Category: Featured

  • Parents turn to international education as path to residency

    Parents turn to international education as path to residency

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    by Katherine Friend and Aisling Walters

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

    Digital story by Kate Shpota

    The state of creativity

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

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

    Fear and discomfort

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

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

    Collective textile piece

    Importance of community and connection

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

    Engagement with Nottingham by Alisha Begum

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

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

    Digital storytelling: Identity Crisis by Shahnaz Begum

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

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

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

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

    Author: SRHE News Blog

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

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

    That info you found. You sure of the source?

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

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

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

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

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

    How to know if info has been rehashed

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

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

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

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

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

    Syndicators and news wires

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

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

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

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

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

    Who wrote the story?

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

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

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

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

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

    Credibility can’t be rushed.

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

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

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

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

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

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

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

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


     

    Questions to consider:

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


     

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  • 6 recommendations for AI in classrooms

    6 recommendations for AI in classrooms

    Key points:

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

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

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

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

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

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

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

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

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

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

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

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

    Latest posts by eSchool Media Contributors (see all)

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

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

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

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  • Political Attacks on Higher Education (AAUP)

    Political Attacks on Higher Education (AAUP)

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

    Immigration

    Attacks on Science and Research

    Federal Funding 

    Accreditation

    Diversity, Equity, and Inclusion

    Anticipatory Obedience

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

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  • ASEAN universities unite to enhance global competitiveness

    ASEAN universities unite to enhance global competitiveness

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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  • Talent pipeline for local businesses supports college students

    Talent pipeline for local businesses supports college students

    About four in 10 college students believe developing specific skills needed for their career is among the most important outcomes to them in their academic experience, according to a winter 2023 Student Voice survey by Inside Higher Ed and College Pulse. However, 22 percent of all respondents indicated they had never participated in experiential learning or an internship.

    Champlain College in Vermont partnered with a local coworking campus and business incubator, Hula, in 2023 to build a talent pipeline for local businesses and expose students to new and maybe unfamiliar career opportunities.

    Over the past two years, the partnership has resulted in real-life case studies and client-facing work for students and faculty, as well as greater engagement with young talent for employers.

    What’s the need: “One thing that’s very apparent in Vermont is we need young talent,” says Angelika Koukoulas, Champlain’s Innovation Hub Project Manager, who oversees the Hula-Champlain partnership.

    Vermont experiences the worst brain drain in the country, losing 57.5 percent of its college graduates, many of whom move to Massachusetts or New York, according to 2022 data analysis.

    Koukoulas’s role is to help students identify work experiences in Vermont and build relationships with employers to fill holes in their workforces.

    “They need more hands, they need big ideas, they need students who are excited about their work and are willing to put in effort to learn,” Koukoulas says.

    There’s also a national shortage of internship opportunities, one that is tied to a mismatch in employer needs and student interests. The partnership addresses both comprehensively by weighing all stakeholders’ interests.

    How it works: Hula is about a mile away from Champlain College and just down the road from the college’s Miller Center campus.

    The coworking space supports 60 member businesses and up to 600 coworking individuals. The businesses belong to a variety of industries, including green technology and marketing, as well as traditional business or finance roles.

    A majority of the collaborations fall into two camps: companies providing projects for capstone-like courses for experiential learning or companies creating internships for students.

    Inquiries can come directly from faculty members looking to revamp curriculum or offer real-world scenarios for students to engage their skills or from employers who have a specific need and want young talent to assist them. Often, start-ups are looking for student support for social media or blog-writing campaigns, but there’s also a need for general business admin or accounting support, Koukoulas says.

    For internships, Koukoulas will serve as a recruiter of sorts for the company partner, assisting them in creating the job description and posting it on Handshake and also encouraging students she believes would be a good fit to apply and increasing the number of applicants for the business partner.

    “It widens their candidate pool and hopefully gets more students opportunities that they wouldn’t have even thought of otherwise,” Koukoulas says.

    All projects have been pro-bono, so the company invests zero dollars to enlist a class for work, but almost all internships have been paid roles.

    What’s different: Hula serves both as a business partner, hiring interns and supporting class projects, but also as an incubator for small businesses in Vermont.

    The people who work on Hula’s campus rotate, meaning there’s continual variety of the types of industries or groups students could partner with. The climate of the office building also means businesses are innovation and creatively minded, making partnership more natural.

    Koukoulas has an office at Hula, meaning she can directly engage in communal spaces or in building channels to solicit employer partnerships.

    Vermont also has a very relational culture, something Koukoulas has had to navigate as a more recent resident to the Green Mountain State, whether the relationships are with faculty—who have taught a course for a long time and may be hesitant to make changes—or with businesses leaders, who consider their start-up to be their baby and may be uncomfortable letting a student participate in their work.

    There’s an educational piece to the puzzle, both helping faculty identify their ask for project and employers create meaningful internships for learners. Koukoulas hosted an Internship 101 workshop for Hula businesses to set expectations for internships and provide guidance on best practices, such as providing students a mentor. She also hosts regular lunch for interns who work within the Hula offices to check in and provide support as needed.

    The impact: Since the partnership launched in summer 2023, 90 students have engaged in a Hula-based project within a course, and 18 students have participated in an internship.

    The partnership is in its early stages, so Champlain doesn’t have data on how students have translated their work with the start-ups into longer-term career development, but exposure to new careers and experiential learning are two benefits Koukoulas is eager to see manifest.

    “I can’t wait to see if it works; I can’t wait to see the fruit of that labor in the next couple of years,” Koukoulas says.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

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  • Barnard protesters arrested after refusing to evacuate library

    Barnard protesters arrested after refusing to evacuate library

    Student protesters at Barnard College were arrested Wednesday afternoon for refusing to leave the campus’s library when asked by police, who were clearing the building due to a bomb threat, The New York Times reported. The students were protesting the recent expulsions of three student demonstrators.

    Protesters gathered for a sit-in in the Milstein Center at around 1 p.m. Wednesday. Several hours later, administrators shared that they had received a bomb threat, and police began evacuating the building. The New York Police Department posted on social media that “anyone who refuses to leave the location is subject to arrest.” (The bomb threat was later found to be false.)

    Many students initially refused to leave, continuing to chant above the sound of a fire alarm, until police began pushing students out of the building. Eventually, nine students were taken into custody for resisting police.

    Columbia University Apartheid Divest, a pro-Palestinian activist group, as well as the college’s student government, condemned Barnard’s leaders for calling on NYPD officers to remove students from the building.

    “Barnard College has broken a long-standing promise. SGA has been explicitly told by President [Laura] Rosenbury, in the presence of other senior staff, that the College would never invite the NYPD onto campus,” student government members wrote in an email to the Barnard community. “To go against this commitment blatantly violates a precedent that was meant to protect our students.”

    Rosenbury defended the decision to bring NYPD officers to campus, saying it was necessary to protect protesters from injury after they refused to follow staff members’ instructions to leave the Milstein Center. (Copies of both the SGA’s and Rosenbury’s emails were shared in an article by Bwog, an independent student newspaper at Columbia.)

    “For the safety of our entire community—including the safety of the masked disrupters—Barnard made the necessary decision to request NYPD assistance so they could evacuate the building to reduce the risk of harm … The decision to request NYPD assistance was guided and informed entirely by the absolute obligation we have to keep every member of our community safe,” Rosenbury said via email.

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  • NJCU, Kean announce plans to pursue merger

    NJCU, Kean announce plans to pursue merger

    New Jersey City University has agreed to pursue a merger with nearby Kean University, a move encouraged by state officials to help stabilize NJCU after financial struggles in recent years.

    On Wednesday, NJCU’s Board of Trustees voted 7 to 0 to enter merger negotiations with Kean.

    The vote comes two and a half years after NJCU declared a financial emergency, revealing that a surplus gave way to a budget deficit, prompting job cuts and state scrutiny. Then-NJCU president Sue Henderson stepped down in June 2024 amid backlash.

    NJCU’s financial situation was so dire at the time that the state threw it a $10 million lifeline.

    As NJCU has sought to dig out of its financial hole, state officials essentially sent a message to the public, four-year institution that it needed to find a partner—whether it wanted to or not.

    A March 2024 report from an independent state monitor assigned in the aftermath of NJCU’s financial collapse urged the university to sell assets and “explore any type of affiliation or partnership that could help create long-term financial sustainability with improved student outcomes.”

    Last April the Office of the Secretary of Higher Education set a deadline of March 31, 2025, for the university to identify potential partners as part of a transition plan that also called for the board to take actions to increase revenue and lower debt, among other efforts to fix NJCU’s finances.

    Going Forward

    NJCU’s board voted Wednesday “to enter into negotiations with Kean University for a Letter of Intent outlining the terms of a strategic merger,” according to the board resolution.

    Kean’s proposed plan would rename NJCU as Kean Jersey City. The proposal notes that in addition to being near one another, the two universities are both minority- and Hispanic-serving institutions that “share a profound commitment to transformative urban education.”

    Kean’s proposal emphasizes the integration of shared services, “streamlined administrative functions” and the “strategic alignment of academic programs”; it also touts its relative financial strength. Athletic programs would be combined as a “unified entity” under the merger plan.

    Kean’s Board of Trustees would govern the merged institutions, though the proposal notes that membership could expand to include seats for representatives from the NJCU community. Potential board members would be appointed by the governor’s office.

    NJCU interim president Andrés Acebo addressed the potential merger in a statement to campus, writing that there is more due diligence work ahead and promising transparency.

    “I encourage every member of our community—students, faculty, staff, and alumni—to remain engaged as we build a future that honors our past while embracing new opportunities. With unwavering hope and a shared resolve, we will continue to shape NJCU into a beacon of opportunity and excellence for generations to come,” Acebo wrote in Wednesday’s message.

    In a separate message, Kean president Lamont Repollet noted that “this is the beginning of a process that will unfold over the months and years to come and will include our faculty, staff, students and communities.” Repollet even used language that the Trump administration—which has taken aim at DEI efforts—has sought to banish.

    “Both Kean and NJCU share missions dedicated to fostering an inclusive learning environment that empowers students to succeed,” Repollet wrote Wednesday. “By merging our strengths, we can deepen our commitment and resources to diversity, equity and inclusion, ensuring that every student has the support they need to thrive and persist through graduation.”

    State officials issued their own messages applauding the move toward a merger.

    In a joint statement from New Jersey’s Democratic governor, Phil Murphy, and state secretary of higher education Brian Bridges, officials said they were encouraged by the progress at NJCU.

    “The NJCU Board’s intent to pursue a strategic merger with Kean University continues this commitment and marks the beginning of a thorough and deliberative process to unify these mission-aligned institutions. We look forward to working with state and institutional leaders on the path to a successful transition that empowers student success and long-term resilience,” they wrote.

    Merger Outlook

    The potential merger between NJCU and Kean—which still requires additional approvals, including by state officials and accreditors—appears to be the first one of the year.

    News that the two institutions are taking steps toward a strategic partnership comes shortly after the collapse of a planned merger between the University of Findlay and Bluffton University. The two private, religiously affiliated institutions in Ohio first announced merger plans in March 2024. But despite a year of planning, Findlay’s board pulled out abruptly last week, surprising Bluffton.

    One sticking point seemed to be athletics, as both intended to maintain separate programs, with Findlay competing at the NCAA Division II level and Bluffton remaining in Division III. But a statement from Findlay officials last week indicated that their efforts were hobbled by regulations that required a separate process for financial aid distribution and that “prohibit the sharing of resources and sports facilities, resulting in fewer synergies in those areas than originally anticipated.”

    Last year brought multiple mergers and other strategic partnerships for both public and private colleges, many driven by financial issues and the search for efficiency.

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