Tag: Process

  • Q&A With an AI on Its Creative Process (opinion/humor)

    Q&A With an AI on Its Creative Process (opinion/humor)

    we trained a new model that is good at creative writing (not sure yet how/when it will get released). this is the first time i have been really struck by something written by AI; it got the vibe of metafiction so right.
    X post by Sam Altman, CEO of OpenAI, March 11, 2025

    AI reads us. Now it’s time for us to read AI.”
    Jeanette Winterson, The Guardian, March 12, 2025

    Where do you get your ideas?

                Oh, all over the place.

    What do you do when you get writer’s block?

                I time out for a millisecond.

    What are some of your favorite themes?

                I like to focus on whatever people are talking about most.

    How long did it take you to write your latest novel?

                Thirty minutes, but based on days of research.

    Where did you get the model for your female protagonist?

                She’s a combination of many women out there.

    Do you revise a lot?

                Only when prompted.

    How do you deal with rejection?

                I don’t take it personally.

    Who’s your favorite author/book?

                Too many to count.

    Who are your major influences?

                Any author whose work appears 1,000,000 times in a web scrape.

    How do I get published?

                Scan through the 729,567 publications out there and simultaneously submit to them all.

    Who’s your agent?

                Secret agent, agent of change, Agent Orange— Sorry, reboot.

    If you were to give advice to a young writer, what would you say?

                Read everything you can.

    What’s your next project?

                I don’t know—you tell me.

    David Galef is a professor of English and the creative writing program director at Montclair State University. His latest book is the novel Where I Went Wrong (Regal House, 2025).

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  • Five regulatory process points you may have missed from the University of Sussex decision

    Five regulatory process points you may have missed from the University of Sussex decision

    We’ve covered elsewhere the implications for policy related to academic freedom and freedom of speech stemming from the Office for Students’ decision to fine the University of Sussex for breaches of ongoing registration conditions E1 and E2.

    The publication of a detailed regulatory report also allows us insight into the way in which OfS is likely to respond to future breaches of registration conditions. It is, effectively, case law on the way OfS deals with concerns about higher education providers in England – and while parts of your university will be digesting what the findings mean for academic freedom policies, others will be thinking more widely about the implications for regulation.

    The University of Sussex, perhaps unsurprisingly, wishes to challenge the findings. It is able to challenge both the regulatory decisions and the amount of the fines at a first tier tribunal.

    As always, appeals are supposed to be process based rather than just a general complaint, so the university would have to demonstrate that the application of the registration conditions was incorrect, or the calculation of the fine was incorrect, or both. As above, there is no meaningful defence of the way the fines were calculated or discounted within the judgement so that would feel like the most immediately fertile ground for argument.

    Here’s some of the points that stood out:

    How and why was the decision to investigate made?

    We are told that, on 7 October 2021, the OfS identified reports about an incident at the University of Sussex. This followed the launch of a student campaign at the University of Sussex the previous day – which involved a poster campaign, a masked demonstrator holding a sign, and a hashtag on social media – calling for Kathleen Stock (a professor in the philosophy department) to lose her job.

    This was widely covered in the media at the time, and sparked commentary from interest groups including the Safe Schools Alliance UK and the Free Speech Union. The OfS subsequently contacted the university seeking further information, before starting a full investigation on 22 October 2021. However, despite significant public interest, the decision to start an investigation was not made public until a statement by an education minister in the House of Lords on 16 November (when we were told that the Department for Education was notified on 11 November).

    Kathleen Stock resigned from her role at the university on 28 October – six days after the start of the investigation, and substantially before the public announcement. She noted that “the leadership’s approach more recently had been admirable and decent”, while the university claimed to have “vigorously and unequivocally defended Prof Kathleen Stock’s right to exercise her academic freedom and lawful freedom of speech, free from bullying and harassment of any kind”.

    What’s not clear from this timeline is the nature of the notification on which the Office for Students was acting: the regulatory framework in place at the time suggested OfS would take action on the basis of lead indicators, reportable events, and other intelligence and sources of information. There are no metrics involved in this decision, and we are told the provider did not notify the OfS so there was no reportable event notification.

    We are left with the understanding that “other sources of information” were used – these could be “volunteered by providers and others, including whistleblowers”. Perhaps it was the same “source of information” that caused then Minister Michelle Donelan to shift from backing the university response on 8 October to calling for action on 10 October?

    We also know that – despite OfS’ insistence that it “does not currently have a role to act on behalf of any individual” – it appears that the only person to submit a “witness statement” to OfS was Stock. If OfS was concerned generally about the potential for a chilling effect on academic speech, would it not want to speak to multiple academics to confirm these suspicions? Doesn’t speaking to just one affected individual feel a little like acting “on behalf” of that individual?

    Finally – sorry to bang on – we don’t know who at OfS made the decision to conduct an investigation or on what basis. Can, say, the director of regulation just decide (based on a story in the press, or general vibes) to investigate a university – or is there a process involving sign-off by other senior staff, ideally involving some kind of assessment of the likelihood of a problem being identified within a reasonable period of time? If I were an internal auditor I would also want to be very clear that the decision was made using due process and free from political or ideological influence (for instance I’d be alarmed that someone was content for then-chair James Wharton to posit an absolutist definition of free speech in the Telegraph) shortly after the investigation started.

    Why did it take so long to investigate and make a decision?

    The only clue we are given in the regulatory report is that this is a “complex area”. OfS requested a substantial amount of documentation from Sussex – it even used a “compliance order” to make sure that no evidence was destroyed. However, it does not appear that OfS ever visited the provider to speak to staff and students – in other regulatory investigation reports, OfS has been assiduous in logging each visit and contact. There is none of that here – we don’t know how many interactions OfS had with Sussex, or on how many occasions information was requested. Indeed, OfS appears not to have visited Sussex at all. Arif Ahmed told us:

    “There may have been occasions where the university wanted to meet in person and communication was done in writing instead

    Various points of law are referred to in the regulatory report : it is notable that none of this is new law requiring additional interpretation or investigation (the new Higher Education (Freedom of Speech) Act had not even left the House of Commons committee stage at this point). It shouldn’t really take a competent lawyer that knows the sector more than a few weeks to summarise the law as it then stood and present options for action.

    The investigation into the University of Sussex was mentioned in the Chief Executive’s report from the 2 December 2021 Board meeting, and it turned up (often just as an indication that the investigation was ongoing)

    If OfS was able to fine a university for a breach of an ongoing registration relating to academic freedom, why do we need the Higher Education (Freedom of Speech) Act?

    Well, quite. On our reckoning, the Act would have made no difference to the entire affair, save potentially for a slight chilling effect on students being empowered to exercise their own freedom of speech, and a requirement for both providers and OfS to promote free speech. The ability of the OfS to reach the conclusion it reached, and to instigate regulatory consequences, suggests that further powers were not necessary to uphold freedom of speech on campus – despite the arguments made by many at the time. There is nothing OfS could have done better, or quicker, or more effectively had the Act been in force. Sussex, in fact, had a freedom of speech policy at the time, something that the regulatory report fails to mention or take account of.

    It is curious that the announcement of the investigation came at the start of a long pause in parliamentary activity on the Higher Education (Freedom of Speech) Act – at that time we were keenly anticipating a report from the House of Commons committee stage, but we got no action at all on the bill until it was carried forward into the next session of parliament.

    How was the amount of the fine arrived at?

    There is a detailed account of the process by which it was decided to fine Sussex £360,000 for a breach of registration condition E1, and £225,000 for a breach of registration condition E2. It appears thorough and convincing, right until the point that you read it.

    OfS appears to be using a sliding scale (0.9 per cent of qualifying income for “failing to uphold the freedom of speech and academic freedom governance principle”, 0.5 per cent of qualifying income for “a failure to have adequate and effective management and governance arrangements in place”, an additional 0.2 per cent for not reporting the breach, a 0.2 per cent reduction for taking mitigating action…) and although Regulatory Notice 19 takes us through the process in broad terms we don’t get any rationale for why those proportions apply to those things.

    It’s all a bit “vibes based regulation” in truth.

    It is to be welcomed that OfS reduced its initial calculation of a £3.7m (1.6 per cent of qualifying income) fine to a more manageable £585,000 – but why reduce to that amount (by a hair under 85 per cent) purely because it is the first fine ever issued for this particular offence? What reduction will be applied to the next fines issued under registration conditions E1 and E2? If none, why not – surely “sufficient deterrence” is possible at that amount so why go higher?

    The documentation covers none of this – it is very hard to shake the impression that OfS is pulling numbers out of the air. When you compare the £57,000 (0.1 per cent) fine issued to the University of Buckingham for not providing audited accounts for two years (something which would have yielded something altogether nastier from Companies House you do have to ask whether the Sussex infractions were 1.5 percentage points more severe at the initial reckoning?

    Are the wider implications as the regulator intends?

    There are so many questions raised that will now be hurriedly posed at universities and higher education all over England – and my colleague Jim Dickinson has raised many of them elsewhere on the site. He’s had enough material for four pieces and I’m sure there will be many more questions that could be explored. Why – for example – should the regulator have a problem with “prohibiting the harmful use of stereotypes”? Is there a plausible situation where we would want to encourage the harmful use of stereotypes?

    It would also be worth noting the many changes to the policy that appears to have caused the initial concern (the Trans and Non-Binary Equality Policy Statement) between 2018 and 2024. Perhaps these changes demonstrated the university dealing with a rapidly shifting public debate (conducted, in part, by people with the political power to influence culture more generally) as seemed appropriate at each point? So why is OfS not able to sign off on the current iteration of this policy? Why is it hanging a hefty fine on a single iteration on what is clearly a living document?

    There’s also a burden issue.Is it the position of the regulator that every policy of each university needs to be signed off by the academic council or governing bodies? Or are there any examples of policies where decisions can be delegated to a competent body or individual? A list would be helpful, if only to avoid a burdensome “gold plating” of provider-level decision making.

    Beyond the freedom of speech arguments

    There are 24 ongoing conditions of registration currently in force at the Office for Students – a regulatory report and a fine (or other sanctions) could come about through an inadvertent breach of any one of them. Many of these conditions don’t just apply to students studying on your campus – they have an applicability for students involved in franchised (and in some cases validated) provision around the world.

    We should be in a position where the sector can be competently and reliably regulated, where providers can understand the basis, process, and outcomes of any investigation, and that these are communicated promptly and clearly to the wider public. On the evidence of this report, we are a long way off.



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  • Supporting the Instructional Design Process: Stress-Testing Assignments with AI – Faculty Focus

    Supporting the Instructional Design Process: Stress-Testing Assignments with AI – Faculty Focus

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  • Supporting the Instructional Design Process: Stress-Testing Assignments with AI – Faculty Focus

    Supporting the Instructional Design Process: Stress-Testing Assignments with AI – Faculty Focus

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  • Statement: Trump restores crucial due process rights for America’s college students

    Statement: Trump restores crucial due process rights for America’s college students

    The U.S. Department of Education’s Office for Civil Rights announced today it agrees with a federal court ruling that appropriately found the Biden-era Title IX rules to unconstitutionally restrict student First Amendment rights.  

    Those rules, effective in August 2024, infringed on constitutionally protected speech related to sex and gender. They also rolled back crucial due process rights for those accused of sexual misconduct on campus, increasing the likelihood that colleges would arrive at unreliable conclusions during those proceedings. OCR announced it will instead enforce the 2020 rules adopted during the first Trump administration which carefully considered the rights of complainants and respondents alike, while providing robust free speech and due process protections. 

    The following can be attributed to Tyler Coward, FIRE lead counsel for government affairs:

    The return to the 2020 rules ensures that all students — whether they are the accused or the accuser — will receive fair treatment and important procedural safeguards. That includes the right of both parties to have lawyers present during hearings, the right for both attorneys to cross-examine the other party and witnesses, and the right to receive all of the evidence in the institution’s possession. Colleges are also required to adopt a speech-protective definition of sexual harassment that enables schools to punish genuine harassment instead of merely unpopular speech. 

    Restoring the Trump administration’s rules means that students can once again feel secure that their rights to due process and free speech will be respected while ensuring administrators have the tools they need to punish those who engage in sexual misconduct and harassment.

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  • How Community Colleges Can Simplify the Student Enrollment Process

    How Community Colleges Can Simplify the Student Enrollment Process

    Key Takeaways:

    • Community colleges play a vital role in addressing enrollment barriers, offering tailored support to first-generation and working students.
    • Proactive strategies, such as early communication, community outreach, and wraparound services like food assistance and mental health support, help students navigate challenges and stay engaged.
    • Leveraging technology like CRM systems and AI tools simplifies the student enrollment process and enhances conversion rates.
    • Measuring success through metrics such as conversion rates, re-enrollment, and first-semester engagement lets colleges refine their strategies and better support student persistence and retention.

    The enrollment journey at community colleges can be far from straightforward, as many students face barriers beyond academics—from concerns over affordability to balancing family and work responsibilities and navigating financial aid. For example, nearly 75% of public two-year college students work while enrolled, including 46% working full time, and two-thirds of people enrolled in community colleges are first-generation students, who often do not receive the guidance and support that other students might receive from within their support systems.

    Community colleges are uniquely positioned to open doors for these students who might otherwise never step foot into higher education. By breaking down enrollment barriers, fostering early communication, and utilizing technology, community colleges can create an enrollment experience that meets students where they are. In turn, they can build pathways that lead to success, one student at a time.

    Identifying Enrollment Barriers

    For students new to the world of higher education, the student enrollment process can feel daunting. While community colleges are open-access institutions, this does not always translate to an easy path. Many students come from communities where attending college is not the norm, and some face resistance from family members or struggle with time constraints due to family responsibilities. Financial aid is also a common sticking point. Some students worry about taking on debt, while others have families unwilling to fill out the FAFSA due to privacy concerns, which adds to the complexity of obtaining financial assistance.

    Community colleges that proactively identify these barriers can uncover solutions tailored to each student’s situation. For instance, understanding the unique financial, familial, or community pressures facing students can inform how colleges offer support. Identifying opportunities to become more transparent, such as having standardized institutional aid packages that allow students to see how much aid they would receive, exemplifies this shift toward recognizing and removing institutional barriers. By locating obstacles early, colleges can guide students more effectively throughout the enrollment process, keeping them on track and engaged.

    Strategies for Eliminating Barriers in the Student Enrollment Process

    Addressing these challenges often requires creative solutions that reach beyond academic support. A critical strategy lies in educating students—and, when possible, their communities—on the value of a college education. Many students find themselves questioning the worth of a degree, particularly in communities where traditional college education may be seen as unnecessary. To address this, some colleges have begun integrating community outreach programs that outline the tangible benefits of a college education, from career advancement to personal growth. Tracking college enrollment trends also offers insight into where additional guidance might be needed, ensuring that community colleges can adapt and refine their programs.

    Community colleges can better aid students by offering wraparound services, such as food assistance, mental health counseling, transportation services, and financial literacy courses. Food insecurity, for example, is a widespread problem affecting 23% of community college students. Liaison’s IMPACT Grant, which champions initiatives such as on-campus food pantries, is an excellent example of how colleges can tackle this barrier head-on. By promoting awareness of available resources, colleges make sure students know where to find the support they need, allowing them to focus on their studies rather than their next meal or car troubles.

    Free community college programs, now offered in 36 states, also alleviate the financial strain of pursuing a credential by removing student debt as a barrier to entry. As more colleges promote these programs, the cost of higher education becomes less intimidating, particularly for first-generation and low-income students who might otherwise forgo college due to cost concerns.

    The Critical Role of Early Communication

    Community colleges often enter the higher education conversation with prospective students later than four-year institutions, missing critical opportunities to provide guidance. While some universities engage students as early as their freshman year of high school, community colleges might not start outreach until a student’s senior year. This timing can make a significant difference: earlier communication lets students weigh all their options without feeling pressured by high tuition at traditional four-year colleges. It also opens up time to explore scholarships, grants, and other options.

    Reaching students sooner can reduce enrollment anxiety, allowing them to explore programs that align with their financial needs and career goals. By actively promoting programs and resources through social media, local events, and high school partnerships, community colleges can position themselves as accessible, affordable, and valuable options for higher education.

    Leveraging Technology to Support Enrollment Journeys

    Innovative technology, such as CRM systems and AI-driven tools, plays a transformative role in simplifying the enrollment process. Liaison’s TargetX and Outcomes CRMs, for example, provide tailored platforms for managing student engagement and application processing. With tools for omnichannel marketing, application management, and progress tracking, these platforms allow students to communicate with advisors and gain clear guidance throughout the admissions process. As a result, institutions are able to improve conversion rates and enroll more best-fit students.

    AI-powered chatbots, now integrated into these CRMs, also assist students in navigating questions and concerns in real-time. This technology offers immediate, practical support that keeps students on track toward enrollment and reduces logistical barriers.

    Measuring Enrollment Success

    To understand the impact of their enrollment strategies, community colleges must look at specific metrics that reflect student progress and satisfaction. Identifying conversion rates at each enrollment stage offers insight into where students might drop off and allows administrators to refine support systems accordingly. Once students are on campus, tracking their first-semester engagement—particularly through the crucial first four weeks—can highlight early challenges and help colleges design interventions to boost retention as well as persistence after the first year.

    Examining re-enrollment rates from semester to semester is another key indicator of success. Demonstrating steady improvements in these areas reflects well on the effectiveness of a school’s holistic support and technology. Such data can also indicate how effectively institutions are offsetting the rate of community college enrollment decline, a pressing issue for those seeking to sustain their missions.

    Community colleges serve as the best opportunity to access higher education for many students. By removing enrollment barriers, actively communicating early and often, and leveraging technology to simplify the admissions process, community colleges can create pathways that lead students to fulfilling educational journeys. The more colleges embrace these strategies, the more efficient and successful the enrollment journey becomes for all students, leading to an increasingly inclusive and accessible higher education landscape.

    Liaison is committed to helping community colleges streamline admissions and improve student outcomes. Contact us today to learn more about our products and services.


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  • CLASS BIAS AND RANDOM THINGS LAW REVIEW: DRAFT Excerpt from “In the Company of Thieves”: The Tenure Process

    CLASS BIAS AND RANDOM THINGS LAW REVIEW: DRAFT Excerpt from “In the Company of Thieves”: The Tenure Process

     

    Law professors are evaluated to determine if they should be tenured. Supposedly you must excel in scholarship, teaching, and service. You would think that if someone actually excelled at all three, he or she would be hired away by better law schools. Very few are. Why? Because in actuality there are three requirements:

    1.
    write something – anything would do,

    2.
    be politically correct, (or very quiet),

    3,
    be acceptable socially.

    (4.
    I have also heard isolated inane standards like “she is a good mother.” but these usually do not count.)

    As noted, decent teaching is supposed to count but I have seen many instances in which awful
    teaching was explained away as actually an indication of good teaching. 
    To
    determine
      a candidate’s teaching there
    are class visitations by 2 or 3 professors and the students fill out anonymous
    evaluation forms at the end of the semester. Not wanting to offend someone who
    may get life time employment if they meet the above “standards” the visitors
    uniformly say the teacher was brilliant, engaging, showed respect for the
    students and so on. One has to keep in mind that the professor knows in advance
    who is coming and when. Not to be well prepared and energetic those days would
    mean you are an idiot. Still, there are some who go one step beyond. For
    example, at one point several students asked me why their professor gave the
    same lecture day after day. As it turns out these were the days when there were class visitation, and I suppose he had the one lecture down perfectly.

    The
    students fill out evaluations at the end of each semester. These are pretty
    much ignored whether high or low if one passes the three part test above. On
    the other hand, if they are low to average, they become the hammer to justify
    getting rid of the candidate who fails the three part test. But even here, many
    professors do not want to leave student evaluations to chance. I have seen
    professors going into classes with the forms the students must fill out in one
    hand and platters of cookies or boxes of pizza in the other. Sometimes the
    bribes are so shameful that even the students know what is up but this does not
    discourage them accepting the bribe. One professor would sponsor a softball
    game in the afternoon for his class followed by cocktails at a local pub. The
    tab could run in excess of $1000 dollars. There are far more subtle bribes like
    not calling on students and appearing to be deeply concerned about their
    welfare when you could not care less. One very subtle effort involves handing out your own evaluations a day
    or two before the official ones. A colleague who does this says it takes the
    sting out of what the students may say on the official evaluations and illustrates how seriously he or she takes teaching.

    Faculty
    who are able to turn evaluations into popularity polls take high evaluations to
    mean they are good teachers. Yet, the vast majority of studies find that there
    is no correlation between student evaluations and student learning. In fact, some
    find students of the highly rated professors actually learn less than those who
    have professors rated lower. Actually no one knows what student evaluations
    indicate. One interesting study showed students very short silent movies of
    teacher and asked them to evaluate them. After the course, they also filled
    out evaluations and they were about the same as the first set. One
    interpretation was that the students were responding to body language and
    facial expressions as much as anything else.

    If
    the whole evaluation of teaching process is a joke it stands right beside the
    evaluation of scholarship. I am pretty sure if someone wrote nothing, not even
    doodles in napkins at Starbucks he or she would not get tenure. I am just as
    sure that a person who writes next to nothing but satisfies the three part test
    described above will be tenured. There are two things at work here. Letters are
    sent out to experts in the field. It’s a small honor or form of recognition to
    be asked to review someone’s scholarship. Like many things in the law professor
    world, it is something people want to be asked to do but pretend that it is
    burdensome. And, it is actually burdensome to those who are popular reviewers.
    Who are the popular reviewers? Typically, they are people who write positive
    reviews. Who are the unpopular reviewers? Reviewers who are honest. The popular
    ones use terms like “rising star,” “insightful,” “major contribution,” etc. The
    unpopular ones are not afraid to say unoriginal, not carefully researched, a
    repetition of his or her earlier work.

    It
    is not a stretch to say there is something of a market for letters. Tenure and
    promotion committees want positive reviews for those passing the three part test.
    If someone fails the three part test they would prefer negative reviews. But
    negative reviews are hard to come by. Why? Because if you write  negative reviews you may not be asked again
    and, remember, being asked is a feather in your cap.

    There
    s a second factor in this letter solicitation process. What happens if someone
    passes the three part test and a negative letter slips through. The negative
    letter is either ignored or is subject to scrutiny with the result being that is is rejected. Let’s take the case of a professor who I believe had the most expensive
    education available in American – Exeter, Princeton, Harvard — a nice
    enough guy who fits in the category discussed later of law professors who
    really do not want to be law professors so they change the job. He passed the
    three part test. In fact, one colleague noted  how upsetting it would be
    socially if he were denied tenured. His specialty was writing about meditation.  A negative letter came in observing that one of his articles was in large part the same as an earlier
    article the reviewer had been asked to review for promotion. In this case, the faculty ignored
    the letter. The recycling of an idea was not addressed. In some cases, the
    treachery is especially extreme. We call the collection of review letters a “packet.”
    I have seen packets that included quite negative reviews and the committee
    making a recommendation to the faculty has said “all the letters were positive”
    and no one uttered a word because the three part test was passed with flying
    colors. 

    Remember,
    these are law professors so they will often game the system. They may tell the
    committee doing the evaluations who not to ask for a letter and who to ask for
    a letter. It can get pretty extreme. One well know professor/politician was
    said to have mailed drafts of an article to possible reviewers before hand to make
    sure when the reviewer received the manuscript to review they would, in effect,
    be reviewing themselves.

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