HEI will attempt to document these events not merely as news, but as part of a larger pattern of criminality in US higher education, not just at the institutional level, but at the state and federal level, and with predatory banks and other investors who are working on these deals behind the scenes. We also plan to explain how this predatory behavior damages communities.Communities with people.
J. Ann Selzer planned to step back from election polling at the end of 2024. She had spent three decades working with The Des Moines Register and other media outlets, earning a reputation as “the best pollster in politics” for her consistent and reliable work. Selzer’s polls had correctly predicted the winner of every presidential race in Iowa since 2008, and she was hoping to end her election-related work with one last accurate survey of public opinion.
“Polling is a science of estimation, and science has a way of periodically humbling the scientist,” she said in a November 17 farewell column for The Register. “So, I’m humbled, yet always willing to learn from unexpected findings.”
Iowa pollster J. Ann Selzer
President Donald Trump, however, doesn’t seem to think “humbled” is enough. That same day, Trump took to Truth Social to accuse Selzer of intentionally fabricating her poll and committing possible election fraud. A month later, he sued Selzer and The Register for alleged election interference and violations of the Iowa Consumer Fraud Act.
It’s difficult to imagine a more thorough and obvious violation of basic First Amendment principles than this lawsuit. Polling the electorate is election participation, not interference—and reporting your findings is protected speech whether your findings turn out to be right or wrong. Iowa’s laws on election “interference” are about conduct such as using a counterfeit ballot or changing someone else’s ballot. This does not and cannot include asking voters questions about their votes.
Any attempt to punish and chill reporting of unfavorable news or opinion is an affront to the First Amendment. Our rights as Americans, and participants in our democracy, depend on it.
Trump’s claims of consumer fraud have even less merit. Consumer fraud laws target sellers who make false statements or engage in deception to get you to buy something, like a sleazy car salesman rolling back the odometer on an old sedan. This cannot logically—or legally—apply to a newspaper pollster who makes a wrong prediction.
Consumer fraud statutes have no place in American politics or in regulating the news. But it has become an increasingly popular tactic to use such laws in misguided efforts to police political speech. For example, a progressive nonprofit tried to use a Washington state consumer protection law in an unsuccessful lawsuit against Fox News over its COVID-19 commentary. And attorneys general on the right used the same, “We’re just punishing falsehoods” theory to target progressive outlets. Both Missouri Attorney General Andrew Bailey and Texas Attorney General Ken Paxton opened investigations into the nonprofit Media Matters for America for allegedly manipulating X’s algorithm with “inauthentic behavior.” In the Texas suit, Paxton argues that he can use the state’s Deceptive Trade Practices Act to punish speech even if it is “literally true,” so long as officials think it’s misleading.
Efforts to prohibit purportedly false statements in politics are as old as the republic. Indeed, our First Amendment tradition originated from colonial officials’ early attempts to use libel laws against the press.
America rejected this censorship after officials used the Sedition Act of 1798 to jail newspaper editors for publishing “false” and “malicious” criticisms of President John Adams. After Thomas Jefferson defeated Adams in the election of 1800, he pardoned and remitted the fines of those convicted, writing that he considered the act “to be a nullity, as absolute and as palpable as if Congress had ordered us to fall down and worship a golden image.”
Trump’s allegations against Selzer are so baseless that you’d be forgiven for wondering why he even bothered. That is, until you realize that these claims are filed not because they have any merit or stand any chance of success, but in order to impose punishing litigation costs on his perceived opponents. The lawsuit is the punishment.
Lawsuits are costly, time-consuming, and often disastrous to people’s personal lives and reputations. If you have the threat of legal action hanging over you for what you’re about to say, you will think twice before saying it—and that’s the point.
In fact, Trump has a habit of doing this. He once sued an architecture columnist for calling a proposed Trump building “one of the silliest things anyone could inflict on New York or any other city.” The suit was dismissed. He also sued author Timothy L. O’Brien, business reporter at The New York Times and author of “TrumpNation: The Art of Being The Donald,” for writing that Trump’s net worth was much lower than he had publicly claimed. The suit was also dismissed.
But winning those lawsuits wasn’t the point, and Trump himself said so. “I spent a couple of bucks on legal fees, and they spent a whole lot more,” he said. “I did it to make his life miserable, which I’m happy about.” Back in 2015, he even threatened to sue John Kasich, then-governor of Ohio and a fellow Republican candidate for president, “just for fun” because of his attack ads.
This tactic is called a “strategic lawsuit against public participation,” or SLAPP for short, and it’s a tried-and-true way for wealthy and powerful people to punish their perceived enemies for their protected speech. It’s also a serious threat to open discourse and a violation of our First Amendment freedoms.
FIRE’s defense of pollster J. Ann Selzer against Donald Trump’s lawsuit is First Amendment 101
News
A polling miss isn’t ‘consumer fraud’ or ‘election interference’ — it’s just a prediction and is protected by the First Amendment.
Lawsuits are costly, time-consuming, and often disastrous to people’s personal lives and reputations. If you have the threat of legal action hanging over you for what you’re about to say, you will think twice before saying it—and that’s the point. Trump’s dubious legal theory is a blatant abuse of the legal process, one that we cannot let stand. If we sued people every time we thought someone else was wrong about politics, nobody would speak about politics. A lawsuit requires a credible basis to believe your rights have been violated. You have to bring facts to court, not baseless allegations.
That is why my organization, the Foundation for Individual Rights and Expression (FIRE), is defending Selzer pro bono against Trump’s SLAPP suit. By providing legal support free of charge, we’re helping to remove the financial incentive of SLAPP suits—just as we did when a wealthy Idaho landowner sued over criticism of his planned airstrip, when a Reddit moderator was sued for criticizing a self-proclaimed scientist, and when a Pennsylvania lawmaker sued a graduate student for “racketeering.”
The protection of unfettered freedom of expression is critical to our political process. Any attempt to punish and chill reporting of unfavorable news or opinion is an affront to the First Amendment. Our rights as Americans, and participants in our democracy, depend on it.
With video consumption accounting for nearly 83% of global internet traffic and popular platforms like Instagram, YouTube, TikTok, and Facebook prioritizing video content, video marketing has become indispensable for educational institutions aiming to boost visibility and enrollment.
To stay competitive in today’s market, you’ll need to harness the potential of video advertising effectively. This comprehensive guide explores the power of video marketing for schools, the types of video content that work best for student recruitment, strategies for success, and solutions to common challenges.
Struggling to stand out in a crowded market?
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The Power of Video Ads
Video ads have revolutionized student recruitment strategies. With the average attention span of viewers shrinking to just eight seconds, video offers a uniquely engaging way to capture attention and convey key messages.
Prospective students, especially from Generation Z, respond favorably to videos that are authentic, visually appealing, and emotionally resonant. Institutions that embrace this medium can benefit in several ways.
Source: HEM
Are you ready to start seeing the benefits of video marketing for schools in your strategy? Reach out to learn about our short-form video services
The Rise of Video Content
The prevalence of mobile devices has played a crucial role in video’s dominance. Roughly 75% of video consumption now takes place on smartphones, which means that optimizing video content for mobile viewing is no longer optional.
How can you ensure that your videos perform well on mobile devices? Optimize videos for vertical viewing on social media stories, reels, and TikTok where many of your prospects spend time each day.
Videos resonate because they combine auditory and visual stimuli, making it easier to communicate complex ideas quickly. From showcasing campus life to highlighting academic achievements, videos allow your institution to tell compelling stories that resonate with viewers on an emotional level.
Video is also uniquely positioned to address the challenge of dwindling attention spans. Short, visually rich content quickly captures the viewer’s interest and sustains it by combining engaging visuals with concise messaging.
Platforms such as TikTok, with its bite-sized, highly engaging format, demonstrate the power of video to connect with younger audiences effectively. On platforms like YouTube, longer-form videos offer opportunities to dive deeper into campus life, academic programs, or institutional values.
Engagement metrics further underscore the importance of video. Social media algorithms prioritize video content, leading to higher visibility and better engagement rates.
Studies consistently show that video posts receive significantly more likes, shares, and comments than static posts. This increased interaction enhances the institution’s online presence and builds a stronger connection with potential students by inviting them to engage directly with the content.
Finally, video content creates a multisensory experience that helps prospective students visualize themselves at the institution. When students see themselves participating in activities, walking the campus, or enjoying the community, they are more likely to form an emotional connection that influences their decision-making process.
Example: Here, UC Berkeley shares a short, interesting interview-styled video, optimized for vertical video apps. When choosing a video format and editing your video, be sure to keep your viewer’s short attention span in mind.
To fully leverage video advertising, it’s important to understand the different types of videos that resonate with your audience. Each type serves a unique purpose, allowing schools to communicate effectively across various platforms.
Hype Promo Videos
Hype promo videos are ideal for generating excitement around major announcements, such as launching a new program or an upcoming campus event. These high-energy videos grab attention with dynamic visuals and captivating music, making them perfect for social media platforms where scrolling speeds are fast.
While shorter clips work well for platforms like Instagram and TikTok, longer versions can be hosted on the institution’s website or YouTube channel to provide a more comprehensive overview.
Example: Randolph-Macon Academy uses high-quality footage, eye-catching editing, and epic music to tell a compelling story about the student life experience they offer. Hype promo videos are an excellent avenue for visual storytelling.
Source: Randolph – Macon Academy | YouTube
User-Generated Content
User-generated content (UGC) is a game-changer for student recruitment. Content created by current students, alumni, or ambassadors exudes authenticity, which prospective students highly value.
Whether it’s a student documenting their day on campus or an alumnus sharing their career journey, UGC builds trust and fosters a sense of relatability. Institutions can encourage student participation by offering incentives like branded merchandise or featuring contributors prominently on official channels.
Example: This UGC video from Cumberland College is authentic and appeals to the desires of a specific Gen-Z audience particularly as the popularity of online careers grows. Throughout your UGC campaign, be sure to focus on highlighting genuine experiences to differentiate the content from a traditional ad.
Limited budgets should never deter institutions from producing impactful video content. If you’re wondering how to create video ads on a limited budget, look no further than a modern smartphone. Capable of capturing high-quality footage, you can create professional-looking videos without expensive equipment.
Simple strategies like natural lighting, stabilizing the camera, and adding subtitles can elevate production quality. Starting small with test videos allows for refinement over time, paving the way for a more robust video marketing strategy.
Example: Video marketing for schools doesn’t always have to involve highly produced footage. As long as the quality isn’t compromised, and the results are just as engaging, all you really need to get started is a modern smartphone with a decent camera and some creative ideas. Video marketing is heavily trend-driven, particularly on platforms where short-form videos are popular. For your DIY videos, do preliminary research, taking note of the trends that viewers are responding to.
Source: Cambridge University | YouTube
Strategies for Effective Video Content
Creating effective video ads requires more than just compelling visuals. Institutions must adopt a strategic approach to ensure their content aligns with their goals and resonates with their target audience.
Focus on Quality Over Quantity
Every video should reflect the institution’s values, strengths, and mission. To ensure consistently high-quality video content, schools can implement several strategies.
First, create clear production guidelines that include lighting, sound, and framing recommendations. These guidelines can help amateur creators, such as students contributing user-generated content, maintain a professional standard.
When relying on user-generated content (UGC), provide participants basic training or tip sheets on capturing footage. Encourage contributors to use stable tripods, proper lighting, and minimal background noise to enhance video clarity. Offering editing support or simple tools to enhance UGC—such as branded filters or overlays—ensures that the final product aligns with the institution’s brand identity.
Consistency in quality also comes from pre-production planning. For example, institutions can create storyboards or scripts for key content themes, ensuring each video maintains a cohesive narrative. Review processes are equally critical; assigning a designated team or individual to review and approve content before publication allows schools to catch inconsistencies and errors early.
Investing in scalable tools, such as video editing software or mobile apps, allows schools to polish videos before posting. Paired with these efforts, periodic feedback sessions with creators can help refine content over time. A single high-quality video can generate more engagement and drive more conversions than a series of poorly produced clips.
Segment Videos by Topic
Educational institutions cater to diverse audiences, each with unique interests and priorities. By creating topic-specific videos, schools can address these varying needs effectively. For instance, one video might highlight academic programs, while another focuses on student life or campus facilities.
This segmentation ensures prospective students receive information tailored to their interests, enhancing engagement and encouraging further exploration.
Example: Organize your videos into playlists to make it easier for viewers to find what they’re looking for as the University of Toronto did on their YouTube page in the image below.
Source: University of Toronto
Showcase Real Success Stories
Nothing resonates more deeply than genuine success stories. Featuring interviews with current students, alumni, or faculty members allows institutions to highlight real-world outcomes and the impact of their programs.
These narratives provide relatable insights that prospective students can envision for themselves, making the institution’s offerings more tangible and aspirational.
To create compelling success story videos, schools should start by identifying standout students or alumni whose journeys reflect the institution’s values and strengths.
Conduct interviews in visually appealing settings, such as iconic campus locations, to give viewers a sense of place. Incorporate diverse voices and experiences to ensure the stories resonate with a wide audience.
Actionable strategies include integrating authentic visuals, such as clips of the featured individual participating in classes, engaging in extracurricular activities, or achieving milestones in their careers. Pair these visuals with concise, heartfelt narratives that emphasize personal growth and accomplishments.
For consistency and quality, schools can create a structured framework for storytelling. This might include opening with a brief introduction, highlighting the challenges or goals the individual faced, and concluding with their achievements and future aspirations. Encourage participants to speak naturally, as unscripted moments often feel more genuine and relatable.
Additionally, amplify the impact of these stories by embedding them into broader marketing campaigns. Share snippets on social media, include them in email outreach, or feature them prominently on the institution’s website. This multi-channel approach ensures that success stories reach prospective students at various touchpoints, enhancing their overall effectiveness.
Boost Engagement with CTAs
Every video should include a clear and compelling Call-To-Action (CTA). CTAs are the bridge between engagement and action, guiding viewers to take the next step in their journey with the institution. To craft effective CTAs, schools should focus on clarity and relevance. For instance, a video showcasing campus life might end with an invitation to “Book a Campus Tour,” while a testimonial video could encourage viewers to “Apply Today and Start Your Journey.”
The placement and timing of CTAs are equally important. CTAs placed at the end of a video often drive action most effectively, as viewers are already immersed in the content. However, mid-video CTAs can also be used strategically in longer videos to re-engage audiences who may drop off before the end. Interactive elements like clickable links or embedded forms can make CTAs even more effective by reducing friction for viewers.
Customization of CTAs based on the platform is another key strategy. On YouTube, a CTA might take the form of a video overlay or end screen, while Instagram could use stickers or swipe-up features. These platform-specific approaches ensure that the CTA feels natural and intuitive to the viewer.
Finally, measuring the success of CTAs is critical. Schools can track metrics such as click-through rates, conversions, and engagement to refine their approach over time. A/B testing different CTA phrasing or formats can also provide valuable insights into what resonates most with prospective students. With these strategies in place, CTAs can transform passive viewership into active interest and tangible results.
Overcoming Challenges in Video Marketing
Despite its benefits, video marketing comes with its own set of challenges. Educational institutions must address these hurdles to maximize the impact of their campaigns.
Privacy and Legal Compliance
Privacy concerns are paramount when creating promotional content involving students. Institutions should implement consent forms and adhere to relevant regulations to ensure that all video materials comply with legal requirements. Transparency in this process not only safeguards the institution but also builds trust with stakeholders.
Maintaining Brand Cohesion
Consistency is key to building a strong brand identity. To achieve this, schools should develop a brand style guide that outlines visual and messaging standards for all video content. This ensures that every video aligns with the institution’s overall branding, reinforcing recognition and credibility.
Generating Fresh Content
Keeping content fresh and engaging can be a challenge, especially for institutions with limited resources. One solution is to develop themes or “content buckets,” such as academic achievements, campus events, or faculty highlights. This approach provides a structured framework for content creation, making it easier to maintain a steady flow of new material.
Leveraging Stock Footage
For institutions with constrained budgets, stock footage offers a cost-effective alternative to original video production. By customizing stock footage with branded elements like logos or text overlays, schools can create visually appealing content that feels authentic and aligned with their messaging.
Enhancing Impact with Professional Elements
While authenticity is critical, incorporating professional touches can elevate video quality and make content more impactful. Techniques like using green screens, investing in studio settings, and optimizing videos for mobile viewing can significantly enhance production value.
Additionally, tailoring content for specific platforms—such as LinkedIn for professional audiences or Instagram for visual storytelling—ensures maximum reach and engagement.
Building Trust Through Authenticity
Authenticity is the cornerstone of effective video marketing. Overly polished advertisements can sometimes feel impersonal, while genuine, unscripted content fosters emotional connections.
Videos that highlight real student experiences, showcase unfiltered moments, or provide behind-the-scenes glimpses into campus life resonate deeply with prospective students, making them more likely to consider the institution.
Cost-Effectiveness and ROI
Video marketing doesn’t have to break the bank. User-generated content, in particular, offers a highly cost-effective way to create engaging videos. Encouraging students and alumni to contribute content not only reduces production costs but also enhances relatability.
When paired with strong CTAs, video ads often outperform other formats in generating conversions, making them a high-ROI investment for student recruitment campaigns.
Example: Pictured below are the average conversion rates of various traffic sources. Second only to organic traffic (referring to visitors that complete a desired action after finding your institution through unpaid search results), video marketing boasts a high 4.8% conversion rate making it a worthy investment.
Source: Business Dasher
In review, what are the best video marketing strategies for schools? Creating effective video ads requires you to go beyond compelling visuals. Schools need to adopt a strategic approach to ensure their content aligns with their goals and resonates with their target audience.
This includes focusing on quality over quantity by creating visually appealing and professional videos that reflect the institution’s values. Schools should also segment their video content by topic to cater to the diverse interests of their prospective students, ensuring each video delivers targeted and relevant information.
Leveraging real success stories is another impactful strategy, as these narratives provide relatable and aspirational insights. Institutions should also craft clear and engaging calls-to-action (CTAs) that guide viewers toward the desired next steps, such as applying or signing up for a campus tour.
Ensuring consistency in quality, brand cohesion, and authenticity while addressing privacy concerns and optimizing for platform-specific formats will further enhance the effectiveness of video ads. By combining these strategies, you can create videos that capture attention and drive meaningful engagement and conversions.
Video ads are transforming digital marketing strategies for schools. Embracing this powerful medium can significantly amplify your reach, foster emotional connections, and drive enrollment. From leveraging user-generated content to creating high-quality promotional videos, the strategies outlined in this guide provide a roadmap for success.
Don’t get left behind as marketing trends evolve. Institutions that prioritize video marketing will be better positioned to connect with the next generation of students and thrive in an increasingly competitive landscape. The time to invest in video ads is now and we can help you get started.
Struggling to stand out in a crowded market?
Boost Enrollment with Engaging Short Videos
Frequently Asked Questions
Question: How to create video ads on a limited budget?
Answer: Look no further than a modern smartphone. Capable of capturing high-quality footage, you can create professional-looking videos without expensive equipment. Simple strategies like using natural lighting, stabilizing the camera, and adding subtitles can elevate production quality.
Question: What are the best video marketing strategies for schools?
Answer: Creating effective video ads requires you to go beyond compelling visuals. Schools need to adopt a strategic approach to ensure their content aligns with their goals and resonates with their target audience.
A virtual classroom is a digital replica of a traditional classroom, the only difference is that it uses technical tools to interact with students in real-time. The virtual classroom software for teachers helps higher education institutions to manage classes remotely using interactive tools for collaboration, brainstorming, ideation, and discussion. All this is followed by instant assessments and result publications to measure the learning that happened in the session.
The sudden school closures and the need of Virtual classroom software for teachers
There can never be a PAUSE mode for Education nor Learning. But what if a situation demands it? Let’s take the example of our current COVID-19 scenario.
The UNESCO states that globally, over 1.3 billion children are out of the classroom, across 186 countries, as on March 2020.
There are schools and universities closures everywhere, forcing educational institutions to look for an option to deal with the crisis.
Thanks to the distinctive rise in the online teaching environment and virtual classroom software, what we could now call the only future of higher education and universities.
Even the traditional universities and higher eds that were once tabooed to using online teaching are now racing to adapt their programmes and classes to online alternatives. The situation may be pressing, but retorting to any technology wouldn’t help.
An intuitive, high-end, modern, virtual classroom software for teachers would serve the purpose—a tool that acts as a bridge to offering uninterrupted teaching/learning even during the difficult times.
Creatrix Campus is end-to-end higher education software that brings campus online on-the-go. You could plan online exams, assignments, execute tasks, conduct online quizzes, group discussions, polling, all virtually.
Creatrix Campus virtual campus management system has always helped faculty indulge in successful ways of teaching, revolutionizing digital education.
There’s data analysis, visualization, forecast of assessments that predict learning outcomes, personalized learning pathways for students, and much more. We have figured out 12 successful ways by which Creatrix facilitates successful online teaching and learning, virtually. Here are they;
How to Create an Engaging Virtual Classroom Environment with Virtual classroom software for teachers
1. Get scheduled first
Now, this is a great feature to start an online classroom—setting up schedules and a set of predefined rules.
Faculty are allowed to create schedules that most suits their online sessions. Creatrix Scheduling allows schedule creation based on faculty and student preferences.
Multiple class schedules could be created for different time periods with options to add, edit or cancel schedules, and assign student groups, all this without conflicts.
There’s enough flexibility here. While any new and complicated topic can be scheduled up in the forenoon, the rest can make up for the afternoon session. Achieving a balanced timetable schedule is also possible with faculty management software that will accommodate all changes instantly and meet your criteria.
2. Build a course and student community
The next crucial step in virtual teaching lies in the creation of a course and student community. The faculty is the moderator and the courses she creates are the community. On logging in, the faculty would see the list of batches he handles on her personal dashboard.
The act of the faculty clicking on a particular batch is alike to the real-life scenario of getting into a classroom, with the bunch of students waiting to be marked attendance, hear their performance reports, and submission of assignments, etc. Before the class commences, the faculty marks attendance of the day.
Nothing goes lacking in this sort of online teaching. Faculty plans well ahead of the classes with a solid curriculum management system from Creatrix.
The faculty strategically adapt to the industry trends as well as the unique needs of the students. There’s enough option to track the daily progress of the students in line with the curriculum.
3. Digitize the course contents
At Creatrix we know the real purpose of a virtual LMS; we make learning enjoyable, accessible, and meaningful to students, improving their learning outcomes.
The faculty takes control of the class, adding course materials to suit her course’s plan. Creatrix virtual Learning Management System (LMS) is brings in a lot of tools for applying various learning models in a wide range of digital formats.
Instructors are allowed to create, upload, the course’s content, back it up with videos and files, deliver them to students, assign tasks and assessments, administer and track their progress, followed by record-keeping. There’s complete transparency on all these processes.
The topic planned and covered are kept track of and those that need attention are extended for longer hours. The simplified workflows in Creatrix helps to focus students by giving constructive feedback and personalized recommendations.
4. Adopt collaborative tools to maximize participation
Virtual teaching is successful only when there’s maximum student participation. Creatrix has many collaborative and communication tools to keep the students glued to the actual teaching process.
Creatrix virtual LMS allows students to team up on live sessions and video conferencing through external integrated tool.
Faculty can put forward techniques including quizzes, debates, interactive discussions, etc. There are options to share additional resources for any topic by uploading videos, share relevant PDFs, PPTs, website links, etc. The sessions could be made more fun by bringing in polling, surveys, and map each topic with learning outcomes.
Creatrix Campus’s Virtual LMS comes with adaptive teaching models like blended learning, self-paced learning, collaborative learning, and flipped learning to arouse student participation. The lesson planner option in Creatrix helps users to plan and execute both physical and virtual classes for the same course.
5. Focus on keeping the students engaged
Online remote classes at any cost should be made interesting, mainly because the faculty-student is not in direct interaction. Classes hence have to be delivered in such a way that it builds engagement for learning.
Creatrix has the Digital Whiteboard tools which come with a virtual pointer to facilitate brainstorming activities. In addition, there are discussion forums and messaging, which is another way of keeping students engaged.
Just like how Quora, Yahoo Answers, and Reddit act as amazing discussion forums, Creatrix LMS does the same.
The activity wall acts as a message board for further collaboration; students get to post doubtful questions, create polls, and share documents with faculty and his peers.
There are enough ways a faculty could add advantage to online teaching by sharing learning videos, texts, podcasts to students.
6. Introduce self-learning techniques
Not all courses in the syllabus would call for a synchronous way of teaching. Some subject’s objectives maybe just research and self-learning. Creatrix virtual LMS creates a self-learning environment that gives enough room for real-time student engagement and self-reflection.
On completion of topics, student take up auto-assigned, online assessments and quizzes that are used to track their understanding level on the current topic. Uploading videos related to the topic expands the learners to self-learn.
The progress the student makes can be seen in their personalized dashboards on their real-time status bar reports displaying current, past, and future course progresses, along with the tasks due.
The faculty’s journey is similar to a facilitator who provides relevant resources and course materials, create tutorials, short lessons, all made possible through online course repositories.
Students could take part in live streaming and self-paced learning (video upload), conveniently accessible from a single point.
7. Centralize the communication efforts
There should be an organized way of communication keeping both the students and their parents/guardians informed about the teaching happening.
This allows the stakeholders to stay informed with auto-notified alerts and reminders about deadlines on assignment submission, feedback, as well as missed topics. They get real-time status via email, SMS, and push notifications.
8. Customize the testing and assessments for personalized learning outcome
This is an unmissable feature in any online teaching. Assessments help to gauge the learner’s proficiency. Customizing them is incidentally what most software systems lack.
With customized assessments, faculty have the option to personalize tests for students with different attainment levels. This gives the option to focus on weaker students in a much better way.
Creatrix has options to conduct both online and offline Assessments/assignments in the form of quizzes, MCQs, long papers, articles, followed by instant onscreen evaluation. Based on the learning outcomes mapping, the system would then intimate the students attainment levels, individually.
9. Get gamified
A good online teaching platform should work on making things simple for the learners. They won’t really enjoy teaching that’s monotonous, after all, their eyes are starring the digital devices all day long.
Pick out elements of game playing to add spice to your teaching. Students look for such a twist in their learning experience.
Assign tasks and projects online, track the submission rates, and provide them badges or scores.
Integrate with the course schedule and bring forth activity-based learning in line with the Curriculum. This will help instructors and students track topics better. Students, on the other hand, will have access to course information times during absenteeism. Wouldn’t that be great?
10. Link to Incidents Tracking
There are also options to deal with tardy behavior. Online teaching doesn’t mean you have to compromise on bad behavior incidents, students cheating during online exams by conducting online proctoring etc. A university management software with conduct management system make sense here.
Instantly parents get notified in real-time via email, SMS alerts, and push notifications. Besides capturing incidents, rules could be configured, discipline letters created, referrals initiated, analyze trends, and generate reports for faster decision-making to resolve behavior problems.
11. Reporting
With real-time reporting, instructors should be able to generate real-time reports, right in their hand. They get to know the stand of their students and work on their continuous improvement gradually.
The instructor could track those students who are accessing the course content and who isn’t.
Creatrix classroom management software is capable of generating real-time reports including students’ demographics, assignments, attendance, assignments, fee payments, grades, discipline incidents, coursework, assignments, etc.
All these reports from the virtual classroom software help at deriving insights into learning for a bigger picture of the institutional reporting.
The best thing about using Creatrix Online LMS is student’s progress data is right in their hands. They have the ability to track their own progress, their dips and ups with the progress status bar on their personal dashboard.
They get to view the current, past, and future course progresses, along with the tasks due.
12. Mobile support, 24*7
Wrap up all the above-mentioned features into an all-time accessible mobile app! A mobile tool is a necessity to support students with uninterrupted learning these days.
Creatrix Online Learning Management System (OLMS) gives any time, anywhere access to learning where students team up for live sessions via mobile devices and tablets.
They get the feel of in-the-classroom training with options to view the session’s content visually and communicate via text chat and audio; they can submit assignments, view grades & course materials, and interact with each other just the way they would do in the real classroom.
Conclusion
It’s high time we try and reset higher education learning to meet the present 2020 demands by giving uninterrupted online learning.
A virtual classroom software for teachers is the call of the day; a tool like Creatrix Campus is sure to break the shackle that disrupts the flow of higher education by waking up to a better tomorrow.
Let the higher education institutions get into virtual learning mode and blend with technology for incessant learning even during a crisis like Covid-19 and beyond. Connect with team Creatrix Campus to learn more about virtual classroom software for teachers!
The University of Tennessee’s pharmacy school twice investigated a grad student for her sex-positive social media posts.
UT voted to expel her from her doctoral program — but reversed its decision when FIRE intervened.
Today’s settlement is a warning to colleges around the country: If you police students’ personal online expression, there will be consequences.
Student: ‘We all need to speak up when someone tries to take our rights away — our voice is way too powerful to let anyone shut it down.’
MEMPHIS, Tenn., Jan. 29, 2025 — After her First Amendment lawsuit set precedent last fall for student free speech rights, Memphis pharmacist Kimberly Diei agreed to a $250,000 settlement with the University of Tennessee.
School administrators twice investigated and nearly expelled Diei over her sex-positive social media posts on her personal account. Concerned she and other students would face future investigations for speech fully protected by the First Amendment, Kim connected with the Foundation for Individual Rights and Expression to sue UT on her behalf in 2021.
“UT’s pharmacy school learned an important lesson today,” said FIRE attorney Greg H. Greubel. “There is nothing unprofessional about students expressing love of hip-hop and their sexuality on social media. Kim has proven something FIRE has said for 25 years: The First Amendment robustly protects students’ rights to have a voice outside of school, even if college administrators don’t like what they have to say.”
Just a month into her studies in September 2019, UT’s pharmacy school investigated Kim for her social media content focused on sexuality, fashion, and music. The college justified the investigation by using vague “professionalism” standards — standards it never provided to Kim — but ultimately dropped that first investigation.
In one tweet, Kim contributed to a trending discussion on Twitter about the song “WAP” by Cardi B and Megan Thee Stallion, suggesting lyrics for a possible remix. In another, she posted a selfie and referenced lyrics from a popular Beyoncé song.
Unfortunately, Kim’s ordeal was not unique. For years, colleges around the country have wieldedprofessionalismcodes against students for their expression even when the student’s speech has no bearing on their ability to succeed in a given field. Kim’s posts were wholly separate from the college, as her accounts operated under a pseudonym and did not reveal her then-identity as a student.
Yet by the following year, Kim was under a second investigation, and UT administrators voted to expel her. In the midst of preparing for exams, she appealed to the dean, who reversed the decision after hearing from FIRE. Then, FIRE sued on behalf of Kim in February 2021.
“I wasn’t about to let my university get away with silencing me or any other student for speaking our truth,” Kim said. “Staying positive while fighting for my rights for years wasn’t easy, but it was necessary. We all need to speak up when someone tries to take our rights away — our voice is way too powerful to let anyone shut it down.”
Kim’s posts complied with the social media sites’ policies and involved expression that the First Amendment squarely prevents public universities from investigating and punishing.
In 2024, a federal appeals court agreed, ruling that her expression — which administrators called “sexual,” “crude,” and “vulgar” — was “clearly protected” by the First Amendment. Crucially, in a blow to the qualified immunity that often shields government actors from paying damages for violating constitutional rights, the court emphasized that previous Supreme Court precedent and prior Sixth Circuit rulings put “beyond debate” that the First Amendment protects Kim’s speech.
“Students don’t give up their free speech rights the day they sign up for grad school,” said FIRE attorney JT Morris. “Without FIRE, UT could have derailed Kim’s whole professional career. We were proud to fight for Kim. Her win will help protect students everywhere from campus censors at public universities.”
The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.
CONTACT:
Daniel Burnett, Senior Director of Communications, FIRE: 215-717-3473; [email protected]
Ellie Whitney, author of “Understanding Nutrition” has been known as a nutrition trailblazer for many years. And after several editions, she hand-picked Sharon Rolfes, well known and respected in the field, to become the next author. Today, the Cengage nutrition team is excited to introduce Dr. Haiyan Maier as the new author of “Understanding Nutrition,” 17e. Dr. Maier, Ph.D., R.D., brings state-of-the-art nutrition research, advanced discipline knowledge and a multicultural perspective to the newest edition of the text. As a Registered Dietitian and nutrition professor, she presents an inclusive and comprehensive approach that reflects the latest research, addresses current trends and emphasizes key concepts for your course.
“All foods fit”
Dr. Maier prioritizes healthy eating, physical activity and family adventures. Growing up on the coast of northeast China and studying in Europe, she was able to enjoy foods from around the world, and now shares nutritious meals and global cuisine with her family. She advocates an “all foods fit” and “moderation is key” approach, and believes it’s essential to be mindful of the body.
New topics and perspectives
Dr. Maier’s contributions to “Understanding Nutrition” aim to promote health at every size, intuitive eating and the importance of the microbiome. Students will gain a deeper understanding of how gut health can influence overall well-being. Additionally, she has helped to present expanded discussions on nutrition misinformation, particularly its influence on diet culture in the United States. The 17th edition delves into the impact of social media on health and provides insights to help readers navigate information effectively. In-text examples, graphs, figures and photos are now more inclusive, showcasing people of various capabilities, life stages, cultures and ethnicities.
Hear more from Dr. Maier below:
What’s updated in this edition
17e has been revised to include expanded discussions, updated highlights and a focus on key concepts, empowering students to develop a deeper understanding of nutrition.
The highlights
This best-selling title continues its tradition of providing cutting-edge nutrition coverage. Every chapter is followed by an updated highlight, offering an in-depth look at current and controversial topics. The text has been thoroughly revised to reflect the most recent research findings, ensuring students have access to the latest information. From energy balance to chronic condition prevention, the 17th edition addresses the diverse aspects of nutrition with contemporary relevance.
Explore key concepts and inclusion
To enhance learning, each chapter begins with outlines and learning objectives that focus readers’ attention on essential concepts. These objectives have been updated to align with Bloom’s Taxonomy, ensuring strong objective wording. The review features have been reformatted into bullet points, facilitating the capture of key information. This edition also embraces inclusion and diversity by incorporating diverse cultural and ethnic backgrounds, weight-inclusive information and weight-neutral language.
Artificial sweeteners, sugar addiction and mindful eating
This edition offers more information on artificial sweeteners, including a detailed exploration of different types of sugar on food labels. It also delves into the relationship between sugar addiction and the gut-brain axis, providing valuable insights into this prevalent issue. Additionally, the text introduces the principles of mindful eating and intuitive eating, emphasizing their importance in establishing a healthy relationship with food.
Interactive content
This title is also available in MindTap, our online learning platform, which includes Diet & Wellness Plus, diet analysis software powered by the ESHA database. With Diet & Wellness Plus, students can delve deeper into their own nutrition habits through active and engaging resources, tracking activities and reports.
The 17th edition is an invaluable resource combining the latest research, contemporary relevance and an inclusive approach.
Interested in “Understanding Nutrition,” 17e for your Intro to Nutrition course? Watch for this new edition coming soon, and explore other nutrition titles on the discipline page.
There has been growing interest in the potential of arts-based research (ABR) methods to enrich educational inquiry (Everley, 2021). However, minimal attention has been given to how accessible or relevant ABR is for practice-based researchers (including lecturers and teachers), who undertake the professional doctorate in education (EdD) pathway. We believe that this lack of attention is significant, partly because institutional frameworks for doctoral programmes are often informed by traditional models of PhD research, which may constrain the creative possibilities of practice-based study (Vaughan, 2021), and partly due to the nature and ‘uniqueness’ of the EdD as a research degree (Dennis, Chandler & Punthil, 2023).
We have previously argued that ABR potentially holds particular promise for EdD research due to its alignment with the programme’s highly relational and contextual nature and its engagement with diverse audiences. In our 2024 paper, which was part of a special issue of Teaching in Higher Education, we mapped the theoretical similarities in understandings of ABR and the EdD, exploring this alignment across aspects including practice, audience and reflexivity (Dobson & Clark, 2024). Our paper called for colleagues to ‘embrace hybridity’ and provide permission for creativity in EdD research and we attempted to illustrate this within the paper itself, entangling examples of creative nonfiction writing with a traditional scoping review to embody our theorisation. However, we also concluded with a realisation that maximising the potential of ABR requires careful attention to how design, practice and regulations support students’ identity development and agency (Savva & Nygaard, 2021).
To build on this, throughout 2024 we have been working with a group of nine EdD students studying at our respective institutions, who are all exploring the potential of ABR for their work. These students span professional roles from early childhood through to higher education, and disciplines including the arts, business and science. Following initial narrative interviews with each student, we developed an online cross-institution action learning set (Revans, 1982) to facilitate dialogue and learning relating to some of the key problems and opportunities students were experiencing in relation to their engagement with ABR. As a group we met 6 times, each time agreeing an area of focus, and providing opportunities for individuals to present and group members to ask clarifying and open-ended coaching style questions. This process culminated in creative analysis, where we collaboratively analysed and reflected on the learning that had taken place, and each student presented a creative interpretation of their learning to the group. We are currently working with a group of these EdD students to co-author a paper which captures and illustrates this learning and shares these creative outputs.
Alongside this, the second paper from our project (Clark & Dobson, forthcoming) explores some of the key learning arising from the initial interview phase – in particular the idea of ABR as a form of ‘resistance’ involving potentially either a deliberate, or more hesitant, decision to ‘go against the grain’. Using Glăveanu’s 5A’s theory (actors, actions, artifacts, audiences and affordances) to understand creativity as embedded in social relations, we developed the interview transcripts into vignettes for each student and identified three key strands of the students’ perceptions of their experiences – many of which continued to be key areas of focus as we worked through the action learning set process. The process highlighted the students’ understanding of how methodological expectations were reflected through key audiences and structures, how methodological choices aligned with their sense of self and identity and the role of ABR in promoting action and agency. The vignettes offered a nuanced illustration of the tensions in these areas, which we feel offers wider value due to the fact that, unlike any previous work we had identified in this area, the understandings related to students both with and without previous artist identities, backgrounds or experiences.
The focus on audience and structures highlighted the numerous audiences which exist for students’ EdD research, often spanning academic, professional and community spaces and how these can create tensions in terms of expectations of what research ‘should’ look like. Some students talked of an ongoing battle to justify and ensure their ABR projects were taken seriously, whilst others positioned their decision to use ABR as an active decision to resist academic or managerial structures they perceived had been unhelpfully imposed on them. This also highlighted that whilst valuing creativity in research within the micro context of an EdD programme itself (through teaching and supervision) was significant and built confidence, students also needed support to consider how to frame their work in wider contexts, including through institutional processes (such as those for ethics approval) and professional and academic communities. One student, for example, highlighted feeling ‘junior’ and ‘a bit insecure’ about engaging in wider university processes designed for what they felt was understood as more ‘serious research’.
In relation to identities and self, we explored a complex and nuanced understanding of students’ perceptions of the need for ongoing negotiation of the entanglement between professional, researcher, and in some cases, artist identities. Where students identified pre-existing artist identities, for some this created an obvious alignment with their research, but for others they identified tensions, including feeling ‘nervous’ about bringing this identity into their research and apprehensive of their relevance to an academic audience. Where students had no prior expertise or experience in the arts, they often expressed hesitance regarding using ABR, but strong feelings about its potential to align with aspects of their professional identity and values. For example, they appreciated ABR’s affordances in ensuring research was accessible to wider communities and supporting children’s voices to be heard.
This also connected with the final strand, action and agency, where ABR was positioned by the students as having the potential to facilitate an emancipatory process in education, promote agency and in some cases play a role in research as a form of activism. This was often associated with ideas of social justice, with one student, for example, talking of ABR as providing agency for him to ‘push back against’ an education system that marginalises certain groups. Alongside this, another highlighted ABR as having stronger potential to be participatory and action based, maximising the benefits of the research process itself on her participants who were also her students.
As we continue our work on this project, the learning it has generated allows us to begin to reflect on its implications: implications that are both within individual EdD programs, where teaching and supervision have strong potential to offer spaces to explore, and reflect on, the potential value of ABR within EdD research, and at an institutional level, where regulations need to continue to respond to growing focus on the social and professional relevance of doctoral research and the range of models, and methodologies, they encompass. A key part of the action learning sets has also been their role in highlighting the value of facilitating methodological dialogue and creating a community of doctoral researchers exploring ABR. As one of the students reflected, this has helped with their sense of ‘validation’ for their work and provided a space to navigate some of the key tensions.
Dr Timothy Clark is Director of Research and Enterprise for the School of Education at the University of the West of England, Bristol. His research focuses on aspects of doctoral pedagogy and researcher development, particularly in relation to academic writing and methodological decision making on the professional Doctorate in Education (EdD).https://www.linkedin.com/in/drtimothyclark/
Along with several immigration-related executive orders and actions issued on Inauguration Day, President Trump signed an executive order titled “Protecting the American People Against Invasion.” The EO sets several directives for U.S. Immigration and Customs Enforcement (ICE) and U.S. Citizenship and Immigration Services (USCIS) to enforce immigration law against immigrants without permanent legal status in the U.S. and could implicate employers the government deems as “facilitating” the presence of such individuals.
Sections 4 and 5 of the EO establish civil and criminal enforcement priorities for relevant federal agencies. Specifically, the EO directs the secretary of Homeland Security to enable ICE and USCIS to set priorities for their agencies that would ensure successful enforcement of final orders of removal. Additionally, Section 8 of the EO directs increased enforcement action in the form of civil fines and penalties. The EO directs the secretary of Homeland Security to ensure assessment and collection of all fines and penalties from individuals unlawfully present in the U.S. and, notably, those who facilitate such individuals’ presence in the U.S.
Depending on how the agencies respond to this order, these three sections of the EO could lead to an uptick in worksite enforcement action. As a result of this EO, agencies could take increased enforcement action for employment-related immigration law, which could lead to agency actions such as Form I-9 audits and potential investigations and worksite visits related to immigration compliance. Employers who are not in compliance with federal immigration laws could be considered as entities that potentially “facilitate” the presence of immigrants without permanent legal status, which could lead to significant fines and other penalties for the employers.
Next Steps for HR Leaders
CUPA-HR has always worked to help you ensure that your institution’s Form I-9 processes are in compliance with federal requirements, and we’ve partnered with USCIS for many years to provide periodic guidance, support and resources. We also understand that it is sometimes a challenge to ensure total compliance for large, sprawling campuses and that some of you have employees at worksites across your state, the country and the globe. Through speeches and actions like this executive order, the Trump administration has made it clear that they intend to focus enforcement efforts on immigrants without permanent legal status and businesses employing them. As noted above, it is possible that there could be I-9 audits and site visits to ensure compliance. Penalties for noncompliance could include very large fines and loss of federal funding.
In light of this EO, it is vital for institutions to review their compliance with immigration laws regarding employment eligibility and work authorization. There are several questions HR leaders should ask themselves when reviewing compliance:
If you were notified tomorrow that your institution’s Form I-9 records were going to be audited in the coming weeks, where would your institution be most vulnerable?
What actions do you need to take today to address any potential vulnerabilities?
Do your presidents, provosts and other campus leaders understand and appreciate the magnitude of this potential challenge?
What changes do you need to make to your institution’s hiring and onboarding practices now to ensure compliance moving forward?
CUPA-HR will continue to monitor for any additional updates related to the Form I-9 and other hiring processes related to work authorization. If you need additional guidance or resources, please review the CUPA-HR I-9/E-Verify Toolkit.
This winter and spring, HELU activists are leading workshops in six states to develop platforms, advance coalitions, and share concrete, tested strategies for winning political change. I hope your union will join these opportunities so we can connect with and fortify each other. At a moment when we could go quiet and dark, we must choose to build up and out…. Read more.
Profiteers have taken over our hospitals and put patients’ lives on the line. They are forcing the closure of hospitals that do not make a profit. Insurance companies tell us how and when to treat our patients. The corporatization of both academia and healthcare are ruining the quality of education and health respectively for many of our students and patients. Just as faculty and staff say, “Our working conditions are our students’ learning conditions,” healthcare workers say, “Our working conditions are our patients living or dying conditions.”… Read more.
HELU keeps growing thanks to locals like 1088 who agree with our theory of change and also carry it on their workplaces to build a higher education system that works for all. Our strength and coalitional capacity increases thanks to the engagement of members within their locals carrying our strategic vision and program…. Read more.
Debt permeates nearly all aspects of today’s neoliberal higher education landscape. Our students accumulate mountains of debt while studying, and faculty labor under unpayable debt burdens which are particularly burdensome for contingent faculty, who often work multiple jobs so they can make student loan payments. The universities we teach and learn in are drowning in billions of dollars of debt owed to Wall Street…. Read more.
The new 2024 Directory of Bargaining Agents and Contracts in Institutions in Higher Education by William A Herbert, Jacob Apkarian, and Joseph van der Naald is an excellent update of the last 2012 comprehensive directory issued by the National Center for the Study of Collective Bargaining for Higher Education and the Professions… Read more.
Wednesday, January 29 at 8pm ET/7pm CT/6pm MT/5pm PT
Universities in the United States are under conservative and neoliberal attack. The Trump administration has promised to intensify the assault on higher education. In this Jubilee School discussion, leading Argentine and Brazilian scholar-activists that have fought to defend their public universities from the Milei and Bolsonaro regimes will share lessons on how to defend higher education against fascist attacks. Register here.
Friday, January 31 at 2pm ET/1pm CT/Noon MT/11am PT
On April 17, we will hold a National Day of Action for Higher Education to assert our collective power to organize for higher education and protect the common good. Before April, we’ll be hosting a series of national organizing calls to plan the Day of Action events. Our first call is Friday, January 31, at 2pm ET/1pm CT/Noon MT/11am PT. Register here.
Wednesday, February 12 at 6pm ET/5pm CT/4pm MT/3pm PT
On April 17, we will hold a National Day of Action for Higher Education to assert our collective power to organize for higher education and protect the common good. Before April, we’ll be hosting a series of national organizing calls to plan the Day of Action events. Our first call is Friday, January 31, at 2 pm ET/1pm CT/Noon MT/11am PT. Register here.
Thursday, February 20 at 5pm ET/4pm CT/3pm MT/2pm PT
Part of building mutual solidarities, resistance, and narratives to fight false accusations of antisemitism is through widespread political education. PARCEO will share its approach and issues it addresses in its curriculum on antisemitism from a framework of collective liberation, as well as challenges that arise. Register here.
Want to support our work? Make a contribution.
We invite you to support HELU’s work by making a direct financial contribution. While HELU’s main source of income is solidarity pledges from member organizations, these funds from individuals help us to grow capacity as we work to align the higher ed labor movement.
From Helena Worthen and Evan Bowman, Co-Chairs of the HELU Media & Communications Committee.
