollment environment, cultivating a positive culture and connected school community are the qualities that make schools stand out.
Funding and resources are directly related to the number of students at each school, so cultivating an inviting school culture is key. In 2025, schools and districts will take time to refine their school brand in order to attract and maintain students. School leaders will focus on creating more opportunities to engage with students and families, implementing new communications tools, initiatives, and events that bring the school community together.
In the past few years, some K-12 administrators have piloted mobile teaching stations to increase their visibility and daily impact throughout their school. We anticipate more school leaders will embrace this approach in 2025, enabling them to build stronger relationships with students and teachers. By working from mobile workstations, administrators can directly engage with students and staff, making face-to-face connections on a daily basis. Frequent positive interactions with school leadership help students, teachers, and families stay engaged with the school community, promoting a culture of connection and support.
5. Universal design for learning
Today’s students are making more choices about how and where they want to learn than ever before. Universal design for learning (UDL) promotes achievement among diverse student bodies by giving each student access to resources and environments that help them learn. Accessibility goes far beyond ADA compliance, and schools are recognizing this through the application of UDL across the learning experience. Understanding the diverse needs of students is crucial for creating learning experiences that are inclusive and supportive.
In 2025, UDL will be at the center of creating comfortable and engaging learning environments that accommodate all students’ needs. For instance, more schools are implementing sensory spaces, ensuring neurodiverse learners have a safe and comfortable space to self-regulate throughout the school day. These spaces don’t just serve neurodivergent students–all students benefit from having areas at school that are dedicated to supporting wellbeing.
As in previous years, accessibility and equity will continue to be prominent topics in 2025, but the conversation will pivot to focus on ways UDL can positively impact curriculum. UDL emphasizes providing students with multiple, flexible types of engagement, different ways of presenting information, and multiple ways to demonstrate their understanding in the classroom. This practice supports students who are neurodivergent and/or experience learning challenges, but also improves the learning experience for neurotypical students.
Dr. Christina Counts, MiEN Environments
Dr. Christina Counts, VP of Education at MiEN Environments, is a proven leader with over 17 years of experience transforming learning spaces. Her background includes roles as a teacher, district leader, school administrator, and innovative learning designer. She currently leads a team supporting schools transitioning to flexible, collaborative, student-centered environments. Dr. Counts holds a doctorate in K-12 Educational Leadership, is National Board certified, and an Accredited Learning Environment Planner (ALEP).
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During the 2016-2017 school year, the Brothers to Sisters Club at Compton College reserved a portion of their meetings for “Real Talk.” This allowed students to share their current feelings and experiences. During one of these meetings, two students spoke up and shared that they were homeless. This moment inspired Joshua Jackson and Dayshawn Louden, then student leaders at Compton College, to begin campaigning and advocating for student housing and increased basic needs on campus.
“Immediately, Dayshawn and I went into planning,” says Jackson,
Eight years later, Compton College is breaking ground on a 250+ bed housing facility, becoming the first community college in Los Angeles County to offer campus housing to its students.
CCCD Student Housing RenderingCompton College President and CEO Dr. Keith Curry says Jackson and Louden were worried about their peers’ lack of basic needs and immediately brought their concerns to him.
“It was a great conversation when they first brought it forward, and their question was, ‘How do we do it,” says Curry in an interview with Diverse. “I give them the credit for it because they got me to think about it differently and what we could do. I’m a former student activist, so seeing student activists seeing what we need was good.”
Jackson and Louden had just begun their roles as Compton College’s Associated Student Body President and Vice President when they approached Curry.
“We were motivated, and I think we felt that space gave us the courage to believe that we could create change,” says Jackson. “Our roles also gave us the conviction that we should.”
Rallying The Community
After their conversation with Curry, the student leaders called on their community at Compton College for support. Under Curry’s leadership, their efforts grew into a larger task force committed to addressing housing, food, and basic needs for the student body. Their next step was to identify Compton College students who identified as homeless.
“We took it upon ourselves,” says Louden. “I recall me and Joshua going into classrooms to say, ‘hey, utilize your voice,’ because the school can’t address a problem if there’s no need for it.”
Louden says that their roles as campus leaders positioned them to advocate for their fellow students and the longevity of the institution.
“Housing was like a five-to-six-year plan, but to address the needs that we could see that Compton College had, we pushed for a pantry, opening the showers that were going unused by the football team, and supplying bathroom kits and supplies,” he says.
Within weeks, Compton College began implementing additional programs designed to serve students’ needs.
Dr. Keith Curry“It’s not just about a lack of physical space to live. It’s about the absence of opportunity, the absence of safety, the absence of stability,” says Louden. “This was not just about providing resources. This was about fostering community and belonging.”
Curry, who previously served as the Dean of Student Services at Compton College and has been instrumental in the college’s growth, success, and rebuilding, says that his role in this process was to also be courageous.
“I announced at one of our professional development days the need to build student housing, and I think people were like, ‘What is he talking about,’” he recalls. “I said, ‘we’ll be the first ones to build housing,’ and sometimes you have to dream. Sometimes you have to say stuff and get people united because you said it.”
Curry also became one of the founding chairpersons of the Chief Executive Officers of the California Community Colleges’ Affordability, Food & Housing Access Taskforce in spring 2018. This group provides system-wide recommendations to address housing and food insecurities for California Community College students.
“I was advocating statewide for basic needs, so then I was able to fold in that advocacy to include food and also housing,” says Curry.
Once Compton College gathered all of the data and support they needed, college leaders submitted a proposal. Curry, however, was intentional about the request. “I think the most important piece to this was we didn’t ask for the planning grant,” remembers Curry. “We went directly for the project funding grant. We went for the entire dollar amount, and that was the strategic plan.”
Over the course of about five years, what began as a conversation in a student club meeting eventually became a reality.
Celebrating In Community
In June 2022, California lawmakers moved to include a student housing grant totaling $80,389,000 in the 2022-2023 State Budget for the Compton Community College District to build their proposed 250+ bed student housing facility.
“We proved our critics wrong,” says Curry, who has emerged as a national thought-leader on community colleges. “When we’re talking about student housing and having conversations, we were able to take a dream that some people thought was not possible and made it possible for the community that we serve.”
The Compton College Housing Project Groundbreaking Ceremony took place last month, a win that those involved hope to share with the entire Compton community and Compton Community College District (CCCD).
“We’re serving Black and Brown individuals within our community, and for me, it gives these students hope,” says Curry. “They can see a college campus that looks like a four-year college with new facilities but also with student housing. That means that they will not be looked at as less than.”
Phase one of the 86,000-square-foot building will include three floors of affordable student living quarters with 100 percent occupancy designated for students in need. The facility will provide three types of living configurations: 50 double-room units with access to shared bathrooms and common spaces, 50 double-suite units with bathrooms and access to common spaces, and 50 studio units for single occupants. The student housing will also include study areas, lounges and shared kitchens.
“We’re showing other colleges that this can be done,” says Curry. “Compton is the model for that. When you think about our history, we’re the first community college in the state of California whose accreditation was revoked, and to go from that in 2006 to be where we’re at now and to be on the cutting edge, that tells you that transformation can happen, but transformation can happen in communities where we look like the students.”
Curry marks this moment as one of hope, not just for Compton but for communities of color all over the country.
“We’re always criticizing what we don’t do in our communities. Now we see what we can do, and that gives people hope that change is coming,” he says. “But also, this gives the students the opportunity to say look at my backyard, and my community college matters.”
Big things have been on the horizon for Compton College for some time now. Just last year, rapper Kendrick Lamar surprised 2024 Compton College graduating students as their graduation speaker.
“If you look at our video from graduation, you can see the words from Kendrick Lamar where he talks about the value of our degree and how important it is and what it means to be a Compton College graduate,” says Curry. “It gives our students hope. When you’re told you’re not good enough, and now you see a college in your community that is doing stuff that makes you proud, that means you know you’re a part of something that’s bigger than us.”
Phase one is just the beginning of Compton College 2035, a comprehensive master plan outlining the college’s plans to provide students with state-of-the-art facilities, including a physical education complex and a visual and performing arts complex, over the next decade and beyond.
“The city is already going up, as you can imagine why, but this is another notch to add under the belt of why Compton is just a historic and beautiful place,” says Jackson.
Serving As A Model For Other Community Colleges In California And Beyond
In addition to Compton College being the first community college in LA County to have student housing, the housing project is also the first prefabricated modular student housing project that is design-approved by the California Division of the State Architect.
A prefabricated modular means that most of the building will be built thousands of miles away.
“It’s a unique project,” says David Lelie, senior project manager with Gafcon, the construction management company managing the project. “They’re going to build them in a factory in Idaho, and then they’re going to ship them by truck to our site and use a crane to place them.”
This model is designed to decrease construction time and disruptions.
“What we’re saving is sustainability and time nuisance for the students,” says Lelie. “So, instead of bugging students for two years, you’re dropping all those modules into place in two weeks.”
Once the building is placed on campus, the exterior and final touches will be completed, which is projected to be done by May 2027. This will save about six months of traditional construction time.
“It’s a seed, and eventually other campuses will use this idea and this method of prefab modular in order to build their student housing,” says Lelie. “Yes, we’re housing 250 students, but now other colleges, especially in California, can take this model and replicate it, and every time you replicate it, it’s like a car, they get less and less expensive.”
HPI, which is the architecture company responsible for some of the first non-modular student housing on community college campuses, took on this project to continue building cutting-edge experiences and homes for community college students.
They wanted the design to provide not only a place to sleep but also academic support and integration into the broader campus.
“As we learned about how to deliver modular student housing, it was really taking the program that [Compton College] had already established in terms of number of beds and the types of beds and then looking at how we could do that in a way that created community,” says Larry Frapell, principal and president of HPI architecture.
“We wanted the amenities to be easy to get to, a combination of both indoor and outdoor spaces, and a sense of security.”
HPI has a long history of serving higher education and, specifically, larger community colleges.
“We have a good understanding of not only the need for housing but how housing relates to community college students and how to integrate that in a community college campus,” says Frapell. “It’s part of a greater campus and part of a greater community, so we hope that this becomes a home for students and that this is a desirable place to live.”
Jackson and Louden are proud of the legacy they left to be continued for generations to come. Jackson says that he recently spoke with the two students who inspired the project’s advocacy.
“They’re housed, and they’re happy,” he says. “So, I’m grateful to be a part of history in this regard. I’m grateful for what I call following a tradition of activism that’s taking place at Compton College and just through our history as Black folks generally. We didn’t know it at the time, but that’s what we were doing. We just wanted to help.”
Louden believes now, more than ever, that Compton’s faith in humanity is one of its superpowers.
“Compton made that choice as an institution to restore faith in humanity,” says Louden, “and in the words of Compton College’s late great Dr. Joseph Lewis, ‘Compton makes the world go around.’”
A judge has ordered Louisiana State University to return to the classroom a tenured law professor who says the institution suspended him from teaching after he made comments about Donald Trump and Louisiana governor Jeff Landry in a lecture.
Donald R. Johnson, a state district court judge, signed a one-page order Thursday putting Ken Levy back in the classroom. The return might be short-lived; Johnson set a hearing for Feb. 10, during or after which he could decide that Levy should again be barred from teaching. The Louisiana Illuminator reported the ruling earlier.
On Jan. 14, Levy was explaining his course rules to students—including a ban on recording the class. A recording was made nevertheless.
Levy referenced Landry’s public calls in November for LSU to punish Nicholas Bryner, one of Levy’s fellow law professors, for Bryner’s alleged in-class comments about students who support Trump. Levy said he himself “would love to become a national celebrity [student laughter drowns out a moment of the recording] based on what I said in this class, like, ‘Fuck the governor!’”
Levy also referenced Trump. “You probably heard I’m a big lefty, I’m a big Democrat, I was devastated by— I couldn’t believe that fucker won, and those of you who like him, I don’t give a shit, you’re already getting ready to say in your evaluations, ‘I don’t need his political commentary,’” Levy said. “No, you need my political commentary, you above all others.”
Levy’s attorney, Jill Craft, said the university suspended Levy from teaching pending an investigation, though it hasn’t specified which comments allegedly generated student complaints.
“When people try and censor academic freedom and free speech because they may not like the opinion or the thought, then we no longer have those freedoms,” Craft said.
LSU spokespeople didn’t return requests for comment Thursday.
Harvard University last week laid off the staff of the Harvard Slavery Remembrance Program, who were tasked with identifying the direct descendants of those enslaved by Harvard-affiliated administrators, faculty and staff, The Boston Globe reported.
The work, which was part of the university’s $100 million Legacy of Slavery initiative, will now fall entirely to American Ancestors, a national genealogical nonprofit that Harvard was already partnering with, according to a news release.
A Harvard spokesperson declined to comment on the layoffs to the Globe.
The Harvard Crimsonfirst reported the news, noting that the HSRP staff were terminated without warning Jan. 23.
Protesting the move, Harvard history professor Vincent Brown resigned from the Legacy of Slavery Memorial Project Committee, which was assigned the task of designing a memorial to those enslaved by members of the Harvard community.
Brown wrote in his resignation letter, which he shared with Inside Higher Ed, that he had recently returned from a productive research trip to Antigua and Barbuda when he “learned that the entire [HSRP] team had been laid off in sudden telephone calls with an officer in Harvard’s human resources department.” He called the terminations “vindictive as well as wasteful.”
“I hope and expect that the H&LS initiative will weather this latest controversy,” Brown wrote. “I only regret that I cannot formally be a part of that effort.”
Harvard’s Legacy of Slavery Initiative has repeatedly come under fire since it was announced in 2022. Critics assailed its lack of progress last year. The two professors who co-chaired the memorial committee resigned last May, citing frustration with administrators; the executive director of the initiative, Roeshana Moore-Evans, followed them out the door. Then HSRP founding director Richard Cellini told the Crimson last fall that vice provost Sara Bleich had instructed him “‘not to find too many descendants.’”
A university spokesperson denied that charge, telling the Crimson, “There is no directive to limit the number of direct descendants to be identified through this work.”
Cellini was among those fired from the HSRP last week.
