Students are turning away from learning a second language other than English because they don’t see it as a viable qualification even though it is a core skill in other countries, experts have flagged.
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The National Student Ombudsman (NSO) has shared the themes and types of the 1,500 student complaints made to the watchdog in its first five months.
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HP education ambassador Brett Salakas piqued the interest of a crowd of educators on Thursday when he walked onto a stage with a carton of eggs, a litre of milk, butter, a bowl, a wooden spoon and a packet of Betty Crocker cake mix.
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The authors of this article were three tenured and tenure-track faculty members in a teacher preparation program at a small private college in upstate New York. In December 2023, the college announced its closure following the spring, 2024 semester. After the announcement of our small private liberal arts college, we found ourselves redefining and reinventing our careers. Based on this experience of shock, mourning, and rebirth, we have advice to offer colleagues, especially those in teacher education.
It is no secret that enrollment in educator preparation programs nationwide has decreased by one-third to one-half over the last ten years. Simultaneously, costs associated with teacher preparation programs have increased. Accreditation costs, capstone portfolio software, and national and state certification exams have contributed to the enrollment “chill.” Political rhetoric regarding a teacher’s worth, teachers’ qualifications, and perception of the “return on investment” of a college degree have also contributed to lower enrollment numbers. We believe this adverse environment will continue for the foreseeable future.
The confluence of the political, economic, and practical factors is often hidden from faculty during the interview process. The philosophy of shared governance, displaying a college’s financial statements and “health statistics” is usually shrouded in “finance speak” at shared governance meetings. The administration and board of trustees fear the information will reach the press, thus shining a light on small endowments and how tuition-driven small private colleges are faring in today’s competitive climate. That open sharing only makes matters worse for an institution struggling to survive.
Here is our message: Take heed if you are a faculty member in educator preparation. We, the authors of this article, shared the same experience of college closure and loss of employment. However, we saw it through three different lenses: Jenni was an early tenure-track Assistant Professor; Julie was an Assistant Professor applying for rank and tenure; and Terri was a long-tenured Associate Professor who had once served as interim dean. Though viewed differently, we agree that tenure, and the pursuit of it, means little if your institution closes.
Jenni, the early career Assistant Professor, was in her second year of teaching at the institution after leaving an even smaller liberal arts institution which she felt was on shaky financial footing. She had the additional joy and stress of being pregnant with her second child when her new employer announced closure. The college would cease all operations at the close of the spring semester. She was now marked by an unlucky streak of two colleges, two closures. These circumstances had nothing to do with her competency. Jenni coordinated advisory board meetings and acted as the accreditation liaison for her entire department, and her teaching evaluations were strong.
Julie, the mid-career Assistant Professor, submitted her tenure portfolio in October, only to discover that the institution she believed would be her future academic home would no longer exist past the spring semester. The announcement left her in limbo. The board had not approved those recommended for tenure. The college also stated it was not going to vote on those submissions. A dedicated professional, with service hours, a record of scholarship, and stellar teaching evaluations should receive advancement in rank and tenure. Not only was she worthy of such recognition, but the faculty also believed that governance committees should continue their work, and the board should honor commitments to faculty, especially in light of the closure announcement. Julie had to find new employment. The advancement in rank would speak well for her future employment and contract negotiations.
For Terri, the tenured Associate Professor, the announcement came, not as a shock, since many knew the institution had experienced significant financial cutbacks over the years. However, she was looking toward another 5-10 years of dedication to scholarly work and shaping new teachers. She had dedicated 24 years to the institution and thought other institutions would not wish to hire someone who would indeed receive Professor Emeritus status had she retired immediately. She had been department chair, served as interim dean, and successfully led the last accreditation visit for the School of Education.
No matter the lens, each of us experienced a sense of shock, anger, and denial. We were living examples of Kubler-Ross’s stages of death and dying. The announcement came at the end of the fall semester when we gather evidence for accreditation, grade capstone portfolios, and perhaps, mentor student teachers who may have been unsuccessful during their last semester. In teacher preparation programs, the end of a semester is more complicated due to the external accreditation demands. It is always stressful, and knowing we were losing our jobs created more havoc. In addition, the college administration asked faculty to help develop teach-out plans for every current student and review transfer agreements with other institutions that were circling, like vultures, to acquire our students.
Though we cannot fully speak for one another, we agree that the holidays were a blur. The college’s last spring semester was about to start, and we were trying to support one another while performing triage on students. Going to campus was likened to caregiving for someone in hospice. The death was sure to come. We knew the date of the end of life. Simultaneously, we had to prepare for our professional futures.
Our questions at the time were as follows: Will I need to find work in another state? How does losing my job impact tuition exchange? How will we find employment for the following academic year when many searches have closed? Who will hire me, pregnant? Who will hire me at my advanced career stage? Should we re-enter the PK-12 classroom?
Based on this experience, we wish to warn our colleagues in educator preparation at small private institutions nationwide. Having tenure, going up for tenure, and moving early in one’s career to another institution thought to be more stable, spared none of us. So, take our experience as a cautionary tale. The most beneficial action you take now may help you leverage your next position, within or outside teacher preparation.
Develop a secondary passion in online pedagogy in teacher preparation, all matters of accreditation, or teacher induction through your state education department. These diversified interests may create new possibilities in state government policy development, technology, or research efforts.
The meaningful connections you make within those networks provide you with the “inside scoop” on possible job openings, some of which may enable you to stay in your current home. Other colleges and universities surrounding your current institution may have opportunities that do not appear evident during extreme stress.
Should you move to another educator preparation position, your work on college or university governance, your knowledge of accreditation and certification, the record of acting as an involved and innovative club advisor, and strong collaboration with PK-12 partners will serve you well during stressful times. Tenure is nice, but diversified interests, your passion, a record of leadership in state and national professional activities, and a history of a strong work ethic will prove highly beneficial.
In the end, Jenni, the early career faculty member found a position ten miles from her current college in a neighboring private institution that agreed, with state approval, to subsume current programs so students could continue their education uninterrupted. She is currently on a tenure track line and has a beautiful new son. The mid-career Assistant Professor, Julie, received advanced rank and tenure at the closing institution. She is now an Associate Professor under a new contract at a new public comprehensive institution. She relocated approximately 100 miles to be near her new position. The senior faculty member, Terri, was sought out for her knowledge regarding accreditation and certification but was granted Assistant Professor status. She teaches at an entirely online public institution and has started the tenure process again.
Most universities dream of a future that embraces digital assessment and exams, but the journey to get there is complex and not universally supported.
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Professor George Williams started as VC in July, 2024. Picture: Hollie Adams
By: Erin Morley
in Top Stories, VC’s corner
March 19, 2025
Western Sydney University (WSU) vice chancellor George Williams’s love for teaching didn’t disappear when he became vice-chancellor of his university.
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A panel of experts discuss the health workforce crisis at the UA Solutions Summit 2025. Picture: UA
By: Stefanie Schultz
in Industry & Research, Top Stories
March 5, 2025
Three Australian healthcare experts last week told universities how to solve the biggest challenges and possible solutions to a number of issues.
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In higher education, one of the greatest challenges is getting students not only engaged in learning but also excited about research. An equally pressing issue is navigating the increasing role of artificial intelligence (AI) in the teaching and learning space. This semester, I aimed to tackle both by teaching a psychology of wellness class that integrated the principles of positive psychology with the use of AI tools. During the two-week module on positive psychology, I wanted students to experience research and writing as positive and engaging activities. I floated the idea of co-authoring an article on student wellness from their perspective, incorporating the responsible use of AI, fostering a passion for research, and ensuring that the process was enjoyable.
Here is how the project unfolded:
The project began by gauging student interest in co-authoring an article on student wellness. I asked those who wanted front-facing credit and authorship acknowledgment to text me their consent and indicate if they would be comfortable with their photo(s) being included. Importantly, students had the option to opt-out at any time if they felt uncomfortable with the direction of the article. I was fortunate because a large majority of the students showed a genuine interest in this assignment.
To kick off the project, I used ChatGPT to generate an outline based on positive psychology as aligned with the textbook chapters and student-led ideas and topics. The students were then divided into groups, where each group received a dedicated workspace in our learning management system, D2L. Each group selected a predetermined subtopic to focus on, and I tasked them with using ChatGPT to generate 20 ideas on that subtopic. From those 20 ideas, the groups narrowed it down to three, which they discussed in detail, considering both research-based and personal experiences. Each group member took notes to guide the next stage of the project.
On the second day, students were given poster paper and markers to create mind maps of their ideas and help gain clarity on their discussions from the previous day. Each group placed their chosen topic at the center of the mind map and organized the associated ideas around it. The mind mapping exercise allowed students to visually connect their thoughts and discussions from day one.
One member from each group was nominated to circulate among the other groups, engaging in discussions about each team’s subsection of the article. This not only gave students a broader perspective on how their topics related to the overarching theme of student wellness but also facilitated the flow of information between teams. After gathering input from other teams, the group representative brought the new insights back to their original group, enhancing their understanding of their own topic and how it fit into the larger article. To ensure continuity, students took photos of their mind maps, which would later serve as guides for the writing process.
On the third day, each group was tasked with creating a document that contained a minimum of five references, with each group member responsible for contributing at least one reference. The document consisted of chunks of article drafts accompanied by their respective references. Students were asked to align these references with the ideas discussed during the earlier sessions and integrate them into their mind maps. Next, students took 15 minutes individually within a shared Google doc to write about their subsection, drawing from their mind maps and class discussions. This individual writing time allowed students to consolidate their thoughts and begin crafting their portion of the collaborative article.
The fourth day focused on ethical AI usage. We began with a discussion on how students had been using AI tools like ChatGPT and how they envisioned using any type of AI tools in the creation of this article. Together, we created an AI disclosure statement, agreeing on how AI would be used during the editing phase.
We explored specific AI prompts that could enhance their writing, including:
These prompts were designed to guide students in using AI as a tool to enhance clarity and organization rather than relying on it to write the content.
On the final day, students returned to their group documents and spent 15 minutes revising their sections. Afterward, they worked together to co-edit the document without the use of AI, striving to make the article more cohesive and polished. Finally, we revisited the agreed-upon AI prompts, and students were given the option to use AI only when they felt it was necessary for tasks like rephrasing sentences or organizing paragraphs.
The project culminated in a completed article on student wellness, co-authored by students and enhanced by responsible AI usage. The collaborative process not only demystified research and writing but also empowered students to see these activities as positive, engaging, and enjoyable experiences.
The AI writing project was a valuable learning experience for the students, as it incorporated individual and collaborative learning elements alongside technology-based approaches. Reflecting on this experience, I have identified several key takeaways to carry forward into the new semester of teaching and learning.
Developing effective AI prompts is a pivotal skill that empowers students to use AI intentionally and meaningfully in their learning. A well-crafted prompt acts as the foundation for generating accurate, relevant, and cohesive responses, highlighting the importance of clarity, specificity, and purpose in the initial instructions given to the AI. By understanding how to formulate prompts, students can better harness the potential of AI to support their ideas, enhance their creativity, and improve the quality of their work without relying on AI to replace their original contributions.
This skill also encourages critical thinking, as students must evaluate the type of input needed to achieve a desired outcome, troubleshoot issues in responses, and refine their prompts for better results. Moreover, it aligns with the broader need for digital literacy in education, preparing students to interact responsibly and effectively with technology in academic, professional, and personal contexts.
Lastly, incorporating intentional AI use into teaching strategies ensures that students not only learn how to use these tools but also understand their limitations and ethical considerations. By balancing traditional methods, which foster originality and human connection, with innovative technologies like AI, educators can create a holistic learning environment that values both creativity and technological fluency. This balance will be crucial as AI continues to play an increasingly integral role in education and beyond.
Special Note of Pride: I would like to note that this group of students worked on this project during class and completed this while two natural disasters accrued, power outages, remote and in person learning and did a great job considering the circumstances. I am so proud of each of them! We originally had bigger visions for the project but due to weather we had to make some changes to the plan!
The new year always comes with the possibility of change and growth. As students, much of our growth focus is academics and learning-based. Being academically successful isn’t an easy task. Student wellbeing is an important factor in the learning process (Frazier & Doyle-Fosco, 2024). And for most of us, throwing ourselves into our studies and homework can come with negative side effects like burnout, stress, and decreased mood and motivation. But being successful doesn’t have to come at the risk of your mental health. In our view, academic success means more than good grades and knowledge. Although you may have gone through something last year, or are still going through it now, it doesn’t have to affect you in a negative way. There is so much more that goes into being successful. Success requires dedication, consistency, self-care, and a positive mindset. But for many of us a positive mind set is hard to come by.
The average age of our class is 19.7 years of age. We have lived with social media all of our lives. A lot of voices have imparted information. Some good, some not so good. The negativity that is readily accessible on social media can lead to negative self-talk. “Negative self-talk refers to your inner voice making critical, negative, or punishing comments. These are the pessimistic, mean-spirited, or unfairly critical thoughts that go through your head when you are making judgements about yourself” (Scott, 2023). Negative self-talk can be detrimental to your psychological well-being. It can really bring you down after you do it for too long. Negative self-talk can also induce stress, depression, and relationship problems. How you can start to believe the negative self-talk: you can start to believe negative self-talk after a while of you doing it. The more you start to tell yourself you can’t do something, the more you’ll start to believe it.
The effects of positive self-talk are the opposite of negative self-talk. It will improve your mental health, can reduce stress, lessen depression, and improve relationships. This not only impacts academics, but other aspects of life. To minimize negative self-talk, you can catch your inner critic when it’s happening and change your thinking to think more positive thoughts, remember that thoughts are not facts, contain your negativity, shift your perspective, think like a friend, or other trusted advisors.
Two ideas to embrace in the new year that can jumpstart your positivity are evaluating how you think about failure and the control of your future. Failure is an inevitable part of life, but it is through our setbacks that we find opportunities for growth and success. How we respond to failure matters more than the failure itself, and cultivating a mindset of optimism is key to overcoming challenges (Hilppö & Stevens, 2020). Optimism, combined with grit—the perseverance and passion to achieve long-term goals—forms the foundation for a positive and resilient lifestyle. Together, these qualities enable us to turn obstacles into stepping stones and approach life’s difficulties with determination and hope. Think of failures as learning opportunities. Think about the knowledge you gain from hindsight when thinking about failure.
Additionally, understanding the distinction between what we can and cannot control is crucial for maintaining positivity and health (Pourhoseinzadeh, Gheibizadeh,& Moradikalboland, Cheraghian, 2017). Accepting that not everything is within our power allows us to shift our focus to areas where we can make a difference and grow from the experience. Remaining positive during challenging situations and remembering the aspects we can influence help us navigate adversity with a constructive mindset. It’s also important to respect that some factors are beyond our control and may happen for reasons we do not yet understand. By seeking to understand why certain things are outside our control, we can cultivate acceptance and use these moments as opportunities for reflection and personal growth.
Healthy communication is critical to positive personal growth. Asking open-ended questions is important when engaging in meaningful communication because it ensures that there are no assumptions being made. One researcher found that assumptions “lead to consistent and unnecessary community failures” (Macrae, 2018, p.5). Additionally, healthy communication can build true connections among people and better understanding. Also, avoiding assumptions is a way to stay present in the moment allowing you to determine if there is genuine interest in the conversation. Most importantly, health aspects of communication like listening, reflecting, and pausing encourage new thinking and can develop new ideas just about anything.
In addition to healthy communication, think about sharing more of your experiences with peers. Starting from a place of curiosity and health, inquire about someone’s well-being. You can start with a simple phrase like “Are you ok?” Or be ready and willing to share your own personal experience when the time is right. Not only can this help someone else but sharing your story can also help you process what you have been through. Sharing and listening to each other’s experiences can show understanding and help you feel more willing to share now and in the future. Understanding and being present is a power combination for communication.
Lastly, remember that relationships are complex. Whether parental, academic, or personal, everyone has their relationships challenges. One tactic to strengthen relationships is humor. Remember to laugh and enjoy life and the people around you. Most people forget about light heartedness and humor, and how humor can help strengthen and resolve issues within a relationship. Humor can improve the quality of relationships by reducing the stress, tension, and anxiety of the people within the relationship. This effect can only occur if humor is used respectfully in relationships. When used right, humor also can create a more comfortable relationship with less anxiety and sadness for those in it. It’s ok to laugh—even in challenging times.
A positive mindset is the root of achieving any goal you put your mind to. As a collective voice, we hope the information we shared is valuable information. Our goal was to share meaningful information for your new year and new journey in 2025. As students, we fully understand the importance of mental health, especially because all of us experienced covid at some of the most challenging times of our lives. We hope this information helps you in the new year as much as it helped us learn and grow. Remember to stay happy, healthy, and safe in the new year and think positive!
Dr. Courtney Plotts is a Dynamic Keynote Speaker, Author, and Professor. Dr. Plotts is the National Chair of the Council For At-Risk Student Education and Professional Standards, the country’s only organization that provides standards for working with marginalized and nontraditional students in Kindergarten to College. Her role as National Chair includes training, consulting, and research. Her subject matter expertise has been used in a variety of book publications. Most recently “Small Teaching Online” By Flower Darby with James M. Lang published in June 2019. Dr. Plotts was recognized in 2017 by the California State Legislature for a bold commitment to change in education. She is currently in talks with higher education institutions to launch an institute that focuses on diversity and best practices in online teaching spaces to launch in 2021.
References
Frazier, T., & Doyle Fosco, S. L. (2024). Nurturing positive mental health and wellbeing in educational settings – the PRICES model. Frontiers in public health, 11, 1287532. https://doi.org/10.3389/fpubh.2023.12875
Hilppö, J., & Stevens, R. (2020). “Failure is just another try”: Re-framing failure in school through the FUSE studio approach. International Journal of Educational Research, 99, 101494. https://doi.org/10.1016/j.ijer.2019.101494
Macrae, C. (2018). When no news is bad news: Communication failures and the hidden assumptions that threaten safety. Journal of the Royal Society of Medicine, 111(1), 5–7. https://doi.org/10.1177/0141076817738503
Pourhoseinzadeh, M., Gheibizadeh, M., & Moradikalboland, M., Cheraghian, B. (2017). The Relationship between Health Locus of Control and Health Behaviors in Emergency Medicine Personnel. International journal of community based nursing and midwifery, 5(4), 397–407.
Scott, E. (2023, November 22). The toxic effects of negative self-talk. Verywell Mind. https://www.verywellmind.com/negative-self-talk-and-how-it-affects-us-4161304
The power of human stories is undeniable. Whether conveyed through music, art, writing, or oral storytelling—sharing one’s lived experience can have a profound impact. Stories connect people by tapping into their universal emotions, experiences, and values. They can also preserve and pass on traditions, customs, language, and culture or be utilized as a persuasive tool to inspire action.
In educational settings, storytelling can be transformative. When students are given opportunities to reflect on their lives and narrate their experiences, they can better understand themselves and others. Stories also give students a voice, which is particularly important for those who are disenfranchised. By sharing their stories, the inequities they experience are humanized, which might lead to institutional change, such as policy shifts that can close equity gaps.
Example:
Although there are many benefits to having students share their stories, there may also be challenges to consider. For some students, it can be emotionally draining to revisit past experiences, especially if they are traumatic. As such, it is important for teachers to approach these activities with compassion and understanding.
Incorporating storytelling into the classroom can empower students to share their unique experiences and perspectives. By thoughtfully guiding these activities, teachers can create spaces where all students feel seen and valued. When students share their stories, they build bridges of compassion, which can foster inclusion in the classroom and enrich the learning community.
Amy M. Anderson, EdD, teaches communication studies courses at Spokane Community College and Whitworth University. She earned her doctorate in teaching and learning from Grand Canyon University and her master’s degree in communication and leadership studies from Gonzaga University. Amy enjoys researching, writing, and presenting on topics relating to communication, higher education, leadership, teaching, and reflective practice. She is also passionate about improving equity, diversity, and inclusion in and out of higher education institutions.
Kelly R. Maguire, EdD, teaches for the College of Doctoral Studies at Grand Canyon University. She earned a doctorate in teaching and learning from Grand Canyon University, a master’s degree in English, and a master’s degree in elementary education from Northern Arizona University. Her bachelor’s degree in elementary education was earned at the University of Arizona. Her research and presenting interests include teacher training, pre-service teachers, microteaching, content knowledge, and reflective practice.
The power of human stories is undeniable. Whether conveyed through music, art, writing, or oral storytelling—sharing one’s lived experience can have a profound impact. Stories connect people by tapping into their universal emotions, experiences, and values. They can also preserve and pass on traditions, customs, language, and culture or be utilized as a persuasive tool to inspire action.
In educational settings, storytelling can be transformative. When students are given opportunities to reflect on their lives and narrate their experiences, they can better understand themselves and others. Stories also give students a voice, which is particularly important for those who are disenfranchised. By sharing their stories, the inequities they experience are humanized, which might lead to institutional change, such as policy shifts that can close equity gaps.
Example:
Although there are many benefits to having students share their stories, there may also be challenges to consider. For some students, it can be emotionally draining to revisit past experiences, especially if they are traumatic. As such, it is important for teachers to approach these activities with compassion and understanding.
Incorporating storytelling into the classroom can empower students to share their unique experiences and perspectives. By thoughtfully guiding these activities, teachers can create spaces where all students feel seen and valued. When students share their stories, they build bridges of compassion, which can foster inclusion in the classroom and enrich the learning community.
Amy M. Anderson, EdD, teaches communication studies courses at Spokane Community College and Whitworth University. She earned her doctorate in teaching and learning from Grand Canyon University and her master’s degree in communication and leadership studies from Gonzaga University. Amy enjoys researching, writing, and presenting on topics relating to communication, higher education, leadership, teaching, and reflective practice. She is also passionate about improving equity, diversity, and inclusion in and out of higher education institutions.
Kelly R. Maguire, EdD, teaches for the College of Doctoral Studies at Grand Canyon University. She earned a doctorate in teaching and learning from Grand Canyon University, a master’s degree in English, and a master’s degree in elementary education from Northern Arizona University. Her bachelor’s degree in elementary education was earned at the University of Arizona. Her research and presenting interests include teacher training, pre-service teachers, microteaching, content knowledge, and reflective practice.
