Category: China

  • 7 new and engaging virtual field trips

    7 new and engaging virtual field trips

    Key points:

    Virtual field trips have emerged as an engaging resource, offering students immersive experiences and allowing them to explore global landmarks, museums, and natural wonders without leaving their classrooms.​

    Virtual field trips connect students to places that, due to funding, geography, or other logistical challenges, they may not otherwise have a chance to visit or experience.

    These trips promote active engagement, critical thinking, and cater to diverse learning styles. For instance, students can virtually visit the Great Wall of China or delve into the depths of the ocean, fostering a deeper understanding of subjects ranging from history to science.

    If you’re looking for a new virtual field trip to bring to your classroom, here are a few to investigate:

    Giant Panda Cam at the Smithsonian National Zoo: Watch Bao Li and Qing Bao–the two new Giant Pandas at Smithsonian’s National Zoo–as they explore their indoor and outdoor habitats at the David M. Rubenstein Family Giant Panda Habitat. The Giant Panda Cam is live from 7 a.m. to 7 p.m. ET daily. After 7 p.m., the cam feed will switch to a pre-recorded view of the last 12 hours.  

    The Superpower of Story: A Virtual Field Trip to Warner Bros. Studios: Students will go behind the scenes on an exclusive virtual field trip to DC Comics headquarters at Warner Bros. Studios in Burbank, California!.They’ll step into the world of legendary superheroes and blockbuster films, uncovering the secrets of how stories evolve from bold ideas to iconic comics to jaw-dropping live-action spectacles on the big screen. Along the way, they’ll hear from the creative minds who shape the DC Universe and get an insider’s look at the magic that brings their favorite characters to life.

    Mount Vernon: Students can enter different buildings and click on highlighted items or areas for explanations about their significance or what they were used for.

    Arctic Adventures: Polar Bears at Play Virtual Field Trip: Do polar bears play? The LEGO Group’s sustainability team, Polar Bears International, and Discovery Education travel to Churchill Manitoba and the Polar Frontier habitat at the Columbus Zoo and Aquarium in search of polar bears at play. Students will meet polar bears and play experts and uncover how arctic animals use play to learn just like humans, while inspiring students to use their voice to change their planet for the better.

    The Manhattan Project: Join The National WWII Museum for a cross-country virtual expedition to discover the science, sites, and stories of the creation of the atomic bomb. Student reporters examine the revolutionary science of nuclear energy in the Museum’s exhibits and the race to produce an atomic weapon in complete secrecy. 

    The Anne Frank House in VR: Explore the hiding place of Anne Frank and her family in virtual reality using the Anne Frank House VR app. The app provides a very special view into the Secret Annex where Anne Frank and the seven other people hid during WWII. In the VR app, all of the rooms in the Secret Annex are furnished according to how it was when occupied by the group in hiding, between 1942 and 1944. 

    Night Navigators: Build for Bats Virtual Field Trip: Join Discovery Education, the LEGO Group’s Social Responsibility Team, and Bat Conservation International as we travel across Texas and Florida in search of bat habitats. Students will meet play experts as they explore how these nighttime pollinators use play to learn and discover the critical role of bats in protecting farmers’ crops from pests and what we can do to help bats thrive.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

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  • China-U.S. animosity goes way back

    China-U.S. animosity goes way back

    The United States and China are increasingly at each other’s throats because of deep-seated distrust, a growing range of disputes and festering wounds from the 19th Century. The current deterioration in bilateral relations risks jeopardizing the global economy and could presage a new chapter in post-1945 great-power competition.

    Their mutual antagonism has not been deeper since U.S. President Richard Nixon embarked on a landmark trip to “Red China” in 1972 to pave the way to normalized relations.

    Ahead of the U.S. presidential election on November 3, disputes have flared over the handling of the coronavirus pandemic, Taiwan, the South China Sea, digital security, trade, journalist expulsions and human rights in Xinjiang, Hong Kong and Tibet.

    Some experts describe the rancor as verging on a “new Cold War”, with the potential to disrupt bilateral cooperation in the fight against COVID-19, climate change, terrorism and the spread of nuclear weapons.

    U.S. President Nixon in China

    Nixon traveled to China during the Cold War struggle between the United States and the former Soviet Union. The start of formal ties between China and the United States was a game-changer: the two had been on opposite sides during the Vietnam War, but each was at odds with Moscow.

    The trip set the stage for an effort to shape China’s strategic choices after the upheaval spurred by Chinese Communist Party Chairman Mao Zedong. Mao had sought to instill the spirit of China’s revolution in the younger generation during his tumultuous last decade in power (1966-76).

    Mindful that the two countries’ systems were radically at odds, Nixon said in his 1972 icebreaking toast in Beijing: “If we can find common ground to work together, the chance of world peace is immeasurably increased.”

    Nearly 50 years later, the relationship lies largely in tatters. Tensions have risen in recent days over self-ruled, U.S.-armed Taiwan, which China deems a breakaway province that must return to the fold. Taiwan scrambled fighter jets last week after Chinese aircraft buzzed the island in response to a visit by the highest-level U.S. State Department official in four decades.

    Washington and Beijing have entered into a fundamentally new phase of their relationship, and that strategic distrust between them is likely to intensify regardless of who wins this November’s presidential election,” Kurt Campbell, a former U.S. assistant secretary of state for East Asian and Pacific Affairs, and Ali Wyne of the Atlantic Council’s Scowcroft Center for Strategy and Security, wrote recently.

    Trump and Xi

    Analysts attribute the mounting friction to a more confrontational U.S. administration under U.S. President Donald Trump and a more assertive China under President Xi Jinping.

    Xi became General Secretary of the Chinese Communist Party in 2012 and added the state presidency in March 2013. Later in 2013, China began building military outposts in the contested South China Sea, and Xi launched the Belt and Road Initiative, a vast plan to build infrastructure links — and increase China’s influence — across the globe.

    The China-U.S. rift could put pressure on some nations to choose sides, as during the 1947-91 Cold War, or to tweak the hedging strategies that some have adopted to remain neutral.

    The path to warmer China-U.S. ties is very narrow, “as the required compromises go against the instincts of both countries’ current leaders,” Carnegie Asia research program’s Yukon Huang, a former World Bank country director for China, wrote this month in an analysis.

    Both Xi and Trump came to power with strong populist agendas, each vowing to return their countries to some vision of past greatness. Seeking reelection, Trump has accused his Democratic opponent, former Vice President Joe Biden, of being soft on China.

    “If Joe Biden becomes president, China will own the United States,” Trump said last month.

    COVID provocations

    Referring to COVID-19 by turns as “the China virus,” “Wuhan virus” and “Kung Flu,” Trump has faulted China for “secrecy, deceptions, and cover-up” in its handling of the disease that emerged in the central Chinese city of Wuhan late last year.

    “We must hold accountable the nation which unleashed this plague onto the world, China,” Trump said in taped remarks delivered to the United Nations General Assembly this week. More than 200,000 Americans have died from COVID-19, more than in any other country.

    Xi, in his address to the General Assembly, called for enhanced cooperation over the pandemic and said China had no intention of fighting “either a Cold War or a hot war with any country.”

    At home, Xi cannot afford to appear weak in the face of foreign demands, and he is bound to his signature “Great Chinese dream,” a drive for greater prosperity for the 1.3 billion Chinese, a larger role on the world stage and international respect consistent with China’s military, financial and economic influence.

    Beijing is angry over what it calls foreign provocations, including protests in Hong Kong it claims were stirred by outsiders, growing U.S. arms sales to Taiwan, visits by senior U.S. officials to Taipei and U.S. moves against Chinese companies including telecom giant Huawei and social media apps TikTok and WeChat.

    Hostility in diplomacy

    U.S. Secretary of State Mike Pompeo has stepped up criticism of the ruling Communist Party of China, which he says is seeking global hegemony.

    We must admit a hard truth that should guide us in the years and decades to come,” he said in a July 23 speech at Nixon’s boyhood home and library at Yorba Linda, California.

    “That if we want to have a free 21st century, and not the Chinese century of which Xi Jinping dreams, the old paradigm of blind engagement with China simply won’t get it done. We must not continue it and we must not return to it,” he said.

    Alluding to the 90 million-plus member Chinese Communist party, Pompeo added: “We must also engage and empower the Chinese people – a dynamic, freedom-loving people who are completely distinct from the Chinese Communist Party.”

    In Beijing’s eyes, the Trump administration has been meddling in Chinese internal affairs, threatening its core interests and leading efforts to contain China, which still smarts from what it calls “a century of humiliation,” largely at Western hands.

    “Century of National Humiliation”

    The “long century” of 110 years was marked by carve-ups of Chinese territory by Britain, the United States and other Western powers, as well as by Russia and Japan, from 1839 to 1949, when Mao’s Communist Party seized power after a five-year civil war.

    A trade war that roiled the world in 1839 pitted Britain against China’s Qing Dynasty. Britain had been buying silks, porcelain and tea from China. But Chinese consumers had scant interest in British-made goods, and Britain started running a significant trade deficit with China.

    To address the trade imbalance, British firms began illegally smuggling in Indian-grown opium, fueling drug addiction in China. The balance of trade soon turned in Britain’s favor, but a Chinese crackdown led to the first Opium War between Britain and China from 1839 to 1842.

    After defeating the Chinese in a series of naval conflicts, the British put a series of demands to the weaker Qing Government in what became the Anglo-Chinese Treaty of Nanjing. Not to be outdone, U.S. negotiators sought to conclude a similar treaty with the Chinese to guarantee the United States many of the favorable terms awarded the British, according to “Milestones in the History of U.S. Foreign Relations,” a U.S. State Department publication.

    Long underpinning the Chinese Communist Party’s hold on power have been inequitable treaties, lingering resentment over the earlier era’s losses and extraterritorial laws imposed on China.

    China learnt its lessons from this period of time,” Lu Jingxian, deputy editor of the state-controlled Global Times tabloid, wrote in a column last year. “Lagging leaves you vulnerable to bullying.”

    “Chinese people have walked out of the pathos of century of humiliation, though the West seemingly wants its century of bullying to continue,” he said.

    Meteoric rise

    China stunned the world with the depth and breadth of its economic growth after embracing market-based reforms in 1978, just before formal relations with the United States began in January 1979.

    It is now projected to supplant the United States as the world’s biggest economy by 2030 or 2040. Scholars consider the bilateral relationship to be the 21st Century’s most consequential for the international order.

    China’s meteoric rise began under Deng Xiaoping, who gradually rose to power after Mao’s death and earned the reputation as the architect of modern China. His market-oriented policies transformed one of the world’s oldest civilizations from crushing poverty to a modern powerhouse in military matters, finance, technology and manufacturing.

    China has become the world’s largest manufacturer, merchandise trader, holder of foreign exchange reserves, energy consumer and emitter of greenhouse gases.

    It became the world’s largest economy on a purchasing power parity basis in 2014, according to the McKinsey Global Institute.

    With economic growth averaging almost 10% a year since 1978, China has doubled its Gross Domestic Product every eight years and lifted an estimated 850 million people out of poverty, according to the World Bank.

    China is the largest foreign holder of U.S. Treasury securities, which help fund U.S. federal debt and keep U.S. interest rates low — reflecting the interdependence of the two economies.

    South China Sea

    Since Trump was elected in 2016, tensions have risen in the disputed, resource-rich South China Sea (SCS).

    They spiked in mid-July when the U.S. State Department for the first time formally opposed China’s claim to almost all of these waters, calling it “completely unlawful, as is its campaign of bullying to control them.”

    The United States will keep up the pace of its freedom of navigation operations in the SCS, which hit an all-time high last year, U.S. Defense Secretary Mark Esper said at the time.

    Four Southeast Asian states — Brunei, Malaysia, the Philippines and Vietnam — have maritime claims that conflict with China’s, as does Taiwan. An estimated $3.37 trillion worth of global trade passes through the SCS annually, which accounts for as much as a third of global maritime trade.

    Over the next 18 months, “a let-up in tensions is unlikely,” Ian Storey, co-editor of Contemporary Southeast Asia at Singapore’s ISEAS Yusof Ishak Institute, wrote in a recent survey of the dispute.

    “China and the United States will increase their military activities in the South China Sea, raising the risk of a confrontation,” regardless of who wins the U.S. presidential election, he said.

    Beijing’s actions in the region have strengthened a conviction on the part of some U.S. strategists that Beijing is seeking control of an area of strategic, political and economic importance to the United States and its allies.

    Taiwan

    The future of Taiwan, an island democracy of 23.6 million people, is a core concern for Beijing.

    Taiwan has been ruled separately since Chiang Kai-shek’s Nationalists fled there after losing the Chinese civil war in 1949. Beijing views Taiwan as sovereign territory that must eventually be unified with the mainland.

    Last month, Alex Azar, the U.S. Secretary of Health and Human Services, met President Tsai Ing-wen of Taiwan in the highest-level visit by a U.S. official since Washington cut formal ties to the island in 1979. As a condition for establishing bilateral relations with Beijing at the time, the United States committed to maintaining only unofficial relations with Taiwan.

    In a further poke at Beijing, a senior State Department official traveled to the island this month in another high-profile visit. The decision to send Keith Krach, Under Secretary of State for Economic Growth, Energy and the Environment, amounted to a rebuke of China’s efforts to isolate Taiwan.

    Chinese military drills off Taiwan’s southwest coast this month were a “necessary action” to protect China’s sovereignty, Beijing said on September 16, after Taiwan complained about large-scale Chinese air and naval drills.

    Hong Kong, Xinjiang

    Another rub has involved Hong Kong, a former British colony and a world financial center that was guaranteed a measure of autonomy by China as part of negotiations for its 1997 return from Britain.

    In May, Trump said he was taking steps to end Hong Kong’s preferential trading status with the United States after China enacted a harsh new security law. The law in effect rolls back the semiautonomous status that had been promised to Hong Kong by Beijing under the mantle of “one country, two systems.”

    In June, Beijing threatened retaliation after Trump signed legislation calling for sanctions against those responsible for repression of ethnic Uighurs and other Muslims in western China’s Xinjiang region. The U.S. State Department has accused Chinese officials of subjecting Muslims to torture, abuse and “trying to basically erase their culture and their religion.”

    Trump did not hold a ceremony to mark his signing of the legislation, which came as newspapers published excerpts from a new book by Trump’s former national security adviser John Bolton. Among other allegations, Bolton said Trump sought Xi’s help to win reelection during a closed-door 2019 meeting and that Trump said Xi should go ahead with building camps in Xinjiang.

    Trump and Xi have refrained so far from ad hominem personal attacks on each other, leaving a door ajar for possible one-on-one efforts to halt the deterioration in ties.


     

    Three questions to consider:

    1. Why have Chinese-U.S. relations spiraled downward?

    2. What are the main concerns of each country?

    3. What are the implications of the situation for the world?


     

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  • How market shifts are impacting Chinese agencies

    How market shifts are impacting Chinese agencies

    Since the pandemic, China has experienced a surge in new study abroad companies, particularly in Tier 2 and Tier 3 cities. Consultancies such as Bonard and Sunrise have each confirmed a notable increase in new agency incorporation these past several years.

    However, the total number of students has not recovered as expected post-Covid. This, coupled with the emergence of international education programs in the market, such as foundation courses and 2+2 programs in the public and private sector, has meant that many established study abroad agents are struggling to survive due to rising management costs.

    Consequently, the market looks challenging, increasing the difficulty of student recruitment for foreign institutions that traditionally rely on agencies.

    Challenges for established agencies

    This rapid market expansion has presented challenges for even well-established agencies. Many are struggling to adapt to the changing dynamics. For instance, a prominent agency reported that many of their counsellors are earning minimal salaries due to declining client numbers and difficulties in securing new business. This highlights the increasing pressure on agencies to remain competitive in this rapidly evolving market.

    Fundamentally, the challenges for established agencies arise from cost and revenue pressures. Costs include tax, venue, human resources, and promotions, with human resources and promotion being the most critical.

    Agencies need professional personnel to maintain service standards and capacity in the labour-intensive study abroad industry. Promotion methods have changed rapidly in the past five years. Social media platforms and short-form video platforms have gained prominence, often becoming more important than search engines and other traditional methods.

    Fundamentally, the challenges for established agencies arise from cost and revenue pressure

    Furthermore, these new marketing channels tend to favour personal profiles over organisational accounts. This is largely due to the platforms’ recommendation algorithms. Moreover, many counsellors are not comfortable appearing on camera, despite possessing extensive experience and professional knowledge, they lack the skills and topics to capture audience attention.

    On the revenue side, acquiring customers is even more difficult than in the pre-Covid period. Customers are becoming more price-sensitive and are increasingly willing to work with smaller study abroad studios for personalised services.

    The impact of enhanced information accessibility

    The rise of digital platforms has fundamentally altered the information landscape for prospective students. With readily available information on social media platforms such as WeChat, Redbook, and TikTok, students and parents are now empowered to conduct independent research on universities, read reviews, and even connect with current students.

    This increased access to information has lessened the reliance on traditional agency channels. In some cases, agents also find themselves competing with university marketing and recruitment teams who support students directly.

    The rise of master agents and aggregators

    In response to these market shifts, many established agencies have transitioned to the “master agent” or “aggregator” model. This involves acting as intermediaries between universities and smaller agencies, facilitating student recruitment while generating additional revenue streams. However, this model presents challenges for universities, particularly those with lower rankings.

    Mingze Sang clarifies” “I would refer to aggregators as international university resource-holders or platforms.” Aggregators have existed in China for a while. However, the “risen” aggregators are often new agencies with strong connections to some foreign educators, enabling them to offer special programs. Some aggregators take the stance: “Every university is welcome on my platform. It’s up to you whether you can attract students.”

    The number of agencies and agents is increasing, while the number of students is not growing at the same rate. Therefore, the market is transforming into a resource-driven one.

    Aggregators have existed in China for a while. However, the “risen” aggregators are often new agencies with strong connections to some foreign educators, enabling them to offer special programs

    Currently, many parents and students in China are seeking the best outcomes with the least investment. Consequently, those with strong connections to well-ranking universities and who can provide special programs to students are highly sought after. Regarding the traditional aggregators in China, who have been present for at least 15 years, the competition is even more fierce than among agencies. They are struggling with issues such as commission percentages and counselling services, and are focused on survival rather than growth.

    Evolving student and parent priorities

    The priorities of Chinese students and parents have also undergone significant evolution. While university rankings were once the primary determinant, factors such as career prospects, student experience, and the quality of life in the chosen city are now gaining greater importance. This necessitates a more nuanced and student-centric approach to recruitment.

    Sang observes that the priorities of parents and students are employment after graduation. University rankings remain a key factor influencing their employment decisions. With foreign enterprises departing China and private companies facing challenges, parents often favour employers “in the system,” such as state-owned enterprises, hospitals, and universities. University ranking is crucial for standing out in a competitive job market. Furthermore, parents increasingly inquire about graduation requirements and the difficulty level of graduation.

    Student motivations

    Economic factors are influencing student choices in China. Post-Covid economic challenges have increased demand for international courses offered locally. These programs, offering global qualifications without the necessity of overseas travel, are attractive to many. Transnational education (TNE) programs are becoming more selective, enhancing their reputation and attracting students seeking high-quality international education experiences.

    As Sang notes: “Excellent students are seeking top universities with specialised majors. Average students are seeking top universities regardless of majors. Below average students are seeking degrees, prefer to go abroad as late as possible, and desire special, safe, and affordable services.”

    How universities can navigate the market

    Foreign institutions hoping to maintain a strong presence in China must evolve with the market. The traditional reliance on agencies is no longer sufficient. Instead, universities must:

    • Explore new opportunities beyond agency recruitment, diversifying their approach to attract Chinese students through multiple channels.
    • Invest in TNE partnerships, including 2+2 programs, foundation courses, and collaborations with Chinese universities, which provide direct access to students without heavy reliance on agencies.
    • Develop strong institutional collaborations with international schools in China, positioning themselves as trusted higher education pathways for students already enrolled in globally focused secondary education.
    • Leverage digital spaces effectively by producing compelling, authentic content that speaks directly to students and parents.
    • Enhance student experiences to attract and retain international talent.
    • Embrace innovation through virtual campus tours, interactive Q&A sessions, and personalised communication.

    Sang concludes: “For those well-ranking universities, such as the Australian Group of Eight, focus on ranking, maintain reasonable commissions, and be strict on graduation but not overly harsh on enrolment.

    “For those lower-ranking universities, spend more time engaging with Chinese colleges and universities; as there are thousands of them in China, be flexible when dealing with universities, and rely on a bit of luck.”

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  • Student Booted from PhD Program Over AI Use (Derek Newton/The Cheat Sheet)

    Student Booted from PhD Program Over AI Use (Derek Newton/The Cheat Sheet)


    This one is going to take a hot minute to dissect. Minnesota Public Radio (MPR) has the story.

    The plot contours are easy. A PhD student at the University of Minnesota was accused of using AI on a required pre-dissertation exam and removed from the program. He denies that allegation and has sued the school — and one of his professors — for due process violations and defamation respectively.

    Starting the case.

    The coverage reports that:

    all four faculty graders of his exam expressed “significant concerns” that it was not written in his voice. They noted answers that seemed irrelevant or involved subjects not covered in coursework. Two instructors then generated their own responses in ChatGPT to compare against his and submitted those as evidence against Yang. At the resulting disciplinary hearing, Yang says those professors also shared results from AI detection software. 

    Personally, when I see that four members of the faculty unanimously agreed on the authenticity of his work, I am out. I trust teachers.

    I know what a serious thing it is to accuse someone of cheating; I know teachers do not take such things lightly. When four go on the record to say so, I’m convinced. Barring some personal grievance or prejudice, which could happen, hard for me to believe that all four subject-matter experts were just wrong here. Also, if there was bias or petty politics at play, it probably would have shown up before the student’s third year, not just before starting his dissertation.

    Moreover, at least as far as the coverage is concerned, the student does not allege bias or program politics. His complaint is based on due process and inaccuracy of the underlying accusation.

    Let me also say quickly that asking ChatGPT for answers you plan to compare to suspicious work may be interesting, but it’s far from convincing — in my opinion. ChatGPT makes stuff up. I’m not saying that answer comparison is a waste, I just would not build a case on it. Here, the university didn’t. It may have added to the case, but it was not the case. Adding also that the similarities between the faculty-created answers and the student’s — both are included in the article — are more compelling than I expected.

    Then you add detection software, which the article later shares showed high likelihood of AI text, and the case is pretty tight. Four professors, similar answers, AI detection flags — feels like a heavy case.

    Denied it.

    The article continues that Yang, the student:

    denies using AI for this exam and says the professors have a flawed approach to determining whether AI was used. He said methods used to detect AI are known to be unreliable and biased, particularly against people whose first language isn’t English. Yang grew up speaking Southern Min, a Chinese dialect. 

    Although it’s not specified, it is likely that Yang is referring to the research from Stanford that has been — or at least ought to be — entirely discredited (see Issue 216 and Issue 251). For the love of research integrity, the paper has invented citations — sources that go to papers or news coverage that are not at all related to what the paper says they are.

    Does anyone actually read those things?

    Back to Minnesota, Yang says that as a result of the findings against him and being removed from the program, he lost his American study visa. Yang called it “a death penalty.”

    With friends like these.

    Also interesting is that, according to the coverage:

    His academic advisor Bryan Dowd spoke in Yang’s defense at the November hearing, telling panelists that expulsion, effectively a deportation, was “an odd punishment for something that is as difficult to establish as a correspondence between ChatGPT and a student’s answer.” 

    That would be a fair point except that the next paragraph is:

    Dowd is a professor in health policy and management with over 40 years of teaching at the U of M. He told MPR News he lets students in his courses use generative AI because, in his opinion, it’s impossible to prevent or detect AI use. Dowd himself has never used ChatGPT, but he relies on Microsoft Word’s auto-correction and search engines like Google Scholar and finds those comparable. 

    That’s ridiculous. I’m sorry, it is. The dude who lets students use AI because he thinks AI is “impossible to prevent or detect,” the guy who has never used ChatGPT himself, and thinks that Google Scholar and auto-complete are “comparable” to AI — that’s the person speaking up for the guy who says he did not use AI. Wow.

    That guy says:

    “I think he’s quite an excellent student. He’s certainly, I think, one of the best-read students I’ve ever encountered”

    Time out. Is it not at least possible that professor Dowd thinks student Yang is an excellent student because Yang was using AI all along, and our professor doesn’t care to ascertain the difference? Also, mind you, as far as we can learn from this news story, Dowd does not even say Yang is innocent. He says the punishment is “odd,” that the case is hard to establish, and that Yang was a good student who did not need to use AI. Although, again, I’m not sure how good professor Dowd would know.

    As further evidence of Yang’s scholastic ability, Dowd also points out that Yang has a paper under consideration at a top academic journal.

    You know what I am going to say.

    To me, that entire Dowd diversion is mostly funny.

    More evidence.

    Back on track, we get even more detail, such as that the exam in question was:

    an eight-hour preliminary exam that Yang took online. Instructions he shared show the exam was open-book, meaning test takers could use notes, papers and textbooks, but AI was explicitly prohibited. 

    Exam graders argued the AI use was obvious enough. Yang disagrees. 

    Weeks after the exam, associate professor Ezra Golberstein submitted a complaint to the U of M saying the four faculty reviewers agreed that Yang’s exam was not in his voice and recommending he be dismissed from the program. Yang had been in at least one class with all of them, so they compared his responses against two other writing samples. 

    So, the exam expressly banned AI. And we learn that, as part of the determination of the professors, they compared his exam answers with past writing.

    I say all the time, there is no substitute for knowing your students. If the initial four faculty who flagged Yang’s work had him in classes and compared suspicious work to past work, what more can we want? It does not get much better than that.

    Then there’s even more evidence:

    Yang also objects to professors using AI detection software to make their case at the November hearing.  

    He shared the U of M’s presentation showing findings from running his writing through GPTZero, which purports to determine the percentage of writing done by AI. The software was highly confident a human wrote Yang’s writing sample from two years ago. It was uncertain about his exam responses from August, assigning 89 percent probability of AI having generated his answer to one question and 19 percent probability for another. 

    “Imagine the AI detector can claim that their accuracy rate is 99%. What does it mean?” asked Yang, who argued that the error rate could unfairly tarnish a student who didn’t use AI to do the work.  

    First, GPTZero is junk. It’s reliably among the worst available detection systems. Even so, 89% is a high number. And most importantly, the case against Yang is not built on AI detection software alone, as no case should ever be. It’s confirmation, not conviction. Also, Yang, who the paper says already has one PhD, knows exactly what an accuracy rate of 99% means. Be serious.

    A pattern.

    Then we get this, buried in the news coverage:

    Yang suggests the U of M may have had an unjust motive to kick him out. When prompted, he shared documentation of at least three other instances of accusations raised by others against him that did not result in disciplinary action but that he thinks may have factored in his expulsion.  

    He does not include this concern in his lawsuits. These allegations are also not explicitly listed as factors in the complaint against him, nor letters explaining the decision to expel Yang or rejecting his appeal. But one incident was mentioned at his hearing: in October 2023, Yang had been suspected of using AI on a homework assignment for a graduate-level course. 

    In a written statement shared with panelists, associate professor Susan Mason said Yang had turned in an assignment where he wrote “re write it, make it more casual, like a foreign student write but no ai.”  She recorded the Zoom meeting where she said Yang denied using AI and told her he uses ChatGPT to check his English.

    She asked if he had a problem with people believing his writing was too formal and said he responded that he meant his answer was too long and he wanted ChatGPT to shorten it. “I did not find this explanation convincing,” she wrote. 

    I’m sorry — what now?

    Yang says he was accused of using AI in academic work in “at least three other instances.” For which he was, of course, not disciplined. In one of those cases, Yang literally turned in a paper with this:

    “re write it, make it more casual, like a foreign student write but no ai.” 

    He said he used ChatGPT to check his English and asked ChatGPT to shorten his writing. But he did not use AI. How does that work?

    For that one where he left in the prompts to ChatGPT:

    the Office of Community Standards sent Yang a letter warning that the case was dropped but it may be taken into consideration on any future violations. 

    Yang was warned, in writing.

    If you’re still here, we have four professors who agree that Yang’s exam likely used AI, in violation of exam rules. All four had Yang in classes previously and compared his exam work to past hand-written work. His exam answers had similarities with ChatGPT output. An AI detector said, in at least one place, his exam was 89% likely to be generated with AI. Yang was accused of using AI in academic work at least three other times, by a fifth professor, including one case in which it appears he may have left in his instructions to the AI bot.

    On the other hand, he did say he did not do it.

    Findings, review.

    Further:

    But the range of evidence was sufficient for the U of M. In the final ruling, the panel — comprised of several professors and graduate students from other departments — said they trusted the professors’ ability to identify AI-generated papers.

    Several professors and students agreed with the accusations. Yang appealed and the school upheld the decision. Yang was gone. The appeal officer wrote:

    “PhD research is, by definition, exploring new ideas and often involves development of new methods. There are many opportunities for an individual to falsify data and/or analysis of data. Consequently, the academy has no tolerance for academic dishonesty in PhD programs or among faculty. A finding of dishonesty not only casts doubt on the veracity of everything that the individual has done or will do in the future, it also causes the broader community to distrust the discipline as a whole.” 

    Slow clap.

    And slow clap for the University of Minnesota. The process is hard. Doing the review, examining the evidence, making an accusation — they are all hard. Sticking by it is hard too.

    Seriously, integrity is not a statement. It is action. Integrity is making the hard choice.

    MPR, spare me.

    Minnesota Public Radio is a credible news organization. Which makes it difficult to understand why they chose — as so many news outlets do — to not interview one single expert on academic integrity for a story about academic integrity. It’s downright baffling.

    Worse, MPR, for no specific reason whatsoever, decides to take prolonged shots at AI detection systems such as:

    Computer science researchers say detection software can have significant margins of error in finding instances of AI-generated text. OpenAI, the company behind ChatGPT, shut down its own detection tool last year citing a “low rate of accuracy.” Reports suggest AI detectors have misclassified work by non-native English writers, neurodivergent students and people who use tools like Grammarly or Microsoft Editor to improve their writing. 

    “As an educator, one has to also think about the anxiety that students might develop,” said Manjeet Rege, a University of St. Thomas professor who has studied machine learning for more than two decades. 

    We covered the OpenAI deception — and it was deception — in Issue 241, and in other issues. We covered the non-native English thing. And the neurodivergent thing. And the Grammarly thing. All of which MPR wraps up in the passive and deflecting “reports suggest.” No analysis. No skepticism.

    That’s just bad journalism.

    And, of course — anxiety. Rege, who please note has studied machine learning and not academic integrity, is predictable, but not credible here. He says, for example:

    it’s important to find the balance between academic integrity and embracing AI innovation. But rather than relying on AI detection software, he advocates for evaluating students by designing assignments hard for AI to complete — like personal reflections, project-based learnings, oral presentations — or integrating AI into the instructions. 

    Absolute joke.

    I am not sorry — if you use the word “balance” in conjunction with the word “integrity,” you should not be teaching. Especially if what you’re weighing against lying and fraud is the value of embracing innovation. And if you needed further evidence for his absurdity, we get the “personal reflections and project-based learnings” buffoonery (see Issue 323). But, again, the error here is MPR quoting a professor of machine learning about course design and integrity.

    MPR also quotes a student who says:

    she and many other students live in fear of AI detection software.  

    “AI and its lack of dependability for detection of itself could be the difference between a degree and going home,” she said. 

    Nope. Please, please tell me I don’t need to go through all the reasons that’s absurd. Find me one single of case in which an AI detector alone sent a student home. One.

    Two final bits.

    The MPR story shares:

    In the 2023-24 school year, the University of Minnesota found 188 students responsible of scholastic dishonesty because of AI use, reflecting about half of all confirmed cases of dishonesty on the Twin Cities campus. 

    Just noteworthy. Also, it is interesting that 188 were “responsible.” Considering how rare it is to be caught, and for formal processes to be initiated and upheld, 188 feels like a real number. Again, good for U of M.

    The MPR article wraps up that Yang:

    found his life in disarray. He said he would lose access to datasets essential for his dissertation and other projects he was working on with his U of M account, and was forced to leave research responsibilities to others at short notice. He fears how this will impact his academic career

    Stating the obvious, like the University of Minnesota, I could not bring myself to trust Yang’s data. And I do actually hope that being kicked out of a university for cheating would impact his academic career.

    And finally:

    “Probably I should think to do something, selling potatoes on the streets or something else,” he said. 

    Dude has a PhD in economics from Utah State University. Selling potatoes on the streets. Come on.

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  • Ambow Education Continues to Fish in Murky Waters

    Ambow Education Continues to Fish in Murky Waters

    In May 2022, The Higher Education Inquirer began investigating Ambow Education after we received credible tips about the company as a bad actor in US higher education, particularly with its failure to adequately maintain and operate Bay State College in Boston. The Massachusetts Attorney General had already stepped in and fined the school in 2020 for misleading students. 

    As HEI dug deeper, we found that Ambow failed years before under questionable circumstances. And we worked with a number of news outlets and staffers in the offices of Senator Elizabeth Warren and Representative Ayanna Pressley to get justice for the students at Bay State College. 

    Since that 2022 story we continued to investigate Ambow Education, its CEO Jin Huang, and Ambow’s opaque business practices. Not only were we concerned about the company’s finances, we were wary of any undue influence the People’s Republic of China (PRC) had on Ambow, which the company had previously acknowledged in SEC documents. 

    A Chinese proverb says it’s easier to fish in murky waters. And that’s what it seemed like for us to investigate Ambow, a company that used the murky waters in American business as well as anyone. But not everything can remain hidden to US authorities, even if the company was based out of the Cayman Islands, with a corporate headquarters in Beijing. 

    In November 2022, Ambow sold all of its assets in the People’s Republic of China, and in August 2023 Bay State College closed abruptly. We reported some strange behaviors in the markets to the Securities and Exchange Commission, but they had nothing to tell us. Ambow moved its headquarters to a small rental space in Cupertino, where it still operates. 

    In 2024, Ambow began spinning its yarns about a new learning platform, HybriU, using Norm Algood of Synergis Education as its huckster. HybriU presented at the Computer Electronics Show in Las Vegas and at the ASU-GSV conference in San Diego and used those appearances as signs of legitimacy. It later reported a $1.3 million contract with a small company out of Singapore.

    In 2025, Ambow remains alive but with fewer assets and only the promise of doing something of value. Its remaining US college, the New School of Architecture and Design, has had problems paying its bills, and there are at least two cases in San Diego Superior Court pending (for failure to pay rent and failing to pay the school’s former President). However, Ambow has been given a clean bill of health by its regional accreditor, WSCUC.

    A report by Argus Research, which Ambow commissioned, also described Ambow in a generally positive light, despite the fact that Ambow was only spending $100,000 per quarter on Research and Development. That report notes that Prouden, a small accounting firm based in the People’s Republic of China is just seeing Ambow Education’s books for the first time. In April 2025 we wonder if we’ll get adequate information when Ambow reports its 2024 annual earnings, or whether we find just another layer of sludge. 

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  • The US is leading us closer to nuclear war (Jeffrey Sachs)

    The US is leading us closer to nuclear war (Jeffrey Sachs)

    Columbia University Professor Jeffrey Sachs says that the United States is steering the world toward disaster. Sachs served as the Director of the Earth Institute at Columbia University from 2002 to 2016 and is considered one of the world’s leading experts on
    economic development, global macroeconomics, and the fight against
    poverty.

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  • Higher Education and the American Empire

    Higher Education and the American Empire

    The Higher Education Inquirer has had the good fortune to include scholars like Henry Giroux, Gary Roth, Wendy Lynne Lee, Bryan Alexander and Richard Wolff.  And their work certainly informs us about higher education. With those authors and others from the past and present (like Upton Sinclair, Craig Steven Wilder, Davarian Baldwin, and Sharon Stein), we can better understand puzzling issues that are rarely pieced together.  

    In 2023, we suggested that a People’s History of US Higher Education be written. And to expand its scope, the key word “Empire” is essential in establishing a critical (and honest) analysis. Otherwise, it’s work that only serves to indoctrinate rather than educate its citizens.  And it’s also work that smart and diligent students know is untrue.  

    A volume on Higher Education and the American Empire needs to explain how elite universities have worked for US special interests and the interests of wealthy people across the globe–often at the expense of folks in university cities and places around the world–and at the expense of the planet and its ecosystems. With global climate change in our face (and denied), and with the US in competition with China, India, Russia, in our face (and denied), this story cannot be ignored.

    This necessary work on Higher Education and the US Empire needs to include detailed timelines, and lots of charts, graphs, and statistical analyses–as well as stories. Outstanding books and articles have been written over the decades, but they have not been comprehensive. And in many cases, there is little to be said about how this information can be used for reform and resistance. 

    Information is available for those who are interested enough to dig. 

    Understanding the efforts of the American Empire (and the wealthy and powerful who control it) is more important than ever. And understanding how this information can be used to educate, agitate, and organize the People is even more essential.  We hear there are such projects in the pipeline and look forward to their publication. We hope they don’t pull punches and that the books do not gather dust on shelves, as many important books do. 

    Key links:

    The Best Classroom is the Struggle (Joshua Sooter)

    Higher Education Must Champion Democracy, Not Surrender to Fascism (Henry Giroux)

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