Category: Featured

  • 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

    Source link

  • 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?


     

    Source link

  • 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)

    Source link

  • 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.

    Source link

  • 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.

    Source link

  • 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.

    Source link

  • Anonymous alum donates $51M to Smith College

    Anonymous alum donates $51M to Smith College

    Smith College has received a $51 million gift from an anonymous alumna, the Massachusetts women’s college announced Thursday.

    It is the largest planned gift in the institution’s history and will be used to support financial aid and two faculty positions: one in engineering and one in statistical and data sciences.

    Boosting financial aid “will allow young women from all economic backgrounds to realize their biggest dreams for educational opportunity, permitting them to make a difference in their local communities, in their nations, and in the advancement of humankind worldwide,” said the donor, who graduated in 1979.

    She also articulated her belief in the value of STEM education.

    “In an age in which it is more important than ever for women to excel in technology, especially in the fields of engineering and computing, it is crucial to endow a leading educational institution like Smith College and to benefit women’s contributions in the STEM fields.”

    Source link

  • Saint Augustine’s accreditation appeal denied again

    Saint Augustine’s accreditation appeal denied again

    The Southern Association of Colleges and Schools Commission on Colleges denied Saint Augustine’s University’s appeal to remain accredited, SAU announced Thursday.

    The decision is the latest blow to the embattled historically Black university in North Carolina, which has struggled to maintain its accreditation since December 2023, when SACSCOC voted to strip it of its membership due to compliance issues related to governance and finances. Following that decision, SAU lost an appeal to remain accredited; it won a reprieve in the courts last July but lost accreditation again in December. Now that SASCOC has denied SAU’s latest appeal, the university will again pursue a legal remedy, officials announced.

    “We have made substantial progress and are confident that our strengthened financial position and governance will ensure a positive outcome,” Board of Trustees chairman Brian Boulware said in a Thursday statement announcing plans to contest the accreditation decision in court. “SAU is resilient, and we are resolute in our commitment to academic excellence.”

    Beyond accreditation issues, Saint Augustine’s has navigated severe fiscal issues that left it teetering on the brink of closure for months as it pursued various financial lifelines. SAU recently attempted to lease its campus to 50 Plus 1 Sports, a fledgling Florida company. The $70 million deal to lease property for 99 years with development options would have provided much-needed funds for SAU, but following a review required by state law, North Carolina officials declined to sign off on the arrangement due to the transfer of nonprofit assets.

    SAU had unsuccessfully sought approval of the deal before its appeal to SACSCOC last month.

    The North Carolina attorney general’s office, which reviewed the deal, cited insufficient documentation and concerns that SAU was only receiving $70 million for property appraised at $198 million. Saint Augustine’s and 50 Plus 1 Sports have since restructured the terms of the deal.

    In Thursday’s statement, SAU announced it “secured up to $70 million in sustainability-focused funding at competitive market rates and terms,” which it expects to close later this month. It added that nondisclosure agreements “prevent SAU from publicly disclosing the partners’ names.”

    Source link

  • The future of apprenticeships under Trump

    The future of apprenticeships under Trump

    Advocates for apprenticeship programs came into a second Trump administration with a rosy outlook on their future.

    Historically, these on-the-job training programs have enjoyed bipartisan support, and apprenticeships featured prominently in Project 2025, the conservative policy blueprint for a second Trump administration put forth by the Heritage Foundation, a right-wing think tank. The plan encouraged their expansion, lauding the programs as a meaningful alternative to “the woke-dominated system of public schools and universities.”

    But now, apprenticeship proponents are divided on how hopeful to feel.

    Some maintain their optimism. They foresee a potential period of growth for the programs, as Trump administration officials and supporters speak positively about apprenticeships and nondegree pathways.

    But others worry that at least some apprenticeship programs—and their financial supports—could be hurt by the administration’s slashing of federal spending. Already, some grants supporting apprenticeship programs have been cut to trim costs or for perceived connections to diversity, equity and inclusion work. The Advisory Committee on Apprenticeship, which advises the Department of Labor on apprenticeship issues, has been disbanded, along with other federal advisory bodies.

    “If the approach is to just cut, cut, cut grants across the government—and the kind of machete-wielding, indiscriminate cutting of things continues—I think that could pose some long-term stress on the system and halt a lot of the momentum that it’s had,” said Taylor White, director of postsecondary pathways for youth at New America, a left-wing think tank, and a former member of the now-defunct advisory committee. She fears the uncertainty caused by federal spending cuts in general could scare off employers or state agencies that otherwise would have invested in these programs.

    Apprenticeship-related grants have gotten “caught up” in efforts to scrutinize government spending, said Vinz Koller, vice president of the Center for Apprenticeship and Work-Based Learning at Jobs for the Future, an organization focused on workforce development, though he doesn’t think “they’ve been the target” or that the moves are necessarily indicative of apprenticeships’ future under Trump.

    “What we are hearing from the administration is a commitment to registered apprenticeship and to apprenticeship writ large and to making it more widely accessible,” he said. “That leads us to believe, looking into the future, that’s where we’re headed.”

    Reasons for Optimism

    John Colborn, executive director of Apprenticeships for America, a nonprofit working to expand apprenticeships in the U.S., said it’s “too early to say for sure” what the next four years hold for apprenticeships. But he sees “plenty of positive signs out there,” including supportive rhetoric from current and nominated Trump administration officials.

    For example, Secretary of Education Linda McMahon posted on X in November that apprenticeship programs “are a pathway to successful careers,” praising Switzerland’s apprenticeship system as “a model the rest of the world can adapt.”

    Similarly, Trump’s pick for secretary of labor, Lori Chavez-DeRemer, said during her Feb. 19 confirmation hearing that she values investing in and “doubling down” on registered or federally recognized apprenticeships.

    “Right now, we’re focused on the registered apprenticeships, growing those, investing in those and making sure that those are adhered to,” she told lawmakers.

    Her comments were a notable departure from the vision for apprenticeships laid out in Project 2025, which called for a return to an earlier Trump policy of industry-recognized apprenticeships, a separate system to circumvent what Republican lawmakers view as excessive federal regulation. Registered apprenticeships are required to meet certain quality standards to receive federal dollars.

    Chavez-DeRemer’s position “came as good news to many of us listening and watching,” White said, though she wonders if Chavez-DeRemer will retain that stance if there’s pressure from the administration to do otherwise.

    Colborn believes the current administration might improve the registered apprenticeship system, including speeding up program approvals and expanding the types of occupations that offer apprenticeship options.

    He added that so far, the Trump administration hasn’t interfered with financial supports for apprenticeships that the Biden administration instituted. Under Biden, the Department of Labor announced the State Apprenticeship Expansion Formula grant program, which makes $85 million available for states and territories to grow the capacity of existing registered apprenticeships and invest in new offerings.

    “I don’t have any official word on this, but every indication we have is that that grant process is going forward,” Colborn said. “We take that as a signifier that this administration is committed to apprenticeship.”

    Some apprenticeship advocates hope the moment might be ripe to push for more support and see their policy wish lists fulfilled, including more reliable federal and state funding for apprenticeships, rather than one-off grants, and incentives like tax credits for employers to participate in apprenticeship programs.

    “There’s definitely room for the administration to make a mark on the broadening of apprenticeship into more sectors where traditionally they haven’t been as common,” Koller said.

    Causes for Concern

    Still, some advocates worry apprenticeships will be negatively affected by other policies advanced by the Trump administration.

    White, for example, was jarred by the Department of Labor’s decision to ax its Advisory Committee on Apprenticeship, a group of about 30 employers, labor organization representatives and other stakeholders that advises the department on apprenticeship-related policy.

    She doesn’t believe the move was intended to signal an anti-apprenticeship stance, given that the committee isn’t the only federal advisory body to bite the dust. A February executive order got rid of a handful of them and called on government officials to flag “Federal Advisory Committees that should be terminated on grounds that they are unnecessary.”

    But the disbanding of the committee still feels like a “confusing signal” and a potential obstacle to progress, White said.

    “What’s lost by dissolving a community like that is the connection to the people on the ground who are actually having to interpret regulation, live regulation, build the programs, implement the programs,” she added. She sees such perspectives as critical to making apprenticeships “more efficient, more accessible, more functional and, frankly, a more mainstream training option for Americans to access high-quality training and good middle-class jobs.”

    Like the advisory committee, some federal funding for apprenticeship programs and apprenticeship-related research projects has gotten caught in the crossfire as the administration works to downsize government and curtail DEI work.

    Notably, the Department of Government Efficiency’s website shows about $18 million in cuts to three grants issued by the Department of Labor’s Office of Apprenticeship, according to The Job, a newsletter that covers education and workforce issues.

    Managed by the consulting firm ICF, one of the grants was for “technical assistance and coaching support” and one for “industry engagement and outreach.” DOGE’s documentation said only that the grants were terminated “for convenience,” meaning the cuts were in the government’s interest. Another impacted grant was for “technical and coaching assistance support,” managed by a subsidiary of the American Institutes for Research. The Job also reported in late February that several research projects related to apprenticeships had their federal funding frozen.

    Another victim of federal cuts was Reach University, a nonprofit institution with a mission to offer on-the-job credentials, called apprenticeship degrees. The institution lost three grants, totaling $14.7 million, from the Education Department. (Teacher-training grants at other institutions have also been slashed for supposed connections to DEI. Three teacher preparation groups sued the Department on Monday over the slew of grant cuts in the field.)

    The grants to Reach were supposed to support apprenticeship-based degree programs training teachers in rural Arkansas and Louisiana through 2028. One program helps associate degree holders earn bachelor’s degrees while learning teaching skills on the job in local schools. (The grant application mentioned that the program is a partnership with Delgado Community College, a predominantly Black institution in New Orleans, and would “increase the number of teachers of color in high-need Louisiana schools,” The Job reported.) The other two grants were partnerships with nonprofits to help people in more isolated rural areas earn teaching credentials on the job.

    Joe E. Ross, president and CEO of Reach, wrote to Inside Higher Ed that he remains “hopeful” the university will regain the funds through the Education Department’s internal appeals process, and he said university leaders are in touch with department officials. Despite the financial hits, he’s optimistic the administration will be good news for apprenticeships over all.

    “We are confident that the projects funded by these grants align with long-standing, bipartisan priorities, including those of this administration,” Ross said. “As applied by Reach, all three of these grants are a merit-based, discrimination-free application of federal funds to meet the department’s long-held priority of alleviating the teacher shortage with residents of the local community.”

    Source link

  • Oklahoma State improperly diverted state funds, audit finds

    Oklahoma State improperly diverted state funds, audit finds

    A new report finds that $41 million in state appropriations “were not properly restricted and in some instances were co-mingled with other funds” at Oklahoma State University in violation of state laws and policies, according to an internal audit obtained by media outlets in the state.

    The audit—conducted by an office of the Oklahoma Agricultural and Mechanical Colleges Board of Regents, which oversees Oklahoma State and other public institutions—found “significant issues in the allocation and management of legislatively appropriated funds” at OSU.

    The report found examples of such funds being transferred improperly, including $11.5 million for aerospace, health and polytechnic programs being directed to the OSU Innovation Foundation instead, without a contractual agreement or approval from regents.

    “As a result, some state appropriated funds were utilized for unauthorized and unrelated purposes, and were not retained in full by OSU, the intended recipient,” the audit found.

    A university spokesperson told the Tulsa World that “while the financial decisions and transactions which occurred are concerning, they were isolated and do not impact OSU’s overall financial foundation.”

    The audit also called on Oklahoma State to improve financial oversight and transparency.

    Though the audit did not name former president Kayse Shrum, who resigned abruptly without explanation last month, it indicated the alleged misappropriation happened during her administration. Shrum did not appear to be interviewed as part of the audit, according to a list of individuals who were contacted as part of the investigation into the use of appropriated funds.

    Source link