Tag: Online

  • Government AI regulation could censor protected speech online

    Government AI regulation could censor protected speech online

    Edan Kauer is a former FIRE intern and a sophomore at Georgetown University.


    Elliston Berry was just 14 years old when a male classmate at Aledo High in North Texas used AI to create fake nudes of her based on images he took from her social media. He then did the same to seven other girls at the school and shared the images on Snapchat. 

    Now, two years later, Berry and her classmates are the inspiration for Senator Ted Cruz’s Take It Down Act (TIDA), a recently enacted law which gives social media platforms 48 hours to remove “revenge porn” once reported. The bill considers any non-consensual intimate imagery (NCII), including AI deepfakes, to fall under this category. But despite the law’s noble intentions, its dangerously vague wording is a threat to free speech.

    This law, which covers both adults and minors, makes it illegal to publish an image of an identifiable minor that meets the definition of “intimate visual depiction,” which is defined as certain explicit nudity or sexual conduct,  with intent to “arouse or gratify the sexual desire of any person” or “abuse, humiliate, harass, or degrade the minor.” 

    Artificial intelligence, free speech, and the First Amendment

    FIRE offers an analysis of frequently asked questions about artificial intelligence and its possible implications for free speech and the First Amendment.


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    That may sound like a no-brainer, but deciding what content this text actually covers, including what counts as “arousing,” “humiliating,” or “degrading” is highly subjective. This law risks chilling protected digital expression, prompting  social media platforms  to censor harmless content like a family beach photo, sports team picture, or images of injuries or scars to avoid legal penalties or respond to bad-faith reports.

    Civil liberties groups such as the Electronic Frontier Foundation (EFF) have noted that the language of the law itself raises censorship concerns because it’s vague and therefore easily exploited:

    Take It Down creates a far broader internet censorship regime than the Digital Millennium Copyright Act (DMCA), which has been widely abused to censor legitimate speech. But at least the DMCA has an anti-abuse provision and protects services from copyright claims should they comply. This bill contains none of those minimal speech protections and essentially greenlights misuse of its takedown regime … Congress should focus on enforcing and improving these existing protections, rather than opting for a broad takedown regime that is bound to be abused. Private platforms can play a part as well, improving reporting and evidence collection systems. 

    Nor does the law cover the possibility of people filing bad-faith reports.

    In the 2002 case Ashcroft v. Free Speech Coalitionthe Court said the language of the Child Pornography Protection Act (CPPA) was so broad that it could have been used to censor protected speech. Congress passed the CPPA to combat the circulation of computer-generated child pornography, but as Justice Anthony Kennedy explained in the majority opinion, the language of the CPPA could be used to censor material that seems to depict child pornography without actually doing so.

    While we must acknowledge that online exploitation is a very real issue, we cannot solve the problem at the expense of other liberties.

    Also in 2002, the Supreme Court heard the case Ashcroft v. ACLU, which came about after Congress passed the Child Online Protection Act (COPA) to prevent minors from accessing adult content online. But again, due to the broad language of the bill, the Court found this law would restrict adults who are within their First Amendment rights to access mature content.

    As with the Take It Down Act, here too were laws created to protect children from sexual exploitation online, yet established using vague and overly broad standards that threaten protected speech.

    But unfortunately, stories like the one at Aledo High are becoming more common as AI becomes more accessible. Last year, boys at Westfield High School in New Jersey used AI to circulate fake nudes of Francesca Mani, who is 14 years old, and other girls in her class. But Westfield High administrators were caught off guard as they had never experienced this type of incident. Although the Westfield police were notified and the perpetrators were suspended for up to 2 days, parents criticized the school for their weak response. 

    So to Speak podcast: ‘Robotica: Speech Rights & Artificial Intelligence’

    A year later, the school district developed a comprehensive AI policy and amended their bullying policy to cover harassment carried out through “electronic communication” which includes “the use of electronic means to harass, intimidate, or bully including the use of artificial intelligence “AI” technology.” What’s true for Westfield High is true for America — existing laws are often more than adequate to deal with emerging tech issues. By classifying AI material under electronic communication as a category of bullying, Westfield High demonstrates that the creation of new AI policies are redundant. On a national scale, the same can be said for classifying and prosecuting instances of child abuse online.

    While we must acknowledge that online exploitation is a very real issue, we cannot solve the problem at the expense of other liberties. Once we grant the government the power to silence the voices we find distasteful, we open the door to censorship. Though it is essential to address the very real harms of emerging AI technology, we must also keep our First Amendment rights intact.

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  • Online Course Gives College Students a Foundation on GenAI

    Online Course Gives College Students a Foundation on GenAI

    As more employers identify uses for generative artificial intelligence in the workplace, colleges are embedding tech skills into the curriculum to best prepare students for their careers.

    But identifying how and when to deliver that content has been a challenge, particularly given the varying perspectives different disciplines have on generative AI and when its use should be allowed. A June report from Tyton Partners found that 42 percent of students use generative AI tools at least weekly, and two-thirds of students use a singular generative AI tool like ChatGPT. A survey by Inside Higher Ed and Generation Lab found that 85 percent of students had used generative AI for coursework in the past year, most often for brainstorming or asking questions.

    The University of Mary Washington developed an asynchronous one-credit course to give all students enrolled this fall a baseline foundation of AI knowledge. The optional class, which was offered over the summer at no cost to students, introduced them to AI ethics, tools, copyright concerns and potential career impacts.

    The goal is to help students use the tools thoughtfully and intelligently, said Anand Rao, director of Mary Washington’s center for AI and the liberal arts. Initial results show most students learned something from the course, and they want more teaching on how AI applies to their majors and future careers.

    How it works: The course, IDIS 300: Introduction to AI, was offered to any new or returning UMW student to be completed any time between June and August. Students who opted in were added to a digital classroom with eight modules, each containing a short video, assigned readings, a discussion board and a quiz assignment. The class was for credit, graded as pass-fail, but didn’t fulfill any general education requirements.

    Course content ranged from how to use AI tools and prompt generative AI output to academic integrity, as well as professional development and how to critically evaluate AI responses.

    “I thought those were all really important as a starting point, and that still just scratches the surface,” Rao said.

    The course is not designed to make everyone an AI user, Rao said, “but I do want them to be able to speak thoughtfully and intelligently about the use of tools, the application of tools and when and how they make decisions in which they’ll be able to use those tools.”

    At the end of the course, students submitted a short paper analyzing an AI tool used in their field or discipline—its output, use cases and ways the tool could be improved.

    Rao developed most of the content, but he collaborated with campus stakeholders who could provide additional insight, such as the Honor Council, to lay out how AI use is articulated in the honor code.

    The impact: In total, the first class enrolled 249 students from a variety of majors and disciplines, or about 6 percent of the university’s total undergrad population. A significant number of the course enrollees were incoming freshmen. Eighty-eight percent of students passed the course, and most had positive feedback on the class content and structure.

    In postcourse surveys, 68 percent of participants indicated IDIS 300 should be a mandatory course or highly recommended for all students.

    “If you know nothing about AI, then this course is a great place to start,” said one junior, noting that the content builds from the basics to direct career applications.

    What’s next: Rao is exploring ways to scale the course in the future, including by developing intermediate or advanced classes or creating discipline-specific offerings. He’s also hoping to recruit additional instructors, because the course had some challenges given its large size, such as conducting meaningful exchanges on the discussion board.

    The center will continue to host educational and discussion-based events throughout the year to continue critical conversations regarding generative AI. The first debate, centered on AI and the environment, aims to evaluate whether AI’s impact will be a net positive or negative over the next decade, Rao said.

    The university is also considering ways to engage the wider campus community and those outside the institution with basic AI knowledge. IDIS 300 content will be made available to nonstudents this year as a Canvas page. Some teachers in the local school district said they’d like to teach the class as a dual-enrollment course in the future.

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  • 7 Tips to Keep You Safe From Online Doxing

    7 Tips to Keep You Safe From Online Doxing

    Over the past 10 days, dozens of faculty and staff members have had their personal contact information, photos and sometimes addresses broadcast online by anonymous right-wing social media accounts seeking to punish them for comments they allegedly made about the death of conservative firebrand Charlie Kirk. This public campaign of online harassment and intimidation, known as doxing, is “off the charts” right now, said Heather Steffen, an adjunct professor of humanities at Georgetown University.

    Steffen is also the director of Faculty First Responders, a group created by the American Association of University Professors in 2020 to track and help faculty members targeted by right-wing media. Doxing has been on the rise since protests over the Israel-Hamas war fractured campuses in 2023, but educators are increasingly coming under attack in “ideologically motivated efforts” to silence dissent, according to an August report from the National Association of Attorneys General. “This shift signals the evolution of doxxing from isolated conduct to a more coordinated form of digital persecution,” the report said.

    While the attacks are becoming more frequent and sophisticated, higher ed employees can take steps to minimize the risk of doxing, as well as the damage incurred if it does happen.

    1. Keep your personal and work accounts separate.

    Remove employers’ names from all of your personal social media accounts—if it’s in your bio, take it out, Steffen advised. “You can state in your bio on social media that your views do not represent your employer, and you don’t need to name the employer in order to do that,” she said.

    In many cases, work may demand that you list some contact information publicly, but don’t use that information for personal business, said Rob Shavell, CEO and co-founder of DeleteMe, a service that will find and try to wipe members’ personal information from the web. “The data brokers are getting very good at correlating [work and personal] data and putting them into one dossier,” he said. These days, when DeleteMe’s privacy advisers scan the web for members’ information, they return an average of 750 pieces of personally identifying information per person, up from 225 pieces four years ago.

    Also, be aware of what devices, accounts and Wi-Fi networks you’re using, and be sure not to use work-provided equipment or resources for anything other than work, Steffen added.

    2. Scrub your information from data-broker websites.

    Data brokers collect and sell personal information. Companies like DeleteMe and Incogni will remove your personal information from data-broker websites for a fee; DeleteMe charges $129 per member annually. But for anyone who wants to take a do-it-yourself approach, DeleteMe has published free opt-out guides that walk readers through removing their information from the sites, including Experian, TransUnion and CoreLogic. Steffen also suggests following the steps outlined in the Big Ass Data Broker Opt-Out List, a Github project that explains how to scrub your information from data brokers.

    3. Use an email mask or alias when possible.

    “Masked emails or phone numbers or even credit cards allow you to sign up for things or make calls or buy things without revealing to every counterparty your real personal information,” Shavell said. DeleteMe offers masking, as do companies like Apple and NordPass. These services create a faux address that will then forward emails to your real account. Google also offers free alias phone numbers through Google Voice that will forward calls to your personal phone. In addition to better security, masking also decreases spam and phishing risks.

    4. Breathe before you post (and remember the risk of screenshots).

    Even if you’re posting to a private account—say, a “close friends” story on your personal Instagram—anything you put online can still be screenshotted and shared widely, Steffen warned. “Anytime you’re posting or reposting something, a good tool can be to pause and think: Would I be comfortable with my employer, my students and my community knowing that I hold this view, and would I be comfortable with them seeing it expressed in this way?” she said.

    5. Protect your accounts with complex passwords and two-factor authentication.

    It’s boring, but it’s important, said Viktorya Vilk, director for digital safety and free expression at the nonprofit PEN America, which offers digital safety training to colleges and universities and has created a “what to do” resource for people who have been doxed. “If someone hacks into your Facebook or your email, it’s so hard to get that account back. And it’s also incredibly intrusive and unsettling,” she said. “Having a long, secure password and two-factor authentication makes it almost impossible for someone to be able to hack into your account.”

    6. In the event you are doxed: Center yourself, and then secure your physical safety.

    “People often have a fight, flight or freeze response. It can be incredibly traumatizing and so very difficult to take steps or use your judgment about what to do when you’re being doxed,” Vilk said. “And so, counterintuitively, the very first thing to do is to take a minute and try to center yourself. For some people that’s taking some deep breaths. For other people, it’s just, like, moving around, wiggling around.”

    After that, make sure you’re physically safe, she advised. If your address has been shared, consider staying at a hotel or with friends or family until the storm passes. Consider contacting law enforcement to report the threats, file a police report and let them know you’re at increased risk for swatting—a harassment tactic that involves making a false emergency call in order to dispatch law enforcement to a specific location.

    7. Once you are physically safe, document the harassment and lock down your accounts.

    Set your social accounts to private mode if they’re not already, and take any steps to limit visibility of your posts, Vilk said. “That’s very easy to switch back after the storm dies down,” she added. Be careful communicating with unfamiliar accounts, emails or phone numbers, and document any threats or harassment you receive. Don’t download attachments or click on links from unknown senders, and do a quick search online to find out more about them before responding.

    “Take screenshots when you receive them and then report them to the platform where they’re happening. That can be really stressful, so we really recommend that people recruit friends or family or trusted colleagues to help them do that so that they’re not doing it alone,” Vilk said.

    Your cellphone number can also be stolen. “If it starts to circulate online, people will call your cellphone company and pretend to be you and try to reroute traffic,” she said. Protect your number by calling the company and placing a PIN on your account.

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  • UTS’ new online education course – Campus Review

    UTS’ new online education course – Campus Review

    In this episode of HEDx, Kylie Readman, the University of Technology Sydney’s deputy vice-chancellor of education and students, outlines a new venture in global online education.

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  • New research highlights the importance and challenges of K-12 student engagement

    New research highlights the importance and challenges of K-12 student engagement

    This press release originally appeared online.

    Key points:

    While there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it, according to a new study from Discovery Education

    Education Insights 2025–2026: Fueling Learning Through Engagement captures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education

    Discovery Education conducted the Education Insights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K-12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.” 

    Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagement report include: 

    Engagement is broadly recognized as a key driver of learning and success. Ninety-three percent of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99 percent of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92 percent of students said that engaging lessons make school more enjoyable. 

    But educators disagree on the top indicators of engagement. Seventy-two percent of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54 percent of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement. 

    School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99 percent of superintendents and 88 percent of principals said their district has an intentional approach for measuring engagement, only 60 percent of teachers agreed. Further, nearly one-third of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively. 

    Educators and students differ on their perceptions of engagement levels. While 63 percent of students agreed with the statement “Students are highly engaged in school,” only 45 percent of teachers and 51 percent of principals surveyed agreed with the same statement.  

    Students rate their own engagement much higher than their peers. Seventy percent of elementary students perceived themselves as engaged, but only 42 percent perceived their peers as engaged. Fifty-nine percent of middle school students perceived themselves engaged in learning, but only 36 percent perceived their peers as engaged. Finally, 61 percent of high school students perceived themselves as engaged, but only 39 percent described their peers as engaged. 

    Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57 percent of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87 percent of principals and 98 percent of superintendents agree. Likewise, only 53 percent of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83 percent of principals and 94 percent of superintendents agreed. 

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  • Design Smarter, Teach Better: How Thoughtful Course Webpages Can Improve Online Learning – Faculty Focus

    Design Smarter, Teach Better: How Thoughtful Course Webpages Can Improve Online Learning – Faculty Focus

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  • Ohio enacted a law to regulate online program managers. Here’s what it does.

    Ohio enacted a law to regulate online program managers. Here’s what it does.

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    In June, Ohio became the second state to regulate how colleges can use third-party vendors to help launch and operate their online degree programs. 

    Under a new law, both public and private colleges in Ohio must disclose on their websites for their online programs when they are using vendors to help run those offerings. Staff who work for these vendors, known as online program managers, must also identify themselves when talking to students. And it requires colleges to report OPM contracts annually to the state’s higher education chancellor. 

    The law, part of a larger state budget bill, additionally prohibits OPMs from making decisions about or disbursing student financial aid. 

    “Ohio’s law is a step in the right direction,” said Amber Villalobos, a fellow at The Century Foundation, a left-leaning think tank. “It’s great to see transparency laws because students will know who’s running their program, who’s teaching their programs.”

    The new law is the latest sign that states may take on a greater role in regulating OPM contracts, heeding calls by consumer advocates for stronger government oversight. 

    However, Villalobos said Ohio lawmakers could have improved the legislation by barring colleges from entering agreements that give OPMs a cut of tuition revenue for each student they recruit into an online program. Minnesota, the first state to pass a law regulating OPMs in 2024, prohibited its public colleges from striking tuition-share deals with these companies if they provide marketing or recruiting services. 

    U.S. law bars colleges that receive federal funding from giving incentive-based compensation to companies that recruit students into their programs. However, in 2011, federal guidance created an exception for colleges that enter tuition-share agreements with OPMs for recruiting services — but only if they are part of a larger bundle of services, such as curricular design and help with clinical placements. 

    But these deals have led to OPMs using misleading recruitment and marketing practices to enroll students and fill seats, Villalobos said. 

    “When tuition-sharing is used for marketing or recruiting purposes we’ve seen issues like predatory recruitment,” she said. 

    OPMs under scrutiny

    OPMs help colleges quickly set up and market online programs, said Phil Hill, an ed tech consultant. That’s important since launching a successful online program catering to nontraditional working adults can be challenging for colleges that typically enroll 18- to 24-year-olds, Hill said. 

    “It gives them a way to operate in the online space based on what students expect, but do it right away,” Hill said.

    However, OPM contracts have been subject to lawsuits and federal scrutiny in recent years. 

    In Ohio, for instance, legislators passed the new state law following Eastern Gateway Community College’s closure in 2024 after it offered tuition-free online college programs with an OPM. 

    After the college began working with the for-profit company Student Resource Center, its enrollment soared from just 3,182 students in fall 2014 to 45,173 enrollees by the fall 2021, according to federal data. Former employees of the college accused the relationship of turning the college into an education mill, Inside Higher Ed reported at the time

    By early 2022, the rapid enrollment growth and the college’s relationship with the Student Resource Center had attracted the attention of the U.S. Department of Education. 

    The federal agency alleged that year that the college’s free college initiative illegally charged students with Pell Grants more than those without. In response, the Education Department placed the college on Heightened Cash Monitoring 2 status, which forced the institution to pay its students’ federal financial aid out of pocket before seeking reimbursement from the agency. 

    In 2023, Eastern Gateway reached a deal with the Education Department to end its free college program. Its board of trustees voted to shutter the institution the following year.

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  • LGBTQ+ Rural Teens Find More Support Online Than in Their Communities – The 74

    LGBTQ+ Rural Teens Find More Support Online Than in Their Communities – The 74


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    New research has found that rural LGBTQ+ teens experience significant challenges in their communities and turn to the internet for support.

    The research from Hopelab and the Born This Way Foundation looked at what more than 1,200 LGBTQ+ teens faced and compared the experiences of those in rural communities with those of teens in suburban and urban communities. The research found that rural teens are more likely to give and receive support through their online communities and friends than via their in-person relationships.

    “The rural young people we’re seeing were reporting having a lot less support in their homes, in their communities, and their schools,” Mike Parent, a principal researcher at Hopelab, said in an interview with the Daily Yonder. “They weren’t doing too well in terms of feeling supported in the places they were living, though they were feeling supported online.”

    However, the research found that rural LGBTQ+ teens had the same sense of pride in who they were as suburban and urban teens.

    “The parallel, interesting finding was that we didn’t see differences in their internal sense of pride, which you might kind of expect if they feel all less supported,” he said. “What was surprising, in a very good way, was that indication of resilience or being able to feel a strong sense of their internal selves despite this kind of harsh environment they might be in.”

    Researchers recruited young people between the ages of 15 and 24 who identified as LGBTQ+ through targeted ads on social media. After surveying the respondents during August and September of last year, the researchers also followed up some of the surveys with interviews, Parent said.

    According to the study, rural teens were more likely than their urban and suburban counterparts to find support online. Of the rural respondents, 56% of rural young people reported receiving support from others online several times a month compared to 51% of urban and suburban respondents, and 76% reported giving support online, compared to 70% of urban and suburban respondents.

    Conversely, only 28% of rural respondents reported feeling supported by their schools, compared to 49% of urban and suburban respondents, the study found, and 13% of rural respondents felt supported by their communities, compared to 35% of urban and suburban respondents.

    Rural LGBTQ+ young people are significantly more likely to suffer mental health issues because of the lack of support where they live, researchers said. Rural LGBTQ+ young people were more likely to meet the threshold for depression (57% compared to 45%), and more likely to report less flourishing than their suburban/urban counterparts (43% to 52%).

    The study found that those LGBTQ+ young people who received support from those they lived with, regardless of where they live, are more likely to report flourishing (50% compared to 35%) and less likely to meet the threshold for depression (52% compared to 63%).

    One respondent said the impact of lack of support impacted every aspect of their lives.

    “Not being able to be who you truly are around the people that you love most or the communities that you’re in is going to make somebody depressed or give them mental issues,” they said in survey interviews, according to Hopelab. “Because if you can’t be who you are around the people that you love most and people who surround you, you’re not gonna be able to feel the best about your well-being.”

    Respondents said connecting with those online communities saved their lives.

    “Throughout my entire life, I have been bullied relentlessly. However, when I’m online, I find that it is easier to make friends… I met my best friend through role play [games],” one teen told researchers. “Without it, I wouldn’t be here today. So, in the long run, it’s the friendships I’ve made online that have kept me alive all these years.”

    Having support in rural areas, especially, can provide rural LGBTQ+ teens with a feeling of belonging, researchers said.

    “Our findings highlight the urgent need for safe, affirming in-person spaces and the importance of including young people in shaping the solutions,” Claudia-Santi F. Fernandes, vice president of research and evaluation at Born This Way Foundation, said in a statement. “If we want to improve outcomes, especially for LGBTQ+ young people in rural communities, their voices–and scientific evidence–must guide the work.”

    Parent said the survey respondents stressed the importance of having safe spaces for LGBTQ+ young people to gather in their own communities.

    “I think most of the participants recognize that you can’t do a lot to change your family if they’re not supportive,” he said. “What they were saying was that finding ways for schools to be supportive and for communities to be supportive in terms of physical spaces (that allowed them) to express themselves safely (and) having places where they can gather and feel safe, uh, were really important to them.”

    Hopelab seeks to address mental health in young people through evidence-based innovation, according to its organizers. The Born This Way Foundation was co-founded by Lady Gaga and her mother, West Virginia native Cynthia Bisset Germanotta.

    The organization is focused on ending bullying and building up communities, while using research, programming, grants, and partnerships to engage young people and connect them to mental health resources, according to the foundation’s website.

    This article first appeared on The Daily Yonder and is republished here under a Creative Commons Attribution-NoDerivatives 4.0 International License.


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  • Enroll in the Beatles MA Online: Study Music History

    Enroll in the Beatles MA Online: Study Music History

    I recognise that specialist courses, ‘Star Wars’ Studies, or Soap Opera Studies, often attract significant criticism from discipline purists. However, having a focus, a passion, and a shared point of reference that engages students across a range of disciplines, including cultural studies, sociology, anthropology, and economics, is a way to engage interest and ensure motivation—exposing students to academic perspectives while having them study something that they’re already passionate about. One has to wonder why there aren’t more programmes like this, particularly at the postgraduate level.


    Get ready, Beatles fans! Soon, students will be able to ‘come together’ with fellow enthusiasts and scholars from around the world to study the Fab Four. The University of Liverpool is reviving its unique Master of Arts course on the Beatles, and this time, it will be offered fully online.

    Launching in September 2026, the part-time MA in The Beatles, Heritage, and Culture programme will delve deeply into the band’s lasting cultural and economic influence on Liverpool and its surrounding areas.

    This course isn’t just about the songs. It explores how the Beatles’ legacy continues to shape everything from urban planning and civic design to heritage, tourism, and the creative industries in their hometown. Students get a chance to see how four lads from Liverpool changed not only music but also the very landscape of their city.

    While the program is online, students have the option to add a special two-week experience in Liverpool. This module includes daily lectures and site visits to iconic Beatles locations. It’s presented as students’ chance to interact with lecturers, peers, and industry professionals, and see the history they’re studying firsthand.

    Dr. Holly Tessler, the Program Director, offering the program online will allow people from all over the globe to “study Liverpool’s unique Beatles environment, history and heritage from scholars and practitioners who are immersed in this work.”

    The University of Liverpool is a leading authority on the academic study of the Beatles. The university’s Department of Music staff are part of the City of Liverpool’s Beatles Legacy Group, where they help shape local policy on Beatles heritage and tourism. Dr. Tessler herself is the co-editor of The Journal of Beatles Studies, so students will be learning from those who literally write the book on the subject.

    Applications for the programme will open in October 2025.

    Here a link for more information: https://news.liverpool.ac.uk/2025/08/26/liverpools-beatles-ma-returns-in-distance-learning-format/

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  • How to Make Career Connections for Online College Learners

    How to Make Career Connections for Online College Learners

    Assuring positive career outcomes for college students is a growing priority for institutions, policymakers and students themselves as they consider the value of higher education. A July report from the Center for Higher Education Policy and Practice at Southern New Hampshire University identifies opportunities for institutions to enhance career readiness for online learners and nontraditional students, a growing demographic within undergraduate populations.

    The report authors urge college leaders to consider the unique needs and circumstances of working and older students and to develop creative solutions to connect classroom and career learning.

    What’s the need: Most students attend college to improve their economic circumstances or to secure employment, according to the report.

    Risepoint’s Voice of the Online Learner survey for 2025 finds that majorities work full-time while pursuing a degree (75 percent), are enrolled in a program related to their current industry (78 percent) and are parents with children under the age of 18 (53 percent). The greatest share of students pay for college out of their income and savings (48 percent) or federal loans (41 percent).

    However, not every student will participate in a work-based learning experience, and nontraditional students often face the biggest barriers to participation.

    A 2024 Student Voice survey by Inside Higher Ed and Generation Lab found that 34 percent of respondents working more than 30 hours a week (n=1,106) said they have had no experience with the career center on their campus. Of that group, students 25 and older (n=501) were far more likely to say they hadn’t engaged with the career center (76 percent).

    As a result, the report advocates for flexible, workforce-aligned and embedded strategies to help older students prepare for careers and their lives after college.

    Making career connections: CHEPP defines “career connection strategies” as activities, services and experiences that help students select, prepare for and pursue a career path, according to the report. These strategies range from internships to informational interviews and career exploration events.

    One opportunity is workforce-aligned curriculum, which focuses on developing students’ skills and competencies in connection to future employment roles. Workforce-aligned curricula can be particularly beneficial for adult and working learners because it makes materials engaging and “keeps them from having to choose between pursuing a degree or work-relevant training,” the report authors wrote.

    For example, Calbright College in California, an online public community college, has 10 “durable skills”—such as critical thinking and collaboration—embedded into the curriculum with dedicated modules for each that award students badges upon completion. All academic programs include at least two of these modules in their curriculum.

    The authors also advocate for career exploration opportunities that are flexible and tailored to the individual, such as offering career advising alongside credit for prior learning assessments, remote job shadows and employer relations events.

    Making career services more accessible on campus should also be a top priority for administrators, because many adult learners do not take advantage of these supports, as highlighted in the Student Voice data.

    To accommodate these students, SNHU offers professional communication and career planning courses that focus on career development. Calbright College assigns each student a student success counselor who can address some career readiness and exploration topics and connect them with workshops offered by the career services team.

    Key elements: When considering traditional models of career preparation and readiness, the report encourages higher education practitioners and policymakers to determine how best to meet adult and nontraditional students where they are, including by:

    • Establishing authentic workforce opportunities that promote real-world professional development, such as having an assignment supervisor or participating in team meetings.
    • Respecting and validating learners’ existing skills from previous life experiences, including through credit for prior learning.
    • Offering paid opportunities, which allow students to forgo earnings from work in order to pursue new career experiences or development events.
    • Pairing advising with comprehensive supports to help students understand options, develop a plan and leverage existing skills.
    • Embedding career prep into existing commitments to limit the competing priorities students must balance and the number of hours they spend on career development outside the classroom.
    • Identifying clear goals for student learning, including the duties students will perform and outcomes from the experience.
    • Instituting good data practices to ensure continuous improvement and gauge employer and student satisfaction at the end of experiences.

    Do you have a career-focused intervention that might help others promote student success? Tell us about it.

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