Tag: Prompts

  • At Nassau CC, Rejected Presidential Pick Prompts Lawsuit Threat

    At Nassau CC, Rejected Presidential Pick Prompts Lawsuit Threat

    Trustees at Nassau Community College are poised to file a lawsuit after the State University of New York’s Board of Trustees denied their presidential pick.

    At a special meeting on Sunday, the Nassau Community College Board of Trustees unanimously voted to allow the board chair to file a lawsuit challenging the SUNY board’s decision, with one board member absent, Newsday reported. Earlier this month, SUNY trustees voted unanimously, with three members absent, to reject Maria Conzatti, who has run the college as interim or acting president for almost four years. A SUNY official told Newsday it was the first time the system’s board disapproved a presidential nominee.

    The resolution voted on asked that Conzatti’s appointment by Nassau Community College’s board be “disapproved” with no further explanation.

    “SUNY is committed to excellent leadership for all of our campuses and the success of our students, and we will vigorously defend ourselves against any frivolous lawsuit,” a spokesperson for the system said in a statement to Inside Higher Ed.

    The college’s Student Government Association also passed a measure on Monday expressing “gratitude and appreciation” for Conzatti while also acknowledging the SUNY board vote and encouraging the college to “conduct an equitable, transparent and expeditious search for a new permanent president.”

    The conflict comes amid broader tensions between the college’s faculty union and the administration over the consolidation of academic departments and a union contract that expired in August, among other issues. The union sued the college last year arguing the elimination of 15 department chairs violated state regulations, but a judge dismissed the case. The union has since appealed.

    Nassau has also reported less-than-optimal student outcomes in recent years. It has the lowest two-year graduation rate and second lowest three-year graduation rate among community colleges in the SUNY system, 9.4 percent and 23.6 percent respectively.

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  • Dismantling of ED Prompts Flurry of Reactions

    Dismantling of ED Prompts Flurry of Reactions

    Dismantling of ED Prompts Flurry of Reactions

    jessica.blake@…

    Tue, 11/18/2025 – 09:00 PM

    Numerous higher ed leaders, advocates and politicians weighed in on McMahon’s plan to ship several ED programs to other agencies. Here’s a snapshot of what they said.

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    Jessica Blake

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  • Duration-of-Status Rule Prompts Opposition From Commenters

    Duration-of-Status Rule Prompts Opposition From Commenters

    A slew of public commenters derided the Department of Homeland Security’s proposal that would restrict how long international students can stay in the country.

    The measure would alter the long-standing policy known as duration of status, which allows international students to stay in the U.S. until their course of study is complete. Among other concerns, commenters argued that the rule would unnecessarily restrict international students, who are already closely monitored by the government and their institutions of study. Many commenters also drew attention to the potential consequences for the health-care system and employers.

    The proposed rule would instead cap the amount of time students could stay in the U.S. to just four years, though they would be able to request an extension from U.S. Citizenship and Immigration Services. It would also prevent international students from changing their majors or transferring between U.S. institutions.

    According to DHS, the proposal aims to lessen the number of students who overstay their F and J visas. However, NAFSA, the international education association, argued that research has shown that DHS overestimates overstay rates. The organization, along with other commenters, also noted that the Student Exchange and Visitor Information System—the online system that monitors international students—already alerts Immigration and Customs Enforcement if a student overstays their visa.

    The comment period closed on Sept. 29. DHS will now have to review and respond to more than 15,700 comments before deciding whether to move forward with the elimination of duration of status.

    More Than 4 Years

    Numerous commenters noted that a significant number of students take more than four years to complete their undergraduate degree—and it’s incredibly rare to complete a Ph.D. in that length of time. That means a significant number of students will be at risk of being unable to complete their programs if they are unable to secure extensions.

    Commenters noted a range of reasons they, their peers or their students have struggled to finish a degree in under four years, including medical and family emergencies, the death or departure of a faculty mentor, completing cooperative internships, and more.

    Others pointed out that some programs are even intended to take longer than four years. Jessica Goswick, an architect and a lecturer, wrote that a B.Arch., a professional bachelor’s degree in architecture, is intended to be completed in five years. The University of Illinois system—one of several dozen institutions that opposed the rule in written comments—said that its main Urbana-Champaign campus has over 30 undergraduate programs requiring more than 120 credit hours.

    “Limiting initial entry to four years would require students in these programs to take more than 15 credits every semester for four years, which would reduce performance and graduation rates,” the system’s comment reads. “Undergraduate students should be encouraged to take course loads appropriate for success rather than rush toward an arbitrary completion date determined by their date of entry to the United States.”

    Several researchers and current Ph.D. students also stressed that graduate students frequently need more time to complete their research.

    “Reducing this time for foreign student scientists would make it impossible for them to earn a Ph.D. in many fields, including my own field of neuroscience. Science takes years to build, develop, execute, and compile in order [to] share the information with the world and enrich the scientific community,” wrote Grace Swaim, a postdoctoral researcher at Yale University.

    Although students would have the option to get their visas extended beyond the four-year cap, experts warned that doing so is costly, time-consuming and uncertain, and it would add to USCIS’s already-lengthy processing time—about 6.5 months—for such extensions, according to NAFSA. The University of Illinois system also emphasized that the rule would force the system to hire 13 new full-time and one part-time employee and spend over $2 million in the first year alone to apply for these extensions.

    These added barriers could ultimately lead fewer students to want to study in the United States, commenters warned, which many faculty said would be a loss for their labs, their larger institutions and the country as a whole.

    “These students not only make crucial contributions to the fundamental research in our department, but often end up filling important roles in industry, academia and national labs in the U.S. Others contribute to the international efforts unraveling the nature of matter and developing novel technologies even after returning to their home country,” wrote Sebastian Kuhn, chair of the physics department at Old Dominion University. “International graduate students are an indispensable contribution to the success of the U.S. research enterprise and the international standing of our country.”

    Beyond the Campus

    Other commenters shared that the rule could have an impact outside of the classroom and the lab. Physicians and hospital administrators said the roughly 17,000 J-1 visa holders currently working in hospitals as part of their medical training would be affected and detailed in comments how the change could ultimately disrupt Americans’ access to health care.

    “It is important to recognize that the 17,000 J-1 physicians training in the U.S. do not displace domestic medical graduates; rather, they fill residency slots that would otherwise remain unfilled each year,” wrote the American Hospital Association in a comment. “These physicians disproportionately train in high-need specialties that continue to be in substantial shortage, such as internal medicine, pediatrics and family medicine. They also frequently work in rural and underserved communities, and many who train in those settings continue to work in them when their training is complete. J-1 physicians not only help sustain the physician workforce pipeline but also help expand patient access to essential care.”

    Numerous commenters who identified themselves as leaders in industries from financial services to pharmaceuticals also explained how their companies and industries at large rely on the contributions of international students.

    “The maximum stay restrictions are especially problematic for Ph.D. students and those conducting long-term clinical trials, which often span five to seven years,” wrote an anonymous commenter who identified themself as a senior executive in a global pharmaceutical company. “Reducing this flexibility would disrupt important research in drug efficacy and public health. Students engaged in such long-term research projects would be forced to abandon their work prematurely, leading to a waste of time, resources, and intellectual capital that the U.S. cannot afford to lose.”

    A seemingly small number of comments were in favor of the change, with many of the supportive comments claiming international students are taking jobs and spots at colleges away from Americans.

    One higher education association—the Council for Christian Colleges and Universities—did not outright oppose the measure, but rather encouraged DHS to limit it just to colleges with admission rates under 30 percent. The council’s president, David A. Hoag, argued that those are the institutions at which the administration is concerned about “foreign students potentially displacing American students.”

    “This approach directly addresses the administration’s stated concern by focusing on the subset of institutions where foreign student enrollment is most likely to impact domestic applicants,” he wrote. “By limiting the rule’s scope in this way, DHS can more effectively target its regulatory efforts while minimizing unnecessary restrictions on less selective schools where this displacement issue is less pronounced.”

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  • First-Year Survey Data Prompts New Partnerships, Coms Strategy

    First-Year Survey Data Prompts New Partnerships, Coms Strategy

    Participation in extracurricular activities and campus events is tied to student retention, but a significant number of students don’t get plugged in. A 2024 survey by Inside Higher Ed and Generation Lab found that 26 percent of respondents had never attended a campus event and 35 percent weren’t involved in activities outside the classroom.

    About three in 10 college students said they’d be more involved on campus if they were more aware of the available extracurricular opportunities. Staff at the University of Arizona recognized this awareness gap and, for the past decade, have surveyed incoming students to identify their interests and provide them with tailored resources.

    The New Student Information Form provides campus leaders with actionable data and information about the students joining the Wildcat community.

    Survey Says

    According to a 2024 survey of student success leaders by Inside Higher Ed and Hanover Research, 44 percent of respondents said their institution is highly effective at collecting data for student success and 40 percent said their college effectively uses student success data to inform decisions and initiatives. One-third of respondents said their institution has built a culture of data around student success.

    How it works: The University of Arizona first launched the NSIF in 2012 to understand student interests and their previous experiences with extracurricular activities in high school, said Jenny Nirh, director of collaboration, communications and outreach of student success at Arizona. In 2021, the form was revamped by the student success office with a focus on anticipated student resource needs and other personal information that could be relevant to academic success, such as caregiver status.

    In a typical year, between 85 and 90 percent of incoming first-year and transfer students complete the form, representing as many as 8,000 students, said senior analyst Laura Andrews, who is responsible for NSIF. In 2024, 6,500 first-year students responded to the NSIF, an 88 percent response rate.

    When asked where they wanted to get plugged in during their first year, two-thirds of respondents indicated they were interested in internships, while 58 percent selected student employment and the same share chose academic clubs.

    Over the past five years, staff have seen students report the same anticipated needs. In 2024, the greatest share of students said they expect to need at least some help accessing and managing financial aid (63 percent) and academic supports (56 percent).

    In addition to focusing on their interests, the survey asked students about their perceptions of college and the campus community. While a majority of respondents expressed excitement about being a student at Arizona, one in five indicated they were unsure about their ability to fit in and a similar number said they were uncertain whether their peers would assist them if they needed help.

    A question about caretaking responsibilities was added in 2023 to identify those students and connect them with childcare or caregiving resources available on campus, Nirh said.

    Data in action: Using NSIF data, staff have been able to respond to individuals’ needs and create strategic initiatives within various departments and offices that ensure no student is left behind. Now, the student success department tailors communications to students based on responses and promotes relevant support services.

    Each college at the university is given a breakdown of survey results for their incoming students, including their interests and expectations. The report is often distributed to department heads and faculty or used for student outreach purposes.

    Using data, staff found that Pell Grant recipients were more likely than the general campus population to say they wanted help navigating financial aid (19 percentage points higher) and student employment (12 percentage points higher). In addition, first-generation students were 10 percentage points more likely than the average student to say they needed support asking for help. The Thrive Center within the student success division uses this data in their first-generation support initiative, First Cats, and in their efforts to boost financial wellness.

    The Housing and Residence Life Division conducts an end-of-year survey of residents about their support needs and whether students sought help; staff received similar responses to those articulated by incoming students in the NSIF months earlier. However, students said they were less likely to seek help for their personal development—including mental health, time management and socialization—than for navigating campus life.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

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  • Penn State Closure Plan Prompts Sharp Reactions

    Penn State Closure Plan Prompts Sharp Reactions

    As Pennsylvania State University’s Board of Trustees prepares to decide the fate of seven of its 19 Commonwealth Campuses where enrollment has collapsed over a decade, faculty, lawmakers and some board members are questioning the university’s commitment to the state and say administrators haven’t been transparent about their decision-making process.

    University administrators say the enrollment numbers alone don’t support keeping open the seven campuses slated to close. Several of those campuses have seen enrollment fall by more than 40 percent since fall 2014.

    Penn State’s Board of Trustees met last week in a private executive session but did not vote on the plan. They’re expected to do so Thursday.

    President Neeli Bendapudi has made the case for the closures, arguing such actions are necessary, as the university can no longer sustain all of its branch campuses financially amid severe enrollment declines. She proposed closing the Dubois, Fayette, Mont Alto, New Kensington, Shenango, Wilkes-Barre and York campuses. Those campuses enroll almost 3,200 students altogether, the largest of which is Penn State York with 703 students last fall. The smallest is Shenango, which enrolled 309 students in fall 2024.

    Now, as the proposal nears the finish line, its fate is up the air and Bendapudi is facing concerns about the process of reaching the seven names.

    A ‘Difficult But Necessary’ Plan

    University leadership began drawing up those plans in February after a difficult year for higher education across the Keystone State. Four universities in the state shut down (or ended degree programs, as in the case of the Pennsylvania Academy of the Fine Arts) in 2024. The closures were mostly brought on by enrollment challenges, though some were dogged by concerns about fiscal mismanagement.

    University administrators spent the last several months reviewing 12 campuses for possible closure before the list of seven leaked to media outlets last week.

    Officials in a 143-page document cast the plan as “difficult but necessary decisions to ensure its long-term sustainability, allowing for continued investment in student success and dynamic learning environments for years to come” amid plunging enrollment and broad demographic challenges.

    Officials argued that the seven campuses identified for closure “face overlapping challenges, including enrollment and financial decline, low housing occupancy, and significant maintenance backlog.” They added that “projected low enrollments pose challenges for creating the kind of robust on-campus student experience that is consistent with the Penn State brand” and would require significant investments, including $200 million for facilities alone.

    “I believe the recommendation balances our need to adapt to the changing needs of Pennsylvania with compassion for those these decisions affect, both within Penn State and across the commonwealth,” Bendapudi said in a statement when the plan was released.

    She added that there is a two-year timeline for closing campuses, so they wouldn’t shut down until the end of the spring 2027 semester.

    Now the plan heads to the 36-member Board of Trustees. However, some trustees have openly expressed their opposition to the proposal.

    Jay Paterno is one of several board members who have pushed back on the plan, writing an op-ed last month with four other trustees that argued Penn State should explore other options.

    In an interview with Inside Higher Ed, Paterno criticized the proposal as rushed.

    “We’ve been presented with two options. One is the status quo, which everybody knows is not viable and is kind of a straw man. The other option is to close all seven campuses,” he said.

    Given that the costs of operating those campuses comprise “less than half of 1 percent of our budget,” Paterno said the board should take more time to explore solutions. He argues that the university has not tried to leverage fundraising to support struggling Commonwealth Campuses and that the administration should slow the process down and reach out to potential donors.

    “We’d rather be a year late than a day early,” Paterno said.

    He also noted the decision to close campuses is not Penn State’s alone. The university is state-affiliated but not state-owned, which gives it a greater degree of autonomy than fully public institutions. But since the university receives some public funds, it must submit plans to close campuses to the Pennsylvania secretary of education, who must then approve the proposal.

    ‘A Betrayal’

    Faculty have concerns about job losses, what will become of rural student populations and an alleged lack of transparency in the closure process.

    One faculty member at Penn State Wilkes-Barre, speaking anonymously due to concerns about retribution, noted, “While most faculty saw this coming, it was heartbreaking to see it in writing.”

    They questioned Penn State’s support for its Commonwealth Campuses, arguing that “the decision to decrease funding” to those locations that serve in-state students sends a strong message about where Penn State places its priorities” while it invests heavily in its main campus. They also pointed to renovations at Beaver Stadium projected to cost $700 million.

    (That project is believed to be the most expensive renovation in the history of college athletics.)

    “The lack of shared governance, transparency, and respect for contributions of faculty to Penn State University makes it easy to see why unionization efforts among faculty are needed,” they wrote, highlighting ongoing efforts by the Penn State Faculty Alliance and SEIU 668 to unionize.

    Some state politicians have also panned the plan.

    State Senator Michele Brooks, a Republican who represents a district that includes the Shenango campus, told Inside Higher Ed in an emailed statement that she recently met with trustees, who conveyed to her and others “that they feel this has been a deeply flawed process.”

    She urged Penn State’s administration and governing board to re-evaluate the decision and to work “with communities on innovative ways to reinvest in these campuses and help them grow.”

    Republican state representative Charity Grimm Krupa, who serves a district that includes the Fayette campus slated for closure, accused Penn State of betraying its mission in a fiery statement.

    “Shutting down the Fayette campus isn’t about financial responsibility; it’s about walking away from the very students Penn State was created to serve,” Grimm Krupa said last week. “It’s a betrayal of the university’s land-grant mission and a slap in the face of rural communities. Abandoning this campus sends a clear message: if you’re not from a wealthy or urban area, Penn State doesn’t see you as worth the investment. That’s disgraceful, and I urge every trustee to vote no against these closures.”

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  • These Are the Top 10 AI Prompts Every University Student Needs to Succeed (2025)

    These Are the Top 10 AI Prompts Every University Student Needs to Succeed (2025)

    Listen up! If you’re a university student, you’re juggling deadlines, lectures, and endless assignments.

    It’s easy to feel overwhelmed. But here’s the truth—success isn’t about working harder, it’s about working smarter. And AI? It’s your secret weapon.

    Imagine cutting study time in half, getting crystal-clear explanations, and never staring at a blank screen again. These ten AI prompts will supercharge your learning, boost your productivity, and give you the unfair advantage you’ve been looking for. Let’s go!

    #10. Article Summarizer

    Prompt:
    “Summarize the following article in clear and simple terms, keeping the response under 300 words. Focus only on the key takeaways, eliminating unnecessary details and technical jargon. Ensure the summary maintains the original meaning and does not misrepresent any information. If the article contains complex theories or dense academic language, rephrase it in an accessible way without oversimplifying critical ideas.”

    Explanation:

    University students are constantly bombarded with lengthy readings, from dense research papers to complex textbook chapters.

    The problem? There’s only so much time in a day. This AI prompt is designed to extract the essential information, stripping away excess while preserving the core meaning. Whether you’re preparing for a class discussion, writing a paper, or just trying to understand a difficult concept, this tool saves time and enhances comprehension.

    Instead of struggling through pages of convoluted academic writing, you get a clear, structured summary that lets you grasp the key points fast.

    #9. Concept Simplifier

    Prompt:
    “Explain [insert concept] in simple terms, as if to someone without prior knowledge of the topic. Use clear language and everyday analogies, avoiding technical jargon while preserving accuracy. If the concept is abstract, provide a relatable example to illustrate its meaning. Keep the explanation under 200 words, ensuring that it remains informative without being overly simplified.”

    Explanation:
    Some academic concepts are so complex they feel impossible to understand. Whether it’s an economic principle, a scientific theory, or a philosophical idea, breaking it down into simple language makes learning faster and more effective. This prompt forces AI to act like a great teacher—one who doesn’t just repeat definitions but makes knowledge accessible. The key is balance: simplifying without distorting. By using this, students gain a deeper understanding, making it easier to apply what they’ve learned in discussions, essays, and exams.

    #8. Thesis Statement Generator

    Prompt:
    “Generate three strong, well-structured thesis statements on [insert topic]. Each thesis should take a clear stance and be arguable, avoiding vague or obvious claims. Ensure that each one provides a foundation for a structured essay, with room for supporting arguments and counterarguments. If possible, vary the focus of the thesis statements to cover different angles of the topic.”

    Explanation:
    Crafting a strong thesis statement is one of the hardest parts of writing an essay. A weak thesis leads to a scattered argument, while a strong one provides direction and clarity. This AI prompt ensures that students start with a solid foundation, giving them multiple thesis options that they can refine based on their specific argument. By exploring different angles, it also helps students think critically about their topic instead of settling for the first idea that comes to mind. A well-crafted thesis is the backbone of any persuasive essay, and this tool eliminates the guesswork.

    #7. Essay Outline Builder

    Prompt:
    “Create a detailed essay outline for an argumentative essay on [insert topic]. The outline should include an introduction with a strong thesis statement, at least three body paragraphs with clear topic sentences and supporting evidence, and a conclusion that reinforces the main argument. Ensure the structure is logical and that each point builds upon the last. If relevant, include a counterargument section to strengthen the essay’s persuasiveness.”

    Explanation:
    Starting an essay from scratch can feel overwhelming, especially when trying to organize thoughts into a logical flow. This AI prompt removes that barrier by providing a structured outline that acts as a roadmap for writing. Instead of wasting time figuring out where to start, students can focus on developing their ideas and refining their arguments. A clear outline ensures that essays are well-organized, persuasive, and easy to follow—making the entire writing process faster and more effective.

    #6. Study Plan Optimizer

    Prompt:
    “Create a personalized study schedule for the next [insert timeframe] based on the following subjects: [list subjects]. Prioritize subjects based on difficulty and upcoming deadlines, ensuring balanced study sessions. Incorporate review time for previously learned material and schedule short breaks to maximize focus. The plan should be realistic and flexible, avoiding burnout while maintaining steady progress.”

    Explanation:
    Cramming at the last minute is one of the biggest mistakes students make, leading to stress and poor retention. A well-structured study plan ensures that learning is spread out efficiently, reinforcing knowledge instead of overwhelming the brain. This AI prompt helps students optimize their time, ensuring that they focus on high-priority topics without neglecting review sessions. By incorporating breaks and flexibility, it also prevents burnout, making study sessions more productive and sustainable.

    #5. Counterargument Generator

    Prompt:
    “Provide three strong counterarguments to the following perspective: [insert argument]. Each counterargument should be logical, well-supported, and address potential weaknesses in the original claim. Avoid strawman arguments and instead focus on real, credible objections. If possible, include examples or evidence to strengthen each point.”

    Explanation:
    Critical thinking isn’t just about defending your own position—it’s about understanding and addressing opposing viewpoints. This prompt helps students develop stronger arguments by forcing them to consider counterarguments and refine their reasoning. Whether for a debate, an essay, or a class discussion, recognizing alternative perspectives makes arguments more persuasive and well-rounded. Instead of blindly defending a stance, students learn to anticipate challenges and respond with logic and evidence, strengthening their overall reasoning skills.

    #4. Text Simplifier

    Prompt:
    “Rewrite the following text in clear, concise language while maintaining its original meaning. Eliminate unnecessary jargon, complex sentence structures, and overly technical terms. The revised version should be accessible to a general audience without losing important details. Keep the response under [insert word limit] and ensure readability at a high school level.”

    Explanation:
    Academic writing is often dense and difficult to digest, making it challenging for students to quickly grasp key ideas. This prompt helps break down complex information into straightforward language without oversimplifying critical details. Whether it’s for reviewing difficult readings, paraphrasing for research papers, or making study materials more accessible, this tool ensures that students can understand and communicate ideas clearly. Simplicity isn’t about dumbing down—it’s about making information usable.

    #3. Discussion Question Generator

    Prompt:
    “Generate ten thought-provoking discussion questions on [insert topic]. The questions should encourage critical thinking, analysis, and debate rather than simple yes/no answers. Ensure a mix of conceptual, ethical, and real-world application questions to deepen understanding. Avoid generic or overly broad questions, focusing instead on specific angles that spark meaningful discussion.”

    Explanation:
    Engaging in classroom discussions isn’t just about speaking—it’s about asking the right questions. Strong discussion questions push beyond surface-level answers and encourage deeper analysis. Whether preparing for a seminar, leading a study group, or refining an argument, this prompt helps students generate meaningful questions that drive insightful conversations. It forces them to think beyond memorized facts and into the realm of interpretation, debate, and application—where real learning happens.

    #2. Academic Jargon Translator

    Prompt:
    “Rewrite the following passage in clear, everyday language without losing its meaning. Maintain accuracy while eliminating unnecessary jargon, overly complex vocabulary, and convoluted sentence structures. Ensure that the revised version is understandable to someone without a background in the subject, but still retains the key concepts. If necessary, provide a simple example to illustrate difficult ideas.”

    Explanation:
    Professors and researchers often write in ways that feel like decoding a secret language. While technical terms have their place, they can make learning harder when concepts get buried under unnecessary complexity. This prompt helps students strip away the clutter and focus on what truly matters: understanding the core ideas. Whether it’s a confusing textbook passage, a dense research paper, or an academic journal article, this tool ensures that students can actually absorb the material—without spending hours deciphering it.

    #1. Professional Email Composer

    Prompt:
    “Write a professional email to [insert recipient] regarding [insert topic]. The email should be clear, concise, and respectful, maintaining a formal but approachable tone. Include a polite greeting, a direct explanation of the purpose, and a specific request or question. Ensure proper grammar and formatting, avoiding overly casual language or unnecessary details. If appropriate, conclude with a call to action and a professional closing statement.”

    Explanation:
    Communicating effectively with professors, advisors, and peers is a critical skill in university—and one that many students struggle with. A poorly written email can come across as unclear, unprofessional, or even disrespectful. This prompt ensures that messages are well-structured, polished, and to the point. Whether asking for an extension, clarifying an assignment, or requesting feedback, this tool helps students sound professional while maintaining a friendly and respectful tone. In academic and professional settings, the way you communicate matters, and this prompt makes sure you get it right.


    Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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