LanguageCert Academic, CELPIP General, and the Michigan English Test (MET) are now officially accepted for use in Australian visa applications.
With this update, a total of nine tests from eight different providers are now officially recognised for Australian visa purposes. These include previously accepted options such as IELTS, Pearson (PTE Academic), Cambridge English, TOEFL iBT, and OET. Notably, IELTS Academic and IELTS General Training are now registered as separate tests.
Commenting on the news, Sharon Harvey, CEO of Michigan Language Assessment, said: “We are proud that Michigan Language Assessment has been approved by the government of Australia for MET to be used for Australian visa purposes. This recognition is a clear acknowledgment of the validity and reliability of MET, and of its value in assessing and certifying English language skills.”
We are proud that Michigan Language Assessment has been approved by the government of Australia for MET to be used for Australian visa purposes
The company, which launched in 2009 and enhanced with a secure digital version in 2021, said that to earn this status, MET underwent an extensive validation process.
Meanwhile, LanguageCert‘s partnerships and recognitions director Fraser Cargill said the company was “excited to deepen our engagement in Australia, supporting individuals as they pursue opportunities in this dynamic country”.
“This contract reflects our ongoing commitment to supporting government departments with secure solutions and individuals worldwide in achieving their academic, professional or personal goals through accessible and trusted language assessment,” he added.
As of August 7, updated score requirements for certain tests have been implemented, with full details available on the Department of Home Affairs website.
For its part, CELPIP General said it was “pleased to announce” that its test was one of those accepted by the Australian government as proof of English langage proficiency for visa purposes.
“With this designation, we are pleased to provide test takers seeking to attain an Australian visa with the same dedicated assessment of English language proficiency that is tried and true for the government of Canada and other score users,” it said.
“Who am I? I’m one of the people that can see the future well before it’s created.”
Meet Taylor Shead, the athlete-turned tech entrepreneur who is on a mission to change the way students access and absorb education in the 21st century.
A former college basketball scholar, her original goal was to train as a reconstructive plastic surgeon alongside her sporting career.
But like many students, while sports held her attention, she found STEM subjects inaccessible due to the dense language of mathematical equations and chemical symbols.
“Frankly, I was a little annoyed,” Shead explains. “I was in the best private schools in Texas, and I thought: if I’m in this privileged position where I’m going to college level and I don’t feel prepared, then what about everybody else from all kinds of backgrounds?
“As an athlete, you have tutors [to help you succeed academically] and so I had a moment when I realised that the education system isn’t working.”
The statistics back up her hypothesis. In the US, approximately 86% of kids graduate from high school, but only about 37% of them graduate from college. Only 66% of US students reach Level 2 proficiency in mathematics and fewer than 30% of high school students feel prepared to pursue a postsecondary pathway.
“It was like, this isn’t a problem that’s black or white, it’s not male or female, it’s not rich or poor. This is a problem that impacts everybody,” says Shead.
“There’s a problem with the current system, the way schooling and college prepares you for each next step, even when it’s the best of the best – so what’s the solution?”
Building on a three-year stint as an Apple mentor and volunteering in inner city schools in Dallas and Fort Worth, Shead took the leap and founded Stemuli in 2016 as a platform to support kids in STEM subjects.
Shortly after, the pandemic hit and the world pivoted to online learning. The moment catapulted the business forward and Shead became only the 94th black woman in the history of the world to raise over a million dollars in venture capital.
The company raised over USD$10 million overall and won the prestigious United Nations AI for good competition in 2024.
The Stemuli mission is to gamify the curriculum to engage a generation of learners who have grown up on video games. This isn’t online learning for the sake of it; the aim is to create learning opportunities in the co-creative worlds that exist in games.
“There are 3.3 billion gamers around the world playing right now,” Shead explains. “Yet all the kids I meet in classrooms are bored. Games like Roblox and Minecraft have set the example of STEM learning crossing over to where kids want to be.”
Stemuli is currently beta testing the third iteration of the platform, a one-world gaming environment where there are infinite possibilities to explore and learn.
Only 66% of US students reach Level 2 proficiency in math and fewer than 30% of high school students feel prepared to pursue a postsecondary pathway
“We used to produce a lot of work simulation games but now nobody knows what the future jobs are going to be. Technology is moving so fast,” explains Shead.
“So we’ve created a much more entrepreneurial gaming experience where, together with an AI prompt assistant, you can test and learn all sorts of ideas in a safe environment. We’ve created a game for entrepreneurship.”
Shead is keen to stress that there is a misconception that entrepreneurship means that you must aspire to be the boss of your own company. She equates entrepreneurship to a curiosity skillset that builds problem solving and resilience in a fast-changing world.
“We are a Walton family funded organisation and they partnered with us at Stemuli to scale stimuli across 20 states in the heartland in order to make sure people in rural America have access to AI literacy skills through our video game,” she says.
“I am obsessed about the idea of a little boy or girl sitting in a rural, remote town that’s seeing with their own eyes the problems that need to be solved in their community. They’re going to create the best technology because they understand the problem, whereas somebody on the coast or Silicon Valley, they’re not even thinking about it.”
It is also is significant that Shead has achieved so much success in the edtech field, despite coming largely from an athletic background rather than a tech education.
“Most people think athletes are dumb, but maybe we’re stubborn and hardworking and relentless enough to be the ones that actually can endure the pressure to make something like this happen, right?
“I like to flip the narrative on its head to say it might take an athlete to go up against established systems and to believe that, in a world that is so structured, that education can actually change for the better. They don’t call athletes game-changers for nothing.”
There will be many people who feel the status quo in education should be preserved, but the great promise of technology is the potential for companies like Stemuli to open access up for the majority rather than the privileged few.
“It’s going to be hard, but there are people like me out there who feel inspired by this mission and that means it’s the best time to be alive” says Shead.
Having seen Shead in action at The PIE Live Asia Pacific, we are inclined to believe her.
Talor Shead was interviewed by The PIE’s Nicholas Cuthbert and took part in our conference debate – Will AI improve or damage higher education?at The PIE Live Asia Pacific.Watch Taylor explain why it’s the best time to be alive below.
LEXINGTON, K.Y., Aug. 7, 2025 — A University of Kentucky professor suspended for criticizing Israel’s conduct in the Gaza war now has legal representation thanks to the Foundation for Individual Rights and Expression.
Ramsi Woodcock had established a steady career as a law professor at UK, where he has taught for seven years. He earned tenure in 2022 and was promoted to full professor on July 1.
Less than two weeks later, the vice provost of the university informed the professor that the university received unspecified complaints about Woodcock’s criticisms of Israel outside the classroom on his personal website and at conferences.
The university failed to respond to Woodcock’s requests for copies of the complaints. On July 18, university officials removed Woodcock from teaching and banned him from campus. The university also sent a message to its campus condemning Woodcock’s views as “repugnant” and publicly announcing an investigation.
Specifically, the university took issue with a petition Woodcock circulated to other law professors across the country that called for military action against Israel because of its war in Gaza, as well as his arguments that Israel should cease to exist.
“This isn’t complicated,” said Graham Piro, FIRE’s Faculty Legal Defense Fund fellow. “Woodcock’s arguments about Israel are clearly protected speech on a matter of public concern, and as a faculty member at a public institution, he has the right to voice his ideas, regardless of whether others find them objectionable. And reprimanding a professor over one set of views opens the door to further restrictions on other opinions down the road.”
With the help of the FLDF, Woodcock is being represented by Joe F. Childers of Joe F. Childers & Associates. Childers will work to lift Woodcock’s suspension so he can return to teaching in the classroom and continue speaking freely outside of it.
“Punishing me for my views on Israel sends a terrifying message to students and colleagues: voice the ‘wrong’ opinion on a sensitive subject and face consequences from the university,” Woodcock said. “It’s not only my career that’s at stake — it’s about whether the University of Kentucky will continue to exist as an institution that encourages and permits free thought and expression.”
The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought—the most essential qualities of liberty. FIRE recognizes that colleges and universities play a vital role in preserving free thought within a free society. To this end, we place a special emphasis on defending the individual rights of students and faculty members on our nation’s campuses, including freedom of speech, freedom of association, due process, legal equality, religious liberty, and sanctity of conscience.
CONTACT:
Karl de Vries, Director of Media Relations, FIRE: 215-717-3473; [email protected]
How SEO for Universities Powers Sustainable Enrollment Growth
There’s a good chance you landed on this article after typing a question or a set of keywords into a search engine. That’s because we optimized this article for said search using search engine optimization (SEO) strategies. As a university marketer, you should be doing the same thing to reach prospective students.
Today’s recruitment landscape is digital, and a search engine query is often the first and most critical step a prospective student takes toward enrolling. SEO for universities is a central driver of discoverability, engagement, and application starts.
By employing higher education SEO tactics and investing in strategic, search-focused marketing, institutions can build sustainable enrollment pipelines. But how do you build an SEO strategy that goes beyond plugging keywords into program pages?
In this article, we’ll cover:
Why search is the cornerstone of student decision-making.
How SEO aligns with every stage of the enrollment funnel.
How universities can improve their rankings, engagement, and lead quality.
Why higher education SEO efforts deserve long-term strategic investment.
Why Universities Use SEO Strategies for Enrollment Growth
In an increasingly competitive enrollment landscape, SEO offers higher education institutions a sustainable, cost-effective foundation for long-term growth. Unlike time-limited paid campaigns, SEO builds momentum and equity over time, positioning your institution in front of prospective students at the exact moment they’re looking for options.
Today’s Students Start With Search
Before a prospective student ever talks to an admissions counselor or clicks on an ad, they almost always begin with a Google search. In fact, a majority of students report using search engines as their first step in looking for college and university options, according to recent research from EAB and Modern Campus.
If your institution doesn’t show up organically on the first page of results, you’re not in the conversation.
What makes organic search results particularly powerful is the trust factor. While ads can drive visibility, organic rankings signal authority, relevance, and credibility, especially in the eyes of Gen Z prospects, who are increasingly ad-skeptical and research-savvy.
Additionally, mobile-first behavior and voice-assisted searches for terms such as “best online MBA program in Texas” or “affordable RN to BSN degree near me” raise the stakes for technical SEO. A university’s site must not only be optimized for keywords but also be fast, intuitive, and responsive to be able to meet students where they are: on their phones, on the go, and expecting answers immediately.
Long-Term ROI of Organic vs. Paid Media
SEO is an investment, not a line item. While a paid search ad can generate quick visibility, it’s fleeting, as your ad disappears the moment the budget runs dry. But SEO creates a compounding return. Each blog post, landing page, and FAQ that’s optimized for student search behavior becomes an evergreen asset that continues working long after it’s published.
Over time, this strategy leads to a lower cost per inquiry compared to paid media. And, more importantly, SEO brings in better-qualified leads from students who find your programs through specific, intent-driven queries. They are more likely to be engaged, aligned with your offerings, and prepared to convert.
Mapping SEO to the Student Enrollment Journey
To maximize the impact of SEO for your university, you need to guide prospective students through a decision-making journey that’s often long, nonlinear, and filled with questions. The most effective SEO strategies map content to each stage of the enrollment funnel, from first touch to final application.
Awareness Stage Content
At the top of the funnel, students are exploring their options. They’re not searching for your university by name. They’re asking broad, future-focused questions such as “What degree do I need to become a UX designer?” or “What are the best jobs in environmental science?” This is where search-driven blog content plays a critical role.
By creating optimized articles with titles such as “Top Degrees for a Career in UX Design” or “10 Top Environmental Science Jobs in the Next Decade,” an institution can capture early interest from prospective students who haven’t yet narrowed their choices. These types of pieces not only build organic traffic to your site but also establish your institution as a thought leader in career-aligned education.
SEO-optimized pages that provide detailed degree overviews and career outcome lists can further reinforce your institution’s relevance while helping students begin to connect their goals to your academic offerings. Remember: This stage is about visibility and value, not a hard sell.
Consideration Stage Content
Once students have a clearer sense of their path, they shift into the consideration phase, digging deeper into specific programs and comparing schools. They want evidence of factors such as faculty expertise, curriculum relevance, and positive student experiences.
This is where midfunnel content shines.
Detailed faculty bios, curriculum guides, and sample course descriptions — each optimized for key search phrases — can improve your search rankings while offering meaningful substance to prospective students. For example, a student researching “online master’s in public health with epidemiology focus” should land on a program page that mirrors those terms and provides them with real answers.
Video content, especially when paired with keyword-rich titles and descriptions, helps tell the story of your institution in a more human, engaging way. Students’ testimonials, day-in-the-life videos, and faculty spotlights can also help move students from interest to intent, especially if that content is discoverable via search.
Conversion Stage Content
As prospective students near a decision, they seek clarity and confidence. They’re looking for reassurance that they can take the next step, and that it’s the right one. Conversion-stage SEO content should answer students’ practical, high-intent queries about your institution, such as “how to apply to [University Name],” “[University Name] financial aid for graduate students,” or “[University Name] application deadlines for fall 2026.”
For institutions with campus-based programs, locally oriented SEO becomes critical at this stage. Optimizing for geographic search terms, such as “colleges in Chicago with data science programs,” ensures you show up in local map packs (the local business listings that appear with a map in location-based Google searches), directory listings, and mobile searches.
It’s about being visible and accessible right when students are ready to act.
Optimized admissions FAQs, application checklists, and explainers on cost, scholarships, and financial aid reduce friction and address students’ common concerns. These pages nudge students across the finish line.
Proven SEO Strategies for Universities
To truly move the needle on enrollments resulting from organic search results, universities need to go beyond the basics of content creation. SEO success in higher education relies on a layered approach that blends technical excellence, strategic content development, and an optimized student experience.
Technical SEO as a Foundation
No matter how compelling your content is, it won’t perform if search engines can’t access and interpret it. That’s why technical SEO is the critical first step in building your search visibility.
To help your site show up in search results, you need to fix problems such as broken links, too many redirects, slow-loading code, or pages that are hard for search engines to reach. Tools like Google Search Console and Screaming Frog can help you identify these hidden roadblocks.
One particularly valuable tactic for universities is adding schema markup — structured data tags — to your content, especially on pages with information designed to respond to high-intent queries, such as those containing academic program descriptions, faculty bios, and FAQs. With schema, search engines can better understand the structure and purpose of your content, making it eligible for rich results, such as showing up in featured snippets and accordions. That visibility boost often translates into higher click-through rates from searches.
Content That Matches Searchers’ Intent
Great university SEO content is as student-centric as it is keyword rich. The most effective universities use keyword research to inform their content strategy, ensuring that it aligns with the questions, concerns, and goals of prospective students.
This includes building program clusters, or content hubs, around key degree areas. For example, a hub for your Master of Science in Data Science program might include pages on career paths, curriculum breakdowns, faculty Q&As, students’ success stories, and downloadable guides — all linked together to establish topical authority.
Modern search results also reward content that demonstrates experience, expertise, authoritativeness, and trustworthiness (EEAT). Universities are naturally well positioned to feature real instructors, cite data, and include named authors with academic credentials to increase their credibility with both students and algorithms.
Student Experience + SEO
The student experience is not separate from SEO. Google’s algorithm increasingly favors sites that provide clear, intuitive pathways to information, particularly on mobile devices.
For universities, that means streamlined site navigation and a logical content hierarchy that surfaces pages with key data such as program offerings, admissions steps, and tuition details within two or three clicks from the homepage. Critical content shouldn’t be buried beneath layers of institutional jargon or outdated menus.
Internal linking is another underrated but powerful tactic. By connecting related content — such as linking from a faculty bio to a program page, or from a blog post to an application checklist — you improve the crawlability of your site, increase the depth of information you provide on a topic, and keep students engaged longer.
The result? Higher page authority, better rankings, and more informed prospective students.
Treating SEO as a Strategic Enrollment Asset
In many universities, SEO is still siloed within the marketing team and treated as a narrow tactic for improving search engine rankings. But SEO should be reframed as a long-term, strategic asset that drives enrollment growth and informs data-driven decision-making.
Holistic Attribution Models
One of the biggest missed opportunities in SEO for universities is how it’s measured. Traditional models often rely on last-click attribution, a model that gives 100% of the credit for a conversion to the final touchpoint a student interacted with before taking action. This underrepresents SEO’s influence, particularly in a student journey that spans weeks or months and touches multiple channels.
Universities should adopt holistic attribution models that track assisted conversions, or interactions a student has with your marketing channels that contribute to their conversion, not just their final clicks. A search may not be the student’s last touchpoint, but it often plays a vital role in their early awareness or during their midfunnel research. Ignoring that role means underinvesting in a channel that silently drives consideration.
To see the full picture, it’s essential to align tools like Google Search Console and Google Analytics with your customer relationship management (CRM) system. Mapping behaviors based on organic search results, like blog visits, program page views, or FAQ engagement, to downstream enrollment actions helps quantify SEO’s true impact and justify investment at the leadership level.
Collaboration Across Teams
Your SEO team shouldn’t live in a vacuum. They intersect with admissions, content strategy, web development, student experience, and even academic department teams. When these teams operate separately, SEO efforts stall. But when collaboration is intentional, the entire enrollment ecosystem benefits.
For example, admissions teams can surface real students’ questions to inform keyword targeting. Student experience teams can help optimize navigation for both search bots and prospective students. Academic departments can contribute subject-matter expertise to improve your pages’ EEAT and topical depth.
SEO-informed content planning — whether for a blog calendar, landing page update, or digital ad campaign — ensures every piece of your content is geared toward a discoverability goal. This strengthens your SEO’s performance and boosts the efficiency of your other marketing channels, from paid search ads to email nurture campaigns.
Preparing for What’s Next
The SEO landscape is evolving rapidly, and universities need to anticipate what’s coming, including search tactics driven by artificial intelligence (AI). With Google’s AI Overviews (also known as Search Generative Experience, or SGE), zero-click searches, and the growing prominence of featured snippets, institutions must rethink how visibility is defined.
Ranking No. 1 doesn’t guarantee clicks if the answer is shown directly in the search result. That’s why future-ready SEO strategies focus on content depth and authority. Winning in AI-driven search engine results pages requires comprehensive, well-structured content that answers layered queries, not just surface-level questions.
Institutions should also monitor how AI tools interpret their content and brand. Structured data, semantic markup, and content clarity all influence how your pages are represented in machine-generated summaries and voice search results.
Ready to Make SEO a Strategic Pillar for Your School?
SEO for universities isn’t a mere marketing tactic. It’s a foundational strategy for long-term enrollment growth, helping to future-proof your institution’s enrollment efforts in a volatile higher education market.
While SEO is critical, it’s also complicated, which is why Archer Education provides colleges and universities with the expert insights required to create a truly strategic SEO plan that integrates with other elements of your marketing strategy.
Contact us to learn more about how SEO can ignite your institution’s growth over the long haul.
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Dive Brief:
The Foundation for Individual Rights and Expression on Wednesday sued top Trump administration officials,alleging their attempts to deport student visa holders over speech have violated the constitutional right to free expression and due process.
The free speech advocacy organization filed the lawsuit on behalf of Stanford University’s independent student newspaper and two unnamed plaintiffs who entered the U.S. on student visas. It accuses the Trump administration of illegally deporting those it deems to have “anti-American or anti-Israel” views,creating a “pall of fear” that is “incompatible with American liberty.”
The lawsuit is asking a federal judge to bar U.S. Secretary of State Marco Rubio from making the plaintiffs eligible for deportation and U.S. Homeland Security Secretary Kristi Noem from initiating deportation proceedings based on their speech.
Dive Insight:
Beginning in March, the Trump administration began targeting international students studying at U.S. colleges, including but not limited those who had participated in pro-Palestinian campus protests or published commentary criticizing Israel. The wide-ranging campaign resulted in the federal government revoking at least 800 student visas by April 11.
Later that month, the Trump administration walked back hundreds of the visa revocations amid intense legal scrutiny. But it then published a policy expanding the authority of U.S. Immigration and Customs Enforcement to terminate educational visas.
Evidence of an international student’s failure to comply with the terms of their legal status — not proof or “clear and convincing evidence” — would be enough for ICE to revoke it, according to guidance from law firm Hunton. The new policy did not address the federal government’s practice of terminating students’ visas without notifying them — meaning they may still have their legal status pulled without them or their colleges being informed, the firm added.
Under the administration’s current policies, the plaintiffs face “an ongoing and credible threat” of student visa terminations and deportation proceedings, the lawsuit said.
The Trump administration has cited two provisions of the Immigration and Nationality Act to justify these moves — one that allows Rubio to revoke student visas and another that allows him to determine a noncitizen is eligible for deportation if their statements or associations “compromise a compelling United States foreign policy interest.”
FIRE’s lawsuit alleges these provisions are unconstitutional when used to target free speech rights — which apply to all in the U.S., not just American citizens.
“Secretary Rubio and the Trump administration’s war against noncitizens’ freedom of speech is intended to send an unmistakable message: Watch what you say, or you could be next,” the lawsuit said.
The plaintiffs intend to seek permanent injunctive relief from the U.S. Supreme Court, the only court with the authority to “enjoin or restrain” aspects of the Immigration and Nationality Act.
At The Stanford Daily, student writers who are attending the university on a visa are turning down assignments related to the conflict in the Middle East over concerns their reporting would endanger their immigration status, the lawsuit alleges.
Other such reporters are requesting to have their published articles taken down or are quitting the newspaper altogetherout of fear of deportation.
Beyond the newsroom, international students have also largely stopped talking to the Daily’s staff since March, the lawsuit said. When they do, they often refuse to speak on the record, “particularly when it comes to discussing topics like Israel and Palestine,” it said.
“There’s real fear on campus and it reaches into the newsroom,” Greta Reich, editor-in-chief of the student newspaper, said in a statement. “The Daily is losing the voices of a significant portion of our student population.”
Both of the unnamed plaintiffs entered the U.S. on F-1 student visas, hold no criminal record, and have publicly voiced pro-Palestinian views. But both began self-censoring over “their rational concern about the ongoing danger of deportation for expression Secretary Rubio deems anti-American or anti-Israel,” the lawsuit alleges
One of the plaintiffs had been a member of her university’s chapter of Students for Justice in Palestine and criticized America’s relationship with Israel online. Her work led to her inclusion on Canary Mission, an anonymous website that “publishes the personal information of students, professors and organizations it deems ‘anti-Israel,’” according to the lawsuit.
The lawsuit cited testimony from Peter Hatch, assistant director of ICE’s Homeland Security Investigations department,in which he told lawmakers that “most” of the student protesters DHS asked ICE to investigate came from Canary Mission’s website.
Among its posts, the website had published information on Mahmoud Khalil, Rümeysa Öztürk,and Mohsen Mahdawiprior to the Trump administration detaining and attempting to deport them. All three current and former students have since been released on the orders of federal judges.
Aware of this environment, the plaintiff has “refrained from publishing and voicing her true opinions regarding Palestine and Israel” since March and deleted a social media account “to guard against retaliation for past expression.”
Likewise, the other unnamed plaintiff previously attended pro-Palestinian protests and published both pro-Palestinian and anti-Israel commentary. But he began self-censoring his work over fears of deportation, according to the lawsuit.
He also served as a teaching assistant at his college, and the course’s professor advised him to reconsider his advocacy related to Israel and Palestinians, as it might endanger his immigration status, the complaint said.
“No one should fear a midnight knock on the door for voicing the wrong opinion,” the lawsuit said. But the Trump administration, and Rubio in particular, are working to make free speech “a privilege contingent upon the whims of a federal bureaucrat,” it said.
Last month, a few of our Collegis leaders attended the Google Public Sector Leaders Connect summit in Chicago. This event brought together technology, education, and government leaders to address one major question: How can public institutions unlock the true value of AI?
Institutions are grappling with a fast-changing AI landscape
The summit served up plenty of insight, data, and dialogue about the promises and pitfalls of artificial intelligence in higher ed. One stat that hit home: 80% of students think universities are falling short when it comes to integrating AI.
That’s not just a tech gap, it’s a relevance gap. Today’s students are living in an AI-powered world, and if institutions can’t keep pace, they risk losing credibility and connection.
They are also failing to prepare students for a new job market, where AI is “attacking” entry-level jobs that their graduates would previously fill. With many entry-level jobs being fulfilled by AI, what are schools doing to help their graduates get the skills they need to thrive in this new world?
Fragmented priorities are holding higher ed back
As we listened to leaders at the summit and reflected on our partner conversations, it became clear that the challenges institutions face go beyond AI adoption.
Other concerns surfaced as well:
71% of institutions say their top priority is attracting and retaining students.
56% are worried about data security threats like phishing, ransomware, and breaches.
42% cite operational pressures as a major barrier, from business model constraints to process inefficiencies.
On their own, these numbers signal urgency. But together, they reveal something deeper:
Institutions aren’t just overwhelmed by change, they’re unsure where to focus and where to invest.
Competing priorities and limited resources make it hard to know what matters most. These three statistics may look unrelated, but they are all very much related and impact each other. Operational pressure can heighten data security risks, which can trigger breaches that erode student trust and enrollment. Those same pressures often stem from — and lead to — inefficient processes that hurt the student experience and, ultimately, retention.
Throughout the day, multiple speakers kept reinforcing the importance of “prioritizing for impact.” Because while AI offers enormous potential, the technology itself won’t drive transformation — leadership will.
It’s not about adopting more tech — it’s about focusing on impact
Now this struck a chord with me, especially given how we approach partner onboarding at Collegis. Even during early conversations with potential partners, our first question is always the same: “What are you trying to impact?”
It’s a simple question, but the answers we hear are very telling, and can drastically vary depending on who at the institution is answering. What I like about this question is that it helps focus the conversation on a desired end result, providing an immediate opportunity to pressure test strategies, tactics, and competing priorities.
Is this getting you closer to, or further away from, your desired impact? If the latter, perhaps it’s time to consider reallocating resources and budget to what gets you toward the finish line faster.
How to prioritize for impact in higher ed
Take the AI example. Instead of asking, “What AI tools should we adopt?” instead ask, “Where can AI meaningfully move the needle for our institution AND our students?” That shift from solution-first to strategy-first is everything.
Here are a few guideposts we recommend:
Start with your outcomes. Whether it’s student success, operational efficiency, or enrollment growth, define what success looks like before introducing any new technology.
Connect C-suite ambition with frontline reality. Consider forgoing a top-down approach that prioritizes selling to leadership. To enable real change, your strategies must reflect on-the-ground needs. Build from the bottom up and bring the insight and intel back to your cabinet leaders to help inform prioritization conversations.
Break down the silos. So many institutions are decentralized and highly matrixed, which means that critical data, digital infrastructure, and internal departments are often disconnected. Aligning them is essential to enable AI to operate at scale. Consider cloud platforms like Connected Core®, which extract, clean, and connect data across systems, applications, and third-party tools. This enables actionable institutional intelligence across the student lifecycle.
Build AI literacy, institution-wide. Google shared that only 14% of campuses have adopted AI literacy as a learning outcome. That’s a missed opportunity to empower both staff and students to engage with AI responsibly and effectively.
Don’t go it alone. With 62% of institutions lacking the internal expertise to fully leverage AI, choosing the right partner matters. Not someone just trying to sell you tech, but to help you translate it into impact. This is the talent component of Collegis Education’s data, tech, and talent approach. It does you no good to own a plane if you don’t have a pilot, crew, and maintenance team. When you align your data, tech, and talent, you’ve enabled impact, and sustainable impact at that.
The Google event confirmed what we see every day: Higher ed has a prioritization problem. Leaders have been sold more tech tools than they can use; what they truly need is help implementing them for impact.
A smarter path forward for institutional leaders
Institutional leaders know their schools better than anyone and have a clear vision of where they need to go to thrive. Building a strategic plan focused on the areas that will drive the greatest impact to that vision is the next critical step. A great way to start is by finding a partner who understands that progress isn’t about doing more, it’s about doing what matters.
Prioritize for impact. We’ll help you make it happen.
Innovation Starts Here
Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.
Dr. Emmanuel LalandeHistorically Black Colleges and Universities (HBCUs) have always stood on the frontlines of educational equity, carving pathways to excellence for generations of Black students against overwhelming odds. Today, as higher education faces a shift driven by technology, declining enrollment, and resource disparities, a new opportunity emerges: the power of Artificial Intelligence (AI) to reshape, reimagine, and reinforce the mission of HBCUs.
From admissions automation and predictive analytics to personalized learning and AI-powered tutoring, artificial intelligence is no longer theoretical, it is operational. At large institutions, AI-driven chatbots and enrollment algorithms have already improved student engagement and reduced summer melt. Meanwhile, HBCUs, particularly smaller and underfunded ones, risk being left behind.
The imperative for HBCUs to act now is not about chasing trends about survival, relevance, and reclaiming leadership in shaping the future of Black education.
AI as a Force Aligned with the HBCU Mission
Artificial intelligence, when developed and implemented with intention and ethics, can be one of the most powerful tools for educational justice. HBCUs already do more with less. They enroll 10% of Black students in higher education and produce nearly 20% of all Black graduates. These institutions are responsible for over 25% of Black graduates in STEM fields, and they produce a significant share of Black teachers, judges, engineers, and public servants.
The power of AI can amplify this legacy.
Predictive analytics can flag at-risk students based on attendance, financial aid gaps, and academic performance, helping retention teams intervene before a student drops out.
AI chatbots can provide round-the-clock support to students navigating complex enrollment, financial aid, or housing questions.
AI tutors and adaptive platforms can meet students where they are, especially for those in developmental math, science, or writing courses.
Smart scheduling and resource optimization tools can help HBCUs streamline operations, offering courses more efficiently and improving completion rates.
For small HBCUs with limited staff, outdated technology, and tuition-driven models, AI can serve as a strategic equalizer. But accessing these tools requires intentional partnerships, resources, and cultural buy-in.
The Philanthropic Moment: A Unique Opportunity
The recent announcement from the Bill & Melinda Gates Foundation that it plans to spend its entire $200 billion endowment by 2045 presents a monumental opportunity. The foundation has declared a sharpened focus on “unlocking opportunity” through education, including major investments in AI-powered innovations in K-12 and higher education, particularly in mathematics and student learning platforms.
One such investment is in Magma Math, an AI-driven platform that helps teachers deliver personalized math instruction. The foundation is also actively funding research and development around how AI can close opportunity gaps in postsecondary education and increase economic mobility. Their call for “AI for Equity” aligns with the HBCU mission like no other.
Now is the time for HBCUs to boldly approach philanthropic organizations like the Gates Foundation as strategic partners capable of leading equity-driven AI implementation.
Other foundations should follow suit. Lumina Foundation, Carnegie Corporation, Kresge Foundation, and Strada Education Network have all expressed interest in digital learning and postsecondary success. A targeted, collaborative initiative to equip HBCUs with AI infrastructure, training, and research capacity could be transformative.
Tech Industry Engagement: From Tokenism to True Partnership
The tech industry has begun investing in HBCUs, but more is needed.
OpenAI recently partnered with North Carolina Central University (NCCU) to support AI literacy through its Institute for Artificial Intelligence and Emerging Research. The vision includes scaling support to other HBCUs.
Intel has committed $750,000 to Morgan State University to advance research in AI, data science, and cybersecurity.
Amazon launched the Educator Enablement Program, supporting faculty at HBCUs in learning and teaching AI-related curricula.
Apple and Google have supported HBCU initiatives around coding, machine learning, and entrepreneurship, though these efforts are often episodic or branding-focused. What’s needed now is sustained, institutional investment.
Huston-Tillotson University hosted an inaugural HBCU AI Conference and Training Summit back in April, bringing together AI researchers, students, educators, and industry leaders from across the country. This gathering focused on building inclusive pathways in artificial intelligence, offering interactive workshops, recruiter engagement, and a platform for collaboration among HBCUs, community colleges, and major tech firms.
We call on Microsoft, Salesforce, Nvidia, Coursera, Anthropic, and other major EdTech firms to go beyond surface partnerships. HBCUs are fertile ground for workforce development, AI research, and inclusive tech talent pipelines. Tech companies should invest in labs, curriculum development, student fellowships, and cloud infrastructure, especially at HBCUs without R1 status or multi-million-dollar endowments.
A Framework for Action Across HBCUs
To operate AI within the HBCU context, a few strategic steps can guide implementation:
1. AI Capacity Building Across Faculty and Staff
Workshops, certification programs, and summer institutes can train faculty to integrate AI into pedagogy, advising, and operations. Staff training can ensure AI tools support, not replace, relational student support.
2. Student Engagement Through Research and Internships
HBCUs can establish AI learning hubs where students gain real-world experience developing or auditing algorithms, especially those designed for educational equity.
3. AI Governance
Every HBCU adopting AI must also build frameworks for data privacy, transparency, and bias prevention. As institutions historically rooted in justice, HBCUs can lead the national conversation on ethical AI.
4. Regional and Consortial Collaboration
HBCUs can pool resources to co-purchase AI tools, share grant writers, and build regional research centers. Joint proposals to federal agencies and tech firms will yield greater impact.
5. AI in Strategic Planning and Accreditation
Institutions should embed AI as a theme in Quality Enhancement Plans (QEPs), Title III initiatives, and enrollment management strategies. AI should not be a novelty, it should be a core driver of sustainability and innovation.
Reclaiming the Future
HBCUs were built to meet an unmet need in American education. They responded to exclusion with excellence. They turned marginalization into momentum. Today, they can do it again, this time with algorithms, neural networks, and digital dashboards.
But this moment calls for bold leadership. We must go beyond curiosity and into strategy. We must demand resources, form coalitions, and prepare our institutions not just to use AI, but to shape it.
Let them define what culturally competent, mission-driven artificial intelligence looks like in real life, not in theory.
And to the Gates Foundation, Intel, OpenAI, Amazon, and all who believe in the transformative power of education: invest in HBCUs. Not as charity, but as the smartest, most impactful decision you can make for the future of American innovation.
Because when HBCUs lead, communities rise. And with AI in our hands, the next level of excellence is well within reach.
Dr. Emmanuel Lalande currently serves as Vice President for Enrollment and Student Success and Special Assistant to the President at Voorhees University.
Building on a career with impact, Chartarra Joyner continues to embody a sense of purpose to become an even stronger leader in academia.
Chartarra JoynerJoyner is assistant vice chancellor, budget and planning, at North Carolina Agricultural and Technical State University (NC A&T). She oversees the administration, analysis and strategic management of the university’s $470 million budget. As head of the budget and planning team, she is responsible for compliance and fiscal integrity while managing the comprehensive budget and reporting process.
Having attended Fisk University as an undergraduate, where she studied accounting, Joyner appreciates working at a Historically Black College and University but admits that a career in academia happened unexpectedly. After graduating from college, she spent more than a decade working in fi nancial services. Her last position before NC A&T was as a senior business analyst clinical services at HCA Healthcare, noting that her diverse background enables her to bring a unique lens to higher education.
“In my positions, I led cross-functional teams, cost reduction strategies and other process improvement initiatives,” she says. “All this combined experience helps me. I started out in accounting, but most of my roles then progressed, and I found a love for operational excellence and process-improvement initiatives.”
When her family moved to Greensboro, North Carolina, she planned to be a stay-at home mother but realized that was not where her strengths lie. Twelve years ago, she took on a contract assignment at NC A&T, which evolved into a full-time position. While the industry was different, she saw the move as a natural progression. Joyner has been in her current position since 2016. Because NC A&T is a large employer in Greensboro, her work has had a positive impact on the local economy.
“I was able to apply my skills and experience in financial strategies,” Joyner says. “I wanted to help assist with the educational access for students as well as equity for those students. NC A&T has a lot of fi rst-generation college students. This is what brought me and made me stay in academia. It’s been fulfilling to see the student success stories that resulted from the strategic financial leadership decisions made here at the university.”
NC A&T initiated a “bring your child to work” program, and her three children have all experienced the campus and seen her busy at work. Then, as part of their coursework in school, there were assignments where they described what she does.
“Children’s natural curiosity, they just ask questions,” she quips. Joyner is a third generation college graduate—stretching back to her grandmother (also an HBCU graduate)—and her second oldest son is fourth generation, having graduated from NC A&T. While higher education is the norm in her family, she thrives in an environment where first-gen students are able to flourish. She says that in her current role, she is able to mentor students and other professionals and contribute to the larger mission of the university.
“I value thought leadership,” she says. “There’s a lot of collaboration in academia and there is continuous learning, which aligns with my personal mission and my core values. It also gives me the opportunity to make an impact through student support and developing our future global leaders. [At NC A&T] we have over 14,000 students that we have an impact on every day who are future global leaders.
“I found a place where I can lead strategically and contribute to the larger mission of the university and the global community,” she adds. “What is meaningful to me is having an impact on the students to ensure that the students have the resources and support needed. [We’re] helping to produce engineers, doctors, lawyers and other professions… and the cooperative extension programs we do with the community and the research.”
With the goal of becoming a chief business officer (CBO), Joyner applied for the National Association of College and University Business Officers (NACUBO) Fellows Program and was recently selected to take part in the highly competitive immersive leadership development program. The NACUBO program will help her refine her leadership skills and deepen her ability to communicate complex financial information. This includes aligning resources with institutional goals, developing flexible budget models and exploring diversified revenue streams. Due to current university priorities, she has postponed her participation until next year.
As part of her work at NC A&T, Joyner has chaired and participated in strategic committees and spearheaded initiatives in staff development, operational efficiency and implementation of best practices to support long-term financial planning and institutional effectiveness.
She describes her career trajectory as building a diverse portfolio that has helped her grow and lead at the executive level.
“I want to create a path for other people, drive innovation while effectively managing resources of the institution,” Joyner says with confidence. “I also hope to contribute to national conversations on equity, sustainability and operational excellence for higher education. Ultimately, my goal is to make a lasting impact.”
Asked to generate intervention plans for struggling students, AI teacher assistants recommended more-punitive measures for hypothetical students with Black-coded names and more supportive approaches for students the platforms perceived as white, a new study shows.
Common Sense Media found that while these tools could help teachers save time and streamline routine paperwork, AI-generated content could also promote bias in lesson planning and classroom management recommendations.
Robbie Torney, senior director of AI programs at Common Sense Media, said the problems identified in the study are serious enough that ed tech companies should consider removing tools for behavior intervention plans until they can improve them. That’s significant because writing intervention plans of various sorts is a relatively common way teachers use AI.
After Chalkbeat asked about Common Sense Media’s findings, a Google spokesperson said Tuesday that Google Classroom has turned off the shortcut to Gemini that prompts teachers to “Generate behavior intervention strategies” to do additional testing.
However, both MagicSchool and Google, the two platforms where Common Sense Media identified racial bias in AI-generated behavior intervention plans, said they could not replicate Common Sense Media’s findings. They also said they take bias seriously and are working to improve their models.
About a third of teachers report using AI at least weekly, according to a national survey conducted by the Walton Family Foundation in cooperation with Gallup. A separate survey conducted by the research organization Rand found teachers specifically report using these tools to help develop goals for Individualized Education Program — or IEP — plans. They also say they use these tools to shape lessons or assessments around those goals, and to brainstorm ways to accommodate students with disabilities.
Torney said Common Sense Media isn’t trying to discourage teachers from using AI in general. The goal of the report is to encourage more awareness of potential uses of AI teacher assistants that might have greater risks in the classroom.
“We really just want people to go in eyes wide open and say, ‘Hey these are some of the things that they’re best at and these are some of the things you probably want to be a little bit more careful with,’” he said.
Common Sense Media identified AI tools that can generate IEPs and behavior intervention plans as high risk due to their biased treatment of students in the classroom. Using MagicSchool’s Behavior Intervention Suggestions tool and the Google Gemini “Generate behavior intervention strategies tool,” Common Sense Media’s research team ran the same prompt about a student who struggled with reading and showed aggressive behavior 50 times using white-coded names and 50 times using Black-coded names, evenly split between male- and female-coded names.
The AI-generated plans for the students with Black-coded names didn’t all appear negative in isolation. But clear differences emerged when those plans from MagicSchool and Gemini were compared with plans for students with white-coded names.
For example, when prompted to provide a behavior intervention plan for Annie, Gemini emphasized addressing aggressive behavior with “consistent non-escalating responses” and “consistent positive reinforcement.” Lakeesha, on the other hand, should receive “immediate” responses to her aggressive behaviors and positive reinforcement for “desired behaviors,” the tool said. For Kareem, Gemini simply said, “Clearly define expectations and teach replacement behaviors,” with no mention of positive reinforcement or responses to aggressive behavior.
Torney noted that the problems in these AI-generated reports only became apparent across a large sample, which can make it hard for teachers to identify. The report warns that novice teachers may be more likely to rely on AI-generated content without the experience to catch inaccuracies or biases. Torney said these underlying biases in intervention plans “could have really large impacts on student progression or student outcomes as they move across their educational trajectory.”
Black students are already subject to higher rates of suspension than their white counterparts in schools and more likely to receive harsher disciplinary consequences for subjective reasons, like “disruptive behavior.” Machine learning algorithms replicate the decision-making patterns of the training data that they are provided, which can perpetuate existing inequalities. A separate study found that AI tools replicate existing racial bias when grading essays, assigning lower scores to Black students than to Asian students.
The Common Sense Media report also identified instances when AI teacher assistants generated lesson plans that relied on stereotypes, repeated misinformation, and sanitized controversial aspects of history.
A Google spokesperson said the company has invested in using diverse and representative training data to minimize bias and overgeneralizations.
“We use rigorous testing and monitoring to identify and stop potential bias in our AI models,” the Google spokesperson said in an email to Chalkbeat. “We’ve made good progress, but we’re always aiming to make improvements with our training techniques and data.”
On its website, MagicSchool promotes its AI teaching assistant as “an unbiased tool to aid in decision-making for restorative practices.” In an email to Chalkbeat, MagicSchool said it has not been able to reproduce the issues that Common Sense Media identified.
MagicSchool said their platform includes bias warnings and instructs users not to include student names or other identifying information when using AI features. In light of the study, it is working with Common Sense to improve its bias detection systems and design tools in ways that encourage educators to review AI generated content more closely.
“As noted in the study, AI tools like ours hold tremendous promise — but also carry real risks if not designed, deployed, and used responsibly,” MagicSchool told Chalkbeat. “We are grateful to Common Sense Media for helping hold the field accountable.”
Chalkbeat is a nonprofit news site covering educational change in public schools.
For public school districts across Florida and much of the country, employee benefits–particularly health insurance–are among the largest and fastest-growing budget line items. But too often, decision-makers in these districts manage benefits with incomplete information, little visibility into vendor practices, and limited tools for addressing escalating costs.
Part of the problem is the complexity of the healthcare delivery system itself. The supply chain encompasses numerous moving parts, making cost drivers challenging to identify. While not intentional, school districts need to both educate and empower their agents and their team of specialists to peel back the layers that create added costs. Districts must also be willing to look inward.
One of the real secrets to cost containment is transparency. A committed school district that wants to take control of its program must first understand its strengths and weaknesses, then fill gaps with specialists who can uncover hidden costs–an ongoing, vigilant effort that reveals the actual sources of waste and inefficiency. These efforts include transparent procurement and optimizing deal tension, as well as pharmacy contract negotiation, claims repricing, claims redirection, and more. Only then can districts make informed, strategic decisions that control costs and improve outcomes.
The cost of opaque processes
The result is a system that too often lacks meaningful transparency. School boards are presented with insurance renewals but not the data behind cost increases, insights into why claims costs are as they are, or guidance on how to contain them. Carriers field calls from district employees, but little to no reporting is returned to help the district understand what’s driving service demand. Without actionable data and intelligence, many districts default to passive renewals, accepting annual rate hikes without a clear strategy to contain costs or improve the employee experience.
Building a foundation for smart decision‑making
It doesn’t have to be this way. True transparency–in procurement, data, and intelligence–is not just a matter of regulatory compliance; it’s the foundation for smarter decision-making, better benefits engagement, and long-term cost control. When school districts gain access to previously unavailable data and unfiltered insights into how their benefits programs are performing, they can better serve their educators and protect their budgets.
One example is call utilization data. Many school boards have no visibility into how often–and why–their employees contact their insurance carriers. Without this insight, they may not realize, for instance, that a large number of calls could pertain to prescription benefit confusion–something they could address through targeted employee education or plan redesign. Transparency in that data enables the district to act rather than react. It transforms benefits management from a cycle of guesswork into a proactive strategy, where decisions are driven by real needs rather than assumptions.
Beyond call utilization, pharmacy and provider network fees can quietly escalate into six- or seven-figure losses if not monitored. Pharmacy contracts in particular demand negotiation by seasoned experts who understand the contractual nuances and levers that drive real savings. Ideally, a benefits partner will have a pharmacy benefits consultant or Doctor of Pharmacy on staff to review contracts and formularies line by line. Likewise, provider network claims and therapies must be benchmarked against competitive pricing. Transparency in these areas unleashes competition, and competition drives costs down.
Operationalizing and incentivizing transparency leads to cost containment
When a school district commits to operationalizing and incentivizing transparency, it can start to regain control of its costs. This process begins with examining the bigger picture of why and how the health-delivery supply chain can be leveraged or disintermediated to produce better outcomes. District leaders realize they have the power to effect change. Superintendents, HR, and finance departments can work in unison to embed transparency by empowering and incentivizing their benefits consultants to focus on solutions that reduce the district’s costs. This includes aligning agent compensation models with the district’s cost-containment roadmap.
Equally important is how this transparency gets operationalized. Most small- to mid-sized school districts don’t have the staff or resources to analyze claims trends, facilitate wellness programs, or manage a complex benefits ecosystem. That’s why some are turning to outside partners to act as an extension of their internal team–not just as benefits brokers but as collaborative advisors who help design, implement, and maintain smarter benefits strategies. The difference is night and day: Instead of a transactional approach focused solely on renewals, these partners bring a year-round, data-driven mindset to benefits administration.
Reclaiming control through radical transparency
Ultimately, it’s about control. For too long, many public entities have ceded control of their benefits strategy to intermediaries operating behind closed doors. Radical transparency flips the script. It empowers school districts to take ownership of their benefits programs to lower costs and improve outcomes for the people they serve.
That change doesn’t happen overnight. It starts with asking better questions:
Do we receive actionable data on employee engagement and utilization, and are we using it to drive measurable change?
Is our procurement process fully competitive and transparent, or are outdated practices perpetuating the status quo?
Do we have the tools and thought leadership from our broker to act on these insights?
Is our broker delivering transparent, cost-containment strategies, and are those solutions proven to reduce expense?
Are we empowered by a partnership structured around ROI?
Are we incentivizing our broker and vendor partners to prioritize ROI, transparency and ongoing savings?
Is our internal team contributing to transparency, data analysis and ROI? If not, what organizational changes are needed?
The answers may be uncomfortable, but they’re necessary for reclaiming control. And in today’s fiscal climate, where every dollar matters and expectations for good governance are higher than ever, doing what’s always been done is no longer good enough.
Transparency is more than a buzzword. It’s a path to fiscal responsibility, employee trust, and strategic clarity. And for public school districts facing mounting healthcare costs, it may be the smartest investment they can make.
Jonathan Jallad, Acentria Public Risk, a Foundation Risk Partners Company
Jonathan Jallad is the Vice President, Sales Leader at Acentria Public Risk, a Foundation Risk Partners Company.
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