Category: education

  • Education Dept. Lifts Freeze on Remaining Federal Funds – The 74

    Education Dept. Lifts Freeze on Remaining Federal Funds – The 74


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    A freeze on federal education funding that prompted two lawsuits has been lifted, and states will be able to access the money next week, the U.S. Department of Education announced Friday.

    The White House Office of Management and Budget (OMB), which argued that districts were spending the money to advance a “radical left-wing agenda,” has completed its review of five different programs totaling $5.5 billion, said Madison Beidermann, spokeswoman for the department. 

    The funds support education for English learners and migrant students and pay for staff training and extra instructional positions. The news came a week after the administration released over $1.3 billion for summer and afterschool programs, which was also held up for review.

    The department alerted states June 30, one day before they expected to receive the money, that the review was in process, forcing programs to cut staff and end summer programs early. Congress appropriated the funds for this coming school year, and President Donald Trump signed the budget in March. 

    The release of the funds, announced just hours before Education Secretary Linda McMahon was scheduled to meet with the nation’s governors in Colorado Springs, Colorado, comes as superintendents nationwide were preparing to eliminate services like literacy and math coaches, according to a survey conducted by AASA, the School Superintendents Association. Half of the 628 chiefs who responded from 43 states said they would have to lay off staff who work with special education students if the funds weren’t released. American Federation of Teachers President Randi Weingarten brought the message to attendees at the union’s annual TEACH conference in Washington, D.C. 

    “The administration backed down and we are getting the money,” she said to a cheering audience. “Those of you who lobbied yesterday, thank you. Those of you who brought the lawsuit, thank you.”

    Attorney generals from 24 blue states and the District of Columbia sued on July 14 over the freeze, arguing that the administration’s actions were harming schools. School districts, parents, unions and nonprofits filed a second challenge on July 21, saying that OMB has never stood in the way of the department’s practice of releasing the funds in two steps, first on July 1 and the rest on Oct. 1. Republican senators joined their Democratic colleagues in pressuring the administration to free up the money.

    Friday’s announcement doesn’t mean the legal fight is over. In a statement, Skye Perryman, president and CEO of Democracy Forward, which is handling the second case, said the legal team would “continue to monitor the situation and work in court to ensure the administration fully complies with the law and that these resources reach the schools and students who need them most.” 

    Districts can now start the school year without the shortfall, but that doesn’t mean advocates’ worries are over about future disruptions to funding. The July 1 distribution date is a longstanding practice, not something written into the law. 

    Tara Thomas, government affairs manager for AASA, said her organization wants to “have additional conversations” with Congress or the administration to “ensure that this type of uncertainty at the last minute doesn’t happen again. Districts need to continue to rely on stable, timely, reliable federal funding.”

    Another fight over education funds could also be ahead. The White House is reportedly preparing another recissions package that would target education funding. Thomas said she didn’t know what might be included, but it could be cuts that the Department of Government Efficiency made to grant programs. 

    On Friday, Trump signed a recissions package, pulling back $9 billion in funds from public television and foreign aid.


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  • Why should we care about cuts to funding for science education?

    Why should we care about cuts to funding for science education?

    Key points:

    The Trump administration is slashing the funding for new projects focused on STEM education and has terminated hundreds of grants focused on equitable STEM education. This will have enormous effects on education and science for decades to come.

    Meaningful science education is crucial for improving all of our lives, including the lives of children and youth. Who doesn’t want their child or grandchild or neighbor to experience curiosity and the joy of learning about the world around them? Who wouldn’t enjoy seeing their child making careful observations of the plants, animals, landforms, and water in their neighborhood or community? Who wouldn’t want a class of kindergartners to understand germ transmission and that washing their hands will help them keep their baby siblings and grandparents healthy? Who doesn’t want their daughters to believe that science is “for them,” just as it is for the boys in their classroom?

    Or, if those goals aren’t compelling for you, then who doesn’t want their child or grandchild or neighbor to be able to get a well-paying job in a STEM field when they grow up? Who doesn’t want science itself to advance in more creative and expansive ways?

    More equitable science teaching allows us to work toward all these goals and more.

    And yet, the Department of Government Efficiency has terminated hundreds of grants from the National Science Foundation that focused squarely on equity in STEM education. My team’s project was one of them.  

    At the same time, NSF’s funding of new projects and the budget for NSF’s Education directorate are also being slashed.

    These terminations and drastic reductions in new funding are decimating the work of science education.

    Why should you care?

    You might care because the termination of these projects wastes taxpayers’ hard-earned money. My project, for example, was 20 months into what was intended to be a 4-year project, following elementary teachers from their teacher education program into their third year of teaching in classrooms in my state of Michigan and across the country. With the termination, we barely got into the teachers’ first year–making it impossible to develop a model of what development looks like over time as teachers learn to engage in equitable science teaching.

    You might care because not funding new projects means we’ll be less able to improve education moving forward. We’re losing the evidence on which we can make sound educational decisions–what works, for whom, and under what circumstances. Earlier NSF-funded projects that I’ve been involved with have, for example, informed the design of curriculum materials and helped district leaders. Educators of future teachers like me build on findings of research to teach evidence-based approaches to facilitating science investigations and leading sense-making discussions. I help teachers learn how they can help children be change-makers who use science to work toward a more just and sustainable world.  Benefits like these will be eliminated.

    Finally, you might care because many of the terminated and unfunded projects are what’s called NSF Early Career Awards, and CAREER program funding is completely eliminated in the current proposed budget. CAREER grants provide crucial funding and mentoring for new researchers. A few of the terminated CAREER projects focus on Black girls and STEM identity, mathematics education in rural communities, and the experiences of LGBTQ+ STEM majors. Without these and other NSF CAREER grants, education within these fields–science, engineering, mathematics, data science, artificial intelligence, and more, from preschool through graduate school–will regress to what works best for white boys and men.

    To be sure, universities have some funds to support research internally. For the most part, though, those funds are minimal. And, it’s true that terminating existing projects like mine and not funding new ones will “save” the government some money. But toward what end? We’re losing crucial evidence and expertise.

    To support all children in experiencing the wonder and joy of understanding the natural world–or to help youth move into high-paying STEM jobs–we need to fight hard to reinstate federal funding for science and science education. We need to use every lever available to us–including contacting our representatives in Washington, D.C.–to make this happen. If we aren’t successful, we lose more than children’s enjoyment of and engagement with science. Ultimately we lose scientific advancement itself.

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  • PBLWorks Announces its 2025 Award Winners

    PBLWorks Announces its 2025 Award Winners

    Novato, CA – The Buck Institute for Education (dba PBLWorks), a national provider of professional development and curriculum for high-quality Project Based Learning (PBL), has announced the recipients of its 2025 PBL Champions and John Larmer “JL” Lifelong Learning Awards.

    The recipients were honored during the organization’s 2025 PBL World conference in Napa Valley, California.

    The 2025 PBL Champions

    The PBL Champions program recognizes an individual, a school, and a school district that have demonstrated a commitment to PBL; have done quality, lasting work; and have shown evidence of impact on students. The 2025 recipients are:

    • District PBL Champion: Lynn Public Schools in Lynn, Massachusetts

    This 16,000-student district is transforming teaching and learning through its implementation of PBL. In a little over a year, the team at Lynn established high-functioning district and school leadership teams and trained a cadre of educators who have designed more than 70 projects for students. The district has implemented PBL at all seven of its secondary schools with a goal of having all students participate in two or more high-quality PBL experiences per year by the end of the 2029-30 school year.

    • School PBL Champion: University Prep Academy (UPA) High School in Detroit, Michigan

    University Prep Schools (UPrep) stands among Detroit’s earliest and longest-running charter school networks. Known for its unwavering commitment to student success, UPrep (UPA) has proudly upheld its signature “90/90 promise”—ensuring that at least 90% of students graduate from high school and 90% of those graduates go on to enroll in college. UPA teachers and leaders have leveraged PBL as a way that empowers students to be a part of the future of their city – from working on keeping their unhoused population warm in the winter through a physics project on heat transfer, to urban gardens that allowed students to provide farm-to-table food to local food pantries and shelters. PBL has opened their eyes to the challenges students face, encouraged them to see and explore those challenges through the lens of solutionists, and has brought UPA closer to the community it serves.

    • Individual PBL Champion: Kim Mishkin, Head of School at the Hudson Lab School (HLS) in Hastings, New York

    Kim Mishkin has been instrumental in embedding Project Based Learning as the foundation of the school’s curriculum. As both an educator and school leader, she has built structures, cultivated partnerships, and championed interdisciplinary, real-world learning experiences that empower students and educators alike. Through her leadership, HLS has become a model for how schools can integrate PBL at every level, ensuring that learning is not just about content, it is about empowering students to be problem-solvers, leaders, and changemakers.

    The John Larmer “JL” Lifelong Learning Award

    The John Larmer “JL” Lifelong Learning Award, named after PBLWorks’ Senior Fellow John “JL” Larmer, recognizes educators who are impacting and expanding the work of Project Based Learning. A significant advocate and thought leader in the field, JL has dedicated decades to advancing high-quality PBL and is the author of several foundational books that have shaped how educators design and facilitate high-quality PBL. This award celebrates those who carry forward that legacy with passion, purpose, and an unwavering commitment to deeper learning. The 2025 recipients are:

    • Rue Graham, Project Based Learning lead advisor and coach at the Pagosa Peak Open School, Archuleta County School District in Pagosa Springs, Colorado
    • Stephanie Tuttle, fourth grade teacher at Fairfield Elementary School, Rockbridge County Public Schools in Rockbridge, Virginia

    “Project Based Learning is an incredibly powerful way to engage students and ignite their passion for learning – and it all starts with having administrators and teachers who are committed to its success,” said PBLWorks CEO Bob Lenz. “Our awards programs recognize the incredible passion and hard work demonstrated by schools, districts, and individuals in implementing PBL. Congratulations to our 2025 award recipients!”

    About PBLWorks

    The Buck Institute for Education/ PBLWorks believes that all students, especially Black and Brown students, should have access to high-quality Project Based Learning to deepen their learning and achieve success in college, career, and life. Its focus is on building the capacity of teachers to design and facilitate high-quality Project Based Learning, and on supporting school and system leaders in creating the conditions for these teachers to succeed with all students.

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  • How the FY25 funding freeze impacts students across America

    How the FY25 funding freeze impacts students across America

    This press release originally appeared online.

    Key points:

    Communities across the nation began the budget process for the 2025-2026 school year after Congress passed the FY25 Continuing Resolution on March 14, 2025. Historically, states receive these funds on July 1, enabling them to allocate resources to local districts at the start of the fiscal year. 

    Even though these funds were approved by Congress, the Administration froze the distribution on June 30. Since that time, AASA, The School Superintendents Association, has advocated for their release, including organizing hundreds of superintendents to meet with offices on the Hill to share information about its impact, the week of July 7.  

    On July 16, the Office of Management and Budget (OMB) announced that Title IV-B or 21st Century funds (afterschool funds) would be released. AASA’s Executive Director issued a statement about the billions of dollars that remain frozen

    To gather more information about the real-world effects on students across America, AASA conducted a survey with its members. 

    From July 11th to July 18th, AASA received responses from 628 superintendents in 43 states.

    Eighty-five percent of respondents said they have existing contracts paid with federal funds that are currently being withheld, and now have to cover those costs with local dollars.

    Respondents shared what will be cut to cover this forced cost shift: 

    • Nearly three out of four respondents said they will have to eliminate academic services for students. The programs include targeted literacy and math coaches, before and after school programming, tutoring, credit recovery, CTE and dual enrollment opportunities.
    • Half of respondents reported they will have to lay off teachers and personnel. These personnel include those who work specifically with English-language learners and special education students, as well as staff who provide targeted reading and math interventions to struggling students.
    • Half of respondents said they will have to reduce afterschool and extracurricular offerings for students. These programs provide STEM/STEAM opportunities, performing arts and music programs, and AP coursework. 
    • Four out of five respondents indicated they will be forced to reduce or eliminate professional development offerings for educators. These funds are used to build teachers’ expertise such as training in the science of reading, teaching math, and the use of AI in the classroom. They are also used to ensure new teachers have the mentors and coaching they need to be successful.  

    As federal funding is still being withheld, 23 percent of respondents have been forced to make tough choices about how to reallocate funding, and many districts are rapidly approaching similar inflection points.  

    Notably, 29 percent of districts indicated that they must have access to these funds by August 1 to avoid cutting critical programs and services for students. Twenty-one percent of districts will have to notify parents and educators about the loss of programs and services by August 15.  

    Without timely disbursement of funding, the risk of disruption to essential educational supports for children grows significantly.

    As one superintendent who completed the survey said, “This isn’t a future problem; it’s happening now. Our budget was set with these funds in mind. Their sudden withholding has thrown us into chaos, forcing drastic measures that will negatively impact every student, classroom, and school in our district. We urgently need these funds released to prevent irreparable harm to our educational programs and ensure our students get the quality education they deserve.” 

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  • An award recognizes the importance of youth journalism

    An award recognizes the importance of youth journalism

    On 18 July, U.S. legislators voted to rescind more than one billion dollars in funding previously allotted to the Public Broadcasting Service (PBS), a nonprofit network of television and radio stations partly funded by the U.S. government.  

    The cuts put at risk educational and training programs geared to young people across the country. 

    That’s why an award from Global Youth & News Media to PBS News Student Reporting Labs is so significant. 

    Student Reporting Labs (SRL) is a U.S.-based journalism training program for young people and their educators. On 23 July, Global Youth & News Media, a France-based nonprofit dedicated to encouraging and honoring news media engagement with the young, awarded SRL its Prize for Outstanding Achievement in Journalism.

    “This award is in recognition of the program’s impactful history and determination to continue its unmatched work to introduce young people throughout the United States to local broadcast journalism,” said Aralynn McMane, executive director of Global Youth & News Media. “In voting to bestow this award, our board was unanimous and adamant about the need to shine a spotlight on Student Reporting Labs to remind the world of what short-sighted politics risks destroying in the wake of defunding public broadcasting.”

    The importance of youth journalism

    This is only the second time the Global Youth & News Media board has bestowed such an honorary award. The first was in 2018 for joint live coverage of the March For Our Lives anti-gun demonstration by The Guardian US with Eagle Eye News student reporters from Marjory Stoneman Douglas High School in Florida, which had seen the killing of 18 people at the school just three weeks prior. 

    Founded in 2009 by Leah Clapman, then the managing editor of education at PBS NewsHour, Student Reporting Labs has helped build broadcast and journalism programs in thousands of secondary schools across all 50 states. 

    The program connects them with over 40 public television stations and local news organizations to bring their story to local audiences. SRL empowers the next generation of storytellers by providing free training fellowships and workshops to students and educators across the country and around the world. In all, more than 125,000 students have participated in the program. 

    SRL also reaches more than 10,000 educators via a free learning platform StoryMaker. StoryMaker provides teachers with instruction materials and lessons to help students think critically, explore their curiosity about the world and engage in their communities. 

    The SRL program was established “on the premise that some stories are best told by young people,” Clapman, now full-time executive director of SRL, wrote in a briefing last week. ”This is especially true in this moment of rapid change and disruption. In this challenging time, we’re leaning in to perseverance and service rather than despair.”

    Mentoring teens to tell important stories

    Clapman wrote that newsrooms can benefit from the important perspectives, experiences and insights that teens have and that these perspectives can help news organizations tell more nuanced and complete stories about issues that affect students.

    One such teenager that the Student Reporting Labs trained was award-winning alumna Mary Williams, who joined the program in 2015 and interned at her local PBS station in Ohio. 

    “Now when I see the news, it’s personal,” she said. “The economy, education system and the Earth’s current state aren’t just my parents’ problems to worry about. They’re mine, too.”

    The Global Youth & News Media Prize for journalism this year focused on youth collaborations that help local news media survive. The rest of the laureates were chosen by an international expert jury and will be announced in the coming weeks. News Decoder, which trains and encourages young people to develop global perspectives in storytelling, is a partner in the award and helped judge the entries. 

    News Decoder Educational News Director Marcy Burstiner said that it is more important than ever to recognize the important work young journalists are doing. 

    “It seems that in the United States and elsewhere there is a war on journalism and truth telling,” Burstiner said. “I used to tell my students that it was a myth that you needed a thick skin to be a journalist. But these days, you do.”

    But every year, News Decoder finds more and more young people stepping up to the challenge, Burstiner said. 

    “They aren’t afraid to tell the important stories that need to be told,” she said. “But people need to support the organizations like PBS News Student Reporting Labs that help and encourage young people to be truth tellers.”

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  • What’s not talked about when you live overseas

    What’s not talked about when you live overseas

    The first time someone told me I was “too loud” in Latvia, I laughed. Not because it was funny, but because I genuinely hadn’t realized I was being loud. We were eating pizza one evening at Easy Wine in Riga, and despite being the only one not tipsy on the refreshments, I was still somehow the rowdiest at the table. 

    I shrank down an inch in my seat. The moment gave me pause. It was oddly familiar, like déjà vu. Everything around me felt almost known, just slightly askew, like it had been tilted on its axis. 

    The shame of taking up too much space? That I knew. But this time, it didn’t come from being Brown. It came from being American. 

    In the United States, my race is always top of mind. I’m a university student, and as a Government major, it’s a regular feature of my coursework. Having grown up in a nearly all-White town, I’ve been explaining my identity to others since I could talk. 

    With nearly two decades of practice under my belt, I’m well-versed in how my skin color and ancestry shape the world around me, and how to articulate that for others. So, the longer I spent in Riga, the more unsettled I felt by how absent race seemed from the conversation. 

    Conversations not had

    Hours spent gazing out the windows of trolleybuses gliding through the city confirmed what I suspected: Riga is not very diverse. Among the small number of people of color I did see, most were other South Asians, like me. In the United States, race is an ever-present topic, whether it’s in political debates, academic syllabi or heated threads on X. In Latvia, it felt like race had slipped out of the cultural vocabulary altogether. 

    As part of my study abroad program, we often heard from expert guest lecturers. And as each one spoke, a quiet confusion grew inside me: Why is nobody talking about race? I started to feel like a foreign lunatic, playing an internal game of “spot the non-white person” on every street. But the more I searched, the more questions I had. Where was the discussion? Why wasn’t it happening? 

    So, I brought it up with a friend I’d made in my hostel. Arsh is an Indian student studying mechanical engineering at Riga Technical University. He had been living in the city since February. When I asked if he’d experienced discrimination as a visibly Punjabi Sikh, his answer surprised me. 

    “No,” he said. 

    And then he added something that completely shifted my perspective. 

    “Nobody talks.”

    Silence and race

    I’d known Latvians were famously quiet, but I’d never considered how that silence might shape their understanding and construction of race. 

    In the United States, your racial identity is often the first thing people ask about. Strangers want to know what you are and where you’re from. Race in America is personal, political and inescapable. The constant conversation can be both exhausting and empowering: it pushes systems to change, creates space for shared stories of resilience and holds people accountable.

    But it also creates a kind of fatigue. As a person of color, you’re constantly on: explaining, reacting, defending. You’re visible, but often through a lens of trauma or tension. 

    In Latvia, it was different. What I came to think of as a kind of “quiet neutrality” reigned. People didn’t ask where I was from. They didn’t comment on my skin tone. They didn’t bring up diversity or inclusion, mainly because they weren’t speaking to me in the first place. 

    At first, that silence felt like relief. But eventually, it began to feel like an absence, because bias still exists, even if no one’s talking about it. 

    The power of passive racism

    After speaking with Arsh, I turned to the Internet, searching for other South Asian perspectives on racism in Latvia. I found plenty. 

    One Quora user bluntly wrote, “Indians are treated like shit here in Latvia.” Another shared that she didn’t know if others felt negatively about her brown skin, but if they did, they didn’t confront her about it. A Redditor described being told to “go back to your own country.” These stories varied wildly from hate crimes to total indifference, but they painted a clear picture: racism existed here. It just didn’t look the same. 

    Curious to dig deeper, I reached out to Gokul from @lifeinlatviaa on Instagram. A popular Indian content creator who’s lived in Latvia for seven years, Gokul shares his takes on life in the Baltics. Many of his videos humorously cover topics of social culture, stereotypes, education and work. He also co-hosts the podcast Baltic Banter with Brigita Reisone. 

    When I asked Gokul about his experience, he described the racism in Latvia as mostly “passive.” Latvians, he said, are reserved. “If they don’t like something, they won’t be in your face about it,” he said. 

    Still, he shared more overt examples, like housing ads that openly say Indians need not call. He noted persistent stereotypes, too: that Brown people are dirty kebab shop owners or delivery drivers. 

    The familiarity of bias

    None of this was unfamiliar to me. I’ve experienced housing discrimination. I’ve been called dirty by a White person. The common style of racism in Latvia was new to me: distant and quiet. In the United States, I once had a tween boy bike past me and mock an Indian accent — it was less traumatic than it was bizarre. There was certainly nothing subtle about it though. 

    Looking further, I found several reports from Latvian Public Broadcasting documenting hate crimes and prejudice against South Asians. So no, it’s not that racism doesn’t exist in Latvia. It’s that it shows up differently, and more importantly, it’s not widely discussed. 

    That difference matters.

    Race is fluid and contextual; its meaning shifts with time, place and history. In the United States, racism is foundational. It began with colonization and slavery, extending through the systemic injustice known as Jim Crow in the 19th and 20th centuries, to modern-day Islamophobia and racial profiling by police. Racial violence and resistance are woven into the country’s DNA. 

    Latvia’s history tells a different story. Latvia is a nation shaped more by being colonized than by colonizing. Ethnic Latvians have fought for sovereignty under foreign rule, whether by Germans or Soviets. Today, its population is overwhelmingly White, and ethnic tensions tend to focus on Latvians and Russians, or Roma communities. Immigration is relatively new here, so the language to talk about race may simply not have developed yet. 

    And that brings me back to volume. 

    In the United States, being loud is often classed and racialized as “trashy,” especially when tied to communities of color. In Latvia, loudness is framed differently: it’s seen as a kind of cultural rudeness. It’s not about being Brown, it’s about being foreign. And because everyone is generally quieter, the social cues around race, identity and belonging shift, too. 

    Little things like volume, friendliness and eye contact build the scaffolding around how race is perceived in different societies. They may seem like surface-level quirks, but they shape deep-rooted assumptions.

    And they remind us: racism may look different in various places, but it doesn’t disappear. It just changes form. And recognizing that change is the first step to dismantling it.


     

    Questions to consider:

    1. Why do many people outside the United States connect loudness with being American?

    2. Why was the author troubled about the lack of conversation about racism in Latvia?

    3. What kind of conversations do you have about race and do they make you feel more or less comfortable?


     

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  • Sharing is good, except when it isn’t

    Sharing is good, except when it isn’t

    In the wake of the floods in the U.S. state of Texas earlier this month news circulated on social media of two girls being rescued. One of the first posts sharing the story included a screenshot of a post to social media that read:

    Rescuers find 2 girls in tree, 30-feet up, near Comfort

    The dramatic rescue occurred closer to Comfort, which is in Kendall County, witnesses said. The girls were found in the tree during ongoing search operations for victims of Friday’s catastrophic flooding that has killed 59 people across Kerr County.

    A Facebook search of the post’s keywords returned dozens of identical or similarly-worded posts retelling the harrowing rescue. Other versions of the story were also shared across social media platforms like Instagram Threads, as well as in now-deleted articles across various news outlets

    But the story was fabricated. 

    It was a prime example of a type of misinformation known as “copypasta.” 

    Inciting fear

    Social media posts that utilize copypasta — a portmanteau of “copy” and “paste” — are often used to incite fear or evoke emotions, prompting users to like and share the content. These posts are used for various reasons, whether to polarize different political groups further or to attract a broader audience and spread misinformation. 

    Alex Kasprak is an investigative journalist who reported for the digital fact-checking website Snopes for nearly a decade. In his experience, Kasprak says copypasta plays a central role in online misinformation. (For more on Snopes’ take on copypasta, head to this link.) 

    “The simplest way to put it, is that copypasta is a text that you see that is identical or nearly identical posted either with somebody’s name as an author or without it in an identical form on multiple posts such that it’s clear that whoever is posting it copied it from somewhere else,” said Kasprak. 

    “What you end up getting in that sort of phenomenon is a game of telephone.”  

    Copypasta serves as a new-age version of chainmail, seen in the early days of email, which promised good luck for forwarding a message or foretold misinformation if you let the email sit in an inbox. 

    Lacking credibility

    In the case of copypasta, social media users are encouraged to comment, share or tag their friends in a post to boost engagement. Such emotion-evoking messages can serve as an entry point into more polarizing content, which is often rife with false information. 

    To identify copypasta, look for signs of vague or generic information that lacks a credible source or call to action. The way a post is written can also serve as an indication that it may be a copy-and-paste text. 

    “With copypasta, everything generally kind of travels forward, including errors in grammar or mistranslations,” Kasprak said. “If there are weird sentences that just kind of end or don’t fully make grammatical sense, that is an indicator that the tone of the message doesn’t match.”

    If the post is shared by someone that you know on your feed, but the tone is different than how they usually post or talk, the content likely originated from another source — credible or not, Kasprak said. 

    In addition to spreading false information, copypasta can be used as part of bigger campaigns to push particular sentiments or ideologies. For example, back in 2017, U.S. government officials found evidence that Russian “trolls” took to social media and also deployed social media campaigns to connect certain users to various organizations or movements.

    Danger to the infosphere

    During these online campaigns, nefarious actors meddled in the election by posting emotional content to get users to engage, gradually bringing them down a digital rabbit hole of more polarizing issues.

    Kasprak adds that copypasta content also harms the “infosphere,” or public knowledge otherwise rooted in fact. When copypasta becomes widespread and is presented as a “pseudofact,” people begin to cite it as common knowledge. A commonly held belief that many people cite as fact, for example, is that a mother bird will abandon its offspring if a human touches it. Experts agree that this notion is not true. 

    Another tactic behind those who post copypasta is to poison AI models in a similar way that fake news websites do. When enough content on the internet makes a particular claim, AI technologies may focus on this noise and refer to it as fact. In this way, AI programs are “trained” to focus and “believe” those posts over other sources of information.

    Emotion-evoking posts may also fall into the copypasta category if they are not rooted in unbiased facts. If emotional language used in the post immediately sparks anger, sadness or another strong emotion, it may be a fake post. 

    “In general, the big thing to watch out for is if something fits perfectly into your notion of how the world works,” said Kasprak. Posts that validate a person’s view of the world or evoke strong emotions in a positive or negative way are more likely to be a red flag. 

    Kasprak advises users to check their biases when reading potential copypasta content; if something makes you angry or sad, double-check its source and legitimacy. 

    “Pause if you feel strongly about wanting to share something, because those posts are the ones where the risk of copypasta is higher,” said Kasprak. When he comes across a post he believes to be copypasta, Kasprak says that he tries to “tear apart” the argument, primarily if it supports his beliefs, until it dissolves. 

    “Check your blind spots and be vigilant in checking your work,” said Kasprak. 

    When in doubt, don’t share.


     

    Questions to consider:

    1. What is meant by “copypasta”?

    2. How can something false become part of commonly believed?

    3. Can you remember the last thing you reposted on social media? What kind of things do you share with your network?


     

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  • New teachers’ impact on equitable science learning

    New teachers’ impact on equitable science learning

    Key points:

    New elementary teachers who promote equity in science are proving highly effective at engaging students, no matter their background, a new University of Michigan study shows.

    U-M researchers found that new educators are pioneering paths in science education by offering opportunities for scientific conversations, innovative learning strategies and encouraging children to become active participants in scientific exploration. 

    “When teachers are equipped to foster a more equitable and just learning environment in science, it not only enhances children’s understanding of scientific concepts but also empowers them to see themselves as scientists and to use science to address real-world issues that matter in their communities,” said Elizabeth Davis, a professor at U-M’s Marsal Family School of Education.

    “Beginning teachers use a range of effective strategies to work toward more equitable science teaching. They vary in their emphasis on opportunity and access, representation and identification, expanding what counts as science and engaging children as change-makers using science to support a better world. This variation highlights the multiplicity of entry points into this challenging work and shows these teachers’ many strengths.”

    The study, published in the General Proceedings of the 5th Annual Meeting of the International Society for the Learning Sciences 2025, also identified areas for growth: These teachers were less consistently likely to work to broaden what counts as science and to link science to social justice. 

    Davis and co-authors Jessica Bautista and Victoria Pérez Nifoussi said the study helps understand how different approaches to equity in science education can work together, potentially influencing future teacher training for improved K-12 science learning. 

    They emphasized the clear need for teacher educators and curriculum developers to provide more concrete examples and resources to help future teachers navigate complex, justice-oriented approaches to science.

    “All children deserve to experience the joy and wonder of the natural world, yet science is taught far less often than language arts or math in elementary schools,” Davis said. “Furthermore, many students are marginalized in science, including girls, students of color, children with learning differences and queer or gender nonconforming children.”

    Funding challenges impact long-term research

    The study is part of the U-M ASSETS research, a four-year longitudinal project that began in September 2023. Although it was intended to run for four years, the project, funded by the National Science Foundation, was terminated in its 20th month, just shy of two years from its start.

    “The termination of these NSF projects–focused on STEM education, and in particular equity in STEM education–is going to adversely affect science education and science for generations to come,” Davis said. 

    “We are seeking additional funds for this work. Regardless, we will continue to support the teachers who participate in this project and we’ll continue to collect and analyze data to the extent we’re able to do so.”

    The team is now working on characterizing the participants’ first year of teaching to assess how their approaches to equitable and just elementary science teaching align with and differ from their approaches during teacher education.

    This news release originally appeared on U-M’s news site.

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  • AI and Art Collide in This Engineering Course That Puts Human Creativity First – The 74

    AI and Art Collide in This Engineering Course That Puts Human Creativity First – The 74

    I see many students viewing artificial intelligence as humanlike simply because it can write essays, do complex math or answer questions. AI can mimic human behavior but lacks meaningful engagement with the world.

    This disconnect inspired my course “Art and Generative AI,” which was shaped by the ideas of 20th-century German philosopher Martin Heidegger. His work highlights how we are deeply connected and present in the world. We find meaning through action, care and relationships. Human creativity and mastery come from this intuitive connection with the world. Modern AI, by contrast, simulates intelligence by processing symbols and patterns without understanding or care.

    In this course, we reject the illusion that machines fully master everything and put student expression first. In doing so, we value uncertainty, mistakes and imperfection as essential to the creative process.

    This vision expands beyond the classroom. In the 2025-26 academic year, the course will include a new community-based learning collaboration with Atlanta’s art communities. Local artists will co-teach with me to integrate artistic practice and AI.

    The course builds on my 2018 class, Art and Geometry, which I co-taught with local artists. The course explored Picasso’s cubism, which depicted reality as fractured from multiple perspectives; it also looked at Einstein’s relativity, the idea that time and space are not absolute and distinct but part of the same fabric.

    What does the course explore?

    We begin with exploring the first mathematical model of a neuron, the perceptron. Then, we study the Hopfield network, which mimics how our brain can remember a song from just listening to a few notes by filling in the rest. Next, we look at Hinton’s Boltzmann Machine, a generative model that can also imagine and create new, similar songs. Finally, we study today’s deep neural networks and transformers, AI models that mimic how the brain learns to recognize images, speech or text. Transformers are especially well suited for understanding sentences and conversations, and they power technologies such as ChatGPT.

    In addition to AI, we integrate artistic practice into the coursework. This approach broadens students’ perspectives on science and engineering through the lens of an artist. The first offering of the course in spring 2025 was co-taught with Mark Leibert, an artist and professor of the practice at Georgia Tech. His expertise is in art, AI and digital technologies. He taught students fundamentals of various artistic media, including charcoal drawing and oil painting. Students used these principles to create art using AI ethically and creatively. They critically examined the source of training data and ensured that their work respects authorship and originality.

    Students also learn to record brain activity using electroencephalography – EEG – headsets. Through AI models, they then learn to transform neural signals into music, images and storytelling. This work inspired performances where dancers improvised in response to AI-generated music.

    The Improv AI performance at Georgia Institute of Technology on April 15, 2025. Dancers improvised to music generated by AI from brain waves and sonified black hole data.

    Why is this course relevant now?

    AI entered our lives so rapidly that many people don’t fully grasp how it works, why it works, when it fails or what its mission is.

    In creating this course, the aim is to empower students by filling that gap. Whether they are new to AI or not, the goal is to make its inner algorithms clear, approachable and honest. We focus on what these tools actually do and how they can go wrong.

    We place students and their creativity first. We reject the illusion of a perfect machine, but we provoke the AI algorithm to confuse and hallucinate, when it generates inaccurate or nonsensical responses. To do so, we deliberately use a small dataset, reduce the model size or limit training. It’s in these flawed states of AI that students step in as conscious co-creators. The students are the missing algorithm that takes back control of the creative process. Their creations do not obey AI but reimagine it by the human hand. The artwork is rescued from automation.

    What’s a critical lesson from the course?

    Students learn to recognize AI’s limitations and harness its failures to reclaim creative authorship. The artwork isn’t generated by AI, but it’s reimagined by students.

    Students learn chatbot queries have an environmental cost because large AI models use a lot of power. They avoid unnecessary iterations when designing prompts or using AI. This helps reducing carbon emissions.

    The Improv AI performance on April 15, 2025, featured dancer Bekah Crosby responding to AI-generated music from brain waves.

    The course prepares students to think like artists. Through abstraction and imagination they gain the confidence to tackle the engineering challenges of the 21st century. These include protecting the environment, building resilient cities and improving health.

    Students also realize that while AI has vast engineering and scientific applications, ethical implementation is crucial. Understanding the type and quality of training data that AI uses is essential. Without it, AI systems risk producing biased or flawed predictions.

    Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.

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