Tag: Student

  • Student Voting Advocates Say 2025 Brought “Trepidation”

    Student Voting Advocates Say 2025 Brought “Trepidation”

    Though 2025 featured few major elections, campus voter outreach organizations were still hard at work getting students interested in the electoral process and, in some cases, making them aware of local races. But some student voting advocates said that an increasingly fraught political environment and attacks on diversity, equity and inclusion have made campus outreach especially challenging this year.

    Clarissa Unger, co-founder and executive director of the Students Learn Students Vote Coalition, said in an interview that those challenges were a key theme of the annual National Student Vote Summit, held earlier this month at the University of Maryland.

    As part of the coalition’s goal of engaging 100 percent of student voters, SLSV and its campus partners have historically targeted specific demographic groups to ensure that their voter outreach message extends to all communities. But some organizations, including SLSV, have reported that the closure of campus diversity offices and crackdowns on cultural events and student organizations have made achieving that goal increasingly difficult.

    “If our partners are on campuses that have had restrictions around DEI activities, we’ve been just trying to support them in different ways that allow them to reach all students on their campuses,” said Unger. “In some cases, that might mean switching from working with some specific campus groups to trying to integrate voter registration into class registration processes or things like that.”

    These new challenges didn’t come out of nowhere. In some states, DEI offices, which sometimes partner with voter outreach organizations, have been under attack for multiple years now. Beyond that, some states have passed restrictive voting laws in recent years that could negatively impact college students; they include legislation that limits where and when individuals can vote, adds new identification requirements, restricts voter registration organizations, and more.

    The Trump administration added yet another roadblock for student voter outreach this summer when it announced, just weeks before the fall semester began for most institutions, that work-study funds could not be put toward jobs involving “partisan or nonpartisan voter registration, voter assistance at a polling place or through a voter hotline, or serving as a poll worker.” The move disrupted civic engagement offices on numerous campuses that rely on work-study students.

    These changes concern student voting advocates, who argue not only that it’s important for every citizen to exercise their right to vote, but also that voting in college is vital because it helps get students in the habit of voting for the rest of their lives.

    Wariness of Civic Engagement

    Sudhanshu Kaushik, executive director of the North American Association of Indian Students, has advocated for “cultural microtargeting” as a strategy for voter engagement, which he defined in a blog post as “the use of knowledge of cultural identities and culture-specific values, traditions, references, and language to tailor public messaging and boost civic engagement.” In the run-up to the 2024 election, that included tabling at a Diwali celebration and providing voting information in seven different languages.

    This year, though, he said this work was significantly more difficult because leaders of affinity groups are nervous about hosting cultural events, often out of fear that their institutions may face backlash from lawmakers and lose funding.

    “All identity-focused groups have been really, really wary about what they can and can’t be celebrating. ‘Can I celebrate Diwali? Can I celebrate Holi?’” he said. “I don’t think state governments or the federal government is out to stop Diwali celebrations; that’s not at all what the intent is. But I think when you’re a student, when you’re in a club, and you’re doing this—a lot of these people are careful in terms of what the impact might be.”

    That chilling effect is being felt by LGBTQ+ students as well, according to Isaac James, founder of the LGBTQ+ youth voter outreach organization OutVote. OutVote worked to mobilize LGBTQ+ voters in both Virginia and New Jersey during their recent gubernatorial elections.

    “There were multiple different communities … who expressed concern, fear and trepidation around engaging in the democratic process because of the anti-LGBTQ rhetoric that is being passed down through the federal government and state governments across the country,” he said. He cited anti-transgender advertisements from candidates in both states that “contributed to a culture of fear around the civic activity of young LGBTQ voters who felt directly targeted by that rhetoric, specifically young trans voters.”

    Naomi Barbour, vice chair and LGBTQIA+ representative for the student advisory board of the Campus Vote Project, the student voting arm of the voting rights nonprofit the Fair Elections Center, also noted that voter ID laws can negatively impact trans student voters, who might feel uneasy presenting an ID that lists a gender that doesn’t reflect how they identify.

    Some international students, alarmed by the Trump administration’s attacks on them, have also become wary of interacting with student voter outreach organizations, noted Kaushik, who presented on cultural microtargeting at the student voting summit. Historically, voter outreach organizations have tried to include those who can’t vote in their work in other ways, such as teaching them about the political processes in the U.S. or inviting them to do outreach work themselves.

    Alicia Vallette, the chair of the student advisory board for the Campus Vote Project, said that she sees that fear not as a simple side effect of today’s hostile political environment, but rather as a goal.

    “We’ve heard that students are wary of getting involved in nonpartisan political work and civic engagement work based on the current environment. A lot of this charged rhetoric is designed to foster fear and apprehension and to try to foster disengagement in the system itself,” she said.

    That’s why the Campus Vote Project and other voter outreach organizations now must work harder than ever to ensure students aren’t afraid to vote and engage in politics, she said. At the SLSV conference, Campus Vote Project advisory board members led an exercise to help other student organizers figure out how to reach students who aren’t already civically engaged; the organization is also advocating against the SAVE Act, federal legislation that aims to require proof of citizenship to vote. As the countdown to the 2026 midterms begins, student voting advocates continue to brainstorm ways to “combat apprehension and disengagement on campus,” Vallette said.

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  • Why Personalized Video Is Changing Student Recruitment

    Why Personalized Video Is Changing Student Recruitment

    How one-to-one storytelling turns information into enrollment

    Students are saturated with content in their daily lives, and video is a huge part of what they see and consume. However, as the 2025 E-Expectations Report reveals, students are also no longer impressed by one-size-fits-all marketing. They want outreach that feels personal, relevant, and authentic (RNL, Halda, & Modern Campus, 2025). What resonates with them is personalization that shows colleges see them and not just another applicant.

    And when a personalized video connects those dots, combining storytelling, emotion, and data, something powerful happens: curiosity turns into commitment.

    Why personalization works

    Personalization amplifies engagement with students.

    This is clear. When students see themselves reflected in a story, they engage more deeply and feel a stronger sense of belonging.

    Zhao and colleagues (2024) tested this through a creative experiment involving personalized animated films. Participants watched short stories where their moods and habits shaped the life of a little corgi trying to reach the moon. The results? Viewers not only enjoyed the video, but they also identified with it. Some even started calling the character “me.” That sense of recognition is exactly what colleges aim to spark when they send a personalized admit or financial aid video.

    Banerjee et al. (2023) found similar effects in the education technology sector. When apps delivered recommendations based on individual interests, student engagement increased, especially among those who typically ignored recommendations. The message for higher education marketers is clear: those who ignore your emails or skip your events may simply be waiting for the right message at the right moment.

    Finally, Deng et al. (2024) showed that personalization is not just about what content appears; it is also about how it appears. TikTok’s algorithm, for example, predicts which segments you will watch and preloads them for a frictionless experience. When it comes to personalized video for students, the same principle applies. A message that loads quickly, feels smooth, and speaks directly to their needs earns attention and trust.

    Real results from personalized video campaigns

    You can see the full potential of personalization when colleges put it into practice, especially with the channel students use the most: video. Institutions across the country are using personalized video to make complex information clear, emotional moments unforgettable, and online discovery truly interactive. We work with our partners Allied Pixel, the pioneer in personalized video technology, to help campuses make that personalized connection that drives enrollment.

    Personalized financial aid videos: Turning confusion into clarity

    At Coastal Carolina University, affordability became an opportunity for connection. Through Personalized Financial Aid Videos (PFAVs), the university walked students and families through their aid packages in plain English and Spanish, helping them understand what college would actually cost. The outcome was remarkable:

    • Students who viewed their PFAV were nearly twice as likely to enroll as those who did not
    • More than 75% of students who clicked an action button after watching enrolled.
    • Coastal Carolina credits the videos as a major factor in enrolling a record-breaking incoming class.

    What could have been a confusing moment became one of clarity and confidence.

    Admit hype videos: Building emotional momentum

    Once affordability is clear, emotion takes center stage. The University of Cincinnati used Personalized Admit Hype Videos as part of its “Moments That Matter” campaign, designed to celebrate admitted students in a way that felt deeply personal.

    The results spoke for themselves: over 1,200 students confirmed their enrollment after watching their personalized video. One student shared, “It made me feel like I’ve found a new home. Thank you for putting this together!” A parent commented, “This is the absolute coolest thing I’ve seen in college recruiting, and this is my third child. Well done!!!”

    It is hard to imagine a clearer example of how belonging drives yield.

    Real-time web videos: Personalization in 30 seconds or less

    Before a student ever inquires, colleges like Aquinas College are using Personalized Real-Time Web Videos to create immediate engagement. Visitors to the Aquinas website can build their own video in under 30 seconds, featuring content relevant to their interests.

    Over 70% of visitors choose to create their own personalized clip, an extraordinary engagement rate. Even better, the form captures names, emails, and optional phone numbers, providing the admissions team with high-quality leads while offering students a memorable first touchpoint.

    These examples show that personalization is not just a creative flourish. It is a measurable driver of engagement, confidence, and enrollment.

    What personalized video means for enrollment leaders

    For enrollment and marketing teams, personalized video has shifted from a novelty to a necessity. The results are too compelling to ignore. Here is what to focus on next:

    • Start with data. Use CRM or application data to personalize content around major, aid status, or next steps.
    • Make it one-to-one. Include each student’s name, major, and relevant details so it feels like their story.
    • Keep it short. The sweet spot is 30–60 seconds, enough to inform without overwhelming.
    • Guide with purpose. End every video with one clear call to action: confirm, apply, schedule, or log in.
    • Measure and refine. Track engagement and conversion metrics to keep improving.
    • Build belonging. Blend data with empathy, because personalization is about people, not just platforms.

    When done right, personalized video meets both emotional and practical needs. It answers questions and builds confidence, but it also sparks joy, pride, and a sense of belonging. That is the sweet spot where conversion happens.

    So, if you want students not just to watch, but to feel seen, do not just write it, film it. Keep it short, real, and personal. Because when a few seconds can change a student’s decision, the most powerful word in recruitment might just be their name.

    Want to see the full picture?

    Find out how personalized video can create powerful engagement at every stage of the enrollment journey. Watch our webinar, How to Ramp Up Student Engagement Through Personalized Videos, to learn how you can add personalized videos to your marketing and recruitment efforts.

    You can also download the 2025 E-Expectations Trend Report to see the full findings on how today’s high-school students explore, evaluate, and choose colleges, plus what they expect from every click, video, and message.

    References:
    • Banerjee, R., Ghosh, A., Nanda, R., & Shah, M. (2023). Personalized Recommendations In Edtech: Evidence From A Randomized Controlled Trial. Proceedings of the 14th ACM Conference on Learning at Scale. ACM.
    • Deng, W., Fan, Z., Fu, D., Gong, Y., Huang, S., Li, X., Li, Z., Liao, Y., Liu, H., Qiao, C., Wang, B., Wang, Z., & Xiong, Z. (2024). Personalized Playback Technology: How Short Video Services Create Excellent User Experience. IEEE Transactions on Multimedia. Advance online publication.
    • RNL, Halda, & Modern Campus. (2025). 2025 E-Expectations Report. Ruffalo Noel Levitz.
    • Zhao, X., Lee, J., Maes, P., & Picard, R. (2024). A Trip To The Moon: Personalized Animated Movies For Self-Reflection. Proceedings of the ACM on Human-Computer Interaction, 8(CSCW2), 1–27.

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  • The digital advantage in schools 

    The digital advantage in schools 

    Key points:

    When I first stepped into my role overseeing student data for the Campbell County School District, it was clear we were working against a system that no longer served us.

    At the time, we were using an outdated platform riddled with data silos and manual processes. Creating school calendars and managing student records meant starting from scratch every year. Grade management was clunky, time-consuming, and far from efficient. We knew we needed more than a patchwork fix–we needed a unified student information system that could scale with our district’s needs and adapt to evolving state-level compliance requirements. 

    Over the past several years, we have made a full transition to digitizing our most critical student services, and the impact has been transformational. As districts across the country navigate growing compliance demands and increasingly complex student needs, the case for going digital has never been stronger. We now operate with greater consistency, transparency, and equity across all 12 of our schools. 

    Here are four ways this shift has improved how we support students–and why I believe it is a step every district should consider:

    How centralized student data improves support across K-12 schools

    One of the most powerful benefits of digitizing critical student services is the ability to centralize data and ensure seamless support across campuses. In our district, this has been a game-changer–especially for students who move between schools. Before digitization, transferring student records meant tracking down paper files, making copies, and hoping nothing was lost in the shuffle. It was inefficient and risky, especially for students who required health interventions or academic support. 

    Now, every plan, history, and record lives in a single, secure system that follows the student wherever they go. Whether a student changes schools mid-year or needs immediate care from a nurse at a new campus, that information is accessible in real-time. This level of continuity has improved both our efficiency and the quality of support we provide. For districts serving mobile or vulnerable populations, centralized digital systems aren’t just convenient–they’re essential.

    Building digital workflows for student health, attendance, and graduation readiness

    Digitizing student services also enables districts to create customized digital workflows that significantly enhance responsiveness and efficiency. In Campbell County, we have built tools tailored to our most urgent needs–from health care to attendance to graduation readiness. One of our most impactful changes was developing unified, digital Individualized Health Plans (IHPs) for school nurses. Now, care plans are easily accessible across campuses, with alerts built right into student records, enabling timely interventions for chronic conditions like diabetes or asthma. We also created a digital Attendance Intervention Management (AIM) tool that tracks intervention tiers, stores contracts and communications, and helps social workers and truancy officers make informed decisions quickly. 

    These tools don’t just check boxes–they help us act faster, reduce staff workload, and ensure no student falls through the cracks.

    Digitization supports equitable and proactive student services

    By moving our student services to digital platforms, we have become far more proactive in how we support students–leading to a significant impact on equity across our district. With digital dashboards, alerts, and real-time data, educators and support staff can identify students who may be at risk academically, socially, or emotionally before the situation becomes critical. 

    These tools ensure that no matter which school a student attends–or how often they move between schools–they receive the same level of timely, informed support. By shifting from a reactive to a proactive model, digitization has helped us reduce disparities, catch issues early, and make sure that every student gets what they need to thrive. That’s not just good data management–it’s a more equitable way to serve kids.

    Why digital student services scale better than outdated platforms

    One of the most important advantages of digitizing critical student services is building a system that can grow and evolve with the district’s needs. Unlike outdated platforms that require costly and time-consuming overhauls, flexible digital systems are designed to adapt as demands change. Whether it’s integrating new tools to support remote learning, responding to updated state compliance requirements, or expanding services to meet a growing student population, a digitized infrastructure provides the scalability districts need. 

    This future-proofing means districts aren’t locked into rigid processes but can customize workflows and add modules without disrupting day-to-day operations. For districts like ours, this adaptability reduces long-term costs and supports continuous improvement. It ensures that as challenges evolve–whether demographic shifts, policy changes, or new educational priorities–our technology remains a reliable foundation that empowers educators and administrators to meet the moment without missing a beat.

    Digitizing critical student services is more than a technical upgrade–it’s a commitment to equity, efficiency, and future readiness. By centralizing data, customizing workflows, enabling proactive support, and building scalable systems, districts can better serve every student today and adapt to whatever challenges tomorrow may bring.

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  • Adult Student Priorities Survey: Understanding Your Adult Learners 

    Adult Student Priorities Survey: Understanding Your Adult Learners 

    The Adult Student Priorities Survey (ASPS) is the instrument in the family of Satisfaction-Priorities Surveys that best captures the experiences of graduate level students and adult learners in undergraduate programs at four-year institutions. The Adult Student Priorities Survey provides the student perspectives for non-traditional populations along with external national benchmarks to inform decision-making for nearly 100 institutions across the country.

    Why the Adult Student Priorities Survey matters

    As a comprehensive survey instrument, the Adult Student Priorities Survey assesses student satisfaction within the context of the level of importance that students place on a variety of experiences, both inside and outside of the classroom. The combination of satisfaction and importance scores provides the identification of institutional strengths (areas of high importance and high satisfaction) and institutional challenges (areas of high importance and low satisfaction). Strengths can be celebrated, and challenges can be addressed by campus leadership to build on the good where possible and to re-enforce other areas where needed.

    With the survey implementation, all currently enrolled students (based on who the institution wants to include) can provide feedback on their experiences with instruction, advising, registration, recruitment/financial aid, support services and how they feel as a student at the institution. The results deliver external benchmarks with other institutions serving adult learners, including data that is specific to graduate programs, and the ability to monitor internal benchmarks when the survey is administered over multiple years. (The national student satisfaction results are published annually). The delivered results also provide the option to analyze subset data for all standard and customizable demographic indicators to understand where targeted initiatives may be required to best serve student populations.

    Connecting ASPS data to student success and retention

    Like the Student Satisfaction Inventory and the Priorities Survey for Online Learners (the other survey instruments in the Satisfaction-Priorities family), the data gathered by the Adult Student Priorities Survey can support multiple initiatives on campus including to inform student success efforts, to provide the student voice for strategic planning, to document priorities for accreditation purposes and to highlight positive messaging for recruitment activities. Student satisfaction has been positively linked with higher individual student retention and higher institutional graduation rates, getting right to the heart of higher education student success.

    Learn more about best practices for administering the online Adult Student Priorities Survey at your institution, which can be done any time during the academic year on the institutions’ timeline.

    Ask for a complimentary consultation with our student success experts

    What is your best approach to increasing student retention and completion? Our experts can help you identify roadblocks to student persistence and maximize student progression. Reach out to set up a time to talk.

    Request now

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  • Decoding College Student Motivational Data:

    Decoding College Student Motivational Data:

    Two institutions, The College of New Jersey (TCNJ) and SUNY Morrisville, shared their experiences implementing the College Student Inventory (CSI) during a webinar I hosted. Both institutions found the CSI valuable for identifying at-risk students, gauging their willingness to accept help, and connecting students with relevant campus resources. The CSI’s value lies in its ability to identify students at risk, gauge their receptivity to assistance, and facilitate immediate connections to campus resources.  

    The College of New Jersey (TCNJ)

    Jamel T. Johnson, director of the office of mentoring, retention, and success programs, spearheaded a campuswide implementation of the CSI in 2025, building on their previous use within the Educational Opportunity Fund program. Johnson aimed to increase completion rates from approximately 70% to 100%. They achieved a remarkable 93.7% completion rate and are now analyzing the data to inform targeted interventions and partnerships across campus. Johnson’s focus is on understanding the data gleaned from the CSI to inform broader campus initiatives, signaling an ongoing process of implementation and refinement. As Johnson stated, “We’re excited about what we have seen, and we’re excited about where we’re going to be going with the assessment.” 

    The CSI’s Overall Risk Index showed Johnson that there was concern with commuter students. He was able to get this data in front of a team within their student affairs division whose core task is to support commuter students. “We’ve met with them and now they’re deploying different efforts to meet the needs based upon what we have seen.” Johnson is set to administer the Mid-Year Student Assessment (MYSA) and will use the data to help further their efforts for their commuter students.

    When asked, “What types of early intervention strategies have you found to be most effective when guided by?” Johnson used two words “conversation versus correction”. Again, emphasizing that the CSI is not an aptitude test. Johnson did not want correction and score talk to be the first interaction his students had with his staff.

    Johnson emphasized the importance of stakeholders seeing themselves reflected in the data when discussing campus collaboration. When a campus fosters collaboration and effectively utilizes its data, the positive impact on students becomes evident.

    SUNY Morrisville

    Morrisville State University of New York

    Brenda Oursler-White, director of assessment and accreditation and interim dean for the School of Liberal Arts, Science, and Society, implemented the CSI in fall 2023 to improve first-time, full-time student retention rates. There was a significant increase in completion rates, rising from 73% in fall 2024 to 85.3% in fall 2025. Oursler-White attributes this success to student engagement, clear messaging about the benefits of the assessment, and connecting students to resources based on their results.  

    SUNY Morrisville’s success was partly driven by showcasing the tangible benefits of completing the CSI, specifically the increased likelihood of returning for the spring semester compared to those who didn’t participate. Oursler-White stated, “The College Student Inventory isn’t like magic wand, meaning if you complete it, you’re going to be successful. They still have to put in the work.” With a target to improve first-time, full-time student retention rates, she expressed that a key challenge was securing buy-in from faculty, staff, administration, and students.

    When asked, “What types of early intervention strategies have you found to be most effective?” Oursler-White’s response was similar to Johnson’s. She put an emphasis on using the word ranking rather than score and working with the student to interpret their results. The student saw 65% and thought of it as a letter grade. When in reality they were above the national norm and at the 65th percentile. It was important to have clear communication and to allow the student to learn more about themselves while building a relationship and a sense of belonging. Oursler-White took it upon herself to hand out over 600 student reports, meeting within the classroom to work with students hand-in-hand with their results and next steps.

    Boost student success through motivational assessment

    We are grateful to these two campuses for sharing their experiences to assist others with understanding how the data can best be utilized on campus. If you are interested in learning more, download the webinar recording.

    To explore next steps and discover how the College Student Inventory (CSI) can impact retention and student success efforts, ask for a walkthrough or please reach out to me via email.

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  • New HEPI and the University of Central Lancashire Report: Student Working Lives

    New HEPI and the University of Central Lancashire Report: Student Working Lives

    Author:
    Professor Adrian Wright, Dr Mark Wilding, Mary Lawler and Martin Lowe

    Published:

    A new major report from HEPI and the University of Central Lancashire reveals the realities of UK student life and highlights how paid work is increasingly an everyday part of the student experience.

    Student Working Lives (HEPI Report 195), written by Professor Adrian Wright, Dr Mark Wilding, Mary Lawler, Martin Lowe, draws on extensive research to show how students are juggling study, employment and caring responsibilities in the midst of a deepening cost-of-living crisis. The findings paint a striking picture of students for whom paid work has become a necessity, not a choice. Findings suggest two-thirds of students work to cover their basic living costs, and 26% of students work to support their families.

    The report looks at the type of work students are employed in, as well as the impact this has on their study. It calls for systemic reform across the higher education sector to design a higher education that moves away from assuming a full-time residential model, and supports student realities.

    You can read the press release and access the full report here.

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  • 6 Effective Ways to Build Attention and Boost Student Participation – Faculty Focus

    6 Effective Ways to Build Attention and Boost Student Participation – Faculty Focus

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  • Democrats warn feds against selling student loans to private market

    Democrats warn feds against selling student loans to private market

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    Dive Brief:

    • Over 40 Democratic lawmakers have called on the Trump administration to abandon reported talks about the possibility of selling off a chunk of the federal government’s $1.6 million student loan portfolio to the private market.
    • In a Sunday letter to U.S. Education Secretary Linda McMahon and Treasury Secretary Scott Bessent, the federal lawmakers warned transferring student debt ownership to the private sector could strip borrowers of legal protections and violate the law if the loans are sold at a loss to taxpayers.
    • “The federal government cannot simply eliminate its legal obligations to borrowers,” the members of Congress said. “Federal law requires that the protections guaranteed in the original terms of a borrower’s loan must be honored even if the Department of Education proceeds with a sale.”

    Dive Insight:

    The letter from Democrats — signed by U.S. Sens. Elizabeth Warren, Richard Blumenthal and Ron Wyden, among others — follows an October report from Politico about talks in the Trump administration that centered on a partial sale of the government’s student loans. 

    According to Politico, senior officials in the U.S. departments of Education and Treasury have recently discussed selling high-performing student loan debt to the private sector. 

    The administration has also broached the possibility with finance executives, among them potential buyers of the loans, and is considering bringing in consultants or banks to review the portfolio, the news outlet reported.

    In addition to calling for the Trump administration to cease any talks, the lawmakers requested detailed information on any potential plan and the names of those who have participated in any discussions. The Education and Treasury departments did not respond to requests for comment by publication time on Tuesday. 

    The Education Department’s Federal Student Aid office oversees the loan portfolio and contracts out servicing to private entities. Student loan receivables represent one of the largest assets on the nation’s balance sheet. 

    A 1998 law allows the government to sell student loan assets — so long as it is done at no cost to the government — which could be why no such sale has taken place to date. The Sunday letter said the first Trump administration mulled the possibility but never pursued it, pointing to Wall Street Journal reporting that the agency hired the consultancy McKinsey & Co. at the time to review the portfolio..

    The Democratic lawmakers and others have argued the no-cost provision means the government could not sell the loans for less than what it would collect if it kept them on the public balance sheet. 

    In 2024, FSA estimated the net value of the government’s student loan portfolio at about $1.1 trillion. However, a 2025 analysis from the Project on Predatory Student Lending argues this figure “is almost certainly wrong,” based on data and assumptions that “have proven wildly off-base.”

    That figure represents the government’s own valuation of the loan portfolio. In the case of a sale, the relevant figure would be the price a private sector buyer would be willing to pay. 

    The student lending project said the government has several advantages as a lender over private companies, including unlimited time to collect, the ability to withhold federal payments such as tax refunds to offset loan defaults, and immunity from legal liability for loan servicing failures. All of that means student loans are likely worth more to the government than to the private sector, according to PPSL. 

    Along with a potential loss to taxpayers, the Democratic lawmakers warned of the possible impact to student borrowers from transferring loan assets. 

    “By selling parts of the federal student loan portfolio, the Trump Administration may seek to unlawfully strip borrowers of their legally guaranteed protections,” they wrote. 

    The lawmakers pointed to protections such as income-driven repayment, public service loan forgiveness, disability and death discharges, and debt relief for those determined to have been defrauded by predatory colleges. 

    “Private lenders typically do not guarantee these kinds of borrower rights,” they wrote. “Profits would likely come at the expense of the borrower via fewer protections and less generous benefits. However, the federal government cannot simply eliminate its legal obligations to borrowers.”

    PPSL argued in its analysis that removing provisions for borrowers could make the loan portfolio more valuable to private buyers, but those loan provisions in contracts with the federal government represent property protected by the Fifth Amendment. 

    “Any law stripping repayment rights or other favorable terms from student loan contracts would potentially trigger an obligation to compensate student loan borrowers for the loss of those terms,” the organization said.

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  • The AI Teammate: Three Roles to Build Student AI Fluency – Faculty Focus

    The AI Teammate: Three Roles to Build Student AI Fluency – Faculty Focus

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  • The AI Teammate: Three Roles to Build Student AI Fluency – Faculty Focus

    The AI Teammate: Three Roles to Build Student AI Fluency – Faculty Focus

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