The University of New South Wales has come under fire for offering a new subject that asks students to explore how to use generative AI to create art.
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Edited To Add
Decisions Class are streamlined R and R submissions.
Post-class denials MUST ask the DOE for a reconsideration, which allows you to add additional evidence.
Orginial Post:
For REVISE and RESUBMITS (R and R) notices, the DOE is now saying that they WILL “disregard R and R*”* submissions if you EMAIL additional supporting documents or material. You CANNOT email the R and R back.
You MUST submit a NEW BDTR APPLICATION and INCLUDE your previous BDTR application number which can be fund on the Denial letter.
YOU HAVE 6 MONTHS TO RE-SUBMIT FROM THE RECEIPT OF THE R AND NOTICE (Here: https://studentaid.gov/borrower-defense**/
**)
The DOE states, “If you email supplemental information to the DOE or attempt to update your existing application, you will be treated as having failed to Revise and Resubmit”.
ALSO, If you are still trying to add more evidence to your BDTR application this late in the game, you may want to wait for the decision letter to come out. We are reaching Group 5 Decision deadline, and Post-Class is 6 months after that. If you feel uneasy about your evidence, START collecting it now!
Follow all DIRECTIONS on anything you get from the DOE relating to BDTR (except demanding payment, they can pound sand LOL).
In Solidarity!!!
The preliminary settlement, filed last Monday in Manhattan federal court and pending judicial approval, resolves claims that Columbia misrepresented key data points to enhance its standing in the influential annual rankings. The university reached as high as No. 2 in the undergraduate rankings in 2022 before the alleged misconduct came to light.
Students alleged that Columbia consistently provided inaccurate data to U.S. News, including the false claim that 83% of its classes contained fewer than 20 students. The lawsuit argued these misrepresentations were designed to improve the university’s ranking position and, consequently, attract more students willing to pay premium tuition rates.
The settlement covers approximately 22,000 undergraduate students who attended Columbia College, the Fu Foundation School of Engineering and Applied Science, and the School of General Studies between fall 2016 and spring 2022.
The controversy began in July 2022 when Columbia mathematics professor Dr. Michael Thaddeus published a detailed analysis questioning the accuracy of data underlying the university’s No. 2 ranking. His report alleged that much of the information Columbia provided to U.S. News was either inaccurate or misleading.
Following the publication of Thaddeus’s findings, Columbia’s ranking plummeted to No. 18 in September 2022. The dramatic drop highlighted the significant impact that data accuracy has on institutional rankings and reputation.
In response to the allegations, Columbia announced in June 2023 that its undergraduate programs would withdraw from participating in U.S. News rankings altogether. The university cited concerns about the “outsized influence” these rankings have on prospective students’ decision-making processes.
“Much is lost when we attempt to distill the quality and nuance of an education from a series of data points,” Columbia stated in explaining its decision to withdraw from the rankings process.
While denying wrongdoing in the settlement agreement, Columbia acknowledged past deficiencies in its reporting practices. The university stated it “deeply regrets deficiencies in prior reporting” and has implemented new measures to ensure data accuracy.
Columbia now provides prospective students with information that has been reviewed by an independent advisory firm, demonstrating the institution’s commitment to transparency and accurate representation of its educational offerings.
Columbia’s decision to withdraw from U.S. News rankings reflects a growing skepticism among elite institutions about the value and impact of college ranking systems. Harvard and Yale have also stopped submitting data to U.S. News for various programs, signaling a potential shift in how prestigious universities approach rankings participation.
Under the terms of the agreement, student attorneys plan to seek up to one-third of the settlement amount for legal fees, which would leave approximately $6 million available for distribution among affected students. The settlement requires approval from a federal judge before taking effect.
Student lawyers characterized the accord as “fair, reasonable and adequate” given the circumstances of the case and the challenges inherent in proving damages from ranking manipulation.
One thousand students fill the biggest lecture hall on campus—the last class to receive Reich’s wisdom and exhortations not to accept that society has to stay the way it is. His final assignment: Who will be the teachers of tomorrow?
This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.
Roughly half of middle and high schoolers report losing interest in math class at least half the time, and 1 in 10 lack interest nearly all the time during class, a new study shows.
In addition, the students who felt the most disengaged in math class said they wanted fewer online activities and more real-world applications in their math classes.
Those and other findings published Tuesday from the research corporation RAND highlight several ongoing challenges for instruction in math, where nationwide student achievement has yet to return to pre-pandemic levels and the gap between the highest and lowest-performing students in math has continued to grow.
Feeling bored in math class from time to time is not an unusual experience, and feeling “math anxiety” is common. However, the RAND study notes that routine boredom is associated with lower school performance, reduced motivation, reduced effort, and increased rates of dropping out of school.
Perhaps unsurprisingly, the study found that the students who are the most likely to maintain their interest in math comprehend math, feel supported in math, are confident in their ability to do well in math, enjoy math, believe in the need to learn math, and see themselves as a “math person.”
Dr. Heather Schwartz, a RAND researcher and the primary investigator of the study, noted that the middle and high school years are when students end up on advanced or regular math tracks. Schwartz said that for young students determining their own sense of math ability, “Tracking programs can be a form of external messaging.”
Nearly all the students who said they identified as a “math person” came to that conclusion before they reached high school, the RAND survey results show. A majority of those students identified that way as early as elementary school. In contrast, nearly a third of students surveyed said they never identified that way.
“Math ability is malleable way past middle school,” Schwartz said. Yet, she noted that the survey indicates students’ perception of their own capabilities often remains static.
The RAND study drew on data from their newly established American Youth Panel, a nationally representative survey of students ages 12-21. It used survey responses of 434 students in grades 5-12. Because this was the first survey sent to members of the panel, there is no comparable data on student math interest prior to the pandemic, so it doesn’t measure any change in student interest.
The RAND study found that 26% percent of students in middle and high school reported losing interest during a majority of their math lessons. On the other end of the spectrum, a quarter of students said they never or almost never lost interest in math class.
There weren’t major differences in the findings across key demographic groups: Students in middle and high school, boys and girls, and students of different races and ethnicities reported feeling bored during a majority of math class at similar rates.
Dr. Janine Remillard, a professor at the University of Pennsylvania Graduate School of Education and expert in mathematics curriculum, said that in many math classes, “It’s usually four or five students answering all the questions, and then the kids who either don’t understand or are less interested or just take a little bit more time — they just zone out.”
Over 50% of students who lost interest in almost all of their math classes asked for fewer online activities and more real-world problems, the RAND study shows. Schwartz hypothesizes that some online math programs represent a “modern worksheet” and emphasize solo work and repetition. Students who are bored in class instead crave face-to-face activities that focus on application, she said.
During Remillard’s math teacher training classes, she puts students in her math teacher training class into groups to solve math problems. But she doesn’t tell them what strategy to use.
The students are forced to work together in order to understand the process of finding an answer rather than simply repeating a given formula. All of her students typically say that if they had learned math this way, they would think of themselves as a math person, according to Remillard, who was not involved in the RAND study.
Chalkbeat is a nonprofit news site covering educational change in public schools.
For more news on STEM learning, visit eSN’s STEM & STEAM hub.
You, who made the dreams of your immigrant families come true by earning your college degrees, are what America needs right now.
You, who yourselves are immigrants who came to this country with nothing but have earned a degree or certificate that could transport you out of poverty and into the middle class, are what America needs right now.
You, who survived poverty, food insecurity and homelessness to make it here to your college graduation, are what America needs right now.
You, who know firsthand what it is like to be discriminated against because of where you are from, how you talk, how you look and who you love, but yet, refuse to sit idly by while others suffer injustices, are what America needs right now.
Even those of you who have no firsthand experience with discrimination but yet also refuse to sit idly by while others suffer injustices are what America needs right now.
You, who served your time, turned your lives around, were released from jails and prisons, then ultimately inspired others in your communities by earning college degrees, are what America needs right now.
You, who bravely served in our nation’s military, then came to college and are graduating today with the same enduring commitments to freedom—thank you for your service—you are what America needs right now.
You, who are committed to building and protecting a just and equitable nation that none of us have ever seen, are what America needs right now.
Eighteen states are yet to elect a woman governor—she could be you. The United States needs its first woman president—she could be you. Fortune 500 companies need more indisputably qualified CEOs and executives who reflect our nation’s diversity—that could be you. Higher education will soon need a new generation of professors and administrators to educate and ensure the success of future students—that could be you.
Class of 2025, what our nation needs most at this time is you.
You, who made the dreams of your immigrant families come true by earning your college degrees, are what America needs right now.
You, who yourselves are immigrants who came to this country with nothing but have earned a degree or certificate that could transport you out of poverty and into the middle class, are what America needs right now.
You, who survived poverty, food insecurity and homelessness to make it here to your college graduation, are what America needs right now.
You, who know firsthand what it is like to be discriminated against because of where you are from, how you talk, how you look and who you love, but yet, refuse to sit idly by while others suffer injustices, are what America needs right now.
Even those of you who have no firsthand experience with discrimination but yet also refuse to sit idly by while others suffer injustices are what America needs right now.
You, who served your time, turned your lives around, were released from jails and prisons, then ultimately inspired others in your communities by earning college degrees, are what America needs right now.
You, who bravely served in our nation’s military, then came to college and are graduating today with the same enduring commitments to freedom—thank you for your service—you are what America needs right now.
You, who are committed to building and protecting a just and equitable nation that none of us have ever seen, are what America needs right now.
Eighteen states are yet to elect a woman governor—she could be you. The United States needs its first woman president—she could be you. Fortune 500 companies need more indisputably qualified CEOs and executives who reflect our nation’s diversity—that could be you. Higher education will soon need a new generation of professors and administrators to educate and ensure the success of future students—that could be you.
Class of 2025, what our nation needs most at this time is you.
Congratulations on your recent graduation! All those years of hard work have paid off and have prepared you for the journey ahead. You should be incredibly proud of what you’ve accomplished, and I hope you are excited for what lies ahead.
I remember the mix of emotions: the excitement of stepping into something new, the fear of the unknown, and the deep hope that I’d somehow make an impact. Decades later, those same emotions are still relevant. And if I could go back in time and say a few words to the Kim who stood in her graduation robe, here’s what I’d say:
The highlight reels you see on social media and the stories of overnight successes will undoubtedly tempt you to look for shortcuts. Don’t take the bait.
What appears to be instantaneous success is often built on years of hidden struggle. Success isn’t viral. It’s cumulative. It’s built on tenacity, late nights, and years of quiet persistence. One of the most critical lessons I learned, and one that consistently sets individuals apart, is the unwavering commitment to hard work — especially when no one is watching.
Your degree is a fantastic achievement, but it’s just the start. To truly excel, you must show up every day, both mentally and physically. Take on the unglamorous tasks, master the fundamentals, and keep doing the work, even if you are not getting immediate recognition.
Don’t misunderstand; this isn’t about being a workaholic. It’s about understanding that competence, professional and personal growth, and lasting success are forged through consistent, dedicated effort over time. If you chase shortcuts or expect quick wins, you will ultimately be disappointed. Instead, always strive to deliver more than what’s expected.
There are very few golden tickets in this world, and if you’re waiting for a great opportunity to land in your lap, you might find yourself waiting for a long time.
Your education has provided you with a foundation — now it’s your responsibility to build upon it.
The most significant leaps in my career often came from identifying a gap or a need and then raising my hand to fill it, even if it meant stepping outside my job description. If you uncover a problem, bring forward a solution. Take the initiative and volunteer for projects in addition to your day-to-day responsibilities. You might just discover new areas of interest or open the door to work with different teams that can ultimately propel your career forward.
Coming off an academic career, the term “failure” can be triggering. As students, we often fear failure more than anything. But the truth is that you will fail, and that’s OK. In fact, it’s a given. But failure, when used as a learning opportunity, is a jumping off point — not the end point.
Every misstep, every “no,” every project that does go as planned is not a sign of your inadequacy, but a data point. Think of it as your best instructor. An experiment that reveals what doesn’t work brings you closer to the solution that does. The only real failure in life is giving up, or worse, not trying at all.
When faced with a major setback, you have a choice: Get stuck or grow stronger. Take accountability but choose growth. If you can figure out how to convert setbacks into stepping stones, it can be your most potent superpower.
You’re just getting started, and that’s exciting! Your degree is a testament to your ability to learn. But your degree represents only a starting point. In fact, many of you won’t end or even start your careers in the exact area you studied.
The pace of change in every industry is accelerating, and skills that are valuable today might be obsolete tomorrow, so you must constantly learn and stay current with advancements. AI is a powerful example. Those who spend the time to learn how to leverage AI to work smarter will thrive. Those who do not will be passed up. This is a fact for those starting their career as well as those decades in.
One of the most powerful sources of learning in my career has come from the many informal mentors I’ve had throughout my life. Build a network of good, smart people at all stages in their careers and invest in those relationships. You can learn just as much from someone only a few steps ahead of you as from someone with decades more experience.
Comfort zones are cozy, but they are also dangerously limiting. Some of the best moves I’ve ever made started as risks that scared but also exhilarated me. But they were calculated risks, well thought through, and aligned with where I knew I could make a positive impact.
Don’t leap without a plan, but don’t freeze in fear either. The magic often lives on the other side of uncertainty. For what it’s worth, the biggest regrets usually come from the risks not taken. Opportunities rarely present themselves without an element of uncertainty. Your job is to discern which uncertainties are worth embracing.
The recent college graduates I am blessed to know are some of the brightest, hardest working, most curious, ambitious, and wonderful people (yes, Emma, I am talking about you and all your amazing friends!) You all control your destiny. Your path will not be linear, but it will be yours. Own it. Shape it. And never stop evolving.
And most importantly, remember the wise words of Ferris Bueller, “Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it!”
Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.
This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.
On a recent Thursday morning, Michael Taubman asked his class of seniors at North Star Academy’s Washington Park High School: “What do you think AI’s role should be in your future career?”
“In school, like how we use AI as a tool and we don’t use it to cheat on our work … that’s how it should be, like an assistant,” said Amirah Falana, a 17-year-old interested in a career in real estate law.
Fernando Infante, an aspiring software developer, agreed that AI should be a tool to “provide suggestions” and inform the work.
“It’s like having AI as a partner rather than it doing the work,” said Infante during class.
Falana and Infante are students in Taubman’s class called The Summit, a yearlong program offered to 93 seniors this year and expanding to juniors next year that also includes a 10-week AI course developed by Taubman and Stanford University.
As part of the course, students use artificial intelligence tools – often viewed in a negative light due to privacy and other technical concerns – to explore their career interests and better understand how technology could shape the workforce. The class is also timely, as 92% of companies plan to invest in more AI over the next three years, according to a report by global consulting firm McKinsey and Company.
The lessons provide students with hands-on exercises to better understand how AI works and how they can use it in their daily lives. They are also designed so teachers across subject areas can include them as part of their courses and help high school students earn a Google Career Certificate for AI Essentials, which introduces AI and teaches the basics of using AI tools.
Students like Infante have used the AI and coding skills they learned in class to create their own apps while others have used them to create school surveys and spark new thoughts about their future careers. Taubman says the goal is to also give students agency over AI so they can embrace technological changes and remain competitive in the workfield.
“One of the key things for young people right now is to make sure they understand that this technology is not inevitable,” Taubman told Chalkbeat last month. “People made this, people are making decisions about it, and there are pros and cons like with everything people make and we should be talking about this.”
Students need to know the basics of AI, experts say
As Generation Z, those born between 1997 and 2012, graduate high school and enter a workforce where AI is new, many are wondering how the technology will be used and to what extent.
Nearly half of Gen Z students polled by The Walton Family Foundation and Gallup said they use AI weekly, according to the newly released survey exploring how youth view AI. (The Walton Family Foundation is a supporter of Chalkbeat. See our funders list here.) The same poll found that over 4 in 10 Gen Z students believe they will need to know AI in their future careers, and over half believe schools should be required to teach them how to use it.
This school year, Newark Public Schools students began using Khan Academy’s AI chatbot tutor called Khanmigo, which the district launched as a pilot program last year. Some Newark teachers reported that the tutoring tool was helpful in the classroom, but the district has not released data on whether it helped raise student performance and test scores. The district in 2024 also launched its multimillion project to install AI cameras across school buildings in an attempt to keep students safe.
But more than just using AI in school, students want to feel prepared to use it after graduating high school. Nearly 3 in 4 college students said their colleges or universities should be preparing them for AI in the workplace, according to a survey from Inside Higher Ed and College Pulse’s Student Voice series.
Many of the challenges of using AI in education center on the type of learning approach used, accuracy, and building trust with the technology, said Nhon Ma, CEO of Numerade – an online learning assistant that uses AI and educators to help students learn STEM concepts. But that’s why it’s important to immerse students in AI to help them understand the ways it could be used and when to spot issues, Ma added.
“We want to prepare our youth for this competitive world stage, especially on the technological front so they can build their own competence and confidence in their future paths. That could potentially lead towards higher earnings for them too,” Ma said.
For Infante, the senior in Taubman’s class, AI has helped spark a love for computer science and deepened his understanding of coding. He used it to create an app that tracks personal milestones and goals and awards users with badges once they reach them. As an aspiring software developer, he feels he has an advantage over other students because he’s learning about AI in high school.
Taubman also says it’s especially important for students to understand how quickly the technology is advancing, especially for students like Infante looking towards a career in technology.
“I think it’s really important to help young people grapple with how this is new, but unlike other big new things, the pace is very fast, and the implications for career are almost immediate in a lot of cases,” Taubman added.
Students learn that human emotions are important as AI grows
It’s also important to remember the limitations of AI, Taubman said, noting that students need the basic understanding of how AI works in order to question it, identify any mistakes, and use it accordingly in their careers.
“I don’t want students to lose out on an internship or job because someone else knows how to use AI better than they do, but what I really want is for students to get the internship or the job because they’re skillful with AI,” Taubman said.
Through Taubman’s class, students are also identifying how AI increases the demand for skills that require human emotion, such as empathy and ethics.
Daniel Akinyele, a 17-year-old senior, said he was interested in a career in industrial and organizational psychology, which focuses on human behavior in the workplace.
During Taubman’s class, he used a custom AI tool on his laptop to explore different scenarios where he could use AI in his career. Many involved talking to someone about their feelings or listening to vocal cues that might indicate a person is sad or angry. Ultimately, psychology is a career about human connection and “that’s where I come into play,” Akinyele said.
“I’m human, so I would understand how people are feeling, like the emotion that AI doesn’t see in people’s faces, I would see it and understand it,” Akinyele added.
Falana, the aspiring real estate attorney, also used the custom AI tool to consider how much she should rely on AI when writing legal documents. Similar to writing essays in schools, Falana said professionals should use their original writing in their work but AI could serve as a launching pad.
“I feel like the legal field should definitely put regulations on AI use, like we shouldn’t be able to, draw up our entire case using AI,” Falana said.
During Taubman’s class, students also discussed fake images and videos created by AI. Infante, who wants to be a software developer, added that he plans to use AI regularly on the job but believes it should also be regulated to limit disinformation online.
Taubman says it’s important for students to have a healthy level of skepticism when it comes to new technologies. He encourages students to think about how AI generates images, the larger questions around copyright infringement, and their training processes.
“We really want them to feel like they have agency in this world, both their capacity to use these systems,” Taubman said, “but also to ask these broader questions about how they were designed.”
Chalkbeat is a nonprofit news site covering educational change in public schools.
For more on AI in education, visit eSN’s Digital Learning hub.
