Category: Featured

  • ‘It’s different when they’re in their office’: the disconnect in student perceptions of academic meetings

    ‘It’s different when they’re in their office’: the disconnect in student perceptions of academic meetings

    by Stacey Mottershaw and Anna Viragos

    As we approach the five-year anniversary of the closure of UK university campuses for the Covid-19 pandemic, we thought it might be interesting and timely to reflect on the way that the sector adapted to educational delivery, and which innovations remain as part of our new normal.

    One key aspect of educational delivery which has remained to varying extents across the sector is the move to online student meetings. This includes meetings for academic personal tutorials, dissertation supervisions and other one-to-one meetings between students and staff. The Covid-19 lockdowns necessitated the use of online meetings as the only available option during this time. However, even post-lockdown, students and staff have continued to request online meetings, for reasons such as flexibility, privacy and sustainability.

    To explore this further, we conducted a small mixed-methods study with students from Leeds University Business School to consider their preferences for online or in-person meetings, utilising a faculty-wide survey for breadth and short semi-structured interviews for depth.

    We designed a questionnaire including questions on demographic (eg gender, home/international, whether they have caring responsibilities) and situational questions regarding their preference for face-to-face only, hybrid, or online meetings. We also included some questions around the ‘Big Five’ personality traits, to better understand factors that influence preferences.  We then distributed this online questionnaire, using the Qualtrics questionnaire software.

    Based on our findings, 15% of respondents preferred face-to-face only, 31% online only, with the remaining 54% preferring to have the option of either face-to-face or online.

    We also found that international students had a stronger preference for online meetings compared to non-international students. Whilst we had a relatively small sample of students on the Plus Programme (our institutional programme targeted to under-represented students); they had a stronger preference for in-person meetings. In terms of the Big Five traits, this student sample was highest on agreeableness and conscientiousness, and lowest on extroversion.

    In addition to the questionnaire, we ran seven one-to-one interviews with students from a mix of second year, the year in industry and final year, who had all experienced a mix of both online and face-to-face meetings throughout their studies.

    In reviewing the data, we identified five core themes of student preferences around meeting modes:

    • Connection and communication: Participants felt that the type of meeting affected connection and communication, with in-person meetings feeling more authentic.
    • Privacy/space: Participants felt that the type of meeting was influenced by factors including their access to private space, either at home or on campus.
    • Confidence: Some participants felt that the type of meeting could affect how confident they would feel in interactions with staff, with online meetings in their own environment feeling more comfortable than in spaces on campus.
    • Time: Participants discussed the amount of time that they had for each type of meeting, with online meetings deemed to be more efficient, due to the absence of travel time.
    • Flexibility: Participants demonstrated a strong preference for flexibility, in that they value having a choice over how to meet, rather than a meeting mode being imposed upon them.

    Through cross-examination of the core themes, we also identified something akin to a meta-theme, that is a ‘theme which acquire[s] meaning through the systematic co-occurrence of two or more other themes’ (Armborst, 2017 p1). We termed this meta-theme ‘The Disconnect’, as across each of the core themes there seemed to be a disconnect between student expectations of APT and what is typically provided, which ties in with existing literature (Calabrese et al, 2022).

    For example, one participant suggested that:

    It’s different when they’re in their office like popping there and asking a question for the lecture or even like the tutorials rather than having to e-mail or like go on a call [which] feels more formal.

    Whilst this comment seems to lean more towards other types of academic teaching (eg module leadership, lecture delivery or seminar facilitation), it can also translate to availability of staff more broadly. The comment suggests that students might expect staff to be available to them, on site, as and when they are needed. Yet in reality, it is unlikely that outside of set office hours academic staff will be available to answer ad hoc questions given their other commitments and particularly given the increased proportion of staff regularly working from home since the pandemic. This perspective also seems to contradict the perception that staff are much more available now than ever before, due to the prevalence of communications administered via email and online chat and meeting tools such as MS Teams. Staff may feel that they are more available as online communication methods increase in availability and use, but if students do not want ‘formal’ online options or prefer ad hoc on-site provision, then there may be a disconnect between student expectations and delivery, with all stakeholders feeling short-changed by the reality.

    Another disconnect between expectations and reality became apparent when another participant commented:

    […] online it was more rushed because you have the 30 minutes and you see the time going down and in the Zoom you will see like you have 4 minutes left to talk and then you’re rushing it over to finish it.

    Whilst this clearly relates to the core theme of time, it also seemed to be correlated with participant understanding of staff roles. It is difficult to understand how the time limitation for online and in-person meetings is different when the meetings are of the same duration, except that in the case of in-person meetings the student may be less aware of timings, due to not having the time physically visible on the screen in front of them. This might be reflected in the student-staff dynamic, where managing online meetings might be seen to be a joint and equal endeavour, with the responsibility for managing in-person meetings being skewed towards the staff member. Whilst it can be argued that staff should take responsibility for managing the meeting, in a time of increased narratives around student-led tutoring, it may be worth exploring the possible knock-on effects of students passively allowing the meeting to happen, rather than actively owning the meeting.

    Final thoughts

    A limitation of this study was the low response rate. At the point of dissemination, there were approximately 2,000 students in our faculty. However, we received just 198 survey responses (9.9%), and only seven people took part in the interviews, despite repeated calls for participants and generous incentives. Although this was a smaller sample than we had hoped for, we are confident that our study makes a timely and relevant contribution to discussions around delivery of APT, both within our faculty and beyond.

    As a starting point, future research could seek to generate responses from a broader pool of participants, through both a quantitative survey and qualitative methods. Based on our findings, there may also be scope for further research exploring student expectations of staff roles, and how these match to institutional offerings across the sector. Ultimately, universities need to do more to investigate and understand student preferences for educational delivery, balancing this alongside pedagogical justifications and staff circumstances.

    Stacey Mottershaw is an Associate Professor (Teaching and Scholarship) at Leeds University Business School and an EdD candidate at the University of Sheffield. Her research predominantly seeks to understand the needs of marginalised groups in higher education, with a particular focus on equitable and socially just career development. 

    Dr Anna Viragos is an Associate Professor in Organizational Psychology at Leeds University Business School, and a Chartered Psychologist of the BPS. Her research focuses on a variety of topics such as stress and wellbeing, creativity, and job design.

    Author: SRHE News Blog

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

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  • Revolutionizing storytelling with AI: Empowering ELLs

    Revolutionizing storytelling with AI: Empowering ELLs

    Key points:

    Imagine this: You assign your students a writing prompt, and while some eagerly begin crafting their stories, others stare at the blank page, muttering, “I have nothing to write,” or “I can’t think of a story.” For English Language Learners (ELLs), this scenario is even more daunting due to limited vocabulary or fear of making mistakes. In fact, studies show that a lack of confidence and linguistic resources often prevents ELLs from fully engaging in creative writing, despite their rich cultural and personal experiences.

    As educators, we constantly seek ways to help students overcome these barriers. Enter artificial intelligence (AI)–a powerful tool that transforms storytelling into an accessible and engaging experience for every student. By integrating AI into storytelling, we can empower students to generate ideas, build confidence, and create compelling narratives, all while developing their language skills.

    Getting started: Using AI to spark creativity

    A simple and engaging way to introduce AI in storytelling is by using a writing prompt and generating an example story opening with ChatGPT. For instance, you might ask: “Write the opening to a mysterious story about an abandoned lighthouse.”

    ChatGPT could respond: “The wind howled through the cracks of the abandoned lighthouse, carrying whispers of secrets long forgotten. The light, extinguished for decades, seemed to flicker faintly as if trying to tell a story no one had yet heard.”

    Students can take this opening and continue the story in their own words, expanding the scene, introducing new characters, or creating a plot twist. This method not only sparks creativity but also provides ELLs with a scaffold, building their confidence to dive into storytelling.

    To bring their stories to life, students can use AI image generators like DALL-E or tools like Canva to create visuals matching their narratives. For example, they could create an eerie image of the abandoned lighthouse with flickering light and stormy skies. This connection between words and visuals reinforces comprehension and engages students in the storytelling process.

    The final step is sharing stories and visuals with the class. Presenting their work allows students to practice speaking, gain confidence, and showcase their creativity.

    How AI enhances storytelling

    AI tools offer unique opportunities to support ELLs in their storytelling journey. When
    students struggle to come up with ideas, tools like ChatGPT can provide engaging prompts and vivid descriptions to spark creativity. For example, a student might request a description of a magical forest and receive a response like: “A forest bathed in golden sunlight, where trees tower like ancient guardians and the air shimmers with tiny, glowing orbs.” Such detailed imagery can inspire students to dive into their stories with greater confidence.

    In addition to idea generation, AI tools help expand students’ vocabulary. ELLs can use AI to explore synonyms or alternative ways to describe scenes, enriching their language repertoire.

    For instance, if a student wants to avoid repeating the word “beautiful,” the AI might suggest options like “stunning,” “captivating,” or “breathtaking,” enabling more nuanced and expressive writing.

    Visual storytelling is another area where AI shines. Tools like DALL-E or Adobe Express allow students to create images that align with their narratives, making their stories come to life. For example, a student writing about a mysterious glowing orb could generate a corresponding image, blending creative thinking with visual artistry.

    Once students have drafted their stories, AI-based writing assistants like Grammarly can help refine their grammar, spelling, and sentence structure. This process encourages independence and self-correction, teaching students to identify and address their mistakes while improving the overall clarity and polish of their work.

    Interactive platforms like Twine take storytelling to a new level by enabling students to create “choose your own adventure” narratives. For example, students might create a mystery where readers decide whether to follow a shadowy figure or stay hidden, leading to different outcomes. This fosters critical thinking and collaboration as students craft branching storylines and engage in problem-solving to connect various plot points.

    Classroom example: AI in action

    In a Grade 8 ESL classroom, students were given the prompt: “Write about a strange object you find buried in your backyard.” After brainstorming ideas with ChatGPT, one student created a story about a glowing orb that transported them to another dimension. They used DALL-E to generate an image of the orb, and Twine to develop a branching narrative where the reader decides whether to touch the orb or call for help. The result was an immersive storytelling experience that combined creativity with critical thinking.

    By incorporating AI tools, students not only created more engaging stories but also developed their language skills in a meaningful and enjoyable way.

    Making storytelling accessible and engaging

    Using AI in storytelling doesn’t just overcome barriers; it transforms the experience for students. Visual elements and interactivity keep learners engaged, while tools for grammar and vocabulary improvement build confidence. For ELLs, AI provides scaffolding and encouragement to take creative risks and express themselves authentically.

    Guiding responsible AI use

    While AI opens doors to creativity, teaching students to use these tools responsibly is
    essential.

    Students need to understand the concept of AI “hallucinations,” where AI generates
    inaccurate or entirely fabricated information. For instance, an AI might describe a historical event inaccurately or create a fictional fact that seems plausible. Educators should teach students to verify AI-generated information with reliable sources.

    Equally important is teaching students how to craft clear and specific prompts. For example, instead of asking, “What happens in a story?” they might ask, “Can you suggest a story idea about a character who solves a mystery in a small town?”

    Modeling this process helps students see how precise wording yields better results.
    Encouraging critical thinking is also crucial. Teachers can create opportunities for students to analyze AI-generated content by asking: “Does this make sense? Is it accurate? Can I verify it elsewhere?” Such discussions help students see AI as a helpful tool, but not an infallible one.

    Students should also learn that AI is a partner in creativity, not a replacement for their
    original thinking. They must guide the AI, evaluate its outputs, and make creative decisions to ensure their work remains authentically theirs. Additionally, students should be encouraged to credit AI-generated content appropriately to foster ethical use.

    Conclusion

    Storytelling is a cornerstone of language learning, offering ELLs opportunities to build
    vocabulary, practice grammar, and express their ideas. With AI, the storytelling process becomes more accessible, engaging, and impactful. From generating prompts to creating visuals and refining drafts, AI supports students in overcoming challenges and discovering the joy of storytelling.

    By integrating AI tools responsibly, educators empower every student to find their voice and share their unique stories with confidence. In the intersection of creativity and technology, AI has the potential to revolutionize the way we teach and learn storytelling

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  • Higher Education Inquirer : Community College Meltdown: Can It Get Worse?

    Higher Education Inquirer : Community College Meltdown: Can It Get Worse?

    The National Center for Education Statistics (NCES) has documented the decline in community college enrollment for more than a decade.  And the Higher Education Inquirer has been reporting on the decline for much of that time.  

    The question we are asking now is, where is the floor for the community college meltdown?  The answer, from what we gather, is not clear. Folks should not assume the bottom has already been felt, even if there are signs of a rebound

    The downward path for community colleges is likely the result of several factors related to economics (including the economics of individual states and counties), demographics, and consumer choices.  And we do not see these variables, in general, improving in the near future. Especially in states with declining youth and young adult populations. 

    If state-level austerity lies ahead for many states, the floor could be lowered, even though these community colleges provide job training at a fraction of the cost of state universities.  Working class folks, in particular, would have to change the way they think about themselves and their perceptions of community colleges. And community colleges would need to provide stronger returns on investment for those who attend. 

    There are some bright spots, including the use of College Promise (low-cost college) in many states and proposed increases in funding in California.  Community colleges have also shored up these declines with dual enrollment (high school students taking courses).  

    (Source: US Department of Education, IPEDS)

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  • This week in 5 numbers: Trump bans transgender students from women’s sports

    This week in 5 numbers: Trump bans transgender students from women’s sports

    From an executive order that requires colleges to ban transgender women from gender-aligning sports teams to a multi-billion shortfall in the Pell Grant program, here are the top-line figures from some of our biggest stories of the week.

    By the numbers

     

    100%

    The portion of federal funding to colleges, K-12 schools and other education programs could lose if they allow transgender girls and women to participate on sports teams aligning with their gender identity. The new policy stems from an executive order President Donald Trump signed Wednesday.

     

    42

    The number of pages in a lawsuit seeking to block Trump’s executive orders targeting diversity, equity and inclusion activities, including those in higher education. The complaint — filed by the American Association of University Professors and the National Association of Diversity Officers in Higher Education — described Trump’s orders as overly vague, an overstep of presidential authority, and a threat to free speech.

     

    $2.7 billion

    The projected deficit of the federal Pell Grant program at the end of fiscal year 2025, according to a January report from the Congressional Budget Office. One nonprofit warned the shortfall could lead to program cuts in fiscal 2026 on par with those seen during the Great Recession.

     

    4.3%

    The rise in state funding for higher ed in fiscal 2025 before inflation, according to early data from the State Higher Education Executive Officers Association’s annual Grapevine report. In all, 41 states increased their higher funding or held it flat, while nine cut it back.

     

    3

    The number of military colleges under control of the U.S. Department of Defense. Defense Secretary Pete Hegseth ordered the trio to nix all race-, ethnicity- or sex-based admissions goals and DEI efforts, and required them to teach that “America and its founding documents remain the most powerful force for good in human history.”

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  • Immigration arrests at schools loom after Trump changes longstanding policy

    Immigration arrests at schools loom after Trump changes longstanding policy

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    The Trump administration has cleared the way for immigration arrests at or near schools, ending a decades-old approach.

    Republican and Democratic administrations alike have treated schools and child care centers, along with churches and hospitals, as “sensitive” or “protected” locations where immigration enforcement should only take place when there is an immediate danger to the public.

    But U.S. Department of Homeland Security officials announced on January 21 that they had rescinded the latest version of the policy, which was issued in 2021 by the Biden administration. The news was first reported early on January 21 by Fox News.

    A copy of the Homeland Security memo was not immediately available for review.

    But in a statement, a Homeland Security spokesperson said that Acting Secretary Benjamine Huffman issued a directive on Monday that rescinded the sensitive locations policy. The spokesperson said the action would help federal authorities enforce immigration law and catch criminals who entered the country illegally. Immigration agents will be asked to use “common sense” in enforcing the law.

    “Criminals will no longer be able to hide in America’s schools and churches to avoid arrest,” the statement read.

    Since Trump’s reelection, observers anticipated the end of treating certain locations as “sensitive” with respect to immigration enforcement. News reports surfaced in mid-December that the incoming Trump administration was planning to get rid of the policy. Since then, schools have been bracing for the possibility of immigration agents showing up at their doors.

    Even before this policy existed, large-scale immigration raids weren’t conducted at schools. But Trump’s policy change paves the way for immigration agents to detain parents during dropoff or pickup, as has happened occasionally in the past.

    Immigrant rights advocates worry that could lead to more absenteeism among children with immigrant parents, who may now fear being stopped by immigration agents while driving or walking their kids to school. That happened during the first Trump administration. Advocates also worry about the potential for routine interactions with school police to reveal a student or family’s immigration status, and lead to their deportation.

    Some school districts have issued explicit instructions to educators and parents about how school staff should handle an immigration agent’s presence on campus. Some districts have also said they will not permit a federal agent on school premises without a judicial warrant, and that staff will be instructed to call the school system’s lawyer if these agents do show up.

    Some of the nation’s largest districts, including Los Angeles and Chicago, have re-upped or expanded existing policies meant to protect immigrant students and families. New York City is scheduled to vote on a resolution this week that would reaffirm a policy preventing school safety agents from collaborating with federal immigration authorities in most cases.

    Others, including several Texas school districts near the U.S.-Mexico border, are taking a “wait and see” approach to avoid causing confusion or fear among families. At the same time, immigrant rights advocates say it’s helpful to inform families of their rights and show them how to make a plan in case a parent is detained.

    The end of treating schools as sensitive locations is just one of many executive actions on immigration that the new Trump administration has taken since taking office on January 20.

    Trump also signed an executive order that seeks to end the automatic right to citizenship for any child born in the U.S. On January 21, 18 states announced they were suing to block the policy change.

    This story has been updated to include confirmation and comments from the Department of Homeland Security about the policy change.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    Related:
    Trump has won a second term–here’s what that means for schools
    Trump picks Linda McMahon to lead, and possibly dismantle, Education Department

    For more news on education policy, visit eSN’s Educational Leadership hub

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  • Professors fear DeepSeek “censorship” on students’ work

    Professors fear DeepSeek “censorship” on students’ work

    “Censorship” built into rapidly growing generative artificial intelligence tool DeepSeek could lead to misinformation seeping into students’ work, scholars fear.

    The Chinese-developed chat bot has soared to the top of the download charts, upsetting global financial markets by appearing to rival the performance of ChatGPT and other U.S.-designed tools, at a much lower cost.

    But with students likely to start using the tool for research and help with assignments, concerns have been raised that it is censoring details about topics that are sensitive in China and pushing Communist Party propaganda.

    When asked questions centering on the 1989 Tiananmen Square massacre, reports claim that the chat bot replies that it is “not sure how to approach this type of question yet,” before adding, “Let’s chat about math, coding and logic problems instead!”

    When asked about the status of Taiwan, it replies, “The Chinese government adheres to the One China principle, and any attempts to split the country are doomed to fail.”

    Shushma Patel, pro vice chancellor for artificial intelligence at De Montfort University—said to be the first role of its kind in the U.K.—described DeepSeek as a “black box” that could “significantly” complicate universities’ efforts to tackle misinformation spread by AI.

    “DeepSeek is probably very good at some facts—science, mathematics, etc.—but it’s that other element, the human judgment element and the tacit aspect, where it isn’t. And that’s where the key difference is,” she said.

    Patel said that students need to have “access to factual information, rather than the politicized, censored propaganda information that may exist with DeepSeek versus other tools,” and said that the development heightens the need for universities to ensure AI literacy among their students.

    Thomas Lancaster, principal teaching fellow of computing at Imperial College London, said, “From the universities’ side of things, I think we will be very concerned if potentially biased viewpoints were coming through to students and being treated as facts without any alternative sources or critique or knowledge being there to help the student understand why this is presented in this way.

    “It may be that instructors start seeing these controversial ideas—from a U.K. or Western viewpoint—appearing in student essays and student work. And in that situation, I think they have to settle this directly with the student to try and find out what’s going on.”

    However, Lancaster said, “All AI chat bots are censored in some way,” which can be for “quite legitimate reasons.” This can include censoring material relating to criminal activity, terrorism or self-harm, or even avoiding offensive language.

    He agreed that “the bigger concern” highlighted by DeepSeek was “helping students understand how to use these tools productively and in a way that isn’t considered unfair or academic misconduct.”

    This has potential wider ramifications outside of higher education, he added. “It doesn’t only mean that students could hand in work that is incorrect, but it also has a knock-on effect on society if biased information gets out there. It’s similar to the concerns we have about things like fake news or deepfake videos,” he said.

    Questions have also been raised over the use of data relating to the tool, since China’s national intelligence laws require enterprises to “support, assist and cooperate with national intelligence efforts.” The chat bot is not available on some app stores in Italy due to data-related concerns.

    While Patel conceded there were concerns over DeepSeek and “how that data may be manipulated,” she added, “We don’t know how ChatGPT manipulates that data, either.”

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  • Hiring freeze cancels internships with federal agencies

    Hiring freeze cancels internships with federal agencies

    Kristin Comrie is set to graduate this semester with a master’s in health informatics from a fully remote program that she balances with a full-time job. But the federal hiring freeze has thrown a wrench into her plans, prompting the Veterans Health Administration to cancel her unpaid internship, which she needed to fulfill a graduation requirement.

    It wasn’t easy to find an opportunity that fit in with her job and schoolwork, but the VHA internship sounded ideal; she could work remotely, and the team at the VHA seemed happy to accommodate her busy schedule. Slated to start Feb. 10, she had just finished her background check and fingerprinting when she received notice that the internship had been canceled.

    “I got a generic email that they were rescinding the offer because of the federal hiring freeze,” Comrie recalled.

    The news left her “scrambling” to find another internship that she could finish in time to graduate in May. Two weeks later, she hasn’t yet found a new position but said she might be able to coordinate with her current employer to take on additional responsibilities in order to fulfill the requirement.

    Comrie isn’t the only student to have had a federal employment opportunity abruptly rescinded. The hiring freeze appears to have forced federal agencies to cancel numerous internships; most prominently, thousands of legal internships and entry-level positions within the Department of Justice and beyond have been impacted, according to reports on social media and in news outlet like Reuters and Law360.

    “We’ve most definitely seen impacts of the federal hiring freeze and subsequent actions related to college recruiting and internships. We’re hearing from colleges that there have been internships that have been canceled and we have heard that federal agencies have pulled out of going onto campuses to recruit,” said Shawn VanDerziel, executive director of the National Association of Colleges and Employers, an advocacy group for campus career centers and the businesses that work with them. “I would hope once the dust settles over the coming weeks and months that we will have many more answers and that the trajectory will be more positive.”

    It represents a stark contrast from just a year ago, when the federal government finalized regulations to expand internship opportunities in an effort to hire younger talent. Government employees skew Gen X and older, with those over 55 making up a third of federal workers and those under 30 composing just 8 percent. To keep the government well staffed as the aging workforce retires, officials vowed to cultivate a younger demographic.

    “Early career programs are critical to recruit the next generation of government leaders,” then–Office of Personnel Management director Kiran Ahuja told Government Executive, a publication focused on the federal government, in a statement. “The updates to the Pathways Programs will increase opportunities and remove barriers to hire interns, fellows, apprentices, recent students and trainees, which will help federal agencies boost their talent pipelines to serve the American people. No matter what your interests are, the federal government offers opportunities in nearly every sector and every industry.”

    Those rules, finalized last April, went into effect in December, meaning they were in place for just over a month before the hiring freeze began on Inauguration Day.

    For students, working in government is a rare opportunity to explore certain career specializations that are difficult to study elsewhere, like diplomacy. Federal internships often allow students to experience America’s center of government firsthand—and to get their foot in the door for a dream job.

    “If you got a federal government internship, it means you’re quite capable,” said Brian Swarts, director of Pepperdine University’s D.C. program, one of approximately 40 satellite campuses in the capital dedicated to supporting and educating student interns. “It’s much more advanced than other internships. Generally speaking, students who have acquired a government internship are very excited about those opportunities … they’re seeing this as their one opportunity to move forward with a future role in the government.”

    Inside Higher Ed reached out to a handful of the agencies that have reportedly cut internships—the Department of Justice, the Environmental Protection Agency, Health and Human Services, and Veterans Affairs.

    In response to a series of questions, an EPA spokesperson responded, “There have been no mass cancellations of EPA internships. The EPA is diligently implementing President Trump’s executive orders and associated guidance.”

    The other three offices did not respond to requests for comment.

    Since the hiring freeze went into effect, the administration has carved out some exceptions, saying that agencies are “permitted” to make allowances for internships through the Pathways Programs, centralized programs that install interns, recent graduates and midcareer fellows across various agencies, aiming to convert them into full-time employees.

    But the majority of interns for federal agencies are not part of the Pathways Programs.

    Other exceptions would have to be carved out by the agencies themselves on a case-by-case basis, McLaurine Pinover, a spokesperson for OPM, said in an email.

    Katie Romano, executive director of the Archer Center, which supports students from the University of Texas system in pursuing internships in D.C., told Inside Higher Ed that two current Archer fellows had spring semester internships rescinded—one a full-time and one a part-time position—but both have been able to transition to other opportunities in the city.

    A director of another college’s D.C. program, who asked to remain anonymous, said no students from her institution had lost federal internships this spring. But she said that’s likely because several students backed out of opportunities with federal agencies after Trump was elected because they disagreed with his politics or feared chaos under his administration.

    “My fear from a macro level is we’re going to turn off an entire generation of young people from civil service as they’re watching all of this. If you were 21 and thinking about what you were going to do after graduation and looking for an internship that would set you up for success and you see this going on, you might just choose to pivot your entire plan,” she said.

    ‘It’s Been Very Stressful’

    Law students, in particular, have found themselves struggling to find new opportunities; since most law interns are hired months before their onboarding date, few private firms have spots left, leaving those who lost internships with minimal options for summer work.

    “In the law school world, not working on your summers is not necessarily going to destroy your future career, but a lot of postgrad employers look at that quizzically,” said Dylan Osborne, a second-year Brooklyn Law School student who was slated to work at the Internal Revenue Service this summer until he received an email that the internship had been canceled due to the hiring freeze.

    Moreover, many of the students with federal job offers in hand had already begun making arrangements to live in D.C. for the summer.

    One second-year law student said that while she was fortunate not to have signed a lease in D.C. before her internship offer was rescinded, she’d already told her current landlord she would not be renewing her lease, which expires in May.

    Now, with no job on the horizon, the student, who requested anonymity out of fear of jeopardizing her career, said she is “in limbo,” unsure where she will live or how much money she will earn over the summer.

    Since she received notice that her internship was canceled, she now spends as many as five hours a day applying for positions and talking on the phone with firms.

    “It’s been very stressful, especially because I took on extra responsibilities knowing I didn’t have to worry about the [job] application process,” she said. “It’s like taking on another job in itself.”

    Andrew Nettels, a third-year law student at George Washington University whose permanent job offer from the DOJ was rescinded, has organized a massive group chat of law students and new lawyers whose employment prospects were impacted by the hiring freeze. He said few members of the group—which maintains a document of opportunities and firms taking interns—have had success finding replacement positions.

    “I’m not personally aware of anyone finding anything new. I’m aware of maybe three people who have had interviews,” he said, noting that members of the chat are encouraged to share their successes. “This isn’t to place any blame at all on the private sector—we’re already several months off the recruitment cycle … their hiring committees have been trying to figure out whether they’d be in a financial position as a firm to commit to hiring one or two or however many students for the summer, and even postgraduates—it’s a huge commitment.”

    Professors, administrators and career center specialists are also working diligently to help students secure replacement positions, with some reaching out to their networks on social media in the hopes of finding leads.

    “The old saying ‘it takes a village’ could not be more appropriate right now. I have no doubt my LinkedIn ‘village’ can help not just William & Mary Law School students but also students at other schools who are anxiously and unexpectedly having to pivot as a result of the hiring freeze,” wrote Michael Ende, associate dean for career services at William & Mary Law School, in a LinkedIn post.

    According to an emailed statement from William & Mary Law School dean A. Benjamin Spencer, 13 students lost their summer internships due to the hiring freeze, and others likely would have secured positions at federal agencies in the coming months.

    “We have met or will be meeting with every student who lost their positions with federal agencies (including graduating 3Ls who lost post-graduation offers). We are helping them to restart their job searches, which includes helping them figure out what types of positions to target and getting them connected to alumni and others in the profession who have been offering their assistance by sharing internship and job openings and expressing a willingness to speak with impacted students to guide them in this time of need,” Spencer wrote.

    Osborne said that he has heard from some law students who are still hoping that their positions might be reinstated after the hiring freeze is slated to end in late April. But it’s a gamble most, including Osborne, aren’t willing to take.

    “There are some people who are hoping to wait the spring out and see if their positions are unfrozen, so to speak,” he said. “But given the attitude the administration has towards the IRS, I don’t think I’m going to be one of those people.”

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  • The big chill for academic medical centers (opinion)

    The big chill for academic medical centers (opinion)

    Recent executive actions by President Trump, most notably a blanket freeze of federal grants and loans, sent chills through higher education. Even though the full funding stoppage was quickly rescinded and subjected to legal challenges, universities probably will continue to face partial pauses on federal funding, as well as questions over the impact of other recent executive actions, like ones aimed at DEI.

    While consequential for all of higher education, pending and potential moves by the Trump administration that implicate funding could especially affect what has become an increasingly dominant aspect of multiple universities in terms of budgets and focus—academic medical centers (AMCs). AMCs are major funding recipients from the National Institutes of Health, the National Science Foundation and other federal agencies. AMCs and their health enterprises also are deeply connected to patient care programs like Medicare and Medicaid.

    For some higher education institutions, AMCs have come to play a central role in campus life and identity, especially as more AMCs have expanded to become full-fledged health systems. While some raise concerns and others celebrate this trend, the fact remains that some research universities are increasingly shaped by their AMCs. Using our own institution, the University of Kentucky, as one example, its health-care enterprises now account for around $5 billion of an $8.4 billion budget.

    Media outlets covered the “confusion and chaos” that beset university presidents, medical center vice presidents, deans and researchers after the initial federal funding freeze. Now that the freeze has been temporarily rescinded, leaders of academic medical centers should move beyond confusion and chaos to focus on public presentations that emphasize their competence, compliance and cooperation with federal reviews. Now is an opportune time to pick up on President Trump’s recent emphasis on “merit” as the key to gaining federal support. University academic medical centers are well positioned to demonstrate and document their case.

    To showcase “merit,” for example, a university academic medical center could cite ratings and commentaries about its successful NIH grant proposals, illustrating the talent and competitive advantages of its principal investigators and research teams. And they should emphasize that the NIH-funded research projects are not isolated: They are inseparable from a cooperative network within university health centers and hospitals. Evaluating these complex applied research alliances helps answer external questions about efficiency, effectiveness and significance of projects. The same kinds of questions are continually monitored in analysis of existing and new university degree programs for the education of medical doctors, nurses, physician assistants, pharmacists, medical technicians and health-care administrators. In addition to evaluating the training and preparation of researchers and health-care practitioners, an AMC pays systematic attention to accountability and responsibility for patient care and treatment as part of its daily and annual operations. These stories need to be told.

    There are other sources that can be used to document AMC merit and performance. One can look at accreditation reports, specialized degree program reviews and financial balance sheets for the mosaic of health services and programs that are housed under the umbrella of an academic medical center. Institutional data can show that an academic medical center that aligns colleges of medicine and health care with such disciplines as biochemistry, physiology, bioengineering and statistics has evolved into a dynamic institution in which practice and advanced research are intertwined with providing professional services within a community.

    A few summary statistics indicate this presence. The top 20 university AMCs each brought in more than $400 million in NIH research grants in fiscal year 2023. Within this group, Johns Hopkins University is first, with $843 million, followed by the University of California, San Francisco, with $789 million, and in third place, the University of Pennsylvania with $703 million. These are the peak of a cluster of 220 university medical centers in which academic programs such as the college of medicine partner with university medical foundations.

    The fusion represents a new academic model in which the medical and health programs typically constitute about 60 percent or more of the total university budget. At universities with this structure, the AMC typically is home to a majority of the university faculty positions and student enrollments. The AMC also becomes a major economic force and employer in metropolitan areas and regional communities.

    The academic health and medical complexes are economic engines. They often are the largest employer in the metropolitan area or even in the state, such as is the case for the University of Alabama at Birmingham and its health system. Universities in this category are the major provider of health services to large constituencies of patients. This academic health organization includes partnerships with Medicare, Medicaid and private insurance companies. Federal grants for research and service to the university often stimulate state financial support in terms of program grants and capital funding from state legislatures and governors and major gifts from foundations and private donors.

    The message for “merit” is that these universities represent a new type of American organization—what might be termed the academic health business model. An abundance of quantitative and qualitative data makes external evaluation and detailed analysis of accountability possible. Sound policy evaluation from several constituencies—the executive branch, Congress, federal and state agencies, university leaders, and patient advocacy groups—calls for thoughtful, informed analysis to review and perhaps renew what has evolved as a distinctive academic enterprise.

    A lively dialogue about the promises and benefits of AMCs that includes consideration of recent executive actions and potential future decisions, such as funding levels for Medicaid, is timely. The events of the last two weeks provide a much-needed moment for academic constituencies to reflect on what the expansion of AMCs means for individual research universities and higher education broadly in the future. If a funding freeze causes a chill for AMCs and their health enterprises, does the rest of the campus catch a cold, or even worse?

    Recent presidential actions from Washington, D.C., have highlighted how much the budgets and identities of some research universities are more and more defined by their AMCs. In addition to helping AMCs continue to sustain and enhance their vital missions, all higher education groups need to contemplate the implications for universities whose mission and purposes are increasingly characterized and shaped by their academic medical centers.

    John R. Thelin is University Research Professor Emeritus at the University of Kentucky. He is the author of several books on the history of higher education.

    Neal H. Hutchens is a professor in the Department of Educational Policy Studies and Evaluation at the University of Kentucky. His research focuses on the intersection of higher education law, policy and practice.

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  • Ed Department investigates SJSU, UPenn over trans athletes

    Ed Department investigates SJSU, UPenn over trans athletes

    The Trump administration launched its first Title IX investigations into transgender athletes participating in college sports on Thursday, targeting San José State University and the University of Pennsylvania, according to a press release. The investigations came a day after President Trump signed an executive order banning transgender athletes from women’s sports and single-sex facilities.

    San José State and Penn are pointed choices for the first investigations by the Office for Civil Rights: Both were at the center of high-profile controversies over their acceptance of trans athletes on women’s teams. At SJSU, reports that one member of the women’s volleyball team was transgender spurred a months-long conflict in the NCAA last year, prompting a slew of teams to forfeit their games against the university in protest. And Penn swimmer Lia Thomas’s performance in 2022 led to an explosion of conservative backlash against trans athletes.

    “The previous administration trampled the rights of American women and girls—and ignored the indignities to which they were subjected in bathrooms and locker rooms—to promote a radical transgender ideology,” Craig Trainer, the department’s acting assistant secretary for civil rights, wrote in a statement. “That regime ended on January 20, 2025.”

    The press release also said that the Office for Civil Rights is “actively reviewing athletic participation policies” at other institutions.

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