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  • HEDx Podcast: Penn State chancellor Dan Greenstein – Episode 152

    HEDx Podcast: Penn State chancellor Dan Greenstein – Episode 152



    By: Martin Betts

    in Analysis, Features, International Education, Podcasts, Radio+TV, Top Stories


    February 3, 2025

    Pennsylvania State University chancellor emeritus Dan Greenstein joins Martin Betts to discuss his varied career and how it impacts his work today.

    The chancellor has held roles at the University of Oxford, the University of California, the Gates Foundation and Boston Consulting.

    He explains the recruitment platform that facilitated the university’s major mergers and what front office systems transformed student experience and institutional sustainability.

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  • Vice-chancellor pay and “quality of governance” to be scrutinised by Senate inquiry

    Vice-chancellor pay and “quality of governance” to be scrutinised by Senate inquiry

    Labor Senator Tony Sheldon is chair of the Senate Committee on Education and Employment. Picture: Martin Ollman



    By: Erin Morley

    in Policy & Reform, Politics, Top Stories


    February 3, 2025

    Australia’s vice-chancellors will be questioned about their pay packages, instances of wage underpayment, and the use of external consultants in a new parliamentary inquiry into the quality of university governance.

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  • 92 jobs cut and subjects ‘disestablished’ at Wollongong uni

    92 jobs cut and subjects ‘disestablished’ at Wollongong uni

    University of Wollongong interim vice-chancellor John Dewar said ‘support arrangements are in place to ensure continuity in [students’] studies’. Picture: NCA Newswire



    By: Erin Morley

    in Top Stories, Workforce


    February 3, 2025

    The University of Wollongong (UOW) has confirmed 91.6 full-time equivalent positions will be cut in a financial restructure, after revealing it offered redundancies to 137 staff in November 2024.

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  • Here’s where AI, VR and AR are boosting learning in higher ed

    Here’s where AI, VR and AR are boosting learning in higher ed

    Australian universities and TAFEs are embracing and combining emerging technologies like artificial intelligence (AI), virtual reality (VR) and augmented reality (AR).

    These innovations are reshaping the further and higher education sectors, offering more engaging, accessible, data-based learning experiences for students, educators and institutions alike.

    As students and institutions seek value amidst economic and work-life challenges, these technologies are crucial in delivering sustainable and scalable skilling and workforce-development goals. Integrating AI, VR, and AR can provide more personalised and cost-effective learning pathways for students facing daily pressures, making education more accessible and financially viable.

    The transformative role of AI in personalised learning

    AI is becoming a game-changer in Australian education by enabling personalised learning and providing data-driven insights. AI-powered platforms can analyse the complex interplay of factors impacting student performance and customise immersive content delivery to improve persistence, resilience and success.

    This integrated approach can serve personalised springboard content that matches students’ strengths, promotes growth in areas of weakness, and builds both capability and confidence.

    In this way, AI is not just about student learning; it also directly benefits teachers and professional staff. It streamlines the development of educational materials, from video and interactive content to branched lessons and adaptive learning paths.

    A few Australian higher and vocational education institutions have already demonstrated this by exploring the affordances of AI-driven platforms to offer personalised learning programs tailored to students’ career goals and development needs.

    Researchers from the University of South Australia are proving how AI can enhance students’ learning outcomes, equip teachers with advanced education tools and overhaul the education sector for good.

    At the University of Sydney, AI-driven learning platforms offer personalised learning experiences via the university’s generative AI platform, Cogniti, which shows that generative AI is a powerful way to support teachers and their teaching, not supplant them.

    Immersive learning through VR

    Virtual reality also continues to revolutionise Australian further and higher education, providing immersive learning environments that make complex subjects more accessible and engaging.

    From medical schools to engineering programs and advanced manufacturing, VR allows students to engage with practical scenarios that realistically present workplace problems, assess skills application and assess complex tasks.

    VR is a technology with tremendous promise in scaling high-quality and safe immersive learning by doing training at TAFE NSW.

    Its Ultimo campus utilises a high-tech, remarkably lifelike canine mannequin to provide aspiring veterinary nurses with invaluable hands-on training.

    Recently imported from the USA, this highly advanced model enables animal studies and veterinary nursing students to develop essential clinical skills, including intubation, CPR, bandaging and ear cleaning.

    By implementing VR as a training tool, TAFE NSW Ultimo plumbing students can learn to recognise potential risk from return electrical current via copper pipes into a residence, which can cause serious, even fatal, electric shock, in a safe and protected environment.

    Additionally, its welding students were able to identify and solve potentially hazardous scenarios when preparing for welding work.

    AR brings practical training to life

    AR is another immersive technology revolutionising Australian education by deepening the interaction between students and their learning materials. AR overlays digital content in the real world, making abstract concepts more tangible and understandable.

    AR is broadly applicable across diverse fields such as healthcare, technical trades, and construction, allowing students to practice and refine their skills in a controlled, simulated environment.

    At TAFE Queensland, welding students use AR to identify and solve potentially hazardous scenarios when preparing for welding work. 

    With a screen inside the helmet, students position their virtual welding torch, with sparks flying like in real life, against a plastic board and press the torch trigger to see the welds they have made.

    The screen flashes red when they are incorrect and gives them a score at the end. Using AR in welding has reduced raw material wastage by 68 per cent at a time of scarcity.

    TAFE Box Hill Institute’s Advanced Welder Training Centre is equipped with the latest augmented reality simulators, allowing students to use best-practice technology and quality systems in a hands-on environment.

    It was developed in collaboration with Weld Australia, which represents Australian welding professionals, and will help address the current shortage of qualified and skilled welders in Australia.

    Monash University’s Engineering Student Pilot Plant is designed to reflect real-world industrial environments and requirements.

    AR experiences are being developed in Vuforia Studio using 3D CAD models of the pilot plant, enabling visualisation of proposed equipment before installation.

    These AR interfaces will integrate with Internet of Things (IoT) devices, Digital Twin models and process simulations, creating an AR-based Human Machine Interface (HMI) that enhances on-site accessibility by providing remote, simultaneous interaction with the physical equipment and its Digital Twin.

    The future of Australian further and higher education

    The future of further and higher education in Australia will likely see these advanced digital technologies integrated further into the curriculum, offering new opportunities and skills for students to thrive in a competitive, tech-driven environment.

    Australia’s educational institutions have a rich history of effectively using educational technology to further learning and teaching.

    Assessing and leveraging rapidly evolving tools like AR and Gen AI will ensure they remain at the forefront of global education by providing students with the relevant and engaging learning experiences they need to succeed.

    Tony Maguire is regional director of ANZ at global learning technology company D2L.

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  • The higher education sector needs to come together to renew its commitment to enhancing student engagement

    The higher education sector needs to come together to renew its commitment to enhancing student engagement

    “Engagement, to me, is probably…getting the most out of university…taking and making the most of available opportunities.”

    This quote, from Queen’s University Belfast students’ union president Kieron Minto sums up a lot of the essential elements of what we talk about when we talk about student engagement.

    It captures the sense that the higher education experience has multiple dimensions, incorporating personal and professional development as well as academic study. Students will be – and feel – successful to the extent that they invest time and energy in those activities that are the most purposeful. Critically, it captures the element of student agency in their own engagement – higher education institutions might make opportunities available but students need to decide to engage to get the most from them.

    In recent years “student engagement” has suffered from the curse of ubiquity. Its meanings and applications are endlessly debated. Is it about satisfaction, academic success, personal growth, or a combination of factors? There is a wealth of examples of discrete projects and frameworks for thinking about student engagement, but often little read-across from one context to another. We can celebrate the enormous amount of learning and insight that has been created while at the same time accepting that as the environment for higher education changes some of the practices that have evolved may no longer be fit for purpose.

    Higher education institutions and the students that are enrolled in them face a brace of challenges, from the learning and development losses of the Covid pandemic, to rising costs and income constraints, to technological change. Institutions are less able to support provision of the breadth of enriching opportunities to students at the same time as students have less money, time, and emotional bandwidth to devote to making the most of university.

    The answer, as ever, is not to bemoan the circumstances, or worse, blame students for being less able to engage, but to tool up, get strategic, and adapt.

    Students still want to make the most of the opportunities that higher education has to offer. The question is how to design and configure those opportunities so that current and future students continue to experience them as purposeful and meaningful.

    Fresh student engagement thinking

    Our report, Future-proofing student engagement in higher education, brings together the perspectives of academic and professional services staff, higher education leaders, and students, all from a range of institutions, to establish a firm foundation of principles and practices that can support coherent, intentional student engagement strategies.

    A foundational principle for student engagement is that students’ motivations and engagement behaviours are shaped by their backgrounds, prior experiences, current environments, and hopes and expectations for their futures – as explained by Ella Kahu in her socio-cultural framework for student engagement (2013).

    It follows that it is impossible to think about or have any kind of meaningful organisational strategy about student engagement without working closely in partnership with students, drawing on a wide range of data and insight about the breadth of students’ opinions, behaviours, and experiences. Similarly, it follows that a data-informed approach to student engagement must mean that the strategy evolves as students do – taking student engagement seriously means adopting an institutional mindset of preparedness to adapt in light of feedback.

    Where our research indicates that there needs to be a strategic shift is in the embrace of what might be termed a more holistic approach to student engagement, in two important senses.

    The first is understanding at a conceptual level how student engagement is realised in practice throughout every aspect of the student journey, and not just manifested in traditional metrics around attendance and academic performance.

    The second is in how institutions, in partnership with students, map out a shared strategic intent for student engagement for every stage of that journey. That includes designing inclusive and purposeful interventions and opportunities to engage, and using data and insight from students to deepen understanding of what factors enable engagement and what makes an experience feel purposeful and engaging – and ideally creating a flow of data and insight that can inform continuous enhancement of engagement.

    Theory into practice

    Our research also points to how some of that shift might be realised in practice. For example, student wellbeing is intimately linked to engagement, because tired, anxious, excluded or overwhelmed students are much less able to engage. When we spoke to university staff about wellbeing support they were generally likely to focus on student services provision. But students highlighted a need for a more proactive culture of wellbeing throughout the institution, including embedding wellbeing considerations into the curriculum and nurturing a supportive campus culture. Similarly, on the themes of community and belonging, while university staff were likely to point to institutional strategic initiatives to cultivate belonging, students talked more about their need for genuine individual connections, especially with peers.

    There was also a strong theme emerging about how institutions think about actively empowering students to have the confidence and skills to “navigate the maze” of higher education opportunities and future career possibilities. Pedagogies of active learning, for example, build confidence and a sense of ownership over learning, contributing to behavioural and psychological engagement. Developing students’ digital literacy means that students can more readily deploy technology to support connection with academics and course peers, make active critical choices about how they invest time in different platforms, and prepare for their future workplace. Before getting exercised about how today’s students do not arrive in higher education “prepared to engage,” it’s worth remembering just how much larger and more complicated the contemporary university is, and with these, the increased demands on students.

    While there is a lot that institutions can do to move forward their student engagement agenda independently, there is also a need for a renewed focus on student engagement from the higher education sector as a whole. The megathemes contributing to shifting student engagement patterns are shared; they are not distinctive to any institution type, geography, or student demographic.

    The promise of higher education – that you can transform your life, your identity and your future through a higher education experience – only holds true if students are willing and able to engage with it. This demands a unified effort from all involved.

    Institutions must prioritise student engagement, placing it at the heart of their strategies and decisions. Furthermore, the higher education sector as a whole must renew its focus on student engagement, recognising its fundamental role in achieving the goals of higher education. Finally, as regulatory bodies evolve their approach to the assessment and enhancement of academic quality, student engagement must once again be put front and centre of the higher education endeavour.

    This article is published in association with evasys. You can download a copy of Future-proofing student engagement here.

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  • These Are the Top 10 AI Prompts Every University Student Needs to Succeed (2025)

    These Are the Top 10 AI Prompts Every University Student Needs to Succeed (2025)

    Listen up! If you’re a university student, you’re juggling deadlines, lectures, and endless assignments.

    It’s easy to feel overwhelmed. But here’s the truth—success isn’t about working harder, it’s about working smarter. And AI? It’s your secret weapon.

    Imagine cutting study time in half, getting crystal-clear explanations, and never staring at a blank screen again. These ten AI prompts will supercharge your learning, boost your productivity, and give you the unfair advantage you’ve been looking for. Let’s go!

    #10. Article Summarizer

    Prompt:
    “Summarize the following article in clear and simple terms, keeping the response under 300 words. Focus only on the key takeaways, eliminating unnecessary details and technical jargon. Ensure the summary maintains the original meaning and does not misrepresent any information. If the article contains complex theories or dense academic language, rephrase it in an accessible way without oversimplifying critical ideas.”

    Explanation:

    University students are constantly bombarded with lengthy readings, from dense research papers to complex textbook chapters.

    The problem? There’s only so much time in a day. This AI prompt is designed to extract the essential information, stripping away excess while preserving the core meaning. Whether you’re preparing for a class discussion, writing a paper, or just trying to understand a difficult concept, this tool saves time and enhances comprehension.

    Instead of struggling through pages of convoluted academic writing, you get a clear, structured summary that lets you grasp the key points fast.

    #9. Concept Simplifier

    Prompt:
    “Explain [insert concept] in simple terms, as if to someone without prior knowledge of the topic. Use clear language and everyday analogies, avoiding technical jargon while preserving accuracy. If the concept is abstract, provide a relatable example to illustrate its meaning. Keep the explanation under 200 words, ensuring that it remains informative without being overly simplified.”

    Explanation:
    Some academic concepts are so complex they feel impossible to understand. Whether it’s an economic principle, a scientific theory, or a philosophical idea, breaking it down into simple language makes learning faster and more effective. This prompt forces AI to act like a great teacher—one who doesn’t just repeat definitions but makes knowledge accessible. The key is balance: simplifying without distorting. By using this, students gain a deeper understanding, making it easier to apply what they’ve learned in discussions, essays, and exams.

    #8. Thesis Statement Generator

    Prompt:
    “Generate three strong, well-structured thesis statements on [insert topic]. Each thesis should take a clear stance and be arguable, avoiding vague or obvious claims. Ensure that each one provides a foundation for a structured essay, with room for supporting arguments and counterarguments. If possible, vary the focus of the thesis statements to cover different angles of the topic.”

    Explanation:
    Crafting a strong thesis statement is one of the hardest parts of writing an essay. A weak thesis leads to a scattered argument, while a strong one provides direction and clarity. This AI prompt ensures that students start with a solid foundation, giving them multiple thesis options that they can refine based on their specific argument. By exploring different angles, it also helps students think critically about their topic instead of settling for the first idea that comes to mind. A well-crafted thesis is the backbone of any persuasive essay, and this tool eliminates the guesswork.

    #7. Essay Outline Builder

    Prompt:
    “Create a detailed essay outline for an argumentative essay on [insert topic]. The outline should include an introduction with a strong thesis statement, at least three body paragraphs with clear topic sentences and supporting evidence, and a conclusion that reinforces the main argument. Ensure the structure is logical and that each point builds upon the last. If relevant, include a counterargument section to strengthen the essay’s persuasiveness.”

    Explanation:
    Starting an essay from scratch can feel overwhelming, especially when trying to organize thoughts into a logical flow. This AI prompt removes that barrier by providing a structured outline that acts as a roadmap for writing. Instead of wasting time figuring out where to start, students can focus on developing their ideas and refining their arguments. A clear outline ensures that essays are well-organized, persuasive, and easy to follow—making the entire writing process faster and more effective.

    #6. Study Plan Optimizer

    Prompt:
    “Create a personalized study schedule for the next [insert timeframe] based on the following subjects: [list subjects]. Prioritize subjects based on difficulty and upcoming deadlines, ensuring balanced study sessions. Incorporate review time for previously learned material and schedule short breaks to maximize focus. The plan should be realistic and flexible, avoiding burnout while maintaining steady progress.”

    Explanation:
    Cramming at the last minute is one of the biggest mistakes students make, leading to stress and poor retention. A well-structured study plan ensures that learning is spread out efficiently, reinforcing knowledge instead of overwhelming the brain. This AI prompt helps students optimize their time, ensuring that they focus on high-priority topics without neglecting review sessions. By incorporating breaks and flexibility, it also prevents burnout, making study sessions more productive and sustainable.

    #5. Counterargument Generator

    Prompt:
    “Provide three strong counterarguments to the following perspective: [insert argument]. Each counterargument should be logical, well-supported, and address potential weaknesses in the original claim. Avoid strawman arguments and instead focus on real, credible objections. If possible, include examples or evidence to strengthen each point.”

    Explanation:
    Critical thinking isn’t just about defending your own position—it’s about understanding and addressing opposing viewpoints. This prompt helps students develop stronger arguments by forcing them to consider counterarguments and refine their reasoning. Whether for a debate, an essay, or a class discussion, recognizing alternative perspectives makes arguments more persuasive and well-rounded. Instead of blindly defending a stance, students learn to anticipate challenges and respond with logic and evidence, strengthening their overall reasoning skills.

    #4. Text Simplifier

    Prompt:
    “Rewrite the following text in clear, concise language while maintaining its original meaning. Eliminate unnecessary jargon, complex sentence structures, and overly technical terms. The revised version should be accessible to a general audience without losing important details. Keep the response under [insert word limit] and ensure readability at a high school level.”

    Explanation:
    Academic writing is often dense and difficult to digest, making it challenging for students to quickly grasp key ideas. This prompt helps break down complex information into straightforward language without oversimplifying critical details. Whether it’s for reviewing difficult readings, paraphrasing for research papers, or making study materials more accessible, this tool ensures that students can understand and communicate ideas clearly. Simplicity isn’t about dumbing down—it’s about making information usable.

    #3. Discussion Question Generator

    Prompt:
    “Generate ten thought-provoking discussion questions on [insert topic]. The questions should encourage critical thinking, analysis, and debate rather than simple yes/no answers. Ensure a mix of conceptual, ethical, and real-world application questions to deepen understanding. Avoid generic or overly broad questions, focusing instead on specific angles that spark meaningful discussion.”

    Explanation:
    Engaging in classroom discussions isn’t just about speaking—it’s about asking the right questions. Strong discussion questions push beyond surface-level answers and encourage deeper analysis. Whether preparing for a seminar, leading a study group, or refining an argument, this prompt helps students generate meaningful questions that drive insightful conversations. It forces them to think beyond memorized facts and into the realm of interpretation, debate, and application—where real learning happens.

    #2. Academic Jargon Translator

    Prompt:
    “Rewrite the following passage in clear, everyday language without losing its meaning. Maintain accuracy while eliminating unnecessary jargon, overly complex vocabulary, and convoluted sentence structures. Ensure that the revised version is understandable to someone without a background in the subject, but still retains the key concepts. If necessary, provide a simple example to illustrate difficult ideas.”

    Explanation:
    Professors and researchers often write in ways that feel like decoding a secret language. While technical terms have their place, they can make learning harder when concepts get buried under unnecessary complexity. This prompt helps students strip away the clutter and focus on what truly matters: understanding the core ideas. Whether it’s a confusing textbook passage, a dense research paper, or an academic journal article, this tool ensures that students can actually absorb the material—without spending hours deciphering it.

    #1. Professional Email Composer

    Prompt:
    “Write a professional email to [insert recipient] regarding [insert topic]. The email should be clear, concise, and respectful, maintaining a formal but approachable tone. Include a polite greeting, a direct explanation of the purpose, and a specific request or question. Ensure proper grammar and formatting, avoiding overly casual language or unnecessary details. If appropriate, conclude with a call to action and a professional closing statement.”

    Explanation:
    Communicating effectively with professors, advisors, and peers is a critical skill in university—and one that many students struggle with. A poorly written email can come across as unclear, unprofessional, or even disrespectful. This prompt ensures that messages are well-structured, polished, and to the point. Whether asking for an extension, clarifying an assignment, or requesting feedback, this tool helps students sound professional while maintaining a friendly and respectful tone. In academic and professional settings, the way you communicate matters, and this prompt makes sure you get it right.


    Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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  • Black History Month (Mutabaruka)

    Black History Month (Mutabaruka)

     

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  • Oklahoma Bills Would Restrict Student Cellphone Use, Social Media, Sex Ed – The 74

    Oklahoma Bills Would Restrict Student Cellphone Use, Social Media, Sex Ed – The 74


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    OKLAHOMA CITY — Oklahoma lawmakers filed hundreds of bills affecting education for the next legislative session.

    Oklahoma Voice collected some of the top trends and topics that emerged in legislation related to students, teachers and schools. The state Legislature will begin considering bills once its 2025 session begins Feb. 3.

    Bills would restrict minors’ use of cellphones and social media

    A poster reads, “bell to bell, no cell” at the Jenks Public Schools Math and Science Center on Nov. 13. The school district prohibits student cellphone use during class periods. (Nuria Martinez-Keel/Oklahoam Voice)

    As expected, lawmakers filed multiple bills to limit student cellphone use in public schools, an issue that leaders in both chambers of the Legislature have said is a top priority this year.

    The House and Senate each have a bill that would prohibit students from using cellphones during the entire school day. Some Oklahoma schools already made this a requirement while others allow cellphone access in between classes.

    After encouraging all districts to establish cellphone restrictions, Gov. Kevin Stitt visited multiple schools in November that have done so.

    Senate Bill 139 from Education Committee vice chair Sen. Ally Seifried, R-Claremore, would require all districts to ban students from accessing their cellphones from the morning bell until dismissal, and it would create a $2 million grant program to help schools enact phone-free policies.

    Legislation from a House leader on education funding, Rep. Chad Caldwell, R-Enid, would prohibit student cellphone use while on school premises.

    Multiple bills target children’s social media use. Sen. Kristen Thompson, R-Edmond, aims to ban social media accounts for anyone under 16 with SB 838 and, with SB 839, to deem social media addictive and dangerous for youth mental health. 

    A bill from Seifried would outlaw social media companies from collecting data from and personalizing content for a minor’s account, which a child wouldn’t be allowed to have without parent consent

    SB 371 from Sen. Micheal Bergstron, R-Adair, would require districts to prohibit the use of social media on school computers or on school-issued devices while on campus. SB 932 from Sen. Darcy Jech, R-Kingfisher, would allow minors or their parents to sue a social media company over an “adverse mental health outcome arising, in whole or in part, from the minor’s excessive use of the social media platform’s algorithmically curated service.”

    School chaplain bill reemerges

    Multiple lawmakers have refiled a bill seeking to enable religious chaplains to counsel students in public schools. A version of the controversial bill passed the House last year but failed in the Senate.

    Its original author, Rep. Kevin West, R-Moore, refiled it as House Bill 1232. Sen. Shane Jett, R-Shawnee, and Sen. Dana Prieto, R-Tulsa, filed similar school chaplain bills with SB 486 and SB 590.

    More restrictions suggested for sex education, gender expression

    Another unsuccessful bill returning this year is legislation that would have families opt into sex education for their children instead of opting out, which is the state’s current policy.

    Students wouldn’t be allowed to take any sex education course or hear a related presentation without written permission from their parents under SB 759 from Prieto, HB 1964 from Danny Williams, R-Seminole, and HB 1998 from Rep. Tim Turner, R-Kinta.

    Sen. Dusty Deevers, R-Elgin, would have any reference to sex education and mental health removed from health education in schools with SB 702.

    Prieto’s bill also would exclude any instruction about sexual orientation or gender identity from sex education courses. It would require school employees to notify a child’s parents before referring to the student by a different name or pronouns.

    Other bills similarly would limit students’ ability to be called by a different name or set of pronouns at school if it doesn’t correspond to their biological sex.

    Deevers’ Free to Speak Act would bar teachers from calling students by pronouns other than what aligns with their biological sex or by any name other than their legal name without parent consent. Educators and fellow students could not be punished for calling a child by their legal name and biological pronouns.

    Rep. Gabe Woolley, R-Broken Arrow, filed a similar bill.

    No public school could compel an employee or volunteer to refer to a student by a name or pronoun other than what corresponds with their sex at birth under SB 847 from Sen. David Bullard, R-Durant, nor could any printed or multimedia materials in a school refer to a student by another gender.

    Corporal punishment in schools

    Once again, Oklahoma lawmakers will consider whether to outlaw corporal punishment of students with disabilities. State law currently prohibits using physical pain as discipline on children with only the most significant cognitive disabilities.

    In 2020, the state Department of Education used its administrative rules to ban corporal punishment on any student with a disability, but similar bills have failed to pass the state Legislature, drawing frustration from child advocates.

    Sen. Dave Rader, R-Tulsa, was an author of last year’s bill to prohibit corporal punishment of students with any type of disability. He filed the bill again for consideration this session.

    HB 2244 from Rep. John Waldron, D-Tulsa, would require schools to report to the Oklahoma State Department of Education the number of times they administer corporal punishment along with the age, race, gender and disability status of the students receiving it. The state Department of Education would then have to compile the information in a report to the Oklahoma Commission on Children and Youth.

    Oklahoma Voice is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Oklahoma Voice maintains editorial independence. Contact Editor Janelle Stecklein for questions: [email protected].


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  • The Death of DEI (Margaret Kimberly, Black Agenda Report)

    The Death of DEI (Margaret Kimberly, Black Agenda Report)

    Black
    people must be discerning about racist attacks on DEI programs while
    also acknowledging that “diversity” can be a con that damages Black
    politics, just as it was meant to do.

    The sight of Al Sharpton
    holding a protest at a New York City Costco store is a sure sign that
    very problematic politics are being practiced. In this instance,
    Sharpton’s theatrics were inspired by the corporations which
    discontinued their Diversity, Equity, and Inclusion (DEI) programs. DEI
    has been in conservative crosshairs with conservative think tanks and activists
    filing numerous lawsuits claiming that the programs are discriminatory.
    The same corporations who joined in the performative DEI programs when
    it was convenient have now run for cover. Costco is one of the few who
    didn’t and so got the seal of approval from Reverend Al.

    Corporate DEI programs came into vogue in 2020 in
    the wake of nationwide protest after the police killing of George Floyd.
    The fact that both white police and corporate CEOs were “taking a knee”
    allegedly in sympathy with protesters should have been a sign that
    anything emanating from these gestures was a joke at best and a betrayal
    at worst.

    According to a 2023 report ,
    only 4% of chief diversity officer positions in U.S. corporations were
    held by Black people, who also had the lowest average salaries. DEI
    mania was a public relations effort intended to stem Black protest while
    doing nothing to improve the material conditions of Black workers, even
    for those who were involved in this project. The usual hierarchies
    remained in place, with white men and women getting the top jobs and the
    most money. Also Black people were not the only group subject to DEI
    policies, as other “people of color,” women, and the LGBTQ+ community
    were also competing for a piece of the questionable action.

    In addition to the right wing legal attack, Donald Trump is so obsessed
    with ending DEI in the federal government that all employees connected
    with such programs were placed on administrative leave after one of his
    many executive orders were issued. Federal workers were instructed to report
    on their knowledge of any DEI activity that hadn’t been ferreted out.
    The Trump administration DEI ban means that agencies are being told not
    to even allow for any affinity events or celebrations. Although that
    idea might not be bad if it prevented the FBI from claiming to honor Martin Luther KIng , a man they surveilled, harassed, and encouraged to commit suicide. Not to be deterred in the Trumpian witch hunt, the Air Force
    briefly deleted information about the Tuskegee Airmen and Women Army
    Service Pilots (WASPs) from a basic training curriculum, only to return
    the information after public outrage emerged when military heroes,
    usually revered, were getting the usual rough treatment meted out to
    Black people.

    Yet it is difficult to ignore the Trump anti-DEI
    frenzy. At its core it is an effort to disappear Black people from
    public life altogether under the guise of protecting a white meritocracy
    which never existed. However, it would be a mistake to embrace a failed
    effort which succeeds only at liberal virtue signalling and creating a
    more diverse group of managers to help in running the ruling class machinery.

    DEI was a repackaging of affirmative action, a term
    which fell into disfavor after years of complaint from aggrieved white
    people and which was undone by Supreme Court decisions. Like affirmative
    action, it was a calculated response to serious political action,
    action which threatened to upend a system in dire need of disrupting and
    bringing the justice and the democracy that are so often bragged about
    yet that remain so elusive.

    As always, Black people are caught between the
    proverbial rock and hard place, not wanting to ignore Trumpian antics
    while also being wary of any connection with the likes of Al Sharpton.
    The confusion about what to do is rampant and mirrors the general sense
    of confusion about Black political activity.

    When the Target retail outlet ended its DEI
    programs there were calls for boycotts. Of course others pointed out
    that Target sold products created by Black owned companies
    which would be harmed by the absence of Black shoppers. All of the
    proposals are well meaning, meant to mitigate harm and to help Black
    people in their endeavors. Yet they all miss the point.

    The reality of an oppressive system renders such
    concerns moot. Racial capitalism may give out a crumb here and another
    there, and allow a few Black businesses some space on store shelves. If
    nothing else it knows how to preserve itself and to co-opt at opportune
    moments. Yet the fundamentals do not change. DEI is of little use. But
    by ending it, Trump evokes great fear in a group of people whose
    situation is so tenuous that it still clings to the useless and
    discredited Democratic Party to protect itself from Trump and his ilk.

    It is absolutely necessary to leave the false
    comfort of denial that gives the impression Trump is offering some new
    danger to Black people. The last thing Black people need is for the CIA
    or the State Department to hide their dirty deeds behind King birthday
    celebrations or Black History Month events. Black History Month should
    be a time when plans for liberation are hatched, making it unattractive
    to enemy government agencies to even consider using for propaganda
    purposes.

    The death of DEI should not be mourned. Its
    existence is an affront to Black peoples’ history and valiant struggles.
    DEI is just one of many means to keep us compliant and to give
    legitimacy to what isn’t legitimate. If Al Sharpton is marching anywhere
    the best course of action is to stay very far away.

    Margaret Kimberley is the author of Prejudential: Black America and the Presidents . You can support her work on Patreon and also find it on the Twitter , Bluesky , and Telegram platforms. She can be reached via email at [email protected]



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  • Shaping higher education for commuter students

    Shaping higher education for commuter students

    For the first time, there are now more commuter students in the UK – students who continue to live at home whilst studying, rather than relocating to attend university – than traditional residential students.

    Surprised? You’re not alone. My research on commuter students suggests that even commuter students themselves don’t realise that there are others like them. In common with most of those who shape higher education pedagogy, policy, practices and plans for the future, they believe that they are a minority, an anomaly, inconsistent with the (presumed) majority of “normal,” residential students.

    The sector is increasingly waking up to the needs and experiences of commuter students, supported by the inclusion of commuters in the Office for Students Equality of Opportunity Risk Register in England – Emma Maslin has explored this further on the site.

    It is essential, for students, higher education institutions and the future viability of our sector, that we increase awareness of commuter students – who they are and what they need – and that we reshape higher education provision for this growing cohort.

    Students will benefit from a better experience and outcomes. Institutions will benefit from higher retention, league table position and therefore recruitment. The sector as a whole will benefit from greater financial stability and clear evidence to the government that we are meeting their priorities and truly expanding access and improving outcomes for non-traditional students.

    Who commutes – and why?

    Commuter students are diverse. However, there is a strong correlation between being a non-traditional student – those targeted by widening participation initiatives – and being a commuter student.

    This is because many of the reasons that students have historically been unable or unwilling to enrol in higher education are the same as those that make them unable or unwilling to relocate. These include affordability, being first in family to higher education, from a low-participation neighbourhood, having caring or family commitments, over 25. Commuters are also likely to be in employment, be home owners, to be studying part time, at lower-tariff universities. Finally, my research suggests that commuter students are more likely to be local students, not long-distance learners.

    This said, commuting isn’t always about widening participation. It is likely that the undersupply of student accommodation and resultant increasing prices, alongside the cost-of-living crisis, are encouraging traditional students to remain at home. There is also evidence to suggest that international and postgraduate students are more likely to be commuters, both key target markets for UK higher education institutions.

    Relocation as a predictor of success

    But why does this matter? Data tell us that commuter students have a poorer experience throughout the student lifecycle. Choice of institution, access to learning, resources, support and extra-curricular activities, are all restricted. Commuters are less able to engage with in-person learning activities and are isolated from their learning community.

    They feel less a sense of belonging, more a sense of burden. In consequence, commuter students have lower attainment, continuation and graduate outcomes than their residential counterparts.

    In part, this is because higher education has been designed without consideration of the need to travel. Pedagogy, policy and processes have historically been and continue to be shaped around residential students. Assessments, extracurricular activities, facilities, learning and wellbeing support, teaching activities, timetabling—all continue to be premised on the residential model, structured for the residential student, provided at a time and in a place that assumes that students live on or near to campus.

    What next?

    The first step is to see our commuters. Count them, to make them count. Make them visible, not only to decision makers and practitioners, but also to each other. Provide information for commuters, before, during and after application. Create a sense of belonging, building community through awareness, acceptance and actions such as repurposing unused parts of the estate, for commuter students – a common room, sleeping areas.

    Next, review all policies for accessibility, with particular focus on timetabling, attendance, learning and teaching, support services and skills development.

    Make changes where necessary, enabling students to maximise access, whilst minimising travel. Rethink in-person learning and make attendance worth it. Consider online learning, but avoid hybrid learning and include on-commute learning options.

    Myth busting

    For commuter students, access to learning isn’t just about distance. It’s not even just about transport. We need to look at the acceptability, accessibility, affordability and availability of transport. However, we also need to recognise that access and participation are also about students’ activities, responsibilities and relationships, outside of the classroom.

    The data tell us that our commuter students are struggling to adapt to pedagogy, policies and practices that are based on the assumption that they will relocate to attend university. Our ability to adapt our provision to their needs is likely to be key to the future sustainability of many of our institutions, if not the sector as a whole.

    This article is the first in our series on commuter students where we’ll explore their student journey and what support institutions and the sector can provide to enhance their experience. If you’d like to get involved in the series, we’d welcome further contributions, email [email protected] to pitch us an article.

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