Tag: lead

  • University of Wisconsin–Madison Chancellor to Lead Columbia

    University of Wisconsin–Madison Chancellor to Lead Columbia

    DNY59/iStock/Getty Images

    Columbia University has selected Jennifer Mnookin, a legal scholar and current chancellor at the University of Wisconsin at Madison, as its next president. 

    Jennifer L. Mnookin

    University of Wisconsin–Madison

    Mnookin has led the Wisconsin flagship since 2022 and will remain in her role through the spring commencement. Before taking the top spot at UW-Madison, she served as dean of the UCLA School of Law.

    Mnookin will be the fourth leader in three years at Columbia. Since 2023 the institution has been disrupted by student protests, faced $400 million in cuts to federal research funding and agreed to a multimillion-dollar settlement with the Trump administration. 

    Mnookin will replace Claire Shipman, the former co-chairperson of the Board of Trustees, who has been acting president since March 2025, when interim president Katrina Armstrong resigned. Armstrong took over for Minouche Shafik, who was the university’s last permanent president and resigned in August 2024.

    According to The Wall Street Journal, Columbia chose Mnookin because of her success navigating polarized politics in Wisconsin and dealing with the federal government. 

    During her tenure, Mnookin launched programs guaranteeing full financial support for Pell-eligible in-state students and for undergraduates who are members of federally recognized Wisconsin American Indian tribes and pursuing their first degree. She also increased the institution’s research spending to $1.93 billion, making it the fifth-highest-ranked institution in the country for research expenditures. 

    Her term has not been without controversy, though. Last July, the institution closed its diversity, equity and inclusion office amid scrutiny into its funding from Republican state lawmakers. In October, the university announced cost-cutting measures after it had federal grants terminated and received stop-work orders on some projects.

    In a statement, Mnookin said her time at UW-Madison has been “life-changing.”

    “It has been a true honor to be a part of the Wisconsin family. I am proud of what we have accomplished together, even in a challenging period for higher education, and I know great possibilities lie ahead for the UW-Madison campus community.”

    Jay Rothman, president of the Universities of Wisconsin, extended “substantial gratitude” to Mnookin.

    “During her tenure, Chancellor Jennifer Mnookin brought unbounded energy, resilience and deeply thoughtful leadership to this great university,” Rothman said.

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  • Rethinking Lead Quality for Marketing-Admissions Alignment

    Rethinking Lead Quality for Marketing-Admissions Alignment

    Why Quality Beats Quantity in Student Recruitment

    Many institutions measure enrollment success by the size of their funnel. However, lead volume alone doesn’t translate into student enrollments, and in many cases, it creates more friction than results.

    When marketing teams are tasked with generating as many student leads as possible, admissions teams are often left to sift through a flood of prospects who were never the right fit. The result is wasted effort, strained teams, and disappointing yield. A smarter approach focuses on lead quality, not volume, and requires marketing and admissions to work together from the very beginning.

    The Risks of a Volume-Driven Mindset

    A volume-driven approach creates several hidden risks that undermine enrollment goals.

    First, marketing may deliver impressive lead numbers that admissions teams simply can’t convert. When success is defined by quantity alone, campaigns are optimized for clicks and form fills, not for intent or fit. Admissions counselors then spend valuable time chasing prospects who lack academic readiness, program alignment, or enrollment urgency.

    Second, high lead volume increases operational burden. Admissions teams are forced into reactive mode — managing inboxes, repeating outreach attempts, and documenting interactions that rarely progress. Over time, this erodes morale and reduces the attention given to the strongest applicants.

    Finally, institutions often spend more on advertising without improving outcomes. Larger budgets drive more traffic, but without stronger targeting and messaging, enrollment yield remains flat. This cycle reinforces siloed operations rather than solving for them.

    As explored in my recent article about why admissions and marketing collaboration matters, alignment across teams — not scale — is the real growth lever.

    How Discovery Shapes Lead Quality

    High-quality recruitment doesn’t start with campaigns — it starts with clarity. And clarity is the product of strong discovery paired with powerful and differentiated storytelling.

    Discovery is where marketing and admissions teams uncover what actually drives enrollment success: who thrives in the program, why they choose it, what doubts they need resolved, and what outcomes actually motivate action. Without this foundation, messaging tends to default to broad, generic claims that attract attention but fail to reach the right students.

    Strong brand strategies don’t try to appeal to everyone. They’re built around intentional differentiation and can clearly articulate who the institution is a right fit for, what it stands for, and what makes its experience distinct. This, in turn, creates deeper engagement that translates into more qualified prospects. 

    When institutional storytelling is rooted in discovery, messaging becomes more precise and authentic. Instead of overpromising or relying on broad aspirational language, marketing communicates real program strengths, expectations, and outcomes. This clarity acts as a filter. Prospective students who see themselves in the story lean in with higher intent, while those who are misaligned self-select out earlier in the funnel.

    For admissions teams, this translates into more productive conversations. Leads arrive with clearer expectations, stronger program fit, and greater readiness to move forward. 

    In short, discovery-led storytelling reduces friction across the funnel. Marketing attracts fewer but better-aligned prospects, admissions spends less time correcting misalignment, and institutions see stronger enrollment outcomes driven by relevance rather than volume.

    Building Marketing-Admissions Alignment

    True alignment requires more than good intentions. It demands shared definitions, shared metrics, and ongoing communication.

    Institutions must define key performance indicators (KPIs) that connect lead quality to enrollment outcomes — such as yield, time to application, and retention — rather than isolating marketing performance from admissions results. When teams agree on what “good” looks like, strategy becomes easier to execute.

    Messaging, targeting, and follow-up should also be aligned around program goals. Marketing sets expectations honestly and clearly; admissions reinforces those expectations through consistent conversations. Feedback loops allow teams to refine targeting and messaging based on real applicant behavior, not assumptions.

    This approach echoes the mindset shift outlined in my colleague Brian Messer’s recent article, which covered why institutions should stop chasing student leads and focus instead on sustainable enrollment strategies.

    Less Volume, More Conversions

    A smaller pipeline doesn’t mean weaker results. In fact, institutions that prioritize lead quality often see higher conversion rates, stronger retention, and less staff burnout.

    With fewer but better-aligned prospects, admissions teams can focus on meaningful engagement rather than time-consuming, low-yield outreach. Applicants receive clearer guidance, faster responses, and a more personalized experience. And marketing and admissions share accountability for outcomes rather than deflecting responsibility across teams.

    Key Takeaways

    • Lead quality drives stronger enrollment outcomes than raw volume.
    • Discovery is the foundation of high-quality recruitment and clearer positioning.
    • Collaboration between marketing and admissions reduces silos, increases efficiency, and improves yield.

    When marketers prioritize lead quality over lead volume, everyone wins. 

    Improve Lead Quality and Align Marketing and Admissions With Archer

    At Archer Education, we work with your marketing and admissions teams to build sustainable lead generation and enrollment strategies. Our approach focuses on establishing lasting capabilities so that your institution has the tools, training, and insights to operate with confidence. 

    Our enrollment marketing teams conduct deep discovery to inform your campaigns, while our admissions and retention teams provide personalized engagement support to prioritize student success.

    Contact us today to learn more. 

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  • Proposed Changes to Provider Pay Could Lead to Child Care Rate Hikes, Closures – The 74

    Proposed Changes to Provider Pay Could Lead to Child Care Rate Hikes, Closures – The 74


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    For months now, Shannon Hampson has had August 1 etched in her mind. 

    That day marks an important shift for her and other early care and education providers in Nebraska who serve low-income families. On that date, the state intended to begin paying providers a consistent rate for families who use government subsidies to pay for child care. 

    Instead of reimbursing providers based on children’s attendance — which can vary wildly, especially this time of year, based on factors like illness and family travel — Nebraska would pay providers the same amount each month based on enrollment. 

    Last year, because of the change expected to come in summer 2026, Hampson, who owns a home-based child care program in Lincoln, Nebraska, felt comfortable filling more of her program slots with children whose families pay with subsidies. Today, she does not have one private-paying family. She made the shift assuming the enrollment-based pay would insulate her from the instability that often accompanies subsidy slots. 

    “I was super excited to know more of these families were going to get that quality, consistent care,” Hampson said, adding that reaching more low-income families is important in the field. “It’s not that providers don’t want to.”

    Now, though, that could all be about to change. 

    Nebraska’s transition to enrollment-based pay was part of an effort to get in compliance with a rule established by the Biden administration in 2024. Enrollment-based payments, that administration believed, would create greater predictability for providers, allowing them to serve more low-income families who need child care and, eventually, could entice more providers to participate in the subsidy program. 

    The rule was one of a handful of changes made by the prior administration related to the Child Care and Development Fund (CCDF), the primary federal program that states use to provide financial assistance to low-income families in need of child care. Other shifts include paying providers up front for child care, rather than reimbursing them the following month, and encouraging the use of grants and contracts with providers. State timelines for implementing these changes have varied. As of September 2025, 24 states were paying based on enrollment, according to an analysis by New America. For the others, the latest deadline granted was Aug. 1, 2026. 

    Just this week, however, the U.S. Department of Health and Human Services, through the Administration for Children and Families (ACF), announced that it would seek to rescind many of the 2024 rules, returning these issues to states. 

    The proposed changes cannot be enforced right away. Under federal law, the agency is required to take public comments, review them, and use that input to make final decisions, noted Alex Adams, who leads ACF. He declined to give a timeline for any changes to take effect.

    If approved, the changes would not “make any net new policy decisions,” he added. “It simply goes back to where we were prior to 2024 regulations.”

    The administration wants to rescind the 2024 rules, he said, because all 50 states had requested waivers related to some or all of these rules due to budget constraints and other implementation challenges. 

    “Any time 50 states are asking for a waiver from something,” Adams said, “it suggests to me that maybe the rule isn’t working as intended.”

    He also noted that “attendance-verified payment,” rather than enrollment-based, “is more of a deterrent to fraud.” Leaders in the Trump administration are concerned about programs with “phantom attendance” — suggesting they receive government payments but don’t actually serve the children they say they do — Adams said, but he declined to share specifics of ongoing investigations. 

    Many early care and education advocates and policy experts have expressed skepticism that rampant fraud and abuse is going unchecked. 

    Casey Peeks, senior director of early childhood policy at the Center for American Progress, a left-leaning think tank, called the allegations “unfounded” and worried that they would undo real progress made in the field in recent years. 

    “It is very unhelpful and destabilizing to the sector, in the immediate- and long-term, to take some of these most foundational levers we have to stabilize the sector and claim that they result in fraud,” Peeks said.

    Upon hearing the news this week, Hampson said she’s had to remind herself to “just breathe.” She knew she was taking a risk by enrolling 100% of families on subsidies.

    Now, she said, she will have to rearrange her budget to continue to serve all of those families. Under an attendance-based pay structure, her income is just that much more volatile.

    In December, for example, between holidays, vacation time and children’s absences, Hampson was only able to bill the state for 18 child care days. If the children in her program were from private-paying families, she would have been paid for 23 days, she said. 

    But Hampson’s operational costs didn’t see a material decrease in December. 

    “Without a provider being at fault at all, they could be at 50% attendance one day just because the flu is going around. That shouldn’t harm their bottom line,” Peeks said. 

    “It’s really unpredictable and unfair for the provider,” she added. “Just because attendance is down doesn’t mean operation costs go down.”

    In West Virginia, where providers have been paid based on enrollment since 2020, Katelyn Vandal emphasized how critical the change has been to keeping her rural, center-based program open. 

    “Our mortgage payment doesn’t cost less because two kids in the classroom have the flu,” noted Vandal, director of A Place to Grow, a child care center in Oak Hill, West Virginia. Nor does her electricity bill and a host of other overhead costs. 

    If her state returns to attendance-based pay, she’s not sure A Place to Grow would be able to continue operating. The center serves about 100 kids, with 60% from families that pay with subsidies. 

    “We run such a fine budget line anyway that if, six months from now, we were going back to attendance, we would be looking at closing,” she said. “We would not survive transitioning back to that.”

    Sheryl Hutzenbiler, owner of Munchkin Land Daycare in Billings, Montana, said she suspects that, under attendance-based pay, providers will either raise tuition rates on families — many of whom are already paying the maximum they can afford without one parent leaving the workforce — or, like Vandal, be forced to close their doors. 

    But that is not a decision Hutzenbiler will have to face, should the Trump administration successfully restore attendance-based pay. Since she lives in Montana, where enrollment-based pay became law in 2023, she and other providers in the state are protected from policy fluctuations at the federal level. 

    That’s true for a handful of states, which have either passed laws protecting enrollment-based pay or have continued paying based on enrollment, on a temporary basis, since the pandemic. (West Virginia is in the latter category.)

    Enrollment-based pay has been pivotal for Hutzenbiler, whose home-based program consists of about 60% of families who pay with subsidies. Back when she was paid based on attendance, she said her first sacrifice during low-attendance months would be her own wages. She would pay her full-time teacher first and make sure program costs were covered, often leaving nothing for herself and relying on her husband’s income instead. With the consistent subsidy income each month, though, she’s not only been able to avoid missed paychecks for herself, she’s been able to add two part-time workers to the payroll. 

    Hampson, in Nebraska, said she was part of a group last year advocating for the state to pass legislation around enrollment-based pay. It was ultimately unsuccessful.

    “We wanted to know our state had already said yes, so we wouldn’t go backwards,” she said. “And here we are going backwards.”

    In an industry where profit margins are estimated at less than 1%, these changes will inevitably leave providers who participate in the subsidy program with less revenue to survive on. The shifts will likely also deter providers who participate in the subsidy program, or who might have considered participating, from doing so in the future, said Peeks. This will likely, in effect, leave low-income families with fewer choices about where to go for child care. 

    “When you’re stabilizing providers overall, you’re often creating more options for families overall,” said Peeks. “I think it could definitely have a chilling effect.”


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  • OPINION: Workforce Pell can lead to good jobs for students if they get the support needed for long-term success

    OPINION: Workforce Pell can lead to good jobs for students if they get the support needed for long-term success

    by Alexander Mayer, The Hechinger Report
    December 16, 2025

    Ohio resident Megan Cutright lost her hospitality job during the pandemic. At her daughter’s urging, she found her way to Lorain County Community College in Ohio and onto a new career path.  

    Community colleges will soon have a new opportunity to help more students like Megan achieve their career goals. Starting next summer, federal funds will be available through a program known as Workforce Pell, which extends federal aid to career-focused education and training programs that last between eight and 15 weeks. 

    Members of Congress advocating for Pell Grants to cover shorter programs have consistently highlighted Workforce Pell’s potential, noting that the extension will lead to “good-paying jobs.”  

    That could happen. But it will only happen if states and colleges thoughtfully consider the supports students need for success.  

    This is important, because helping students pay for workforce programs is not enough. They also need support and wraparound services, much like the kind Megan was offered at Lorain, where her program followed an evidence-based model known as ASAP that assigns each student a career adviser. 

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

    Megan’s adviser “helped me from day one,” she said, in a story posted on the college’s website. “I told her I was interested in the radiologic technology program but that I had no idea where to start. We just did everything together.”  

    Megan went on to secure a job as an assistant in the radiology department at her local hospital, where she had interned as a student. She knew what steps she needed to take because her community college supported and advised her, using an evidence-backed practice, illustrating something we have learned from the experience of the community colleges that use the ASAP model: Support is invaluable.  

    Megan also knew that her path to a full-time position in radiologic technology required her to pass a licensure test — scheduled for four days after graduation.  

    The students who will enroll in Workforce Pell programs deserve the same careful attention. To ensure that Workforce Pell is effective for students, we should follow the same three critical steps that helped drive the expansion of ASAP and brought it to Megan’s college: (1) experiment to see what works, (2) collect and follow the data and (3) ensure that colleges learn from each other to apply what works. 

    Before ASAP was developed, the higher education community had some ideas about what might work to help students complete their degrees and get good jobs. When colleges and researchers worked together to test these ideas and gathered reliable data, though, they learned that those strategies only helped students at the margins. 

    There was no solid evidence about what worked to make big, lasting improvements in college completion until the City University of New York (CUNY) worked with researchers at MDRC to test ASAP and its combination of longer-lasting strategies. They kept a close eye on the data and learned that while some strategies didn’t produce big effects on their own, the combined ASAP approach resulted in significant improvements in student outcomes, nearly doubling the three-year college completion rate.  

    CUNY and MDRC shared what they learned with higher education leaders and policymakers, inspiring other community colleges to try out the model. Those colleges started seeing results too, and the model kept spreading. Today, ASAP is used in more than 50 colleges in seven states. And it’s paying off — in Ohio, for example, students who received ASAP services ended up earning significantly more than those who did not. 

    That same experimentation and learning mindset will be needed for Workforce Pell, because while short-term training can lead to good careers, it’s far from guaranteed.  

    For example, phlebotomy technician programs are popular, but without additional training or credentials they often don’t lead to jobs that pay well. Similarly, students who complete short-term programs in information technology, welding and construction-related skills can continue to acquire stackable credentials that substantially increase their earning potential, although that also doesn’t happen automatically. The complexity of the credentialing marketplace can make it impossible for students and families to assess programs and make good decisions without help.  

    Related: OPINION: Too many college graduates are stranded before their careers can even begin. We can’t let that happen 

    A big question for Workforce Pell will be how to make sure students understand how to get onto a career path and continue advancing their wider career aspirations. Workforce Pell grants are designed to help students with low incomes overcome financial barriers, but these same students often face other barriers.  

    That’s why colleges should experiment with supports like career advising to help students identify stepping-stones to a good career, along with placement services to help them navigate the job market. In addition, states must expand their data collection efforts to formally include noncredit programs. Some, including Iowa, Louisiana and Virginia, have already made considerable progress linking their education and workforce systems.  

    Offering student support services and setting up data systems requires resources, but Workforce Pell will bring new funds to states and colleges that are currently financing job training programs. Philanthropy can also help by providing resources to test out what works best to get students through short-term programs and onto solid career paths.  

    Sharing what works — and what doesn’t — will be critical to the success of Workforce Pell in the long-term. The same spirit of learning that fueled innovation around the ASAP model should be embedded in Workforce Pell from the start.  

    Alexander Mayer is director of postsecondary education at MDRC, the nonprofit research association. 

    Contact the opinion editor at [email protected]. 

    This story about Workforce Pell was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter. 

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  • Faculty Lead AI Usage Conversations on College Campuses

    Faculty Lead AI Usage Conversations on College Campuses

    Since the launch of ChatGPT in 2022, higher education as a sector has grappled with the role large language models and generative artificial intelligence tools can and should play in students’ lives.  

    A recent survey by Inside Higher Ed and Generation Lab found that nearly all college students say they know how and when to use AI for their coursework, which they attribute largely to faculty instruction or syllabus language.

    Eighty-seven percent of respondents said they know when to use AI, with the share of those saying they don’t shrinking from 31 percent in spring 2024 to 13 percent in August 2025.

    The greatest share of respondents (41 percent) said they know when to use AI because their professors include statements in their syllabi explaining appropriate and inappropriate AI use. An additional 35 percent said they know because their instructors have addressed it in class.

    “It’s good news that students feel like they understand the basic ground rules for when AI is appropriate,” said Dylan Ruediger, principal for the research enterprise at Ithaka S+R. “It suggests that there are some real benefits to having faculty be the primary point of contact for information about what practices around AI should look like.”

    The data points to a trend in higher education to move away from a top-down approach of organizing AI policies to a more decentralized approach, allowing faculty to be experts in their subjects.

    “I think that faculty should have wide latitudes to teach their courses how they see fit. Trusting them to understand what’s pedagogically appropriate for their ways of teaching and within their discipline” is a smart place to start, Ruediger said.

    The challenge becomes how to create campuswide priorities for workforce development that ensure all students, regardless of major program, can engage in AI as a career tool and understand academic integrity expectations.

    Student Perspectives

    While the survey points to institutional efforts to integrate AI into the curriculum, some students remain unaware or unsure of when they can use AI tools. Only 17 percent of students said they are aware of appropriate AI use cases because their institution has published a policy on the subject, whereas 25 percent said they know when to use AI because they’ve researched the topic themselves.

    Ruediger hypothesizes that some students learn about AI tools and their uses from peers in addition to their own research.

    Some demographic groups were less likely than others to be aware of appropriate AI use on campus, signaling disparities in who’s receiving this information. Nearly one-quarter of adult learners (aged 25 or older) said they don’t  know how or when to use AI for coursework, compared to 10 percent of their traditional-aged peers. Similarly, two-year college students were less likely to say they are aware of appropriate use cases (20 percent) than their four-year peers (10 percent).

    Students working full-time (19 percent) or those who had dropped out for a semester (20 percent) were also more likely to say they don’t know when to use AI.

    While decentralizing AI policies and giving autonomy to faculty members can better serve academic freedom and AI applications, having clearly outlined and widely available policies also benefits students.

    “There is a scenario here where [AI] rules are left somewhat informal and inconsistent that ends up giving an advantage to students who have more cultural capital or are better positioned to understand hidden curricular issues,” Ruediger said.

    In a survey of provosts and chief academic officers this fall, Inside Higher Ed found that one in five provosts said their institution is taking an intentionally hands-off approach to regulating AI use, with no formal governance or policies about AI. Fourteen percent of respondents indicated their institution has established a comprehensive AI governance policy or institutional strategy, but the greatest share said they are still developing policies.

    A handful of students also indicated they have no interest in ever using AI.

    In 2024, 2 percent of Student Voice survey respondents (n=93) wrote in “other” responses to the question, “Do you have a clear sense of when, how or whether to use generative artificial intelligence to help with your coursework?” More than half of those responses—55—expressed distrust, disdain or disagreement with the use of generative AI. That view appears to be growing; this year, 3 percent of respondents (n=138) wrote free responses, and 113 comments opposed AI use in college for ethical or personal reasons.

     “I hate AI we should never ever ever use it,” wrote one second-year student at a community college in Wyoming. “It’s terrible for the environment. People who use AI lack critical thinking skills and just use AI as a cop out.”

    The Institutional Perspective

    A separate survey fielded by Inside Higher Ed and Generation Lab found that more than half of student success administrators (55 percent) reported that their institution is “somewhat effective” at helping students understand how, when and whether to use generative AI tools in academic settings. (“Somewhat effective” is defined as “there being some structured efforts, but guidance is not consistent or comprehensive.”)

    More than one-third (36 percent) reported their institution is not very effective—meaning they offer limited guidance and many students rely on informal or independent learning—and 2 percent said their institution is “very effective,” or that students receive clear guidance across multiple channels.

    Ithaka S+R published its own study this spring, which found that the average instructor had at least experimented with using AI in classroom activities. According to Inside Higher Ed’s most recent survey of provosts, two-thirds of respondents said their institution offers professional development for faculty on AI or integrating AI into the curriculum.

    Engaging Students in AI

    Some colleges and universities have taken measures to ensure all students are aware of ethical AI use cases.

    Indiana University created an online course, GenAI 101, for anyone with a campus login to earn a certificate denoting they’ve learned about practical applications for AI tools, ethical considerations of using those tools and how to fact-check content produced by AI.

    This year the University of Mary Washington offered students a one-credit online summer course on how to use generative AI tools, which covered academic integrity, professional development applications and how to evaluate AI output.

    The State University of New York system identified AI as a core competency to be included in all general education courses for undergraduates. All classes that fulfill the information literacy competency requirement will include a lesson on AI ethics and literacy starting fall 2026.

    Touro University is requiring all faculty members to include an AI statement in their syllabi by next spring, Shlomo Argamon, associate provost for artificial intelligence, told Inside Higher Ed in a podcast episode. The university also has an official AI policy that serves as the default if faculty do not have more or less restrictive policies.

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  • From curriculum to career: why universities must lead the education–skills revolution

    From curriculum to career: why universities must lead the education–skills revolution

    This blog was kindly authored by Dr. Ismini Vasileiou, Associate Professor at De Montfort University. You can find HEPI’s other blogs on the Curriculum and Assessment Review here and here.

    When the Department for Education published its Curriculum and Assessment Review, billed as a Curriculum for Life and Work on 4 November 2025, it signalled more than a curriculum reform – it marked a national conversation about what education is for. For the first time, the school curriculum will explicitly combine knowledge, digital capability, employability, and citizenship – preparing young people not just for exams, but for participation in a complex, data-driven, and interconnected world. Crucially, this is not about replacing education with skills. It’s about redefining education as the process through which skills for life and work are formed. The message is clear: education and skills are inseparable, and the system must now be designed as one continuous journey.

    A moment of alignment

    This announcement completes the trajectory begun by the Post-16 Education and Skills White Paper (October 2025). Together, these two policy pillars – one focused on schools, the other on tertiary education – outline a vision of coherence across the learning lifecycle. The Post-16 paper’s introduction of V-Levels, simplification of Level 3 qualifications, and expansion of Higher Technical Qualifications now align with the Curriculum for Life and Work, which embeds the early foundations of employability and digital literacy in every pupil’s experience. For the first time in decades, England’s education policy points in a single direction: towards a joined-up system of education that builds character, competence, and confidence. But the success of this vision depends on one missing piece – universities, which sit at the intersection of learning, innovation, and the workforce.

    Education, not training

    Much of the public debate risks falling into false dichotomies: academic versus vocational, education versus skills. The government’s language – “life and work” – recognises that these are not opposites but continuums. Education remains the intellectual and moral foundation of a healthy democracy. But when delivered holistically, it also nurtures adaptability, creativity, and applied understanding – the very capacities employers now seek. Universities have a critical role in championing this integrated view. Their purpose is not to become training providers but to model what it means for education to produce confident, employable citizens who can learn, unlearn, and relearn throughout their lives.

    Lessons from cyber: integration in action

    This holistic approach already exists in one part of the education system: the cyber sector.

    The Cyber Workforce of the Future white paper (2025) called for a unified skills taxonomy, a shared definition of competence across education and industry, and seamless progression from schools through FE and HE into work. That model aligns almost exactly with what the new curriculum and the post-16 reforms now propose nationally: an ecosystem where education, employability, and innovation are interdependent rather than sequential. In cyber, this has already meant cross-sector curriculum design, embedded work experience, and a culture that treats technical and academic learning as equally rigorous. The next step is to scale that success across all disciplines – from green technologies to healthcare, design, and AI.

    Universities at the centre of reform

    Universities can make or break this national vision. Their position in the education–skills continuum gives them both responsibility and leverage. To succeed, they must:

    1. Anticipate the learners of 2028: The first cohort to study under the new curriculum will arrive at university at the start of the next decade. Institutions must adapt admissions, pedagogy, and assessment to students whose schooling will emphasise applied learning, digital literacy, and teamwork.
    2. Build local and regional partnerships: Collaborating with FE colleges, Skills England, and employers will be essential to map seamless pathways from school to post-16 and higher education.
    3. Integrate employability into education: Employability should not be treated as a bolt-on service but as an educational principle – part of how critical thinking, problem-solving, and collaboration are taught across disciplines.
    4. Champion digital confidence: With data, AI, and cyber understanding now fundamental to the new curriculum, universities must ensure every graduate – not only those in STEM – leaves equipped to operate in a digital society.
    5. Measure outcomes holistically: Success should not be judged solely by employment rates but by how graduates contribute to innovation, community resilience, and lifelong learning.

    Risks and responsibilities

    Reform at this scale brings challenges. Without alignment across sectors, the new curriculum could risk being a policy of aspiration rather than transformation. Schools may teach for adaptability, only for universities to assess for recall. Equally, the pressure to define “skills for work” must not narrow education’s scope. The aim is not to produce workers but well-educated citizens who can shape the future of work. Universities can protect that balance – ensuring that the education–skills revolution deepens, rather than dilutes, the purpose of learning.

    From reform to renewal

    The Curriculum for Life and Work represents a rebalancing of the national education story: knowledge still matters, but so do capability, confidence, and contribution. This aligns perfectly with the model already tested through the Cyber Workforce of the Future initiative – where education, employability, and innovation are treated as parts of one system. That approach, proven in a fast-moving digital sector, now provides a template for reform across the entire economy. For higher education, the challenge – and the opportunity – is to lead. By embedding employability as a dimension of education, not its substitute, universities can turn these policy reforms into a sustainable framework for growth, equity, and lifelong learning. The UK has a rare moment of alignment: curriculum reform, post-16 reform, and national skills strategy all pointing in the same direction. If higher education steps forward now, this could become not just another skills agenda, but a true education revolution for life and work.

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  • How Veterans Can Lead the Future of Work and Learning

    How Veterans Can Lead the Future of Work and Learning

    This Veterans Day, we’re reminded that honoring service means more than recognition; it’s a shared responsibility. Colleges and universities play a vital role in translating appreciation into action by working with community and employer partners to expand access, reduce barriers, and build clear, accelerated pathways for veterans to thrive before, during, and after their postsecondary education.

    Each year, about 200,000 service members transition out of active duty. They bring with them leadership, discipline, and adaptability, qualities employers consistently say they need most. For many veterans, the first stop is college, supported by the Post-9/11 GI Bill. But not all want, need, or can afford to wait for a four-year degree to launch their next chapter. The real question is: How do we ensure veterans don’t miss the job-ready pathways already reshaping the workforce?

    The challenge of underemployment and the demand for talent

    On the surface, veterans appear to be doing well; unemployment among former service members is approximately 3% in comparison to non-veterans at 3.9%. But the picture changes when we look deeper. Nearly one in three veterans is underemployed, working in roles that don’t fully use their skills or pay family-sustaining wages. The compressed 180-day transition window, during which service members must make rapid choices about careers, finances, and education, makes it harder to align strengths with opportunity. Veterans who do not find meaningful employment or education in that first year risk long-term financial instability and lower lifetime earnings.

    At the same time, labor market demand makes the case urgent. Employers in healthcare, cybersecurity, advanced manufacturing, logistics, and clean energy face acute shortages. More than a million cybersecurity roles are currently unfilled, and clean energy jobs grew nearly 4% last year. Veterans, who bring technical expertise, leadership, and adaptability, are uniquely positioned to step into these roles if their skills are translated and recognized in ways that match employer needs.

     

    A moment of opportunity

    Across the country, alternative career pathways are gaining momentum. Apprenticeships, certificates, industry certifications, and work-integrated learning programs are offering faster, lower-cost routes into well-paid jobs. National efforts to expand registered apprenticeships highlight just how far the U.S. has to go compared with peer nations. If even a fraction of community college students were connected to apprenticeships, hundreds of thousands of new slots could open roles where veterans’ discipline and readiness give them a natural advantage.

    At the same time, higher education is recalibrating. Undergraduate enrollment has dropped by more than a million students since 2019, while institutions are investing in short-term credentials and competency-based programs. Senior leaders are deeply concerned about the public perception of the value of college and their institutions’ long-term financial viability, with nearly eight in ten presidents citing public trust as a major issue. Those concerns are not abstract: by 2032, an estimated 18.4 million experienced workers with postsecondary education are expected to retire, creating urgent pressure to prepare the next generation. Veterans are well-positioned to help fill this gap if institutions translate military learning into both degrees and short-term credentials.

    If institutions recognize and apply military learning through credit for prior learning (CPL) and short-term credential pathways, they can accelerate veterans’ success while rebuilding confidence in the relevance of higher education itself. ACE supports this effort through Military Guide, which helps colleges translate military training into academic credit, and through expanding frameworks for CPL that ensure quality and equity in how experience counts. These tools make it possible for veterans to see their service recognized as learning and for institutions to meet learners where they are.

    A call to action

    This convergence of policy momentum, employer demand, and institutional innovation creates a rare window of opportunity. The traditional “college-for-all” approach is showing its limits, with more than half of four-year graduates underemployed a year after graduation. For veterans, the stakes are even higher. Transition is a once-in-a-lifetime moment to align skills, benefits, and pathways.

    Employers: Don’t overlook veteran talent. Create or expand apprenticeships and structured on-ramps that recognize military skills. Veterans bring discipline, adaptability, and leadership—traits every sector needs to stay competitive. They also carry official military transcripts that document their training and education, which can be mapped directly to specific skills and competencies. Military job titles and occupational codes however can be deceiving in the civilian market. Demystifying those roles and challenging stereotypes is essential to avoid overlooking highly qualified candidates. Leveraging veterans’ records and experiences can shorten onboarding, reduce training costs, and ensure they are matched to roles where they can thrive.

    Higher education: Build shorter, stackable programs that honor prior learning gained through military service and beyond. Military transcripts and experience can serve not only as transfer credit but also as tools for admissions decisions, prerequisite fulfillment, and course waivers, accelerating time to completion. Just as important, institutions should recognize that many veterans are looking to pivot into entirely new career fields. By meeting veterans where they are, higher education can both close critical skills gaps and strengthen enrollment while rebuilding public trust.

    Credential providers: Ensure certifications are accessible, affordable, and aligned with industry demand. You are uniquely positioned to bridge the federal government, corporate America, learners, and higher education institutions, making pathways clearer and faster for veterans. In your validation processes, include recognition of military and prior learning so veterans can more easily demonstrate their competencies and translate service-earned experience into credentials with immediate labor market value.

    Turning appreciation into action

    Veterans bring unmatched skills, experience, and determination, but they shouldn’t have to navigate their next chapter alone. Employers, higher education, and credential providers each have a role to play in creating faster, more transparent, and career-aligned pathways that turn potential into progress.

    Higher education has always been central to the American narrative, a source of opportunity, innovation, and community strength. Its next chapter depends on unlocking the full potential of every learner, especially those who have proudly served. When institutions, employers, and credential organizations work in concert, we transform gratitude into real pathways.

    For example, Dixon Center for Military and Veterans Services has long championed a “united in purpose” approach, offering technical assistance, resource-sharing, and leadership to amplify veteran-serving efforts across all sectors. Their work underscores the importance of collective responsibility: honoring service not just with words, but with system-wide action. As one example, the center led an effort to formulate and administer the Trucking Business Academy, which mustered colleges, industry leaders, and other nonprofits to chart a comprehensive curriculum for truck drivers to successfully build their own businesses.

    This Veterans Day, honoring military service means building pathways forward. By opening clearer, faster, and more trusted routes to learning and work and by aligning across sectors, we can ensure veterans don’t just find jobs. They lead the way in shaping the future of education, workforce development, and national resilience.


    If you have any questions or comments about this blog post, please contact us.

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  • Six States Lead Nation in Anti-DEI Legislative Push, New Report Finds

    Six States Lead Nation in Anti-DEI Legislative Push, New Report Finds

    A new policy brief from the University of Southern California reveals that six states—Texas, Missouri, Tennessee, Iowa, Oklahoma, and Indiana—have emerged as national leaders in efforts to dismantle diversity, equity, and inclusion (DEI) programs in higher education, with significant consequences for students and faculty of color.

    The report, “DEI Under Fire: Policy, Politics, and the Future of Campus Diversity,” released by USC’s Black Critical Policy Collective, analyzed legislative trends across all 50 states between August 2024 and July 2025. Researchers developed a composite scoring system based on bills introduced and laws passed, identifying states with the most aggressive anti-DEI activity.

    Texas topped the rankings with a composite score of 16, having introduced 10 bills and passed three laws restricting DEI efforts. Missouri followed with 15 bills introduced, though none passed into law. Tennessee, Iowa, Oklahoma, and Indiana rounded out the top six states, all scoring between 9 and 14 on the composite scale.

    As of July 2025, 14 states have passed a total of 20 anti-DEI laws, up from 12 states with 14 laws when data collection began in December 2024. These laws typically target four main areas: elimination of DEI offices and staff, bans on mandatory diversity training, prohibitions on diversity statements in hiring, and restrictions on identity-based preferences in admissions and employment.

    “Diversity, equity, and inclusion are not peripheral ideals. They are institutional functions—woven into the operational, cultural, and legal architecture of colleges and universities,” wrote Dr. Kendrick B. Davis, series editor for the Critical Policy Collective, in the report’s introduction. “When those functions are restricted or removed, the effects are material.”

    The institutional responses have been swift and substantial. At the University of Texas System, at least 49 DEI-related employees were terminated following the passage of three bills in 2023. The system shut down its Multicultural Engagement Center and Gender & Sexuality Center at UT-Austin and eliminated funding for student identity-based organizations and scholarships for undocumented students.

    In Iowa, following Senate File 2435’s passage in May 2024, the University of Iowa eliminated its Office of Inclusive Education and Strategic Initiatives and laid off 11 DEI-related staff members. The university also removed scholarships specifically aimed at racially minoritized students, redirecting funds to support low-income students more broadly. By October 2024, Iowa’s state universities had reallocated more than $2.1 million from DEI programs.

    Indiana University announced one of the most sweeping academic restructurings in its history, planning to suspend, eliminate, or consolidate at least 43 undergraduate programs, including African American and African Diaspora Studies, Gender Studies, and multiple language programs. The changes follow passage of Senate Bills 202 and 289, which banned DEI offices and prohibited diversity statements in hiring.

    Preliminary enrollment data following the 2023 Supreme Court decision in Students for Fair Admissions v. Harvard—which effectively ended race-conscious admissions—shows declining representation of students of color at several elite institutions. At Harvard Law School, Black student enrollment in 2024 dropped to 19 first-year students, down from 43 the previous year. MIT reported a 1% decrease in the proportion of Hispanic and Black students, while UNC-Chapel Hill experienced a 5% decrease in Black, Indigenous, and people of color students overall.

    “The ongoing attacks on DEI, manifested in policy restrictions forcing institutions to comply with race-evasive policies, have significant implications for racial and ethnic diversity, student access and success, and workforce development,” the report states.

    Research shows faculty diversity benefits all students by fostering critical thinking and better preparing graduates for diverse workforces. However, DEI rollbacks make it significantly more difficult to recruit faculty of color, as institutions are now restricted from considering race in hiring decisions—a limitation reinforced by the Harvard ruling.

    The report’s authors—Mya Haynes, Glenda Palacios Quejada, Shawntae Mitchum, and Alexia Oduro—note that even private institutions like Vanderbilt University have implemented similar changes despite not being subject to state laws, “reflecting broader anxieties within the private sector about maintaining—or being seen to maintain—equity-oriented infrastructure under political scrutiny.”

    Student activism has emerged in response to the restrictions. Iowa State University students organized rallies and petitions opposing the elimination of the DEI office and restructuring of the LGBTQIA+ Center. In Alabama, university professors and students filed a lawsuit challenging the state’s DEI ban, arguing it violates First Amendment rights.

    “What is one of the things that’s sometimes difficult to see is the level of coordination between states,” Davis said in an interview. “Texas, Oklahoma, Iowa, Indiana, Tennessee, and Missouri—they’re not just a random collection. They’re a coordinated collection of states that have made some formal, some informal decisions, but what is clear through the legislation is that they share a common goal in restricting access to anything that is culturally relevant or sensitive to racially and ethnically minoritized groups in this country.” 

    Davis noted that while federal actions have dominated recent headlines, states initiated the anti-DEI movement shortly after 2020.

    “We have to remember the states started this anti-DEI, anti-critical race theory movement shortly after 2020,” he explained. “This has been a long time in the making, and I think the current federal efforts are just complementary to what states had already been doing.” The report aims to help policymakers and practitioners “get through some of the noise” and track the escalating legislative activity across multiple states, Davis said.

    The report recommends that institutions embed DEI principles within broader student success initiatives, leverage private funding where public funding is restricted, and strengthen alliances among students, faculty, staff, and community organizations to advocate for institutional accountability.

    Missouri represents a notable exception in the analysis. Despite introducing 14 bills targeting DEI—more than any state except Texas—none have passed into law. The report attributes this to intense legislative gridlock, ideological conflicts within the Republican majority, and strong opposition from educational institutions and community organizations. However, the 2025 legislative session has seen renewed efforts to advance anti-DEI policies.

    The researchers emphasize that the policy shifts carry particular consequences for Black, Latino, and Indigenous communities, who are losing access to culturally affirming resources, mentorship opportunities, and financial aid programs specifically designed to address historical inequities in higher education access.

    “If access is conditional and inclusion retractable, higher education cannot claim to serve the public,” Davis wrote.

    The report represents the third in a series examining how equity is being withdrawn across the education pipeline.

     

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  • University of Rochester student expelled after speaking out about harassment will lead orchestra in concert to affirm free expression

    University of Rochester student expelled after speaking out about harassment will lead orchestra in concert to affirm free expression

    ROCHESTER, N.Y., Oct. 20, 2025 — A former doctoral conducting student at the Eastman School of Music who was silenced after reporting harassment by a faculty member is standing up for herself in the way she knows best — by conducting a classical music concert in support of free expression. 

    Rebecca Bryant Novak will conduct a volunteer orchestra at the Hochstein School of Music Performance Hall in Rochester, N.Y., on Thursday, Nov. 20, in a concert sponsored by the Foundation for Individual Rights and Expression, our first-ever classical music concert in support of free speech. The evening will feature Beethoven’s Fidelio Overture and selections from Shostakovich’s Symphony No. 5 — two works that faced censorial pressure in their own time and which emphasize the timeless connection between civil liberties and artistic expression. 

    The event will also feature internationally acclaimed violinist Lara St. John, praised by The New York Times as “a high-powered soloist.” 

    For Bryant Novak, who was expelled from the University of Rochester earlier this year after filing a complaint against one of her professors at Eastman, the evening will provide her not only with an opportunity to create wonderful music but to send a message to the school that she will not be intimidated into silence.

    “All I’ve wanted since I came to Eastman was to become a conductor and share my appreciation for great music with others,” Bryant Novak said. “I’m looking forward to doing so this evening — while reminding Eastman that I’m not going away.”

    Shortly into her first semester as a doctoral student in fall 2023, Bryant Novak complained about behavior by a professor who she said made sexist comments.

    After a yearlong investigation, a panel of faculty and administrators agreed that the professor had indeed violated Rochester’s harassment policy and that Eastman’s Title IX coordinator had mishandled her complaint.

    Despite all this, Eastman allowed the same school authorities to retain oversight of Bryant Novak’s academic trajectory — with one official telling her that the school restricted her performance times because of her complaint against the professor. 

    When Bryant Novak complained, Eastman did nothing. As a result of the alleged retaliation, Rochester opened a second investigation into Eastman’s mishandling of the situation in December 2024, and Bryant Novak publicly disclosed the university’s new investigation in a Substack article on Feb. 10.

    Two weeks later, Eastman abruptly expelled Bryant Novak, citing a failure to make academic progress, even though the school never showed that she met that criteria. In doing so, the school ignored its written policy that calls for students to be given ample notice if they are in danger of falling short of academic standards.

    FIRE is calling on Rochester President Sarah C. Mangelsdorf to immediately reinstate Bryant Novak and ensure that she is able to complete her doctorate under the oversight of Eastman faculty and officials who are not already subject to investigation for misconduct in her case. And we’re not alone. Over 800 members of the public have signed on to our Take Action campaign telling Mangelsdorf to heed the call.

    In any case, Bryant Novak won’t be banished from the conductor’s podium. We hope to have you join us for “Outspoken: Music for Free Speech,” an evening championing the right to free expression — hers and yours.

    The concert is free and open to the public. To attend, RSVP here to reserve your spot.

    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought—the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    CONTACT
    Karl de Vries, Director of Media Relations, FIRE: 215-717-3473; [email protected]

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  • Senate OKs Richey to Lead ED Civil Rights Office

    Senate OKs Richey to Lead ED Civil Rights Office

    Senate Health, Education, Labor and Pensions Committee

    The Senate voted this week to confirm Kimberly Richey as the Education Department’s assistant secretary for civil rights—returning her to a role she held in an acting capacity from August 2020 until November 2021, spanning the end of President Trump’s first term and the start of President Biden’s. Richey also worked in the department during the George W. Bush administration.

    The vote was 51 to 47 along party lines, with Democrats and Independents all voting nay.

    Over the past few years, Richey worked in state positions as a senior chancellor in the Florida Department of Education and a deputy superintendent in the Virginia Department of Education. She now returns to the federal government to lead a greatly diminished Office for Civil Rights—the Trump administration laid off nearly half the OCR staff in March—with a significant case backlog.

    The administration is using what’s left of the office as an arm of its campaign against transgender rights, programs aimed at helping minorities and allegations of antisemitism. The OCR has been investigating both K–12 school districts and universities over these issues. Richey told senators during her June confirmation hearing that she’s committed to pursuing cases related to antisemitism and trans women playing on women’s sports teams.

    According to a résumé published by government watchdog American Oversight, Richey has also worked with conservative organizations to draft education legislation and policies. Those policy proposals mostly centered on K–12 and included promoting school choice and banning critical race theory (although the topic is not taught in K–12 schools). A 2022 receipt American Oversight uncovered indicated that Richey’s consultancy, RealignEd LLC, was paid $10,000 to “provide subject matter expertise, review and evaluation, and policy advice related to inherently divisive topics and other provisions” shortly after Virginia governor Glenn Youngkin signed an executive order prohibiting “the use of inherently divisive concepts, including critical race theory,” in schools.

    Craig Trainor, the principal deputy assistant secretary for civil rights, has led the office as acting secretary since Trump took office earlier this year. In that post, he sent out controversial guidance banning race-based programming and activities, which was later blocked by the courts. He’s now moving to Department of Housing and Urban Development, where he’ll be the assistant secretary for fair housing and equal opportunity.

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