The next generation of nurses will need to master not only clinical skills, but also technology, compassion, and cultural awareness.
Across the country, the nursing profession stands at a pivotal moment. Hospitals and communities are grappling with workforce shortages, an aging population, and rapid technological advances that are redefining how healthcare is delivered. The nurses of tomorrow must be clinically skilled, culturally aware, and technologically fluent — ready to care for patients with both competence and compassion.
To meet this demand, nursing education is undergoing a transformation. Programs and nursing educators nationwide must reimagine how students learn, practice, and collaborate, weaving innovation and inclusion into every aspect of training. Simulation labs, artificial intelligence, and virtual reality are no longer optional enhancements — they are essential tools that prepare nurses to deliver safe, effective, and equitable care in an increasingly complex health system.
Leading the way
One school helping lead this transformation is Purdue University’s School of Nursing, where innovation is shaping what it means to prepare tomorrow’s healthcare professionals. With the new Nursing and Pharmacy Education Building scheduled to open in spring 2027, Purdue will unite students, faculty, and research under one roof. The four-story facility is designed for collaboration and connection, featuring modern classrooms, study spaces, and simulation environments that replicate real-world medical situations.
Libby Richards, Ph.D.
Interim Head and Professor, Purdue University School of Nursing
“Our goal is to create a space that feels like an academic home — comfortable, collaborative, and equipped for the future of healthcare,” said Libby Richards, interim head of the School of Nursing.
Technology is central to this vision. The building will include advanced simulation systems and immersive virtual and augmented-reality labs, allowing students to practice complex procedures and develop clinical judgment in a safe, hands-on environment. Through programs like The Heart Through Virtual Reality, nursing students can explore the inner workings of the human heart — watching chambers contract and valves open in real time to deepen understanding of cardiac care.
Representation matters
Julian Gallegos, Ph.D.
Assistant Head for Graduate Programs and Assistant Professor, Purdue University School of Nursing
Purdue’s innovation also extends to representation within the profession. Faculty member Julian Gallegos leads initiatives to recruit and support men in nursing, encouraging representation and mentorship through Purdue’s chapter of the American Association for Men in Nursing and his research focus on men’s health. “We need to ensure that all students see themselves reflected in this profession,” Gallegos said.
Tyson Magee
Doctor of Nursing Practice Student, Purdue University School of Nursing
Research within Purdue’s School of Nursing reflects this same forward momentum. Doctor of Nursing Practice student Tyson Magee is studying how AI-generated exercise plans can improve patient engagement and outcomes. “AI won’t replace the nurse,” Magee said. “But nurses who understand it will deliver more individualized care.”
When the new building opens, Purdue Nursing expects to expand enrollment to help address critical workforce needs across Indiana and beyond. The investment underscores a lasting commitment to preparing healthcare professionals who merge innovation with empathy — defining not only the future of nursing education, but the future of care itself.
This audio is auto-generated. Please let us know if you have feedback.
A new school year is upon us — and as with any year, the return to the classroom brings with it an array of challenges both novel and familiar.
Shifting enrollments alone present existential challenges for many school systems as declining birth rates result in lower student populations, which public schools are now in greater competition to attract and retain. Compounding those challenges are newer hurdles like artificial intelligence and a changing federal policy landscape that are impacting approaches to teaching and learning.
To help you unpack the obstacles and opportunities on the table this fall, here are four trends to watch in the 2025-26 school year.
Enrollment crucial as budgets tighten
As the new school year begins, fall enrollment numbers will be crucial for district budgets, said Marguerite Roza, a research professor and director of Georgetown University’s Edunomics Lab.
Due to federal COVID-19 emergency relief funds, many districts appeared to ignore the realities of their declining enrollment, she said. However, when relief funding dissipates and budgets tighten, districts need to keep a very close eye on their fall enrollment: Even if it’s just 1% lower or higher than forecasted, that will be “super important” for schools’ bottom lines, Roza said.
For some districts, an influx of migrant students has offset declines in non-migrant student populations, Roza said. But that kind of enrollment growth is worth keeping an eye on, she said — especially amid the Trump administration’s heightened immigration enforcement policies. Though schools cannot record a student’s immigration status, a drop in English learners could be a signal of that change, she said.
Additionally, districts should look for declines in kindergarten or at secondary grade levels, Roza said. If a district has fewer kindergarteners but strong high school enrollment, for instance, then it has a birthrate problem, she said. But if it’s a more widespread issue, it may be that people are moving out of the area.
Growing school choice policies may also have an impact on enrollment down the line, Roza said.
Some districts with significant and ongoing enrollment drops will also have to make tough decisions this school year about the future of their schools. For instance, district leaders in Atlanta, Austin and St. Louis public schools are all currently considering whether they should close or consolidate school buildings due to budget challenges and enrollment declines.
Federal policy whiplash persists
Schools continue to face the whiplash of the Trump administration’s drastic shift in and rapid enforcement of federal policies, which have included the withholding of federal funding in some cases. That’s especially true for districts’ policies related to LGBTQ+ issues as well as diversity, equity and inclusion.
Whereas the Biden administration encouraged the inclusion and protection of transgender students, for instance, the Trump administration quickly and forcefully reversed course. Federal officials have so far made an example out of multiple education agencies — including in Maine, California, Minnesota and major districts in Northern Virginia — for what it says are violations of Title IX. Those violations have included allowing transgender students to play on women’s and girls’ sports teams.
Schools have also been under the microscope for practices meant to level the playing field for Black and brown students, which the administration says are discriminatory against White and Asian students in some cases. In April, for example, the department launched an investigation into Chicago Public Schools for its “Black Students Success Plan.”
Many civil rights organizations, teacher organizations and sometimes even school districts, however, have challenged the Trump administration’s policies, which they say have been made in some cases without going through the proper legal channels and violate students’ rights. As those cases work their way through the courts, policies continue to shift. In one case, key efforts by the administration to roll back DEI measures — including a requirement from the administration that asked districts to certify they are not incorporating DEI in their schools — were blocked by a judge in August, at the launch of the 2025-26 school year.
Technology, relationships drive special ed improvements
Despite persistent special educator shortages, funding gaps and uncertainty about federal-level support to states and districts, the special education field is optimistic about the progress students with disabilities will make this school year as more attention is focused on boosting family engagement and expanding the use of technology to support students with disabilities, according to experts in the field.
Advances in technology, including artificial intelligence tools, are easing paperwork burdens for special educators. Improvements in augmentative and alternative communication and other technology are strengthening personalized learning for students with disabilities. Additionally, evidence-based practices, such as universal design for learning and positive behavioral interventions and supports, are helping schools meet individual student needs.
Relevant professional development on tech tools, however, is only one part of helping a student succeed, said Kelly Rudyk, director of pupil personnel services for New York’s North Salem Central School District, in a recent post on AASA, The School Superintendents Association’s website. Relationships between administrators and special educators, and between schools and families, are also essential, Rudyk said.
“To truly move the work forward, we need to set clear district goals in partnership with special education leaders,” Rudyk said. “These goals should: reflect instructional priorities, support the meaningful use of technology and improve outcomes for students with disabilities.”
AI spreads its footprint in schools
School leaders will enter the 2025-26 school year with encouragement from the U.S. Department of Education to use existing federal grants to integrate artificial intelligence in classrooms. Over the summer, U.S. Education Secretary Linda McMahon sent a “Dear Colleague” letter to state and district leaders informing them that they can use federal funds to bolster AI’s use in improving high-quality curriculum tools, high-impact tutoring, and college and career pathway advising.
Still, there’s little research available on the impacts AI technology has on student outcomes, particularly with increasingly popular AI tutoring tools.
AASA also expressed some concerns over the Education Department’s latest full-speed push for AI tools in schools.
In response to a proposed rule on priorities for using discretionary grant programs to support AI use in schools, which was published in the Federal Register in July, AASA submitted a comment on Aug. 20 asking for a greater focus on the educator workforce within AI initiatives. AI cannot be a “substitute,” the association said, for “the human relationships and professional expertise at the heart of student learning.”
On top of that, AASA warned against “framing AI as a silver bullet,” and that any “thoughtful national strategy must include clear guardrails, sustainable funding that does not come at the expense of other high-priority federal programs, and ongoing evaluation of what works in practice.” As school leaders approach the fourth academic year since ChatGPT launched, researchers also recommend that districts develop their own acceptable AI use policies if they haven’t already.
Meanwhile, 30 states have issued their own AI guidance for schools as of June, according to TeachAI, a national coalition focused on AI in education.
Taking place on 16 September 2025 at Torrens University’s Surry Hills Campus in Sydney (17 Foveaux Street), this event brings together key stakeholders – education agents, government officials, providers across higher education, VET, ELICOS, plus service partners – for a critical industry reset.
Amidst two years of sweeping reform in visa policies, compliance and accountability frameworks, and shifting global student demand, SYMPLED 2025 offers education recruiters a place for dialogue and strategy. Drawing from its reputation as one of Australia’s most practical events for admissions, compliance, and student-support experts, the symposium promises actionable insights and collaboration on the issues at hand
The program features a rich array of speakers, including:
Hon Julian Hill, assistant minister for international education
Michal Sestak, founder and migration agent of SIS Consulting Pty Ltd and AustraliaOnline, moderating a panel on “The Dilemma of the Genuine Student” amid a surge in visa refusal appeals—from 2,400 in 2023 to 40,000 in 2025
International student panel onthe future of international student representative bodies
Ian Aird, CEO of English Australia, in a “Call to Action” panel exploring the role of ELICOS in bridging tourism, working holiday, and long-term education sectors
Additional speakers include leaders from tuition protection, international education bodies, compliance, and provider networks:
Melinda Hatton, director of the Tuition Protection Service
Carmen Basilicata, executive director, Integrity, ASQA
Toshi Kawaguchi, director, international education, StudyNSW
Dirk Mulder, founder and CEO of The Koala News
Mark Lucas, senior vice president, HUATONG International (HTI)
Melanie Macfarlane, board member, ISEAA
SYMPLED 2025 is where the international education community can recalibrate and collaborate, unlocking “value” in recruitment and practice for a more resilient future.
For the full lineup, program updates, and registration, visit the official SYMPLED website.
Harassment and sexual misconduct have no place on our university campuses, nor in wider society. Yet, both continue to be pervasive. The Office for National Statistics reports that 1 in 10 people aged 16 years and over experienced at least one form of harassment in the previous 12 months, while the Crime Survey for England and Wales reveals that “an estimated 7.9 million (16.6%) adults aged 16 years and over had experienced sexual assault since the age of 16 years”. The adverse sequelae for victims/survivors are well documented.
Over the last decade, universities have taken these matters more seriously, appreciating both the impact on victims/survivors and on their institution’s culture and reputation. In 2016, Universities UK and Pinsent Mason published guidance (updated in 2022) for HEIs on managing student misconduct, including sexual misconduct and that which may constitute a crime. As of 1 August 2025, the OfS has sought to strengthen universities’ actions through introducing condition E6 to ensure institutions enact robust, responsive policies to address harassment and sexual misconduct, as well as promote a proactive, preventative culture. Our experience, however, suggests that universities’ preparedness is varied, and the deadline is not far away.
Culture Starts at the Top
Organisational culture is shaped significantly by those at the top. At its heart is ‘the way things are done around here’: the established, normative patterns of behaviour and interaction that have come to be. Senior leaders have the power to challenge and change entrenched patterns of behaviour or to reinforce them. Thus, compliance with Condition E6 is just a starting point; herein lies an opportunity for university leaders to lean deeper into transforming institutional culture to the benefit of all.
Understandably, times of significant financial challenge may cause executive teams to quail at more demand on limited resource. This can precipitate a light-touch, bare minimum and additive approach; that is, devolving almost exclusive responsibility to a university directorate to work out how to do even more with less. Yet, the manifold benefits of inclusive cultures are well established, including improved performance and productivity and lower rates of harassment and sexual violence. Leadership attention to and engagement in building a positive culture will see wider improvements follow. Moreover, hard though it is to write this, we know from our own work in the sector that some leaders or teams are not modelling the ‘right’ behaviour.
Ultimately, the imperative to transform culture is in the best interests of the institution although it should also manifest a desire for social justice. Consequently, university governors need to understand and have oversight of the imperative; though narrowly defined as regulatory, it should be strategically defined as the route to creating a happier, healthier and more productive community likely to generate the outputs and outcomes the governing authority seek for a successful and sustainable institution.
Creating Safer Cultures
We use the term ‘safer culture’ to refer to a holistic organisational environment that is intolerant of harassment, discrimination, and mistreatment in any form. Underpinning the sustainable development of a safer culture are eight key pillars:
Leadership Commitment, Governance and Accountability Senior leaders and university governors need to visibly and actively promote an inclusive and respectful culture, holding themselves – and others – accountable. Strategic allocation of resources and institutional infrastructure needs to support cultural change, and governance mechanisms must enable assurance against objectives. A whole-institution approach is required to avoid commitments becoming initiative-based, siloed, inconsistent, or symbolic: the responsibility should be shared and collective.
Clear Policies, Procedures and Systems Institutions need to develop accessible policies that define inappropriate behaviour, including harassment and sexual misconduct, and outline clear consequences for non-adherence. Associated procedures and systems should support effective prevention and response measures.
Training and Development A tiered training approach should be adopted to embed shared understanding, develop capability and confidence, raise awareness, and foster appropriate levels of accountability across the organisation: among students and staff, including the executive team and governing body. Specialist skills training for those in frontline and support roles is essential.
Reporting Processes Simple, reliable, confidential, and trusted reporting mechanisms are required. These must protect against retaliation, the need to repeat disclosure information unnecessarily, and provide swift access to appropriate support through a minimum of touchpoints.
Provision of Support A trauma-informed, empathetic environment is crucial to ensure individuals feel safe and supported, whether they are disclosing misconduct or have been accused of such. User-focused support systems and wellbeing services need to be in place for all members of the university’s community.
Investigation and Resolution Fair, timely, and impartial processes are required which uphold the rights of all parties and enforce meaningful consequences when misconduct is confirmed. Those involved must be appropriately trained and supported to ensure just outcomes for all.
Risk Management Risk should be proactively identified and appropriately managed. Individuals throughout the organisation need to understand their responsibility in relation to risk, both individual and institutional.
Investigation and Resolution Creating a safer culture requires regular evaluation through policy review, data analysis and reporting, including staff and student feedback. This is essential to address emerging issues, enhance interventions in line with changing policy and practice, and achieve cultural maturity.
A Leadership Imperative
The imminent introduction of condition E6 offers university leaders an opportunity to bring renewed and purposeful focus to developing an institutional culture that is safe, respectful and high achieving – the very foundation of academic excellence, creativity and innovation. At a time when equity, diversity and inclusion are under threat worldwide, including in the UK, the imperative has never been greater.
By knowing about and engaging with these key figures on campus, you can make the most of your college experience and set yourself up for success.
Kate Lehman, Ph.D.
Director, National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina
Katie Hopkins
Associate Director for Faculty Development and Resources, University 101 Programs, University of South Carolina
Congratulations! You’ve made it to your first day of classes! You are excited by the opportunities before you…and overwhelmed. Colleges and universities employ a host of staff and faculty whose primary role is to support your success. Part of your tuition and fees go to support these folks — you should use them! Meet the 10 people you need to maximize your college experience.
Faculty, instructors, and teaching assistants (TAs)
You’re surely familiar with the folks teaching your courses. Use office hours to get to know your instructors. Ask them how they got into their fields and why they love their work. You might be interested in a similar topic, land yourself a research opportunity, or find yourself a new mentor!
Academic advisers
Course registration should not be the last time you speak with your academic advisor! Academic advisers help anytime you are thinking about your course of study, whether you want to drop a class, change your major, add a minor, take a summer class, or figure out how to work a study abroad program into your plan.
Librarians
Librarians have magical skills to make your classwork so much easier. Okay, it’s not really magic, but they can help you find awesome sources for class papers and teach you about technical resources like citation management software to make your work a lot easier!
Student success and academic support staff
Is chemistry or calculus stressing you out? Your institution has a student success center or a tutoring center to help. Our advice: Get help as soon as you start feeling overwhelmed. Don’t wait until you’re really behind!
Financial aid team
You have probably already received your financial aid package, but life happens. If your financial situation changes, the financial aid office is your first call. They might adjust your aid package and/or connect you to additional financial resources.
Health center and counseling center staff
You probably know to go to the health center if you sprain an ankle or have a sinus infection, but the medical and counseling team can help with a lot more. If you are feeling overwhelmed or are struggling, schedule an appointment to gain access to counseling sessions, support groups, and workshops to help you feel your best (all things which are included in your tuition and fees).
First-year students at the University of South Carolina participate in a team-building activity in their first-year seminar course. | Photo by Logan White
Career center staff
Whether you have mapped out a career plan or have no clue what you want to do, your career center staff can help! It’s not just for seniors — career centers help with career exploration, internships, resume development, and interview skills. They might even be able to help you find an on-campus job so you can build career skills and start earning money while you’re a student.
Disability services staff
If you received accommodations in high school, be sure to register with disability services on your campus, as those do not automatically roll over. These may be related to dietary restrictions, learning disabilities, or mental health conditions. They can work with you to ensure you have what you need to be successful!
Student activities and recreation services staff
You didn’t just come to college to study and work, right? Join a student organization, attend fun events, play on an intramural sports team, or take a group exercise class! Besides having a good time, you’ll grow your leadership, teamwork, and communication skills and make friends.
Friends and peer mentors
Decades of research on college student success tell us that your fellow students, or your peers, are key to your success. Many of the campus offices employ student staff members, often called peer mentors. By getting involved on campus, you will make friends who support and encourage you.
The folks outlined here can help you get the most out of your college experience. Don’t ever hesitate to ask someone a question, introduce yourself, or try a new resource; it can only help! These amazing people will help find the opportunities that will shape your future. As you build connections with them, you will find friends and mentors to last a lifetime.
Creating a sense of belonging is crucial to student success and persistence, especially for nontraditional, working students in online programs. Our professional science master’s (PSM) in biotechnology degree is designed for working professionals, offering primarily online and evening courses that emphasize applied learning and professional development. The degree plan combines basic science courses and lab work in biotechnology with a strong foundation in business and professional skills. A required industry internship ensures graduates enter the biotech workforce with real world experience. The program’s rigorous nature, combined with students’ full-time jobs and family commitments, leaves little time to build peer connections or a sense of community.
With funding from the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Math (NSF S-STEM) program, we provide scholarships and support students with co-curricular activities to enhance their educational experience. While awarding scholarships was straightforward, fostering engagement in these activities and building a strong community proved far more challenging. How do you cultivate connection, retention, and career development among busy, online STEM students? Here, we share five strategies that have helped us successfully create a sense of community in our program.
1. Ask the students what they want
An integral part of community building is having students meet as a group, whether in person or online. To increase the likelihood of student participation, we first invited their input on what types of events they want to attend, and when. Each semester, we ask students to fill out an availability form and use this information to provide both in person and online meeting opportunities each month, which allows us to meet the diverse needs of our busy students. Our experience indicates students are more likely to attend events when they are given a voice in the planning process. We send out a questionnaire asking them for their ideas and preferences for monthly cohort meetings each semester and schedule events with their ideas in mind.
2. Give them what they want
Monthly cohort meetings include a variety of events that address the multifaceted needs of the students: professional, academic, social, creative, and physical/ mental well-being. We use the student feedback to provide impactful activities that are useful and interesting to them. Many students request events that foster connections with their peers, but given the mainly online format of the program, this can be a challenge. While academic or professional topics may be presented either in person or on Zoom, we schedule purely social events, such as a dinner at a local hotspot, as in-person activities only. To feed the creative side of our STEM students, we have also hosted water coloring tutorials and rock painting socials where students are able to simply relax and catch up with each other. To deal with the stresses of graduate school and promote self-care, we hosted group yoga sessions. Many times, this results in lasting friendships or a professional connection. One student commented that the cohort events “allowed me to meet amazing people that I now call friends.”
3. Give them what they don’t know they need
We also provide co-curricular activities that students may not have specifically requested. For example, we invite industry leaders who provide career advice and perspectives on specific areas in biotechnology. Students can learn from their many years of experience and get a view into a day in the life of a particular career choice, helping them to navigate their own career paths. A student may initially start the program thinking they want to establish a career in one area in biotechnology but may complete the program with a completely different career goal in mind. Guest speakers open their eyes to the different possibilities. In addition, leadership skills are an integral part of being successful in any career choice. Thus, we also invite speakers that provide workshops on how to develop effective leadership skills and practical ways to implement them. Since it is important for students to have a broad knowledge of biotechnology, we have also hosted biotechnology-related research talks to keep them abreast of current research in this field. We also provide opportunities to attend conferences and networking events. Initially, students may not grasp the power of networking in career development. Conferences provide many opportunities which not only include networking but also learning about cutting edge research and other potential career paths. To encourage conference attendance, we provide travel support and stipends for attending approved biotechnology or leadership-related conferences of their choice.
4. Develop relationships with the students
Building strong relationships with students fosters a sense of community and belonging. Beyond seeing students in class and at monthly cohort events, regular one-on-one check-ins, whether in person or via Zoom, offer a space for students to discuss both academic and personal matters in an informal setting. These meetings help track progress, provide guidance, and connect students with relevant campus resources. By maintaining continuity in conversations, faculty and advisors build trust and accountability while encouraging student engagement in co-curricular opportunities. Many students express appreciation for the personalized support, noting that it enhances their overall educational experience and sense of connection to the program.
5. Create opportunities for peer mentoring
Facilitating peer mentoring strengthens student connections and fosters a supportive community. In addition to the monthly cohort events, we also hold a yearly retreat where new, current, and past students gather. Current students and alumni provide valuable insights, guidance, and advice to the incoming students. Incorporating interactive activities like icebreakers enhances engagement and encourages meaningful connections. Alumni play a key role by offering insights, career advice, and professional networking opportunities. Maintaining alumni engagement through events and communication channels ensures ongoing mentorship and support for students. Many students credit these interactions with boosting their confidence, leadership skills, and sense of belonging within the program.
After two years, our program has shown promising results, with preliminary pre- and post-survey data indicating growth in leadership, cultural, and academic capital, as well as STEM professional identity. While our approach is rooted in a hybrid model with some events happening on campus, many of these strategies can be adapted to fully online programs through virtual mentorship, networking events, and interactive community-building activities. Creating a sense of belonging is challenging in online education, but with intentional efforts, it is possible to foster meaningful connections that enhance student success and career development. We hope these insights inspire you to build strong, engaged student communities within your own programs.
Antonette Robles, PhD is the Grant Coordinator for Project SCALE (Scholarships and Co-curricular Activities Leading to Excellence in the Biotechnology Workforce) and an Adjunct Professor of Biology Texas Woman’s University.
Stephanie Pierce, PhD is an Assistant Clinical Professor of Biology, Co-investigator for Project SCALE, and Program Director for the Professional Science Master’s program in Biotechnology at Texas Woman’s University.
Juliet V. Spencer, PhD is a Professor of Biology, the Principal Investigator of Project SCALE, and Interim Dean of the College of Arts & Sciences at Texas Woman’s University.
Creating a sense of belonging is crucial to student success and persistence, especially for nontraditional, working students in online programs. Our professional science master’s (PSM) in biotechnology degree is designed for working professionals, offering primarily online and evening courses that emphasize applied learning and professional development. The degree plan combines basic science courses and lab work in biotechnology with a strong foundation in business and professional skills. A required industry internship ensures graduates enter the biotech workforce with real world experience. The program’s rigorous nature, combined with students’ full-time jobs and family commitments, leaves little time to build peer connections or a sense of community.
With funding from the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Math (NSF S-STEM) program, we provide scholarships and support students with co-curricular activities to enhance their educational experience. While awarding scholarships was straightforward, fostering engagement in these activities and building a strong community proved far more challenging. How do you cultivate connection, retention, and career development among busy, online STEM students? Here, we share five strategies that have helped us successfully create a sense of community in our program.
1. Ask the students what they want
An integral part of community building is having students meet as a group, whether in person or online. To increase the likelihood of student participation, we first invited their input on what types of events they want to attend, and when. Each semester, we ask students to fill out an availability form and use this information to provide both in person and online meeting opportunities each month, which allows us to meet the diverse needs of our busy students. Our experience indicates students are more likely to attend events when they are given a voice in the planning process. We send out a questionnaire asking them for their ideas and preferences for monthly cohort meetings each semester and schedule events with their ideas in mind.
2. Give them what they want
Monthly cohort meetings include a variety of events that address the multifaceted needs of the students: professional, academic, social, creative, and physical/ mental well-being. We use the student feedback to provide impactful activities that are useful and interesting to them. Many students request events that foster connections with their peers, but given the mainly online format of the program, this can be a challenge. While academic or professional topics may be presented either in person or on Zoom, we schedule purely social events, such as a dinner at a local hotspot, as in-person activities only. To feed the creative side of our STEM students, we have also hosted water coloring tutorials and rock painting socials where students are able to simply relax and catch up with each other. To deal with the stresses of graduate school and promote self-care, we hosted group yoga sessions. Many times, this results in lasting friendships or a professional connection. One student commented that the cohort events “allowed me to meet amazing people that I now call friends.”
3. Give them what they don’t know they need
We also provide co-curricular activities that students may not have specifically requested. For example, we invite industry leaders who provide career advice and perspectives on specific areas in biotechnology. Students can learn from their many years of experience and get a view into a day in the life of a particular career choice, helping them to navigate their own career paths. A student may initially start the program thinking they want to establish a career in one area in biotechnology but may complete the program with a completely different career goal in mind. Guest speakers open their eyes to the different possibilities. In addition, leadership skills are an integral part of being successful in any career choice. Thus, we also invite speakers that provide workshops on how to develop effective leadership skills and practical ways to implement them. Since it is important for students to have a broad knowledge of biotechnology, we have also hosted biotechnology-related research talks to keep them abreast of current research in this field. We also provide opportunities to attend conferences and networking events. Initially, students may not grasp the power of networking in career development. Conferences provide many opportunities which not only include networking but also learning about cutting edge research and other potential career paths. To encourage conference attendance, we provide travel support and stipends for attending approved biotechnology or leadership-related conferences of their choice.
4. Develop relationships with the students
Building strong relationships with students fosters a sense of community and belonging. Beyond seeing students in class and at monthly cohort events, regular one-on-one check-ins, whether in person or via Zoom, offer a space for students to discuss both academic and personal matters in an informal setting. These meetings help track progress, provide guidance, and connect students with relevant campus resources. By maintaining continuity in conversations, faculty and advisors build trust and accountability while encouraging student engagement in co-curricular opportunities. Many students express appreciation for the personalized support, noting that it enhances their overall educational experience and sense of connection to the program.
5. Create opportunities for peer mentoring
Facilitating peer mentoring strengthens student connections and fosters a supportive community. In addition to the monthly cohort events, we also hold a yearly retreat where new, current, and past students gather. Current students and alumni provide valuable insights, guidance, and advice to the incoming students. Incorporating interactive activities like icebreakers enhances engagement and encourages meaningful connections. Alumni play a key role by offering insights, career advice, and professional networking opportunities. Maintaining alumni engagement through events and communication channels ensures ongoing mentorship and support for students. Many students credit these interactions with boosting their confidence, leadership skills, and sense of belonging within the program.
After two years, our program has shown promising results, with preliminary pre- and post-survey data indicating growth in leadership, cultural, and academic capital, as well as STEM professional identity. While our approach is rooted in a hybrid model with some events happening on campus, many of these strategies can be adapted to fully online programs through virtual mentorship, networking events, and interactive community-building activities. Creating a sense of belonging is challenging in online education, but with intentional efforts, it is possible to foster meaningful connections that enhance student success and career development. We hope these insights inspire you to build strong, engaged student communities within your own programs.
Antonette Robles, PhD is the Grant Coordinator for Project SCALE (Scholarships and Co-curricular Activities Leading to Excellence in the Biotechnology Workforce) and an Adjunct Professor of Biology Texas Woman’s University.
Stephanie Pierce, PhD is an Assistant Clinical Professor of Biology, Co-investigator for Project SCALE, and Program Director for the Professional Science Master’s program in Biotechnology at Texas Woman’s University.
Juliet V. Spencer, PhD is a Professor of Biology, the Principal Investigator of Project SCALE, and Interim Dean of the College of Arts & Sciences at Texas Woman’s University.
Megan O’Meara, M.D., head of early-stage development at Pfizer Oncology, is deeply committed to scientific innovation, mentorship, and breaking barriers for the next generation of women in science, technology, engineering, and mathematics (STEM) industries. In this conversation, Megan shares her journey in oncology, leadership philosophy, and vision of a world where people with cancer live better and longer lives.
Megan O’Meara, M.D.
Head of Early-Stage Development, Pfizer Oncology
What drew you to pursue a career in oncology and what is it that inspires you most about working in this field?
I’ve always been curious about science. My grandfather was a pediatrician, and as a child he read books to me about the history of medicine. In high school, I worked in cancer research labs, and that gave me exposure to the field from an early age. By the time I was in college, there were exciting advancements happening, including broader use of tumor profiling and targeted therapies. I felt there was a huge opportunity to transform cancer treatment, and I knew I wanted to be part of it. I pursued my medical degree and later went into academic research before transitioning to industry, where I felt I might have the broadest impact on the greatest number of people.
Women make up less than 30% of the global STEM workforce. What has your experience been as a woman in research?
Being a woman in a historically male-dominated field can come with unique challenges and opportunities. There were times when I was the only woman in the room. On occasion, I felt like the only one leaving the office on time to make dinner for my family and worried about missing opportunities or important conversations that were happening when I wasn’t there.
Over time, I learned to accept the situation and be confident in setting personal boundaries. I inserted myself in different ways and advanced my career without losing who I am. I developed the confidence to be me — bringing my most authentic and whole self to work. Now, I encourage and empower other women to do the same.
As an industry, there’s still a long way to go. At a recent oncology conference, research showed that men presenting were introduced as “Dr.” while women were introduced by their first names. It seems nuanced, but it reflects a larger issue. Even in a field like oncology, where we pride ourselves on progress, bias still exists in subtle but pervasive ways. Things are improving, but they’re not where they should be yet. That’s why I feel so strongly about uplifting other women and creating opportunities for women in science.
How are you working to change the research field to be more inclusive and supportive of women?
There were many people, particularly female leaders, throughout my career who saw my potential and championed my advancement. I try to do the same for all my team at Pfizer, including the talented women that work with me. I mention their names when I’m in a room with other leaders; I look for opportunities that will showcase their potential.
Outside of work, I volunteer at my daughter’s elementary school to organize events that engage students with science, such as bringing in Pfizer scientists to demonstrate lab techniques like DNA isolation and talk about how science can be applied to areas they are interested in. Studies show that girls start losing interest in science around age 12, so, if we can work to address that early, it can make a difference in improving female representation in STEM fields.
I’m also active in the Society for Immunotherapy in Cancer (SITC) Women in Cancer Immunotherapy Network. I’ve spoken about my journey in research at their events, which are often attended by many women in both academia and industry who are at a crossroads in their career. They’re wondering, “Can I do this?” Hearing people’s stories about how they made it work can be incredibly inspiring.
As head of the division at Pfizer Oncology responsible for developing innovative cancer treatments, what excites you most about the work your team is currently doing?
Right now, I’m particularly excited about our work in antibody-drug conjugates (ADCs). ADCs are innovative cancer medicines that specifically target cancer cells and deliver cancer-killing drugs directly to tumors, while sparing more of the healthy cells in the body.
ADCs have been the foundation of my career, having worked in the space for almost 15 years. This depth of experience, knowledge, and history is being applied now to what we’re doing at Pfizer to advance the field. And we’ve had a huge impact already — bringing treatments to people with blood cancer for the first time in decades and significantly changing the standard of care across tumor types.
Now, as a company, we’re asking, “How do we make ADCs even safer and more effective?” We’re exploring new drug linkers, different payloads, and novel combinations, all with the goal of giving patients better options. This kind of innovation is why I pursued a career in STEM — it’s tremendously fulfilling to be bringing us closer to a world where people with cancer live better and longer lives.
How is Pfizer uniquely positioned to make progress in cancer treatment?
I like to say Pfizer embodies a spirit of innovation and we have some of the most brilliant and dedicated scientists I’ve ever worked with. It’s rare to work at a company, even in big pharma, that has demonstrated leadership across multiple modalities of science the way Pfizer has. We’re constantly learning, adapting, and investing in what’s next across a wide pipeline of products. It’s an amazing powerhouse to be a part of.
For me, our success is also due to a culture — set by our executives — where each person has the opportunity to thrive. Chris Boshoff, chief scientific officer and president, R&D, is passionate about showcasing the team and giving people opportunities. I’ve experienced the same from other leaders. When I first joined Pfizer, Sally Susman, executive vice president and chief corporate affairs officer, introduced herself and said, “Next time you’re in New York, come meet my team.” She brought me into her leadership meeting and helped me build connections. These are just two of many people that have gone out of their way to create an environment where I am able to bring my best self to work, and I am doing the same to ensure my team of scientists has everything they need to succeed.
What do you hope for the future of women in STEM?
I hope that in 20 years, women don’t have to navigate as many barriers. I hope everyone can bring their whole self to the table without feeling like they need to sacrifice a piece of their personal life to succeed. Instead of feeling impostor syndrome around big opportunities, I hope women ask themselves, “Why not me?”
We still have work to do, but I truly believe we’re making progress. By supporting women, we’re supporting a better industry and better science.
Professor Lisa-Dionne Morris is Professor of Public & Industry Understanding of Capability Driven Design in the School of Mechanical Engineering, and the Engagement Champion for the EPSRC EDI Hub+, at the University of Leeds.
Women in higher education and industry leadership, especially in Engineering and STEM, have reshaped academia and industry through groundbreaking contributions. Over the past two centuries, they have advanced knowledge, dismantled systemic barriers, and set new standards in innovation and leadership. Yet Black women remain significantly underrepresented, highlighting the urgent need for institutional change.
After all, when we lack diversity, we limit our ability to evolve and tackle the challenges of a rapidly changing world.
These disparities highlight the urgent need for fundamental change to ensure equitable access to opportunities and resources.
The 200-year journey of Black women in academia has been shaped by structural barriers but also by resilience and advocacy. Initiatives like the Black Female Academics’ Network and the national EDI Hub+, led by the University of Leeds, have played pivotal roles in championing change and providing visibility and support for Black women in academia and higher education leadership. But the reality is that real change comes not just from support networks but from institutions and governance bodies truly committed to transformation through policy implementation and its incorporation into operational management.
Black women have broken barriers in education, research, and industry, driving policy changes and fostering inclusivity. They have led pioneering research, challenged outdated structures, and risen to leadership in historically non-diverse sectors. In Engineering and STEM, figures like Dr. Aprille Ericsson, the first Black woman to earn a PhD in Mechanical Engineering from Howard University, have held key roles at NASA. Yewande Akinola, a Nigerian-born engineer, has advanced sustainable water systems while advocating for diversity. In the UK, Professor Esther Akinlabi has made significant contributions to academic leadership, engineering, research, and advocacy.
These Black women, and countless others, have played critical roles, and yet their paths have not been easy. They have faced barriers, from being underestimated in their abilities to encountering biases that make progression in academia and industry far harder than it should be. It is important to highlight their successes but equally crucial to recognise the dramatic shifts needed to create a more inclusive landscape.
As the first Black female professor in the School of Mechanical Engineering at the University of Leeds, I have witnessed firsthand the impact of underrepresentation on individuals and institutions. Without diverse voices in leadership, we lose perspectives that drive innovation and meaningful change. True equity and inclusion require representation at the highest levels, where policies and practices are shaped.
Mentorship and networking are vital for career progression, yet many Black women in academia and industry lack mentors with shared experiences. Institutions must formalise support systems rather than relying on individual efforts. A cultural shift is needed, one where diversity is not just discussed but reinforced through real structural changes that create lasting opportunities.
Breaking barriers is not just about individuals but about how institutions respond. Are they fostering environments where Black women can thrive? Are they tackling unconscious bias in hiring and promotions? Are they offering real support for retention and advancement beyond just celebrating ‘firsts’? It’s time to move from symbolic gestures to tangible change that empowers the next generation in academia and industry.
The legacy of Black women in academia and industry extends beyond their achievements to the opportunities they create for future generations. Recognising and amplifying their voices is essential. Their contributions must be seamlessly woven into the broader narrative of advancement and innovation in women’s higher education and industry leadership.
Much work remains. Representation is not enough; true progress requires dismantling barriers to access and opportunity. Black women in academia and industry, especially in Engineering and STEM, must be empowered, supported, and able to lead without the constant need to justify their place.
The goal should be that, in the future, their contributions are not exceptional but expected, and their presence in leadership roles is not a rarity but the norm.
I’ve worked closely with colleagues in Silicon Valley throughout my career. Through these interaction, there are always new ideas, and the level of confidence in predictions typically starts strong and only gets stronger. This time felt different. Last week during a visit to Silicon Valley, I repeatedly heard the following as a preface to a prediction, and I can’t say I’ve ever heard it before when engaging with my most techno-optimistic colleagues: “I could be wrong, but …”
A few innocent words, but a rhetorical hedge that suggests even the most confident among us understand that the AI era is pretty, pretty complicated.
I was there to attend the Annual AI+Education Summit 2025, hosted by Stanford’s Institute for Human-Centered Artificial Intelligence (HAI) and the Stanford Accelerator for Learning. The theme—Human-Centered AI for a Thriving Learning Ecosystem—framed discussions that were both urgent and inspiring. AI is not just on the horizon; it is actively reshaping the educational landscape. Our responsibility is to ensure this transformation augments human potential rather than diminishes it.
The summit brought together leading researchers, educators and policymakers to explore AI’s role in personalizing learning, empowering educators and bridging educational divides. The pace of change is staggering—today, half of students use AI tools at least weekly, both inside and outside the classroom. Institutions must act now to shape AI’s role in education intentionally rather than reactively.
The Power of Collective Action in Higher Education
One of the key messages from the summit was that no single institution, company, innovator or researcher can tackle this challenge alone. A coordinated effort across higher education is essential to ensure AI serves students, faculty and society in equitable and effective ways.
At the University of Michigan, we have seen firsthand how faculty innovators are experimenting with generative AI to enhance teaching and learning. Our most recent call for proposals at the Center for Academic Innovation resulted in a diverse set of AI-enhanced teaching and learning projects designed to explore AI’s potential across disciplines, from medical education to humanities. These projects demonstrate not only how AI can enrich classroom experiences but also how it can deepen engagement, personalize learning and extend human creativity. We are helping faculty translate emerging technologies into meaningful applications, creating impactful learning experiences on campus and beyond.
Organizations like U-M’s Center for Academic Innovation and Stanford’s HAI and the Stanford Accelerator for Learning play a critical role in leading this work—through experimentation, research and convening communities of practice. Without spaces to explore AI’s potential responsibly, without research to test its effectiveness and without convenings to align efforts, the future of AI in education would be left to chance rather than deliberate innovation.
Michigan’s work is part of a broader movement. Across higher education, institutions are launching AI-driven initiatives to explore the role of AI in teaching, learning and research. One example is the California State University system, which recently announced a partnership with OpenAI to explore AI’s potential across its 23 campuses. This initiative, like many others, underscores the need for systemwide efforts to develop responsible and scalable AI solutions.
These efforts—faculty-led experiments at Michigan, large-scale system initiatives like CSU’s, and global convenings like Stanford’s AI+Education Summit—demonstrate the range of approaches to AI in education. Stanford’s summit, in particular, highlighted outstanding faculty-led experiments exploring AI’s role in augmenting learning, fostering creativity and addressing challenges in equitable access to technology. These initiatives reinforce the importance of institutional collaboration in shaping the future of AI in education. But the big question remains: How do we shape AI’s role in education to serve our preferred future rather than react to an imposed one?
5 Key Takeaways From the AI+Education Summit
AI is transforming education, but its role must be purposeful.
AI is already reshaping how students learn and how educators teach. We must ensure AI serves as a tool for augmentation rather than automation. How do we steer away from optimizing automation and toward optimizing AI’s ability to augment human creativity, problem-solving and collaboration?
Faculty innovation is leading the way—with institutional support.
Some of the most compelling AI applications in education are emerging from faculty-led experimentation. Universities must create conditions for responsible innovation by investing in faculty training, providing resources for experimentation and developing ethical frameworks that support AI integration while prioritizing student learning. We need to understand what’s working for whom and be ready to quickly invest further in the most impactful efforts.
AI ethics and governance must be at the forefront.
AI’s potential to amplify biases and exacerbate inequities is well documented. Institutions must focus on governance, transparency and bias mitigation to ensure AI benefits all learners. Without clear institutional leadership, regulation will fill the void. Can we build governance frameworks that protect learners and help them to flourish while also fostering innovation and global competitiveness and security?
AI literacy is urgent—but we lack consensus on what it means.
There is universal agreement that students, educators and institutions need to accelerate AI literacy. However, what constitutes AI literacy remains unclear. Should AI literacy be about technical proficiency? Ethical responsibility? Practical applications? Probably all of the above—but the right balance is elusive. I could be wrong, but if we don’t actively shape this now, we may find that AI literacy is defined for us in ways that don’t align with our values. Definitions vary, but there is broad consensus that we need highly accessible and scalable opportunities for anyone to acquire AI literacy—and soon.
We need a shared vision for AI in education.
The AI+Education Summit made it clear that AI’s impact should be shaped by the collective choices of educators, institutions and policymakers. Without a shared vision, the future will be dictated by market forces alone. Speakers at the conference described the future they want to see: one that designs for the widest range of learners to support human flourishing, strengthens the essential relationship between teachers and students, and works for everyone—practically, equitably and responsibly.
Institutions have taken very different approaches to AI—some choosing to ban it, restricting its use until clearer guidelines emerge, while others have opted to embrace it, fostering a culture of experimentation and innovation. Others have decided to take a wait-and-see approach, uncertain about how AI will ultimately shape higher education. Perhaps all of these strategies have their merits. Or maybe in a few years we’ll look back and realize the most effective approach was something we haven’t even considered yet. I could be wrong—but that’s precisely why we need a wide range of perspectives shaping this conversation now.
Questions for Our Growing AI-in-Education Community
As institutions embrace AI, we should ask ourselves:
How can we ensure AI enhances equity and access rather than reinforcing existing disparities?
How do we ensure AI supports human creativity and critical thinking rather than replacing them?
How do we balance experimentation with the need for institutional policies that safeguard students and educators?
What models of collaboration—between institutions, industry and policymakers—can accelerate responsible AI adoption in higher education?
How can institutions maintain trust with learners and faculty as AI adoption accelerates?
What does a thriving, AI-enhanced learning ecosystem look like in five years? How do we get there?
The AI+Education Summit reinforced that we are not passive observers of AI’s impact on education—we are active participants in shaping its trajectory. The work happening at Stanford, Michigan, CSU and across the broader higher ed community signals a growing recognition that AI is not just another technology to integrate but a transformational force that demands intentionality, collaboration and vision.
Yet, it would be a collective failure if we simply make it easy for students to offload critical thinking. AI must not become a shortcut that undermines the cognitive skills we seek to develop in our learners and citizens.
Now is the time for institutions and individuals to come together, share knowledge and create our preferred future for AI in education. We don’t have all the answers, and some of today’s best ideas may prove incomplete or even misguided. It feels like there is little time for passive observation. AI’s role in education will be defined—either by us or for us. Let’s build the future we prefer—because if we don’t, well … I could be wrong, but I doubt we’ll like the alternative.
James DeVaney is special adviser to the president, associate vice provost for academic innovation and the founding executive director of the Center for Academic Innovation at the University of Michigan.
