Artificial intelligence will change higher education till 2025, presenting opportunities and challenges. Polls show 84% of higher education workers use AI daily.
ChatGPT lecturers use AI, and 92% of UK students embrace it.
Universities must negotiate AI’s complexities as it enhances teaching and overcomes natural limitations.
For AI to reach its potential, institutions must understand and overcome its major benefits and quick adoption challenges. Let’s discover all this in this post.
Opportunities: How AI is Transforming Higher Education in 2025
1. Automating Assessments & Grading
The Problem with Manual Grading & Feedback
Often labor-intensive and erratic, traditional grading systems are For a good chunk of their workweek, professors grade and offer comments. Teachers grade and provide comments for a median of five hours a week, according to a poll by Education Week.
In contexts of online learning, the time commitment could be much more important. According to a research written for the Online Journal of Distance Learning Administration, teachers dedicate roughly 12.69 hours a week to each online course—about 40% of which are used for grading and comments.
This large time commitment in grading can take away from other important duties such lesson planning and direct student involvement.
AI Tools for Grading and Student Feedback
AI-powered intelligent grading systems have become clear answers to improve consistency and efficiency in tests. By processing tests and assignments faster than hand grading, these AI systems help to lighten faculty workload and release their time for more critical chores.
Automating typical grading chores lets professors to concentrate more on educational tactics and individualized student interactions.
How to Automate Grading with AI in Higher Education
Using AI-driven tests calls for multiple steps of implementation, including:
Review current assessment techniques: Find how artificial intelligence could streamline processes.
Choosing AI Tools: AI grading systems should complement technology and educational objectives of the institution.
Launch of the pilot program: Try and get comments via a small-scale rollout.
Teach staff members and professors: Give thorough instruction to enable simple use of AI tools.
Watch and get better: Examine the system’s performance and modify it to produce the greatest outcomes.
Designed by the University of Toronto’s Rotman School of Management, “All Day TA,” an artificial intelligence assistant, answered 12,000 student queries annually. This suggests that real-world uses of artificial intelligence in education abound.
Benefits of AI-Based Feedback Systems for Teachers
AI-powered feedback systems give students individualized, real-time information that makes learning more fun. These tools can look at how students answered, figure out what they did well and what they could do better, and give them feedback that helps them get better.
Artificial intelligence (AI) makes grading easier, which gives teachers more time for teaching and helping students, which leads to better educational results.
2. Customized learning and student success
AI is a key part of personalized education because it lets faculty make learning paths that fit the needs of each student. AI-powered adaptive learning platforms can look at student performance data to change how material is delivered. This way, each student gets instruction that fits their learning style and speed through it.
AI-driven insights can also help find students who are at risk early on, so that they can get help when they need it to help them succeed and stay until they graduate.
3. Operations and administration on campus powered by AI
AI is simplifying college administrative tasks and research. Using AI to streamline admissions, course scheduling, and staff responsibilities saves time and money.
Universities can use their resources more efficiently and focus on long-term learning programs by automating mundane administrative tasks.
Challenges: Major Challenges Universities Face with AI in 2025
Universities must address data security, faculty adoption, and the delicate balance between automation and human control to employ AI ethically and effectively.
1. Data Privacy & Ethical Concerns
Personalization and grading are automated by AI-powered systems that process massive student data.
Universities should ensure compliance with data privacy laws (e.g., GDPR) to protect student data.
Monitor automated grading and recommendation systems to prevent bias.
Maintain transparency in AI-driven decisions to build trust with faculty and students.
2. Resistance from faculty and a lack of training
In spite of its benefits, AI is not easily utilized in higher education for the following reasons: The idea of limiting students’ freedom is still scary to many faculty . They don’t know how AI can be used to grade and leave notes.
Faculty may not be able to use AI tools well if they haven’t been taught properly. In order for AI to work well with other systems, organizations need to spend money on skill-building programs for people.
How to put it into action: Universities should start with test programs, offer ongoing training, and make sure that the rollout happens slowly so that teachers can get used to it before they start using it for real.
3. Balancing AI with Human Oversight
Though it speeds grading, artificial intelligence shouldn’t replace human judgment—especially for challenging tasks like essays and creative projects! Universities must have measures in place to prevent AI comments from being accepted at face value and maintain equity. The best way is: a clever combination of human supervision with artificial intelligence efficiency to maintain accurate, balanced, and correctness.
Conclusion
Offering game-changing efficiencies and new challenges, artificial intelligence is revolutionizing higher education. The secret for colleges is to strike the proper balance—using artificial intelligence for automation without sacrificing the human element in learning. Early adopters of artificial intelligence will not only improve student performance but also keep ahead in a landscape getting more competitive.
All set to use artificial intelligence for better, more effective administration of education? Get in touch with Creatrix Campus and investigate AI-driven solutions catered for universities.
SHINGLETOWN, Calif. — On a cold morning in October, the sun shone weakly through tall sugar pines and cedars in Shingletown, a small Northern California outpost whose name is a reminder of its history as a logging camp in the 1800s. Up a gravel road banked with iron-rich red soil, Dylan Knight took a break from stacking logs.
Knight is one of 10 student loggers at Shasta College training to operate the heavy equipment required for modern-day logging: processors to remove limbs from logs that have just been cut, skidders to pull logs out of the cutting site, loaders to stack and sort the logs by species and masticators to mulch up debris.
For centuries, logging was a seasonal, learn-on-the-job trade passed down from father to son. But as climate change and innovations in the industry have changed logging into a year-round business, there aren’t always enough workers to fill jobs.
“Our workforce was dying,” said Delbert Gannon, owner of Creekside Logging. “You couldn’t even pick from the bottom of the barrel. It was affecting our production and our ability to haul logs. We felt we had to do something.”
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Around the country, community colleges are stepping in to run apprenticeship programs for heritage industries, such as logging and aquaculture, which are too small to run. These partnerships help colleges expand the workforce development programs central to their mission. The partnerships also help keep small businesses in small industries alive by managing state and federal grants and providing the equipment, courses and staff to train workers.
As industries go, logging is small, and it’s struggling. In 2023 there were only about 50,000 logging jobs in the U.S., but the number of logging companies has been on the decline for several years. Most loggers are over 50, according to industry data, and older generations are retiring, contributing to more than 6,000 vacant positions every year on average. The median annual salary for loggers is about $50,000.
Student logger Bryce Shannon operates a wood chipper at a logging site as part of his instruction at Shasta College in Redding, Calif. Credit: Minh Connors for The Hechinger Report
Retirements have hit Creekside Logging hard. In 2018 Gannon’s company had jobs to do, and the machines to do them, but nobody to do the work. He reached out to Shasta College, which offers certificates and degrees in forestry and heavy equipment operation, to see if there might be a student who could help.
That conversation led to a formal partnership between the college and 19 timber companies to create a pre-apprenticeship course in Heavy Equipment Logging Operations. Soon after, they formed the California Registered Apprenticeship Forest Training program. Shasta College used $3.5 million in grant funds to buy the equipment pre-apprentices use.
Logging instruction takes place on land owned by Sierra Pacific Industries lumber company — which does not employ its own loggers and so relies on companies like Creekside Lumber to fell and transport logs to mills.
Each semester, 10 student loggers like Knight take the pre-apprenticeship course at Shasta College. Nearly all are hired upon completion. Once employed, they continue their work as apprentices in the forest training program, which Shasta College runs in partnership with employers like Gannon. State apprenticeship funds help employers offset the cost of training new workers, as well as the lost productivity of on-the-job mentors.
For Creekside Logging — a 22-person company — working with Shasta College makes participation in the apprenticeship program possible.Gannon’s company often trained new loggers, only to have them back out of the job months later. It can cost tens of thousands of dollars to train a new worker, and Creekside couldn’t afford to keep taking the financial risk. Now Gannon has a steady flow of committed employees, trained at the college rather than on his payroll. Workers who complete the pre-apprenticeship know what they’re getting into — working outdoors in the cold all day, driving big machines and cutting down trees.
Workers who complete the apprenticeship, Gannon said, are generally looking for a career and not just a seasonal job.
Talon Gramps-Green, a student logger at Shasta College in Redding, Calif., shows off stickers on his safety helmet. Credit: Minh Connors for The Hechinger Report
“You get folks that are going to show up every day,” Gannon said. “They got to test drive the career and know they like heavy equipment. They want to work in the woods. The college has solved that for us.”
Apprentices benefit too. Workers who didn’t grow up around a trade can try it out, which for some means tracking down an elusive pathway into the work. Kyra Lierly grew up in Redding, about 30 miles west of Shingletown, and previously worked for the California Department of Forestry as a firefighter. She’s used to hard work, but when she looked into getting a job as a logger she couldn’t find a way in. Some companies had no office phone or website, she says. Jobs were given out casually, by word of mouth.
“A lot of logging outfits are sketchy, and I wanted to work somewhere safe,” said Lierly, 25. She worked as an apprentice with Creekside Lumber but is taking a break while she completes an internship at Sierra Pacific Industries, a lumber producer, and gets a certificate in natural resources at Shasta College.
“The apprenticeship made forestry less intimidating because the college isn’t going to partner with any company that isn’t reputable,” Lierly said.
Apprenticeships, with their combination of hands-on and classroom learning, are found in many union halls but, until now, was not known to be common practice in the forested sites of logging crews.
State and federally registered apprenticeships have gained popularity in recent years as training tools in health care, cybersecurity and telecommunications.
Federal funding grew steadily from $145 million in 2018 to more than $244 million during the last years of the Biden administration. That money was used to support apprenticeships in traditional building trades as well as industries that don’t traditionally offer registered apprenticeships, including teaching and nursing.
The investment aims to address the shortage of skilled workers. The number of working adults in the U.S. doesn’t align with the number of skilled jobs, a disparity that is only slowly recovering after the pandemic.
Labor shortages hit especially hard in rural areas, where trades like logging have an outsized impact on their local economies. For regional heritage trades like logging, just a few apprentices can make the difference between staying in business and shutting down.
Lucas Licea, a student logger at Shasta College in Redding, Calif., operates a loader. Credit: Minh Connors for The Hechinger Report
“There’s a common misconception of registered apprentices that they’re only in the building trades when most are in a variety of sectors,” said Manny Lamarre, who served as deputy assistant secretary for employment and training with the Labor Department during the Biden administration. More than 5,000 new occupations have registered with the department to offer apprenticeships since 2021, he said. “We can specifically support unique small occupations in rural communities where a lot of people are retiring.”
Education Secretary Linda McMahon, who was confirmed earlier this month, said in her confirmation hearing that she supports apprenticeships. But ongoing cuts make it unclear what the new federal role will be in supporting such programs.
However, “sharing the capacity has been an important way to get apprenticeships into rural and small employers,” said Vanessa Bennett, director at the Center for Apprenticeship and Work-Based Learning at the nonprofit Jobs for the Future. It’s helpful when employers partner with a nonprofit or community college that can sponsor an apprenticeship program, as Shasta College does, Bennett said.
Once Knight, the student logger, completes the heavy equipment pre-apprenticeship, he plans to return to his hometown of Oroville, about 100 miles south of Shingletown. His tribe — the Berry Creek Rancheria of Tyme Maidu Indians — is starting its own logging crew, and Knight will be one of only two members trained to use some of the most challenging pieces of logging equipment.
“This program is awesome,” said Knight, 24. “It’s really hands-on. You learn as you go and it helps to have a great instructor.”
Student logger Dylan Knight drives a masticator, which grinds wood into chips, as Shasta College instructor Chris Hockenberry looks on. Credit: Minh Connors for The Hechinger Report
Across the country in Maine, a community college is helping to train apprentices for jobs at heritage oyster, mussel and kelp farms that have struggled to find enough workers to meet the growing demand for shellfish. Often classified as seasonal work, aquaculture jobs can become year-round careers for workers trained in both harvesting shellfish and planning for future seasons.
“I love the farm work and I feel confident that I will be able to make a full-length career out of this,” said Gabe Chlebowski, who completed a year-long apprenticeship with Muscongus Bay Aquaculture, which harvests in Damariscotta, Maine. A farm boy from rural Pennsylvania, Chlebowski worked in construction and stone masonry after high school. When his parents moved to Maine, he realized that he wanted a job on the water. With no prior experience, he applied for an oyster farming apprenticeship and was accepted.
“I was the youngest by five years and the only person who’d never worked on water,” said Chlebowski, 22. “I grew up in a landlocked state surrounded by corn fields. I had the work ethic and no idea what I was doing in boats.”
The apprenticeship program was launched in 2023 by the Gulf of Maine Research Institute, which joined with the Maine Aquaculture Association and Educate Maine to create a yearlong apprenticeship with Southern Maine Community College. Apprentices take classes in shellfish biology, water safety, skiff driving and basic boat maintenance. Grants helped pay for the boots, jackets and fishing bibs apprentices needed.
“The workforce here was a bottleneck,” said Carissa Maurin, aquaculture program manager for GMRI. New workers with degrees in marine biology were changing their minds after starting training at aquaculture farms. “Farms were wasting time and money on employees that didn’t want to be there.”
Chlebowski completed the apprenticeship at Muscongus Bay in September. He learned how to repair a Yamaha outdoor motor, how to grade oysters and how to work on a 24-foot, flat-bottom skiff. He stayed on as an employee, working at the farm on the Damariscotta River — the oyster capital of New England. The company is known for two varieties of oysters: Dodge Cove Pemaquid and Wawenauk.
Oyster farming generates local pride, Chlebowski said. The Shuck Station in downtown Damariscotta gives oyster farmers a free drink when they come in and there’s an annual summer shucking festival. But the company is trying to provide careers, Chlebowski said, not just high-season jobs.
“It can be hard to make a career out of farming, but it’s like any trade,” he said, adding that there is work to do year-round. “Welding and HVAC have trade schools and apprenticeships. Why shouldn’t aquaculture?”
Chlebowski’s apprenticeship turned into a career. Back in Shingletown, students in the logging program hope for the same result when they finish.
Until then, they spend Mondays, Wednesdays and Fridays in the woods learning how to operate and maintain equipment. Tuesdays and Thursdays are spent on Shasta College’s Redding campus, where the apprentices take three classes: construction equipment operation, introduction to forestry and wood products and milling.
At the end of the semester, students demonstrate their skills at a showcase in the Shingletown woods. Logging company representatives will attend and scout for workers. Students typically get offers at the showcase. So far, 50 students have completed the pre-apprenticeship program and most transitioned into full apprenticeships. Fifteen people have completed the full apprenticeship program and now earn from $40,000 to $90,000 a year as loggers.
Mentorship is at the heart of apprenticeships. On the job, new workers are paired with more experienced loggers who pass on knowledge and supervise the rookies as they complete tasks. Pre-apprentices at Shasta College learn from Jonas Lindblom, the program’s heavy equipment and logging operations instructor.
At the logging site, Lindblom watches as a tall sugar pine slowly falls and thuds to the ground. Lindblom’s father, grandfathers and great-grandfather all drove trucks for logging companies in Northern California.
An axe sticks out of a freshly cut tree at a logging site used to train student loggers enrolled at Shasta College in Redding, Calif. Credit: Minh Connors for The Hechinger Report
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With unemployment rates hovering around 90%, acting and theater are not the most profitable careers. Luckily, there are many diverse opportunities for theater students.
What do you do with a BA or BFA in theater? The Educational Theatre Association has documented some 26,000 theater programs in elementary and secondary schools across the United States and reports that roughly 11,000 students per year go on to earn a bachelor’s degree in theater. Yet, research published in “Nature Communications” shows that unemployment in the field of acting hovers around 90%, and as few as only 2% of actors in film and television can make a living from acting. While the number of actors looking for work in theater is smaller, the success rate is not much better. As such, it is not surprising that parents often try to steer young people away from studying theater in college or university, pushing them to choose a field that is more promising or practical. Here’s the good news: Acting isn’t the only way for theater majors to work in theater!
Aspiring thespians are aware of the many roles that occur backstage: directors, stage managers, playwrights, and designers, to name a few. Students who intern at theaters and for theater companies will become acquainted with front-of-house staff, box office, marketing and publicity, stagehands, and running crew. With more than 6,000 community theaters across the country, there are plenty of opportunities for theater people to work in theater after college graduation besides acting. But what other possibilities should young people consider?
Theater education jobs
Theater education positions include highly visible theater teachers who are often the gateway for young people into theater. Most states across the country require teacher licensure for theater teachers, so an educational theater undergraduate program is one option to consider. Even if full-time classroom teaching isn’t your goal, graduates from these programs work as teaching artists and administrators for after-school programs and theater camps. Teaching artists also work with community groups geared toward the young and old, amateur and professional. They work for theater companies and other community organizations in educational roles — from Broadway to libraries, museums, and recreation centers all across the country.
That said, it is crucial for young people to be honest about their aspirations. Oprah Winfrey once said that a speech coach advised her, “My dear, you don’t want to act, because if you wanted to act, you would be doing it. What you want to be, my dear, is a star. Because if you wanted to act, you’d be waiting tables in New York.” For those 11,000 college graduates from theater programs this year: You can act. You might not earn a living as an actor, but you can act. If you want to claw your way to the top to become a star on the stage or screen, know that you are on a different path than just acting.
However, a life in the theater can manifest in many different spaces, so aspiring thespians should look at the full complement of undergraduate programs in theater, including educational theater, applied or community-engaged theater, and performing arts administration. A fulfilling and financially viable life of creativity with like-minded artists is out there waiting for you.
Today’s weekend reading was written by Dr Andrew Woon, Senior Lecturer in Strategic Management at Queen Mary, University of London.
Generative AI is revolutionising industries, with education at the forefront of this transformation. Traditional models of knowledge acquisition are being challenged as AI redefines how we access and process information.
As AI becomes more accessible and accepted by the public, its potential to reshape the majority of jobs in the market has become increasingly evident. Consequently, AI literacy has emerged as a foundational skill for careers and entrepreneurship. Given that universities are not only institutions of learning and development but also the cornerstone of a nation’s competitive advantage, the impact of AI on education attracts significant attention.
As an educator, I believe that AI has lowered the barriers to accessing knowledge and education, enabling more students, especially those who previously lacked opportunities to benefit. On the other hand, AI has also raised the bar for teaching, as the accessibility of information and knowledge is transforming traditional teaching and learning paradigms. To excel as a teacher today, one must possess not only subject expertise but also advanced pedagogical skills and the ability to stay current with emerging trends.
I echo the sentiments of computer scientist Professor Argamon, who views AI as a technology that can make education more human-centred rather than replacing teachers. AI enables educators to focus on the most critical aspect of their work—teaching and mentoring students rather than merely delivering courses. By leveraging AI, teachers can spend more time engaging with students and actively supporting their holistic development.
AI should not simply be seen as a new complementary skill but as a driving force for educational transformation. Our education system must evolve from a focus on traditional knowledge-based learning outcomes to prioritising skill development, reflective thinking, and innovation-driven learning. This shift will better prepare students to adapt to future challenges and enhance their competitiveness.
The Latin root of the word ‘curriculum’ is ‘currere’, meaning ‘to run’. In academic contexts, a curriculum is defined as a learning plan consisting of a series of activities and courses. Our education system has overly prioritised credit accumulation, often neglecting the ethos of lifelong learning and the importance of continuous self-improvement. Therefore, I advocate that education should not merely be a three- or four-year programme but rather the starting point of a lifelong journey encompassing both depth and breadth of learning in knowledge and skills.
The rapid development of AI should serve as a catalyst for everyone to pursue personal growth. As Professors David Lefevre and David Shrier of Imperial College Business School have suggested, we need to refocus curricula on skills and capabilities that are challenging for AI to replicate. This shift aligns with a move toward more personalised, socially focused, and mentorship-driven education models. Such a transformation would fundamentally change traditional teaching and learning methods, equipping students to better face future challenges.
The greatest value of universities lies in their role as intellectual hubs that foster curiosity, critical questioning and new creation. Universities should teach students to think independently rather than simply follow instructions. Our education system must stop producing “cookie-cutter” graduates who cannot compete with AI.
With the rise of online education and the prevalent use of AI, traditional higher education models are facing unprecedented challenges. Higher education institutions are caught in a paradox: on one hand, they require significant resources to retrain staff in new pedagogies and upgrade facilities; on the other hand, they are grappling with the pressures of cost-cutting. Therefore, balancing cost-effective solutions with quality education remains one of the greatest dilemmas for higher education institutions.
I believe fostering deeper collaboration with industry is a viable way forward to mitigate the financial pressures associated with AI investment. By engaging with industry-specific AI tools, students gain valuable exposure and hands-on learning experiences that better prepare them for employment. At the same time, employers benefit from graduates who not only meet their expectations but also possess the skills to excel in their roles.
In conclusion, the mission of education must focus on cultivating well-rounded individuals equipped with critical thinking, adaptability, curiosity, and a strong sense of social responsibility. By embracing AI as a transformative force and equipping both staff and students with the right mindset and values, universities can empower their graduates to thrive in an ever-evolving world. This approach will ensure that education remains relevant, impactful, and aligned with the demands of the future.
The integration of artificial intelligence (AI) into the nation’s classrooms presents both remarkable benefits and significant challenges.
In school districts around the country, school board members are working with key education stakeholders, including superintendents, principals, teachers, parents, and students to determine how to harness AI’s benefits while protecting student and teacher agency, ensuring student privacy, and safeguarding data.
One of the most exciting benefits of AI in education is its potential to personalize learning experiences. Imagine a student who struggles with a particular math concept receiving additional practice and resources tailored to their needs, while advanced learners receive more challenging problems. Or, a student who enjoys fantasy stories could read those, while another who prefers nonfiction gets recommendations in history or science. With lessons tailored to each student’s needs and interests, the result is a more engaging and effective learning experience for the student that improves grades and fosters a love of learning.
AI-based applications can also help teachers with administrative tasks like scheduling, giving them more time for instruction and one-on-one interactions with their students. Additionally, AI tools can facilitate communication between teachers, students, and parents, helping everyone stay informed about a student’s progress.
Equitable and fair learning
Despite its benefits, the incorporation of AI in schools poses several challenges. Equal access to the technology is paramount. If some students have inequitable access, learning gaps could widen further. This divide is a crucial concern for school board members who must ensure that each student benefits from AI educational innovations, regardless of their socioeconomic status, ZIP Code, or background.
Another critical concern is student privacy. While school districts have established student privacy policies in the wake of the rapidly evolving technological landscape, educational leaders must ensure that their guidance is stringent enough to continue to protect student information as AI continues to evolve.
Concerns have been raised about possible cheating, plagiarism, and misinformation. As with any new technology, students must be taught how to use AI responsibly and ethically. Twenty-five years ago, teachers thought graphing calculators, which could store sophisticated formulas and programs, would lead to rampant cheating. The same concerns were raised about smartphones, which could answer any question with a simple internet search.
Additionally, while AI can enhance the learning experience, it cannot replace the invaluable role of teachers. Effective teaching involves emotional intelligence, empathy, and personal connections — qualities that artificial intelligence cannot replicate. School board members and other educational leaders must emphasize the importance of a balanced approach, integrating AI resources as a complementary tool rather than a replacement for traditional teaching methods. They must also ensure that educators receive appropriate professional development and other support to know how to effectively incorporate AI into their teaching practices and help students leverage AI to enhance their learning.
Equipping teachers and students for success
Ensuring each student’s access to artificial intelligence tools, as well as the appropriate safeguards, technology, and training needed to accompany these innovations, will require additional funding from federal and state sources for school districts with already limited resources.
In the end, each community must decide its own approach toward the use of AI. When implemented correctly, it can be used ethically and effectively to enhance the educational experience for each student by empowering teachers, bridging educational gaps, and maximizing student potential.
As we look toward a future where jobs increasingly rely on AI, it is imperative that we equip our students today with the skills they need not just to adapt to this evolving landscape, but to lead in a world transformed by artificial intelligence.
The road home may have been a bit bumpy (thanks, CrowdStrike), but the two days CUPA-HR leaders spent in Kansas City at the annual Association Leadership Program (ALP) were packed with opportunities to smooth the way for higher ed HR in the year ahead.
On July 18-19, leaders from CUPA-HR’s national, region and chapter boards; cohorts from the Ignite and Emerging CUPA-HR Leaders programs; team members from the CUPA-HR national office; and key corporate partners gathered to discuss higher ed HR challenges, share successes, learn from one another, and build relationships. Here are some of the takeaways from this year’s event:
To be relevant and effective, higher education HR leaders must partner with their presidents and other campus leaders to connect their work to the institution’s mission and priorities and to understand current and emerging challenges for higher education.
The key to creating and sustaining inclusive campus communities is to focus on processes, policies, and learning opportunities that mitigate bias and promote belonging and civil discourse for all. CUPA-HR resources are available to support this work!
Gender gaps in leadership positionspersist. To expand the pipeline for leadership positions to include more women, start by reviewing promotion processes and criteria to mitigate bias and by training decision makers to recognize bias.
CUPA-HR higher ed workforce data is second to none, and the Research Center is an excellent source of high-level data to support workforce planning.
To promote civility and build authentic relationships in the workplace, speaker Alonzo Kelly emphasized the importance of:
Entering conversations with humility
Keeping in mind that your information may not be wrong, but may be incomplete
Being direct and kind
“A mistake repeated is a decision.”
CUPA-HR leaderslead because they are drawn to service, they are lifelong learners, and they value the friendships they’ve formed and the support they receive from the CUPA-HR community.
You can take CUPA-HR with you wherever you go — especially if you have a Roamin’ Robyn to keep you company. Think “Flat Stanley,” but featuring CUPA-HR’s board chair, Robyn Salvo! (Thanks to Joanne Santarelli for the awesome photo!)
Interested in Taking Your Professional Development Further?
CUPA-HR’s volunteer leaders have committed to advancing the profession and the mission of CUPA-HR. They understand the complexities of higher ed HR, and they want to enhance the knowledge and skills they need to lead their institutions into the future.
Are you ready to take that next step in developing your leadership skills, shaping the profession, and gaining one-of-a-kind access to successful practices and HR professionals from across the country? Then CUPA-HR leadership — in a chapter, at the region level, or even on the national board of directors — might be right for you. Learn more about how you can get involved.
You can take CUPA-HR with you wherever you go — especially if you have a Roamin’ Robyn to keep you company. Think “