Tag: Higher

  • AI Chatbot Provides Resources for Student Support

    AI Chatbot Provides Resources for Student Support

    As generative AI tools become more common, a growing number of young people turn first to chatbots when they have questions. A survey by the Associated Press found that among AI users, 70 percent of young Americans use the tools to search for information.

    For colleges and universities, this presents a new opportunity to reach students with curated, institution-specific resources via chatbots.

    In the most recent episode of Voices of Student Success, Jeanette Powers, executive director of the student hub at Western New England University, discusses the university’s chatbot, Spirit, powered by EdSights, and how the technology helps staff intervene when students are in distress.

    An edited version of the podcast appears below.

    Q: Can you give us the backstory—how Spirit got to campus and what need you all were looking to fulfill?

    A: Sure, Western New England, we are the Golden Bears, and our mascot’s name is Spirit. So, Spirit is behind the scenes of our chatbot.

    In the year 2023–24, we were trying to look at ways that we could get student voices at the center of what we’re doing. The Western New England philosophy and kind of core values really is about student-centered learning and support. We wanted to try to find a way to engage students earlier than our typical reporting systems come out, and we really wanted to hear the student voice.

    Over the course of the year, we did some research and [looked] at different AI platforms that would provide some resources for us. And we landed on EdSights, which is an amazing company that has helped us really bring Spirit to life, where students are using the chatbot on a regular basis to get questions answered, to get resources to know where to go on campus and to also give us information so that we can better support them. We really wanted our chatbot to be reflective of our community, which is why we use our mascot as kind of behind the scenes to reach out to students.

    Q: Yeah, it probably seems a little less scary to talk to your mascot than maybe an anonymous administrator.

    A: Exactly, especially for our first-year students. When they’re coming on campus, they’ve met the mascot at many open house services and orientation, so they have that connection right away.

    Q: You mentioned that this was a semirecent addition to your campus. For some people, AI can still be kind of scary. Was there a campus culture around AI? Or, how would you describe the landscape at WNE when it comes to embracing AI or having skepticism around using AI, especially in a student-facing way like this?

    A: AI is so new, and it’s changing rapidly. Western New England has really embraced it. I think one of the biggest things that we looked at was just to make sure that there’s a human side to this AI system. And that’s, I think, one of the most powerful pieces about our AI chatbot … yes, it’s a chatbot, but we also have human helpers, myself and a colleague, who are monitoring and able to reach out to students when there’s any concern.

    There’s a lot of systems in place, I think, to protect students. If there’s something going on or they share something with the chatbot, we’re here to help, and we let them know that there are humans behind the chatbot. I think that was probably one of the wider concerns before we started, was, how do we make sure we don’t miss anything that might be reported to a chatbot?

    It really also helps with managing time. Students can ask the chatbot questions about WNE 24-7. The student hub, we’re open Monday through Friday, 8:30 a.m. to 4:30 p.m., but then we’re not around on the weekends and at night. Students still have questions at that time, so they can reach out [to Spirit]. It’s an extension of the Student Hub. We’ve really been able to get students resources and information right away.

    That’s been really helpful for them to know where to go and who to connect with. A lot of our first-year students are the main users, but all of our students are using the chatbot. The system’s been really great to be able to support students and get information from them but also give them information.

    Q: I wonder if you can talk us through how you all customized it to make it campus-specific and really ensure that students know what’s available to them and how this is their community and their college experience?

    A: That’s so key, because it’s not an external chatbot—it’s not ChatGPT, where you can google how to do your homework. I’ve had students ask [Spirit], “Help me with this math problem,” and Spirit’s like, “I’m really sorry, but I can’t do that.” It’s really an internal system, and students only have access to it because they are students, and we give them information directly there.

    What we did with the program is the company sets you up with, here are the main questions that this chatbot typically gets, and then we back-feed it with all this information. Each department took a look at these questions, so we filled it all in. It’s called the knowledge base. In the knowledge base, we have all these different things, like, when are things open? Who to contact about this? All sorts of options that students can get.

    One piece is students use it almost like a Siri or Alexa, where you get that quick answer. We really wanted to meet students where they were and wanted to make sure that, you know, it was real-time information for them.

    We have really filled it with all information about Western New England that they can access and get information right away. So that’s the one piece of the chatbot that’s really powerful. It helps save time, keep students from having to wait in line or make appointments, and then it directs them in the right place.

    The other piece of the chatbot, which is really a more powerful piece that this individual chatbot has, is a proactive approach. We have a system that the company has developed, based on research, [with] certain questions we ask students throughout the year.

    Depending on the time of the year, what’s going on, we may be asking them about academics, financial, personal wellness and health, mental health, as well as engagement on campus. When we ask those questions, we’re hearing the student’s voice right away. Those questions start early; in early September we have the first questions going out. Typically, you may get a report from faculty or staff almost midsemester. We’re getting it really early so that we can intervene right away.

    Intervening is that human helper side. We have that chatbot who’s going to be there to answer your questions. But when the chatbot reaches out, make sure you respond, because now as a staff, we can say, this group of students, or these individual students, need something more, and how can we connect with them? It really enhances the relationship.

    I think sometimes there’s a fear that AI takes away from a relationship, but it truly enhances the relationship, because once a student is willing to talk to the chatbot, they’re more likely to talk to the staff who reaches out to them because of what they said to the chatbot.

    Q: When you are setting up those prompts, looking at those early alerts or things that you might want to know from students, what are you all asking and what have you found is important to identify early on?

    A: The first question that goes out is “How do you feel so far about the term?” Students respond with numbers: one, great, two, neutral, three, not so great. And then the chatbot will follow up if it’s neutral or not so great: Why? Is it finances? Is it belonging and connections, academics? Then the students respond there. If students are willing to keep chatting, Spirit will ask, why, can you give any more information?

    So last year was the first year that we really implemented it for a full year, and that first question is so powerful because myself and my colleague were able to jump in right away and connect with students, specifically first-year students who in this first two or three weeks of classes are feeling stuck and lost and not quite sure how to move forward.

    That’s been really powerful, because not only are they telling us they need help, they’re telling us why they need help and in what direction, and then our job is to reach out and say, “Thanks so much for connecting with Spirit. Now here we are. What can we do to help? Come on in and meet us in the Student Hub, and then we can help you navigate the various offices on campus.”

    Q: We’re seeing more students reach out to these third-party services online, trying to look for help and support. Now you all are providing a service for them that is safe, secure and run by staff members who are really looking for their best interests and trying to make sure that they get plugged in and that they don’t stay online.

    A: That’s really important. I think the biggest thing is putting it out there and saying, “Here’s how I’m feeling, who’s going to do anything about it?” And knowing that there’s staff that are going to get you connected if students are feeling like they are not involved on campus—we have so many different clubs and organizations, and just having that conversation with a staff member of, like, what’s your interest? We have a club for that. Or, we have a professor who is an expert in this field, and it really helps us tailor and personalize the student experience. That’s information we wouldn’t know otherwise.

    As educators, we get a ton of information about students, and we don’t always get that student voice, and that’s what this system does. It allows us to get the voice and allows us to get it early. And we do have that safeguard in place, where students may be having struggles, but they get resources right away, and there are alert systems set up on the back end, so if there are any issues, faculty and staff are able to respond.

    Q: What kind of data have you all looked at when it comes to understanding the student experience as a whole? Have there been any insights or trends that have surprised you or driven change on campus?

    A: The data is fascinating. I think the biggest thing for looking at this data is, yes, you can do the individual outreach and the individual support, but we can look across the board. We can look at first-generation students. We can look at athletes. We can look at first-year students versus seniors. So there’s a lot of data based on what we have in the system.

    Over the past 12 months, we’ve had 17,000 texts back and forth between Spirit and the students, which is phenomenal. We have a 98 percent opt-in rate. So students get a text from Spirit in the beginning of the year, and they can opt out, but 98 percent of students are using it. During the year, our engagement fluctuates between 64 and 70 percent.

    The other thing we’ve been able to see, and this is more recent … is we have a higher retention rate for students who are engaged with the chatbot than students who aren’t. So just recently, we’re getting this report from EdSights that 90.6 percent of students who actually engage in the chatbot persisted from fall 2024 to fall 2025. The difference was 75.3 percent who didn’t engage persisted. We are seeing a growth.

    I think the reason that that’s so important is because retention and persistence are all about connection and belonging and feeling like you have someone, even if it’s a chatbot, who is connecting with you and making sure that you’re feeling [like] a valued member of our campus community.

    We’ve been able to connect with hundreds of students that we may not have been able to connect with or [who we] didn’t even know were struggling because of this chatbot.

    We did a huge marketing campaign last year to really get students to use it. This fall, we have the largest freshman class we’ve ever had, and so encouraging them to use this chatbot as a resource has been amazing.

    I did a comparison to last year where the first week of classes, we didn’t ask any questions in the first week, but we make it available if students have questions. In the first week of classes last year [fall 2024], students asked 72 questions, or 72 texts to Spirit. This year, in the first year of classes, it was 849.

    Q: Wow.

    A: So students are using the chatbot. Now, it’s the second year, so we’ve got returning students who also are engaged and understand what it’s all about. It’s showing that students have those questions. Think about all the different questions they got answered that they may not have either went somewhere to get it answered or time didn’t allow them to have it answered.

    They’re not going to get perfect answers, either. They may ask a question and the chatbot may say, “I’m not sure I exactly know that answer, but here’s who on campus will,” and it gives them the website. It gives them the contact, it gives them the phone number, so if the chatbot doesn’t know the exact answer, it gives them resources right away, so that they can then follow up on their own.

    Q: When it comes to staff capacity, have you seen any impact on the amount of redundant emails students are sending?

    A: I think that’s been really helpful, because students can ask the chatbot right away. The other amazing piece about this tool that we’re using is that we can add information pretty quickly. For example, we have a student involvement fair that’s coming up tomorrow, and I had a student ask me a question. I’m like, “Well, let’s ask the chatbot.” And it wasn’t in [the information base]. So I was like, “Well, you’re probably not the only student [with this question].”

    So I went in and I added it on the back end, and then I said, “All right, let’s try it again.” Five minutes later, he got the answer for the question from the chatbot.

    The system is set up so that we can customize it. There are over 500 questions with answers in the system. We went over those this summer to make sure they’re accurate. We use some of the common language, like, instead of dining hall, you know, we said “D Hall”; we added the common language that students are using, so that the chatbot is even smarter and students are going to get responses even quicker.

    I do think it saved time, and hopefully it keeps that redundancy away, because if a student’s going to get an answer, they’re going to tell their classmate or their roommate or their peer, “Hey, just ask [Spirit]” or “Let’s ask together,” and again, save time on the end of the staff. That frees up those little questions to delve into some other things that may be meatier that they would need to deal with for students.

    Q: For a peer at a different institution who’s considering implementing a chatbot or experimenting with their own, what lessons have you learned or what advice would you give?

    A: The biggest thing I can think of is you have to put in the time and the effort to build the back end. You can add questions really easily, but if you don’t have that robust answer back in the system, it doesn’t give students what they need, or it gives them an OK answer, and they’re less likely to use the chatbot again.

    I think the time and the energy you put into the back end and the setup is really important before launching, so that you ensure that students are getting the most accurate information and the simplest. We’re trying to save them from having to google the answer or go onto the website to find it.

    I think the other thing is not every student is going to respond, and that’s OK. We have a 98 percent opt-in rate, which means that people are getting those messages from Spirit. That doesn’t mean they’re always responding when we reach out to them. Your engagement is going to be lower than your opt-in, because sometimes students are just going to ignore the text, and that’s OK.

    We hope that if they need to respond, or in that moment, that the question that’s coming to them, whether it’s about academics or if they’re struggling with finances, or are they homesick? All these questions that we ask, if they need to respond, we hope that they respond. Just being aware that not every student is going to use it as a tool. Some students will use the chatbot more than they want to come see you.

    We’ve reached out to students after they get flagged on our system, and sometimes they ignore us. And so just making sure you have another way to check in on that student or bring them up at a meeting, so that you can say, “I’ve reached out, and the student isn’t coming back and wanting to meet with me,” and that’s OK. Are they still using the chatbot? They still have resources, and they’re getting that information.

    I think the biggest thing that we’re trying to improve and move into this year, in our second year of implementation, is, how do we make this data more relevant and shareable to our institution as a whole? This past year, the data has really been sitting within Student Life … Let’s make that available to faculty and staff so that they can get a sense of what our students are feeling and how can maybe I change or implement something that’s going to help. As well as sharing with our student leadership so that students get a sense of how people are feeling. That’s our next step.

    We’re still going to do the individual outreach and the whole group support and programming. But how do we use this data now as a larger institution that really wants to focus in on student support?

    Q: You mentioned a little bit about what’s next, but is there anything else on the horizon that we should know about as you all move into year two of Spirit?

    A: I think the biggest thing is really emphasizing the blended AI-human interaction. The system gives us a number of risk factors and measures how students are doing, and we want to use that information as a proactive approach to support students. Whether it’s programming for specific needs or for specific groups of students, whatever it may be to get proactive, so that we know, in a sense, what students are doing and what their needs are.

    The other thing we’re going to see over the next year or two is hopefully we’ll start to see some trends and patterns of how students are responding. Going into year two, I assume that we’re going to have some similar responses. But who knows? Every class is different and every year is different, so trying to see, what are some trends? We can use that data to be proactive and plan what students may need, before they even know they need it, in a way. Using this information and making it actionable so it’s not just data that’s sitting in a system is so important to us.

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  • New College Plans Kirk Statue on Campus

    New College Plans Kirk Statue on Campus

    New College of Florida plans to honor recently murdered conservative activist Charlie Kirk with a statue on campus, the public liberal arts institution announced on social media earlier this week.

    Kirk, who founded the organization Turning Point USA, which has chapters at hundreds of colleges, was shot and killed while speaking outdoors at Utah Valley University last week. Kirk has since been eulogized by multiple conservative figures, including President Donald Trump. 

    “Today, we announced that we will commission a statue of Charlie Kirk to honor his legacy and incredible work after his tragic assassination last week. The statue, privately funded by community leaders, will stand on campus as a commitment by New College to defend and fight for free speech and civil discourse in American life,” New College officials wrote Monday on X.

    Where on campus the statue would go has not yet been announced.

    NCF appears to be the first to announce such a move to honor Kirk, though more than a dozen congressional Republicans are seeking to place a statue of Kirk in the United States Capitol. Additionally, Iowa representative Mariannette Miller-Meeks has called on the University of Iowa to name its new Center for Intellectual Freedom after the activist as a tribute to his legacy.

    Although a public institution, NCF made national headlines in early 2023 when Republican governor Ron DeSantis appointed a swath of new members to its Board of Trustees and tasked them with shifting New College in a conservative direction akin to the private Hillsdale College.

    New College’s announcement generated millions of impressions on social media, including concerns about whether the statue would be vandalized, prompting DeSantis to respond, “If a student defaces the statue, then the student will be sent packing. Go ahead, make my day!”

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  • Generation Alpha and Higher Education: 10 Insights

    Generation Alpha and Higher Education: 10 Insights

    Reading Time: 15 minutes

    The next wave of college applicants is almost here. Generation Alpha, born roughly between 2010 and 2024, will begin entering higher education by the end of this decade. They are the first cohort born entirely in the 21st century, carrying the name “Alpha” to mark a new beginning. With a global population now estimated above two billion, Gen Alpha is among the largest cohorts on record.

    Raised primarily by Millennials, this generation is growing up in households that are more diverse, globally minded, and digitally connected than any that came before. Their worldview is shaped not just by rapid technological change but also by formative events such as the COVID-19 pandemic. For higher education, this means a fresh set of expectations around how, where, and why learning happens.

    By 2028, the first wave of Gen Alpha, those born in 2010, will be setting foot on college campuses. They will arrive as the most technologically fluent and digitally empowered students to date, bringing with them new definitions of access, engagement, and community. Institutions that understand who they are and prepare now to meet their needs will be best positioned to thrive in the coming years.

    In this article, we’ll explore ten key insights about Generation Alpha: their learning preferences, values, and challenges, as well as what higher education can do to connect with them meaningfully. Let’s dive in.

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    1. Gen Alpha Is the First Fully 21st-Century Generation

    Every generation reflects the world it grows up in, and for Gen Alpha, that world is fully digital. Born after 2010, the same year the iPad and Instagram launched, they have never known life without smartphones, apps, and social media. Social researcher Mark McCrindle coined “Generation Alpha” to signal a true reset, not a return to the alphabet cycle, but the beginning of something entirely new.

    This generation is also massive. With millions of births each week, particularly in countries like India, China, Indonesia, and Nigeria, Gen Alpha is on track to be one of the largest cohorts on record. They’re also growing up in more diverse societies; in the United States, Gen Alpha will be among the most ethnically diverse cohorts.

    What is the education of the Alpha Generation like? Generation Alpha’s educational experience has been distinct. They’ve grown up with personal technology from day one, many using tablets in preschool, and experienced hybrid or remote learning early due to COVID. Generation Alpha education is more personalized and tech-infused than past generations. Gen Alpha students often use online resources (YouTube, learning apps, even AI tools) alongside formal schooling. Going forward, they are expected to pursue higher levels of education than prior cohorts, with global tertiary enrolment continuing to rise.

    For higher education, the implications are clear: campuses will need to serve a digital-first, globally minded, and highly pluralistic student body unlike any before.

    Example: Cal Poly’s Diverse Incoming Classes: In recent years, universities have reported that each incoming class is breaking diversity records – reflecting Gen Alpha’s unprecedented pluralism. For instance, California Polytechnic State University announced that its 2022 freshman cohort was “the most diverse in the university’s history,” marking the fifth consecutive year of record diversity. Cal Poly noted all-time highs in enrolment of Hispanic/Latino, Asian, first-generation, and low-income students, crediting “intentional and strategic work to make [the campus] more reflective of the diversity of our state”.

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    Source: Cal Poly

    2. True Digital Natives: Tech Is in Their DNA

    If Gen Z grew up tech-savvy, Gen Alpha takes it further. They are the first generation to experience constant digital immersion from birth. Many had access to tablets before they could walk, and by around age 11, most already have a mobile phone. For them, Wi-Fi, apps, and streaming are simply part of daily life, not innovations.

    This early and seamless exposure has made them fluent in digital environments. They learn to swipe before they can write, widely use YouTube, and gravitate toward short, visual, and interactive content on platforms like TikTok. Traditional, text-heavy approaches hold less appeal, and educators already note a growing preference for summaries over long-form reading.

    What is the learning style of Gen Alpha? Gen Alpha students tend to be visual, interactive learners who are comfortable multitasking in digital environments. They often prefer short-form content and videos (having grown up on platforms like YouTube and TikTok) and learn well through gamification and hands-on exploration.

    For higher education, this dual reality signals both opportunity and challenge. Gen Alpha will thrive in tech-enabled classrooms and adapt quickly to digital tools, but only if institutions deliver engaging, mobile-first, and frictionless experiences that match their expectations.

    Example, 1:1 Device Programs for Digital Learning: Schools and colleges are increasingly providing personal devices to ensure Gen Alpha learners have constant access to online tools and content. Bowdoin College (USA) launched a Digital Excellence Commitment that equips every student with a 13-inch MacBook Pro, an iPad mini, and an Apple Pencil, plus required course software, regardless of financial need.. Initially begun during the pandemic to facilitate remote learning, Bowdoin’s program became permanent in 2022 after faculty saw how a common device platform spurred “numerous and unexpected learning and teaching innovations”.

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    Source: Bowdoin College

    3. Childhood in the COVID Era: Resilient but Impacted

    Generation Alpha’s early years were shaped profoundly by COVID-19. The oldest were around 9 or 10 during the 2020 lockdowns, old enough to remember school closures, Zoom classrooms, and virtual birthdays. Some have even been nicknamed “Generation Covid,” underscoring how deeply the pandemic disrupted their formative experiences.

    Yet these disruptions also bred resilience. Gen Alpha grew up watching their parents work remotely, mastering online learning platforms early on, and staying connected via FaceTime and Zoom. They learned early that the world is interconnected, a virus spreading globally, or friendships forming online, taught them how actions ripple across borders. Educators note that this has made many students flexible and globally aware.

    Example, Virtual Global Exchanges Maintain Connection: Example, Virtual Global Exchanges Maintain Connection: When COVID-19 shuttered travel and classrooms, Penn State University’s College of Education used Experiential Digital Global Engagement (EDGE) to run virtual exchange classes with partners in countries such as Ecuador and Japan. American and Ecuadorian teacher trainees were paired as one-on-one “buddies” for weekly discussions, and later, Japanese college students joined in virtual seminars with Penn State classmates. Through these exchanges, students “developed friendships [and] learned a lot about language, culture, multilingualism and global awareness” despite never meeting in person.

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    Source: Penn State University

    Still, challenges remain. Teachers report learning loss, social delays, and uneven skills, particularly among those who missed hands-on early schooling. For higher ed, this means preparing to welcome students who are digitally skilled but may need added academic or social support to thrive.

    4. A Looming Literacy and Learning Crisis

    Gen Alpha faces what some experts call a literacy crisis. In 2022, only 33% of U.S. fourth graders were proficient in reading, the lowest rate in decades, down from 37% in 2017. That means two-thirds of 9- and 10-year-olds could not read at grade level, sparking widespread concern. Teachers report capable readers often avoid “complex or extended texts,” gravitating instead toward summaries and short-form content. The pandemic amplified these issues, disrupting early-grade instruction just as foundational skills were developing.

    For higher education, this means incoming students may be digitally fluent yet uneven in academic literacy. Colleges will need bridge programs, tutoring, and first-year support to close gaps. Recruitment and communication strategies may also have to evolve, favouring concise text, visuals, and interactive formats better suited to Gen Alpha’s reading habits. At the same time, institutions can play a role in reversing these trends through innovative, tech-enabled literacy initiatives.

    Example – New York City’s “NYC Reads” Phonics Initiative: Confronting a worrying drop in reading proficiency, the nation’s largest school district has overhauled how it teaches literacy. In 2023, New York City launched “New York City Reads,” a campaign to put “proven science-of-reading and phonics-based methods” at the core of all elementary instruction. Starting in the 2023–24 school year, every NYC public elementary school must adopt one of a few evidence-based, science-of-reading curricula, replacing the patchwork of programs used previously.

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    Source: NYC Gov

    5. Behavioural and Mental Health Challenges in the Classroom

    Teachers often describe Gen Alpha as creative and curious, but also more difficult to manage with traditional classroom discipline. Surveys show that misbehaviour and student morale have worsened since the COVID-19 pandemic, with many children struggling to focus, regulate emotions, or manage anxiety and depression. Some educators even lament that “the bar is the floor” when it comes to classroom readiness, as basic social skills and self-control lag behind earlier cohorts.

    A major driver is digital overstimulation. Constant access to screens and instant entertainment has shortened attention spans, making structured, slower-paced classrooms feel tedious. Pandemic disruptions only compounded this problem, fueling apathy and disengagement. Pediatric experts warn that Gen Alpha is at higher risk of ADHD, anxiety, and depression than previous generations.

    For higher ed, this means preparing for students who may arrive brilliant with tech but uneven in discipline, resilience, and emotional regulation. Colleges will need robust wellness services, proactive support systems, and learning approaches that balance rigor with engagement.

    Example, in the United States, several states have passed laws to ensure students learn about mental health and get support. In 2019, Florida approved a rule requiring at least five hours per year of mental-health instruction for students in grades 6–12. Florida’s policy mandates at least “five hours of required instruction related to mental and emotional health” per year for students in grades 6–12. Lessons include recognizing signs of mental illness, finding help, and developing healthy coping strategies. Other states (such as New York and Virginia) have instituted similar requirements for integrating mental health into health education classes.

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    Source: St Johns County School District

    6. Independent Learners With a Skeptical Eye for Authenticity

    Gen Alpha has grown up believing that knowledge is always just a click away. Many already feel that “there is nothing their teacher can teach them that they cannot discover online.” Information is available 24/7 through Google, YouTube, or even AI assistants, and this has fueled both independence and skepticism. They don’t passively accept authority; instead, they cross-check, self-learn, and seek multiple perspectives before forming opinions.

    This independence comes with a demand for authenticity. They are wary of polished institutional messaging and are more likely to trust peer voices, reviews, and unfiltered student experiences. For universities, that means transparency will matter more than prestige. Peer-to-peer storytelling, student ambassadors, and honest engagement will resonate far more than glossy brochures.

    Example, Lancaster University: In 2020, it engaged its student ambassadors to create content for a digital open-day campaign on TikTok. Students filmed honest, playful snippets about campus life and academics, which the university then used as ads. The result: over 10 million impressions and strong engagement from prospects.

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    Source: TikTok for Business

    7. Values-Driven: Inclusivity, Empathy, and Social Impact Matter

    Generation Alpha is growing up in an era defined by both upheaval and progress, from climate change and social justice movements to greater representation in media. As a result, they are emerging as a values-driven cohort that places inclusivity, empathy, and impact at the core of how they see the world.

    Research underscores this: Gen Alpha is growing up amid greater diversity and social awareness; U.S. children are increasingly diverse (about a quarter are Hispanic), and this cohort places strong emphasis on inclusion, fairness, and real-world impact. Many are drawn to careers that help the planet or improve lives, and they value authentic representation in media. Family and peer relationships remain central.”

    For higher education, the implications are clear. Gen Alpha students will actively seek institutions that live their values, not just promote them. Colleges that demonstrate real commitments to sustainability, equity, and diversity, and that showcase authentic student voices leading these efforts, will stand out. This generation will be drawn to campuses where community, inclusivity, and social responsibility are visible every day.

    Example, Connecticut’s Statewide Inclusive Curriculum Law: Gen Alpha’s commitment to inclusion and representation has already influenced legislation. In Connecticut, high school students successfully advocated for a more diverse history curriculum, leading the state to adopt a groundbreaking African American/Black and Puerto Rican/Latino studies requirement. Starting fall 2022, every Connecticut high school must offer an elective course on these communities’ contributions to U.S. history. The change came after students testified that their standard history classes “didn’t reflect their heritage.”

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    Source: Connecticut State Department of Education

    8. New Learning Preferences: Hybrid, High-Tech, and Hands-on

    Gen Alpha has grown up in classrooms that blend formats, from traditional to fully remote. They’re highly flexible learners, with many indicating a preference for hybrid models and a minority favouring strictly on-campus courses. Many are open to fully remote learning if it’s engaging and high-quality.

    Technology is central to their expectations. Sector surveys report expectations that universities will provide or loan essential devices like laptops or tablets. While 84% own smartphones, many lack personal laptops, highlighting their assumption that institutions will supply what’s needed. Fast Wi-Fi, mobile-first platforms, and seamless online access aren’t perks; they’re the baseline.

    Gen Alpha also embraces emerging tech: Many are curious about AI tools (e.g., chatbots) and coding, often exploring these independently; in higher education, pilots increasingly integrate AI into coursework. Combined with their preference for project-based, experiential learning, this signals a need for universities to deliver hybrid, tech-enhanced, and hands-on programs that balance flexibility with meaningful outcomes.

    Example, Bowdoin College’s Tech-Equipped, Experiential Learning: In addition to format flexibility, Gen Alpha craves hands-on, tech-enabled experiences. Bowdoin College (USA) exemplifies how institutions are responding on both fronts. Beyond providing every student with a MacBook Pro, iPad mini, and Apple Pencil (to ensure digital access), Bowdoin has invested in what it calls “digital equity…in tools essential for success in the twenty-first century.” All students and faculty have access to course-specific software and creative apps, leveling the field so that a geology major can 3D-model rock formations and an art student can experiment with Adobe Illustrator.

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    Source: Bowdoin College

    9. College on the Radar: High Aspirations, High Expectations

    Despite speculation about younger generations skipping college, Gen Alpha shows strong intent to pursue higher education, yet with heightened expectations.

    • High Aspirations:Recent surveys indicate strong intent among teens to attend university; at the same time, expectations around flexibility, outcomes, and value are rising. Globally, demographers predict that over half of Gen Alpha will earn a degree, surpassing Gen Z.
    • Parental Influence: Raised largely by Millennials, Gen Alpha has absorbed a strong emphasis on education as a pathway to opportunity.

    Example: The University of Arizona runs an annual “Arizona Road Trip” program where high school freshmen and sophomores visit campus for a day. The program brings high school freshmen and sophomores to campus for a day, giving an early taste of university life. Such programs are responses to parental interest – surveys by Morning Consult show that about 79% of Gen Alpha parents expect their child to get a four-year degree. Universities are capitalizing on this by expanding outreach to elementary and middle schools as well (STEM camps, coding competitions, etc., for young students).

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    Source: University of Arizona

    • Consumer Mindset: They view education as a service, expecting customization, relevance, and alignment with personal values. Academic reputation and location rank highest in their decision-making, closely followed by career outcomes.

    Campus Expectations:

    • Tech-forward infrastructure: fast Wi-Fi, device support, smart study spaces, will be assumed, not optional. As one expert cautioned, “You can’t wake up and suddenly fix bandwidth or charging access when the Alpha generation arrives; you have to plan.”
    • Flexible learning formats: hybrid classes, online options, and stackable credentials – will matter.
    • Outcome-driven opportunities: internships, industry ties, and career development – will weigh heavily.

    Bottom Line: Gen Alpha won’t dismiss higher ed; in fact, they’re poised to engage with it more than any previous cohort. But universities must deliver an experience that feels modern, future-focused, and worth the investment.

    10. Preparation Is Key: Is Higher Ed Ready for Gen Alpha?

    The oldest members of Generation Alpha will begin entering higher education in the late 2020s. That means colleges and universities need to start adapting now. Rising costs, shifting student expectations, and rapid digital change are already reshaping higher ed—and Gen Alpha will accelerate the pace.

    Here’s how institutions can prepare:

    • Invest in Technology and Infrastructure
      • Ensure campus-wide high-speed connectivity, modern IT support, and cybersecurity.
      • Provide device support and experiment with AI tutors, adaptive learning platforms, and data analytics.
    • Evolve Teaching and Curriculum
      • Train faculty in hybrid pedagogy, active learning, and educational tech.
      • Update curricula with future-focused topics like AI literacy, digital ethics, and climate change.

    Example: MIT’s Experiment with an AI Physics Tutor: At MIT, educators are rethinking course design itself with Gen Alpha’s digital proclivities in mind. In the introductory Physics I course (mechanics), MIT implemented an LLM-based tutor system to assist students with problem-solving practice. Essentially, the instructors developed a custom interface on top of ChatGPT where students can work through physics problems step-by-step, check the correctness of each step, and even request hints or explanations if they get stuck. This tool generates new practice problems on demand and flags any discrepancies between the student’s solution and the expected approach.

    • Enhance Student Services and Support
      • Expand academic tutoring, bridge programs, and wellness services.
      • Train advisors to handle highly informed, skeptical students who will come with detailed questions.
    • Foster Authentic Community
      • Create avenues for student voice and feedback.
      • Build inclusive, peer-driven communities both on-campus and online.
    • Communicate Value Clearly
      • Provide transparent data on graduate outcomes, alumni impact, and real career pathways.

    Bottom line: Gen Alpha could inject creativity, entrepreneurship, and fresh ideas into higher ed. Institutions that start preparing now will be best positioned not only to serve this cohort but also to learn from them and innovate alongside them.

    Example: MIT has implemented use cases in several courses where generative AI (LLMs) serve as practice tools or “tutors.” For instance, in their Physics I class, they used AI to provide guided practice problems, discrepancy checks, and support material for students to work through before live problem sessions. This model shows how institutions are integrating AI and digital tools directly into the curriculum to enhance learning, another example of the readiness higher ed will need for Gen Alpha.

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    Source: MIT

    Meeting Generation Alpha Where They Are

    Generation Alpha represents a new beginning for higher education. Born fully into the digital era, shaped by global events like COVID-19, and driven by values of inclusivity, empathy, and social impact, they will arrive on campus with high aspirations and equally high expectations.

    Is Gen Alpha harder to teach? They can be challenging to teach with traditional methods, yes. Teachers find that Gen Alpha students often won’t passively sit through lectures or worksheets – their digitally trained brains crave interaction and stimulation. Standard classroom management tactics sometimes falter, as these kids might be less patient and more prone to distraction if not engaged. 

    Additionally, some arrive in class with weaker basic skills (due to the factors discussed above), making teaching them the usual curriculum harder without remediation. However, “harder to teach” doesn’t mean unable to teach; it means educators must adapt.

    For colleges and universities, this means preparation cannot wait. From investing in digital infrastructure and adaptive teaching methods to strengthening student support services and demonstrating authentic values, institutions must begin laying the groundwork now. Gen Alpha will look for education that is flexible, technology-driven, and deeply connected to real-world outcomes.

    The encouraging news is that these students are resilient, creative, and eager to make a difference. By embracing innovation and authenticity, higher ed has an opportunity not just to serve them well, but to evolve alongside them, building a learning environment that reflects the future they are poised to shape.

    Struggling to stand out in a crowded market?

    Boost enrollment with digital marketing strategies!

    Frequently Asked Questions 

    Question: What is the learning style of Gen Alpha?
    Answer: Gen Alpha students tend to be visual, interactive learners who are comfortable multitasking in digital environments. They often prefer short-form content and videos (having grown up on platforms like YouTube and TikTok) and learn well through gamification and hands-on exploration.

    Question:  What is the education of the Alpha Generation like?
    Answer: Generation Alpha’s educational experience has been distinct. They’ve grown up with personal technology from day one, many using tablets in preschool, and experienced hybrid or remote learning early due to COVID. Generation Alpha education is more personalized and tech-infused than past generations. Gen Alpha students often use online resources (YouTube, learning apps, even AI tools) alongside formal schooling. Going forward, they are expected to be the most educated generation in history, with over half projected to earn university degrees.

    Question:  Is Gen Alpha harder to teach?

    Answer: They can be challenging to teach with traditional methods, yes. Teachers find that Gen Alpha students often won’t passively sit through lectures or worksheets – their digitally trained brains crave interaction and stimulation. Standard classroom management tactics sometimes falter, as these kids might be less patient and more prone to distraction if not engaged.



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  • Black Student Found Hanging From Tree at Delta State

    Black Student Found Hanging From Tree at Delta State

    Demartravion “Trey” Reed was a 21-year-old student at the Mississippi institution.

    Andrew Caballero-Reynolds/AFP/Getty Images

    Delta State University has been rocked by the discovery of a Black student’s body hanging from a tree in the middle of campus on Monday.

    Demartravion “Trey” Reed was a 21-year-old student at the Mississippi institution. Recalling a long, painful history of lynchings, his death has spurred an outpouring of grief and anger across the country.

    The Bolivar County Coroner’s Office said on Monday that a preliminary examination of Reed’s body showed no evidence of foul play, including “any lacerations, contusions, compound fractures, broken bones or injuries consistent with an assault.”

    But Reed’s family members are calling for their own investigation, including an independent autopsy, and have demanded access to video footage that might reveal more details of his death.

    “From the beginning, the family has been seeking transparency in this investigation,” Vanessa J. Jones, an attorney representing the family, told Inside Higher Ed. “Especially after a tragic incident like this occurs, and you’re dealing with a state that has a past history which includes a painful history of racial violence … transparency is paramount.”

    The Reed family’s distrust in the handling of the student’s death was deepened when officials allowed his mother to view her son’s body from the neck up only, Jones said.

    Officers also shared conflicting details of Reed’s death when they first spoke to his family, Jones said. According to Jones, the Grenada County Sheriff’s Department went to Reed’s grandfather’s home on Monday and said Reed was found dead in his dorm room “from an apparent suicide.”

    Prominent civil rights attorney Ben Crump has taken on the family’s case and said in a post on X that he will lead a team of civil rights leaders and organizers in “pursuing transparency for Trey’s family.”

    “We cannot accept vague conclusions when so many questions remain,” he wrote. Crump described Reed as a “young man full of promise and warmth, deeply loved and respected by all who knew him.”

    Lawmakers are also demanding more information.

    “We’ll never have true justice for Trey, because that would mean he would still be with us—but there must be answers,” Massachusetts representative Ayanna Pressley wrote on X.

    Mississippi representative Bennie G. Thompson called for a federal investigation into Reed’s death.

    “It is always a tragedy when a young life is cut short,” Thompson said in a statement. “We must leave no stone unturned in the search for answers. While the details of this case are still emerging, we cannot ignore Mississippi’s painful history of lynching and racial violence against African Americans.”

    Updates From the University

    At a press conference Wednesday, Delta State University president Daniel J. Ennis said Reed’s loss was “devastating” and “the manner of how Trey was discovered has stirred many emotions in this community and many emotions around the state and the nation.”

    Ennis reiterated the coroner’s early conclusions but said he recognized the psychological impact of Reed’s death. “This is not only about facts,” Ennis said. “It’s about emotions and it’s about feelings and the way this loss and how it was discovered affects people’s lives.”

    Ennis, who is white, said he acknowledged his weakness in not being “adequate to speak to the imagery that this incident raises.”

    Delta State serves roughly 2,800 students, about 40 percent of whom are Black. Ennis said the campus has been receiving threatening phone calls and messages since Reed’s death.

    “I can say that my heartbreak is comprehensive, not just for Trey—although it is primarily for Trey—but for the fact that the rest of the world has an impression of Delta State that is so at odds with what I know to be this institution,” which is “the joy and the grace of people living and working together and respecting each other,” he said.

    Mike Peeler, Delta State University chief of police, told the press that Reed’s body was transported to the Mississippi State Medical Examiner’s Office for a full autopsy on Wednesday morning. Authorities expect preliminary autopsy results within 24 to 48 hours. He said DSU Police, the Cleveland Police Department, the Mississippi Bureau of Investigation and the Bolivar County Sheriff’s Office planned to update the public on the findings after first meeting with Reed’s next of kin.

    He told reporters law enforcement officials were reviewing relevant video, but he couldn’t offer any more details. Peeler also said he had no information about Reed’s family being told his death took place in his dorm room.

    He emphasized during the press conference that “this is an isolated incident” and “there are currently no active threats to the campus,” which “remains a safe environment for students, faculty and staff.”

    ‘Heartbroken’ Students

    Nonetheless, the grisly incident has frightened Black students on campus.

    “Hearing that happened to another Black student, it really makes me feel unsafe,” a Delta State student, Stacie Hoskins, told WAPT16.

    The nature of Reed’s death has had an emotional impact on Black students on other campuses as well; some treated it as a foregone conclusion that Reed was killed and issued statements of support to fellow students.

    The Black Student Union at Illinois State University directed students to campus counseling resources, and its executive board said it was “heartbroken by the tragic loss of Trey Reed, whose life was cut short by a horrific act of violence.”

    North Carolina A&T University’s NAACP chapter posted on Instagram that Reed “could have been any of us. Any Black student. Any campus.”

    “Our education is under attack. Our sanity is under attack. Our very existence is under attack,” the chapter said. “We refuse to stay silent. Black lives matter. Black students matter. Always.”



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  • California Unions Sue Trump Admin Over Threats to UC System

    California Unions Sue Trump Admin Over Threats to UC System

    The Trump administration has frozen more than $500 million in federal funding to UCLA.

    A coalition of California education unions and faculty associations is suing the Trump administration to challenge what they say is “the illegal and coercive use of civil rights laws to attack the University of California system and the rights of their members,” the American Association of University Professors announced Tuesday. 

    The coalition comprises 19 groups—including the AAUP, the American Federation of Teachers and 10 University of California campus faculty associations—and is represented by the legal organization Democracy Forward.

    “We will not stand by as the Trump administration destroys one of the largest public university higher education systems in the country and bludgeons academic freedom at the University of California, the heart of the revered free speech movement,” AAUP president Todd Wolfson said in a statement. “We stand hand in hand to protect not only our individual rights to free expression, debate, and association, but also to safeguard the health, safety, and economic mobility of our communities—all of which is at risk.”

    The Trump administration has issued a litany of demands to the University of California in exchange for restored federal funding, including unfettered government access to faculty, student and staff data; cooperation with immigration enforcement; a ban on gender-inclusive restrooms and locker rooms; an official statement that the UC does not recognize transgender identity; and over a billion dollars in penalties. So far, the University of California, Los Angeles, has borne the brunt of the demands, but university system officials fear that funding freezes could extend to the system’s other campuses.

    On Sept. 4, University of California, Berkeley, officials notified 160 faculty, staff and students that their names appeared in documents given to the Trump administration as part of the administration’s investigation into alleged antisemitism on campus. 

    “UCLA [faculty association] is honored to stand with this coalition, which presents as an important reminder of what the UC really is—the people who day in and day out do the work on UC campuses,” Anna Markowitz, president of the UCLA faculty association executive board, said in a statement Tuesday. “Today, we join the people of the UC in standing up against federal extortion, job loss, bans on speech and expression—against any effort to dismantle core public values that have made the UC great.”

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  • University of Arkansas Creates Faculty Learning Community

    University of Arkansas Creates Faculty Learning Community

    Effective teaching and learning are key elements of a student’s academic success, but ensuring professors have access to training, support and resources to employ best practices in the classroom can be a challenge for institutions.

    At the University of Arkansas at Fayetteville’s Fulbright College of Arts and Sciences, Lynn Meade created the Faculty Learning Community to tackle this issue, uniting professors across disciplines to improve student learning and achievement.

    The Faculty Learning Community, which launched this summer, strives to unite staff and faculty across campus to work toward the shared goal of student success, Meade said.

    The background: Meade has worked as a communications professor at the University of Arkansas for two decades, but in 2023, she realized there were entire student support teams and departments that she didn’t know about. The university hosted an event on high-impact practices to invite stakeholders to share and learn from one another.

    “I sat down at a table with a whole lot of student success people, and I was amazed at all the things that they were doing and how I could be on our campus for so long and [have] no idea the things that were going on behind the scenes, things students could take advantage of that they hadn’t yet,” Meade said.

    This experience prompted her to get more involved with support staff and orchestrate opportunities for other professors to learn from one another across campus. “We need to find a way to integrate faculty and student success initiatives,” Meade said. “They need to know what one another are doing, they need to shake hands, make friends, have coffee, talk—the things that really make things happen, because our students, their success depends on us cooperating.”

    Students are more likely to talk to a faculty member they trust than seek out a support office on campus, Meade said. “I think informing them not only how to teach their class well, but also how to integrate those resources, is really important.”

    The result was the Fulbright Faculty Learning Community, a community of practice and faculty development program, which Meade now leads as director.

    How it works: The program launched with four offerings for faculty: a course-building workshop, a reboot class to help with updating content, forums for sharing innovative teaching ideas and introductions to student success teams.

    One of Meade’s goals is to avoid replicating existing efforts on campus but provide a one-stop shop to unify and amplify the great work taking place. “There’s so many cool resources on our campus, but there’s no one place they all exist,” she said.

    The Fulbright Learning Community had its kickoff event this summer, engaging 14 faculty members in a three-hour workshop on course building.

    The workshop invited faculty to consider students, rather than content, at the center of their syllabus, using a communications principle of audience and purpose. “I think if our audience is students and our purpose is to teach them, maybe we shouldn’t say, ‘I’m going to cover my material,’ but, ‘I’m going to think of ways that they can learn the material,’” Meade said.

    Survey Says

    A 2024 Student Voice survey by Inside Higher Ed and Generation Lab found that 40 percent of respondents believe their academic success would improve if professors connected in-classroom learning to issues outside the classroom or students’ career goals.

    Some professors who are straight out of grad school may have only received teacher education or used material given to them by other faculty, Meade said. Others who have taught abroad but never in the U.S. may need some help adapting their materials for American students.

    The learning community also invited career center professionals to showcase ways to embed career competencies in the syllabus and attach resources to their learning management system to help address career development for students. A future session will invite professors to share how they’re using and teaching generative AI tools.

    “Faculty success equals student success,” Meade said. “The teachers are their first line [of support]; a lot of that success is what’s happening with the teacher. When we all work together on the same side, how we communicate with each other is going to make a big impact on the student retention.”

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

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  • AI Teaching Learners Today: Pick Your Pedagogy

    AI Teaching Learners Today: Pick Your Pedagogy

    University budgets across the country are broken. Overall revenue and accumulated financial support appear to be declining for a wide variety of reasons.

    New funding policies, administrative reorganizations such as those at the Department of Education, lean fiscal times for states, diminished regard for higher learning, fewer requirements for degrees among employers hiring for entry-level positions and the impact of artificial intelligence all come together to reduce the pool of new students, tuition revenues and grants. As a result, new initiatives are stifled unless they show promise to immediately reduce costs and generate new revenue.

    The cost of developing, designing and teaching classes is often largely determined by the faculty and staff costs. Long-running lower-division classes at some universities may be taught by supervised teaching assistants or adjunct faculty whose salaries are lower than tenure-track faculty’s. However, we are now confronted with highly capable technologies that require little to no additional investment and can bring immediate revenue positive opportunities. Each university very soon will have to determine to what extent AI will be permitted to design and deliver classes, and under what oversight and supervision.

    However, few of us in higher ed seem to realize that such technologies are freely available today. The tsunami of new and improving AI technologies has inundated us over the past three years so quickly that many in academe have not been able to keep up.

    Case in point is the rapidly expanded and enhanced AI app. We know them by the names Gemini, ChatGPT, Claude and a few others that we tried out in 2023 or 2024. Early on, they were deficient in many ways, including hallucinations and a strictly limited number of words you could put into a prompt. That has largely changed, though hallucinations can still happen—which is why it is good practice to compare prompts submitted at multiple sites, as has been suggested previously in this column.

    AI is now capable of teaching higher learners in a highly sophisticated way. Given a thoughtful, detailed prompt, it is able to implement most of the proven pedagogical approaches, many of which are unknown to our teaching faculty. It is able to dig more deeply into a topic with more recent data than many of the faculty members are using. It can interpolate, extrapolate and pursue conjectures to their statistical conclusions, revealing unexpected outcomes. It can be friendly, supportive, patient and also challenging at the appropriate times.

    My point is that the prompt today can be a most powerful teaching tool that can consistently create a robust, engaging learning environment. It can even offer material through a variety of pedagogies. A well-written, detailed prompt can be the equal of many of our teaching assistants, adjunct faculty and, yes, full-time faculty members who have not been deeply trained in effective pedagogy and current practice.

    Let’s test out one of these technologies right now!

    This one below, shared by the “There’s an AI for That” newsletter, provides an online tutor to teach students using an assortment of time-tested technologies and pedagogies. The first step begins with merely a prompt, albeit not a short one. The Interactive Learning Tutor is a virtual instructor that runs on the leading frontier AI app models (Gemini, ChatGPT and Claude). Most interesting is not only the vast range of topics it is prepared to deliver, but the range of pedagogies it will enable at the request of the learner. So, the learner can pick their pedagogy rather than being subject to the designer’s and instructor’s choice of teaching and learning methods.

    “This prompt turns AI into a dual-role system that first helps learners choose the most effective study techniques for their subject, then switches into live teaching using those chosen methods. In Navigator Mode, the system gathers details about what the user wants to learn and how they prefer to learn it, then presents a curated set of three to five evidence-based methods from its catalog. Each method is explained in depth, with strengths, limitations, step-by-step applications and concrete examples tied to the user’s subject. It also suggests learning archetypes, outlines pitfalls and fixes, creates an integrated action plan, and provides tools like reflection prompts, comparison tables, and pathways matrices to help learners see their options clearly.”

    This is a highly qualified virtual teaching assistant, eager and well prepared to take on the task of teaching an individual in an online tutorial or class. Imagine 30 students, with a week or so initial orientation, running this app to achieve specified learning outcomes in an engaging, interactive way. The materials provided in the individual tutorial could be augmented through a syllabus of supplementary readings, reference materials and periodic assessments leading up to a final project or paper to be submitted individually or by groups in the class. The prompt and app take over the most important role of engaging and guiding the student in ways proven to be successful.

    So, let’s give this a road test! Step one is to copy the 1,112-word prompt that begins with and ends with . Paste this into the input box of your chosen AI app and press enter. After a brief moment for processing, the app will reply with an invitation to share the topic about which you would like to learn. This would be defined by the instructor of the course along with the learning outcomes for the class. As an enthusiastic learner who is going to attend an outdoors bluegrass music festival today, I typed in, “I want to learn about bluegrass music, including how it evolved, its popularity, the geographic range of its performance, the instruments used and cultural impact.” Including such learning outcomes will streamline the process for later assessments.

    Gemini replied, “That’s a fantastic topic! Bluegrass music has a rich history and a vibrant culture. We can definitely break down its evolution, instruments, and cultural impact.” Gemini went on to write,

    Now, to help me suggest the best learning methods for you, could you tell me a bit about how you prefer to learn? For example, when you’re trying to understand something new, do you find it helps to:

    • Discuss it and ask lots of questions?
    • Organize information visually, maybe with timelines or diagrams?
    • Listen to examples (like different songs) and connect them back to the concepts?
    • Try to explain it to someone else to make sure you’ve grasped it?

    Gemini also offered a personalized action plan to set the schedule.

    Integrated Action Plan

    • Immediate Actions (First 1-2 Hours): Use the Socratic method to generate a list of foundational questions about bluegrass. Use dual coding to create a simple timeline of major events (e.g., Bill Monroe forms the Blue Grass Boys, Earl Scruggs joins, the Newport Folk Festival).
    • Medium-Term Actions (First Week): Use the Storytelling method to weave those timeline events into a narrative about the birth of the genre. Pick one specific concept (e.g., “the high lonesome sound”) and use the Feynman technique to explain it in your own words.
    • Long-Term Actions (Ongoing): Continue to build out your visual library (dual coding) with instrument diagrams and regional maps. As you learn more, continuously refine your core story (Storytelling) and test your understanding of complex subtopics (Feynman technique).

    Further details were shared by Gemini in table format to ensure that the learner understood the different approaches. Then it gave me, the learner, the chance to affirm that I wanted to blend those modes. And then we were off and running.

    This format seems ideal to prototype just-in-time certificate programs, over-demand programs where insufficient numbers of faculty are readily available and other instances where time or finances may not permit full design and teaching staffing. Carefully monitor each student by asking them to share their exchanges with the app. Be vigilant to protect the learner’s FERPA rights. Use secure methods for quizzing and other assessments. Compare the outcomes to other such classes and gather feedback from the participating learners. Modify the original prompt to meet your needs and refine the results for the next offering.

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  • Gaza, higher education, and the ethics of institutional neutrality

    Gaza, higher education, and the ethics of institutional neutrality

    When I published my academic article Witnessing Silence: The Palestinian Genocide, Institutional Complicity, and the Politics of Knowledge in June this year, I shared it on LinkedIn expecting it might quietly circulate among those already engaging with Palestine and decolonial education.

    Instead, what followed was an unexpectedly wide response – emails, messages, and private conversations from academics and professional services staff across the sector, expressing that the piece gave language to something they had been living with but unable to name.

    Where the original piece offered a theoretically grounded, autoethnographic account of institutional complicity and epistemic violence in UK higher education, this is a direct reflection on what that silence means in practice: for those of us who work within universities, support students, write policy, and try to teach with integrity in times of crisis.

    This is not a neutral topic. Nor, I believe, should it be. But it is one that demands clarity, care, and honesty about what our sector chooses to say – or not say – when faced with the mass killing of civilians, including thousands of children. It also demands that we reckon with how our silences function, who they serve, and who they leave behind.

    What is the silence we’re talking about?

    Since October 2023, higher education institutions in the UK have issued few, if any, direct statements on the situation in Gaza. Where communications have been made, they have been strikingly general: references to “ongoing events in the Middle East,” or “the situation in Israel and Gaza.” In many cases, even the word “Palestine” is omitted altogether.

    This is not simply a matter of tone. Language signals recognition, and its absence is felt. In the same period, UK universities have published clear and immediate statements on the war in Ukraine, the Christchurch mosque attacks, and the murder of George Floyd. These responses were swift and specific, naming both the nature of the violence and the communities affected.

    By contrast, when it comes to Gaza, where, as of April 2025, the Palestinian Central Bureau of Statistics reported that 17,954 children killed, 39,384 children orphaned, and 7,065 children injured, many with life-changing disabilities most institutions have chosen vagueness or silence.

    The use of the term “genocide” is not a personal flourish. It has been raised by international human rights organisations such as Amnesty International, by UN experts, and by legal scholars. It is also under formal consideration at the International Court of Justice, which in January 2024 issued provisional measures recognising a plausible risk of genocide in Gaza. To avoid naming this, or to replace it with neutral euphemisms, is not caution. It is abandonment.

    I do not assume that this silence stems from indifference. In many cases, it reflects complex pressures: reputational risk, external scrutiny, internal disagreement, legal advice. But intention does not cancel out impact. And the cumulative impact of this silence is a deepening sense that Palestinian suffering is institutionally unrecognisable: too controversial to name, too politically fraught to mourn, too inconvenient to address.

    How silence affects minoritised staff and students

    The consequences of silence are not theoretical; they are lived. For many Muslim, Arab, and pro-Palestinian staff and students, the ongoing refusal to acknowledge what is happening in Gaza has created a climate of anxiety, exhaustion, and quiet despair. What I describe in my research as “moral injury” – the psychological toll of witnessing profound injustice while being expected to remain silent – has become, for many, a defining feature of daily academic life.

    I’ve heard this from colleagues across roles and disciplines: early career researchers who self-censor in lectures and grant proposals, students too afraid to name Palestine in their dissertations, and professional services staff torn between personal conviction and institutional messaging. Some have received formal warnings; others speak only in private, fearful of reputational damage or being labelled as disruptive. The burden of caution is not equally distributed.

    These are not isolated feelings. For many colleagues and friends, this silence also carries an unbearable weight: the knowledge that our lives are treated as less valuable and more easily dispensable. Conflicts in Iraq, Afghanistan, Yemen, Gaza, and Syria have taken millions of lives, yet they rarely provoke the same sustained outrage or mobilisation that far smaller losses elsewhere receive – a phenomenon documented by Kearns et al. (2019). To live with that awareness is haunting. And when universities, too, remain vague or silent, the omission feels less like caution and more like confirmation, that even here, in institutions that speak of justice and care, some lives – our lives – and losses are considered harder to name.

    I want to be clear: I am not accusing individuals of deliberate harm. But when institutions fail to name atrocities, when they issue statements that sidestep historical context, and when they offer wellbeing support without acknowledging what that support is for, they deepen a sense of abandonment that many minoritised staff already carry. It becomes harder to feel safe, heard, or morally aligned with the institutions we work in.

    Silence becomes censorship

    Silence in our universities is not just absence. It often comes with a cost for anyone who dares to speak. What looks like neutral restraint can be revealed, in practice, as institutional censorship.

    Since October 2023, disciplinary investigations have spread across UK campuses. A joint investigation found that at least 28 universities launched formal proceedings against students and staff over pro-Palestinian activism, involving more than a hundred people. Other reporting suggests that as many as 250 to 300 employees across the sector have been investigated or threatened with dismissal simply for expressing pro-Palestinian views.

    A HEPI report documents how encampments across UK universities, including many Russell Group members, were met with heavy institutional responses. Emails obtained by journalists also show that university security teams adopted “US-style” surveillance tactics during protests, often under pressure from their own professional networks.

    These are not isolated anecdotes. The pattern is clear. Silence is not neutral. It is often enforced. When colleagues or students raise their voices, they risk being investigated, disciplined, or even expelled. That cost is real and immediate, and it must be named.

    Ethical contradictions

    What makes the silence so disorienting is not just the absence of language, it’s the dissonance between that silence and the values our sector claims to uphold. We talk about decolonisation, inclusive pedagogy, and trauma-informed practice. We encourage students to “critically engage with systems of power,” and we celebrate academic freedom as foundational to our purpose. Yet when faced with a case of genocide – documented by international bodies, witnessed daily in the media, and devastating in its scale – many universities fall silent.

    This is not simply a question of public statements. It is a deeper ethical contradiction that permeates the day-to-day environment of higher education institutions. When staff are encouraged to design anti-racist curricula but discouraged from naming colonial violence in Palestine, the message is clear: some histories are welcome, others are not. When mental health services are promoted but cannot address the context of collective grief, the care offered feels hollow.

    None of this is new. As my article argues, the logic of institutional silence is historically patterned. Higher education has long been selective in its expressions of solidarity – often willing to speak when the political stakes are low, but cautious when they risk reputational or legal exposure. What we are seeing now is the cumulative effect of that selectivity: a moral framework that is uneven, inconsistent, and, for many, increasingly untenable.

    What can institutions do?

    If silence has consequences, then breaking it must be an intentional act. This doesn’t mean rushing to issue statements for every global tragedy. But it does require universities to reflect on the ethical frameworks guiding their public responses, especially when those responses (or omissions) disproportionately impact already marginalised groups.

    First, naming matters. Even if a university does not take a political position, it can acknowledge the reality of civilian death and collective grief. It can refer explicitly to Palestinians as a people, not just as part of a geography. It can recognise that some communities in our institutions are disproportionately affected by what is unfolding, and that they are looking to us not just for pastoral care, but for moral clarity.

    Second, policy protections must catch up with practice. Staff who speak out within the bounds of academic freedom should not face disproportionate scrutiny or reputational risk. Nor should students be penalised for engaging critically with the politics of occupation, war, or settler colonialism. Institutional support must be consistent, not selectively applied based on the political palatability of the cause.

    Finally, universities must reckon with the unequal distribution of emotional labour. Many of us who are called upon to “lead conversations” on inclusion or belonging are also the ones absorbing the silence around Palestine. That dissonance is unsustainable – and addressing it requires more than a line in a strategy document. It requires courage, consistency, and care.

    There is no perfect statement, no risk-free position. But neither is neutrality ever neutral. If we expect students and staff to bring their whole selves into our classrooms, then we must be prepared to name the losses and injustices that shape those selves—and to respond with more than silence.

    Silence is not safety

    The idea that universities must remain neutral in the face of political crisis may feel institutionally safe, but it is ethically brittle. Neutrality, when applied unevenly, is not neutrality at all. It becomes complicity, dressed up as caution.

    What makes this moment so painful for many in the sector is not just the lack of solidarity, but the sense that even the language of care has become selective. If we are truly committed to fostering inclusive, trauma-informed institutions, then we cannot exclude entire communities from the scope of our empathy. We cannot preach justice in our classrooms while avoiding it in our corridors.

    In the weeks following the article’s publication, I received messages from colleagues across the country – many from minoritised backgrounds – who described feeling both moved and afraid: seen, perhaps for the first time, but still unsure whether it was safe to speak.

    There is still time for institutions to act, not by offering perfect words, but by showing they are listening. By naming what is happening. By protecting those who speak. And by recognising that silence is not safety. For many of us, it is precisely the thing we are trying to survive.

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  • The Higher Education Inquirer: Six Hundred Thousand Views, and Still Digging

    The Higher Education Inquirer: Six Hundred Thousand Views, and Still Digging

    The Higher Education Inquirer has crossed another milestone, reaching more than 600,000 views over the past quarter. For a niche publication without corporate backing, this is a significant achievement. But the real measure of success is not in page views—it is in the stories that matter, the investigations that refuse to die even when the higher education establishment would rather they disappear.

    Since its inception, HEI has taken the long view on the crises and contradictions shaping U.S. colleges and universities. We continue to probe the issues that mainstream media outlets often skim or ignore. These are not passing headlines; they are structural problems, many of them decades in the making, that affect millions of students, faculty, staff, and communities.

    Among the stories we continue to pursue:

    • Charlie Kirk and Neofascism on Campus: Tracing how right-wing movements use higher education as a recruiting ground, and how student martyrdom narratives fuel a dangerous cycle.

    • Academic Labor and Adjunctification: Investigating the systemic exploitation of contingent faculty, who now make up the majority of the academic workforce.

    • Higher Education and Underemployment: Examining how rising tuition, debt, and credentials collide with a labor market that cannot absorb the graduates it produces.

    • EdTech, Robocolleges, and the University of Phoenix: Following the money as education technology corporations replace faculty with algorithms and marketing schemes.

    • Student Loan Debt and Borrower Defense to Repayment: Tracking litigation, regulatory shifts, and the human toll of a $1.7 trillion debt system.

    • U.S. Department of Education Oversight: Analyzing how federal enforcement waxes and wanes with political cycles, often leaving students exposed.

    • Online Program Managers and Higher Ed Privatization: Investigating the outsourcing of core academic functions to companies driven by profit, not pedagogy.

    • Edugrift and Bad Actors in Higher Education: Naming the profiteers who siphon billions from public trust.

    • Medugrift and University Medicine Oligopolies: Connecting elite medical centers to systemic inequality in U.S. healthcare.

    • Student Protests: Documenting student resistance to injustice on campus and beyond.

    • University Endowments and Opaque Funding Sources: Pulling back the curtain on how universities build wealth while raising tuition.

    • Universities and Gentrification: Exposing the displacement of working-class communities in the name of “campus expansion.”

    • Ambow Education as a Potential National Security Threat: Tracking foreign-controlled for-profit education companies and their entanglements.

    • Accreditation: Examining the gatekeepers of legitimacy and their failure to protect students.

    • International Students: Covering the precarity of students navigating U.S. immigration and education systems.

    • Student Health and Welfare: Looking at how universities fail to provide adequate physical and mental health support.

    • Hypercredentialism: Interrogating the endless inflation of degrees and certificates that drain students’ time and money.

    • Veritas: Pursuing truth in higher education, no matter how uncomfortable.

    These are the stories that make HEI more than just a blog—they make it a watchdog. As higher education drifts deeper into corporatization and inequality, we will keep asking difficult questions, exposing contradictions, and documenting resistance.

    The numbers are gratifying. But the truth is what matters.

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  • Elon U and Queens U of Charlotte to Merge

    Elon U and Queens U of Charlotte to Merge

    Elon University and Queens University of Charlotte, private institutions roughly two hours apart, announced Tuesday that they plan to merge, with more details to come in the next few months.

    Although the “formal structure of the proposed merger” still needs to be finalized, Elon officials said in a university announcement that “the vision is clear: to create a stronger, more sustainable model of higher education in Charlotte that expands access, enhances opportunity, prepares a future-ready workforce and honors the storied legacies of both institutions.”

    Language in the announcement suggests that Elon will absorb Queens as part of the merger.

    “At the conclusion of the merger, which is anticipated in the summer of 2026, Elon will operate Queens in partnership with existing and legacy leaders,” Elon officials wrote in a news release.

    Elon is the larger of the two institutions and appears to be more financially stable.

    Elon enrolled more than 7,230 students last fall, according to its Common Data Set. The head count at Queens came in at 1,599 students last fall, its Common Data Set shows. Elon has an endowment valued at more than $361 million, compared to nearly $162 million at Queens, which has operated at a deficit in recent years, public financial records show.

    Queens also laid off employees last year after it missed its enrollment goal by about 100 students, which it blamed on the flawed rollout of the new Free Application for Federal Student Aid. 

    Officials expect the merger, which will require regulatory approval, to be finalized next summer.

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