Tag: essential

  • Hope Is Essential to Success of Any Job Search (opinion)

    Hope Is Essential to Success of Any Job Search (opinion)

    We live in uncertain and unstable times. The job market is contracting due to economic uncertainty, political instability and the increase of AI-driven automation. In my role as a career adviser, I talk to many students and recent graduates who have faced a long and difficult job search. The words and phrases I hear most often in these conversations are “dejected,” “soul-crushing,” or “I feel like I am screaming into the void.” International students face an added challenge, with H-1B visas seeming out of reach as they become more difficult and expensive for employers to process.

    All of this uncertainty can lead to feelings of helplessness and hopelessness. What I hear from students, and in particular our international community at Columbia University, is, “What is the point of applying to jobs if no one will hire me?” Such self-defeating thoughts can lead to inaction and feelings of despair. Yet hope is essential to the success of any job search. Having hope or optimism that something will work out is central to achieving one’s goals.

    It is likewise essential that a career coach or adviser have a hopeful, positive attitude. A recent article published by the IZA Institute of Labor Economics describes how when people who were unemployed for a long period of time worked with caseworkers who had “strong confidence in the potential of their clients to find employment,” the relationship led to an increase in the client’s motivation and resilience, and to improved earnings and employment outcomes over time. Thus, our outlook as advisers can impact the students we are working with, so we must manage our own feelings of hopelessness. I find myself returning to Jane Goodall’s The Book of Hope: A Survival Guide for Trying Times for inspiration.

    Another source of inspiration I return to is a framework called Career Flow: A Hope-Centered Approach to Career Development, developed in 2011 by Spencer G. Niles, Norman E. Amundson and Roberta A. Neault. In the remainder of this article, I plan to provide career development professionals with an overview of this hope-based career development model and suggestions on how they can implement it to assist their students and graduates.

    In the theory, “Career Flow” is an analogy that compares different types of experiences in one’s career to the flow of water. Anyone who has felt “underwater” at work can understand this metaphor. Finding “optimal” flow in a professional setting means that your skills and personality match the tasks and requirements of your role. Below, I outline suggested steps based on the model to help you implement a hope-based approach to career advising.

    Step 1: Assessing and Establishing Hope

    Start by letting the advisee tell their story and share the challenges that they face. Listen and reflect back what you are hearing. But also start to consider the person’s outlook and demeanor. Many of the people I talk to, including federal workers who were laid off or furloughed, exhibit signs of hope even though they understand the current challenges they are facing and express frustration and sometimes fear. I have been surprised and impressed by people’s resilience and willingness to pivot, which I make sure to point out. That helps them see the strength they are exhibiting even in a moment of crisis.

    However, some people will present as mostly frustrated, with little hope. If you are talking to someone who seems particularly hopeless about their situation, it could be helpful to reflect that back to them. You might say, “What you just described to me seems like a very tough situation. I wonder if you might feel a sense of hopelessness?” Sometimes it just takes awareness for someone to realize that they need to shift their mindset. Validate their struggle, then help them reframe their point of view toward one that is more hopeful. For example, you could mention the Career Flow model that shows the positive benefits of having hope in a career search. If a student seems unwilling to shift, you might want to suggest that they seek extra support through family, friends or counseling services.

    Step 2: Self-Reflection and Self-Clarity

    Self-reflection and self-clarity are essential to any job search, including when it comes to establishing a hopeful approach. If someone is not clear about their own needs and values or has a lack of understanding of their situation and challenges, that person can struggle to succeed in their goals. Therefore, help them gain a greater sense of self-clarity by reflecting any key interests, skills and values you hear them describe in your conversation. At the same time, it is important to ask about possible challenges or obstacles to fully understand their situation and address hurdles standing in the way of their goals.

    If a student seems hopeless about succeeding in their goals, advisers can bolster hope by asking about areas of strength or asking them to describe a time they felt they succeeded when faced with a difficult task. Reminding students of past successes and helping to celebrate these wins can increase their sense of agency and help them believe they can overcome future challenges.

    Step 3: Visioning

    An inherently hopeful exercise, visioning is the ability to brainstorm future possibilities and identify desired outcomes. Sometimes, I talk to a student who is so focused on one goal, such as finding an academic job or postdoc position, that they forget to consider other opportunities where they can apply their skills and expertise. When starting the visioning process, encourage advises to imagine multiple ways of reaching their desired goal. This is also known as “pathways thinking” and, in the Career Flow model, quantity is more important than quality. When an extensive list of possible career paths is identified, the advisee should use self-reflection and self-clarity to narrow their options by selecting a few paths that best align with their interests, skills and values. Pathways thinking also supports advisees in being both flexible and adaptable, traits that are incredibly important in any job search.

    However, people who feel hopeless can sometimes lack the capability to consider other options. Help connect them to resources, such as career assessments like ImaginePhD, myIDP or O*Net, where they can gather information to explore different types of employment. Also, help them consider ways they can gain skills or experience through online courses, volunteering, on-campus work or internships.

    Step 4: Goal Setting and Planning

    Once a student has selected a few possible paths, then focus on setting specific, measurable, attainable, relevant and time-bound (SMART) goals. Students often set lofty or poorly defined goals such as, “I want to find a job.” Help them identify small, realistic steps they can take to achieve their main goal of employment. For example, suggest that they find a job they want to apply to and create a tailored résumé and cover letter for the role and then schedule another career advising session in two weeks to review the documents. Again, consider possible barriers to their goals and how they can overcome them.

    Step 5: Implementing and Adapting

    As students start to reach their incremental goals they will encounter either positive feedback (e.g. a request for an interview) or a lack of success (silence or rejection emails). As they gather more data, help them revise or relinquish possible paths that are no longer relevant or serving them. Sometimes, you will need to help them accept the fact that a goal might not be achieved. This process is known as radical acceptance, or giving in to your current reality. Help them see that finding employment during a period of uncertainty is difficult and can cause pain, but life can still be hopeful and joyful.

    Another approach is to help students see what they have control over. We might not be able to control the economy, but we can control our actions and our outlook, and we can seek out help when we need it or find support in community with others. Overall, be there as a source of support, guidance and encouragement.

    In conclusion, it can take substantial effort to choose to be hopeful in periods of uncertainty, but we must maintain hope even in the darkest of times. To quote C. R. Snyder, who writes about the psychology of hope, “in studying hope …, I observed the spectrum of human strength. This reminds me of the rainbow that frequently is used as a symbol of hope. A rainbow is a prism that sends shards of multicolored light in various directions. It lifts our spirits and makes us think of what is possible. Hope is the same—a personal rainbow of the mind.”

    So, let us be a rainbow for those we work with and help them to let hope, rather than despair, lead the way.

    Francesca Fanelli has 10 years of experience working with graduate-level students and is a licensed mental health counselor in the state of New York. She currently serves as senior associate director of graduate career development at Columbia University’s Graduate School of Arts and Sciences, where she specializes in career advising and event management.

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  • 5 essential AI tech tools for back-to-school success

    5 essential AI tech tools for back-to-school success

    Key points:

    By now, the 2025-2026 school year is well underway. The glow of new beginnings has faded, and the process of learning has begun in earnest. No doubt there is plenty to do, but I recommend that educators take a moment and check in on their teaching toolkit.

    The tools of our trade are always evolving, and if our students are going to get the most out of their time in class, it’s important for us to familiarize ourselves with the newest resources for sparking curiosity, creativity, and critical thinking. This includes the latest AI programs that are making their way into the classroom.  

    Here are five AI tech tools that I believe are essential for back-to-school success: 

    1. ChatGPT: ChatGPT has quickly become the all-in-one tool for generating anything and everything. Many educators are (rightly) concerned about ChatGPT’s potential for student cheating, but this AI can also serve as a built-in assistant for creating welcome letters, student-friendly syllabi, and other common documents for the classroom. If it’s used responsibly, ChatGPT can assist teachers by cutting out the busy work involved when planning and implementing lessons.   
    2. ClassroomScreen: ClassroomScreen functions as a modern-day chalkboard. This useful tool lets teachers project a variety of information on screen while simultaneously performing classroom tasks. Teachers can take straw polls, share inspiring quotes, detail the morning schedule, and even monitor volume without opening a single tab. It’s a simple, multipurpose tool for classroom coordination.     
    3. SchoolAI: SchoolAI is a resource generator that provides safe, teacher-guided interactions between students and AI. With AI becoming increasingly common, it’s vital that students are taught how to use it safely, effectively, and responsibly. SchoolAI can help with this task by cultivating student curiosity and critical thinking without doing the work for them. Best of all, teachers remain at the helm the entire time, ensuring an additional layer of instruction and protection.       
    4. Snorkl: Snorkl is a feedback tool, providing students with instant feedback on their responses. This AI program allows students to record their thinking process on a digital whiteboard using a variety of customizable tools. With Snorkl, a teacher could send students a question with an attached image, then have them respond using audio, visual tools such as highlighting, and much more. It’s the perfect way to inject a little creativity into a lesson while making it memorable, meaningful, and fun!   
    5. Suno: Suno is unique in that it specializes in creative song generation. Looking for an engaging way to teach fractions? Upload your lesson to Suno and it can generate a catchy, educational song in the style of your favorite artist. Suno even allows users to customize lyrics so that the songs stay relevant to the lesson at hand. If you need a resource that can get students excited about learning, then Suno will be the perfect addition to your teaching toolkit!

    The world of education is always changing, and today’s technology may be outdated within a matter of years. Still, the mission of educators remains the same: to equip students with the skills, determination, and growth mindset they need to thrive in an uncertain future. By integrating effective tools into the classroom, we can guide them toward a brighter tomorrow–one where inquiry and critical thinking continue to flourish, both within the classroom and beyond.

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  • Why mentorship networks are essential in the college admissions process

    Why mentorship networks are essential in the college admissions process

    Key points:

    As the vice president of academic affairs and a member of the admissions committee at SSP International (SSPI), a nonprofit organization offering immersive scientific experiences, I review hundreds of applications each year from rising seniors for our flagship program, Summer Science Program. What we’ve learned is that many of our bright and talented students are navigating their academic careers without access to the same supports as similarly high-achieving students.

    Where other Summer Science Program applicants might benefit from private tutors, college consultants, or guidance from parents familiar with the college application process and the high stress of today’s competitive college market, these students rise to the top of the applicant pool without leaning on the same resources as their peers.

    This is especially true for first-generation students who will be the first in their families to graduate from high school, go through the college admissions process, apply for financial aid, and enroll in college. Not only do they need to be more resourceful and self-reliant without the support of their personal networks, but they also often take on the responsibility of guiding their parents through these processes, rather than the other way around.

    School counselor shortage

    For many students who are underrepresented in academia, their exposure to different colleges, careers, and networks comes from their school counselors. While the American School Counselor Association (ASCA) recommends a minimum student-to-school counselor ratio of 250:1, the nationwide shortage of counselors led to a national average ratio of 385:1 between 2020-2023. That is a lot of strain on counselors who already serve as jacks of all trades–needing to keep up with evolving college admissions processes, understand the financial circumstances of hundreds of families, provide emotional support, and stay on top of the job market to advise accordingly. This ultimately affects the level of personalized counseling students receive.

    Making the college admissions process accessible

    In 2020, SSPI launched College Link, a mentorship program offering Summer Science Program alumni access to one-on-one or group mentoring. Mentors support students during their transition from high school to college through guidance on financial aid, early decision/early action processes, college applications, personal essay writing, resume workshopping, and more. To date, College Link has served over 650 mentees and recruited over 580 mentors sourced from SSPI’s 4,200 alumni network.

    This mentorship network comprises individuals from various backgrounds, leading successful and diverse careers in academia and STEM. Mentors like Dr. Emma Louden, an astrophysicist, strategist, and youth advocate who also helped develop the program, provided SSPI’s recent alumni with insights from their real-world professional experiences. This helps them explore a variety of careers within the STEM field beyond what they learn about in the classroom.

    Demographic data from last year’s Summer Science Program cohort showed that 37 percent of participants had parents with no higher education degree. That is why College Link prioritizes one-on-one mentoring for first-generation college alumni who need more personalized guidance when navigating the complexities of the college application and admission process.

    College Link also offers group mentoring for non-first-generation students, who receive the same services from several mentors bringing great expertise on the varying topics highlighted from week to week.

    With the support of College Link, nearly one hundred percent of Summer Science Program alumni have gone on to attend college, including MIT, Stanford, Harvard, Caltech and other prestigious institutions.

    Using College Link as a blueprint

    As the U.S. continues to face a counselor shortage, schools can further support students, especially first-generation students, through the college admissions process by creating mentorship networks using the College Link model. Schools can tap into their alumni network and identify successful role models who are ready to mentor younger generations and guide them beyond the admissions process. With the widespread implementation of Zoom in our everyday lives, it is now easier than ever to build networks virtually.

    Mentorship networks in schools can provide additional support systems for high school students and alleviate the pressures school counselors experience daily during college admissions season. Let’s continue to ensure the college admissions process is accessible to all students.

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  • English skills are more essential than ever – the first PISA FLA proves it

    English skills are more essential than ever – the first PISA FLA proves it

    There has been much hype over the role AI can play, with increased speculation that, as this technology evolves, the need for learning languages will become less important. 

    This is obviously not the case.

    Used properly, AI can bring enormous benefits to classrooms. But there’s really no substitute for human-to-human learning with a skilled language teacher. It remains critical for students in school systems around the world to continue to learn real-life communicative language skills. AI can teach you a substantial amount of words and grammar, but language is about real-life communication, and this takes practise and guidance that AI just can’t provide.

    When it comes to testing language skills, it’s the same picture. AI can give an indication of knowledge, but it cannot reliably measure what students can do with the language and how well they can communicate.

    The Introduction of the in-depth English test for PISA

    The need for quality English skills in the age of AI is recognised worldwide. This is best proved by the fact that, for the first time, the PISA survey has added an assessment of foreign language skills – starting with English.

    The PISA Foreign Language Assessment (FLA) is using in-depth high-quality tests, developed by Cambridge, to make sure that it gives a really accurate picture of each participant’s language skills. By this, we mean their ability to interact, understand nuance and apply their language skills to real-world situations.

    This first PISA FLA is currently testing the English skills of thousands of students in 21 countries and economies around the world, providing unprecedented insights into what makes English language teaching and learning effective. Insights that are vital during this time of rapid change. Having a clear picture of what works in terms of language teaching in schools around the world, as a basis for improving future generations’ language skills, means we can measure change, learn and evolve.

    Why communicative language skills matter

    The benefits of learning communicative language skills are well documented. A recent paper by Cambridge and the OECD describes the benefits of learning another language in terms of the positive impact it can have on employability, critical thinking skills, and boosting cultural awareness – essential skills in today’s interconnected world.

    The importance of quality English skills was highlighted further in a recent article in the Financial Times, where journalist Simon Kuper comments that fluency in English “has become a non-negotiable qualification for high-level jobs in many professions.” He references a paper for the OECD that studied job vacancies across the EU and in the UK in 2021: 22% explicitly required knowledge of English. This is meaningful – as generative AI makes it easier for people to have a “passable grasp” of English, excellence in a language becomes a true differentiator in business and elsewhere.

    But of course, it’s not just about learning English. While English is an essential skill in so many areas, it’s equally important that people do not neglect their first language and that they take the time to learn other languages. Whether it’s a foreign language, the regional language of the place they live, the language of their parents or communities, or even the language of their favourite holiday destination, individuals can gain enormous benefits from learning more than one language.

    The impact of the PISA FLA

    We have a clear understanding of the benefits that English skills can bring. So, it is surprising that there has not been a comprehensive study in this area since 2011, when SurveyLang assessed the language competence of 50,000 pupils across 15 countries in Europe. The findings highlighted the importance of starting to learn English at an early age – and the benefits of exposure to language outside the classroom, through films, music, travel and other opportunities, to incorporate the language into the students’ lives. Whilst this is insightful, this was over 14 years ago, and we need contemporary and reliable data.

    For this reason, the results of the PISA FLA will mark a turning point for language education. Although it’s too early to speculate on the findings, the impact of the survey’s data has the unprecedented potential to transform language policy around the world. Leaders and policymakers will get access to the data they need to make decisions on which teaching methods and learning environments really work, where to focus resources and how to design curriculums. One of the ways it will achieve this is by assessing against the Common European Framework of Reference for Languages (CEFR).

    The PISA FLA also demonstrates how meaningful language testing can be delivered at scale. The English test used in PISA – and developed through a partnership between Cambridge and the OECD – is a cutting-edge, multi-level, computer-adaptive assessment, and tests the spoken production of language via a computer-delivered test for the first time in a global survey of this kind.

    We are at an exciting moment of change. How we teach, how we learn, how we work and how we live is evolving every day. As providers of quality education, we have a responsibility to stay abreast of this change and ensure we are continually adding value – serving the current and very real needs of our learners.

    When it comes to language education, that means understanding how we can shape learning, teaching and assessment that will empower generations of learners to come. It also means understanding how we can contribute to an educational system fuelled by insights and data. The PISA FLA is the first step on this journey.

    Written by: Francesca Woodward, Global Managing Director, English at Cambridge University Press & Assessment

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  • Prioritizing behavior as essential learning

    Prioritizing behavior as essential learning

    Key points:

    In classrooms across the country, students are mastering their ABCs, solving equations, and diving into science. But one essential life skill–behavior–is not in the lesson plan. For too long, educators have assumed that children arrive at school knowing how to regulate emotions, resolve conflict, and interact respectfully. The reality: Behavior–like math or reading–must be taught, practiced, and supported.

    Today’s students face a mounting crisis. Many are still grappling with anxiety, disconnection, and emotional strain following the isolation and disruption of the COVID pandemic. And it’s growing more serious.

    Teachers aren’t immune. They, too, are managing stress and emotional overload–while shouldering scripted curricula, rising expectations, and fewer opportunities for meaningful engagement and critical thinking. As these forces collide, disruptive behavior is now the leading cause of job-related stress and a top reason why 78 percent of teachers have considered leaving the profession.

    Further complicating matters is social media and device usage. Students and adults alike have become deeply reliant on screens. Social media and online socialization–where interactions are often anonymous and less accountable–have contributed to a breakdown in conflict resolution, empathy, and recognition of nonverbal cues. Widespread attachment to cell phones has significantly disrupted students’ ability to regulate emotions and engage in healthy, face-to-face interactions. Teachers, too, are frequently on their phones, modeling device-dependent behaviors that can shape classroom dynamics.

    It’s clear: students can’t be expected to know what they haven’t been taught. And teachers can’t teach behavior without real tools and support. While districts have taken well-intentioned steps to help teachers address behavior, many initiatives rely on one-off training without cohesive, long-term strategies. Real progress demands more–a districtwide commitment to consistent, caring practices that unify educators, students, and families.

    A holistic framework: School, student, family

    Lasting change requires a whole-child, whole-school, whole-family approach. When everyone in the community is aligned, behavior shifts from a discipline issue to a core component of learning, transforming classrooms into safe, supportive environments where students thrive and teachers rediscover joy in their work. And when these practices are reinforced at home, the impact multiplies.

    To help students learn appropriate behavior, teachers need practical tools rather than abstract theories. Professional development, tiered supports, targeted interventions, and strategies to build student confidence are critical. So is measuring impact to ensure efforts evolve and endure.

    Some districts are leading the way, embracing data-driven practices, evidence-based strategies, and accessible digital resources. And the results speak for themselves. Here are two examples of successful implementations.

    Evidence-based behavior training and mentorship yields 24 percent drop in infractions within weeks

    With more than 19,000 racially diverse students across 24 schools east of Atlanta, Newton County Schools prioritized embedded practices and collaborative coaching over rigid compliance. Newly hired teachers received stipends to complete curated, interactive behavior training before the school year began. They then expanded on these lessons during orientation with district staff, deepening their understanding.

    Once the school year started, each new teacher was partnered with a mentor who provided behavior and academic guidance, along with regular classroom feedback. District climate specialists also offered further support to all teachers to build robust professional learning communities.

    The impact was almost immediate. Within the first two weeks of school, disciplinary infractions fell by 24 percent compared to the previous year–evidence that providing the right tools, complemented by layered support and practical coaching, can yield swift, sustainable results.

    Pairing shoulder coaching with real-time data to strengthen teacher readiness

    With more than 300,000 students in over 5,300 schools spanning urban to rural communities, Clark County School District in Las Vegas is one of the largest and most diverse in the nation.

    Recognizing that many day-to-day challenges faced by new teachers aren’t fully addressed in college training, the district introduced “shoulder coaching.” This mentorship model pairs incoming teachers with seasoned colleagues for real-time guidance on implementing successful strategies from day one.

    This hands-on approach incorporates videos, structured learning sessions, and continuous data collection, creating a dynamic feedback loop that helps teachers navigate classroom challenges proactively. Rather than relying solely on reactive discipline, educators are equipped with adaptable strategies that reflect lived classroom realities. The district also uses real-time data and teacher input to evolve its behavior support model, ensuring educators are not only trained, but truly prepared.

    By aligning lessons with the school performance plan, Clark County School District was able to decrease suspensions by 11 percent and discretionary exclusions by 17 percent.  

    Starting a new chapter in the classroom

    Behavior isn’t a side lesson–it’s foundational to learning. When we move beyond discipline and make behavior a part of daily instruction, the ripple effects are profound. Classrooms become more conducive to learning. Students and families develop life-long tools. And teachers are happier in their jobs, reducing the churn that has grown post-pandemic.

    The evidence is clear. School districts that invest in proactive, strategic behavior supports are building the kind of environments where students flourish and educators choose to stay. The next chapter in education depends on making behavior essential. Let’s teach it with the same care and intentionality we bring to every other subject–and give every learner the chance to succeed.

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  • More Essential Than Ever: A Review

    More Essential Than Ever: A Review

    About 10 years ago, the guided pathways movement got its user’s manual.  Redesigning America’s Community Colleges, by Thomas Bailey, Shanna Smith Jaggars and Davis Jenkins of the Community College Research Center at Columbia University’s Teachers College, was a sustained and well-received brief in favor of community colleges moving away from a “cafeteria” or “food court” model and toward a “guided pathways” model.

    The idea was that the quasi-libertarian view that more choice is invariably good didn’t match the reality of most students’ lives; in fact, most students crave direction. Without clear direction, the argument went, students often flounder. They take credits that won’t transfer, get lost in remediation or drop out because they don’t see the point. Colleges should streamline their offerings—especially in remediation—and ensure that students get on pathways quickly and stay on them.

    The book resonated. It picked up on the “completion agenda,” as it was known, and offered a series of steps that colleges could take to improve retention and graduation rates. It popularized “meta-majors,” subjected remedial courses to severe scrutiny and offered a unifying theme (and a brand name) to what could have looked like a disparate set of reforms.

    To its considerable credit, the CCRC has subjected its own recommendations to empirical study. Now, with the benefit of 10 years’ worth of data, it has issued a follow-up. More Essential Than Ever, by Davis Jenkins, Hana Lahr, John Fink, Serena Klempin and Maggie Fay, looks closely at what happened as colleges implemented the recommendations of the earlier book. (Jenkins co-authored both the original and the follow-up.) The new book also takes stock of developments in the field in the last 10 years that weren’t focuses of the first book, including dual enrollment, short semesters and support for student basic needs.

    Conceptually, the major innovation in the new book is the expansion of the goals of the guided pathways movement to include postgraduation outcomes. It looks primarily at labor market outcomes, though transfer also gets some attention. Instead of defining the task as getting students to graduation, the new book defines the task as getting students credentials that will lead to salaries that can sustain families. Where a social work graduate and a nursing graduate may show up interchangeably in a graduation rate, the latter is much more likely to make a living wage.

    Liberal arts/transfer degrees come in for considerable skepticism, on the grounds that they only help if students actually transfer. That struck me as a bit unfair—nursing degrees only help if students pass the NCLEX, too. Degrees have intended outcomes; using them off-label is taking a risk. That’s not unique to the liberal arts. As the book correctly notes, most of the jobs that pay family-sustaining wages require a bachelor’s degree or higher; in that light, seamless and effective transfer is very much a workforce initiative. Transfer degrees, used as intended, can open doors to those jobs.

    The new book is a follow-up, and it reads like one. Although there’s a helpful synopsis of earlier recommendations in the beginning, the book likely makes the most sense if the reader is familiar with both the earlier work and the world of community colleges generally. This one is very much for practitioners. That makes it somewhat less fun to read, but probably more useful.

    I read it with a pen and dog-eared too many pages. It makes compelling arguments for embedding academic advisers in specific majors, helping students identify career goals early, adopting a case-management model of advising, ensuring that students get at least one identifiably goal-relevant or exciting class in the first semester, assessing academic programs’ labor market outcomes and supporting contextualized teaching, among other possibilities. I was particularly struck at the observation that changing the culture of an institution takes steady leadership and that it’s reasonable to expect full-scale change to take five to 10 years. In a time of rapid presidential and cabinet turnover, that’s a big ask. Having seen the damage that rapid turnover can do, though, I think they’re right.

    The specific measures are, for me, the highlights of the book. They’re the reason I plan to keep my copy near my desk. True to the CCRC’s mission as a research center, the authors back up their recommendations with ample citations, as well as narrative case studies. It’s dense in the best way: The ratio of useful ideas per page is off the charts. It looks like a trade paperback, but I’d file it under reference.

    Of course, no book is perfect. I would have liked to see a deeper discussion of internal resistance, for example, as well as the impact of high turnover and low pay among adjuncts on aspirations for more adventurous teaching.

    Those are questions of emphasis. The one substantive flaw I couldn’t write off as a stylistic choice is its chapter on dual enrollment. In arguing for more career-focused dual enrollment, the book neglects the key role of dual credit in ensuring that students graduate high school on time. It underplays questions of funding—in a parent-pay state like my own, the absence of financial aid effectively prices dual enrollment out of possibility for many students—and treats questions of faculty credentials much more blithely than they deserve. In a largely flattering profile of the dual-enrollment program at Lee College in Texas, they note approvingly that the college addressed concerns about ninth graders making career choices by urging them to just “pick something to try out,” which comes dangerously close to the “random acts of dual enrolment” they otherwise advise against (p. 144). And they ignore the reality of credit loss upon transfer after dual enrollment when students decide to change majors upon arrival to college. I’ve seen it myself; the disappointment is real.

    Still, this is likely to be one of the most referred-to, useful, practical books for improving student success for a long time. It stands as a testimony to what a funded community college research center can do; although it wasn’t conceived this way, it makes for a hell of a counterargument to the claim that research funds aren’t necessary. In this political moment, the CCRC’s work is more essential than ever; the book’s title couldn’t have been better chosen.

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  • 4 essential reads about international students’ broader impact – Campus Review

    4 essential reads about international students’ broader impact – Campus Review

    A federal judge in Boston on May 23, 2025, temporarily blocked a Trump administration order that would have revoked Harvard University’s authorisation to enroll international students.

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  • Women in Technology: Why Community is Essential for Progress

    Women in Technology: Why Community is Essential for Progress

    Women in Technology: Why Community is Essential for Progress

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  • Why Arts Education Is Essential for Students’ Success

    Why Arts Education Is Essential for Students’ Success

    Investing in Arts Education

    As events at the federal level unfold in ways that will most certainly intensify the debate on public education, it is important to remember that Americans overwhelmingly support arts education. 

    In a recent survey conducted by Americans for the Arts, 90% of respondents proclaimed the importance of arts education, and 83% supported government funding for arts education programs. Americans know its importance because research consistently shows that a quality arts education is essential for a student’s overall learning experience. Students with access to arts education and arts-integrated classes demonstrate long-term retention of information and increased proficiency in reading, writing, and math. Beyond academics, arts education also positively impacts students’ mental health and emotional well-being. Engaging in the arts helps prevent depression and nurtures empathy and compassion for others.  

    The value of arts education

    While research and anecdotal evidence clearly illustrate the value of arts education, teachers, parents, school leaders, and other stakeholders regularly face challenges related to funding, scheduling, and competing legislative priorities. Low-income students, students with disabilities, students of color, and other underrepresented groups have less access to quality arts education. Yet, these students stand to benefit the most from it and arts-integrated learning. There is strong agreement about the importance of arts education, and more than half of American adults believe students don’t have enough opportunities to take arts classes.    

    In addition to its academic benefits and vital role in supporting mental and emotional well-being, arts education also prepares students for the workforce by cultivating originality and creativity. Employers value strong communication, problem-solving, and teamwork — abilities developed in art classrooms, theater rehearsals, and band or orchestra performances. Furthermore, 61% of employed American workers say the arts boost their creativity, which makes them more successful at work. 

    Unlocking even more benefits

    The emerging field of neuroarts provides even stronger evidence for the importance of arts education. Neuroarts is the transdisciplinary study of how the arts and aesthetic experiences measurably impact the body, the brain, and behavior, and how this knowledge can be applied to support health and well-being. Researchers Susan Magsamen and Ivy Ross have been pioneers in this field, finding that artistic experiences stimulate neurons and brain pathways unlike anything else. Their research shows that art can be integrated with medicine to improve mobility, relieve pain and trauma, enhance learning outcomes, prevent disease, and build resilience. For children in particular, participating in the arts supports brain and language development, emotional regulation, self-expression, and overall learning ability.

    With so many profound benefits, the case for quality arts education is well-founded. Investing in arts education helps students become healthier and more likely to succeed both in the classroom and the workplace. It is crucial to ensure every student in the United States has access to a strong arts education. 

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  • 7 Essential Benefits of Interoperability in Higher Education

    7 Essential Benefits of Interoperability in Higher Education

    It is true that institutions trying to adapt, innovate, and provide excellent experiences to staff, teachers, and students now depend critically on their capacity to easily integrate and share data across many platforms! Interoperability in higher education—the ability of technologies to cooperate effectively—is not a luxury but rather a need for building responsive and efficient campuses. Particularly, the need for interoperability in student management systems is regarded as crucial for changing the higher education student experience. These seven main arguments explain why developing the university of the future depends on interoperability.

     

    Benefits of Student System Integration for Your Higher Education Team

     

     

    How to Integrate Systems for a Smarter Campus Environment?

    For a smarter campus, facilities, academic tools, and administrative systems must be seamlessly integrated. Interoperable technologies improve student and staff campus experiences via real-time data sharing, automated workflows, and resource management. Energy efficiency, security, and academic creativity can improve with smart buildings and IoT networks.

     

    Top 7 Benefits of Interoperability in Higher Education

    EDUCAUSE conducted a survey revealing that 74% of institutions utilizing integrated data systems reported significant enhancements in their monitoring of student performance and retention rates. Let’s split up the core benefits for you!

     

    7 benefits-of-interoperability-in-higher-education

     

    1. Optimized Scalability

    Swift transformations, such as the demand for enhanced online provisions, necessitate scalable systems. Interoperable solutions facilitate the integration of Learning Management Systems (LMS), Enterprise Resource Planning (ERP) technologies, and other systems into a cohesive digital platform. This guarantees that institutions can effectively expand operations, automate workflows, and incorporate new tools without interruption. A 2024 European Education Area finding figured out that HE’s interoperability can better student mobility and credit recognition by 5X times.

     

    2. Cost Optimization

    Historically, the implementation of new systems in isolation resulted in elevated expenses. A cloud-based, interoperable platform reduces costs through centralized management, streamlined processes, and minimized hardware needs. By leveraging real-time access to advanced tools, institutions may enhance their return on investment and save IT costs. It strengthens relationships and collaborations between students and educators.

     

    3. Cohesive IT Ecosystem

    An incoherent array of solutions represents an administrative burden. Interoperability, whether on-site or cloud-based, enhances a cohesive IT infrastructure suitable for hybrid configurations. This method guarantees harmonious functionality of all technologies and facilitates system integration.

     

    4. Enhanced Data Security

    Higher education emphasizes data security. Student and institutional data are protected through encryption and customized access controls across compatible platforms. Risks are alleviated and adherence to regulations is attained. Reducing duplicate systems lowers operational costs. The 2024 NASCIO research indicates that interoperable technology allows organizations to focus on strategic goals instead of fragmented systems.

     

    5. Better Decisions with Institutional Info

    Institutions can use integrated data by eliminating system silos. Leaders can use real-time data to plan enrollment, student progress, fundraising, and resource allocation. Automating operations dramatically improves efficiency.

     

    6. IT Management Simplified

    Interoperability in higher education simplifies system management. Cloud solutions enable streamlined IT staff to concentrate on strategic objectives by delegating technical upkeep. Real-time data can assist leaders in making informed decisions on enhancing engagement, supporting student success, generating revenue, and optimizing resource utilization. Automation significantly enhances operational efficiency.

     

    7. Future-proofing campus IT

    Security-focused interoperable systems protect sensitive data better. United data governance reduces breach risk, matching with cybersecurity principles in many higher education technology reports.

     

    Best Practices for Achieving Interoperability in Universities

    The best way to get systems in line with institutional goals is to set clear integration goals. 

    • Implement open standards for assured compatibility and nicer data interchange.
    • Remember, encryption and compliance with privacy legislation should be your top priorities when it comes to data security!
    • Set up a centralized system for managing data such that there is only one accurate source.
    • Ensure ongoing system integration and schedule ongoing training for your teammates.
    • Choose scalable solutions that can grow with the institution and a vendor with robust integrated campus management systems! 
    • Remember, partnering with the right vendor simplifies integration, service, and follow-up!

     

    Conclusion: Building a foundation for the future

    Understanding how to combine systems and data will become more important as higher education changes. Interoperable solutions provide the flexibility, security, and scalability institutions need to thrive in an ever-changing environment. Explore how Creatrix’s integrated campus management system can help you create the college of the future with a unified, cross-platform system created for higher education.

     

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