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  • Kimberly Harvey | The EDU Ledger

    Kimberly Harvey | The EDU Ledger

    Dr. Kimberly HarveyKimberly Harvey has been named Alfred University’s new vice president for Student Experience. Harvey will begin her duties Jan. 5, 2026.

    Harvey comes to Alfred from Nazareth University, where she spent more than five years leading efforts to strengthen the student experience through cross-campus collaboration focused on student well-being and belonging. Harvey began her tenure at Nazareth as Assistant Vice President for Student Engagement (2019-21) before serving three years as Associate Vice President for Student & Campus Life and Dean of Students. In March 2024 she was promoted to Associate Provost for Student Experience and Dean of Students.

    Harvey has a bachelor’s degree in mathematics from SUNY Fredonia, a master’s degree in college student personnel administration from Canisius University, and a Doctor of Education degree in educational leadership from the University of Rochester.

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  • US takes the lead on student satisfaction, survey finds

    US takes the lead on student satisfaction, survey finds

    Global student satisfaction has remained steady in 2025, but pressures on inclusivity, affordability and the quality of student life are beginning to show, according to the Global Student Satisfaction Awards: Summary Report 2025.

    Studyportals’ 2025 Student Satisfaction survey tracked responses from over 102,000 students around the world, with the US, Belgium and Austria leading the charge in overall satisfaction, ranked at 4.32, 4.29 and 4.28 stars out of five respectively.

    The biannual survey looked at reviews from students of 180 nationalities studying at institutions in 124 countries, recording an average satisfaction score of 4.18 out of 5. While stable compared to 2023 (when the last survey was published), this represents a slight dip of 0.71%.

    Meanwhile Pakistan, France, Ireland and Türkiye saw some of the steepest declines in satisfaction. The UK and India bucked the trend with improved scores, both climbing above the global average.

    Pakistan recorded the most significant drop since 2023’s survey (-11.3%), moving significantly further below the global benchmark. France also fell by -3.2%, Ireland by -2.4%, and Türkiye by -1.2%.

    By contrast, Finland (+3.3%) and the Netherlands (+0.2%) registered modest improvements, though both remain below the global average. The report warns that unless these downward trends are addressed, strong challengers like India and the UK could capture greater student interest.

    Students are more confident about career prospects, but increasingly concerned about diversity and their quality of life
    Edwin van Rest, Studyportals

    The report also tracked other factors such as admissions processes, career development, student diversity and student life.

    Winners were honoured across seven categories at an awards ceremony hosted by Studyportals in collaboration with Uni-Life and IELTS at a fringe event during last week’s European Association for International Education (EAIE) conference in Gothenburg.

    Key indicators revealed a mixed picture. Student diversity (-5.03%) and student life (-4.39%) suffered the largest declines, reflecting growing concerns around integration, housing shortages and rising costs in popular destinations. Admissions processes also weakened (-3.85%), with students calling for clearer communication, smoother transitions and more user-friendly digital systems.

    On the positive side, career development (+1.23%) recorded notable gains, with the US, India and Switzerland leading thanks to stronger links with employers, internships and industry engagement. Online classroom experience, long the weakest category, also improved modestly (+1.30%), particularly in the US, India and South Africa.

    Studyportals said the findings underline shifting student priorities. Employability outcomes and structured cross-cultural experiences are increasingly valued, while inclusivity and transparency remain pressing challenges.

    “These results show where universities are winning student trust, and where they risk losing it,” noted Edwin van Rest, CEO & co-founder of Studyportals. “Students are more confident about career prospects, but increasingly concerned about diversity and their quality of life.”

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  • Mapping Digital Spaces Part II

    Mapping Digital Spaces Part II

    Back in 2017, I wrote a blog post about how I spent my time online. Using David White’s concept of Visitors vs. Residents, I examined the technology tools and sites I frequented most and reflected on whether I used them professionally or personally. I then categorized them according to White’s idea: 

    • Visitors use technology tools to get a job done quickly. They don’t leave a digital trail or engage with others.
    • Residents regularly interact with others or create with technology while openly sharing parts of themselves, whether names, comments, or resources. 

    At that time, I was in a different role in education as a school-based instructional technology coach. Now, I am still in the field of education, but as the Director of Distance Learning for a community college. The only role that hasn’t changed in those eight years is my role as an adjunct instructor. The assignment to map digital spaces has always been one of my favorites, so this week I decided to join my students and reflect on what has changed and what has remained the same for me. Below is my current map and some thoughts that stood out to me.

    Nicole’s 2025 Digital Map

    • I overwhelmingly have a digital footprint. The vast majority of my map shows that both personally and professionally, I engage with others and leave a digital trace online. 
    • Larger images, such as Gmail, Amazon, Snapchat, Reddit, and podcasts, are applications that dominate much of my time online.
    • Applications such as podcasts, “X” (forever Twitter), Google, and Facebook are used for both personal and professional purposes. I love that these are places I can blend my personas.
    • On the personal visitors’ side, I may have signed up for accounts on these applications, but I do not engage with others or leave a public data trail- I hop on and hop off with a purpose. What may be surprising to some is that TikTok is included in this category. My husband is really the only one who sends me video clips. Otherwise, I don’t use this app much.
    • I struggled to find applications that I visit professionally as a visitor! This tells me that I am very comfortable leaving a digital presence.

    Here is my original map from 2017 and some general observations.

    Nicole’s original map from 2017

    Things that have changed

    • New apps! TikTok and Blue Sky are two examples of applications that became available after my original map was created.
    • RIP old apps! Google+, Wikispaces, and Edmodo played a big role in my professional encounters and are no longer in service.
    • My old map was very balanced- I spent just as much time as a visitor as I did as a resident. 
    • I have a much greater professional residency than I did in 2017!

    Things that have stayed the same

    • Most of the technology applications I used eight years ago remain the same today. Some, such as Fitbit, have been replaced by applications that perform a similar service (in this case, Peloton).
    • I am comfortable with using technology to enhance my professional life and comfortable sharing and engaging with others online.

    To wrap up, I’d like to revisit my blog post from 2017 by restating something I wrote back then that still holds true today: “My map will evolve as my career evolves and my PLN focus changes. For now, I’m happy with the digital presence that I have and knowing that where I go *is* helping me grow.” 

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  • Beech-side views: shuffling the decks

    Beech-side views: shuffling the decks

    No sooner had the UK government returned from its summer recess than a political scandal – culminating in the resignation of Housing Secretary Angela Rayner on 5 September – prompted Prime Minister Keir Starmer to initiate a significant ministerial reshuffle. As universities begin the new academic year, then, the sector is left wondering what this refreshed ministerial line-up means for higher education – and whether it signals a shift in policy direction, particularly around international student migration.

    “Phase two” begins

    Downing Street is already branding the reshuffle as the start of “phase two” of this government: a transition from a period of consultation and policy design to one of delivery and implementation. The new cabinet appointments also suggest a more strategic and coordinated approach to immigration enforcement and foreign policy – two areas that directly intersect with international education.

    Notably, Yvette Cooper moves from the Home Office to head the Foreign, Commonwealth & Development Office (FCDO), while Shabana Mahmood steps up from Justice to become Home Secretary. Together, these appointments point to a government intent on aligning domestic control with global influence, potentially reshaping the UK’s international education offer in the process.

    After all, the new Foreign Secretary brings to her role a clear understanding of the vulnerabilities in the immigration system and is unlikely to shy away from using the soft power of international education – while also guarding against its misuse. Meanwhile, the new Home Secretary’s track record of delivery and reform suggests a more assertive stance on migration control lies ahead, which could have direct implications for universities’ overseas recruitment prospects.

    Toughening up?

    Following a summer of public concern over rising immigration figures and asylum claims, the government is under pressure to act decisively. With Reform UK gaining traction in the polls ahead of next year’s local, Welsh and Scottish elections, the political stakes are high.

    Even before the reshuffle, international students were caught in the crossfire of media narratives linking student visas to fraudulent asylum claims, undermining public trust in institutional recruitment. Universities involved in overseas recruitment should brace themselves for increased scrutiny, with tighter monitoring of attendance, progression and sponsorship duties on the horizon, which could well pave the way for tougher sanctions on non-compliance.

    Robust compliance and risk management will be essential for institutions to maintain credibility – not just with government, but with the wider public. The Graduate Route, for instance, remains vulnerable to reform, whether through reduced duration, higher salary thresholds or even potential abolition.

    Lowering our ambitions?

    Although Bridget Phillipson remains as Education Secretary, the reshuffle suggests it won’t be business as usual at the Department for Education either, which is preparing to publish a new and updated version of the UK international education strategy. While last summer’s welcoming messages for international students raised hopes of renewed ambition in the international education arena, recent immigration concerns and political repositioning are likely to temper any growth targets that might have been in the offing.

    Instead of expansion, the new strategy may prioritise control, reflecting broader concerns about immigration and public confidence. This recalibration could also see a move away from bold recruitment targets toward a more cautious, compliance-driven approach.

    Seizing the moment

    Despite domestic pressures, the UK must not lose sight of its competitive edge in the global education market. As Canada and Australia tighten restrictions on international student recruitment – and the US grapples with visa delays and political uncertainty – the UK has a unique opportunity to position itself as a stable and attractive destination for global talent.

    Now is therefore the time for UK universities to take control of the narrative. The immigration debate must not be reduced to numbers alone, but we should make clear it is about reputation, research collaboration and global competitiveness. By maintaining a clear, credible and welcoming offer – underpinned by demonstrable quality and compliance – the UK can still thrive in a shifting international landscape.

    It’s in our gift to ensure the forthcoming international education strategy balances domestic concerns with international ambition, keeping the UK open to the world even as it inevitably tightens its borders.

    A reality check

    As the government enters its delivery phase, universities must remain alert to shifting political headwinds. International education may still be valued as a soft power asset, but its future depends on how well the sector navigates the tension between openness and oversight.

    The next international education strategy may not aim for new heights in student recruitment, but it’s in the sector’s interest to ensure the UK holds its ground in an increasingly precarious political world.

    The post Beech-side views: shuffling the decks appeared first on The PIE News.

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  • Why have someone edit your story?

    Why have someone edit your story?

    Redundancy: Did you repeat anything unnecessarily?

    Accuracy: Did you make any factual mistakes or is anything misleading and can be read in a number of different ways?

    Sourcing: Were you able to show where your information came from and did you get the information from credible sources?

    Balance: Did you recognize multiple and opposing viewpoints or is the story one-sided and preachy?

    Organization: Did you bury the most interesting or important thing way down into your story? Did you wait too long to quote someone?

    Paragraphing: Are your paragraphs way too long? Long paragraphs are daunting to read, so try breaking them up. A paragraph can be a single sentence.

    Language: Is the story full of jargon normal people wouldn’t understand or long words only highly-educated people would know?

    Complexity: Is your story bogged down by too much information that isn’t really necessary?

    Clarity: Can a normal person understand the story on a quick read or is it confusing in any way?

    The editor’s role

    Ultimately the editor’s job is to make the story clear and readable. And both those things are hard to spot when you are the writer.

    Sometimes reporter balk at the suggestions editors make or the changes they insist must be done. When you have taken a lot of time and effort to report a story and have carefully worded and reworded your article it hurts to learn that it isn’t finished or that the editor thinks there are problems with it.

    But journalism is a collaborative process. It’s your story but it is also the editors story and the publication’s story. Your name will be on it — we call that the byline — but it will affect the publication’s reputation and that of the editor. Editors can find themselves fired or suspended if they publish a story that should not have been published. That’s the negative side of it.

    On the positive side, most editors genuinely want to make the story better — clearer, more powerful, a better overall read. And isn’t that what you want too? Over the course of my career, editors have saved me time and again by spotting mistakes I had inadvertently made. They have strengthened my writing and made me a better writer.

    Now if an editor suggests or insists on a change you really think isn’t necessary or will harm your story then fight against that. But do so respectfully and professionally.

    Ultimately the process isn’t meant to be fair. The editor has the final say. But if you can make a strong case and if you can show your editors why you care so much, chances are they will yield. Often this becomes a negotiation to find a way to word the material that satisfies both of you. But pick your battles carefully. No editor wants to work with a writer who fights every change or suggestion.

    A good partnership between a journalist and editor will help you write a great story and help ensure it stands up to the scrutiny of your audience.

     

    QUESTIONS TO CONSIDER:

    1. What is one way an editor can improve your story?

    2. If an editor wants change a story in a way you don’t like, what should you do?

    3. What traits do you have that would make you a good editor?

     

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  • The Fifteen: September 19, 2025

    The Fifteen: September 19, 2025

    Welcome to The Fifteen, a global round-up of the stories animating higher education institutions and systems around the globe. Let’s get to it.

    1. Iran’s intelligence ministry has issued an order banning universities from accepting any students of the Baha’i faith on the grounds that they are a security risk. The Iranian/Persian state has a record of discrimination against Baha’is going back over 150 years.
    1. How sustained high levels of graduate unemployment have changed Chinese youth culture.
    1. Two very different universities in the UK are planning to merge: the University of Kent, in the country’s southeast, and the University of Greenwich in Greater London.  Some are saying this is less a merger than a take-over, with Greenwich in the driver’s seat. These are two  institutions with quite different profiles and ways-of-being; the literature on university mergers is not very encouraging about how this will turn out.  
    1. Australia’s longest-running institutional crisis seems to have come to an end as vice-chancellor Genevieve Bell has finally resigned. Bell surely mis-stepped (several times), but as many have pointed out not everything she was blamed for was her fault, and there are more general governance issues at play as well.
    1. The Government of China released a three-year program to shift more educational programs to better suit the country’s high-tech ambitions. A key element of the measure is not just to make one-time adjustments, but to give institutions more freedom to respond to changing market/technological opportunities on their own.
    1. Graduate unemployment is also stalking South Korea. In response, some institutions are striking deals with corporations and creating “employment conditioned contract departments” where institutions agree to teach an enterprise customized curriculum to a group of students, and the company agrees to hire all the graduates. These, it turns out, are quite popular.
    1. The UK’s famously over-developed periodic research assessment exercise was given a brief pause by Research England as the research councils responsible re-think some of the exercise’s basic principles. One matter under consideration is whether or not all institutions require the same level of scrutiny, regardless of research-intensity. Coincidentally even the head of Universities UK is now calling for more institutional specialization in research or rather less “unfunded hobbyist research” in the face of widespread research funding shortages.
    1. Hong Kong’s universities have been rising in popularity among globally-mobile students lately. The Hong Kong government would now like to expand the number of “non-local” (which includes the PC) university spots to 50% of the total, but claiming these new seats will all be new and no local student will be pushed out. Not everyone is convinced.   
    1. A similar story in Malaysia: as we saw two weeks ago, the Malaysian Chinese Association, which has been arguing that the increase in international students has come chiefly at the expense of Chinese students, is continuing to push for reforms to the admissions system. The latest push is being fueled by a story about a Chinese student with near-perfect grades being denied entry to any of the country’s top university accounting programs.
    1. Student housing crises are everywhere. Here are stories from Ireland, Italy, Spain, Turkey, Greece, Kazakhstan. The question is: if it’s a crisis absolutely everywhere, can we still call it a crisis?
    1. The OECD’s Annual Education at a Glance publication came out last week, producing a host of stories around the world. In the UK and France, there was shock over PIAAC results (not released at the time PIAAC came out last December) that university graduates in their countries had deeply sub-par language skills. In Belgium, the hand-wringing was mostly about low completion rates and long times-to-completion.
    1. In Canada, the Mastercard Foundation unveiled a $235 million set of grants to institutions to recognize strides made towards Reconciliation with Indigenous Peoples.  This is a big deal.
    1. Kenyan universities are starting to come to grips with how a tuition fee cut in the middle of a huge financial crisis is going to impact them.  The government claims research commercialization can turn it all around.
    1. In India, results from the annual government-run National Institutional Rankings Framework came out on September 4th and it’s basically all anyone has been able to talk about since. Some notes on the new methodology can be found here.  
    1. The Moroccan government has adopted a new law on higher education, one which is comprehensive, wide-ranging and modernizing. But neither the national faculty union nor the national student union are impressed (the envisaged expansion of private higher education is the main bone of contention, but the big issue seems to be mostly a lack of consultation). Is a national strike in the offing? We’ll see.

    See you back here in two weeks!

    The post The Fifteen: September 19, 2025 appeared first on HESA.

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  • Texas A&M President Steps Down After Political Campaign Targets Academic Freedom

    Texas A&M President Steps Down After Political Campaign Targets Academic Freedom

    Texas A&M University President Dr. Mark A. Welsh III announced his resignation Thursday following intense political pressure from state Republican leaders over a viral confrontation involving gender content in a children’s literature course—the latest in a series of incidents that underscore the mounting challenges facing academic freedom and diversity efforts at public universities across Texas.

    Welsh’s departure came just over a week after state Rep. Brian Harrison amplified a video on social media showing a student confronting Professor Melissa McCoul about course content. Despite initially defending McCoul’s academic freedom, Welsh terminated the professor the following day under pressure from Harrison and Lt. Gov. Dan Patrick.

    The incident represents part of a broader Republican-led campaign to exert political control over university curricula, faculty hiring, and campus speech—efforts that education advocates warn are undermining the foundational principles of higher education.

    Welsh’s tenure, which began in 2023, was marked by repeated clashes with state political leaders over diversity and inclusion initiatives. In January, Gov. Greg Abbott threatened Welsh’s position after the university’s business school planned to participate in a conference aimed at recruiting Black, Hispanic, and Indigenous graduate students. Under pressure, Welsh withdrew the university from the conference entirely.

    The pattern reflects what faculty and higher education experts describe as an escalating assault on academic autonomy.

    Despite strong support from faculty and students, Welsh’s position became untenable under sustained political attack. On last Wednesday, the university’s Executive Committee of Distinguished Professors—composed of 12 faculty members holding the institution’s highest academic honor—sent a letter urging regents to retain Welsh.

    “All members of this Committee write this letter collectively to strongly urge you to retain President Mark Welsh in the wake of recent events,” the faculty letter stated.

    Student leaders also rallied behind Welsh, with dozens of current and former student government representatives praising his “steadfast love and stewardship for our University” and expressing “faith and confidence in his leadership.”

    However, these expressions of campus support proved insufficient against external political pressure.

    Welch’s predecessor, M. Katherine Banks, had resigned following the botched hiring of journalism professor Kathleen McElroy, whose employment offer was undermined after regents expressed concerns about her work on diversity, equity, and inclusion.

     

     

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  • The advantages of supplementing curriculum

    The advantages of supplementing curriculum

    Key points:

    Classroom teachers are handed a curriculum they must use when teaching. That specific curriculum is designed to bring uniformity, equity, and accountability into classrooms. It is meant to ensure that every child has access to instruction that is aligned with state standards. The specific curriculum provides a roadmap for instruction, but anyone who has spent time in a classroom knows that no single curriculum can fully meet the needs of every student.

    In other words, even the most carefully designed curriculum cannot anticipate the individual needs of every learner or the nuances of every classroom. This is why supplementing curriculum is a vital action that skilled educators engage in. Supplementing curriculum does not mean that teachers are not teaching the required curriculum. In fact, it means they are doing even more to ensure student success.

    Students arrive with different strengths, challenges, and interests. Supplementing curriculum allows teachers to bridge inevitable gaps within their students.  For example, a math unit may assume fluency with multiplying and dividing fractions, but some students may not recall that skill, while others are ready to compute with mixed numbers. With supplementary resources, a teacher can provide both targeted remediation and enrichment opportunities. Without supplementing the curriculum, one group may fall behind or the other may become disengaged.

    Supplementing curriculum can help make learning relevant. Many curricula are written to be broad and standardized. Students are more likely to connect with lessons when they see themselves reflected in the content, so switching a novel based on the population of students can assist in mastering the standard at hand.   

    Inclusion is another critical reason to supplement. No classroom is made up of one single type of learner. Students with disabilities may need graphic organizers or audio versions of texts. English learners may benefit from bilingual presentations of material or visual aids. A curriculum may hit all the standards of a grade, but cannot anticipate the varying needs of students. When a teacher intentionally supplements the curriculum, every child has a pathway to success.

    Lastly, supplementing empowers teachers. Teaching is not about delivering a script; it is a profession built on expertise and creativity. When teachers supplement the prescribed curriculum, they demonstrate professional judgment and enhance the mandated framework. This leads to a classroom where learning is accessible, engaging, and responsive.

    A provided curriculum is the structure of a car, but supplementary resources are the wheels that let the students move. When done intentionally, supplementing curriculum enables every student to be reached. In the end, the most successful classrooms are not those that follow a book, but those where teachers skillfully use supplementary curriculum to benefit all learners. Supplementing curriculum does not mean that a teacher is not using the curriculum–it simply means they are doing more to benefit their students even more.

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  • Fired CDC director says RFK Jr. aims to change childhood vaccine schedule

    Fired CDC director says RFK Jr. aims to change childhood vaccine schedule

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    Health secretary Robert F. Kennedy Jr. plans to soon make changes to the childhood vaccine schedule, according to former Centers for Disease Control and Prevention Director Susan Monarez, who Kennedy ousted from her role earlier this month.

    Monarez informed U.S. lawmakers of Kennedy’s plans Wednesday during a hearing hosted by the Senate Health, Education, Labor and Pensions Committee. The hearing is the first public appearance by Monarez since her firing, which spurred several other high-ranking CDC officials to resign in protest.

    In a Sept. 4 op-ed in The Wall Street Journal and again Wednesday, Monarez said she was removed for refusing to rubber-stamp vaccine guidelines without supportive evidence.

    “He just wanted blanket approval,” Monarez said during the hearing, referring to Kennedy. “If I could not commit to an approval to each of the recommendations, I would need to resign.”

    Monarez said Kennedy plans to change recommendations for childhood vaccinations against COVID-19 and hepatitis B. Both shots will be discussed at a meeting this week of the CDC’s Advisory Committee on Immunization Practices, which is tasked with formulating guidelines.

    “In the first meeting [with Kennedy], he asked me to commit to firing scientists or resign. He asked me to pre-commit to signing off on each one of the forthcoming ACIP recommendations, regardless of whether or not there was scientific evidence.”

    Debra Houry, the CDC’s former chief medical officer who resigned after Monarez’s ouster, also testified at the hearing Wednesday.

    ACIP’s meeting, which will take place Thursday and Friday, will be closely watched. A draft agenda indicates the committee will discuss and vote on guidelines for vaccines against hepatitis B, COVID, and measles, mumps, rubella and varicella.

    Monarez and Houry told senators that they were not aware of any scientific evidence to support changing the age at which children can get those vaccines.

    Sen. Bill Cassidy, R-La, expressed support for the inclusion of the hepatitis B vaccine in the childhood immunization schedule. The shot is recommended for all infants.

    “That is an accomplishment to make America healthy again, and we should stand up and salute the people that made that decision, because there’s people who would otherwise be dead if those mothers were not given that option to have their child vaccinated,” Cassidy said.

    Since becoming head of HHS, Kennedy has remade ACIP, firing its previous 17 members and stacking it with seven advisers he picked. This week, just days ahead of the committee’s meeting, Kennedy added five new members, including individuals whose backgrounds are atypical for the panel. Now among the panel’s members are critics of COVID vaccine policies and skeptics of vaccine technologies like messenger RNA.

    At an earlier meeting in June, the seven advisers first chosen by Kennedy indicated they held doubts about the evidence supporting COVID vaccines and voted to remove a little-used, but controversial preservative that’s been targeted by anti-vaccine groups.

    Typically, CDC working groups prepare data in support of ACIP votes on guidelines. Houry said no working groups besides one for COVID have been convened ahead of this week’s meeting, however.

    Monarez indicated she would be open to changing the childhood vaccine schedules if there was supporting evidence to do so.

    “Kennedy responded that there was no science or evidence associated with the childhood vaccine schedule, and he elaborated that CDC had never collected the science or the data to make it available related to the safety and efficacy,” Monarez said.

    Studies supporting the vaccines included in the childhood immunization schedule are public, and the current schedule has been supported by medical associations.

    “I worry about our medical institutions having to take care of sick kids that could have been prevented by effective and safe vaccines,” Monarez said. “I worry about the future of trust in public health.”

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  • Test yourself on the past week’s K-12 news

    Test yourself on the past week’s K-12 news

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    How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.

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