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Go8 defends 50% overseas student cohort – Campus Review

Australia’s oldest university has come under fire after it was revealed international students made up the majority of its enrolments last year.

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October 8, 2025

Can a Graduation Cohort Change a Future of a Country’s Education?

This HEPI guest blog was kindly authored by Ali Adnan Mohammed, Executive Assistant to the Dean of College of Arts & Sciences at the American University of Iraq in Baghdad.

Rarely does a graduation ceremony mark a turning point in a country’s cultural trajectory. But this was the case for a handful of graduates at the American University of Iraq in Baghdad (AUIB). AUIB is a private university that was founded in February 2021 and began with only three colleges: the College of Business, the College of International Studies, and the College of Arts & Sciences.

The university has grown to nine colleges hosting approximately 1,600 students. Among its first graduation cohort, six were students from Iraq’s first College of Arts & Sciences, an academic innovation in a country where the education system is built on the separation of arts & sciences from high school education onwards. This college marks a new chapter in the story of rebuilding Iraq’s education and reclaiming its historic regional educational prominence.

Once they join high school, Iraqi students around the age of 15 must choose one of two academic tracks: arts or sciences. This choice, along with their percentage score in the national exam at the end of high school would determine their college majors. Unlike the UK system, students have little space for personal choice and preferences as their score and high school track are the sole determinants of major choice.

At Iraqi colleges, there are no core liberal arts courses. That is, courses outside the field that can allow students to explore a broad range of disciplines outside their major, allowing space for intellectual exploration. Rather, students must go through a strict year-by-year schedule of confined major courses with few standard courses outside their specialisations, such as computer science and human rights. For example, students majoring in biology are not able to take elective courses in psychology or archaeology. This would limit their intellectual experience in campus life and turn the college experience more towards an obligation that has to be fulfilled.

In 2021, AUIB disrupted the traditional model with its liberal arts education model through its College of Arts & Sciences. Here, students can pick their core liberal arts courses from a diverse list regardless of their major. Science students can pick up three courses in communication, five courses in humanities, and two courses in social sciences. These courses will not only enhance their intellectual mentality but will also enlighten their lives with purpose and meaning.

Their education experience has gone beyond sole preparation for the job market. It has sparked a deeper sense of belonging and responsibility for the future of their country. As some shared with me, computer science graduates look forward to contributing their AI experience to enhancing Iraqi institutions & country-rebuilding initiatives.

As an executive assistant to the college dean, I have witnessed firsthand the contributions of this innovative model to the graduates and how it has broadened their intellectual mindset beyond their specialisations and paved the way to a connection that the traditional system never allowed. When I congratulated Muqtada, a graduate student of computer science, he told me that he would like to contribute his knowledge of computer science to rebuilding the country, and this is why he joined a legal firm as a junior program manager.

‘I just do not feel like working in tech companies, I want to contribute my AI skills into something else, and this legal firm gave me a good chance to try.‘

This sentence struck me as a sign that the innovative model of AUIB is successful. AI was not the sole purpose; it was a tool Muqtada wanted to purposefully utilise. Isn’t that where arts & sciences meet?

I started talking to the graduates about their purposes or journeys to find one. This was the untold story of the first cohort of the first-ever college of Arts & Sciences in Iraq. I can only wait and witness what further contributions the rest of the cohorts will bring to my country.

The Ministry of Higher Education in Iraq has been working on the implementation of the Bologna Process, the European model, in Iraqi universities. This effort of reformation has been going back and forth. Aside from the essential differences between the Bologna Process and the Liberal Arts, both will give a chance to Iraqi students to have a university life that promotes freedom and choice early on into students’ college life. The first cohort of AUIB, specifically the College of Arts & Sciences, might be a further push towards a faster track to reform Iraqi universities.

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August 18, 2025

Building Connections and Shaping Futures by Fostering Cohort Success – Faculty Focus

Creating a sense of belonging is crucial to student success and persistence, especially for nontraditional, working students in online programs. Our professional science master’s (PSM) in biotechnology degree is designed for working professionals, offering primarily online and evening courses that emphasize applied learning and professional development. The degree plan combines basic science courses and lab work in biotechnology with a strong foundation in business and professional skills. A required industry internship ensures graduates enter the biotech workforce with real world experience. The program’s rigorous nature, combined with students’ full-time jobs and family commitments, leaves little time to build peer connections or a sense of community.

With funding from the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Math (NSF S-STEM) program, we provide scholarships and support students with co-curricular activities to enhance their educational experience. While awarding scholarships was straightforward, fostering engagement in these activities and building a strong community proved far more challenging. How do you cultivate connection, retention, and career development among busy, online STEM students? Here, we share five strategies that have helped us successfully create a sense of community in our program.

1. Ask the students what they want

An integral part of community building is having students meet as a group, whether in person or online. To increase the likelihood of student participation, we first invited their input on what types of events they want to attend, and when. Each semester, we ask students to fill out an availability form and use this information to provide both in person and online meeting opportunities each month, which allows us to meet the diverse needs of our busy students. Our experience indicates students are more likely to attend events when they are given a voice in the planning process. We send out a questionnaire asking them for their ideas and preferences for monthly cohort meetings each semester and schedule events with their ideas in mind.

2. Give them what they want

Monthly cohort meetings include a variety of events that address the multifaceted needs of the students: professional, academic, social, creative, and physical/ mental well-being. We use the student feedback to provide impactful activities that are useful and interesting to them. Many students request events that foster connections with their peers, but given the mainly online format of the program, this can be a challenge. While academic or professional topics may be presented either in person or on Zoom, we schedule purely social events, such as a dinner at a local hotspot, as in-person activities only. To feed the creative side of our STEM students, we have also hosted water coloring tutorials and rock painting socials where students are able to simply relax and catch up with each other. To deal with the stresses of graduate school and promote self-care, we hosted group yoga sessions. Many times, this results in lasting friendships or a professional connection. One student commented that the cohort events “allowed me to meet amazing people that I now call friends.”

3. Give them what they don’t know they need

We also provide co-curricular activities that students may not have specifically requested. For example, we invite industry leaders who provide career advice and perspectives on specific areas in biotechnology. Students can learn from their many years of experience and get a view into a day in the life of a particular career choice, helping them to navigate their own career paths. A student may initially start the program thinking they want to establish a career in one area in biotechnology but may complete the program with a completely different career goal in mind. Guest speakers open their eyes to the different possibilities. In addition, leadership skills are an integral part of being successful in any career choice. Thus, we also invite speakers that provide workshops on how to develop effective leadership skills and practical ways to implement them. Since it is important for students to have a broad knowledge of biotechnology, we have also hosted biotechnology-related research talks to keep them abreast of current research in this field. We also provide opportunities to attend conferences and networking events. Initially, students may not grasp the power of networking in career development. Conferences provide many opportunities which not only include networking but also learning about cutting edge research and other potential career paths. To encourage conference attendance, we provide travel support and stipends for attending approved biotechnology or leadership-related conferences of their choice.

4. Develop relationships with the students

Building strong relationships with students fosters a sense of community and belonging. Beyond seeing students in class and at monthly cohort events, regular one-on-one check-ins, whether in person or via Zoom, offer a space for students to discuss both academic and personal matters in an informal setting. These meetings help track progress, provide guidance, and connect students with relevant campus resources. By maintaining continuity in conversations, faculty and advisors build trust and accountability while encouraging student engagement in co-curricular opportunities. Many students express appreciation for the personalized support, noting that it enhances their overall educational experience and sense of connection to the program.

5. Create opportunities for peer mentoring

Facilitating peer mentoring strengthens student connections and fosters a supportive community. In addition to the monthly cohort events, we also hold a yearly retreat where new, current, and past students gather. Current students and alumni provide valuable insights, guidance, and advice to the incoming students. Incorporating interactive activities like icebreakers enhances engagement and encourages meaningful connections. Alumni play a key role by offering insights, career advice, and professional networking opportunities. Maintaining alumni engagement through events and communication channels ensures ongoing mentorship and support for students. Many students credit these interactions with boosting their confidence, leadership skills, and sense of belonging within the program.

After two years, our program has shown promising results, with preliminary pre- and post-survey data indicating growth in leadership, cultural, and academic capital, as well as STEM professional identity. While our approach is rooted in a hybrid model with some events happening on campus, many of these strategies can be adapted to fully online programs through virtual mentorship, networking events, and interactive community-building activities. Creating a sense of belonging is challenging in online education, but with intentional efforts, it is possible to foster meaningful connections that enhance student success and career development. We hope these insights inspire you to build strong, engaged student communities within your own programs.

Antonette Robles, PhD is the Grant Coordinator for Project SCALE (Scholarships and Co-curricular Activities Leading to Excellence in the Biotechnology Workforce) and an Adjunct Professor of Biology Texas Woman’s University.

Stephanie Pierce, PhD is an Assistant Clinical Professor of Biology, Co-investigator for Project SCALE, and Program Director for the Professional Science Master’s program in Biotechnology at Texas Woman’s University.

Juliet V. Spencer, PhD is a Professor of Biology, the Principal Investigator of Project SCALE, and Interim Dean of the College of Arts & Sciences at Texas Woman’s University.

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April 28, 2025

Building Connections and Shaping Futures by Fostering Cohort Success – Faculty Focus

Creating a sense of belonging is crucial to student success and persistence, especially for nontraditional, working students in online programs. Our professional science master’s (PSM) in biotechnology degree is designed for working professionals, offering primarily online and evening courses that emphasize applied learning and professional development. The degree plan combines basic science courses and lab work in biotechnology with a strong foundation in business and professional skills. A required industry internship ensures graduates enter the biotech workforce with real world experience. The program’s rigorous nature, combined with students’ full-time jobs and family commitments, leaves little time to build peer connections or a sense of community.

With funding from the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Math (NSF S-STEM) program, we provide scholarships and support students with co-curricular activities to enhance their educational experience. While awarding scholarships was straightforward, fostering engagement in these activities and building a strong community proved far more challenging. How do you cultivate connection, retention, and career development among busy, online STEM students? Here, we share five strategies that have helped us successfully create a sense of community in our program.

1. Ask the students what they want

An integral part of community building is having students meet as a group, whether in person or online. To increase the likelihood of student participation, we first invited their input on what types of events they want to attend, and when. Each semester, we ask students to fill out an availability form and use this information to provide both in person and online meeting opportunities each month, which allows us to meet the diverse needs of our busy students. Our experience indicates students are more likely to attend events when they are given a voice in the planning process. We send out a questionnaire asking them for their ideas and preferences for monthly cohort meetings each semester and schedule events with their ideas in mind.

2. Give them what they want

Monthly cohort meetings include a variety of events that address the multifaceted needs of the students: professional, academic, social, creative, and physical/ mental well-being. We use the student feedback to provide impactful activities that are useful and interesting to them. Many students request events that foster connections with their peers, but given the mainly online format of the program, this can be a challenge. While academic or professional topics may be presented either in person or on Zoom, we schedule purely social events, such as a dinner at a local hotspot, as in-person activities only. To feed the creative side of our STEM students, we have also hosted water coloring tutorials and rock painting socials where students are able to simply relax and catch up with each other. To deal with the stresses of graduate school and promote self-care, we hosted group yoga sessions. Many times, this results in lasting friendships or a professional connection. One student commented that the cohort events “allowed me to meet amazing people that I now call friends.”

3. Give them what they don’t know they need

We also provide co-curricular activities that students may not have specifically requested. For example, we invite industry leaders who provide career advice and perspectives on specific areas in biotechnology. Students can learn from their many years of experience and get a view into a day in the life of a particular career choice, helping them to navigate their own career paths. A student may initially start the program thinking they want to establish a career in one area in biotechnology but may complete the program with a completely different career goal in mind. Guest speakers open their eyes to the different possibilities. In addition, leadership skills are an integral part of being successful in any career choice. Thus, we also invite speakers that provide workshops on how to develop effective leadership skills and practical ways to implement them. Since it is important for students to have a broad knowledge of biotechnology, we have also hosted biotechnology-related research talks to keep them abreast of current research in this field. We also provide opportunities to attend conferences and networking events. Initially, students may not grasp the power of networking in career development. Conferences provide many opportunities which not only include networking but also learning about cutting edge research and other potential career paths. To encourage conference attendance, we provide travel support and stipends for attending approved biotechnology or leadership-related conferences of their choice.

4. Develop relationships with the students

Building strong relationships with students fosters a sense of community and belonging. Beyond seeing students in class and at monthly cohort events, regular one-on-one check-ins, whether in person or via Zoom, offer a space for students to discuss both academic and personal matters in an informal setting. These meetings help track progress, provide guidance, and connect students with relevant campus resources. By maintaining continuity in conversations, faculty and advisors build trust and accountability while encouraging student engagement in co-curricular opportunities. Many students express appreciation for the personalized support, noting that it enhances their overall educational experience and sense of connection to the program.

5. Create opportunities for peer mentoring

Facilitating peer mentoring strengthens student connections and fosters a supportive community. In addition to the monthly cohort events, we also hold a yearly retreat where new, current, and past students gather. Current students and alumni provide valuable insights, guidance, and advice to the incoming students. Incorporating interactive activities like icebreakers enhances engagement and encourages meaningful connections. Alumni play a key role by offering insights, career advice, and professional networking opportunities. Maintaining alumni engagement through events and communication channels ensures ongoing mentorship and support for students. Many students credit these interactions with boosting their confidence, leadership skills, and sense of belonging within the program.

After two years, our program has shown promising results, with preliminary pre- and post-survey data indicating growth in leadership, cultural, and academic capital, as well as STEM professional identity. While our approach is rooted in a hybrid model with some events happening on campus, many of these strategies can be adapted to fully online programs through virtual mentorship, networking events, and interactive community-building activities. Creating a sense of belonging is challenging in online education, but with intentional efforts, it is possible to foster meaningful connections that enhance student success and career development. We hope these insights inspire you to build strong, engaged student communities within your own programs.

Antonette Robles, PhD is the Grant Coordinator for Project SCALE (Scholarships and Co-curricular Activities Leading to Excellence in the Biotechnology Workforce) and an Adjunct Professor of Biology Texas Woman’s University.

Stephanie Pierce, PhD is an Assistant Clinical Professor of Biology, Co-investigator for Project SCALE, and Program Director for the Professional Science Master’s program in Biotechnology at Texas Woman’s University.

Juliet V. Spencer, PhD is a Professor of Biology, the Principal Investigator of Project SCALE, and Interim Dean of the College of Arts & Sciences at Texas Woman’s University.

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April 28, 2025

Announcing the e-Literate AI Design/Build Cohort –

e-Literate is excited to unveil the AI Learning Design Assistant (ALDA) Design/Build Workshop series, a pioneering initiative that brings together a diverse group of colleges and universities to collaboratively tackle the pressing challenges of learning design. This initiative extends beyond standard prompt engineering techniques, inviting participants to participate in co-designing a functioning AI application that we will build and refine throughout the series. It offers participants a unique opportunity to directly influence the development of solutions that will reshape the landscape of educational technology.

Why ALDA?

Despite decades of evolving learning design methodologies, today’s most commonly used tools remain rooted in outdated practices such as word processing and manual note-taking. Meanwhile, the rapid pace of job skill evolution demands more innovative approaches. The ALDA workshop series directly addresses this gap by facilitating a hands-on environment where institutions can collaboratively design, test, and refine AI-driven solutions across six intensive monthly workshops.

Immediate Benefits

Participants will contribute to and gain firsthand experience with cutting-edge technologies poised to revolutionize educational access and quality. This project offers each institution the tools to expand their course offerings and enhance educational quality, significantly impacting their students’ futures.

Participating Institutions

The cohort includes:

Dallas College
Southern New Hampshire University
University of Central Florida
University of Maryland Global Campus
United Negro College Fund, which is including representatives from four Historically Black Colleges and Universities (HBCUs)

Together, these institutions serve over half a million students annually, positioning the cohort to impact educational access on a monumental scale.

Equity Champion Sponsors

D2L and VitalSource are our proud Equity Champion Sponsors, providing scholarships that facilitate cost-free participation for these mission-driven institutions. Their financial support and subject-matter expertise are crucial in paving the way for a future where technology inclusively serves all students.

Supporting Sponsors

Thanks to the generous contributions of Carnegie Mellon University’s Simon Initiative and Engageli, this workshop series has the resources needed to foster robust collaboration and innovation.

Join Us

We look forward to sharing insights and developments from each workshop as we progress.

“UNCF is excited to announce our partnership with the ALDA series and involve historically Black colleges and universities in efforts to co-design a groundbreaking AI application that will revolutionize educational technology. We believe that by harnessing the potential of AI, and involving HBCUs in the creative process, we can launch a transformative tool for faculty members in the development of curricula that will empower every student, regardless of their background or circumstances, to unlock their full potential, and reshape the landscape of educational technology,” said Dr. Shawna Acker-Ball, vice president, scholarships and programs, UNCF. “We look forward to the possibilities this partnership will bring and the positive impact it will have on the lives of students across the nation.”

MJ Bishop, Vice President for Integrative Learning Design at University of Maryland Global Campus shared a similar sentiment: “UMGC’s Integrative Learning Design (ILD) team is thrilled to be part of ALDA cohort and to have the opportunity to pioneer advancements in the use of GAI in instructional design with such an esteemed group of partner institutions and sponsors. We are excited to co-design and refine innovative AI-driven solutions that will enhance our learning design capabilities and significantly impact the educational experiences of our students.”

“I am absolutely thrilled with the quality, diversity, and commitment of the participating organizations,” said Michael Feldstein, CEO of e-Literate. “Artificial intelligence is clearly one of the defining changes of our time with wide-ranging implications for education. We all need to work together and get our hands dirty if we’re going to figure out how best to harness it for our students.”

e-Literate will provide updates as we learn and offer our participants opportunities to share their experiences with you. Institutions and sponsors interested in joining future cohorts or supporting our mission should contact us at [email protected].

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May 28, 2024

The Wildfire Program Welcomes a New Cohort for 2022-23 – CUPA-HR

by CUPA-HR | August 3, 2022

For the higher ed HR community to thrive there must be a pipeline of early-career professionals waiting in the wings, and one way CUPA-HR equips early-career pros to grow in their role and take steps toward their career goals is through the Wildfire program.

The program, sponsored in part by HigherEdJobs, is a 12-month immersive experience that connects a small, select group of early-career higher ed HR professionals with some of the top leaders in the profession, giving them a variety of learning opportunities.

Rob Keel, a member of the 2019-20 Wildfire cohort and past president of the CUPA-HR Tennessee Chapter, had this to say about the program: “Wildfire helped open my eyes to the possibilities within higher education HR. The network I gained through my involvement with Wildfire has provided so much support as I navigate my career. If you want to develop relationships that have the power to transform, Wildfire has the power to do just that.”

As a new year gets underway, we want to congratulate and welcome the Wildfire program participants for 2022-23:

TJ Bowie, Equal Opportunity and HR Compliance Manager, Elon University
Joy Brownridge, Training and Development Specialist, University of Illinois System
Amanda Burshtynsky, Employee Payroll and Insurance Clerk, Genesee Community College
Kelleebeth Cantu, HR and Employment Coordinator, Trinity University
Audrey Ettesvold, Human Resource Specialist, Idaho State Board of Education
Alexis Hanscel, Benefits Manager, Denison University
Kathleen Hermacinski, Human Resource Coordinator, Eureka College
Anshuma Jain, HR Administrator, Hudson County Community College
Jessica Ludwick, Human Resources Consultant, University of North Carolina Wilmington
Tracey Pritchard, HR Coordinator, University of Iowa
Trevon Smith, HR Generalist, Drake University
Christopher Williams, HR Partner, University of Maine System Office

Interested in joining our 2023-24 cohort? Learn more about the Wildfire program.

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August 3, 2022

The Emerging CUPA-HR Leaders Program Welcomes a New Cohort for 2022-23 – CUPA-HR

by CUPA-HR | July 19, 2022

The goal of CUPA-HR’s Emerging CUPA-HR Leaders program is to identify potential volunteer leaders who have shown exemplary leadership and initiative within higher ed HR and exhibit the desire to play an active role in advancing the profession. Invited participants have the unique opportunity to engage in problem-solving work groups and develop deep networks with peers while gaining an inside look at CUPA-HR’s operations and structure.

Throughout the program, participants are encouraged to serve the association in a leadership capacity, lending a fresh and informed perspective. Many participants have gone on to hold positions on chapter boards, region boards and CUPA-HR’s national board of directors.

The 2021-22 Cohort Curated Best Practices for CUPA-HR Chapters

Before our previous cohort of leaders embark on the next step in their professional journeys, we want to acknowledge a special project they developed over the past several months. Each year, CUPA-HR recognizes outstanding work by chapters across the country, especially in the areas of event planning and programming, engagement, chapter management and leader development. The 2021-22 Emerging CUPA-HR Leaders wanted to collect those best practices in a format that was easy to share with future chapter leaders. As a result, CUPA-HR’s Chapter Toolkit now includes recorded interviews with some of CUPA-HR’s most experienced chapter leaders passing along lessons learned and secrets to chapter success.

Many thanks to our 2021-22 Emerging CUPA-HR Leaders for their time and efforts:

Meg Arnold, Director of Organizational Development at Belmont University
Nicole Englitsch, Organizational Development Specialist at The University of Texas Rio Grande Valley
Jamee Harrington, Chief HR officer at Rogue Community College
Shannon Raum, Assistant Director of HR at Notre Dame of Maryland University
Taylor Zeilinger, HR Manager at the University of Wisconsin-Madison

The 2022-23 Cohort Will Explore New Ways to Grow the Profession

“We are excited to welcome this year’s Emerging CUPA-HR Leaders cohort,” says CUPA-HR President and Chief Executive Officer Andy Brantley. “These individuals are outstanding higher education human resources leaders who will help us lead the association into the future.”

Congratulations to the 2022-23 Emerging CUPA-HR Leaders:

Laura Good, Assistant Director of Human Resources and Benefit Systems Manager, University of Mount Union
Leslie Hardin, Vice President Human Resources, Johnson County Community College
Beth Muha, Assistant Vice President of Human Resources, American University
Allyson Mullin, Executive Director of Human Resources, Alvernia University
Krista Vaught, Assistant Director, Employee Learning and Engagement, Vanderbilt University
Angela Wurtsmith, Executive Director of Human Resources, Colorado Mountain College

Interested in joining our 2023-24 cohort? Learn more about the Emerging CUPA-HR Leaders program.

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July 19, 2022

Tag: Cohort

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1. Ask the students what they want

2. Give them what they want

3. Give them what they don’t know they need

4. Develop relationships with the students

5. Create opportunities for peer mentoring

1. Ask the students what they want

2. Give them what they want

3. Give them what they don’t know they need

4. Develop relationships with the students

5. Create opportunities for peer mentoring

Share This Article:

The 2021-22 Cohort Curated Best Practices for CUPA-HR Chapters

The 2022-23 Cohort Will Explore New Ways to Grow the Profession

Share This Article: