Tag: Innovation

  • ‘End of an era’: Experts warn research executive order could stifle scientific innovation

    ‘End of an era’: Experts warn research executive order could stifle scientific innovation

    An executive order that gives political appointees new oversight for the types of federal grants that are approved could undercut the foundation of scientific research in the U.S., research and higher education experts say. 

    President Donald Trump’s order, signed Aug. 7, directs political appointees at federal agencies to review grant awards to ensure they align with the administration’s “priorities and the national interest.

    These appointees are to avoid giving funding to several types of projects, including those that recognize sex beyond a male-female binary or initiatives that promote “anti-American values,” though the order doesn’t define what those values are.   

    The order effectively codifies the Trump administration’s moves to deny or suddenly terminate research grants that aren’t in line with its priorities, such as projects related to climate change, mRNA research, and diversity, equity and inclusion.

    The executive order’s mandates mark a big departure from norms before the second Trump administration. Previously, career experts provided oversight rather than political appointees and peer review was the core way to evaluate projects.

    Not surprisingly, the move has brought backlash from some quarters.

    The executive order runs counter to the core principle of funding projects based on scientific merit — an idea that has driven science policy in the U.S. since World War II, said Toby Smith, senior vice president for government relations and public policy at the Association of American Universities. 

    “It gives the authority to do what has been happening, which is to overrule peer-review through changes and political priorities,” said Smith. “This is really circumventing peer review in a way that’s not going to advance U.S. science and not be healthy for our country.”

    That could stifle scientific innovation. Trump’s order could prompt scientists to discard their research ideas, not enter the scientific research field or go to another country to complete their work, research experts say. 

    Ultimately, these policies could cause the U.S. to fall from being one of the top countries for scientific research to one near the bottom, said Michael Lubell, a physics professor at the City College of New York.

    “This is the end of an era,” said Lubell. “Even if things settle out, the damage has already been done.”

    A new approach to research oversight

    Under the order, senior political appointees or their designees will review new federal awards as well as ongoingl grants and terminate those that don’t align with the administration’s priorities.

    This policy is a far cry from the research and development strategy developed by Franklin D. Roosevelt’s administration at the end of World War II. Vannevar Bush, who headed the U.S. Office of Scientific Research and Development at the time, decided the U.S. needed a robust national program to fund research that would leave scientists to do their work free from political pressure. 

    Bush’s strategy involved some government oversight over research projects, but it tended to defer to the science community to decide which projects were most promising, Lubell said. 

    “That kind of approach has worked extremely well,” said Lubell. “We have had strong economic growth. We’re the No. 1 military in the world, our work in the scientific field, whether it’s medicine, or IT — we’re right at the forefront.”

    But Trump administration officials, through executive orders and in public hearings, have dismissed some federal research as misleading or unreliable — and portrayed the American scientific enterprise as one in crisis. 

    The Aug. 7 order cited a 2024 report from the U.S. Senate Commerce, Science, and Transportation Committee, led by its then-ranking member and current chairman, Sen. Ted Cruz, R-Texas, that alleged more than a quarter of National Science Foundation spending supported DEI and other “left-wing ideological crusades.” House Democrats, in a report released in April, characterized Cruz’s report as “a sloppy mess” that used flawed methodology and “McCarthyistic tactics.”

    Source link

  • How Windows 11 is powering the next generation of K-12 innovation

    How Windows 11 is powering the next generation of K-12 innovation

    Key points:

    As school districts navigate a rapidly evolving digital landscape, IT and academic leaders face a growing list of challenges–from hybrid learning demands and complex device ecosystems to rising cybersecurity threats and accessibility expectations. To stay ahead, districts need more than incremental upgrades–they need a secure, intelligent, and adaptable technology foundation.

    That’s the focus of the new e-book, Smarter, Safer, and Future-Ready: A K-12 Guide to Migrating to Windows 11. This resource takes an in-depth look at how Windows 11 can help school districts modernize their learning environments, streamline device management, and empower students and educators with AI-enhanced tools designed specifically for education.

    Readers will discover how Windows 11:

    • Protects district data with built-in, chip-to-cloud security that guards against ransomware, phishing, and emerging cyberattacks.
    • Simplifies IT management through automated updates, intuitive deployment tools, and centralized control–freeing IT staff to focus on innovation instead of maintenance.
    • Drives inclusivity and engagement with enhanced accessibility features, flexible interfaces, and AI-powered personalization that help every learner succeed.
    • Supports hybrid and remote learning with seamless collaboration tools and compatibility across a diverse range of devices.

    The e-book also outlines practical strategies for planning a smooth Windows 11 migration–whether upgrading existing systems or introducing new devices–so institutions can maximize ROI while minimizing disruption.

    For CIOs, IT directors, and district technology strategists, this guide provides a blueprint for turning technology into a true driver of academic excellence, operational efficiency, and district resilience.

    Download the e-book today to explore how Windows 11 is helping K-12 districts become smarter, safer, and more future-ready than ever before.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Source link

  • How interactive tech simplifies IT and supercharges learning

    How interactive tech simplifies IT and supercharges learning

    Key points:

    Today’s school IT teams juggle endless demands–secure systems, manageable devices, and tight budgets–all while supporting teachers who need tech that just works.

    That’s where interactive displays come in. Modern, OS-agnostic solutions like Promethean’s ActivPanel 10 Premium simplify IT management, integrate seamlessly with existing systems, and cut down on maintenance headaches. For schools, that means fewer compatibility issues, stronger security, and happier teachers.

    But these tools do more than make IT’s job easier–they transform teaching and learning. Touch-enabled collaboration, instant feedback, and multimedia integration turn passive lessons into dynamic, inclusive experiences that keep students engaged and help teachers do their best work.

    Built to last, interactive displays also support long-term sustainability goals and digital fluency–skills that carry from classroom to career.

    Discover how interactive technology delivers 10 powerful benefits for schools.

    Download the full report and see how interactive solutions can help your district simplify IT, elevate instruction, and create future-ready classrooms.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Source link

  • How Community Innovation Practitioners are reshaping place-based innovation

    How Community Innovation Practitioners are reshaping place-based innovation

    Research has the capacity to transform universities, communities and their places. The problem is that the funding architecture does not allow for sufficient sharing of power, benefits, or resources between communities, academics and non-academic partners.

    How research funding is organised, distributed, and managed, spotlights issues of regional inequality and uneven cultural and economic growth.

    These challenges, and how to address them, are at the heart of the Northumbria University led deep dive scoping report, By All, For All: The Power of Partnership, which provided the robust evidence base for best practice in partnership working and bridging knowledge gaps.

    The report makes recommendations for devolving research power, directly addressing the UKRI strategic aim to work across an expanded research ecosystem, with communities as researchers rather than just the subjects of research.

    Funding

    A new round of Community Innovation Practitioner (CIP) Awards—the signature award of the Creative Communities programme–a £3.9 million investment funded by the UKRI Arts and Humanities Research Council (AHRC) and based at Northumbria University–is a direct result of those recommendations.

    Harnessing the transformative power of devolution, the CIP Awards embed researchers directly within communities across all four devolved nations and devolved mayoral regions of the UK for a year. The awards contribute to an emerging evidence base on how culture can enhance belonging, address regional inequality, deliver devolution and break down barriers to opportunity for communities.

    Underpinning the work of the CIPs is a fundamental question: what if we stopped doing research to communities and started doing it with them?

    The first cohort of CIPs employed co-creative methodologies to address complex social challenges across diverse communities, from Belfast’s Market area to Welsh post-industrial regions and Liverpool’s healthcare settings. Their work aimed to empower marginalised communities through participatory cultural interventions, using arts, heritage, music and creative practices as vehicles for social change and community building.

    Each practitioner developed innovative approaches to bridge academic research with grassroots community needs, fostering cross-sector collaborations that challenged traditional boundaries between universities, public services and residents–using the so-called ‘quadruple helix’ model. Through their community-led research, the CIPs demonstrated how creative co-production can tackle issues ranging from mental health and social isolation to heritage conservation and youth engagement, ultimately building more inclusive and resilient communities.

    The 2025-6 cohort of CIPs build on that strong foundation. They will generate vital new knowledge about co-creation and the unique role played by their communities and partnerships in growth through new research, development and innovation (RD&I).

    Between them, the six CIPs will transform empty retail spaces into creative hubs in Dundee; foster reconciliation in Belfast through a co-created community art exhibition; strengthen community cohesion through craft in Rochdale; address cultural health and creating cultural planning across Kirklees; support cultural regeneration in Digbeth and inspire new forms of collective storytelling in Cardiff.

    Democratising research outputs

    With UK Government Missions focused on addressing regional inequality and economic growth, there’s growing recognition that top-down policy interventions have limited effectiveness. The CIP Awards directly address this by generating evidence from the ground up, with communities defining both problems and solutions.

    This approach aligns with broader shifts in policy thinking. The recent emphasis on place-based innovation across government departments reflects a growing understanding that place really matters—that solutions appropriate for, say, Manchester might fail spectacularly in Dundee, not because of implementation failures but because they were never designed with local lived experience and landscapes in mind.

    When it comes to democratising research funding and carrying out co-creation, significant obstacles remain. The promotion criteria in universities still heavily favour traditional academic outputs over community impact. REF panels, despite rhetorical commitments to broader impact, struggle to assess research where communities are co-creators rather than case studies, and funding timelines often clash with the slow work of building genuine partnerships.

    The CIP Awards attempt to address some of these structural barriers by providing dedicated funding for relationship-building and requiring evidence of community partnership from the application stage. But systemic change will require broader cultural shifts.

    A model for the future

    Early indicators from Creative Communities research are promising. Projects have influenced everything from devolved government manifestos, to UNESCO heritage policies and NHS approaches to community health. But scaling this impact requires moving beyond individual projects to a wider systemic change of who gets to do RD&I.

    The CIP Awards represent more than a funding opportunity: they’re a prototype for what research looks like when we take community expertise seriously. In an era of declining trust in institutions and growing demands for research relevance, this approach offers a path toward more democratic, more impactful, and ultimately more valuable knowledge creation that is truly by all, and for all.

    The Creative Communities podcast is available online CIP Podcast – Creative Communities. You can read more about the work of AHRC Creative Communities on the website, where you can access the case studies and policy papers from the 2023-24 CIPs.

    Source link

  • From Isolation to Inspiration: A Faculty Fellowship for Collaborative Innovation – Faculty Focus

    From Isolation to Inspiration: A Faculty Fellowship for Collaborative Innovation – Faculty Focus

    Source link

  • Testing Times & Interesting Discussions

    Testing Times & Interesting Discussions

    Last week, The Royal Bank of Canada (RBC) put out a discussion paper called Testing Times: Fending Off A Crisis in Post-Secondary Education, which in part is the outcome of a set of cross-country discussions held this summer by RBC, HESA, and the Business Higher Education Roundtable. (BHER). The paper, I think, sums up the current situation pretty well: the system is not at a starvation point but is heading in that direction pretty quickly and that needs to be rectified. On the other hand, there are some ways that institutions could be moving more quickly to respond to changing social and economic circumstances. What’s great about this paper is that it balances those two ideas pretty effectively.

    I urge everyone to read it themselves because I think it sums up a lot of issues nicely – many of which we at HESA will be taking up at our Re: University conference in January (stay tuned! the nearly full conference line-up will be out in a couple of weeks, and it’s pretty exciting). But I want to draw everyone’s attention to section 4 of the report, in particular which I think is the sleeper issue of the year, and that is the regulation of post-secondary institutions. One of the things we heard a lot on the road was how universities were being hamstrung – not just by governments but by professional regulatory bodies – in terms of developing innovative programming. This is a subject I’ll return to in the next week or two, but I am really glad that this issue might be starting to get some real traction.

    The timing of this release wasn’t accidental: it came just a few days before BHER had one of its annual high-level shindigs, and RBC’s CEO Dave MacKay is also BHER’s Board Chair, so the two go hand-in-hand to some extent. I was at the summit on Monday – a Chatham House rules session at RBC headquarters – which attracted a good number of university and college presidents, as well as CEOs – entitled Strategic Summit on Talent, Technology and a New Economic Order. The discussions took up the challenge in the RBC paper to look at where the country is going and where the post-secondary education sector can contribute to making a new and stronger Canada.

    And boy, was it interesting.

    I mean, partly it was some of the outright protectionist stuff being advocated by the corporate sector in the room. I haven’t heard stuff like that since I was a child. Basically, the sentiment in the room is that the World Trade Organization (WTO) is dead, the Americans aren’t playing by those rules anymore, so why should we? Security of supply > low-cost supply. Personally, I think that likely means that this “new economic order” is going to mean much more expensive wholesale prices, but hey, if that’s what we have to adapt to, that’s what we have to adapt to.

    But, more pertinent to this blog were the ways the session dealt with the issue of what in higher education needs to change to meet the moment. And, for me, what was interesting was that once you get a group of business folks in a room and ask what higher education can do to help get the country on track, they actually don’t have much to say. They will talk a LOT about what government can do to help get the country on track. The stories they can tell about how much more ponderous and anti-innovation Canadian public procurement policies are compared to almost any other jurisdiction on earth would be entertaining if the implications were not so horrific. They will talk a LOT about how Canadian C-suites are risk-averse, almost as risk-averse as government, and how disappointing that is.

    But when it comes to higher education? They don’t actually have all that much to say. And that’s both good and bad.

    Now before I delve into this, let me say that it’s always a bit tricky to generalize what a sector believes based on a small group of CEOs who get drafted into a room like this one. I mean, to some degree these CEOs are there because they are interested in post-secondary education, so they aren’t necessarily very representative of the sector. But here’s what I learned:

    • CEOs are a bit ruffled by current underfunding of higher education. Not necessarily to the point where they would put any of their own political capital on the line, but they are sympathetic to institutions.
    • When they think about how higher education affects their business, CEOs seem to think primarily about human capital (i.e. graduates). They talk a lot less about research, which is mostly what universities want to talk about, so there is a bit of a mismatch there.
    • When they think about human capital, what they are usually thinking about is “can my business have access to skills at a price I want to pay?” Because the invitees are usually heads of successful fast-growing companies, the answer is usually no. Also, most say what they want are “skills” – something they, not unreasonably, equate with experience, which sets up another set of potential misunderstandings with universities because degrees ≠ experience (but it does mean everyone can agree on more work-integrated learning).
    • As a result – and this is important here – it’s best if CEOs think about post-secondary education in terms of firm growth, not in terms of economy-wide innovation.

    Now, maybe that’s all right and proper – after all, isn’t it government’s business to look after the economy-wide stuff? Well, maybe, but here’s where it gets interesting. You can drive innovation either by encouraging the manufacture and circulation of ideas (i.e. research) or by diffusing skills through the economy (i.e. education/training). But our federal government seems to think that innovation only happens via the introduction of new products/technology (i.e., the product of research), and that to the extent there is an issue with post-secondary education, it is that university-based research doesn’t translate into new products fast enough – i.e. the issue is research commercialization. The idea that technological adoption might be the product of governments and firms not having enough people to use new technologies properly (e.g. artificial intelligence)? Not on anyone’s radar screen.

    And that really is a problem. One I am not sure is easily fixed because I am not sure everyone realizes the degree to which they are talking past each other. But that said, the event was a promising one. It was good to be in a space where so many people cared about Canada, about innovation, and about post-secondary education. And the event itself – very well pulled-off by RBC and BHER – made people want to keep discussing higher education and the economy. Both business and higher education need to have events like this one, regularly, and not just nationally but locally as well. The two sides don’t know each other especially well, and yet their being more in sync is one of the things that could make the country work a lot better than it does. Let’s keep talking.

    Source link

  • Fuel Innovation at Your Institution with the Design Thinking Workbook [Download]

    Fuel Innovation at Your Institution with the Design Thinking Workbook [Download]

    In a time when institutions are being asked to do more with less, reimagining how teams solve problems is critical. That’s where design thinking comes in.

    This workbook introduces a proven framework for creative problem-solving that centers empathy, collaboration, and experimentation. Whether you’re launching a new program, reworking a process, or building cross-functional alignment, design thinking can help your institution move faster and smarter.

    What’s Inside?

    • A breakdown of each phase of the design thinking process
    • Guided activities to structure collaborative work sessions
    • Prompts to help teams challenge assumptions and generate solutions
    • Space to capture insights and action steps in real time
    • Tips for applying design thinking to institutional challenges

    It’s built for higher ed professionals looking to drive innovation without overcomplicating the process.

    Complete the form on the right to download your free copy and start unlocking smarter solutions, faster.

    Source link

  • A largely invisible role of international students: Fueling the innovation economy

    A largely invisible role of international students: Fueling the innovation economy

    PITTSBURGH — Saisri Akondi had already started a company in her native India when she came to Carnegie Mellon University to get a master’s degree in biomedical engineering, business and design.

    Before she graduated, she had co-founded another: D.Sole, for which Akondi, who is 28, used the skills she’d learned to create a high-tech insole that can help detect foot complications from diabetes, which results in 6.8 million amputations a year.

    D.Sole is among technology companies in Pittsburgh that collectively employ a quarter of the local workforce at wages much higher than those in the city’s traditional steel and other metals industries. That’s according to the business development nonprofit the Pittsburgh Technology Council, which says these companies pay out an annual $27.5 billion in salaries alone.

    A “significant portion” of Pittsburgh’s transformation into a tech hub has been driven by international students like Akondi, said Sean Luther, head of InnovatePGH, a coalition of civic groups and government agencies promoting innovation businesses.

    The Pittsburgh Innovation District along Forbes Avenue in Pittsburgh’s Oakland section, near the campuses of the University of Pittsburgh and Carnegie Mellon University. Credit: Nancy Andrews for The Hechinger Report

    “Next Happens Here,” reads the sign above the entrance to the co-working space where Luther works and technology companies are incubated, in an area near Carnegie Mellon and the University of Pittsburgh dubbed the Pittsburgh Innovation District. The neighborhood is filled with people of various ethnicities speaking a variety of languages over lunch and coffee.

    What might happen next to the international students and graduates who have helped fuel this tech economy has become an anxiety-inducing subject of those conversations, as the second presidential administration of Donald Trump brings visa crackdowns, funding cuts and other attacks on higher education — including here, in a state that voted for Trump.

    Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter.

    Inside the bubble of the universities and the tech sector, “there’s so much support you get,” Akondi observed, in a gleaming conference room at Carnegie Mellon. “But there still is a part of the population that asks, ‘What are you doing here?’ ”

    Much of the ongoing conversation about international students has focused on undergraduates and their importance to university revenues and enrollment. Many of these students — especially in graduate schools — fill a less visible role in the economy, however. They conduct research that can lead to commercial applications, have skills employers need and start a surprising number of their own companies in the United States.

    Sean Luther, head of InnovatePGH, at one of the organization’s co-working spaces. One reason tech companies have come to Pittsburgh “is because of those non-native-born workers,” Luther says. Credit: Nancy Andrews for The Hechinger Report

    “The high-tech engineering and computer science activities that are central to regional economic development today are hugely dependent on these students,” said Mark Muro, a senior fellow at the Brookings Institution who studies technology and innovation. “If you go into a lab, it will be full of non-American people doing the crucial research work that leads to intellectual property, technology partnerships and startups.”

    Some 143 U.S. companies valued at $1 billion or more were started by people who came to the country as international students, according to the National Foundation for American Policy, a nonprofit that conducts research on immigration and trade. These companies have an average of 860 employees each and include SpaceX, founded by Elon Musk, who was born in South Africa and graduated from the University of Pennsylvania.

    Whether or not they invent new products or found businesses of their own, international graduates are “a vital source” of workers for U.S.-based tech companies, the National Science Foundation reported last year in an annual survey on the state of American science and engineering. 

    Dave Mawhinney, founding executive director of the Swartz Center for Entrepreneurship at Carnegie Mellon University, with Saisri Akondi, an international graduate and co-founder of the startup D.Sole. “There still is a part of the population that asks, ‘What are you doing here?’ ” says Akondi. Credit: Nancy Andrews for The Hechinger Report

    It’s supply and demand, said Dave Mawhinney, a professor of entrepreneurship at Carnegie Mellon and founding executive director of its Swartz Center for Entrepreneurship, which helps many of that school’s students do research that can lead to products and startups. “And the demand for people with those skills exceeds the supply.”

    States with the most international students

    California: 140,858

    New York: 135,813

    Texas: 89,546

    Massachusetts: 82,306

    Illinois: 62,299

    Pennsylvania: 50,514

    Florida: 44,767

    Source: NAFSA: Association of International Educators. Figures are from the 2023-24 academic year, the most recent available.

    Related: So much for saving the planet. Climate careers, and many others, evaporate for class of 2025

    That’s in part because comparatively few Americans are going into fields including science, technology, engineering and math. Even before the pandemic disrupted their educations, only 20 percent of college-bound American high school students were prepared for college-level courses in these subjects. U.S. students scored lower in math than their counterparts in 21 of the 37 participating nations of the Organization for Economic Cooperation and Development on an international assessment test in 2022, the most recent year for which the outcomes are available.

    One result is that international students make up more than a third of master’s and doctoral degree recipients in science and engineering at American universities. Two-thirds of U.S. university graduate students and more than half of workers in AI and AI-related fields are foreign born, according to Georgetown University’s Center for Security and Emerging Technology. 

    “A real point of strength, and a reason our robotics companies especially have been able to grow their head counts, is because of those non-native-born workers,” said Luther, in Pittsburgh. “Those companies are here specifically because of that talent.”

    International students are more than just contributors to this city’s success in tech. “They have been drivers” of it, Mawhinney said, in his workspace overlooking the studio where the iconic children’s television program “Mister Rogers’ Neighborhood” was taped. 

    Jake Mohin, director of solution engineering at a company that uses AI to predict how chemicals will synthesize, uses a co-working space at InnovatePGH in Pittsburgh’s Innovation District. Credit: Nancy Andrews for The Hechinger Report

    “Every year, 3,000 of the smartest people in the world come here, and a large proportion of those are international,” he said of Carnegie Mellon’s graduate students. “Some of them go into the research laboratories and work on new ideas, and some come having ideas already. You have fantastic students who are here to help you build your company or to be entrepreneurs themselves.”

    Boosters of the city’s tech-driven turnaround say what’s been happening in Pittsburgh is largely unappreciated elsewhere. It followed the effective collapse of the steel industry in the 1980s, when unemployment hit 18 percent.

    In 2006, Google opened a small office at Carnegie Mellon to take advantage of the faculty and student expertise in computer science and other fields there and at neighboring higher education institutions; the company later moved to a nearby former Nabisco factory and expanded its Pittsburgh workforce to 800 employees. Apple, software and AI giant SAP and other tech firms followed.

    “It was the talent that brought them here, and so much of that talent is international,” said Audrey Russo, CEO of the Pittsburgh Technology Council. 

    Sixty-one percent of the master’s and doctoral students at Carnegie Mellon come from abroad, according to the university. So do 23 percent of those at Pitt, an analysis of federal data shows.

    Related: International students are rethinking coming to the US. Thats a problem for colleges

    The city has become a world center for self-driving car technology. Uber opened an advanced research center here. The autonomous vehicle company Motional — a joint venture between Hyundai and the auto parts supplier Aptiv — moved in. So did the Ford- and Volkswagen-backed Argo AI, which eventually dissolved, but whose founders went on to create the Pittsburgh-based self-driving truck developer Stack AV. The Ford subsidiary Latitude AI and the autonomous flight company Near Earth Autonomy also are headquartered in Pittsburgh.

    Among other tech firms with homes here: Duolingo, which has 830 employees and is worth an estimated $22 billion. It was co-founded by a professor at Carnegie Mellon and a graduate of the university who both came to the United States as international students, from Guatemala and Switzerland, respectively.

    InnovatePGH tracks 654 startups that are smaller than those big conglomerates but together employ an estimated 25,000 workers. Unemployment in Pittsburgh (3.5 percent in April) is below the national average (3.9 percent). Now Pitt and others are developing Hazelwood Green, which includes a former steel mill that closed in 1999, into a new district housing life sciences, robotics and other technology companies. 

    In a series of webinars about starting businesses, offered jointly to students at Pitt and Carnegie Mellon, the most popular installment is about how to found a startup on a student visa, said Rhonda Schuldt, director of Pitt’s Big Idea Center, in a storefront on Forbes Avenue in the Innovation District.

    One of the co-working spaces operated by InnovatePHG in the Pittsburgh Innovation District. Credit: Nancy Andrews for The Hechinger Report

    Some international undergraduates continue into graduate school or take jobs with companies that sponsor them so they can keep working on their ideas, Schuldt said.

    “They want to stay in Pittsburgh and build businesses here,” she said.

    There are clear worries that this momentum could come to a halt if the supply of international students continues a slowdown that began even before the new Trump term, thanks to visa processing delays and competition from other countries

    The number of international graduate students dropped in the fall by 2 percent, before the presidential election, according to the Institute of International Education. Further declines are expected following the government’s pause on student visa interviews, publicity surrounding visa revocations and arrests and cuts to federal research funding.

    Rhonda Schuldt, director of the Big Idea Center at the University of Pittsburgh. International students “want to stay in Pittsburgh and build businesses here,” Schuldt says. Credit: Nancy Andrews for The Hechinger Report

    It’s too early to know what will happen this fall. But D. Sole co-founder Saisri Akondi has heard from friends who planned to come to the United States that they can’t get visas. “Most of these students wanted to start companies,” she said. 

    “I would be lying if I said nothing has changed,” said Akondi, who has been accepted into a master’s degree program in business administration at the Stanford University Graduate School of Business under her existing student visa, though she said her company will stay in Pittsburgh. “The fear has increased.”

    Related: Colleges partnered with an EV battery factory to train students and ignite the economy. Trump’s clean energy war complicates their plans

    This could affect whether tech companies continue to come to Pittsburgh, said Russo, at least unless and until more Americans are better prepared for and recruited into tech-related graduate programs. That’s something universities have not yet begun to do, since the unanticipated threat to their international students erupted only in March, and that would likely take years.

    Audrey Russo, CEO of the Pittsburgh Technology Council. If the number of international students declines, “Who’s going to do the research? Who’s going to be in these teams?” she asks. Credit: Nancy Andrews for The Hechinger Report

    “Who’s going to do the research? Who’s going to be in these teams?” asked Russo. “We’re hurting ourselves deeply.”

    The impact could transcend the research and development ecosystem. “I think we’ll see almost immediate ramifications in Pittsburgh in terms of higher-skilled, higher-wage companies hiring here,” said Sean Luther, at InnovatePGH. “And that affects the grocery shops, the barbershops, the real estate.”

    There are other, more nuanced impacts. 

    Mike Madden, left, vice president of InnovatePGH and director of the Pittsburgh Innovation District, talks with University of Pittsburgh graduate student Jayden Serenari in one of InnovatePGH’s co-working spaces. Credit: Nancy Andrews for The Hechinger Report

    “Whether we like it or not, it’s a global world. It’s a global economy. The problems that these students want to solve are global problems,” Schuldt said. “And one of the things that is really important in solving the world’s problems is to have a robust mix of countries, of cultures — that opportunity to learn how others see the world. That is one of the most valuable things students tell us they get here.”

    Pittsburgh is a prime example of a place whose economy is vulnerable to a decline in the number of international students, said Brookings’ Muro. But it’s not unique.

    “These scholars become entrepreneurs. They’re adding to the U.S. economy new ideas and new companies,” he said. Without them, “the economy would be smaller. Research wouldn’t get done. Journal articles wouldn’t be written. Patents wouldn’t be filed. Fewer startups would occur.”

    The United States, said Muro, “has cleaned up by being the absolute central place for this. The system has been incredibly beneficial to the United States. The hottest technologies are inordinately reliant on these excellent minds from around the world. And their being here is critical to American leadership.”

    Contact writer Jon Marcus at 212-678-7556, [email protected] or jpm.82 on Signal.

    This story about international students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our higher education newsletter. Listen to our higher education podcast.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link

  • KU researchers publish guidelines to help responsibly implement AI in education

    KU researchers publish guidelines to help responsibly implement AI in education

    This story originally appeared on KU News and is republished with permission.

    Key points:

    Researchers at the University of Kansas have produced a set of guidelines to help educators from preschool through higher education responsibly implement artificial intelligence in a way that empowers teachers, parents, students and communities alike.

    The Center for Innovation, Design & Digital Learning at KU has published “Framework for Responsible AI Integration in PreK-20 Education: Empowering All Learners and Educators with AI-Ready Solutions.” The document, developed under a cooperative agreement with the U.S. Department of Education, is intended to provide guidance on how schools can incorporate AI into its daily operations and curriculum.

    Earlier this year, President Donald Trump issued an executive order instructing schools to incorporate AI into their operations. The framework is intended to help all schools and educational facilities do so in a manner that fits their unique communities and missions.

    “We see this framework as a foundation,” said James Basham, director of CIDDL and professor of special education at KU. “As schools consider forming an AI task force, for example, they’ll likely have questions on how to do that, or how to conduct an audit and risk analysis. The framework can help guide them through that, and we’ll continue to build on this.”

    The framework features four primary recommendations.

    • Establish a stable, human-centered foundation.
    • Implement future-focused strategic planning for AI integration.
    • Ensure AI educational opportunities for every student.
    • Conduct ongoing evaluation, professional learning and community development.

    First, the framework urges schools to keep humans at the forefront of AI plans, prioritizing educator judgment, student relationships and family input on AI-enabled processes and not relying on automation for decisions that affect people. Transparency is also key, and schools should communicate how AI tools work, how decisions are made and ensure compliance with student protection laws such as the Individuals with Disabilities Education Act and Family Education Rights and Privacy Act, the report authors write.

    The document also outlines recommendations for how educational facilities can implement the technology. Establishing an AI integration task force including educators, administrators, families, legal advisers and specialists in instructional technology and special education is key among the recommendations. The document also shares tips on how to conduct an audit and risk analysis before adoption and consider how tools can affect student placement and identification and consider possible algorithmic error patterns. As the technologies are trained on human data, they run the risk of making the same mistakes and repeating biases humans have made, Basham said.

    That idea is also reflected in the framework’s third recommendation. The document encourages educators to commit to learner-centered AI implementation that considers all students, from those in gifted programs to students with cognitive disabilities. AI tools should be prohibited from making final decisions on IEP eligibility, disciplinary actions and student progress decisions, and mechanisms should be installed that allow for feedback on students, teachers and parents’ AI educational experiences, the authors wrote.

    Finally, the framework urges ongoing evaluation, professional learning and community development. As the technology evolves, schools should regularly re-evaluate it for unintended consequences and feedback from those who use it. Training both at implementation and in ongoing installments will be necessary to address overuse or misuse and clarify who is responsible for monitoring AI use and to ensure both the school and community are informed on the technology.

    The framework was written by Basham; Trey Vasquez, co-principal investigator at CIDDL, operating officer at KU’s Achievement & Assessment Institute and professor of special education at KU; and Angelica Fulchini Scruggs, research associate and operations director for CIDDL.

    Educators interested in learning more about the framework or use of AI in education are invited to connect with CIDDL. The center’s site includes data on emergent themes in AI guidance at the state level and information on how it supports educational technology in K-12 and higher education. As artificial intelligence finds new uses and educators are expected to implement the technology in schools, the center’s researchers said they plan to continue helping educators implement it in ways that benefit schools, students of all abilities and communities.

    “The priority at CIDDL is to share transparent resources for educators on topics that are trending and in a way that is easy to digest,” Fulchini Scruggs said. “We want people to join the community and help them know where to start. We also know this will evolve and change, and we want to help educators stay up to date with those changes to use AI responsibly in their schools.”

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • mRNA Vaccine Research Cuts Blow to Innovation

    mRNA Vaccine Research Cuts Blow to Innovation

    Academic researchers are worried that the government’s plans to stop investing in the development of messenger RNA vaccines, a technology university scientists first used to help develop the COVID-19 vaccines, will undermine the United States’ standing as a global leader in biomedical research and development.

    As promising as mRNA technology may be for treating a range of maladies, including numerous types of cancer and autoimmune diseases, its role in developing the COVID vaccine has thrust it into a political crossfire, fueled by the Trump administration’s smoldering criticisms of the Biden administration’s handling of the pandemic.

    Last week, Robert F. Kennedy Jr., director of the Department of Health and Human Services, who frequently cites misinformation about vaccines and other public health issues, announced that the department is winding down mRNA vaccine research under the Biomedical Advanced Research and Development Authority and canceling $500 million worth of contracts and grants with numerous biotech companies and Emory University in Atlanta.

    “We reviewed the science, listened to the experts, and acted,” Kennedy, a lawyer by training, said in a statement, claiming that “the data show these vaccines fail to protect effectively against upper respiratory infections like COVID and flu. We’re shifting that funding toward safer, broader vaccine platforms that remain effective even as viruses mutate.”

    Jeff Coller, director of the RNA Innovation Center at Johns Hopkins University, whose own graduate student helped develop Moderna’s COVID vaccine, said that “mRNA technology is incredibly misunderstood by the public and many of our politicians.”

    Despite that, “the science has always been consistently clear about the powerful medical benefits of the mRNA platform,” he said. “It’s saved millions of lives, is incredibly safe, has huge potential and will revolutionize medicine in the next 100 years. Yet, we’re ceding American leadership in this technology.”

    The half-a-billion-dollar cut comes at the same time that the Trump administration has withdrawn support for federally funded scientific research that doesn’t align with its ideological views, including projects focused on vaccine hesitancy, LGBTQ+ health and climate change.

    According to a report from STAT News, the 181-page document Kennedy cited as his evidence that mRNA vaccines aren’t safe or effective references disputed studies written by other skeptics of COVID mitigation protocols, including stay-at-home orders and vaccines.

    Jay Bhattacharya, director of the National Institutes of Health, who criticized the NIH’s pandemic guidance in 2020, has also publicly defended the decision on Fox News, Steven Bannon’s podcast War Room and in an opinion article he published in The Washington Post Tuesday.

    In his op-ed, Bhattacharya acknowledged that mRNA is a “promising technology” that “may yet deliver breakthroughs in treating diseases such as cancer,” but that “as a vaccine intended for broad public use, especially during a public health emergency, the platform has failed a crucial test: earning public trust.”

    “Unfortunately, the Biden administration did not manage public trust in the coronavirus vaccines, largely because it chose a strategy of mandates rather than a risk-based approach and did not properly acknowledge Americans’ growing concerns regarding safety and effectiveness,” he wrote.

    ‘Political Shot Across the Bow’

    The vast majority of scientists agree that the mRNA-based COVID vaccine—which was created in record time as a result of President Donald Trump’s Operation Warp Speed, launched in 2020—is generally safe and effective.

    “I’m concerned about [the cut] weakening our country and putting us at a disadvantage,” said an mRNA researcher who asked to remain anonymous out of fear of retaliation. “The promise of mRNA is almost limitless, and I’d like to see those advances being made in this country. But currently it seems those advances are more likely to come from Europe and Asia. I’m also worried about the impact this could have on our economy—this is a growing field of industry.”

    Coller, of Johns Hopkins, said Kennedy’s decision to withdraw funding for mRNA vaccine research has more than financial implications.

    “It was a political shot across the bow of the entire research community, both in industry and academia,” Coller said. “What it says is that the government doesn’t want to support this technology and is going to make sure it doesn’t happen. If you’re an academic thinking about starting a new program in mRNA medicines, don’t waste your time.”

    And now it will be even easier for political whims to drive the government’s scientific research priorities. Last week, Trump issued an executive order that will put political appointees—rather than subject-matter experts—in charge of federal grant-making decisions.

    Heather Pierce, senior director for science policy and regulatory counsel at the Association of American Medical Colleges, said that while Kennedy’s decision won’t end all of the nation’s mRNA research, “the indication that a certain technology or scientific area won’t be pursued regardless of the progress made so far is worrisome as a concept.”

    That’s in part because “when we unilaterally close the door on a specific type of research or technology, we don’t know what would have come from that,” she said. “It’s not to say that every research project using every technology and scientific tool will necessarily lead to a cure or breakthrough, but the initial funding of these projects shows that there was promise that made it worth exploring.”

    Both Kennedy and Bhattacharya have said the government will continue to support research on other uses of mRNA technology unrelated to infectious disease vaccines. But experts say separating those research areas isn’t so simple.

    “They’re all interconnected,” said Florian Krammer, a professor of vaccinology at the Icahn School of Medicine at Mount Sinai. “If you take away funding in the infectious disease space and innovation doesn’t happen there, it’s also not happening in other spaces where mRNA technology is used.”

    That will create a “huge problem for researchers,” he added, “because a lot of fields are using this technology, and if it’s not moving forward, it closes doors.”

    Source link