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  • Should a society pay for sins of the past?

    Should a society pay for sins of the past?

    The Church of England announced in January that it would pledge £100 million to address the past wrongs of its historic links with the colonial-era slave trade.

    The acknowledgment by Justin Welby, the Archbishop of Canterbury, that it was “time to take action to address our shameful past” was a sign of a growing focus on reparations for the sufferings of slavery some two centuries after it began to be outlawed.

    At issue is the question of whether states, institutions and even individuals, whose predecessors and ancestors profited from trans-Atlantic slavery, owe a debt to the descendants of those who were forced to endure it.

    Up to 12 million enslaved Africans are estimated to have been forcibly shipped across the Atlantic from the 16th and 19th centuries by European colonisers.

    The now independent countries of the Caribbean and Africa that emerged from the colonial era have long pressed for an apology and restitution from those societies that were enriched by the trade.

    Slavery and civil rights

    In the United States, those pressuring for reparations to be paid to the descendants of slaves have highlighted the continuing economic and social pressures on many Black Americans, a century and a half after the institution of slavery was formally abolished.

    The U.S. debate has led to political controversy over who should receive reparations, with some campaigners in California pressing for potentially life-changing pay-outs to individual descendants of those exploited well into the post-slavery era. In January, Los Angeles County agreed to pay $20 million for a beach that was seized from a Black family in the 1920s and returned to their heirs this summer.

    Wider attention to the issue was spurred in part by the aftermath of the murder of George Floyd, an African-American man, by a white police officer in Minneapolis in 2020.

    His death galvanised the Black Lives Matter movement and prompted widespread demonstrations that spread from the U.S. to more than 60 countries.

    Within weeks of Floyd’s murder, anti-racism protestors in the UK had toppled the statue of Edward Colston, a 17th-century Bristol merchant and slave trader who, until then, was barely known outside his home city. Other monuments to those said to have profited from the trade were also targeted.

    One factor in the wider public’s previous ignorance of Colston and others might be that the history of the slave era had traditionally been taught in Britain and elsewhere from the perspective of the positive legacy of white abolitionists such as William Wilberforce, rather than on the perpetrators of slavery.

    Restitution now for sins of the past

    The issue of reparations — should they be paid and, if so, to whom? — raises important moral and philosophical questions.

    Should modern generations pay for the crimes of their ancestors, while others are compensated for wrongs they did not personally suffer? Even the Christian Bible is ambivalent about whether the sins of the father should be visited on the son.

    In the midst of the wider theoretical debate, however, some people have already made up their own minds.

    This month [Eds: February], the family of BBC correspondent Laura Trevelyan announced they would pay £100,000 in reparations for their ancestors’ ownership of more than 1,000 enslaved Africans on the Caribbean island of Grenada.

    They also planned to visit the now independent state of Grenada to issue a public apology.

    Trevelyan and her relatives had been unaware of the slavery connection until her cousin, John Dower, uncovered it in 2016 while working on the family’s history.

    Can equity be achieved without reparations?

    Dower acknowledges the role of George Floyd’s death and the Black Lives Matter campaign in raising the profile of the reparations debate. But he says it was the publication of a database of slaveowners by University College London that led to the revelation of his own family’s connection.

    He told News Decoder the world continued to live with the legacy of slavery. Dower is a resident of Brixton, a London neighbourhood that attracted Caribbean immigrants from the 1950s.

    “I see the effects of slavery every day of the week in terms of people’s lives and job prospects,” Dower said.

    Laura Trevelyan meanwhile acknowledges she is a beneficiary of the activities of her ancestors of which she had previously been unaware. “If anyone had ‘white privilege’, it was surely me, a descendant of Caribbean slave owners,” the London Observer quoted her as saying.

    “My own social and professional standing nearly 200 years after the abolition of slavery had to be related to my slave-owning ancestors, who used the profits to accumulate wealth and climb up the social ladder.”

    From individual action to a societal response

    Dower said he hoped the family’s contribution would act as an example. “We are giving according to our means. And it will be going to educational funding. We are talking about mentorship and knowledge exchange.”

    The actions of individuals may indeed put pressure on others linked to the slave trade.

    The government of Barbados is reported to have been in touch with the multimillionaire British Conservative MP Richard Drax, whose ancestors were among the prime movers behind the slave-based sugar economy on the Caribbean island.

    He still owns a plantation in Barbados as well as the 17th-century Drax Hall that local politicians want to turn into an Afro-centric museum.

    Barbados and other states in the Caribbean Community (Caricom) have long been campaigning for the payment of reparations from former colonial powers and the institutions that profited from slavery.

    It now seems that individuals might set a trend that politicians and institutions would be obliged to follow.

    The reparations debate remains a live one. It raises potentially divisive issues of Black and white identity that already feed the so-called culture wars. In the light of economic turmoil, it can also spur the rhetoric of those who oppose reparations on the grounds that ‘charity begins at home’.

    Those arguing for reparations perhaps have one trump card in their hand. One community was indeed compensated when the era of trans-Atlantic slavery ended. It was the slaveowners themselves.

    Money that should perhaps have gone to the victims of the slave trade went, instead, to those who had profited from their labours.


     

    Questions to consider:

    1. Should modern generations pay for the crimes of ancestors who owned slaves?

    2. Should people be compensated for wrongs done to their families long before they were born?

    3. If reparations are paid, should they go to individuals; governments; or to institutions that might foster greater inter-community understanding?


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  • The K12-to-college pipeline is rockier for high-poverty students

    The K12-to-college pipeline is rockier for high-poverty students

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    Dive Brief:

    • Students who graduated high school in 2017 and 2018 saw notable socioeconomic gaps in their college completion rates, according to data released Wednesday by the National Student Clearinghouse Research Center.  
    • Just a quarter of students who graduated from high-poverty high schools in 2017 and 2018 earned at least an associate’s degree within six years, the center found. Meanwhile, students who graduated from more affluent high schools in 2017 and 2018 more than doubled that six-year completion rate at 59%.
    • According to the center, those who graduated from high-poverty schools in 2022 also had the lowest persistence rate (74%) for continuing college between the first and second year when compared across other characteristics such as their high school’s location and minority levels.   

    Dive Insight:

    The data from the 13th annual High School Benchmarks report revealed that these socioeconomic disparities can even emerge shortly after high school graduation. 

    For instance, the nonprofit research group found that 51% of students from high-poverty schools enrolled in college in the fall after their high school graduation versus 74% of students from low-poverty schools. 

    “Large differences in college access and degree attainment mean many students don’t see the benefits of higher education opportunities, particularly those from low-income backgrounds,” said Doug Shapiro, executive director of the National Student Clearinghouse Research Center, in a Wednesday statement. “Even with stable enrollment outcomes, the socioeconomic gaps continue to persist.”

    The findings come as other research this year has indicated that most high schoolers don’t feel prepared to choose a postsecondary pathway after graduation. That includes pursuing a traditional four-year college degree, work or other options, according to a June report from Jobs for the Future, Gallup and the Walton Family Foundation. That same report also found that more than a third of high school students said they’ve never visited a college. 

    Middle and high schoolers also appear to be increasingly considering alternative postsecondary options besides earning a college degree. A 2024 survey from national nonprofit American Student Assistance found just 45% of students in grades 7-12 said they foresee a two- or four-year college as their most likely next step. That’s a significant drop from 73% in 2018.

    At the same time, ASA found that student interest in nondegree education pathways more than tripled from 12% in 2018 to 38% in 2024. Such alternative programs include vocational schools, apprenticeships and technical boot camps.

    The cost of college is often perceived as unaffordable, as a majority of U.S. adults believe the cost of getting a college degree is more expensive than it actually is, according to a May report from Strada. That misperception could also be driving some to forego higher education, the report said.

    But the reality is that even as the sticker prices of tuition rise at private nonprofit colleges, for instance, more students are still receiving large financial aid packages from these institutions.

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  • University of Arkansas Creates Faculty Learning Community

    University of Arkansas Creates Faculty Learning Community

    Effective teaching and learning are key elements of a student’s academic success, but ensuring professors have access to training, support and resources to employ best practices in the classroom can be a challenge for institutions.

    At the University of Arkansas at Fayetteville’s Fulbright College of Arts and Sciences, Lynn Meade created the Faculty Learning Community to tackle this issue, uniting professors across disciplines to improve student learning and achievement.

    The Faculty Learning Community, which launched this summer, strives to unite staff and faculty across campus to work toward the shared goal of student success, Meade said.

    The background: Meade has worked as a communications professor at the University of Arkansas for two decades, but in 2023, she realized there were entire student support teams and departments that she didn’t know about. The university hosted an event on high-impact practices to invite stakeholders to share and learn from one another.

    “I sat down at a table with a whole lot of student success people, and I was amazed at all the things that they were doing and how I could be on our campus for so long and [have] no idea the things that were going on behind the scenes, things students could take advantage of that they hadn’t yet,” Meade said.

    This experience prompted her to get more involved with support staff and orchestrate opportunities for other professors to learn from one another across campus. “We need to find a way to integrate faculty and student success initiatives,” Meade said. “They need to know what one another are doing, they need to shake hands, make friends, have coffee, talk—the things that really make things happen, because our students, their success depends on us cooperating.”

    Students are more likely to talk to a faculty member they trust than seek out a support office on campus, Meade said. “I think informing them not only how to teach their class well, but also how to integrate those resources, is really important.”

    The result was the Fulbright Faculty Learning Community, a community of practice and faculty development program, which Meade now leads as director.

    How it works: The program launched with four offerings for faculty: a course-building workshop, a reboot class to help with updating content, forums for sharing innovative teaching ideas and introductions to student success teams.

    One of Meade’s goals is to avoid replicating existing efforts on campus but provide a one-stop shop to unify and amplify the great work taking place. “There’s so many cool resources on our campus, but there’s no one place they all exist,” she said.

    The Fulbright Learning Community had its kickoff event this summer, engaging 14 faculty members in a three-hour workshop on course building.

    The workshop invited faculty to consider students, rather than content, at the center of their syllabus, using a communications principle of audience and purpose. “I think if our audience is students and our purpose is to teach them, maybe we shouldn’t say, ‘I’m going to cover my material,’ but, ‘I’m going to think of ways that they can learn the material,’” Meade said.

    Survey Says

    A 2024 Student Voice survey by Inside Higher Ed and Generation Lab found that 40 percent of respondents believe their academic success would improve if professors connected in-classroom learning to issues outside the classroom or students’ career goals.

    Some professors who are straight out of grad school may have only received teacher education or used material given to them by other faculty, Meade said. Others who have taught abroad but never in the U.S. may need some help adapting their materials for American students.

    The learning community also invited career center professionals to showcase ways to embed career competencies in the syllabus and attach resources to their learning management system to help address career development for students. A future session will invite professors to share how they’re using and teaching generative AI tools.

    “Faculty success equals student success,” Meade said. “The teachers are their first line [of support]; a lot of that success is what’s happening with the teacher. When we all work together on the same side, how we communicate with each other is going to make a big impact on the student retention.”

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

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  • California Unions Sue Trump Admin Over Threats to UC System

    California Unions Sue Trump Admin Over Threats to UC System

    A coalition of California education unions and faculty associations is suing the Trump administration to challenge what they say is “the illegal and coercive use of civil rights laws to attack the University of California system and the rights of their members,” the American Association of University Professors announced Tuesday. 

    The coalition comprises 19 groups—including the AAUP, the American Federation of Teachers and 10 University of California campus faculty associations—and is represented by the legal organization Democracy Forward.

    “We will not stand by as the Trump administration destroys one of the largest public university higher education systems in the country and bludgeons academic freedom at the University of California, the heart of the revered free speech movement,” AAUP president Todd Wolfson said in a statement. “We stand hand in hand to protect not only our individual rights to free expression, debate, and association, but also to safeguard the health, safety, and economic mobility of our communities—all of which is at risk.”

    The Trump administration has issued a litany of demands to the University of California in exchange for restored federal funding, including unfettered government access to faculty, student and staff data; cooperation with immigration enforcement; a ban on gender-inclusive restrooms and locker rooms; an official statement that the UC does not recognize transgender identity; and over a billion dollars in penalties. So far, the University of California, Los Angeles, has borne the brunt of the demands, but university system officials fear that funding freezes could extend to the system’s other campuses.

    On Sept. 4, University of California, Berkeley, officials notified 160 faculty, staff and students that their names appeared in documents given to the Trump administration as part of the administration’s investigation into alleged antisemitism on campus. 

    “UCLA [faculty association] is honored to stand with this coalition, which presents as an important reminder of what the UC really is—the people who day in and day out do the work on UC campuses,” Anna Markowitz, president of the UCLA faculty association executive board, said in a statement Tuesday. “Today, we join the people of the UC in standing up against federal extortion, job loss, bans on speech and expression—against any effort to dismantle core public values that have made the UC great.”

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  • AI Teaching Learners Today: Pick Your Pedagogy

    AI Teaching Learners Today: Pick Your Pedagogy

    University budgets across the country are broken. Overall revenue and accumulated financial support appear to be declining for a wide variety of reasons.

    New funding policies, administrative reorganizations such as those at the Department of Education, lean fiscal times for states, diminished regard for higher learning, fewer requirements for degrees among employers hiring for entry-level positions and the impact of artificial intelligence all come together to reduce the pool of new students, tuition revenues and grants. As a result, new initiatives are stifled unless they show promise to immediately reduce costs and generate new revenue.

    The cost of developing, designing and teaching classes is often largely determined by the faculty and staff costs. Long-running lower-division classes at some universities may be taught by supervised teaching assistants or adjunct faculty whose salaries are lower than tenure-track faculty’s. However, we are now confronted with highly capable technologies that require little to no additional investment and can bring immediate revenue positive opportunities. Each university very soon will have to determine to what extent AI will be permitted to design and deliver classes, and under what oversight and supervision.

    However, few of us in higher ed seem to realize that such technologies are freely available today. The tsunami of new and improving AI technologies has inundated us over the past three years so quickly that many in academe have not been able to keep up.

    Case in point is the rapidly expanded and enhanced AI app. We know them by the names Gemini, ChatGPT, Claude and a few others that we tried out in 2023 or 2024. Early on, they were deficient in many ways, including hallucinations and a strictly limited number of words you could put into a prompt. That has largely changed, though hallucinations can still happen—which is why it is good practice to compare prompts submitted at multiple sites, as has been suggested previously in this column.

    AI is now capable of teaching higher learners in a highly sophisticated way. Given a thoughtful, detailed prompt, it is able to implement most of the proven pedagogical approaches, many of which are unknown to our teaching faculty. It is able to dig more deeply into a topic with more recent data than many of the faculty members are using. It can interpolate, extrapolate and pursue conjectures to their statistical conclusions, revealing unexpected outcomes. It can be friendly, supportive, patient and also challenging at the appropriate times.

    My point is that the prompt today can be a most powerful teaching tool that can consistently create a robust, engaging learning environment. It can even offer material through a variety of pedagogies. A well-written, detailed prompt can be the equal of many of our teaching assistants, adjunct faculty and, yes, full-time faculty members who have not been deeply trained in effective pedagogy and current practice.

    Let’s test out one of these technologies right now!

    This one below, shared by the “There’s an AI for That” newsletter, provides an online tutor to teach students using an assortment of time-tested technologies and pedagogies. The first step begins with merely a prompt, albeit not a short one. The Interactive Learning Tutor is a virtual instructor that runs on the leading frontier AI app models (Gemini, ChatGPT and Claude). Most interesting is not only the vast range of topics it is prepared to deliver, but the range of pedagogies it will enable at the request of the learner. So, the learner can pick their pedagogy rather than being subject to the designer’s and instructor’s choice of teaching and learning methods.

    This prompt turns AI into a dual-role system that first helps learners choose the most effective study techniques for their subject, then switches into live teaching using those chosen methods. In Navigator Mode, the system gathers details about what the user wants to learn and how they prefer to learn it, then presents a curated set of three to five evidence-based methods from its catalog. Each method is explained in depth, with strengths, limitations, step-by-step applications and concrete examples tied to the user’s subject. It also suggests learning archetypes, outlines pitfalls and fixes, creates an integrated action plan, and provides tools like reflection prompts, comparison tables, and pathways matrices to help learners see their options clearly.”

    This is a highly qualified virtual teaching assistant, eager and well prepared to take on the task of teaching an individual in an online tutorial or class. Imagine 30 students, with a week or so initial orientation, running this app to achieve specified learning outcomes in an engaging, interactive way. The materials provided in the individual tutorial could be augmented through a syllabus of supplementary readings, reference materials and periodic assessments leading up to a final project or paper to be submitted individually or by groups in the class. The prompt and app take over the most important role of engaging and guiding the student in ways proven to be successful.

    So, let’s give this a road test! Step one is to copy the 1,112-word prompt that begins with and ends with . Paste this into the input box of your chosen AI app and press enter. After a brief moment for processing, the app will reply with an invitation to share the topic about which you would like to learn. This would be defined by the instructor of the course along with the learning outcomes for the class. As an enthusiastic learner who is going to attend an outdoors bluegrass music festival today, I typed in, “I want to learn about bluegrass music, including how it evolved, its popularity, the geographic range of its performance, the instruments used and cultural impact.” Including such learning outcomes will streamline the process for later assessments.

    Gemini replied, “That’s a fantastic topic! Bluegrass music has a rich history and a vibrant culture. We can definitely break down its evolution, instruments, and cultural impact.” Gemini went on to write,

    Now, to help me suggest the best learning methods for you, could you tell me a bit about how you prefer to learn? For example, when you’re trying to understand something new, do you find it helps to:

    • Discuss it and ask lots of questions?
    • Organize information visually, maybe with timelines or diagrams?
    • Listen to examples (like different songs) and connect them back to the concepts?
    • Try to explain it to someone else to make sure you’ve grasped it?

    Gemini also offered a personalized action plan to set the schedule.

    Integrated Action Plan

    • Immediate Actions (First 1-2 Hours): Use the Socratic method to generate a list of foundational questions about bluegrass. Use dual coding to create a simple timeline of major events (e.g., Bill Monroe forms the Blue Grass Boys, Earl Scruggs joins, the Newport Folk Festival).
    • Medium-Term Actions (First Week): Use the Storytelling method to weave those timeline events into a narrative about the birth of the genre. Pick one specific concept (e.g., “the high lonesome sound”) and use the Feynman technique to explain it in your own words.
    • Long-Term Actions (Ongoing): Continue to build out your visual library (dual coding) with instrument diagrams and regional maps. As you learn more, continuously refine your core story (Storytelling) and test your understanding of complex subtopics (Feynman technique).

    Further details were shared by Gemini in table format to ensure that the learner understood the different approaches. Then it gave me, the learner, the chance to affirm that I wanted to blend those modes. And then we were off and running.

    This format seems ideal to prototype just-in-time certificate programs, over-demand programs where insufficient numbers of faculty are readily available and other instances where time or finances may not permit full design and teaching staffing. Carefully monitor each student by asking them to share their exchanges with the app. Be vigilant to protect the learner’s FERPA rights. Use secure methods for quizzing and other assessments. Compare the outcomes to other such classes and gather feedback from the participating learners. Modify the original prompt to meet your needs and refine the results for the next offering.

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  • When AI Meets Engineering Education: Rethinking the University 

    When AI Meets Engineering Education: Rethinking the University 

    This HEPI blog was kindly authored by James Atuonwu, Assistant Professor at the New Model Institute for Technology and Engineering (NMITE). 

    Where machines of the past multiplied the strength of our hands, AI multiplies the power of our minds – drawing on the knowledge of all history, bounded only by its training data. 

    We are living through a moment of profound transition. The steam engine redefined labour, the computer redefined calculation, and now AI is redefining thought itself. Unlike earlier technologies that multiplied individual workers’ power, AI, particularly large language models (LLMs), multiplies the collective intelligence of humanity. 

    For engineering practice and universities alike, this shift is existential. 

    AI as Servant, Not Master 

    The old adage is apt: AI is a very good servant, but a very bad master

    • As a servant, AI supports engineers in simulation, design exploration, and predictive maintenance. For students, it provides on-demand access to resources, enables rapid testing of ideas, and helps them reframe problems.  
    • As a master, AI risks entrenching bias, undermining judgment, and reshaping educational systems around efficiency rather than values. 

    The challenge is not whether AI will change engineering education, but whether we can train engineers who command AI wisely, rather than being commanded by it. 

    This logic resonates with the emerging vision of Industry 5.0: a paradigm where technology is designed not to replace humans, but to collaborate with them, enhance their creativity and serve societal needs. If Industry 4.0 was about automation and efficiency, Industry 5.0 is about restoring human agency, ethics, and resilience at the heart of engineering practice. In this sense, AI in engineering education is not just a technical challenge, but a cultural one: how do we prepare engineers to thrive as co-creators with intelligent systems, rather than their servants 

    Beyond ‘AI Will Take Your Job’ 

    The phrase AI won’t take your job, but a person using AI will has become a cliché. It captures the competitive edge of AI literacy but misses the deeper truth: AI reshapes the jobs themselves.  

    In engineering practice, repetitive calculations, drafting, and coding are already being automated. What remains – and grows in importance – are those tasks requiring creativity, ethical judgment, interdisciplinary reasoning, and decision-making under uncertainty. Engineering workflows are being reorganised around AI-enabled systems, rather than human bottlenecks

    Universities, therefore, face a central question: Are we preparing students merely to compete with each other using AI, or to thrive in a world where the very structure of engineering work has changed? 

    Rethinking Assessment 

    This question leads directly to assessment – perhaps the most urgent pressure point for universities in the age of AI. 

    If LLMs can generate essays, solve textbook problems, and produce ‘good enough’ designs, then traditional forms of assessment risk becoming obsolete. Yet, this is an opportunity, not just a threat

    • Assessment must shift from recalling knowledge to demonstrating judgment. 
    • Students should be evaluated on their ability to frame problems, critique AI-generated answers, work with incomplete data, and integrate ethical, social, and environmental perspectives. 

    A further challenge lies in the generational difference in how AI is encountered. Mature scholars and professionals, who developed their intellectual depth before AI, can often lead AI, using it as a servant, because they already possess the breadth and critical capacity to judge its outputs. But students entering higher education today face a different reality: they arrive at a time when the horse has already bolted. Without prior habits of deep engagement and cognitive struggle, there is a danger that learners will be led by AI rather than leading it. 

    This is why universities cannot afford to treat AI as a mere technical add-on. They must actively design curricula and assessments that force students to wrestle with complexity, ambiguity, and values – to cultivate the intellectual independence required to keep AI in its rightful place: a servant, not a master. 

    Rediscovering Values and Ethics 

    AI forces a rediscovery of what makes us human. If algorithms can generate correct answers, then the distinctive contribution of engineers lies not only in technical mastery but in judgment grounded in values, ethics, and social responsibility

    Here the liberal arts are not a luxury, but a necessity

    • Literature and history develop narrative imagination, allowing engineers to consider the human stories behind data. 
    • Philosophy and ethics cultivate moral reasoning, helping engineers weigh competing goods. 
    • Social sciences illuminate the systems in which technologies operate, from environmental feedback loops to economic inequities. 

    In this light, AI does not diminish the need for a broad education – it intensifies it. 

    Reimagining the University 

    Yet, values alone are not enough. If universities are to remain relevant in the AI era, they must reimagine their structures of teaching, learning, and assessment. Several approaches stand out as particularly future-proof: 

    • Challenge-based learning, replacing rote lectures with inquiry-driven engagement in authentic problems. 
    • Industry and community co-designed projects, giving students opportunities to apply knowledge in practical contexts 
    • Interdisciplinary integration across engineering, business, and social perspectives. 
    • Block learning, enabling sustained immersion in complex challenges – a counterbalance to the fragmenting tendencies of AI-enabled multitasking. 
    • Professional skills and civic engagement, preparing graduates to collaborate effectively with both people and intelligent systems. 
    • Assessment through projects and portfolios, rather than traditional exams, pushing learners to demonstrate the judgment, creativity, teamwork and contextual awareness that AI can only imitate but not authentically embody. 

    These approaches anticipate what the AI era now demands of universities: to become sites of creation, collaboration, and critique, not simply repositories of content that AI can reproduce at scale. Some newer institutions, such as NMITE, have already experimented with many of these practices, offering a glimpse of how higher education can be reimagined for an AI-enabled world. 

    Closing Reflection 

    AI may be the greatest machine humanity has ever built – not because it moves steel, but because it moves minds. Yet, with that power comes a reckoning. 

    Do we let AI master our universities, eroding integrity?  
    Or do we make it serve as a co-creator, multiplier of human intelligence, and a tool for cultivating wise, ethical, creative engineers? 

    The answer will define not just the future of engineering training and practice, but the very shape of university education itself. 

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  • Supporting the Student Researcher: Effective Teaching, Learning, and Engagement Strategies – Faculty Focus

    Supporting the Student Researcher: Effective Teaching, Learning, and Engagement Strategies – Faculty Focus

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  • Islamophobia envoy – Campus Review

    Islamophobia envoy – Campus Review

    An anti-Islamophobia plan has recommended universities engage in an anti-racism framework to tackle an increase in Islamophobic hate on campuses.

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  • How ANU can revive ‘national asset’ mission – Campus Review

    How ANU can revive ‘national asset’ mission – Campus Review

    On Campus

    The education minister needs to address issues of transparency, VC salaries and the public good

    The Australian National University (ANU) is one of the most prestigious universities in Australia and is regularly ranked among the world’s best.

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  • Student caps could help shoddy operators – Campus Review

    Student caps could help shoddy operators – Campus Review

    Commentary

    Scams and rorts are relentless and adaptive, resurfacing even after operations are shut down

    Caps on international student places, set at 270,000 for 2025 and rising to 295,000 in 2026, are intended to manage growth and safeguard integrity in the sector.

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