Tag: Education

  • Preserving the Federal Data Trump Is Trying to Purge

    Preserving the Federal Data Trump Is Trying to Purge

    Within days of taking office, the Trump administration began purging federal demographic data—on a wide range of topics, including public health, education and climate—from government websites to comply with the president’s bans on “gender ideology” and diversity, equity and inclusion initiatives.

    Over the past five months, more than 3,000 taxpayer-funded data sets—many congressionally mandated—collected by federal agencies including the Centers for Disease Control and Prevention, the National Center for Education Statistics, and the Census Bureau, have been caught in the cross fire.

    One of the first data sets to disappear was the White House Council on Environmental Quality’s Climate and Economic Justice Screening Tool, an interactive map of U.S. Census tracts “marginalized by underinvestment and overburdened by pollution,” according to a description written under a previous administration.

    It’s the type of detailed, comprehensive data academics rely on to write theses, dissertations, articles and books that often help to inform public policy. And without access to it and reams of other data sets, researchers in the United States and beyond won’t have the information they need to identify social, economic and technological trends and forge potential solutions.

    “Removing this data is removing a big piece of knowledge from humanity,” said Cathy Richards, a civic science fellow and data inclusion specialist at the Open Environmental Data Project, which aims to strengthen the role of data in environmental and climate governance. “A lot of science is about innovating on what people did before. New scientists work with data they may have never seen before, but they’re using the knowledge that came before them to create something better. I don’t think we fully understand the impact [that] deleting 50 years of knowledge will have on science in the future.”

    That’s why she and scores of other concerned academic librarians, researchers and data whizzes are collaborating—many of them as unpaid volunteers—to preserve as much of that data as they can on nongovernment websites. Some of the groups involved include OEDP, the Data Rescue Project, Safeguarding Research and Culture, the Internet Archive, the End of Term Archive, and the Data.gov Archive, which is run by the Harvard Law School Library.

    For Richards at OEDP, data-preservation efforts started right after Trump won the election in November.

    She and her colleagues remembered how Trump, a climate change denier, had removed some—mostly environmental—data in 2017, and they wanted to get a head start on preserving any data that could become a target during his second term. OEDP, which launched in 2020 in response to the first Trump administration’s environmental policies, which prioritized fossil fuel extraction, compiled a list of about 200 potentially vulnerable federal data sets researchers said would be critical to continuing their work. They spent the last two months of 2024 and the first weeks of 2025 collecting and downloading as many data sets as they could ahead of Trump’s Jan. 20 inauguration, which they then transferred to stable, independent and publicly accessible webpages.

    “That took time,” Richards said, noting that not every data set and its accompanying metadata was easy to replicate. “Each varied significantly. Some required scraping. In one case I had to manually download 400 files, clicking each one every few minutes.”

    While they made a lot of headway, OEDP’s small team wasn’t able to preserve all of the data sets on their list by late January. And once Trump took office, the research community’s fears that the president would start scrubbing federal data were quickly realized.

    “Data started to go down very quickly,” at a much larger scale compared to 2017, Richards said, with anything that mentioned race, gender or the LGBTQ+ community, among other keywords, becoming a target. “We started getting emails from people saying these websites were no longer working, panicking because they needed it to finish their thesis.”

    As of this month, OEDP has completed archiving about 100 data sets, including the CDC’s Pregnancy Mortality Surveillance System, the Census Bureau’s American Community Survey, and the White House’s Climate and Economic Justice Screening Tool. As it works to complete dozens more, it’s also in communication with the other data-preservation efforts to make sure the work isn’t duplicated and that researchers and the general public can maintain access to as much data as possible.

    ‘Disrupted Trust’

    Prior to Trump’s inauguration, 307,851 data sets were available on Data.gov. One month later, the number had dipped to 304,621. In addition to data-rescue efforts, the winnowing prompted outcry from the research community.

    “As scientists who rely on these data to understand the causes and consequences of population change for individuals and communities, but also as taxpayers who have supported the collection, dissemination, and storage of these data, we are deeply concerned,” read a joint statement that the Population Association of America and the Association of Population Centers published in early February. “Removing data indiscriminately, even temporarily, from secure portals maintained by federal agencies undermines trust in the nation’s statistical and scientific research agencies and puts the integrity of these data at risk.”

    Federal judges have since ordered the government to restore many of the deleted data sets—as of Sunday, Data.gov said there are 311,609 data sets available—and the Trump administration has complied, albeit reluctantly. For instance, the CDC’s Social Vulnerability Index, which since 2007 has tracked communities that may need support before, during or after natural disasters, came back online in February. But it now has a warning label from the Trump administration, which claims that the information does “not reflect biological reality” and the government therefore “rejects it.”

    Richards, of OEDP, remains skeptical about the return of some of the data, speculating that the government may alter it to better fit its ideological narratives before restoring it. Thus, capturing the data before it gets taken down in the first place is “important for us to have that baseline proof that this is how things were on Jan. 18 and 19,” she said.

    Lynda Kellum, a longtime academic data librarian who is helping to run the Data Rescue Project—which has already finished archiving some 1,000 federal data sets with the help of hundreds of volunteers—said she’s also “a little bit pessimistic” about the future of data collection. That’s not only because the Trump administration has fired thousands of federal workers who carry out that data collection, canceled billions in research contracts and removed reams of public data; it’s also because the Department of Government Efficiency has accessed protected personal data contained within some of those data sets.

    “How do we actually talk to people about what’s protected and what those protections are for the data the government is collecting? DOGE has disrupted that trust,” she said. “For example, someone sent us a message asking us why they should participate in the American Community Survey when they weren’t sure what was going to happen with their (confidential, legally protected) data … There are still those protections in place, but there’s skepticism about whether those protections will hold because of what has happened in the past five months.”

    Some legal protections are already eroding. On Friday, the U.S. Supreme Court sided with the Trump administration in determining that DOGE should have—for now—access to information collected by the Social Security Administration, including Social Security numbers, medical and mental health records, and family court information. (The case is now headed to a federal appeals court in Virginia that will decide on its merits.)

    Henrik Schönemann, a digital history and humanities expert at Humboldt University of Berlin, who helps run the Safeguarding History and Culture initiative, which has also archived high volumes of federal data since January, said efforts to rescue federal data collections are vital to the global research community. “Even if the United States falls out of it, we are still here and we still need this data,” he said. And if and when this political moment passes, “hopefully having this data can help [the United States] rebuild.”

    While Schönemann thinks it’s an “illusion” that independent federal data-preservation efforts can effectively counter the United States’ slide into autocracy, he believes it’s better than nothing.

    “It’s building communities and showing people they can do something about it,” he said. “And maybe this empowerment could lead them to feeling empowered in other areas and give people hope.”

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  • NIH Staff Lambaste Agency Head for Censorship of Science

    NIH Staff Lambaste Agency Head for Censorship of Science

    Jim Watson/AFP/Getty Images

    Hundreds of staff at the National Institutes of Health are publicly condemning the agency’s actions in recent months, including firing thousands of workers and canceling research grants for projects that don’t align with the Trump administration’s ideologies. 

    In a letter sent Monday morning to Jay Bhattacharya, the Trump-appointed NIH director who gained notoriety for his criticism of the NIH’s handling of the COVID-19 pandemic, more than 300 employees from across the agency called on him to deliver on his promise to embrace dissent, which he has called “the very essence of science.”

    “We are compelled to speak up when our leadership prioritizes political momentum over human safety and faithful stewardship of public resources,” states the letter, titled the Bethesda Declaration (Bethesda, Md., is the location of the NIH’s main campus) and modeled after Bhattacharya’s own Great Barrington Declaration, which condemned the NIH in 2020 for ignoring his calls to mostly cease pandemic-related precautions.

    “This censorship is incompatible with academic freedom, which should not be applied selectively based on political ideology.”

    In addition to accusing Bhattacharya of politicizing research, the letter published Monday also criticized the agency for “undermining” peer review, unilaterally capping indirect costs and firing NIH staff. 

    Bhattacharya is scheduled to appear before the Senate appropriations subcommittee today to discuss Trump’s proposal to cut $18 billion or about 40 percent from the NIH’s budget.

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  • Colleges Support Student Financial Literacy Education

    Colleges Support Student Financial Literacy Education

    Students often consider the return on investment of their degree when deciding whether and where to enroll in college, but not every student receives financial education from their institution on how to turn a college education into a life-sustaining career. A 2022 survey by Inside Higher Ed found that 67 percent of students are not sure if their college or university offers personal financial education; an additional 9 percent said no programs or classes are offered regarding financial literacy.

    To rectify that, colleges and universities are implementing programs that promote students’ money management skills, increase their awareness of financial planning and help them understand the debts they may acquire while in school.

    What’s the need: Student debt has skyrocketed over the past 20 years, with 42.7 million student borrowers holding nearly $1.7 trillion in federal loans. The average student who takes out loans to attend a public university borrows $31,960 to attain a bachelor’s degree, and over half of graduates use federal loans at some point. Loan debt can limit students’ earnings after college and hinder their socioeconomic advancement.

    Even while students are in college, financial challenges can impact their persistence and outcomes. A 2024 survey by Trellis Research found that 71 percent of students experienced financial trouble while enrolled, and nearly half said their current financial situation made it difficult to concentrate on schoolwork.

    A lack of financial education can also exacerbate equity concerns. An April 2025 report from Education Northwest found that only 25 percent of students were able to answer three financial questions correctly, with students from low-income families and those younger than 21 even less likely to answer correctly. Similarly, Black, American Indian or Alaska Native, Hispanic or Latino, and Native Hawaiian or Pacific Islander students were less likely to answer financial literacy questions correctly.

    Inside Higher Ed highlights six institutions that have introduced innovative programs to combat financial illiteracy.

    1. Florida State University: Unconquered by Debt

    Housed within the university’s Gus. A Stavros Center for Advancement of Free Enterprise and Economic Education, FSU’s Unconquered by Debt program enhances student financial literacy to ensure graduates leave with the ability to advance their socioeconomic standing.

    The program walks students through crucial areas of financial planning including selecting a career, establishing healthy spending habits, investing, managing credit, ensuring assets and planning for retirement.

    Students can attend workshops on campus and enjoy free food and drinks while they learn more about money management and how to plan for their futures beyond college.

    The center recently hired an assistant director as part of a program expansion funded by the Office of the Provost.

    1. University of Miami: Money Management

    In 2019, the University of Miami created the Money Management Program to help build students’ short- and long-term financial well-being. The program has proven so successful in increasing student persistence that it has also received external grant funding, a university spokesperson said.

    Through workshops called Money Talks, the program addresses budgeting, credit and credit cards, loans, and debt repayment, as well as saving and investing. Students can also participate in half-day personal finance workshops on Saturdays throughout the academic year. The university hires peer coaches to provide confidential one-on-one coaching, to help prepare students for future careers in the finance world as well as bridge knowledge gaps for those who may need support.

    During the 2022–23 academic year, the university hosted over 240 Money Management events for more than 2,500 attendees, according to the spokesperson.

    1. East Carolina University: Financial Wellness Hub

    The Financial Wellness Hub at East Carolina University offers regular workshops on how to mitigate financial challenges while enrolled and helps students understand credit reports, debt management and student loan repayment strategies. The Hub caters services to various seasonal holidays, hosting a “Falling in Love With Credit” workshop for Valentine’s Day and “Spooky Credit Scores” for Halloween, as well as a budgeting workshop for gift giving during the winter holiday season.

    The Hub relies on relationship building and partnerships across the university to generate an audience for programs, director Kevin Sutton told Inside Higher Ed. Services are also available to alumni and staff, who in turn can better advise students or elect to contribute financially to the program’s budget.

    1. Penn State: Sokolov-Miller Family Financial and Life Skills Center

    Penn State established a center dedicated to managing financial wellness in college and beyond, which offers one-on-one coaching and workshops. In addition, the center provides students with access to a course on Canvas called MoneyCounts, which gives them a self-paced opportunity to engage in 28 modules on financial wellness.

    Other resources include live webinars, offered on the first and third Tuesday of each month at noon, which are recorded for those who can’t make it synchronously, and a free bookshelf stocked with financial wellness books— topics range from simple money skills to insurance—that is supported by Barnes & Noble.

    1. Babson College: The Babson Financial Literacy Project

    In addition to supporting current students, the BFLP is a nonprofit organization the ensures all community members can receive quality financial education. The program was developed by faculty at Babson and coaches lead online and in-person workshops, as well as train staff to deliver content on their own.

    Between its launch in fall 2018 and March of this year, the program has supported 418 workshops with 17,189 participants, according to the program webpage.

    In addition, participants can engage with various student organizations on campus to learn more about the world of finance, including the Babson Finance Association, Babson Scholars of Finance and Women in Finance.

    1. Western Washington University: Financial Wellness Badges

    At WWU, students can engage with the Merriman Financial Literacy program through workshops, online courses delivered via iGrad, peer mentorship and digital badging.

    Students can earn badges in such areas as financial mindfulness, investment, savings and credit, as well as budgeting and spending.

    To earn the financial mindfulness starter badge, for example, students must complete a financial wellness checkup and a money meditation on iGrad, then write a financial wellness journal entry. Each badge has three levels, from foundations to expert, building on students’ knowledge and signaling deep understanding of the topic.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

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  • Trump Takes Education Department Lawsuit to Supreme Court

    Trump Takes Education Department Lawsuit to Supreme Court

    The Trump administration asked the Supreme Court on Friday to allow it to move forward with its plan to lay off nearly half of the Education Department’s employees and dismantle the agency, USA Today reported

    In late May, a federal district court ruled that the reduction in force made it impossible for the executive branch to carry out congressionally mandated programs and services. An appeals court affirmed that ruling June 4.

    President Trump and his Department of Justice, however, disagree with both rulings, and they hope the 6-to-3 conservative majority on the Supreme Court will, too.

    “The Constitution vests the Executive Branch, not district courts, with the authority to make judgments about how many employees are needed to carry out an agency’s statutory functions, and whom they should be,” Solicitor General John Sauer wrote in the emergency appeal to the Supreme Court. 

    States, school districts and teachers’ unions involved in the case have until June 13 to respond to Trump’s appeal, the Supreme Court stated. 

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  • Which Universities Spend the Most on Student Services

    Which Universities Spend the Most on Student Services

    More colleges and universities are investing in support service offerings to increase student retention and graduation outcomes, but these interventions and offices come at a cost—one that is often subsidized by students.

    A recently published analysis from Studocu of data from the Integrated Postsecondary Education Data System finds that among four-year colleges and universities, most spent nearly $2,933 on academic supports and $4,828 on student services during the 2022–23 academic year. Across all institutions, the average expense per full-time equivalent student was $3,334 for student services and $4,198 for academic supports.

    The group analyzed over 1,000 degree-granting institutions across the U.S. that enroll at least 101 undergraduates. Institutions ranged from large, primarily online institutions to small liberal arts colleges. Community colleges and technical colleges were not included in the study.

    Academic support offerings were categorized as classroom-focused interventions, including tutoring centers, writing labs, academic advising and technology-enhanced learning tools. Student services included mental health counseling, career services, housing assistance and extracurricular programs, according to Studocu.

    The biggest spenders on academic supports were, not surprisingly, wealthy Ivy League institutions. Yale University spent the most on academic supports ($1.8 billion) in the 2023 fiscal year, followed by the University of Pennsylvania ($1.1 billion) and Harvard University ($1 billion), each of which has an undergraduate population of less than 10,000.

    Per student, Yale invested $225,000, Harvard spent $132,000 and Penn spent $105,707 on academic interventions.

    Next in line were two public institutions: the University of Washington at Seattle, which spent $844 million for 30,000 undergraduates, or $28,133 per student, and the University of California, San Diego, which spent $844 million for 32,800 undergraduates, or roughly $25,732 per student.

    Looking at student services, some of the institutions that spent the most were those with substantial online student bodies, including Grand Canyon University ($504 million), Southern New Hampshire University ($435 million), Liberty University ($289 million) and Arizona State University ($243 million).

    But Yale spent the most per capita, investing $53,000 per student in nonacademic programs, followed by the California Institute of Technology and the U.S. Naval Academy, which spent $41,000 and $36,000 per student, respectively.

    The analysis also revealed a positive correlation between dollars spent per student and graduation rates, which researchers said suggest well-funded support services provide meaningful benefits, particularly for students who might otherwise be at risk. However, the data does not capture the privileges of socioeconomic advantage that may supplement on-campus offerings, nor the likelihood of students to graduate regardless of support offerings due to selective admissions processes.

    Students foot the bill: The high level of investment in student supports contrasts with the revenue the average student produces. The average public college received about $8,720 net revenue in tuition and fees per full-time-equivalent student in 2021, and the average private nonprofit received $23,900, according to the National Center for Education Statistics.

    A growing number of colleges and universities are embedding student service fees into tuition costs to fund support offerings, particularly health and wellness resources.

    James Madison University, which spends around $1,620 per student on support services and $3,220 on academic resources, charges $5,662 in student fees, among the highest in the nation, according to a Sportico analysis. Nearly half ($2,362) of that fee goes directly to athletics funding, Sportico reported.

    Harvard charges $3,676 annually for student services as part of the cost of attendance, a fraction of its total spend per student ($163,000). The Massachusetts Institute of Technology bills students $420 annually for student clubs and organization funding, as well as fitness activities—about 2 percent of the total dollars invested in student supports. Caltech charges $2,586 in fees, while the Naval Academy does not charge tuition.

    The University of Pennsylvania lists $8,032 in fees in its estimated costs of attendance, but it’s unclear which expenses students are paying for with those fees.

    Yale does not differentiate student fees in tuition prices, grouping lab, library and gymnasium costs into a student’s tuition package. Similarly, UCSD and UW do not have additional fees associated with the cost of attendance.

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  • Department of Education Discontinues IPEDS Training

    Department of Education Discontinues IPEDS Training

    Caroline Brehman/CQ-Roll Call Inc./Getty Images

    The Trump administration terminated a key contract to train college officials on how to report data to the Integrated Postsecondary Education Data System, a move that could further hamper the Education Department’s data infrastructure.

    Used to track trends in higher education enrollment, completion, financial aid usage and other institutional characteristics, IPEDS survey data has long been critical to higher education research. But in order to access and utilize the data, institutions need to know how to properly complete the survey and researchers need to know how to navigate the database.

    That’s where the Association of Institutional Research and its IPEDS training programs came in—or at least they used to.

    In a social media post Thursday, AIR’s executive director, Christine Keller, announced that the organization’s subcontract with IPEDS and the National Center for Education Statistics would not be renewed for the upcoming academic year. This means that updated self-paced courses and video tutorials on how to report and use data, as well as in-person workshops on topics like how to set data-informed benchmarks and improvement plans for an institution, will no longer be available.

    “When you’ve done meaningful work with committed partners for more than two decades, it’s difficult to acknowledge that it’s coming to an end,” Keller wrote. “While this chapter is closing, AIR’s commitment to supporting data-informed decision-making remains strong. We are actively exploring ways to continue offering select IPEDS training under the AIR brand to meet the needs of our community.”

    But while AIR intends to continue similar training models, Keller was sure to clarify that any future coaching will come at a cost. Past resources were subsidized by the contract and therefore available for free.

    The end of this subcontract will not, however, terminate other components  of the IPEDS contract managed through RTI International—such as aiding in data collection, maintaining the IPEDS website and managing the help desk. (This paragraph has been corrected to reflect that RTI International contract for IPEDS.)

    An Education Department spokesperson wrote in an email that the decision reflected its commitment to supporting “useful and relevant research” while “respecting the American taxpayer’s wallet.”

    “Multiple federal contractors were collecting 50 percent or more in overhead costs, which is neither sustainable nor reasonable,” the spokesperson said. “We believe in the value of training users to make best use of federally funded databases. Thus, we are in [the] process of reexamining how that training might be more efficiently and effectively delivered in the future.”

    College staff members and policy experts who focus on using institutional data to improve student outcomes, however, say the discontinuation of free AIR training programs will be devastating.

    Henry Zheng, vice provost for institutional effectiveness and planning at Carnegie Mellon University, wrote on LinkedIn that this abrupt ending was “sobering” and that he is “pray[ing] that this program will continue on another day.”

    Wesley Whistle, a project director on student success and affordability at New America, a left-leaning think tank, also took to LinkedIn to comment on the news, saying, “These trainings are vital for institutional researchers as they fulfill their reporting obligations.”

    And this is not the first blow for IPEDS and NCES under the Trump administration. In February, Elon Musk’s Department of Government Efficiency announced that it had canceled nearly $900 million in contracts across the statistics center and its larger parent agency, the Institute of Education Sciences.

    At the time, a DOGE official said 89 IES contracts were canceled, while other organizations put the total at closer to 170. (Previous Inside Higher Ed reporting has shown that the data being published by DOGE regarding the scope and effect of its cuts is likely inaccurate.)

    Additionally, the department fired more than 80 percent of IES’s 120 employees. The Education Department said in recent budget documents that it is planning to reimagine “a more efficient, effective, and useful IES to improve support for evidence-based accountability, data-driven decision making, and education research for use in the classroom.”

    Collectively, IPEDS, NCES and IES serve as the Education Department’s research and development arm, funding research on how to improve equity in education access and outcomes in the future as well as providing data on how students in K–12 and college fare in programs. So to discontinue the services that bolstered college staff members’ professional development could hurt their ability to report congressionally mandated statistics accurately, higher ed experts say.

    In the end, some fear that losing the training could lead to less data-informed decision-making.

    “We need to collect data both at the national level and at the institutional level. Without measuring the problem, we risk pretending it doesn’t exist,” wrote James Orlick, director of grant writing and innovation for inclusive excellence at the University of Louisville. “The belief that ‘if you don’t measure it, it isn’t a problem’ reinforces inaction and won’t solve the systemic issues we face.”

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  • U Michigan Used Undercover Agents to Surveil Protesters

    U Michigan Used Undercover Agents to Surveil Protesters

    The University of Michigan hired dozens of private investigators to go undercover on campus and surveil pro-Palestinian student protesters, The Guardian reported Friday. 

    Some of the investigators, who work for a Detroit-based security firm, were caught on camera trailing, recording and harassing students; one reportedly drove a car at one student, who had to jump out of the way.

    “It’s so insane that they have spent millions of dollars to hire some goons to follow campus activists around,” one student who’d been followed by agents told The Guardian. “It’s just such a waste of money and time.”

    The agents have been gathering evidence against students for some time at the behest of the university; Michigan state prosecutors used evidence from their investigations to charge and jail student protesters in May 2024, according to The Guardian. The state attorney general dropped those charges two weeks ago. In April, police raided the homes of five pro-Palestinian student activists in Ann Arbor for alleged “acts of vandalism.”

    A spokesperson for the university did not deny hiring the investigators in responses to The Guardian’s questions and defended “security measures” as essential to “maintaining a safe and secure campus environment.”

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  • The Benefits of Professional Society Involvement (opinion)

    The Benefits of Professional Society Involvement (opinion)

    Back in 2001, when I first attended university, I didn’t join any student organizations, clubs or professional societies. I was busy with classes, after all, and didn’t know what benefit they could provide me anyway. What possible value would becoming a SACNAS member offer? Some clubs even required a membership fee!

    Now I know better. Professional societies are a critical, often overlooked way of building your network, strengthening your résumé and finding professional development opportunities outside classes. As discussed in a 2020 Developmental Biology article titled “Professional societies can play a vital role in career development,” professional societies offer conferences, workshops, virtual seminars and free resources to members and, in many cases, nonmembers.

    These resources provide learning opportunities across multiple categories, including professional development, career deep dives and leadership training. My own organization, the Genetics Society of America, offers the Leadership Dialogue Series organized by our early-career scientists, seminars in languages other than English and workshops on different types of careers and topics related to accessibility in STEM. Each of these events represents an opportunity not just for our community to learn about a new career, skill or research topic, but also provides CV and résumé boosts to our event organizers, whose volunteerism powers GSA’s ability to offer these resources.

    Speaking for myself, when I returned to school in 2010, I joined groups that aligned with my career and professional goals: building a support community via a Society for Advancement of Chicanos/Hispanics and Native Americans in Science membership, building a professional community via a Graduate Student Association and Association for Women in Science membership, learning more about science writing opportunities via a National Association of Science Writers membership, and connecting with fellow mycologists via a Mycological Society of America membership.

    As a transfer student with a previous degree, I was also inducted into the Tau Sigma National Honor Society. Now, as a career development professional, I am an active member and volunteer for the Graduate Career Consortium. All these memberships helped guide me to the career I have today and have opened numerous opportunities for collaborations, event organizing, volunteer work and personal career development. I can say without any hesitation that my membership with GSA, MSA and NASW led me directly to the position I have now, and collectively my society memberships keep me informed of current developments in higher education, professional development opportunities, and my own field of genetics.

    As you scan each professional society’s page, note the many conferences, professional development programs and job postings each of these memberships gives you access to. You may not be in a position to invest in more than one professional society, and that’s perfectly fine! Choosing one specific society as your “home” and focusing your volunteer efforts and involvement in this specific society is a wonderful way to build your network; connect with other like-minded professionals; collaborate in organizing high-value, marketed events; and learn the inner workings of a professional society.

    Choosing your society of interest might seem daunting. Here are some tips to help you navigate this choice and select the best society to fit your needs:

    • Cost: Determine how much you can budget each year for a membership. You may need to save up to afford this cost at a future date, so keep track of membership renewal times. Check with your adviser, lab or department to see if they would be able and willing to pay for one professional society membership as part of your graduate studies. Many societies offer lower rates for students. Also check for low-income waivers—many societies offer discounts or waivers due to economic hardship.
    • Field-specific societies: If you’re a physicist, the American Physical Society makes more sense to join than GSA. A social worker should join a society such as the National Association of Social Workers. Whatever your field, there’s a professional society that serves your community! If you’re not sure what your field’s societies are, ask your adviser and other faculty. You can also ask an AI tool to compile a list, with links to check sources, using this prompt: “Create a table for scientific societies based in the United States which serve [YOUR FIELD] academics. The columns should be society name, website, upcoming conferences and membership cost for a graduate student member.” For example, using this prompt with “history” as the field, I received the following results from OpenAI’s ChatGPT:

    Here is a table of prominent U.S.-based scientific societies that serve history academics, including their websites, upcoming conferences and graduate student membership costs:

    Society Website Upcoming Conference(s) Graduate Student Membership Cost
    American Historical Association (AHA) historians.org AHA 2026 Annual Meeting, Jan. 8–11, 2026, Chicago Not specified
    Organization of American Historians (OAH) oah.org 2025 OAH Conference on American History, April 3–6, 2025, Chicago $51/year
    American Catholic Historical Association (ACHA) achahistory.org 105th Annual Meeting, Jan. 3–5, 2025, New York, N.Y. $20/year
    Social Science History Association (SSHA) ssha.org 2025 Annual Conference, Nov. 20–23, 2025, Chicago $30/year
    Society for the History of Technology (SHOT) historyoftechnology.org 2025 Annual Meeting, Oct. 9–11, 2025, Esch-sur-Alzette, Luxembourg Not specified
    World History Association (WHA) thewha.org 34th Annual Meeting, June 26–28, 2025, Louisville, Ky. Not specified

    Please note that membership costs and conference details are subject to change. For the most accurate and up-to-date information, it’s best to visit the respective society’s official website.

    You can see that not every result includes a cost, but because I have the website, I can quickly check and find that the American Historical Association offers a one-year student membership for $42 and update my table accordingly. Since two of the conference dates listed on the table have already passed, I can also easily update the information for the Organization for American History and the American Catholic Historical Association to reflect the planned 2026 conference dates and locations.

    • Attend a conference: Talk to your adviser about attending a conference offered by the professional society you’re interested in. Many societies offer travel fund awards that you can apply for if your adviser is not able to support your attendance.
    • Check out the organization’s professional development opportunities: If the society has an early-career program or committee, apply to become a member! These programs are an excellent way to get your name out to a large number of colleagues and build your network, as the early-career students you work with will become your professional colleagues who step into academia, industry and beyond with you.
    • Be strategic in your involvement: Decide how much time you’re willing to invest each month in a volunteer opportunity and guard your time diligently. Burnout is a fast way to turn a positive experience into a negative drag on your time, so approach each opportunity as a large project and add more only if you have the time. You don’t want to become known for bailing out on multiple collaborative volunteer opportunities!

    When thinking about which professional society you should join, make sure you’re choosing the society that aligns with both your career goals and personal needs, and that offers you the best opportunities for your investment. Talk with your adviser to see if there’s a society they recommend and begin your professional society journey early to maximize this resource as you move forward in your career.

    Jessica M. Vélez is the senior manager of engagement, community building and professional development for the Genetics Society of America. She earned her Ph.D. in energy science and engineering from the University of Tennessee, Knoxville, in 2020, and was awarded the National GEM Fellowship during her graduate studies.

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  • Empowering Mature Students through Inclusive AI Literacy: Advancing Digital Equity and Social Justice in Higher Education

    Empowering Mature Students through Inclusive AI Literacy: Advancing Digital Equity and Social Justice in Higher Education

    • By Assoc. Prof. Dr. Eleni Meletiadou, Guildhall School of Business and Law, London Metropolitan University, PFHEA, NTF, UTF, MCIPD, MIIE.

    As higher education embraces artificial intelligence (AI) to drive digital transformation, there is a growing risk that older, non-traditional, or mature students will be left behind. This blog post draws on insights from the QAA-funded “Using AI to promote education for sustainable development and widen access to digital skills” project I have been leading alongside findings from the EU COST Action DigiNet (WG5), where I co-lead research into media portrayals and digital inequalities impacting mature learning workers.

    Through this work, and in collaboration with international partners, we have identified what genuinely supports inclusion and what simply pays lip service to it. While AI is often heralded as a tool for levelling the educational playing field, our research shows that without intentional support structures and inclusive design, it can reinforce and even widen existing disparities.

    Supporting mature students’ AI literacy is, therefore, not just a pedagogical responsibility; it is an ethical imperative. It intersects with wider goals of equity, social justice, and sustainable digital inclusion. If higher education is to fulfil its mission in an age of intelligent technologies, it must ensure that no learner is left behind, especially those whose voices have long been marginalised.

    Why Mature Students Matter in the AI Conversation

    Mature students are one of the fastest-growing and most diverse populations in higher education. They bring a wealth of life and work experience, resilience, and motivation. Yet, they are often excluded from AI-related initiatives that presume a level of digital fluency not all possess. However, they are often left out of AI-related initiatives, which too frequently assume a baseline level of digital fluency that many do not possess. Media portrayals tend to depict older learners as technologically resistant or digitally inept, reinforcing deficit narratives that erode confidence, undermine self-efficacy, and reduce participation.

    As a result, mature students face a dual barrier: the second-order digital divide—inequity in digital skills rather than access—and the social stigma of digital incompetence. Both obstruct their academic progress and diminish their employability in a rapidly evolving, AI-driven labour market.

    Principles that Support Mature Learners

    The QAA-funded project, developed in partnership with five universities across the UK and Europe, embedded AI literacy through three key principles—each critical for mature learners:

    1. Accessibility

    Learning activities were designed for varying levels of digital experience. Resources were provided in multiple formats (text, video, audio), and sessions used plain language and culturally inclusive examples. Mature students often benefited from slower-paced, repeatable guidance and multilingual scaffolding.

    1. Collaboration

    Peer mentoring was a powerful tool for mature students, who often expressed apprehension toward younger, digitally native peers. By fostering intergenerational support networks and collaborative projects, we helped reduce isolation and build mutual respect.

    1. Personalised Learning

    Mature students frequently cited the need for AI integration that respected their goals, schedules, and learning styles. Our approach allowed learners to set their own pace, choose relevant tools, and receive tailored feedback, building ownership and confidence in their digital journeys.

    Inclusive AI Strategies That Work – Based on What Mature Learners Told Us

    Here are four practical strategies that emerged from our multi-site studies and international collaborations:

    1. Start with Purpose: Show AI’s Relevance to Career and Life

    Mature learners engage best when AI tools solve problems that matter to them. In our QAA project, students used ChatGPT to refine job applications, generate reflective statements, and translate workplace policies into plain English. These tools became career companions—not just academic add-ons.

    ‘When I saw what it could do for my CV, I felt I could finally compete again,’ shared a 58-year-old participant.

    2. Design Age-Safe Learning Spaces

    Many mature students fear embarrassment in digital settings. We created small, trust-based peer groups, offered print-friendly guides, and used asynchronous recordings to accommodate different learning paces. These scaffolds helped dismantle the shame often attached to asking for help.

    3. Make Reflection Central to AI Literacy

    AI use can be empowering or alienating. We asked students to record short video reflections on how AI shaped their thinking. This helped them develop critical awareness of what the tool does, how it aligns with academic integrity, and what learning still needs to happen beyond automation.

    4. Use Media Critique to Break Stereotypes

    Drawing on my research into late-life workers and digital media, we used ageist headlines, adverts, and memes as classroom material. Mature learners engaged critically with how society depicts them, transforming deficit narratives into dialogue, and boosting confidence through awareness.

    How We Measured Impact (and Why It Mattered)

    We evaluated these strategies using mixed methods informed by both academic and lived-experience perspectives:

    • Self-reflective journals and confidence scales tracked growth in AI confidence and self-efficacy
    • Survey data from mature students (aged 55+) in the UK and Albania (from my older learners study) revealed the key role of peer support, professional experience, and family encouragement in shaping digital resilience
    • Narrative mapping, developed with COST DigiNet partners, was used to document shifts in learners’ digital identity—from anxious adopter to confident contributor
    • Follow-up interviews three months post-intervention showed sustained engagement with AI tools in personal and professional contexts (e.g., CPD portfolios, policy briefs)

    Policy and Practice: Repositioning Mature Learners in AI Strategy

    As highlighted in our Tirana Policy Workshop (2024), national and institutional policy often fails to differentiate between age-based needs when deploying AI in education. Mature students frequently face a “second-order digital divide,” not just in access, but in relevance, scaffolding, and self-belief.

    If UK higher education is serious about digital equity, it must:

    • Recognise mature learners as a distinct group in AI strategy and training
    • Fund co-designed AI literacy programmes that reflect lived experience
    • Embed inclusive, intergenerational pedagogy in curriculum development
    • Disrupt media and policy narratives that equate older age with technological incompetence

    Conclusion: Inclusion in AI Isn’t Optional – It’s Foundational

    Mature learners are not a marginal group to be retrofitted into digital learning. They are core to what a sustainable, equitable, and ethical higher education system should look like in an AI-driven future. Designing for them is not just good inclusion practice—it’s sound educational leadership. If we want AI to serve all learners, we must design with all learners in mind, from the very start.

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  • What’s coming for higher education in the spending review?

    What’s coming for higher education in the spending review?

    The breadth of what we expect from the public sector is such that expertise needs to be distributed around the civil service.

    There are numerous costly initiatives, allocations, and activities fueled by state spending – all of them have advocates and skeptics, and hidden pitfalls and tensions.

    Even if there was a single brain that had a grasp of everything, how would that person weigh up the costs and benefits of spending on lifesaving drugs against maintaining housing benefits? Or expanding school breakfast clubs against meaningful support for public libraries? Or properly maintaining research infrastructure against properly maintaining flood defences?

    A spending review is an exercise in compromise – a search for the least worst answer – that almost by design disappoints nearly everyone. If there’s good news in one area of spending, there is pain coming elsewhere.

    Where did spending reviews come from?

    The idea of taking the time every few years to gather together all current public sector spending demands and assess the possibilities for savings feels like it has been around for ever.

    In fact, the first multi-year spending review took place as recently as 1998.

    Before this, UK spending and taxation was decided based on prevailing economic conditions – leading to accusations of short-termism in government thinking. After all it is difficult to plan sustainable programmes of spending with only one year of funding confirmed.

    The first multi-year comprehensive spending review was a Gordon Brown innovation – coming off the back of two years with public sector finance (politically) constrained by the previous government’s last year of allocations, it represented (in the language of the time) an opportunity for a newish Labour government to demonstrate ongoing “prudence”.

    As Brown put it:

    By looking not just at what government spends but at what government does, the review has identified the modernisation and savings that are essential. The first innovation of the Comprehensive Spending Review is to move from the short-termism of the annual cycle and to draw up public expenditure plans not on a one year basis but on a three year basis. And the review‘s second conclusion is that all new resources should be conditional on the implementation of essential reforms, money but only in return for modernisation

    Labour stuck a pattern of three year reviews throughout their last period of office – including another comprehensive spending review in 2007. Under Conservative-led administrations the pattern became more irregular (largely for reasons of political expediency, but also to respond to one off events like the Covid-19 pandemic). The last spending review was in 2021 – three governments (and three Prime Ministers) ago.

    How a spending review works

    The specifics may vary, but the review is a series of conversations conducted by the treasury (usually under the auspices of the Chief Secretary to the Treasury) and each department. Starting with officials modelling the impact of broad-brush cuts at various levels and arguing about what constitutes the work their department is required to do (the ambit) and what (for non-zero based spending reviews) the baseline funding should be, the process ends with ministers taking the argument directly to the treasury – or overhead to the prime minister and via carefully placed stories in the press.

    Eventually – the key date this year was as recent as late May – ministers and the Chancellor will come to a final agreement over what will be allocated and what, in broad terms, it will be spent on.

    Those who have been closely involved tend not to be enamoured of the process – former DfE adviser Sam Freedman recently described it as “demented” and “not a good or strategic way to make decisions about government spending”.

    In 2024

    The current iteration kicked off straight after the 2024 election, with the first part of it announced by Rachel Reeves alongside the autumn budget. Alongside some punchy political lines (that “£22bn black hole” for one) she confirmed the overall envelope for the spending review:

    Day to day spending from 2024-25 onwards will grow by 1.5 per cent in real terms, and total departmental spending, including capital spending, will grow by 1.7 per cent in real terms.

    We also got some broad promises on education spending – an extra £300m for further education, a £2.3bn increase in the schools core budget and a reform of special educational needs provision. However, the Institute for Fiscal Studies is warning that given other promises, most notably on defence and health, “unprotected” DfE recurrent spending (which would include spending on higher education) is likely to fall by around 3 per cent over the three years the review covers – and significant schools and FE spending (which the government is likely to want to protect) also appears within that bucket.

    Higher education is by no means alone in facing a very tight multi-year settlement – but it suffers in terms of public salience. While, thanks to the efforts of universities and trade unions, there is a general consensus that the sector is struggling it is neither as totemic (NHS, schools, defence) or visible (local services, adult skills, social care) as the recipients of other public spending. There’s been a lot of work done in making the arguments for investment, but these arguments are never going to be as strong as they need to be.

    That’s (flat) capital

    What Reeves appears to be promoting in the run up to the review is the availability of capital. Traditionally, spending reviews have only addressed departmental expenditure limits (DEL) – recurrent funding that can reasonably be controlled by the department in question – involving capital spending only really started in 2020 and 2021. Changes to, for example, eligibility rules for benefits can also have an impact on recurrent annual managed expenditure (AME) and spending reviews have moved further in that direction in recent times.

    Capital is more traditionally allocated and spent in fiscal events – it makes for big numbers and eyecatching infrastructure investments and doesn’t usually form a part of the spending reviews, but it was always in scope for 2024 to set capital budgets for at least five years.

    And the big sector-focused news has been about research and development funding. While by no means all R&D funding goes to universities, a substantial proportion will end up there – and the news that the overall allocation for R&D will keep pace with inflation until 2029-30 is undoubtedly good in the context of a very tight overall recurrent settlement. As my colleague James Coe sets out elsewhere on Wonkhe, there are other calls on R&D beyond the traditional UKRI allocations (though we know UKRI allocations will be broadly stable this year): there are calls for increased spending in defence research, there will be small (£30m to each current mayoral strategic authority) regional allocations, and there will likely be funding streams attached to each of the government’s missions.

    Recall also, the manifesto promise of ten-year funding settlements for some research activity. Five years of flat (inflation-compensated) funding represents exactly the kind of stable and predictable income that some parts of the sector have been asking for – if there are people unhappy with that, promising stability for ten years isn’t going to feel much different.

    Teaching funding

    Fans of the national accounts will know that the majority of funding allocated to teaching in higher education (the student loan outlay) is, in fact, AME capital. There has been some initial hope that the portion that isn’t (the recurrent DEL that is allocated via the grant letter to the Office for Students) would form a part of the long promised review of funding – but this looks less likely than a commitment to continue inflationary fee-cap uplifts alongside measures to improve efficiency in spending (rooting out fraudulent applications and suchlike, promoting shared services).

    The parallel is with funding for 16-19 students – an extra £190m will push per-student funding up an inflation-busting 5.9 per cent next year, to £5,105. The recurrent funding simply isn’t there to do anything like that for direct higher education funding, but using an increase in capital spending offers a release valve via the tuition fee loan mechanisms.

    Fee increases would be unpopular (a tax on aspiration, if you like) with young people and their parents. The temptation would be to favourably tweak the conditions of repayment, and there may be some headroom here – if you recall last year’s earnest and sporadically understood talk around PSNFL in the fiscal rules, one of the upshots was that loans count as assets, and the more loans we have the more (in the short-to-medium term at least) assets we have. While this could fuel a further expansion of the sector, the current policy weather suggests that this flexibility could instead be used to offer young people a better loan deal.

    On the day

    While a multi-year spending review is an exercise in demonstrating the long term planning capacity of a government, the event itself has to interface with the short-term news cycles. There needs to be some good news in there – and the pre-announced transport capital, R&D capital, and above-inflation settlement for health are part of that.

    Good news could also take the form of announcing popular savings. Very few people will be disappointed in cuts to bureaucracy (at least in the short term, people do tend to become very upset when waiting times rise and services become less effective) and measures to address fraud. Here we’ve already heard a lot of mood music around fraud within the higher education funding system – the very high profile case of Oxford Business College suggests that ministers see the opportunity to better manage the current allocations of funding, and there is a consultation response ready to drop. We’d assumed this would come alongside the promised white paper, but I wouldn’t be surprised to see at least headline proposals sneak out earlier.

    Finally we have the broader favourite that is “efficiency” savings. Universities have been very engaged with this agenda ever since the HE Reform letter – the conjunction of the Universities UK report, the release of TRAC data (slightly delayed over last year), and the spending review may not be entirely coincidental.

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