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  • ED Won’t Fund CTE, Dual Enrollment for “Illegal” Students

    ED Won’t Fund CTE, Dual Enrollment for “Illegal” Students

    The Education Department said Thursday that federal money shouldn’t fund dual enrollment, adult education and certain career and technical education for “illegal alien” students, whether they’re adults or K–12 pupils who are accessing postsecondary education.

    Department officials said in a news release that they are rescinding parts of a 1997 Dear Colleague letter that had allowed undocumented students to access those programs.

    In the interpretative rule published on the Federal Register, the department declared that “non-qualified alien adults are not permitted to receive education benefits (postsecondary education benefits or otherwise) and non-qualified alien children are not eligible to receive postsecondary education benefits and certain other education benefits, so long as such benefits are not basic public education benefits. Postsecondary education benefits include dual enrollment and other similar early college programs.”

    Education Secretary Linda McMahon said in the release that “under President Trump’s leadership, hardworking American taxpayers will no longer foot the bill for illegal aliens to participate in our career, technical, or adult education programs or activities. The department will ensure that taxpayer funds are reserved for citizens and individuals who have entered our country through legal means who meet federal eligibility criteria.”

    Augustus Mays, vice president of partnerships and engagement at EdTrust, an education equity group, said in a statement that the change “derails individual aspirations and undercuts workforce development at a time when our nation is facing labor shortages in critical fields like healthcare, education, and skilled trades. This decision raises barriers even higher for undocumented students who are already barred from accessing federal financial aid like Pell Grants and student loans.

    “Across the country, we’re seeing migrant communities targeted with sweeping raids, amplified surveillance, and fear-based rhetoric designed to divide and dehumanize,” Mays said. “Policies like this don’t exist in a vacuum. They are rooted in a political agenda that scapegoats immigrants and uses fear to strip rights and resources from the most vulnerable among us.”

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  • Missouri governor signs legislation securing students’ rights to freely associate on campus

    Missouri governor signs legislation securing students’ rights to freely associate on campus

    Missouri has passed a law protecting the right of students to gather and speak on campuses across the state. On Wednesday, Missouri Gov. Mike Kehoe signed into law SB 160, which defends the freedom of student organizations to set leadership and membership requirements that are consistent with their beliefs. 

    Although the bill was later amended to include provisions unrelated to the student organization protections for which we advocated, the final law still marks a meaningful victory for students at Missouri’s public colleges and universities.

    The First Amendment guarantees the right to freely associate with others who share their beliefs — or not associate with those who don’t. FIRE has consistently opposed policies that force student groups to eliminate belief-based membership rules to gain official college recognition. As we said in March when Utah signed similar protections into law, it makes little sense, for example, “to force a Muslim student group to let atheists become voting members or for an environmentalist student group that raises awareness about the threats of climate change to allow climate change skeptics to hold office.”

    In a letter to Missouri’s legislature supporting SB 160, we explained that the right to associate freely extends to students at public universities and to the student organizations they form. The Supreme Court agrees, and has repeatedly upheld this principle, affirming in Healy v. James that public colleges cannot deny official recognition to student organizations solely based on their beliefs or associations. Similarly, in Widmar v. Vincent, the Court ruled that a public university violated the First Amendment by denying a religious student group access to campus facilities because of its religious beliefs.

    However, the Court’s decision in Christian Legal Society v. Martinez upheld the constitutionality of “all-comers” policies — requiring student organizations to accept any student as a member or leader, even those who oppose the group’s core beliefs. But the ruling applies only when such policies are enforced uniformly. In practice, universities often apply these policies selectively. For example, some religious organizations have been forced to accept members and leaders who do not share their faith, while secular groups have been allowed to set their own membership and leadership requirements without administrative intervention. 

    This selective enforcement results in viewpoint discrimination. SB 160 is meant to correct that imbalance. It states that schools cannot take any action against a student association or potential student association:

    (a) Because such association is political, ideological, or religious; 

    (b) On the basis of such association’s viewpoint or expression of the viewpoint by the association or the association’s members; or

    (c) Based on such association’s requirement that the association’s leaders be committed to furthering the association’s mission or that the association’s leaders adhere to the association’s sincerely held beliefs, practice requirements, or standards of conduct.

    With the enactment of this bill, Missouri joins a growing number of states strengthening protections for the First Amendment rights of student organizations on campus. 

    FIRE thanks Missouri lawmakers and Gov. Kehoe for affirming that students don’t shed their constitutional rights at the campus gates.

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  • Navigators Guide

    Navigators Guide

    Navigators Guide

    The focus of the Navigator program is to increase connection for CHROs with experienced higher ed HR leaders in hopes of increasing success and decreasing burn-out for CHROs.

    Expected Outcomes

    1. CHROs feel connected to other HR leaders in higher ed (within the group).
    2. CHROs increase their access to helpful resources, supports and recommendations.
    3. CHROs feel comfortable opening up about their challenges and successes with both the Navigator and other CHROs.
    4. Seasoned HR leaders are re-energized in their roles by supporting CHROs in higher ed.
    5. Seasoned HR leaders increase efficacy with individual and group coaching and facilitation.
    6. Higher ed HR leaders expand their national networks of support and connection (outside of the group).
    7. Engagement of higher ed CHROs at multiple levels
    8. Increase in CHRO confidence of CUPA-HR to support development for higher ed HR professionals

    Representing CUPA-HR as a Navigator

    • In a CUPA-HR volunteer leadership role, your responsibility is to all the elements of the association including our strategic priorities and values. We see you as a leader in our association.
    • In a Navigator capacity, if you are reaching out to CUPA-HR members, sponsors or others outside of the CUPA-HR community, please identify your leadership role in this program to be transparent about the connection to CUPA-HR.
    • We encourage you to use CUPA-HR resources. Guide participants to our website.  Share valuable resources that have helped you or your HR team be successful in the past.
    • Communicating the value of the CUPA-HR community — “keeping the world small and inclusive”

     

    Contents

    How to Prepare

    Building the Relationship

    • First meeting tips – TO COME (Check out Team Building Capacity in the Learning Framework)
    • Discuss goals and mutual expectations in the first group meeting and individual meeting. Explore what people envision for the Navigator-Participant relationship (group and individual).
    • Lead an icebreaker for people to get to know one another and build rapport in the group.
    • Outline how communication will work for the group and individual (i.e. future meetings, staying in touch). Be proactive about how conflict and difficult conversations will be facilitated and how people can engage in that space.
    • Review tools and resources with the group.
    • Set expectations around confidentiality. Discuss how both you and participants can feel safe to share challenges or sensitive information while maintaining professional ethics. If someone asks you to sign a confidentiality agreement, take a step back and ask if there’s another way to discuss the issue without breaching protocol on their part.

    Questions for the First Meeting

    Getting to Know You

    • Tell me a bit about yourself and your background.
    • What are some experiences that have shaped who you are today?
    • What are your core values or principles that guide your decisions?
    • What are you most passionate about — professionally or personally?

    Understanding Goals and Aspirations

    • What are your short-term and long-term career goals?
    • Where do you see yourself in one year? In five years?
    • What skills or knowledge do you want to develop most right now?
    • Are there any specific challenges you’re currently facing in your role or career?
    • What does success look like for you in this Navigator relationship and program?

    Setting Expectations in the Relationship

    • How often would you like us to meet, and what format works best for you (Zoom/Teams, phone, in-person, etc.)?
    • How do you like to communicate (email, IM, text)?
    • Have you been in a relationship similar to this one before? What worked well or didn’t work in that relationship?
    • How do you prefer to receive feedback — direct, gentle, written, verbal?
    • Are there any boundaries or preferences I should be aware of to support you better?

    Exploring Growth and Development

    • What’s one area you feel confident in, and one where you’d like to grow?
    • What’s a recent accomplishment you’re proud of?
    • What’s something you’ve always wanted to try or learn but haven’t yet?
    • How do you like to celebrate progress or milestones?

    Deepening the Relationship

    • Review goals, track progress, and identify roadblocks
    • Discuss areas for growth and suggest resources
    • When appropriate, share personal experiences (i.e. ask yourself — how would this personal experience contribute to the learning of others?). Both successes and mistakes or failures are helpful for others to hear to encourage a growth mindset. The vulnerability of sharing mistakes/ or failures also shows your humanity as a leader and works to build trust with others.
    • Ask first, then offer guidance and connections as needed.
    • Explore long-term aspirations and connection opportunities.
    • Acknowledge achievements, big and small, to motivate others.
    • Provide mechanisms for feedback to the Navigator and to CUPA-HR.

    Group Meetings

    • Ask the group what would be helpful in terms of a format (i.e. bring a specific topic?  Keep it free form? A little of both?).
    • Ensure all voices are heard — calling on those who are quieter than others while also encouraging a “challenge by choice” environment.
    • Use the wisdom of the group when questions arise. Before jumping in with a response, ask if anyone in the group has ideas. Then fill in the gaps after others share.
    • Follow up with recommended books, articles, podcasts and online courses that align with emerging topics — this can be from the Navigator and others in the group.

    Individual Meetings

    • Ask the individual what would be helpful in terms of a format (i.e. bring a specific topic?  Keep it free form? A little of both?). This can also be determined at the beginning of a meeting.
    • Check in about something personal that the participant might have shared in a previous meeting (i.e. How’s your child’s big art project coming along? How was your vacation last month?).
    • Check in about personal goals — celebrate BOTH successes and failures, what detours occurred, what happened unexpectedly that led to a good outcome, etc.
    • Potential topics to explore during regular meetings or integrated with other topics: https://www.cfachicago.org/wp-content/uploads/2018/02/mentor_suggested_topics.pdf. (These topics might be focused on goal setting/review, problem-solving, knowledge sharing, skill building, or a combination of all https://www.wudpecker.io/blog/mentor-meeting-tips-for-mentors-and-mentees-with-agenda-template.)
      • Professional Growth – 5- to 10-year goals; ongoing professional development; what success/successful looks like
      • Work/Life Balance – Challenges and/or successes with balance; what does balance look like/mean (i.e. not always a 50-50 balance at all times); plan for balance
      • Leadership – What this means to you as a CHRO; leadership philosophy; personal values; challenges and strengths; areas for development
      • Upcoming Professional Challenges – What’s on the horizon; lessons learned from leadership; other emerging topics

    Navigator Presence

    Create a Supportive and Nonjudgmental Environment That Promotes Listening, Learning and Connection

    Guidelines for Creating and Maintaining Trust and Discretion

    • Following the lead of the program participants will ensure that their needs are being met. Navigators were recruited because of their expertise and connections in CUPA-HR and higher ed HR. It is exciting to have a forum to share that valuable expertise — and it’s helpful to start from a place of listening and acknowledging people’s experiences.
    • Navigators can initiate outreach and conversations based on current events, key CUPA-HR communications, upcoming webinar topics, and other conversations with sitting CHROs.
    • To best meet the needs of the participants, Navigators can create a list of questions to help dig into what is really going on. When a Navigator asks probing questions, the participant will sometimes find that what they need support for is actually a symptom of a deeper issue (or a completely different topic altogether). For example:
      • What’s important to you about “x”?
      • How does this impact you and your team?
      • What do you think the root of the issue is?

    Encourage Follow-Through and Accountability

    When appropriate, ask participants what they plan to do with their learning from your time together.  Ask for details such as when they will begin, what might get in the way and how they will overcome barriers, how motivated are they to follow through, what additional supports they need to be successful, etc.

    Be Perceptive of Productive v. Non-Productive Dialogue

    • Create a “safe space” for candor and concern regarding their role, key leader relationships, and current team capabilities. We all like to vent sometimes, and it’s helpful to know that you are not alone in certain situations. However, when venting is all that is happening, it can become a barrier to solutions. If individuals or the group needs space to vent, set a specific time for it to happen and then create a boundary to move on towards productive dialogue. For example: If the group needs to vent, set a time limit for each individual (i.e. 30-60 seconds each). Each person will have the set amount of time to dump whatever they need to on the table. Others in the group (including the Navigator) will be compassionate and be “on the side” of the person venting. Once the time is up, the next person goes (as needed). After everyone who wants to go has gone, move into the rest of your time together.
    • Be aware of the presence of bias and microaggressions in comments. Assist with reframing and understanding the impact of these perspectives on their role as CHRO and as a higher ed HR professional.
    • If unconscious bias or microaggressions surface, acknowledge them in a way that fosters learning. Encourage participants to reflect on intent versus impact and consider how their words or assumptions may affect others.

    Suspend Judgment While Engaging

    Be Prepared and Present

    • As HR leaders, you are juggling a lot. When you are facilitating the individual and group meetings, be present (phone away, not checking emails, door closed, etc.).
    • For group meetings, check what was covered last time. Remember people’s names and universities (or have a cheat sheet). If there is a specific topic of interest for the group, be prepared with some resources (i.e. from the CUPA-HR website) and reflect in advance how to navigate the topic.
    • For individual meetings, review the person’s goals. Remind the participant what they committed to during your last meeting and be prepared to ask questions and celebrate successes and failures. 

    Potential Challenges

    How will the initial communications to potential participants work and how can I frame these communications to encourage the participant to respond to a conversation?

    CUPA-HR will be providing materials to support your outreach to participants. COMING SOON

    One of the participants I’m working with is not showing up. What should I do?

    If one of the CHROs you’re working with did not show up for a monthly meeting or group meeting, please reach out to them individually to ensure they are OK. When building relationships, it’s helpful to set norms for communicating with one another if a meeting can’t happen (i.e. 24-hour advance notice). Of course, emergencies do come up, so please provide grace to participants.

    If a CHRO is consistently not participating or if you do not hear back from them at all, please reach out to CUPA-HR for support.

    One of the CHRO’s I’m working with is always rescheduling our 1:1 meetings. It’s challenging for my schedule. How can I manage this?

    We appreciate your time and commitment to this program and would like participants to value your time as well. When building the relationship, set expectations about your schedule, what works best, and how to manage rescheduling. Also articulate how it might impact you if the participant frequently reschedules. Revisit these expectations if need be. Please reach out to CUPA-HR for additional support if the issue persists.

    Tensions are coming up during difficult group conversations. What are skills to navigate these situations?

    First, it’s helpful to acknowledge that this might happen with the group and to articulate expectations for how everyone can be in a respectful community with one another.

    Although tension can be uncomfortable, if everyone is respectful, it can be an opportunity to work through difficult issues or divergent points of view. Encourage participants to be open to listening to others and asking questions (even if they disagree). 

    If someone in the group is becoming disrespectful, take time for a break and check in with the individual 1:1 during the break to understand their perspective, remind them of the group’s expectations, and encourage a more constructive approach to the discussion. If needed, help them reframe their concerns in a way that fosters healthy dialogue

    I feel like I’m not on the same page as one of the CHRO participants. How can I increase my communication effectiveness?

    Sometimes we have different communication styles than those we work with. To begin with, it might be helpful to be transparent about your concerns and see if the participant feels the same way (i.e. “I feel like I’m not always meeting your communication needs. Can you share with me what is and isn’t working in terms of how I’m communicating with you?”). This approach not only models humility as a leader, but will help to surface any assumptions you may have about the relationship and how it’s going. 

    If misalignment persists, clarify goals and priorities to ensure that differences in communication don’t hinder the experience.

    If the Navigator-Participant match is simply not a good fit, please reach out to CUPA-HR to discuss next steps. We will transition the participant to a new Navigator.

    My role and/or workload with the university has changed, and I’m not sure I can continue with the program. What should I do?

    If your role or workload is going to shift or has shifted, please reach out to CUPA-HR to discuss next steps.

    How can I be responsive in meeting participant expectations?

    The best place to start in meeting participant expectations is to ask questions and check for understanding. As a Navigator, you can also ask for feedback from the participants you are working with to see if you are meeting expectations and, if not, discuss how to shift your approach or the information being shared.

    I have contacts within higher ed HR, but I’d like to expand my circle and knowledge base in order to support my cohort. What are some first steps for this?

    Some first steps for this include understanding what HR function areas you want to meet or expand into as a Navigator. What content areas or types of connections are you missing? This will help to narrow your focus. Then review CUPA-HR offerings to see if there are ways you can grow your circle — for example, through CUPA-HR Connect channels, attending or presenting at interactive workshops, or asking Mark Coldren, because he knows everyone. 

    What is not part of my role as Navigator, and how can I create boundaries around this?

    The primary expectation of the Navigator role is to connect with individuals in your cohort one time per month and facilitate group cohort meetings quarterly. As participants get to know and trust you, they may start reaching out more for resources or support. To establish healthy boundaries, communicate your role clearly from the start. Frame the conversation around supporting the participant’s growth while maintaining balance with your own higher ed HR workload. If a participant is reaching out more than you can manage, you can revisit expectations by saying “I really value our connection, and to keep it effective, I need to set some limits around my availability.”

    The post Navigators Guide appeared first on CUPA-HR.

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  • House panel pushes colleges to cut ties with Chinese scholarship program

    House panel pushes colleges to cut ties with Chinese scholarship program

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    Dive Brief:

    • A Republican-led House committee is pushing seven research universities to cut ties with a scholarship program sponsored by the Chinese government.
    • In four-page letters Tuesday, Republican Rep. John Moolenaar, chair of the Select Committee on the Chinese Communist Party, decried the China Scholarship Council as “one of the nefarious mechanisms” the Chinese government uses to advance its technologies and urged each college involved with the council to “reconsider its participation.”
    • Moolenaar further set a July 22 deadline for college leaders to provide his committee with extensive documentation on their institutions’ work with the council from May 2020 to May 2025.

    Dive Insight:

    The China Scholarship Council, a program funded by the Chinese Communist Party, partners with colleges in other countries and sponsors both Chinese students studying abroad and international students studying at Chinese universities.

    Participating Chinese students must return to China after graduating and work for at least two years.

    In Moolenaar’s letters to college officials Tuesday, he announced that the House committee on the Chinese government is conducting a “systematic review” of “the China Scholarship Council’s infiltration of U.S. colleges.” 

    “CSC purports to be a joint scholarship program between U.S. and Chinese institutions,” he said. “However, in reality it is a CCP-managed technology transfer effort that exploits U.S. institutions and directly supports China’s military and scientific growth.”

    About 7% of Chinese citizens studying abroad — some 65,000 students — are sponsored by the China Scholarship Council, according to a 2020 analysis by Georgetown University’s Center for Security and Emerging Technology.

    A relatively small minority of them end up in the U.S. In 2024, the council announced plans to sponsor up to 240 students to study at seven U.S. colleges this year, the South China Morning Post reported.

    The seven participating institutions, all of which received a letter from Moolenaar on Tuesday, are Dartmouth College, Temple University, the University of Tennessee, the University of Notre Dame and three campuses in the University of California system — Davis, Irvine and Riverside.

    The number of sponsored students and the length of their studies in the U.S. vary by college. For example, the University of California, Davis co-sponsors up to 10 Ph.D. candidates, while Temple co-sponsors up to 60 graduate students, according to Moolenaar’s letters. 

    However, a Dartmouth spokesperson said the college cut ties with China Scholarship Council well before receiving Moolenaar’s letter, making the decision last academic year, per the college’s student newspaper. The spokesperson told the publication that the college’s partnership with the council led to the enrollment of fewer than 10 participants over the last decade.

    Likewise, the University of Notre Dame this week told The Associated Press that it began to cut ties with the council earlier this year.

    Moolenaar noted that all the institutions rely on “significant federal funding” for their research, citing research funding levels from years before Trump retook office. And China has “a history of exploiting the openness of the American higher education and research system to enhance its technological competitiveness and military capabilities,” he said.

    A 2020 proclamation from President Donald Trump, made during his first term, restricted certain Chinese researchers and graduate students from gaining visas to study in the U.S. The goal, Trump wrote at the time, was to prevent Chinese nationals from attempting to “acquire and divert foreign technologies.”

    Several months after Trump issued the proclamation, the University of North Texas cut off ties with the China Scholarship Council, abruptly forcing more than a dozen Chinese researchers participating in the program to leave the country.

    Former President Joe Biden continued to enforce the proclamation during his term.

    “It is imperative to assess how the UCD-CSC joint scholarship program — explicitly designed to develop [Chinese] talent in cutting edge technology at graduate levels — serves U.S. interests,” Moolenaar said in his letter to the chancellor of the University of California, Davis. He echoed the line in his letters to the heads of the other six colleges.

    Among his document requests, Moolenaar called for colleges to list if any Chinese students participating in the program switched to a STEM major after initially declaring a non-STEM major and if any participating students worked on federally funded research. Officials should also justify how supporting the development of participating students advances U.S. interests, he said.

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  • Navigator Resources

    Navigator Resources

    Programs

    Navigator Resources

    Only CUPA-HR Navigators have access to this page.

    Resource Quick Links
    Navigator Overview

    The idea of a CUPA-HR “Navigator” for leadership development takes form from what makes our association special and unique: the importance and value of connecting and engaging with other higher ed HR leaders. Navigators will take direction from the Director of Leadership Development with specific roles and responsibilities to be determined. Navigators will:

    • Facilitate small groups of higher ed HR leaders to identify challenges, share ideas, and connect individuals to their higher ed HR peers and CUPA-HR resources.
    • Serve as a conduit to help individuals seek assistance, help, and support from other members.
    • Assist with the delivery of development and educational experiences for members via webinars, in-person workshops and other key member interactions.
    Navigator Preparation

    Navigator Commitment

    Navigator Expectations

    Identification and Recruitment of CHROs

    Expected Navigator Monthly Time Commitment

    The post Navigator Resources appeared first on CUPA-HR.

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  • Career Growth Series – CUPA-HR

    Career Growth Series – CUPA-HR

    Career Growth Series

    CUPA-HR’s Career Growth Series is a three-part professional development opportunity for higher ed HR professionals who want to explore how to grow, lead and thrive in their careers. These 90-minute virtual workshops will offer practical tools, peer insights and reflective space to support your growth.

    While you can register for only one or two of the workshops, together they form a cohesive journey — from identifying creative, self-directed development opportunities to evaluating leadership readiness and building the skills and strategies needed to step into and succeed in leadership roles.

    The Career Growth Series is a pilot program that is open to invited CUPA-HR members. Seats are limited to support interaction among participants. The workshops will be highly interactive, so come prepared to engage, reflect and share ideas. The sessions will not be recorded.

    New to CUPA-HR Virtual Events?

    Building the Blueprint for Your Professional Development Journey

    Wednesday, August 13 | 1:00-2:30 p.m. ET

    This workshop invites you to rethink professional development by exploring unconventional, self-directed strategies that align with your position and career aspirations. Through interactive activities and real-world examples, you’ll learn how to identify meaningful growth opportunities, build support for your development plan and articulate the value of your learning. Explore how curiosity, creativity and commitment can be key drivers for shaping a fulfilling professional journey in higher ed HR.

    Presenters

    Krista Vaught, Ed.D.
    Principal Advisor, Employee Experience and Learning and Development
    Frontier Design

    Natalie Trent
    Talent Management Manager
    Grand Valley State University


    Register for the August 13 Workshop

    The Zoom link will be shared with registrants via email the day before the event.

    Navigating Career Possibilities: Is Leadership Your Next Destination?

    Wednesday, August 20 | 2:00-3:30 p.m. ET

    This workshop will help you explore if leadership/management is the right next step in your career journey and will challenge the assumption that upward mobility is the only route to career fulfillment. Through self-assessment, peer dialogue and real-world insights, you’ll examine your motivations and strengths — and the realities of leadership roles. Leave with clarity on your path forward, whether it involves formal leadership or alternative growth opportunities in higher ed HR.

    Presenters

    Dawn Aziz, Ph.D.
    Director, Organization and Employee Development
    Wayne State University

    Kristen Finley
    Talent and Organizational Development Specialist
    Clemson University

    Elizabeth Oeltjenbruns
    Organization Development Consultant
    University of South Florida

    Krista Vaught, Ed.D.
    Principal Advisor, Employee Experience and Learning and Development
    Frontier Design


    Register for the August 20 Workshop

    The Zoom link will be shared with registrants via email the day before the event.

    From Aspiration to Action: Positioning Yourself for a Successful Transition Into Leadership

    Wednesday, August 27 | 2:00-3:30 p.m. ET

    This workshop is for higher ed HR professionals who are pursuing a leadership or managerial role or have recently transitioned into leadership/management. You’ll explore essential leadership competencies, reflect on your readiness, and learn strategies to build experience and credibility, even without a formal title. Through interactive discussions and real-world insights, you’ll gain tools to confidently navigate the shift from team member to a formal leadership role.

    Laura Boehme
    Vice President of People and Technology
    Central Oregon Community College

    Krista Vaught, Ed.D.
    Principal Advisor, Employee Experience and Learning and Development
    Frontier Design


    Register for the August 27 Workshop

    The Zoom link will be shared with registrants via email the day before the event.

    CORE
    Employee Development

    STRATEGIC LEADERSHIP
    Leading the Higher Ed Business Model

    ENGAGEMENT
    Self-Awareness and Accountability

    New to CUPA-HR Virtual Events?
    The CUPA-HR website requires you to create a free site account if you don’t already have one. After you’ve created a website account and established a login, you can then proceed to register for this event. If you have any questions while registering, please contact CUPA-HR toll free at 877-287-2474 or via e-mail at [email protected].

    Need to Cancel a Registration?
    Fill out the cancellation form.

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  • How Gimkit engages my students

    How Gimkit engages my students

    Key points:

    During the height of the COVID-19 outbreak, teachers needed to become resourceful in how they delivered content to students. During this time, students experienced significant change and evolved into a more technologically-dependent group.

    This sparked a period when online learning and digital resources gained substantial popularity, and one tool that helps students learn–while also feeling like a game instead of a lesson–is Gimkit.

    I am an 8th-grade science teacher in a fairly large district, and I recognize the importance of these engaging and interactive resources to help students build knowledge and continue learning.

    What is Gimkit?

    To begin with, what is Gimkit? According to a tutorial, “Gimkit is an excellent game-based learning platform that combines fun and education, making it a highly engaging tool for both teachers and students. It works like a mashup of Kahoot and flash card platforms, but with several unique features that set it apart.

    “Unlike other platforms, Gimkit allows students to earn virtual currency for every correct answer, which they can use to purchase power-ups, adding a competitive edge that keeps students motivated.”

    Gimkit offers so much more than just a game-based learning experience for students–it can be used as an introduction to a lesson, as assigned homework, or as a tool for reviewing.

    Building a Gimkit

    From the teacher’s side of Gimkit, the platform makes it extremely easy to build lessons for the students to use. When you go to create a lesson, you are given many different options to help with the construction.

    Jamie Keet explains: “After establishing your basic Kit information, you will then move onto the fun part–adding your questions! You will be given the option of adding a question, creating your Kit with Flashcards, continuing with KitCollab, adding from Gimkit’s Question Bank, or importing from Spreadsheet.”

    Adding your questions is a great way to make sure your students are getting the exact information they have been provided in class, but some of the other options can help with a teacher’s time, which always seems to be scarce.

    The option to add questions from the question bank allows teachers to view other created kits similar to their topic. With a few simple clicks, a teacher can add questions that meet the needs of their lesson.

    Gimkit as data collection

    Gimkit isn’t just a tool for students to gain knowledge and play games; it is also an excellent way for teachers to collect data on their students. As Amelia Bree observes:

    “Gimkit reports explained show you both big pictures and small details. The look might change sometimes. But you will usually see:

    • Overall Class Performance: This shows the average right answers. It tells you the total questions answered. It also shows how long the game took. It’s a good first look at how everyone understood.
    • Individual Student Results: Click on each student’s name here. You see their personal game path. Their accuracy. Which questions did they get right or wrong? Sometimes, even how fast they answered.
    • Question Breakdown: This part is very powerful. It shows how everyone did on each question you asked. You see how many got it right. How many missed it? Sometimes, it shows common wrong answers for multiple-choice questions.”

    Being able to see this data can help ensure that your students are not just completing the required steps to finish the task, but are also working towards mastering the materials within your class.

    When examining the data, if you identify trends related to specific questions or concepts that students are struggling with, you have the opportunity to revisit and reteach these areas.

    Conclusion

    As you can see, Gimkit isn’t just a tool for students to play games and have fun in class; it is also an opportunity for students to gain knowledge in your lessons while potentially having some fun in the process. Teachers can make creating content for their classes much easier by utilizing some of the built-in features Gimkit provides.

    They can collect the meaningful data needed to ensure students are making progress in the areas where they want them to.

    Works Cited

    Breisacher, J. (2024, October 7). How Teachers Can Use Gimkit in the Classroom (a tutorial). Student-Centered World. https://www.studentcenteredworld.com/gimkit/

    Keet, J. (2021, July 9). How to Use Gimkit- Step By Step Guide. Teachers.Tech.
    https://teachers.tech/how-to-use-gimkit/

    Bree, E. (2025, June 6). Unlock Data-Driven Teaching: Using Gimkit for Meaningful
    Assessment Insights. GIMKIT JOIN.
    https://gimkitjoin.net/gimkit-for-meaningful-assessment-insights/

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  • Middle and high school students need education, career guidance

    Middle and high school students need education, career guidance

    Key points:

    Students need more support around education paths and career options, including hands-on experiences, according to a new nationwide survey from the nonprofit American Student Assistance.

    The survey of more than of 3,000 students in grades 7-12 offers insights into teens’ plans after high school. The research, Next Steps: An Analysis of Teens’ Post-High School Plans, uncovers evolving trends in teenagers’ attitudes, perceptions, and decision-making about their post-high school plans.

    “This analysis of teens’ post high school plans reveals shifts in students’ thinking and planning. We need to change the way we help young people navigate the complex and evolving landscape of education and career options,” said Julie Lammers, Executive Vice President of ASA. “Starting in middle school, our young people need early access to opportunities that empowers them to explore careers that match their interests and strengths; hands-on, skills-based experiences in high school; and information and resources to navigate their path to postsecondary education and career. All of this will enable them to graduate informed, confident, and empowered about what they want to do with their futures.” 

    The survey offers notable findings regarding parental influence on teens’ planning, perceptions of nondegree pathways like trade or technical school, apprenticeships, and certificate programs, and a continued drop-off in kids’ plans to go to college immediately after high school graduation.

    Key findings include:

    Teens’ interest in college is down while nondegree paths are on the rise. Nearly half of all students said they aren’t interested in going to college, with just 45 percent saying two- or four-year college was their most likely next step. Meanwhile 38 percent of teens said they were considering trade or technical schools, apprenticeships, and technical bootcamp programs, although only 14 percent say that such a path is their most likely next step.

    Parents are one of teens’ biggest influencers—and they’re skeptical of nondegree options. A vast majority (82 percent) of teens said their parents agree with their plans to go to four-year college, while only 66 percent said parents supported plans to pursue a nondegree route. In fact, teens reported parents were actually more supportive (70 percent) of foregoing education altogether right after high school vs. pursuing a nondegree program.    

    A concerning number of young people don’t have plans for further education or training. Nearly one quarter (23 percent) said they have no immediate plans to continue formal education or training upon graduation. Teens not planning to continue education after high school indicated they were thinking of beginning full-time work, entering a family business, starting their own business, or joining the military.

    Teens, and especially middle schoolers, are feeling better prepared to plan their futures. In recent years policymakers, educators, employers, and other stakeholders have pushed to make career-connected learning a more prominent feature of our education to workforce system. Survey results say it’s paying off. Agreement with the statement “my school provides me with the right resources to plan for my next steps after high school” grew from just 59 percent in 2018, to 63 percent in 2021, to 82 percent in 2024. Notably, the largest increase occurred at the middle school level, where confidence in in-school planning resources jumped from 60 percent in 2018 to 90 percent in 2024.

    Girls are much more likely to plan to attend college than boys. Boys and girls are equally interested in college when they’re in middle school, but by high school, more than half (53 percent) of girls say they’re likely to attend college compared to just 39 percent of boys. The gender gap is smaller when it comes to nondegree pathways: 15 percent of high school boys say they will likely attend vocational/trade school, participate in an apprenticeship, or take a certificate program, compared to 10 percent of high school girls.

    City kids aren’t as “into” college. Urban teens were least likely (39 percent) to say they plan to go to college. Suburban teens are much more likely to plan to attend a college program (64 percent) while 46 percent of rural students planned on college.

    Students of color are college bound. More than half (54 percent) of Black teens and 51 percent of Hispanic youth are planning to go to college, compared to 42 percent of White teens.  

    This press release originally appeared online.

    eSchool News Staff
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  • Offering student loan payment assistance a ‘no brainer,’ benefits manager says

    Offering student loan payment assistance a ‘no brainer,’ benefits manager says

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    SAN DIEGO — Applied Materials’ student loan repayment program for employees reaped such rewards that the company more than doubled its annual contribution after the first year, Tes Fernandez, director of U.S. benefits for the company said during a panel discussion at the annual conference for SHRM, formerly known as Society for Human Resource Management.

    In year one, the manufacturing company contributed $2,000 per employee in direct repayment of workers’ student loans. In the years that have followed, Applied Materials now pays out $4,800 per employee and uses the benefit as both a way to support generally newer hires, recent graduates and some underrepresented groups and as a recruiting tool.

    “They had to go up to the CFO and ask for extra millions of dollars to add this benefit. A year later, they more than doubled the benefit amount, not because the CFO got generous, but because they were seeing the results of the benefits,” Chris Rinko, VP and student debt and health and wellness benefits administration account executive at Fidelity Investments, said during the panel, which he moderated.

    When it comes to student loan debt assistance, employers have two choices, Rinko explained. They can either provide a direct payment to student loan servicers to help pay down employees’ loans, or they can elect to offer matching contributions in the 401(k) plans of workers who demonstrate they are making student loan payments.

    The direct payment method can be targeted to only apply to certain groups — those who earn less or those in a specific job, for example — and can have a set end date, Rinko said, while matching contributions are tied to a company’s overall 401(k) plan offering and can’t exclude any workers.

    Tracey Gannon, a senior benefits manager at eBay, said it was “kind of a no-brainer” for the e-commerce company to offer matching funds after the passage of the SECURE 2.0 Act. The law gave employers the ability to match employee contributions to certain student loan payments.

    “We felt that this was just such an easy first step,” Gannon said.

    The company already budgets for all employees to get the full matching contribution in their retirement plans and has a 96% participation rate, Gannon said. That meant the new offering wasn’t a big budget item for the company but could provide support to some employees in need.

    Similarly, offering a matching contribution seemed like “an easy win” for The Walt Disney Co. and its workers, said Marianne Lynch, a senior manager of executive benefits and hypercare for the company.

    “It’s a huge, huge benefit to reduce that burden” of student loan debt, Lynch said. At Disney, 97% of employees already receive the full 401(k) match, but for those who don’t, it’s a way not to miss out on the matching funds to which they’re already entitled, she added.

    “The only change here is you’re giving them another way to earn that match by paying their student debt,” Rinko said.

    At companies where most employees already receive the full matching contribution, some leaders may ask, “Why bother?” with a student loan repayment match, Rinko said.

    “The reason is, if it’s just 1% or 2%, if you can find a path for that small number, for those people who are usually in the greatest need to earn the match, why not?” Rinko said.

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  • Texas Law School Deans Fight to Keep ABA Accreditation

    Texas Law School Deans Fight to Keep ABA Accreditation

    A group of Texas law school deans is urging the state Supreme Court to uphold American Bar Association accreditation standards for public law schools. The state’s highest court announced in April that it was considering dropping the ABA requirement for licensure, opening a public comment period on the matter that closed July 1.

    “We strongly support continued reliance on ABA accreditation for Texas law schools and licensure eligibility,” the deans of eight of the state’s 10 ABA-accredited law schools wrote in a letter to the Texas Supreme Court. “ABA accreditation provides a nationally recognized framework for quality assurance and transparency; portability of licensure through recognition of ABA accreditation by all 50 states, which is critical for graduates’ career flexibility; consumer protections and public accountability through disclosure standards; and a baseline of educational quality that correlates with higher bar passage rates and better employment outcomes.”

    Though the Texas justices did not say why they were reviewing ABA accreditation, the law deans’ letter noted that the body has already suspended its DEI standards—a move it announced in February and then extended in May through Aug. 31, 2026. That means “the language of the Standard can be revised in accordance with federal constitutional law and Texas state law that bar certain diversity, equity and inclusion practices at state universities,” the deans wrote.

    Of the state’s ABA-accredited law schools’ deans, only Robert Chesney of the University of Texas and Robert Ahdieh of Texas A&M didn’t sign the letter, Reuters reported.

    In his own nine-page letter to the state Supreme Court, Chesney urged the justices to look at “alternative” pathways for ensuring law school standards “to help pave the way for innovative, lower-cost approaches to legal education.”

    Ahdieh told Reuters that whatever the court decides about ABA accreditation, it’s “critical” that law degrees earned in Texas remain portable.

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