Tag: Higher

  • Mellon Foundation Gives Humanities Councils Emergency Funds

    Mellon Foundation Gives Humanities Councils Emergency Funds

    The Mellon Foundation is giving $15 million in emergency funding to state humanities councils after the National Endowment for the Humanities eliminated $65 million in support for the councils, amid sweeping cuts to its grants and workforce, the foundation announced Tuesday.

    These councils, established by Congress in 1971, are nonprofits that support educational programming for the public, such as literacy initiatives, lectures, book fairs and cultural programs. The support will go toward all 56 state and jurisdictional humanities councils across the country in hopes of staving off possible deep cuts and closures. The foundation plans to allocate $2.8 million to challenge grants of up to $50,000 for each council, to be matched by other funders. And each council will received $200,000 in immediate operational support, The New York Times reported.

    Elizabeth Alexander, president of the Mellon Foundation, said in the announcement that while the emergency funds can’t cover the full extent of cuts, it’s a show of support.

    “At stake are both the operational integrity of organizations like museums, libraries, historical societies in every single state, as well as the mechanisms to participate in the cultural dynamism and exchange that is a fundamental part of American civic life,” Alexander said.

    Phoebe Stein, president of the Federation of State Humanities Councils, called the foundation funding a “lifeline.”

    “Mellon’s support allows us to not only preserve this vital network—it helps ensure that everyday Americans can thrive through lifelong learning, connection, and understanding of one another,” she said in the announcement.

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  • Student Loan Overhaul Clears House Committee

    Student Loan Overhaul Clears House Committee

    Over strong objections from Democrats, House Republicans on the Education and the Workforce Committee advanced legislation Tuesday that would make dramatic changes to the federal student aid system.

    For a full Inside Higher Ed analysis of what provisions are included in the reconciliation bill, read here.

    The sweeping 103-page bill, known as the Student Success and Taxpayer Savings Plan, passed on a party-line vote after more than five hours of debate. The legislation would cap the amount of federal loans a student can take out, cut off the Pell Grant for students who attend less than half time, consolidate income-driven repayment plans and introduce a risk-sharing program where colleges are partially responsible for unpaid student loans. The bill, which would also reverse multiple Biden-era student borrower protection regulations, could save more than $330 billion in federal funding over 10 years, committee Republicans say.

    It’s just one section of a larger budget bill that lawmakers are planning to use to fund some of President Donald Trump’s top priorities, like lofty tax cuts for the wealthy and a major crackdown on immigration. But House Republicans said the changes were more than just a means to fund his MAGA agenda.

    “If there is any consensus when it comes to student loans, it’s that the current system is effectively broken and littered with incentives that push tuition prices upward,” Rep. Tim Walberg, a Michigan Republican and committee chair, said in his opening statement. Higher education is “on a fiscally unsustainable path, so we must deliver on the promise of economic mobility to our students and families. Taken together, the provisions in this package will do just that.”

    Democrats on the committee argued the legislation is nothing more than a means to fund tax cuts for the wealthy that will force low-income and racial minority students to take on more debt and penalize the community colleges, regional universities and minority-serving institutions that educate those students. All in all, the bill will put the cost of a college degree out of reach for many, they said.

    “I appreciate that my colleagues acknowledge that the cost of college is too high, and that Congress should reform the system. But the committee print before us today … seriously misses the mark of making college more affordable,” said Rep. Bobby Scott, a Virginia Democrat and ranking member on the committee. “Put bluntly, this Republican proposal will limit how much money middle- and low-income students can borrow from the federal government.”

    Scott and other Democrats proposed 33 amendments—all of which Republicans voted down. They ranged from requests to prove the bill wouldn’t disproportionately affect certain institutions and increase costs for students to defending the Pell eligibility of part-time students and some consumer-protection regulations. Democrats also proposed replacing the income-driven repayment plan in the legislation with a more generous Biden-era alternative and striking the bill entirely. Other amendments touched on other issues unrelated to this section of the legislation, such as proposed cuts to Medicaid and the Department of Government Efficiency’s access to sensitive data.

    Republicans countered that Democrats’ allegations that the bill would make college less affordable were, as Rep. Burgess Owens of Utah said, “nothing further from the truth.” The proposed changes to the federal aid system will lead to better loan terms and repayment options that are also fair to taxpayers and avoid wasteful spending, they argued.

    The bill will now head to the House Budget Committee, where it will be folded into a complex omnibus bill before it is sent to the floor for a full House vote.

    But even if it clears the House, the legislation still has a long way to go. The House and the Senate have differing ideas about how much federal spending they wish to cut and what programs they are willing to slash. The Senate is aiming to make at least $1 billion in education cuts, which is less than 1 percent of the House committee’s $330 billion reduction.

    This reconciliation bill only needs a simple majority vote, or 51 yeas, to pass the upper chamber, but that will require almost all Republicans in the Senate to agree, which experts don’t think is a foregone conclusion.

    Risk Sharing

    One of the more contentious proposals in the bill is the risk-sharing provision, which would require colleges to repay the government a portion of students’ unpaid loans.

    Republicans on the committee described the risk-sharing proposal as critical, adding that it would penalize colleges for forcing their students into unmanageable debt and would incentivize them to lower their cost of attendance.

    “The best way for us to do that is not to loan [students] more money, but to reduce the cost so that they don’t need the loans,” said Rep. Randy Fine of Florida, who has been active in higher ed in the Sunshine State. “That’s what this bill does over and over and over again.”

    But Democrats said it is misleading to say the bill and provisions like risk-sharing would reduce costs and increase graduation rates, arguing it would actually incentivize colleges to accept fewer low-income students and increase tuition or cut critical student-support programs in order to foot the bill of new penalties.

    Rep. Alma Adams, a Democrat of North Carolina, called risk-sharing “a dire threat” especially to historically Black colleges and universities, which would have to pay an average of $1.7 million per year to account for the debt of their graduates.

    The students at these institutions “started behind but are determined to get ahead,” Adams said, adding that they don’t default because they are failing; they default because they are “carrying the burden of generations of inequity.”

    “This bill will tell colleges to take only the best students and leave the rest behind,” she added.

    Multiple student advocacy and higher education groups opposed risk-sharing and other proposals in letters to the committee and fact sheets.

    Third Way, a left-of-center think tank, noted in a memo Monday that the concept of risk-sharing “has a lot of intuitive appeal,” but the proposal “misses the mark for meaningful accountability.” Other provisions like loan limits and changes to the Pell Grant program will also “drive students into the private loan market,” the memo added.

    And the Association of Public and Land-grant Universities told the committee that, if passed, risk-sharing would amount to a “staggering level of federal overreach” that penalizes colleges and universities for “decisions beyond their control.”

    “The gravity of these changes would have a far reaching impact to current and future students,” APLU wrote. “There is a better way.”

    If Republicans “truly believed” the bill would not raise the cost of college and the burden of debt for students, then they would have no problem passing proposed amendments that certify its impact on students and institutions, said Adams, the North Carolina Democrat.

    “Let’s be clear about what this really means: This bill punishes students for being poor. It punishes students for needing to work. It punishes students for living in the real world,” she said. It transforms financial aid “from a bridge into a barricade.”

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  • Three Laws for Curriculum Design in an AI Age (opinion)

    Three Laws for Curriculum Design in an AI Age (opinion)

    Almost a third of students report that they don’t know how or when to use generative AI to help with coursework. On our campus, students tell us that they worry if they don’t learn how to use AI, they will be left behind in the workforce. At the same time, many students worry that technology undermines their learning.

    Here’s Gabby, an undergraduate on our campus: “It turned my writing into something I didn’t say. It makes it harder for me to think of my ideas and makes everything I think go away. It replaces it with what is official. It is correct, and I have a hard time not agreeing with it once ChatGPT says it. It overrides me.”

    Students experience additional anxiety around accusations of unauthorized use of AI tools—even when they are not using them. Here’s another student: “If I write like myself, I get points off for not following the rubric. If I fix my grammar and follow the template, my teacher will look at me and assume I used ChatGPT because brown people can’t write good enough.”

    Faculty guidance in the classroom is critical to addressing these concerns, especially as campuses increasingly provide students with access to enterprise GPTs. Our own campus system, California State University, recently rolled out an AI strategy that includes a “landmark” partnership with companies such as OpenAI, and a free subscription to Chat GPT Edu for all students, faculty and staff.

    Perhaps unsurprisingly, students are not the only ones who feel confused and worried about AI in this fast-moving environment. Faculty also express confusion about whether and under what circumstances it is OK for their students to use AI technology. In our roles at San Francisco State University’s Center for Equity and Excellence in Teaching and Learning (CEETL), we are often asked about the need for campuswide policies and the importance of tools like Turnitin to ensure academic integrity.

    As Kyle Jensen noted at a recent American Association of Colleges and Universities event on AI and pedagogy, higher ed workers are experiencing a perceived lack of coherent leadership around AI, and an uneven delivery of information about it, in the face of the many demands on faculty and administrative time. Paradoxically, faculty are both keenly interested in the positive potential of AI technologies and insistent on the need for some sort of accountability system that punishes students for unauthorized use of AI tools.

    The need for faculty to clarify the role of AI in the curriculum is pressing. To address this at CEETL, we have developed what we are calling “Three Laws of Curriculum in the Age of AI,” a play on Isaac Asimov’s “Three Laws of Robotics,” written to ensure that humans remained in control of technology. Our three laws are not laws, per se; they are a framework for thinking about how to address AI technology in the curriculum at all levels, from the individual classroom to degree-level road maps, from general education through graduate courses. The framework is designed to support faculty as they work their way through the challenges and promises of AI technologies. The framework lightens the cognitive load for faculty by connecting AI technology to familiar ways of designing and revising curriculum.

    The first law concerns what students need to know about AI, including how the tools work as well as their social, cultural, environmental and labor impacts; potential biases; tendencies toward hallucinations and misinformation; and propensity to center Western European ways of knowing, reasoning and writing. Here we lean on critical AI to help students apply their critical information literacy skills to AI technologies. Thinking about how to teach students about AI aligns with core equity values at our university, and it harnesses faculty’s natural skepticism toward these tools. This first law—teaching students about AI—offers a bridge between AI enthusiasts and skeptics by grounding our approach to AI in the classroom with familiar and widely agreed-upon equity values and critical approaches.

    The second part of our three laws framework asks what students need to know in order to work with AI ethically and equitably. How should students work with these tools as they become increasingly embedded in the platforms and programs they already use, and as they are integrated into the jobs and careers our students hope to enter? As Kathleen Landy recently asked, “What do we want the students in our academic program[s] to know and be able to do with (or without) generative AI?”

    The “with” part of our framework supports faculty as they begin the work of revising learning outcomes, assignments and assessment materials to include AI use.

    Finally, and perhaps most crucially (and related to the “without” in Landy’s question), what skills and practices do students need to develop without AI, in order to protect their learning, to prevent deskilling and to center their own culturally diverse ways of knowing? Here is a quote from Washington University’s Center for Teaching and Learning:

    “Sometimes students must first learn the basics of a field in order to achieve long-term success, even if they might later use shortcuts when working on more advanced material. We still teach basic mathematics to children, for example, even though as adults we all have access to a calculator on our smartphones. GenAI can also produce false results (aka ‘hallucinations’) and often only a user who understands the fundamental concepts at play can recognize this when it happens.”

    Bots sound authoritative, and because they sound so good, students can feel convinced by them, leading to situations where bots override or displace students’ own thinking; thus, their use may curtail opportunities for students to develop and practice the kinds of thinking that undergird many learning goals. Protecting student learning from AI helps faculty situate their concerns about academic integrity in terms of the curriculum, rather than in terms of detection or policing of student behaviors. It invites faculty to think about how they might redesign assignments to provide spaces for students to do their own thinking.

    Providing and protecting such spaces undoubtedly poses increased challenges for faculty, given the ubiquity of AI tools available to students. But we also know that protecting student learning from easy shortcuts is at the heart of formal education. Consider the planning that goes into determining whether an assessment should be open-book or open-note, take-home or in-class. These decisions are rooted in the third law: What would most protect student learning from the use of shortcuts (e.g., textbooks, access to help) that undermine their learning?

    University websites are awash in resource guides for faculty grappling with new technology. It can be overwhelming for faculty, to say the least, especially given high teaching loads and constraints on faculty time. Our three laws framework provides a scaffold for faculty as they sift through resources on AI and begin the work of redesigning assignments, activities and assessments to address AI. You can see our three laws in action here, in field notes from Jennifer’s efforts to redesign her first-year writing class to address the challenges and potential of AI technology.

    In the spirit of connecting the new with the familiar, we’ll close by reminding readers that while AI technology poses new challenges, these challenges are in some ways not so different from the work of curriculum and assessment design that we regularly undertake when we build our courses. Indeed, faculty have long grappled with the questions raised by our current moment. We’ll leave you with this quote, from a 1991 (!) article by Gail E. Hawisher and Cynthia L. Selfe on the rise of word-processing technology and writing studies:

    “We do not advocate abandoning the use of technology and relying primarily on script and print for our teaching without the aid of word processing and other computer applications such as communication software; nor do we suggest eliminating our descriptions of the positive learning environments that technology can help us to create. Instead, we must try to use our awareness of the discrepancies we have noted as a basis for constructing a more complete image of how technology can be used positively and negatively. We must plan carefully and develop the necessary critical perspectives to help us avoid using computers to advance or promote mediocrity in writing instruction. A balanced and increasingly critical perspective is a starting point: by viewing our classes as sites of both paradox and promise we can construct a mature view of how the use of electronic technology can abet our teaching.”

    Anoshua Chaudhuri is the senior director of the Center for Equity and Excellence in Teaching and Learning and professor of economics at San Francisco State University.

    Jennifer Trainor is a faculty director at the Center for Equity and Excellence in Teaching and Learning and professor of English at San Francisco State University.

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  • The Silent Crisis: Bullying Among Nurse Educators in Higher Education – Faculty Focus

    The Silent Crisis: Bullying Among Nurse Educators in Higher Education – Faculty Focus

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  • Creating learning environments that work for BTEC entrants to higher education

    Creating learning environments that work for BTEC entrants to higher education

    We know that past learning experiences directly correlate to progress and preparedness for higher education study. But are we to accept that the adverse relationship with outcomes for different students’ entry routes is driven by academic performance at university?

    There is evidence that students who enter with vocational qualifications are more likely to drop out or get a lower degree classification because of poorer academic performance. This lack of progression is alarming, and initiatives steered to increase progression opportunities that support better overall performance remain both a challenge and a strategic priority for the university sector. HESA statistics for the 2021–22 academic year show the “dropout rate” for first year students with vocational qualifications continues to increase by one percentage point across the sector year on year.

    Furthermore, there remains a consistent four percentage point awarding gap between those with vocational and those with traditional qualifications. Despite their higher dropout and non-progression rates, students progressing from vocational qualifications represent a significant growing pathway into HE and many who progress, go on to graduate with at least a 2.1.

    A 2022 Nuffield report on the relationship between 16-19 subject, higher education choices and graduate outcomes found “…a weakening of the relationship between entry qualifications and outcomes once comparing individuals with similar module scores.” This implies that educators have a significant part to play in ensuring approaches to setting, measuring and enhancing performance are fair and equitable. Specifically, inclusive assessment design should be central to the educational experience, ensuring all students can fulfil their potential irrespective of their route to HE.

    A very particular set of skills

    Ongoing work on student engagement such as this 2023 framework for inclusive and effective student engagement from QAA, has demonstrated clear benefits from creating communities that build identity and belonging though adopting inclusive approaches, enhancing student engagement, motivation and progression. Applying these principles means recognising that students entering HE from vocational routes like BTECs possess unique skills.

    Through their studies they have developed hands-on learning and real-world application, giving them practical skills directly relevant to their chosen field. Additionally, they engage in self-directed projects and coursework, fostering independence and time management skills essential for managing university workloads. Many vocational courses offer work placements, providing valuable career insights that foster a professional mind-set from day one. Unlike traditional A levels, BTECs are assessed through coursework and practical assessments, helping students develop strong research, critical writing, and project management skills.

    All of the above combines with a wealth of lived experience – BTEC students often come from diverse educational backgrounds – which enhances these students’ adaptability and resilience. Furthermore, the emphasis on practical achievements and continuous assessment fosters a positive mindset and a sense of belonging and community. These skills provide vocational students with a solid foundation for success in HE. So what are we not getting right?

    Like many other universities, we recognise each cohort is unique and a one size fits all approach may not have sustained impact. Learning, teaching, and assessment design should provide an equitable experience for all students regardless of prior learning experiences and route into HE. We have streamlined our approaches, drawing on evidence of what is “working” to enable us to embed efficient and effective approaches to being intentionally inclusive within assessment design.

    Five ways to inclusion

    It’s early days, but we are already seeing improvements in the number of students that are passing all modules first time from a variety of entry routes and through approaches that celebrate and embrace the unique skillsets of all students. Through five interconnected themes we are making steady and sustained progress through exploring inclusive assessment practices and reviewing the narrative of learning.

    Supporting student confidence is foundational to academic success. We have found that developing shared assessment literacies can help students recognise their capabilities and potential. This can directly speak to the unique skillset that students bring from a range of diverse routes: for example, creating Hidden Curriculum Guides that unpack unfamiliar language and concepts, drawing from past experiences to socialises the unknown so that students can feel confident in their understanding and learning journey.

    Embedding effective pedagogical approaches employs a blend of student-centred and humanistic methods to create dynamic and responsive learning environments. These approaches are tailored to meet the specific needs of students. Evidence-based approaches include empowering students to bridge the gap between theoretical knowledge and practical application for life-wide learning and preparedness for the journey ahead. These examples not only integrate effective pedagogical approaches but support a range of skillsets, positioning the educational experience through empathy and compassion in developing supportive transition and orientation interventions and deepening the shared understanding of lived experiences.

    Assessment diversity and timely feedback are crucial. Our commitment to inclusive assessment practices creates space where all students can demonstrate their knowledge and skills effectively. Through co-created integrated approach to inclusive assessment, we have produced a set of inclusive assessment and feedback principles: clear, understood, authentic, robust and personalised.

    Creating a sense of belonging is vital for student engagement and retention. Inclusive classroom environments that celebrate diversity and foster community connections help students feel valued and supported. Harnessing the practice elements will bring a newfound confidence to the forefront of the learning experience. Flipping the classroom, so students have a more meaningful experience creates a sticky campus, and a strong sense of togetherness which particularly suit students that have entered HE via a vocational route. Initiatives such as peer mentoring and collaborative projects have been successful in creating a welcoming and inclusive atmosphere.

    Recognising and valuing the diverse entry backgrounds of students not only enhances learning but also promotes equity and inclusion by drawing on the value of their individual learning experiences to enhance their learning journey. We identified the need for targeted support mechanisms that bolster student confidence during the transition to and through HE. Our emphasis on the importance of diverse pedagogical approaches, inclusive assessment practices, and feedback mechanisms provided solid foundations.

    Learning from programme teams about what works to maximise real-world learning from current practice is essential to building trust. Our five-phase approach provides a scaffolding based on our unique learning journey. The challenge remains for us as a sector to address and share knowledge holistically, which draws from evidence-based practice with the aim of enhancing student outcomes. Working collegiately with the student body, this is both an urgent and important issue to address with the growing number of students joining universities from vocational routes. There is a government push to increase capacity for vocational routes in HE and so if universities are to stay relevant in this space, there is an urgency to find solutions, learning from programme leaders who are passionate and best placed to know students. Together and collaboratively, we can drive forward real intervention with sustained impact, it matters for student success.

    For more about the authors’ work to create inclusive learning environments see the special editions of Innovative practice in higher education and Pedagogy collating evidence shared at our learning and teaching festivals in 2023 and 2024.

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  • Harvard Eyes Changes to Address Antisemitism, Anti-Muslim Bias

    Harvard Eyes Changes to Address Antisemitism, Anti-Muslim Bias

    Harvard University is introducing changes to its admissions, curriculum and orientation and other aspects of campus life as recommended by two internal task force reports on discrimination and harassment released Tuesday. The goal is to support civil discourse and address concerns raised by the two task forces, which were convened more than a year ago to review antisemitism and anti-Muslim bias at the university.

    The university also plans to initiate a research project on antisemitism and provide support for a “comprehensive historical analysis of Muslims, Arabs, and Palestinians at Harvard,” officials announced Tuesday. Harvard will also invest in Jewish studies and organize events featuring experts on the Israel-Palestine conflict. Deans will work with faculty to ensure students are treated fairly regardless of political and religious beliefs and prevent professors from taking political positions in class that create feelings of exclusion, according to the task force reports.

    A review of disciplinary policies and procedures is also planned.

    The announcement comes as the nation’s wealthiest university is locked in a standoff with the Trump administration over how officials handled pro-Palestinian campus protests last spring, which has prompted the federal government to freeze billions in research funding for Harvard and led the university to fire back with a lawsuit. Now, amid withering federal scrutiny and an ongoing Title VI investigation, Harvard has released more than 500 pages detailing the recent concerns of Jewish, Muslim, Arab and Palestinian students along with recommended improvements.

    Of the two task forces, one focused on combating antisemitism and anti-Israeli bias while the other took on anti-Muslim, anti-Arab and anti-Palestinian bias. Those task forces, launched in January 2024, were asked to examine Harvard’s recent history, identify root causes of bias, evaluate evidence on the frequency of such behaviors and recommend steps to combat bias.

    That work is now done. And the end result finds Harvard lacking—but aiming for improvement.

    Harvard president Alan Garber noted that the report “revealed aspects of a charged period in our recent history” that required addressing. While the university has already made various changes since he became president last January, he noted the work is far from finished.

    He also expressed concerns about the findings.

    “Especially disturbing is the reported willingness of some students to treat each other with disdain rather than sympathy, eager to criticize and ostracize, particularly when afforded the anonymity and distance that social media provides. Some students reported being pushed by their peers to the periphery of campus life because of who they are or what they believe, eroding our shared sense of community in the process,” Garber wrote in a Tuesday statement.

    The Findings

    The dual task force reports show a campus sharply divided in the aftermath of the deadly Hamas attack on Israel on Oct. 7, 2023, which prompted a brutal counteroffensive in Gaza and the deaths of tens of thousands of civilians, children among them. The antisemitism task force report makes clear that tensions had been building on campus since the mid-2010s as the Israel-Palestine conflict became more divisive. The report found that after Oct. 7, “our Harvard community fell apart.”

    Authors of that report noted that since the 2010s, pro-Israeli events and guests were targeted, and some Jewish students with pro-Israel views found themselves excluded socially. They also found that Jewish students and others on campus faced instances of bullying, intimidation and harassment and were shunned for expressing pro-Israel or moderate views. Students also alleged that university programming skewed in favor of Palestinian views. But then after Oct. 7, some Jewish students noticed a shift in the campus climate.

    “My experience has been different before and after October 7th,” one student wrote to the task forces. “Before October 7th, being Jewish was largely irrelevant. It was not a barrier. I was proud to be Jewish. When it came up, it was positive. After October 7th, I experienced the following in this order: first there was pressure, then there was chaos, then hostility, and in certain spaces, the normalization of subtle discrimination like, ‘We’ll welcome you in this space if you align in a certain way. If not, you can’t come here.’ This has to do with the enforcement of rules.”

    Jewish students also expressed concerns about speaking up.

    “I do not feel mentally safe on campus. Though I am not Israeli, I have openly expressed sympathy for October 7th survivors and attended events for Holocaust survivors. I have faced many social consequences for not thinking in ways my classmates would deem progressive, which I find unreasonable,” one student wrote in response to a survey by the two task forces.

    The task force exploring anti-Muslim, anti-Arab and anti-Palestinian bias yielded similar findings, with students and employees alike reporting threats and concerns related to their identities.

    “The feeling over and over again for Palestinians is that their lives don’t matter as much,” one student said. “Sometimes it’s explicit. It’s really hard when it’s your family that matters less.”

    Others expressed free speech concerns.

    “It would be close to impossible to express views at Harvard sympathizing with Palestinians,” one Harvard faculty member said, as quoted in the report. “The idea of ‘antisemitism’ has been expanded so much that anything that even remotely expresses concern about the calamity that’s facing Palestinians is prohibited at Harvard. I’m not Arab/Muslim and have no ethnic or religious affiliations with Palestinians other than having a connection as a fellow human being.”

    Both reports also expressed safety concerns regarding doxxing trucks and related online campaigns as well as about the role those outside the Harvard community had in amplifying campus divisions.

    Respondents to task force surveys also saw Harvard as complicit in failing to address concerns.

    “I’ve had positive interactions with the administration. They just don’t know what to do,” one graduate student wrote in a response. “They didn’t expect this level of anti-Zionism. [My school] didn’t expect having to draw a line between free speech and harassment. Anti-Zionism is considered an intellectual exercise and not as discrimination by some in the administration.”

    The Next Steps

    In his statement, Garber noted the university has already “made necessary changes and essential progress on many fronts” including campus protest rules and various other areas.

    But more changes are coming as a result of the task force’s recommendations. On admissions, Harvard has committed to reviewing its processes to emphasize candidates who “engage constructively with different perspectives, show empathy, and participate in civil discourse.”

    The university will also offer additional training for Office for Community Conduct staff on antisemitism and hire a staffer to oversee all antisemitism and shared-ancestry complaints. Mental health professionals at Harvard have already received cultural competency training on anti-Muslim bias and antisemitism to give them a better understanding of student needs.

    Harvard has also committed to partnering with an Israeli university.

    Additionally, deans will work with faculty “to define shared expectations for teaching excellence,” a process intended to ensure “appropriate focus on course subject matter” and to ensure “that students are treated fairly regardless of their identity or political/religious beliefs.” That effort also aims to promote “intellectual openness and respectful dialogue among students” and urges faculty members to refrain “from endorsing or advocating political positions in a manner that may cause students to feel pressure to demonstrate allegiance.” The stated aim of a related curriculum review is to uphold “standards of academic excellence and intellectual rigor.”

    The university will also host a series of events on the Israeli-Palestinian conflict.

    Harvard is further investing in Jewish studies, including hiring additional personnel. The university will make similar investments in Arabic language and cultures and Islamic and Palestinian studies.

    Harvard is also “exploring the creation of a major initiative to promote viewpoint diversity.”

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  • AI in Higher Education 2025: Top Opportunities for Universities

    AI in Higher Education 2025: Top Opportunities for Universities

    Artificial intelligence will change higher education till 2025, presenting opportunities and challenges. Polls show 84% of higher education workers use AI daily.

    ChatGPT lecturers use AI, and 92% of UK students embrace it.

    Universities must negotiate AI’s complexities as it enhances teaching and overcomes natural limitations.

    For AI to reach its potential, institutions must understand and overcome its major benefits and quick adoption challenges. Let’s discover all this in this post.

     

    Opportunities: How AI is Transforming Higher Education in 2025

     

    1. Automating Assessments & Grading

    The Problem with Manual Grading & Feedback

    Often labor-intensive and erratic, traditional grading systems are For a good chunk of their workweek, professors grade and offer comments. Teachers grade and provide comments for a median of five hours a week, according to a poll by Education Week.

    In contexts of online learning, the time commitment could be much more important. According to a research written for the Online Journal of Distance Learning Administration, teachers dedicate roughly 12.69 hours a week to each online course—about 40% of which are used for grading and comments.

    This large time commitment in grading can take away from other important duties such lesson planning and direct student involvement. 

     

    AI Tools for Grading and Student Feedback

    AI-powered intelligent grading systems have become clear answers to improve consistency and efficiency in tests. By processing tests and assignments faster than hand grading, these AI systems help to lighten faculty workload and release their time for more critical chores.

    Automating typical grading chores lets professors to concentrate more on educational tactics and individualized student interactions.

     

    How to Automate Grading with AI in Higher Education

     

     

    Using AI-driven tests calls for multiple steps of implementation, including:

    • Review current assessment techniques: Find how artificial intelligence could streamline processes.
    • Choosing AI Tools: AI grading systems should complement technology and educational objectives of the institution.
    • Launch of the pilot program: Try and get comments via a small-scale rollout.
    • Teach staff members and professors: Give thorough instruction to enable simple use of AI tools.
    • Watch and get better: Examine the system’s performance and modify it to produce the greatest outcomes.

    Designed by the University of Toronto’s Rotman School of Management, “All Day TA,” an artificial intelligence assistant, answered 12,000 student queries  annually. This suggests that real-world uses of artificial intelligence in education abound.

     

    Benefits of AI-Based Feedback Systems for Teachers

     

    Benefits-of-AI-Based-Feedback-Systems-for-teachers

     

    AI-powered feedback systems give students individualized, real-time information that makes learning more fun. These tools can look at how students answered, figure out what they did well and what they could do better, and give them feedback that helps them get better.

    Artificial intelligence (AI) makes grading easier, which gives teachers more time for teaching and helping students, which leads to better educational results.

     

    2. Customized learning and student success

    AI is a key part of personalized education because it lets faculty make learning paths that fit the needs of each student. AI-powered adaptive learning platforms can look at student performance data to change how material is delivered. This way, each student gets instruction that fits their learning style and speed through it.

    AI-driven insights can also help find students who are at risk early on, so that they can get help when they need it to help them succeed and stay until they graduate.

     

    3. Operations and administration on campus powered by AI

    AI is simplifying college administrative tasks and research. Using AI to streamline admissions, course scheduling, and staff responsibilities saves time and money.

    Universities can use their resources more efficiently and focus on long-term learning programs by automating mundane administrative tasks.

     

    Challenges: Major Challenges Universities Face with AI in 2025

    Universities must address data security, faculty adoption, and the delicate balance between automation and human control to employ AI ethically and effectively.

     

    1. Data Privacy & Ethical Concerns

    Personalization and grading are automated by AI-powered systems that process massive student data.  

    • Universities should ensure compliance with data privacy laws (e.g., GDPR) to protect student data.
    • Monitor automated grading and recommendation systems to prevent bias.
    • Maintain transparency in AI-driven decisions to build trust with faculty and students.

     

    2. Resistance from faculty and a lack of training

    In spite of its benefits, AI is not easily utilized in higher education for the following reasons: The idea of limiting students’ freedom is still scary to many faculty . They don’t know how AI can be used to grade and leave notes.

    • Faculty may not be able to use AI tools well if they haven’t been taught properly. In order for AI to work well with other systems, organizations need to spend money on skill-building programs for people.
    • How to put it into action: Universities should start with test programs, offer ongoing training, and make sure that the rollout happens slowly so that teachers can get used to it before they start using it for real.

     

    3. Balancing AI with Human Oversight

    Though it speeds grading, artificial intelligence shouldn’t replace human judgment—especially for challenging tasks like essays and creative projects! Universities must have measures in place to prevent AI comments from being accepted at face value and maintain equity. The best way is: a clever combination of human supervision with artificial intelligence efficiency to maintain accurate, balanced, and correctness.

     

    Conclusion

    Offering game-changing efficiencies and new challenges, artificial intelligence is revolutionizing higher education. The secret for colleges is to strike the proper balance—using artificial intelligence for automation without sacrificing the human element in learning. Early adopters of artificial intelligence will not only improve student performance but also keep ahead in a landscape getting more competitive.

    All set to use artificial intelligence for better, more effective administration of education? Get in touch with Creatrix Campus and investigate AI-driven solutions catered for universities.

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  • At Least 15 Florida Institutions Have ICE Agreements

    At Least 15 Florida Institutions Have ICE Agreements

    At least three members of the Florida College System have signed agreements with the U.S. Immigration and Customs Enforcement to allow their campus police departments to enforce immigration law, bringing the total to 15 institutions across the state.

    Florida SouthWestern State College, Northwest Florida State College and Tallahassee State College have all signed 287(g) agreements with ICE, which allows the agency to delegate immigration enforcement powers to other law enforcement agencies, such as campus police. Those three agreements have been approved by ICE, according to a federal database. Others approved as participating agencies are the police at Florida A&M University, New College of Florida, the University of Central Florida, the University of Florida and the University of West Florida.

    None of the three latest colleges responded to requests for comment from Inside Higher Ed.

    Santa Fe College also has a draft agreement in place that has not yet been signed, a spokesperson said, noting the earliest that would be done is at a May 20 board meeting. A spokesperson for Pensacola State College said its campus police are considering an application to partner with ICE.

    Other institutions that have already signed agreements with ICE are:

    • Florida A&M University
    • Florida Atlantic University
    • Florida Gulf Coast University
    • Florida International University
    • Florida Polytechnic University
    • Florida State University
    • New College of Florida
    • University of Central Florida
    • University of Florida
    • University of North Florida
    • University of South Florida
    • University of West Florida

    While all 12 institutions in the State University System have signed on with ICE, Florida SouthWestern State, Northwest Florida State and Tallahassee State appear to be the first of the 28 members in the Florida College System to enter such arrangements.

    Not all of the state colleges have campus police departments. But of those that do have campus police departments, signing on with ICE isn’t a given. For instance, Florida State College of Jacksonville and Polk State College told Inside Higher Ed that neither have a memorandum of agreement with ICE.

    Leaders Defend Agreements

    The agreements with ICE come amid an immigration crackdown driven by Gov. Ron DeSantis and Florida’s Republican-controlled Legislature. In February, DeSantis directed state law enforcement agencies to sign agreements with ICE “to execute functions of immigration enforcement within the state” to make deportations more efficient, according to a news release.

    Florida colleges and universities soon followed by signing memorandums of understanding with ICE that will deputize campus police officers to carry out immigration duties on campus. Institutions have largely declined to speak publicly about the arrangements. However, a recent Faculty Senate meeting at Florida International University with FIU chief of police Alexander Casas yielded insights into why agreements were signed but left many lingering questions.

    Casas argued at the April 18 meeting that it would be better for university police to carry out immigration enforcement duties on campus than outside agencies.

    “I can’t control what ICE does. I can’t control what a state agency does that has jurisdiction. But if I don’t enter the agreement, I don’t even have the opportunity to say, ‘Call us first, let us deal with our community.’ That’s not even an option,” Casas said. He added he wanted to be “in the driver’s seat” but “without the agreement, I’m not even in the car.”

    FIU interim president Jeanette Nuñez, the former lieutenant governor under DeSantis, also defended the deal, telling the Faculty Senate the ICE agreement follows similar arrangements “at almost all of the state universities and many other universities across the country.”

    Immigration experts have told Inside Higher Ed they are unfamiliar with such agreements at universities in other states. Only Florida institutions appear in an ICE database that tracks active and pending 287(g) agreements. (FIU did not respond to questions about Nuñez’s claims.)

    FIU Faculty Senate members, however, did not seem swayed by Casas or Nuñez. Several professors spoke about their distrust for ICE—some clearly emotional—and referenced recent questionable actions by ICE, such as the widely publicized arrest of Juan Carlos Lopez-Gomez, an American citizen who was detained earlier this month and falsely accused of illegally entering Florida as an “unauthorized alien.” Federal officials later blamed Lopez-Gomez for his arrest.

    Ultimately, the Faculty Senate approved a resolution calling for the university to withdraw from the ICE agreement, which members argued ran counter to the values of the institution.

    Statewide Concerns

    Concerns about such agreements have also emerged at universities across the state.

    Students and faculty have protested such agreements at FIU, FAU and elsewhere. United Faculty of Florida, a union that represents professors across the state, condemned the agreements with ICE as a betrayal of the core values of higher education in a recent statement.

    “Our campuses must be institutions of learning, critical inquiry, and inclusion—not instruments of surveillance and state-sponsored oppression,” United Faculty of Florida officials said in a statement last week. “The presence and involvement of ICE on our campuses sows fear among students, staff, and faculty, particularly those from immigrant, undocumented, or international communities. It undermines the very mission of our higher education system: to foster open dialogue, intellectual freedom, and the free exchange of ideas across borders and identities.”

    The agreements also prompted pushback from the Florida Advisory Council of Faculty Senates, which issued a resolution that urged universities to withdraw from existing agreements with ICE.

    “To effectively protect our universities, campus police cultivate a unique relationship with campus communities,” council members wrote in a recent resolution. “They come to know our students, our educational spaces, and our communities. They are present at peaceful protests, in classrooms, and at student events. Repurposing this unique trust for federal immigration enforcement makes our campuses less safe, puts our officers in an untenable position, and chills students’ access to the support services they critically need to succeed.”

    That resolution has already been endorsed by some faculty senates, including at FAU.

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  • AAUP Report Backs Tenured Pro-Palestine Prof. Who Was Fired

    AAUP Report Backs Tenured Pro-Palestine Prof. Who Was Fired

    A new American Association of University Professors investigative report concludes that Muhlenberg College violated the academic freedom of a tenured associate professor who said the institution fired her for pro-Palestinian speech.

    Maura Finkelstein’s situation made headlines last year as the first instance that major academic freedom advocacy groups had heard about of a tenured faculty member being fired for pro-Palestine or pro-Israel statements. Complaints against Finkelstein also became the subject of a U.S. Education Department Office for Civil Rights investigation.

    Finkelstein previously said she was fighting her May 2024 termination and was continuing to be paid during the appeals. But a college spokesperson told Inside Higher Ed this week that Finkelstein has now “resigned from the college to pursue other scholarship opportunities.” Finkelstein didn’t respond to Inside Higher Ed’s requests for comment.

    Finkelstein, who is Jewish, had said a panel of faculty and staff recommended axing her over her Instagram repost that told readers not to “normalize Zionists taking up space” and called Zionists “genocide-loving fascists” who shouldn’t be welcome “in your spaces.”

    Members of the college’s Faculty Personnel and Policies Committee later unanimously concluded that Finkelstein shouldn’t be fired, according to the AAUP report released Tuesday. The report is from a Committee of Inquiry composed of three faculty from other higher education institutions, and it’s been approved by the AAUP’s Committee A on Academic Freedom and Tenure.

    The report concludes, among other things, that “by initially dismissing Professor Finkelstein from the faculty solely because of one anti-Zionist repost on Instagram and without demonstrating—in fact, without ever seeking to demonstrate” that she was professionally unfit, “the Muhlenberg administration violated Professor Finkelstein’s academic freedom of extramural speech.” The report says the firing has “severely impaired the climate for academic freedom” at the college.

    A college spokesperson said the institution “has not been afforded the opportunity to review the amended report,” but pointed to the administration’s response to an earlier AAUP draft. That response, included in the final AAUP report, says Finkelstein “was afforded a fair and equitable process” and that “the cumulative effect of Professor Finkelstein’s conduct and post that called for the shaming of Zionists and to ‘not welcome them into your spaces,’ violated College policy.”

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  • Ex-NIH Director Says Trump Silenced Him, Others

    Ex-NIH Director Says Trump Silenced Him, Others

    A former director of the National Institutes of Health—who resigned in February—told CBS’s 60 Minutes that working at the agency became “untenable” after President Donald Trump started his second term Jan. 20. 

    Like “every other scientist, I was not allowed to speak in any kind of scientific meeting or public setting,” Francis Collins, a geneticist who had worked for the biomedical research agency since the 1990s, said during an episode that aired Sunday. He believed staying at the agency wouldn’t have helped. “I would have been pretty much in the circumstance of not being able to speak about it.”

    Over the past few months, the Trump administration has announced sweeping budget cuts and ideologically driven policy changes at numerous agencies across the federal government, including at the $47 billion NIH. The NIH is the largest funder of biomedical research in the world, sending about 80 percent of its budget to universities, medical colleges and other institutes in the form of extramural grants that support research on fatal diseases, such as cancer, Alzheimer’s and diabetes. 

    But scientists and medical research advocates say the work of the NIH—and the millions of patients it supports—is in jeopardy. 

    In late January, the NIH temporarily froze spending and communication and halted most reviews of grant applications; so far in 2025 it’s awarded about $2.8 billion less than usual at this point over the past five years. It’s also announced a plan to cap indirect research cost rates, which universities say would create gaping budget holes and slow the pace of medical breakthroughs. (A federal judge has since blocked the guidance.)

    The agency has also fired some 1,300 employees and terminated roughly $2 billion in grants—many focused on the health of women, LGBTQ+ people and racial minorities—that no longer effectuate “agency priorities.” (Researchers have since sued over the grant terminations). And earlier this month, The Washington Post reported that an internal White House budget proposal outlined plans to cut $20 billion from NIH’s annual budget and consolidate the NIH’s 27 institutes and centers into eight.

    Although research advocates have protested the cuts, the drastic changes have created an environment of fear and anxiety for both university scientists and the remaining NIH employees who support them and conduct their own medical research. 

    “I’ve never seen the morale of an institution change so abruptly to where we feel fear,” said an NIH researcher who spoke to 60 Minutes on the condition of anonymity. “You can’t run an organization as complicated as NIH without a support system … That has now been decimated … This doesn’t feel like a strategic plan to make the NIH better and more efficient. It feels like a wrecking ball.”

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