Tag: Education

  • UNC Chapel Hill Won’t Sign Compact

    UNC Chapel Hill Won’t Sign Compact

    The University of North Carolina at Chapel Hill made clear Friday that it won’t sign the federal “Compact for Academic Excellence in Higher Education” that has been extended to all institutions after seven of the original nine universities invited rejected the offer, WRAL reported

    Last month the Trump administration floated a plan for preferential treatment on federal funding in exchange for universities overhauling admissions and hiring practices, freezing tuition for five years, capping international enrollment at 15 percent, and making various other concessions that many critics have warned will undermine academic freedom.

    UNC Chapel Hill chancellor Lee Roberts said Friday that while the university has not received a formal invitation from the Trump administration, he is not interested in the arrangement.

    “There are some parts of the compact that we are already doing and there are some parts that would be difficult or impossible,” Roberts said in a faculty council meeting, according to WRAL. “There’s no way we can sign the compact as written and we don’t plan to.”

    Invitations to the compact were initially sent to Brown University, Dartmouth College, the Massachusetts Institute of Technology, the University of Arizona, the University of Pennsylvania, the University of Southern California, the University of Texas at Austin, the University of Virginia and Vanderbilt University. All but two declined—Vanderbilt said it would provide feedback and Texas has yet to offer a public response.

    Multiple others also announced pre-emptive rejections after the initial invitation went out, including Emory University, Pennsylvania State University, Syracuse University and the University of Kansas. So far, only two institutions have announced intentions to sign the compact: New College of Florida and Valley Forge Military College in Pennsylvania.

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  • 3 Questions for MIT’s Luke Hobson

    3 Questions for MIT’s Luke Hobson

    Luke Hobson does it all. He is not only assistant director of instructional design for MIT xPRO and a lecturer at the University of Miami’s School of Education and Human Development, but Luke also writes books, hosts a podcast, blogs, publishes a newsletter, creates videos on YouTube and seems to know everyone in our field.

    I asked if Luke would be willing to step away from all these commitments and projects to answer my questions, and he graciously agreed.

    Q: How did your career progress from an individual learning design contributor to advancing into a leadership role at your institution, as well as a thought leader and creator in the learning, technology and design space? What advice do you have for others in our field looking to increase their campus and national impact?

    A: I have a bit of an obsession within our field. I still find it remarkable that, for a living, I get to care about designing learning experiences. Funny enough, I had no idea this field even existed until I met an instructional designer back in 2013. As soon as I learned that this was a career, I went all in. That obsessive mentality stayed with me when I became a contributor at Northeastern University and later at MIT. I wanted to find every possible way to create the most effective and meaningful kinds of courses and programs.

    Through all of my seldom successes and many, many failures, I learned a thing or two along the way, and I decided to start sharing these stories online. It began with answering questions in Facebook groups, which eventually turned into a blog, a podcast, a YouTube channel, a book and more. What I discovered through sharing these moments is that I developed a love for teaching about instructional design. This led me to pursue a leadership role at MIT and to build a team of instructional designers. It also led me to teach in the University of Miami’s online Ed.D. program. Being able to teach future leaders in learning science has been an incredibly rewarding experience.

    The best piece of advice I can give is to share. Share everything. Share your wins. Share your losses. Share your moments of glory. Share the times you fall flat on your face. People appreciate transparency. That’s how I built my brand online and my presence at MIT. I didn’t realize how much of an impact I was having until multiple faculty members mentioned following me on LinkedIn and asked how they could hire an instructional designer for their team. It’s been amazing to see the growth of IDs here from when I first started to now.

    Another step you can take today is to build your network. Dig the well before you’re thirsty. You mentioned how it seems like I know everyone in our field and I chuckled, thinking back to when I didn’t know a soul in instructional design. The pandemic opened my eyes: Everyone was stuck at home and on Zoom, so I took advantage of that. I reached out to people on LinkedIn for virtual coffee chats, invited them on my podcast, gave webinars for universities and companies, and more. All of this was to get to know people. If you want to make an impact, you can’t do it alone. You need the support of others, and there is no better community than the learning nerds.

    Q: Your Ed.D. is in educational leadership. Please tell us about your program and how completing a terminal degree in this field has impacted your career. For our community of nonfaculty educators—learning nerds—what are your recommendations around pursuing a doctorate while working?

    A: I’m thankful that I had a truly fantastic Ed.D. experience. I have to give all the credit in the world to Dr. Peg Ford for what she built at Southern New Hampshire University. I was on the fence about pursuing this degree, but after speaking with current students at the time, I felt like it was the right place for me. The program was built on a core foundation of a cohort-based model and forging strong bonds with fellow members. Dr. Ford understood the perils and curve balls life throws your way when you’re pursuing a doctorate and how easily those challenges can land you in A.B.D. limbo. It didn’t take long to see she was absolutely right. Our cohort faced major life events—losing loved ones, taking on new roles, having children, relocating to new cities and more. Through it all, we stuck together.

    What I appreciated most about my Ed.D. in educational leadership was the range of educators I met. From business professors to special education teachers, from deans to superintendents, I had the opportunity to hear a wide variety of perspectives on education and what it means to support students and fellow educators. I was introduced to the good, the bad and the ugly. By taking in all of those voices, I was able to apply their teachings and life lessons to my own learning experiences. That program shaped me into the educator I am today.

    What I find most surprising is that I now teach in an online Ed.D. program in applied learning sciences at the University of Miami. I often share with my students the same message about sticking together as a cohort and how those bonds will carry them through. While Dr. Ford is no longer associated with SNHU’s program, my dissertation chair, Dr. Audrey Rodgers, is now leading it. I recently had the chance to speak with current students, and it’s amazing to see how much the program has grown since I graduated.

    Here’s what I wish I knew before pursuing a doctorate: It’s absolutely possible to do, but it will be the hardest thing you’ve ever done. There’s a reason why only a small fraction of the population holds the title of doctor. No matter which school you attend, it’s going to be difficult. But in my opinion, it’s worth it. I knew I wanted to work in academia, and after speaking with a few colleagues, they all advised me to go back to grad school. Every role I wanted in the future required either an Ed.D. or a Ph.D., so it was the logical choice.

    With all that said, the first step in your journey as a working professional should be finding the right program for your needs. Not all programs are created equal. After all, you’re about to commit at least three to seven years of your life to this institution, so it’s important to choose wisely. Do your due diligence. Contact the institution and ask as many questions as you want. Watch program webinars. Find currently enrolled students on LinkedIn and ask for a quick chat about their experience. Connect with faculty and administrators. Read online reviews. Go the extra mile before starting this journey.

    Once you’ve found the right program for your goals, my best advice is to set up a system that works for your life. Your schedule has to shift to make space for classwork, research, lectures, readings and everything else. For me, this meant starting my days earlier. I found myself constantly distracted during the day, so I decided to wake up before everyone else. Surprisingly, it worked. Once you find a system that fits, it needs to become sacred and a top priority. I also relied heavily on the Pomodoro technique to stay focused and on track. If you haven’t used the “study with me” videos on YouTube, you’re missing out. Whatever helps you get into a state of flow is going to be key.

    And I know your question was about going back to school while working, but honestly, work wasn’t the hardest part of my academic journey. For me, it was family and my social life. Work will always be there. But when you start missing family functions, birthdays and social events, it’s tough. I essentially became a hermit during the final stretch of my dissertation. That was the only way I could stay focused and meet my goals.

    Q: The growth of online programs has increased the demand for learning designers. There is concern within our profession that in the (near) future, AI will be able to do much of the work that learning designers have traditionally done. How worried should learning designers be and what can they do to ensure they are not replaced by AI?

    A: Ah yes, the million-dollar question. What’s funny is that I’ve been designing AI courses long before the generative AI boom, and I could’ve never predicted that AI would find its way into our space. In health care, medication discovery or 3-D printing? Sure. But instructional design? That thought never crossed my mind. Yet here we are.

    Let’s break down your question a bit, starting with the concern around AI. You’re going to see this come in waves. A new breakthrough will happen, there will be mass pandemonium online and, within a few weeks, it fades. AI tools will continue to evolve and become more helpful, but someone still has to drive the bus. AI can’t do everything for you. I think that’s where many decision-makers are getting confused. Everyone is trying to add AI into their products, but do people actually want those features? The answer is often no.

    AI can be helpful for kick-starting ideas. But if you’re a student and you find out that your entire course was generated by AI and not created by a human, you’d likely be furious.

    A great source of insight on this is Reddit. You’ll find post after post from students deeply concerned about how AI is being used, whether by classmates or even by professors. LLMs tend to have a certain tone and style. It’s hard to describe exactly, but the writing often feels off. Unnatural. AI isn’t magical, even though that’s exactly how marketers are presenting it. LLMs work by predicting patterns based on data and trying to say the next most probable thing to please the user. In many cases, this doesn’t add up.

    Now, on to the second part of your question: What can instructional designers do to ensure they’re not replaced?

    We do what we’ve always done. We learn. Become the most knowledgeable person on your team when it comes to the ins and outs of AI. For many, AI still feels like a black box, and that’s understandable. But if you know which tool serves which purpose and how to use these tools to enhance your designs, ensure accessibility, create flexible learning pathways, transform content into different formats and generate compelling visuals, you’ll be far ahead of the curve.

    As you experiment, you’ll also encounter the limits of these tools. And when you see where AI stumbles, you’ll feel much more secure about your place in this evolving landscape. It’s not there yet. And getting an entire industry to adopt something at scale, especially something as complex as AI, is a massive undertaking.

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  • Trump Gutted ED’s Civil Rights Office. Could States Step Up?

    Trump Gutted ED’s Civil Rights Office. Could States Step Up?

    The Education Department’s Office for Civil Rights, which is supposed to protect students from discrimination based on race, ethnicity, sex, age and disability status, isn’t what it once was.

    The Trump administration laid off nearly half the staff in March, shuttered seven of its 12 regional offices, shifted the hollowed-out agency’s focus to new priorities (including keeping transgender women out of women’s sports) and then reportedly terminated more employees amid the ongoing shutdown.

    Philadelphia was among the cities that lost its OCR regional office in the first round of layoffs. Lindsey Williams, a Pennsylvania state senator who serves as minority chair of the Senate Education Committee, said the region’s cases now go to Atlanta, “where they may or may not be heard.”

    To fill this void, Williams, a Democrat, announced she will file legislation to establish an Office of Civil Rights within the Pennsylvania Department of Education. The bill has yet to be written, but Williams said she wants to “create new authorities for the Pennsylvania Department of Education to investigate and enforce federal civil rights violations.” She noted, “There may be opportunity as well to strengthen our state laws in this regard.”

    “We’re looking at all of it to see what we can do,” she said, “because we haven’t been here before.”

    Students facing discrimination across the country now have far fewer staff in the federal Education Department OCR who can respond to their complaints. The agency had a large backlog of cases even before President Trump retook office, and then it dismissed thousands of complaints in the spring. Some advocates have expressed particular concern about OCR’s current capacity to process complaints of disability discrimination.

    And those left at OCR appear to be applying a conservative interpretation of civil rights law that doesn’t recognize transgender students’ gender identity. The Trump-era OCR has actively targeted institutions for allowing trans women in women’s sports. It’s also focused on ending programs and practices that specifically benefit minorities, to the exclusion of whites.

    Civil rights advocates are calling for states to step up.

    “We cannot stop what is happening at the federal level,” Williams said. “There’s plenty of lawsuits that are trying … but, in the meantime, what do we as a state do?”

    One of those ongoing suits, filed by the Victim Rights Law Center and two parents in April, alleges that shrinking OCR harms students from protected classes. It argues that the federal OCR cuts left “a hollowed-out organization incapable of performing its statutorily mandated functions,” adding that “without judicial intervention, the system will exist in name only.” But that intervention may not work in students’ favor—judges have issued preliminary injunctions, but the Supreme Court has, so far, allowed the Education Department layoffs to continue.

    Shelby Chestnut, executive director of the Transgender Law Center and a Pennsylvania resident, said, “States need to be picking up some of the slack.”

    “If more states with Democratic leaders started to propose such offices or legislation or money, it would likely create a bigger conversation,” Chestnut said.

    He noted that during the Obama administration, the federal government sued North Carolina over its controversial law banning trans people from using bathrooms matching their gender identity. But that’s not something the Trump administration would do. Chestnut said some states are now saying—and more should be saying—“OK, you won’t do your job, so we’ll do your job for you.”

    Beth Gellman-Beer, who was director of the Philadelphia regional office of the federal OCR before the Trump administration laid her off, said she doesn’t know of other states creating a new state-level agency like the one that’s been proposed in Pennsylvania. Even there, Republicans control the state Senate, and the legislation isn’t certain to pass. She said other state legislatures “should be really thinking about this and taking immediate steps to build out some kind of civil rights unit to help students in their state.”

    Some states already have their own agencies that protect civil rights in higher ed, Gellman-Beer said, including the existing Pennsylvania Human Relations Commission. But she said these entities “are traditionally severely understaffed and don’t have the resources and relied heavily on OCR.”

    Chad Dion Lassiter, executive director of the Pennsylvania Human Relations Commission, agreed with Gellman-Beer’s assessment of commissions like his. Lassiter said he feels “sheer exuberance” over the proposed legislation—which he said would be even greater if the new Office of Civil Rights were created in his agency.

    “Give us 20 additional staff and we’ll do the work,” Lassiter said. Ideally, 15 would be investigators in his agency’s education division and five would be attorneys, he said.

    “Each state that has a human relations commission should have an educational component,” he said. “Fund these commissions.”

    Gellman-Beer said the only true fix is to restore a federal OCR—because even if some states do step up, students’ rights will be contingent on where they live.

    “It used to be, under the model prior to this administration, that the promise for equal educational opportunity was across the board,” she said.

    Unequal Rights Across States

    For a student going before a state-level OCR in a state that doesn’t recognize their identity, the process could be as fruitless as seeking help from the Trump-era federal OCR. The Movement Advancement Project, which advocates for LGBTQ+ rights, says 27 states have laws banning trans students from participating in sports matching their gender identity. Such laws don’t all affect postsecondary students, but they often do, the organization said.

    Nicholas Hite, a senior attorney at Lambda Legal, which advocates for LGBTQ+ people in court, said the federal OCR was supposed to provide a single, consistent application of federal legal protections. Now, he said, “that just isn’t happening—they’re just refusing to do it.”

    “If we’re relying on states to be the enforcement mechanism, we’ve created this patchwork where each state is going to take their own approach,” Hite said.

    Universities in states with laws recognizing trans students’ rights have to decide whether to comply with those laws or with the Trump administration’s approach. The administration, using massive cuts to federal research funding, forced concessions from the University of Pennsylvania for allowing a trans woman to compete in women’s sports. But Scott Lewis—a co-founder of the Association of Title IX Administrators and managing partner of TNG Consulting, which advises higher ed institutions on civil rights issues—said so far he’s seen blue-state universities handling discrimination complaints like they did before Trump retook office.

    Lassiter, of the Pennsylvania Human Relations Commission, said, “It’s important for people to know you still have protections under the state.” But protections for trans students can be unclear.

    His agency enforces state laws protecting students against discrimination based on gender identity, but wouldn’t directly answer whether that means it would order a university to allow a trans woman to play on a woman’s sports team. Lassiter said his agency avoids “cultural wars.”

    Students facing discrimination of all sorts can still sue under federal civil rights law in lieu of seeking help from the federal OCR or any state version of that agency. But personal lawsuits can be expensive.

    Williams, the Pennsylvania state senator, noted that lawsuits may also not wrap up by the time a student graduates. Gellman-Beer, the former federal OCR employee, said they also often lead to individual remedies for a victim, rather than “systemic interventions to make sure that the problem doesn’t occur again for other students.” That was the kind of broad solution the federal OCR could achieve, she said.

    Hite welcomed people whose rights are being infringed, or who are concerned about others’ rights, to reach out to Lambda Legal. He noted the federal OCR did much of its work through negotiating with universities to fix issues, rather than pursuing litigation. If the federal OCR is no longer doing these negotiations, the burden is placed on students and parents to sue to uphold their own rights—while an added cost of litigation is also placed on universities, he said.

    Lewis said that if the Trump administration continues its trajectory, people who don’t feel they’re being served at the federal level will go to the state level.

    “If the federal government won’t do it,” he said, “the states are going to be left to do it.”

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  • AI in Higher Education: Academic Thought Leadership

    AI in Higher Education: Academic Thought Leadership

    How Faculty Expertise Boosts AI Search Results in Higher Ed

    Many higher education enrollment teams assume that the key to growth is spending more on paid leads. It feels logical: increase visibility, boost inquiries, fill the pipeline. Yet, too often, they end up paying for quantity, not quality — resulting in higher budgets that fail to yield students who are a good fit. They see short-term spikes in inquiries, followed by low conversion rates and retention challenges from mismatched students. 

    Achieving sustainable enrollment growth doesn’t have to mean spending more. What’s needed instead is smarter strategies that enable institutions to attract the right students earlier in the decision process — when they’re still exploring their options, defining their goals, and forming impressions of institutions’ credibility. 

    Shifting the focus of enrollment strategies from paid acquisition to earned attention — building organic visibility, authority, and trust with prospects before they fill out an application form — is the key to true growth. This approach is increasingly important as more and more students use artificial intelligence (AI) to navigate their higher education journey. 

    Building Organic Demand with AI and GEO 

    AI is reshaping how students discover institutions and their programs. While Google used to dominate prospective students’ search efforts, they are increasingly using AI-powered search assistants such as ChatGPT and Gemini to find, summarize, and compare higher education offerings. A 2025 study by the Online and Professional Education Association (UPCEA) found that roughly 50% of prospective students use AI tools at least weekly to research programs, including about 24% who use them on a daily basis. 

    As AI’s role in higher education marketing expands, institutions have begun to adopt generative engine optimization (GEO) strategies to improve their visibility in AI-driven search results. Unlike standard search engine optimization (SEO) — which focuses on keywords and backlinks — GEO prioritizes structured, authoritative content that AI systems can easily understand, cite, and incorporate into their responses. 

    When institutions feed these systems with content featuring faculty-driven subject matter expertise and clearly structured information, they train the AI algorithms to view them as authoritative and credible, and to surface them in students’ search results more often. This makes it easier for these institutions to engage high-intent students earlier in their enrollment journey.

    The Role of Faculty in Building Authority 

    No one conveys academic quality and institutional credibility better than the people who embody them. Faculty members represent some of an institution’s most trusted — yet often underutilized — marketing assets. Their expertise not only validates the institution and its programs but also humanizes them. 

    When faculty voices appear in thought leadership articles, Q&A features, or explainer videos, they do more than share knowledge — they strengthen confidence in the institution among both prospective students and their families. 

    Leveraged strategically, faculty expertise can enhance multiple facets of an institution’s marketing ecosystem:

    • Public relations: Faculty insights can position schools as trusted commentators in media coverage on industry trends. 
    • Search: Content that highlights subject matter expertise is seen as more credible by both traditional search engines and AI assistants, improving the content’s organic rankings and GEO performance. 
    • Enrollment marketing: Faculty-driven content that targets prospective students — such as video Q&As, informative blog posts, and interactive webinars — can help bridge the gap for these prospects between aspiration and application.

    When institutions center faculty in their marketing efforts, they connect academic storytelling with enrollment strategy, transforming their outreach from promotion into education.  

    Improving Efficiency and Results

    Today, higher ed enrollment growth depends on smarter strategy — not higher spending. Institutions can achieve greater success by balancing their paid and organic channels, building durable content engines, and aligning their marketing spend with actual enrollment outcomes.

    Balance Paid and Organic Marketing               

    Paid campaigns still have great value. But overreliance on them can drive up cost-per-enrollment (CPE) while producing prospective students who are a weaker fit. According to data from UPCEA, the average cost per enrolled student is more than $2,800. By mixing organic channels — faculty thought leadership pieces, GEO-friendly content — with paid efforts, institutions can achieve lower long-term costs while improving the fit and retention of their prospects.

    Create a Long-Term Content Engine               

    Temporary campaigns can deliver short-term boosts, but real authority that leads to sustainable enrollment growth stems from consistent, faculty-led content. Building a content engine anchored in faculty expertise and optimized for AI and GEO is essential, allowing institutions to maintain their visibility and credibility. Over time, this strategy can lower acquisition costs, boost engagement, and support retention.

    Align Marketing Spend With Enrollment Outcomes               

    Too often, marketing dollars are funneled toward maximizing the volume of leads rather than focusing on actual outcomes. True budget efficiency comes from aligning spend with each stage of the student life cycle — supporting strategies that move prospects from application to enrollment to persistence. When institutions’ budgets prioritize quality, engagement, and long-term fit over volume, they can strengthen both their conversion rates and their retention outcomes. 

    Key Takeaways

    • More leads don’t always translate to real growth. Sustainable enrollment comes from reaching the right students — not just more of them. 
    • By embracing GEO, leveraging AI in their higher education marketing strategy, and elevating faculty expertise, institutions can deliver content that builds organic authority and attracts qualified prospects earlier in their decision journey. This approach reduces institutions’ reliance on paid efforts, improves their cost efficiency, and enhances their credibility. 
    • Schools that invest in faculty-led content strategies can gain stronger conversions, better retention, and enduring brand trust — the foundation of meaningful, measurable enrollment growth.

    Drive Enrollment With Faculty Voices

    At Archer Education, we partner with accredited institutions to help them leverage AI and faculty thought leadership to build their credibility and drive their enrollment growth. Contact our team to learn how our tech-enabled marketing and enrollment solutions can help your institution attract the right students more efficiently. 

    Sources

    Association to Advance Collegiate Schools of Business, “Greater Impact Through Faculty Thought Leadership”

    Online and Professional Education Association, “AI Tools Are Driving Prospective Student Decisions, UPCEA and Search Influence Research Shows”

    Online and Professional Education Association, “How Higher Education Marketing Metrics Help You Boost Enrollment”

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  • Advocates warn of risks to higher ed data if Education Department is shuttered

    Advocates warn of risks to higher ed data if Education Department is shuttered

    by Jill Barshay, The Hechinger Report
    November 10, 2025

    Even with the government shut down, lots of people are thinking about how to reimagine federal education research. Public comments on how to reform the Institute of Education Sciences (IES), the Education Department’s research and statistics arm, were due on Oct. 15. A total of 434 suggestions were submitted, but no one can read them because the department isn’t allowed to post them publicly until the government reopens. (We know the number because the comment entry page has an automatic counter.)

    A complex numbers game 

    There’s broad agreement across the political spectrum that federal education statistics are essential. Even many critics of the Department of Education want its data collection efforts to survive — just somewhere else. Some have suggested moving the National Center for Education Statistics (NCES) to another agency, such as the Commerce Department, where the U.S. Census Bureau is housed.

    But Diane Cheng, vice president of policy at the Institute for Higher Education Policy, a nonprofit organization that advocates for increasing college access and improving graduation rates, warns that shifting NCES risks the quality and usefulness of higher education data. Any move would have to be done carefully, planning for future interagency coordination, she said.

    “Many of the federal data collections combine data from different sources within ED,” Cheng said, referring to the Education Department. “It has worked well to have everyone within the same agency.”

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    She points to the College Scorecard, the website that lets families compare colleges by cost, student loan debt, graduation rates, and post-college earnings. It merges several data sources, including the Integrated Postsecondary Education Data System (IPEDS), run by NCES, and the National Student Loan Data System, housed in the Office of Federal Student Aid. Several other higher ed data collections on student aid and students’ pathways through college also merge data collected at the statistical unit with student aid figures. Splitting those across different agencies could make such collaboration far more difficult.

    “If those data are split across multiple federal agencies,” Cheng said, “there would likely be more bureaucratic hurdles required to combine the data.”

    Information sharing across federal agencies is notoriously cumbersome, the very problem that led to the creation of the Department of Homeland Security after 9/11.

    Hiring and $4.5 million in fresh research grants

    Even as the Trump administration publicly insists it intends to shutter the Department of Education, it is quietly rebuilding small parts of it behind the scenes.

    In September, the department posted eight new jobs to replace fired staff who oversaw the National Assessment of Educational Progress (NAEP), the biennial test of American students’ achievement. In November, it advertised four more openings for statisticians inside the Federal Student Aid Office. Still, nothing is expected to be quick or smooth. The government shutdown stalled hiring for the NAEP jobs, and now a new Trump administration directive to form hiring committees by Nov. 17 to approve and fill open positions may further delay these hires.

    At the same time, the demolition continues. Less than two weeks after the Oct. 1 government shutdown, 466 additional Education Department employees were terminated — on top of the roughly 2,000 lost since March 2025 through firings and voluntary departures. (The department employed about 4,000 at the start of the Trump administration.) A federal judge temporarily blocked these latest layoffs on Oct. 15.

    Related: Education Department takes a preliminary step toward revamping its research and statistics arm

    There are also other small new signs of life. On Sept. 30 — just before the shutdown — the department quietly awarded nine new research and development grants totaling $4.5 million. The grants, listed on the department’s website, are part of a new initiative called, “From Seedlings to Scale Grants Program” (S2S), launched by the Biden administration in August 2024 to test whether the Defense Department’s DARPA-style innovation model could work in education. DARPA, the Defense Advanced Research Projects Agency, invests in new technologies for national security. Its most celebrated project became the basis for the internet. 

    Each new project, mostly focused on AI-driven personalized learning, received $500,000 to produce early evidence of effectiveness. Recipients include universities, research organizations and ed tech firms. Projects that show promise could be eligible for future funding to scale up with more students.

    According to a person familiar with the program who spoke on background, the nine projects had been selected before President Donald Trump took office, but the formal awards were delayed amid the department’s upheaval. The Institute of Education Sciences — which lost roughly 90 percent of its staff — was one of the hardest hit divisions.

    Granted, $4.5 million is a rounding error compared with IES’s official annual budget of $800 million. Still, these are believed to be the first new federal education research grants of the Trump era and a faint signal that Washington may not be abandoning education innovation altogether.

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about risks to federal education data was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

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  • Week In Review: Special education debates ramp up

    Week In Review: Special education debates ramp up

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    Most clicked story of the week:

    The U.S. Department of Education’s downsizing under the Trump administration has intensified debate among parents, special education advocates and policy experts about the federal government’s role in serving students with disabilities. Some critics of the Education Department’s Office of Special Education Programs say an overhaul is needed to improve responsiveness to parents’ concerns and school districts’ needs, while others have called for the office, which oversees implementation of the Individuals with Disabilities Education Act, to be eliminated altogether. 

    Advocates, however, have warned that shrinking the department would “decimate implementation of key education and disability laws.”

    Number of the week:

     

    6%

    The size of enrollment declines in Wisconsin for the 2025-26 school year, based on preliminary unaudited state data recorded in September and compared to the same time the previous school year. That amounts to about 46,180 students. Numerous states and districts nationwide are seeing enrollment trend downward due to factors such as declining birthrates and competition from school choice initiatives.

    Policies in the spotlight

    • California’s McKinleyville Union School District was making progress on a key mental health initiative, having won a $7.2 million grant in October 2024 from the U.S. Department of Education that would help it hire the equivalent of six full-time credentialed school social workers, psychologists or counselors over the next five years. The funds were also expected to help the district hire three full-time instructional coaches to implement a multi-tiered system of supports. However, almost five months into its mental healthcare system overhaul, the rug was pulled out from under the district’s plans when the Trump administration canceled those school mental health grants. 
    • There’s still no official plan from the Trump administration to move special education oversight from the U.S. Department of Education to another federal agency such as the U.S. Department of Health and Human Services. Over the past several weeks, however, advocates have sent multiple letters and hosted online forums to stave off such a transition. 
    • All Colorado public school students will continue to have access to free school meals after voters on Tuesday approved two state referendums, one of which — Proposition MM — will raise state income taxes for those earning an annual income of $300,000 or more. Backed by 58% of voters, Proposition MM will increase the average income tax by $486 for Colorado residents at that income threshold, providing an expected additional $95 million in annual revenue for the state to continue funding its universal school meals program approved by voters in 2022.

    What’s working in classrooms?

    • Some upsides of using artificial intelligence chatbots to help students improve writing and studying skills are that these tools can act as coaches or mentors when humans aren’t available, offering generic but reasonably good and “relatively creative” feedback to middle and high school students during brainstorming, says Sarah Levine, assistant professor at the Stanford University Graduate School of Education. On the other hand, she says, students sometimes “hand over the thinking work” of writing to bots, which create the end product quickly — and “they can do B-plus work all the time.”
    • Teachers and school leaders can take certain approaches to ensure students with autism thrive in the classroom. Among the best practices are direct and multisensory instruction, role-playing and modeling behaviors, employing a variety of communication strategies, and being sensitive to overstimulating situations.
    • Despite state and district leaders making significant progress in closing student access gaps to devices, internet and other technology, these gains haven’t led to “meaningful improvements in teaching and learning,” according to a report from the State Educational Technology Directors Association and other education organizations. The report said a “digital use divide” is persisting, at least partially due to a lack of sustained teacher professional development to help students engage in deeper learning experiences through technology — especially as AI becomes more prevalent.

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  • Support Career Agency for International Scientists (opinion)

    Support Career Agency for International Scientists (opinion)

    International Ph.D. students and postdoctoral scholars drive a large share of the United States’ scientific research, innovation and global competitiveness. Yet these visa holders often face systemic barriers that limit their ability to build independent, fulfilling careers. Restricted access to fellowships and immigration constraints can stifle career agency, forcing the nation’s institutions to lose out on the very global talent they train to fuel discovery and progress.

    Drawing from insights in our recently released book, Thriving as an International Scientist (University of California Press), this essay outlines key challenges that international scientists face and concrete steps universities, employers and scientific societies can take to enable their dynamic career success.

    Systemic Barriers to Career Independence

    The U.S. depends on international talent to sustain its scientific enterprise. In 2023, nearly 41 percent of Ph.D. students and 58 percent of postdocs in U.S. universities were visa holders, and international scholars made up 34 percent of Ph.D. graduates in 2022, an increase from just 11 percent in1977.

    While U.S. universities still lead globally in training and employing a robust international scientific workforce, the recent anti-immigrant climate in the U.S. and growing global competition for STEM talent threatens this long-standing advantage. Two issues impacting international scientists stand out as particularly urgent: limited access to independent research fellowships and visa policies that restrict career flexibility.

    • Fewer fellowships lead to reduced agency. International scientists have access to fewer fellowships for supporting their independent research ideas. Data on primary sources of STEM doctoral student funding indicates 17 percent of international Ph.D. students relied primarily on fellowships, scholarships or dissertation grants in 2022, compared to 29 percent of their U.S. citizen and permanent resident peers. More than half of international Ph.D. students in science and engineering across U.S. universities relied on faculty-directed funding, through research assistantships, compared with just a third of domestic students (citizens and permanent residents).

    This reliance limits their autonomy to define research directions or confidently pursue professional development and internship opportunities. As a result, only 22 percent of international Ph.D. graduates from U.S. universities committed to academic careers (excluding postdocs) in 2022, in part due to a significant lack in independent funding experience—a key qualification for faculty roles.

    • Visa constraints on career mobility. Visa regulations often confine international scientists to narrowly defined “research-related” roles in academia or industry. This restriction effectively locks them out of emerging career paths in the business of science, science policy, science communication, entrepreneurship, university administration and nonprofit leadership until they obtain permanent residency.

    They are also disproportionately vulnerable to economic downturns or layoffs. Work visas typically allow a 60-day grace period to secure new employment and maintain legal immigration status, putting tremendous pressure on individuals and families. With rising costs and uncertainty surrounding H-1B work visas, employers may also hesitate to hire international scientists, compounding career instability for this essential segment of the STEM workforce.

    What Universities Can Do

    We expand on recommendations offered to universities in the International Talent Programs in the Changing Global Environment consensus report from the National Academies of Sciences, Engineering and Medicine and by the Association of American Universities’ Ph.D. Education Initiative. Universities can take the following actions to better support international Ph.D. students and postdocs:

    • Expand access to independent funding. Increase visibility of funding through databases such as Pivot and create matching fellowship opportunities from institutional, corporate and philanthropic sources that are open to noncitizens.
    • Track and leverage alumni outcomes. Analyze Ph.D. and postdoctoral career outcomes by citizenship and location in order to strengthen alumni mentorship and global networks for trainees.
    • Specialized professional development for Ph.Ds. Provide training in in-demand and holistic skills to address wicked problems, advance emerging technologies and foster knowledge of a range of careers for STEM Ph.D. holders.
    • Integrate career development into curricula. Embed professional development and career preparation within graduate and postdoctoral programs, rather than limiting them to extracurricular workshops, in order to encourage international scientists to participate.
    • Foster equitable access to internships. Simplify and expand opportunities for experiential learning by using the Curricular Practical Training path. Departments can offer internship courses through which students can use CPT or encourage them to incorporate insights from their internships into the dissertation. Creating more practical opportunities for students to broadly apply their research skills enables their success in getting work visas for diverse careers.

    At Princeton University, one of us developed a specialized professional development series for international graduate students integrating creative design, intentional career planning, immigration literacy and strategies for global careers. This approach helps international scholars build resilience, community and agency in navigating complex systems and uncertain futures.

    The Role of Scientific and Professional Societies

    Scientific and professional societies hold powerful levers for nationwide systemic change. Through initiatives that foster advocacy, partnerships and innovation, they can amplify the impact of international scientists and shape more inclusive policies.

    • Diversify funding models. As scientific leaders reconsider how to continue funding STEM research including for graduate and postdoctoral programs at scale in the U.S. through convenings (e.g., by NASEM and UIDP), public-private-philanthropic partnerships must intentionally include considerations by and for international graduate students and postdocs in their planning and implementation.
    • Require professional development. Foundations and philanthropic funders can make career and professional development a standard component of fellowships and sponsored research grants, following the precedents set by the National Science Foundation and the National Institutes of Health.
    • Mobilize advocacy through data. Public-facing dashboards such as the NAFSA International Student Economic Value Tool and OPT Observatory from the Institute for Progress, demonstrate the economic and intellectual value of international scientists. These are powerful tools for storytelling, advocacy and policy change.
    • Encourage immigration innovation. Beyond ongoing legislative efforts like the bipartisan Keep STEM Talent Act aiming to support the U.S. STEM workforce, the philanthropic sector can also pilot creative solutions. For instance, Renaissance Philanthropy’s Talent Mobility Fund raises awareness of underutilized immigration pathways such as O-1 and J-1 visas, diversifying routes available for STEM researchers.

    Employer Responsibility

    Employers across all sectors—universities, for-profit industries and nonprofit organizations—have a shared responsibility to create transparent, informed hiring practices for visa holders. Too often, candidates are left to initiate uncomfortable sponsorship discussions during job interviews. Instead, hiring managers should proactively coordinate with human resources and legal teams before posting positions to determine sponsorship possibilities, costs and timelines. Even small changes, such as explicitly noting “visa sponsorship available” (or not available) in job descriptions, can make a significant difference in promoting fairness and equity in hiring.

    Moving Forward: Shared Responsibility for Systemic Change

    The ability of international scientists to thrive is not just a matter of ethics and fairness—it is a strategic imperative for the future of American science and innovation. Universities, scientific societies, funders and employers have a shared responsibility to participate in removing systemic barriers and expanding opportunities for international scientists in a variety of careers.

    While large-scale policy change may take time, meaningful progress is possible through small, immediate steps:

    • Expanding access to independent funding and internships,
    • Increasing transparency through data, and
    • Fostering mentorship and advocacy networks.

    By enabling international scientists to build dynamic, independent careers, we strengthen not only their futures but also the vitality and global leadership of the U.S. research enterprise.

    Sonali Majumdar (she/her) is assistant dean for professional development in Princeton University’s Graduate School and author of Thriving as an International Scientist: Professional Development for Global STEM Citizens (October 2025, University of California Press). She is a member of the Graduate Career Consortium—an organization providing an international voice for graduate-level career and professional development leaders.

    Adriana Bankston (she/her) is a strong advocate for the research enterprise and supporting the next-generation STEM workforce and a former AAAS/ASGCT Congressional Policy Fellow in the U.S. House of Representatives. She contributed to a chapter in Thriving as an International Scientist on systemic reforms and policy change in academia.

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  • U.S. Universities Are National Security Assets (opinion)

    U.S. Universities Are National Security Assets (opinion)

    For too long, Americans have underestimated the strategic value of our universities. The popular belief is that higher education’s chief contribution to national security is soft power—the goodwill generated by cultural exchange, academic diplomacy and global networking. That’s accurate, but it’s only a small part of the security story.

    The vast majority of our 4,000-odd colleges and universities (including the elite ones) are hardly the ivory towers so associated with so-called woke movements and high-profile culture wars. Many, in fact, are the R&D labs of our national security infrastructure. They are the training grounds for the nation’s cyber warriors, military leaders, intelligence officers and diplomats. To be sure, they are one of America’s most potent weapons in an era of fierce geopolitical competition.

    The Reserve Officers’ Training Corps is the military’s largest commissioning source, with a footprint that spans the nation. Army ROTC alone operates at about 1,000 college campuses and provides merit-based benefits to roughly 15,000 students each year. It produces approximately 70 percent of the officers entering the Army annually, commissioning around 5,000 second lieutenants in a typical year.

    The scale is cross-service: Air Force ROTC maintains 145 host detachments with more than 1,100 partner universities and commissioned 2,109 Air Force and 141 Space Force officers in 2022. Navy/Marine Corps ROTC fields 63 units hosted at 77 colleges and extends to 160-plus colleges via cross-town agreements. Between 2011 and 2021, about 1,441 U.S. colleges and universities had at least one ROTC host, cross-town or extension unit—and every state has at least one host. Over its first century, ROTC has produced more than one million officers.

    The Department of Defense, as key partner with higher education, invests billions annually in university research. In fiscal year 2022 alone, the DOD’s research, development, test and evaluation budget authority reached $118.7 billion. For example, the Defense University Research Instrumentation Program awarded $43 million in equipment grants to 112 university researchers for the 2025 fiscal year. Entities like DARPA (the Defense Advanced Research Projects Agency), the Army Research Laboratory, and the Office of Naval Research fund breakthroughs in AI, quantum computing, hypersonics and cyber resilience. Universities partner with the Defense Department and other government agencies to conduct research in areas like drone technology, stealth aircraft and, historically, the development of the Internet and GPS.

    Cybersecurity is another front where U.S. universities lead with global distinction. The National Security Agency has designated nearly 500 campuses as national Centers of Academic Excellence in Cybersecurity. Universities like Carnegie Mellon, Purdue and the University of Texas at San Antonio run advanced programs focused on cryptography, digital forensics and cyber policy, partnering with both government and industry to build systems that repel state-sponsored hackers.

    Biosecurity is equally critical. The COVID-19 pandemic proved that viruses can fundamentally destabilize economies and national morale as quickly as warfare can. Johns Hopkins, Emory, Harvard and Vanderbilt Universities all were at the forefront of research on the coronavirus and vaccines. Land-grant universities like Texas A&M and Iowa State have long been securing our food supply against agroterrorism and climate threats. As just one example of this partnership, in 2024, the U.S. Department of Agriculture’s National Institute of Food and Agriculture announced $7.6 million in grants to 12 different universities focused on agricultural biosecurity.

    Then there’s the talent pipeline. American universities train the linguists, engineers, analysts and scientists who feed the Federal Bureau of Investigation, the Central Intelligence Agency, the Department of Homeland Security and the armed forces. Through partnerships with universities, the National Security Education Program, the Critical Language Scholarship and the National Security Language Initiative for Youth help produce graduates fluent in Arabic, Mandarin and Farsi—utterly essential skills for both diplomacy and national intelligence.

    Boren Scholars and Fellows are dedicated to harnessing their advanced linguistic and cultural skills within the federal government by securing a minimum of one year of employment in national security, actively strengthening the federal workforce and significantly elevating U.S. capabilities, deterrence and readiness.

    Meanwhile, China has built a centralized academic–military complex under its Military–Civil Fusion strategy. Top universities like Tsinghua and Beihang Universities are deeply integrated with the People’s Liberation Army, producing dual-use research in AI, quantum and hypersonics—technologies intended to challenge U.S. dominance. The National University of Defense Technology is a flagship institution in this network, known for dual-use supercomputing and aerospace research. This model is potent but currently lacks the kind of innovative potential of U.S. institutions.

    The U.S. system, by contrast, is decentralized, competitive and open. We often refer to this as “loose coupling”; the accompanying organizational dynamic is what enables so much of the innovative, interdisciplinary and cross-institutional work that U.S. higher education produces. But adequately funding this system is quickly becoming unsustainable and unpopular. The Trump administration is cutting funding for politically inconvenient fields—such as climate science, public health and international cooperation—and subjecting grant applications to political review. Many of these cuts target areas of academic inquiry that may appear obscure to the public but are fundamental to the foundational domains of national security. It is also worth noting that recent research suggests that the already high public and private returns to federally funded research are likely much higher than those reflected in current estimates.

    Focusing solely on weapons labs while neglecting other strategic fields is short-sighted and dangerous. Security is not merely about firepower—it’s about the stability of the knowledge-based society. Public health, basic sciences, environmental resilience, diplomacy and social cohesion are just as critical to preventing conflict as advanced missiles and cyber weapons. To be sure, our colleges and universities contribute, almost beyond measure, to the stability of U.S. civil society through each of these domains.

    Universities are not optional in the defense of this republic—they are indispensable. Undermine them and we hand our international competitors the high ground in both technology and ideas. In the contest for global leadership, the fight won’t just be won on battlefields. It will be won in classrooms, labs and libraries.

    Brian Heuser is an associate professor of the practice of international education policy at Peabody College of Vanderbilt University. For much of his career, he has worked on numerous projects related to national security education, including with the Boren Scholars Program, the former Edmund S. Muskie Graduate Fellowship Program and as a U.S. Embassy policy specialist to the Republic of Georgia.

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  • Fla. Board Says Syllabi, Reading Lists Must Be Posted Publicly

    Fla. Board Says Syllabi, Reading Lists Must Be Posted Publicly

    Photo illustration by Justin Morrison/Inside Higher Ed | Liudmila Chernetska, Davizro and DenisTangneyJr/iStock/Getty Images

    Faculty at all Florida public universities must now make syllabi, as well as a list of required or recommended textbooks and instructional materials for each class, available online and searchable for students and the general public for five years.

    The new policy is part of an amendment to the Florida Board of Governors’ regulation on “Textbook and Instructional Materials Affordability and Transparency,” and it passed unanimously without discussion at a board meeting Thursday. On the agenda item description, board officials cited improved transparency as the impetus for the rule, which is meant to help students “make informed decisions as they select courses.” But some faculty members say it’s designed to chill academic freedom and allow the public to police what professors teach in the classroom.

    “Many of my colleagues and I believe that this is yet another overreach by political appointees to let Florida’s faculty know that they are being watched for potentially teaching any content that the far right finds problematic,” said John White, a professor of English education and literacy at the University of North Florida. He said officials at his institution told faculty members they must upload their syllabi for 2026 spring semester classes to Simple Syllabus, an online syllabi hosting platform, by December.

    “Florida’s universities are being run in an Orwellian manner, and working as a faculty member in Florida is increasingly like living in the world of Fahrenheit 451,” he said.

    According to the approved amendment, professors must post the syllabi “as early as is feasible” but no fewer than 45 days prior to the start of class. Public syllabi must include “course curriculum, required and recommended textbooks and instructional materials, goals and student expectations of the course, and how student performance will be measured and evaluated, including the grading scale.” Individualized courses like independent study and theses are exempt from the rule.

    The Florida Board of Governors did not respond to Inside Higher Ed’s questions about the amended policy, including a question about when it will start being enforced.

    Concerns About Faculty Safety

    It’s not a unique policy, even in Florida. Since 2013, the University of Florida has required professors to post their syllabi online—but only three days prior to the start of class, and they have to remain publicly available for just three semesters. Now, all Florida public universities, including the University of Florida, must follow the new rules. A UF spokesperson told Inside Higher Ed the university is waiting for the Board of Governors to share guidance about when the new policy will be enforced.

    “Even before the rule, most faculty members have been posting anyway to advertise their course. Faculty members in fact prefer to post in advance and certainly have nothing against posting,” said Meera Sitharam, a professor in the department of computer and information science and engineering, and president of the University of Florida’s 2,150-member United Faculty of Florida union. The faculty she spoke with primarily took issue with the new 45-day deadline, which is “quite early for a posting containing all the details” of a syllabus, she said. They are also concerned that they will no longer be able to make changes to reading lists midsemester.

    “A good-quality discussion class would permit the instructor to assign new reading as the course proceeds. This would now be disallowed,” Sitharam said. “The effect of this is likely to be that an overlong reading list is posted by the faculty member just to make sure that they don’t miss anything they might want to assign. And much of the reading list may never be assigned.”

    Texas similarly requires all faculty at public institutions to make a version of their syllabus public. Indiana implemented a law in July requiring public institutions to publish all course syllabi on their websites, and this fall, the University System of Georgia introduced a new policy requiring faculty to post syllabi and curriculum vitae on institution websites.

    Some faculty members in those states have seen firsthand the risks of posting syllabi online; several professors have been harassed and doxed over course content in their online syllabi. Florida faculty are concerned the same thing could happen to them; several faculty members believe that the board passed the rule with the intent of siccing the general public on professors who teach about topics that conservative politicians don’t like.

    “The sole purpose is to subcontract out the oversight of all of our courses, so that if there’s some independent entity or individual that wants to look at the College of Education at Florida State, and they spend two months doing a deep dive into all of the classes, then they’ll come up with: ‘Here at Florida State we found these five classes that don’t meet [our standards],’” said William Trapani, communications and multimedia studies professor at Florida Atlantic University. “Why else would you have that capacity to make this data bank and make it publicly accessible for five years?”

    Stan Kaye, a professor emeritus of design and technology at the University of Florida, sees concerns about the policy as overblown. “I cannot see why making syllabi public at a public institution is a problem for anyone—I would think that promoting your work and subject is generally a good thing,” he said. “If you are afraid you are teaching something illegal or that lacks academic integrity and you want to keep it secret, that should be a problem.”

    Faculty safety is the primary concern for James Beasley, an associate professor of English and president of the faculty association at North Florida.

    “The most important issue related to this requirement is the safety of our faculty, both online and in person. The concern is that faculty will be exposed to external trolls of course content and that the publication of course locations will expose faculty to location disclosures,” Beasley said in an email. While it is typical for syllabi to include course meeting times and locations, the new board policy does not require that information to be posted online.

    Trapani also said that because of the five-year syllabus retention period, faculty are worried they could be retroactively harassed for teaching about something the public finds unfavorable from a class several years ago. White has similar concerns.

    “I’m teaching a course that utilizes neo-Marxist theory to critique the idea of meritocracy—will the Board of Governors or members of the public falsely claim I’m teaching communism or that I’m teaching students to hate their country? If a history professor or a social studies education professor is discussing redlining or Jim Crow laws, will they later be critiqued for teaching students about institutionalized racism or sexism?” White said.

    Ultimately, Trapani believes the amended syllabi policy is an attempt to insulate the Board of Governors from public criticism.

    “Florida will make a lot more sense to outsiders if its policymaking is viewed through a lens of fear,” he said. “They’ve deputized an army of outsiders to pore through records older than most students’ time at the university—all so that they cannot be accused of missing something … It’s just another way in which faculty employment conditions and physical safety are made more precarious by the endless barrage of false claims about our teaching practices.”

    Josh Moody contributed to this report.

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  • Skills-based higher education driving student financial support

    Skills-based higher education driving student financial support

    Author:
    Peter Gray

    Published:

    Over the weekend, HEPI published a blog on reclaiming education through localisation for Afghan women and a blog on the future of languages in multilingual Britain.

    Today’s blog was kindly authored by Peter Gray, CEO and Chairman of the JS Group.

    If universities are to adapt to the latest skills-led demands of the Government (and to match the stated national future industry priorities), they will need to look well beyond their course and employability provision at many other aspects of the student experience.

    One such key area is in the connection between student financial support and employability opportunities. It is important that those students from lower-income or more restricted backgrounds are financially equipped and able to take advantage of, for example, off-campus experiences with employers to ensure they aren’t denied these frontline opportunities for skills development and for making connections. While there are many charities working to structure and access these opportunities, it is the funding itself to enable this full participation that needs particular attention.

    That’s why I can foresee a new demand for universities to steer more and more bursaries, scholarships, and special-case funding streams towards helping students with skills-based experiences. It is a trend that is already growing – as JS Group’s latest annual analysis of patterns in student financial support demonstrates. In recent years, we’ve assessed the overall use of £296 million of such support provided to 584,000 students.

    In the last 12 months (the 2024/25 academic year), we have looked at the use of this funding by students, the formats of payments and the timelines of when funding is being used and applied. This data (from our Aspire platform) is immensely important as it can draw on real-time and (student) user-based experiences to ensure universities have the evidence to make future decisions about their student support investments.

    A notable trend this year – which is in part explained by an expansion of participating universities providing data and the use of funding from Turing and Taith public funding schemes – is in how more and more students are using cash-based support from their institution to address the costs of work placements or associated travel, or to recover such expenses.

    Expenses claims are up by more than six per cent, use of placement funds is up three per cent and travel is up by more than one per cent. Our indicators show more action in these areas alongside continued support for accommodation, household bills, groceries and course-based resources.

    Our feedback survey of students as funding beneficiaries also shows the value that they place on funding for levelling-up (in terms of their ability to participate in opportunities) and for strengthening their perception of value and belonging with their university.

    If, as we expect, there will now be a national policy drive to steer more embedded work-related and skills-driven activities as part of the higher education experience, then it makes sense for universities to reassess how they are using their financial support beyond cost-of-living and cost-of-learning applications.

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