Tag: support

  • Free speech advocates rally to support FIRE’s defense of First Amendment protections for drag shows

    Free speech advocates rally to support FIRE’s defense of First Amendment protections for drag shows

    Drag shows are inherently expressive and protected under the First Amendment. That’s what a panel of the U.S. Court of Appeals for the Fifth Circuit held back in August, reversing a district court’s decision that had upheld West Texas A&M University’s campus-wide drag show ban. 

    Yet several weeks later, the Fifth Circuit elected to vacate the panel’s decision and rehear the case en banc, meaning the full Court will consider whether the First Amendment permits government officials to ban a drag show because they disagree with the show’s message. As FIRE fights to preserve the panel’s decision upholding the right of public university students to engage in expressive conduct, a broad coalition of free speech advocates has rallied to file “friend of the court” briefs in support.

    Here’s what happened: West Texas A&M University maintains Legacy Hall as an open forum for students and the public to interact and engage in expression. FIRE’s client in this case is Spectrum WT, a long-recognized student organization that seeks to provide support for and promote acceptance of the LGBTQ+ student body. To that end, Spectrum WT hosts a wide range of campus events, both social and educational, to raise awareness of issues important to LGBTQ+ students and foster a strong sense of community and acceptance.

    The Constitution prohibits University officials from censoring student expression on campus because they happen to disagree with its underlying message.

    Several years ago, Spectrum WT began planning a charity drag performance to be held at Legacy Hall. Proceeds from the event would benefit the Trevor Project, an organization dedicated to suicide prevention in the LGBTQ+ community. 

    But eleven days before the performance’s scheduled date, the university’s President, Walter Wendler, canceled the event. In a lengthy public statement, Wendler announced that “West Texas A&M will not host a drag show on campus,” even while conceding that drag performance is “artistic expression” and that “the law of the land” requires him to let the show go on. According to Wendler, he opposes drag’s underlying “ideology,” believing it “demeans” women and that there is “no such thing” as a “harmless drag show.”

    West Texas A&M President cancels student charity drag show for second time

    West Texas A&M President Wendler enforced his unconstitutional prior restraint by canceling a student-organized charity drag show for the second time.


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    That’s when FIRE stepped in. Our country’s universities are bastions of free expression, exploration, and self-discovery. They are uniquely places where young adults may have their opinions tested and viewpoints expanded. And the Constitution prohibits university officials from censoring student expression on campus because they happen to disagree with its underlying message. 

    That was what the Fifth Circuit panel held when it heard this case on appeal. Yet several weeks later, the court decided to vacate the panel’s decision and consider the case a second time. So the fight to preserve First Amendment protections for students’ artistic performance, regardless of whether university officials agree with the message, continues.

    Last week, a bipartisan coalition of university professors, prominent legal scholars, and no fewer than thirteen organizations filed five amicus briefs in support of Spectrum WT:

    • The ACLU of Texas and Equality Texas highlight the district court’s doctrinal errors in upholding Wendler’s blanket drag ban, including the court’s failure to recognize the message, history, and context of drag performance and its reliance on a standard for protected expression the Supreme Court has explicitly rejected. As the ACLU of Texas and Equality Texas explain: “The district court’s narrowing of the First Amendment’s protective scope sets an alarming precedent, which, if left uncorrected, could extend beyond the drag performance at issue in this case.”
    • The First Amendment Lawyers Association argues that the lower court’s decision violates the “bedrock First Amendment principle” that government officials may not censor speech merely because they dislike the message. They emphasize how this violation is even more egregious in the university setting, “where speech rights are particularly important.” As FALA describes, Wendler “suppressed protected speech, impoverished public discourse, and denied students and the broader community the right to engage, critique, and learn in a free marketplace of ideas.”
    • The National Coalition Against Censorship, Dramatists Guild of America, Comic Book Legal Defense Fund, Fashion Law Institute, Authors Guild, Woodhull Freedom Foundation, Freedom to Read Foundation, American Booksellers Association, and Americans United for Separation of Church and State emphasize the evidence establishing that Wendler’s blanket prohibition was inherently a viewpoint-based prior restraint that finds no support in First Amendment law. They argue that Wendler’s prohibition is, in fact, “a ‘classic’ example of a prior restraint” that is “unmoored from any objective standards” constraining his censorship authority. As they explain, such prior restraints are unconstitutional as reflected in the “text, history, and tradition of the First Amendment.”
    • The CATO Institute and renowned legal scholars Eugene Volokh and Dale Carpenter describe the applicable legal doctrine to explain why it ultimately does not matter whether Legacy Hall is classified as a limited public forum or nonpublic forum: because Wendler’s viewpoint discrimination is impermissible everywhere. They argue that drag performance is clearly protected expression under the First Amendment and that Wendler violated that protection by censoring drag performance because he disagrees with its message.
    • A coalition of eight professors specializing in LGBTQ+ studies delve into the history of drag performance as artistic expression. They describe how drag has long existed as a medium to celebrate the LGBTQ+ community and defy gender norms and stereotypes. They argue that its message is unmistakable among the general public, and that Wendler’s sole motivation in censoring this artistic expression was his personal disagreement with that message.

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  • Re-thinking research support for English universities: Research England’s programme of work during the REF 2029 pause

    Re-thinking research support for English universities: Research England’s programme of work during the REF 2029 pause

    In September, Science Minister Lord Vallance announced a pause to developing REF 2029 to allow REF and the funding bodies to take stock. Today, REF 2029 work resumes with a refreshed focus to support a UK research system that delivers knowledge and innovation with impact, improving lives and creating growth across the country.

    Research England has undertaken a parallel programme of work during the pause, intended to deliver outcomes that align with Government’s priorities and vision for higher education as outlined in the recently published Post-16 Education and Skills white paper. Calling this a pause doesn’t reflect the complexity, pace and challenge faced in delivering the programme over the last three months.

    Since September, we have:

    • explored the option of baseline performance in research culture being a condition of funding
    • considered how our funding allocation mechanisms in England could be modified to better reward quality, as part of our ongoing review of Strategic Institutional Research Funding (SIRF)
    • fast-tracked existing activity related to the allocation of mainstream quality-related research funding (QR).
    • developed our plans to consider the future of research assessment.

    Over the last three months to progress this work, we’ve engaged thoughtfully with groups across the English higher education and research sector, as well as with the devolved funding bodies, to help us understand the wider context and refine our approaches. Let me outline where we’ve got to – and where we’re going next – with the work we’ve been doing.

    Setting a baseline for research cultures

    Each university, department and team are unique. They have their own values, priorities and ways of working. I therefore like to think of ‘research cultures and environments’, using the term in plural, to reflect this diversity. The report of the REF People, Culture and Environment pilot, also published today, confirms that there is excellent practice in this area across the higher education sector. REF 2029 offers an opportunity to recognise and reward those institutions and units that are creating the open, inclusive and collaborative environments that enable excellent research and researchers to thrive.

    At the same time, we think there are some minimum standards that should be expected of all providers in receipt of public funding. To promote these standards, we will be strengthening the terms and conditions of Research England funding related to research culture. In the first instance, this will mean a shift from expecting certain standards to be met, to requiring institutions to meet them.

    We are very conscious not to increase burden on the sector or create unnecessary bureaucracy. This will only succeed by engaging closely with the sector to understand how this can work effectively in practice. To this end, we will be engaging with groups in early 2026 to establish rigorous standards that are relevant across the diversity of English institutions. As far as possible, we will use existing reporting mechanisms such as the annual assurance report provided by signatories to the Research Integrity Concordat. While meeting the conditions will not be optional, we will support institutions that don’t yet meet all the requirements, working together and utilising additional reporting to help with and monitor improvements. And because research cultures aren’t static, we will evolve our conditions over time to reflect changes in the sector.

    This will lead to sector-wide improvements that we can all get behind:

    • support for everyone who contributes to excellent and impactful research: researchers, technicians and others in vital research-enabling roles, across all career stages
    • ensuring research in England continues to be done with integrity
    • ensuring that is also done openly
    • strengthening responsible research assessment.

    Our next steps are to engage with the sector and relevant groups as part of the process of making changes to our terms and conditions of funding, and to establish low-burden assurance mechanisms. For example, working as part of the Researcher Development Concordat Strategy Group, we will collectively streamline and strengthen the concordat, making it easier for institutions to implement this important cross-sectoral agreement.

    These changes will complement the assessment of excellent research environments in the REF and the inspiring practice we see across the sector. Championing vibrant research cultures and environments is a mission that transcends the REF — it’s the foundation for maintaining and enhancing the UK’s world-leading research, and we will continue to work with the devolved funding bodies to fulfil the mission.

    Modelling funding mechanisms

    The formula-based, flexible research funding Research England distributes to English universities is crucial to underpinning the HE research landscape, and supporting the

    financial sustainability of the sector. We are aware that that this funding is increasingly being spread more thinly.

    As part of the review of strategic institutional research funding (SIRF), we are working to understand the wider effectiveness of our funding approaches and consider alternative allocation mechanisms. Work on this review is continuing at speed. We will provide an update to the sector next year on progress, as well as the publication of the independent evaluation of SIRF, anticipated in early 2026.

    Building on this, we have been considering how our existing mechanisms in England could be modified to better reward quality of research. This work looks at how different strands of SIRF – from mainstream QR to specialist provider funding – overlap, and how that affects university finances across English regions and across institution types. We are continuing to explore options for refining our mainstream QR formula and considering the consequences of those different options. This is a complex piece of work, requiring greater time and attention, and we expect next year to be a key period of engagement with the sector.

    The journey ahead

    While it may seem early to start thinking about assessment after REF 2029, approaches to research assessment are evolving rapidly and it is important that we are able to embrace the opportunities offered by new technologies and data sources when the moment comes. We have heard loud and clear that early clarity on guidance reduces burden for institutions and we want to be ready to offer that clarity. A programme of work that maximises the opportunity offered by REF 2029 to shape the foundation for future frameworks will be commencing in spring 2026.

    Another priority will be to consider how Research England as the funding body for England, and as part of UKRI, can support the government’s aim to encourage a greater focus on areas of strength in the English higher education sector, drawing on the excellence within all our institutions. As I said at the ARMA conference earlier in the year, there is a real opportunity for universities to identify and focus on the unique contributions they make in research.

    The end of the year will provide the sector (and my colleagues in Research England and the REF teams) with some much-needed rest. January 2026 will see us pick back up a reinvigorated SIRF review, informed by the REF pause activity. We will continue to refine our research funding and policy to – as UKRI’s new mission so deftly puts it – advance knowledge, improve lives and drive growth.

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  • Make Faculty Writing Support Easier to Find (opinion)

    Make Faculty Writing Support Easier to Find (opinion)

    Faculty writing has never been more crucial. In an era of heightened competition for grants, promotion pressures and demands for public engagement, writing is the vehicle through which faculty share their expertise, secure funding and advance their careers. Research shows that successful academic writers aren’t necessarily better writers—they’re better-supported writers. They have systems, communities and resources that support their productivity and help sustain engagement with writing as their needs change across their roles, responsibilities and careers.

    Faculty writers are seeking support for their writing. Where do they go when they need it? Many are unsure.

    Support for faculty writing on campus is often decentralized or may vary from year to year, making it difficult to find or accessible only to those with the advantage of an informed mentor. Support for faculty writing might be offered in any number of campus locations: centers for teaching and learning, provosts’ offices, offices for faculty advancement, writing centers or academic support centers, research centers for grant writing, graduate student support centers, or individual departments. Writing support may be outsourced through institutional memberships to organizations such as the NCFDD or the Textbook and Academic Authors Association, which offers webinars, writing programs and templates for downloading.

    Department chairs and campus administrators may want to support faculty writers but aren’t sure where to begin. Or if there is a problem, it’s considered an individual faculty problem and not one that calls for a campus response.

    Perhaps there’s an underlying assumption that faculty should already know how to write and shouldn’t need support to meet basic job expectations, like publishing a certain number of articles before tenure. Establishing a faculty writing space or central resource hub might be seen as suggesting they need remedial help—much like the stigma writing centers face as places where “bad” students are sent.

    Yet today’s faculty are expected to write across more genres than ever before: grant proposals, peer-reviewed articles, public-facing pieces, social media content and policy briefs. Each involves different skills and audiences. The faculty member who can craft a compelling journal article may struggle with a foundation proposal or an op-ed. Writing support isn’t remedial—it’s strategic professional development.

    The current moment also presents unique challenges. Post-pandemic isolation has disrupted the informal networks that previously supported faculty writing. Budget constraints mean fewer resources for individual faculty development, making shared writing support more essential. New faculty arrive on campus without the professional development resources or mentor networks that previous generations took for granted, while midcareer faculty face mounting pressure to produce more with less support.

    We can do better in our support of faculty writers. If you want to help, here are ways to do better, or to get started.

    • Gather resources. Even though writing support might be available, it may not be widely known, or up-to-date, and it may be dispersed across many different units or offices on campus. Create a centralized web page gathering information for all campus resources for faculty writing. The entity that hosts the site will be different for each campus. For some, it’s the provost’s office. For others, it’s a writing or teaching center. List the resources—where faculty can go for support—and help faculty navigate the resources by providing descriptions (not just links), categories (i.e., “find a writing group”) and contact information. Collaborate with faculty to curate a list of recommended books, podcasts and writing spaces they have found helpful.
    • Make faculty writing visible. What if faculty writing support were as central to campus as student writing support? A teaching center could include a workshop on writing about teaching; the provost’s office or campus research center could offer workshops on developing institutional review board protocols. Consider reserving dedicated spaces for faculty to gather and write (such as a faculty writing room) or schedule specific writing times/days in a university writing center or campus coffee shop. Give them a name (Writing Wednesdays, Motivating Mondays). Writers can plan for these meet-ups and write in the company of others, in public rather than isolated in individual offices.
    • Organize a virtual workshop watch session and follow-up discussions. Gather faculty for a workshop watch session. After the workshop, help participants continue to discuss what they learned and how they’ll apply it through group check-ins or follow-up meetings. Try NCFDD’s core curriculum webinar “Every Semester Needs a Plan,” The Professor Is In’s “Art of Productivity,” or join a London Writers’ Salon Writers’ Hour, and talk about everyone’s work after the writing session.
    • Identify a faculty cohort to support for a year. Supporting all faculty writers with diluted support is often ineffective. Instead, focus on associate professors one year, new faculty writers the next and clinical faculty writers the next. Help them connect and be resources for each other throughout the year through writing retreats and writing groups. Build a campus writing community one cohort at a time.
    • Collaborate with campus partners. Combine campus resources to support writers. Could the library offer a meeting space? Two departments co-convene a writing group? Campus units could take turns hosting a daylong writing space once a month, helping writers learn about different spaces and writers across campus.
    • Start a writing support library. This can be virtual or in a central location on campus. Partner with the library to keep track of which books are in circulation or in high demand. Consider developing a workshop or writing group around in-demand books.
    • Ask faculty what they need and listen and respond. If we don’t ask faculty what they need, we won’t know. What some faculty need now may be different than what they needed last fall.
    • Support connectors. Every campus has them—the person or department that is a go-to for troubleshooting faculty questions and connecting them to writing resources. Amplify their reach, and support the faculty relationships and networks they’ve already established. Support the person or people who will curate that library, update the resource list, collaborate with campus partners and serve as a faculty writer point of contact.

    What’s next? Start by mapping what already exists on your campus. Create one central hub where faculty can find all writing-related resources. Make faculty writing as visible and supported as student writing. It’s OK to start small: Try one of these strategies we’ve shared and notice what happens. And remember—supporting faculty writers isn’t about fixing deficiencies. It’s about recognizing that writing is central to faculty success and deserves the same institutional attention we give to other essential job functions. Faculty are an invaluable resource in our campus ecosystems. Let’s lower the barrier to them finding the support they need to write well. When they thrive, so do our institutions.

    Jennifer Ahern-Dodson is an associate professor of the practice in writing studies at Duke University, where she directs the Faculty Write Program.

    Christine Tulley is a professor of English at the University of Findlay and president of Defend, Publish & Lead, a faculty development organization.

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  • Smarter Student Support: Designing Connected Ecosystems That Drive Equity and Completion

    Smarter Student Support: Designing Connected Ecosystems That Drive Equity and Completion

    Across higher education, student support systems are often built for institutions, not for students. As a result, many learners encounter a maze of disconnected services that feel reactive, impersonal, or inaccessible. For students already balancing work, caregiving, and financial pressures, this fragmentation can be the difference between staying enrolled and stopping out. 

    As Chief Academic Officer, I’ve seen how crucial it is to align support structures with academic goals and student realities. Institutions must move beyond piecemeal solutions and instead design holistic ecosystems that prioritize student experience, equity, and completion from the start. That means leveraging data, embracing design thinking, and fostering cross-campus collaboration. 

    Where fragmentation undermines student outcomes 

    Many institutions approach support through isolated units: advising, student success, IT, and academic departments each operating in silos. The result is a disjointed experience for students, where important information is delayed or missed altogether. Without a unified view of the student journey, opportunities for early intervention or personalized support fall through the cracks. 

    This fragmentation disproportionately affects students from historically underserved backgrounds. When support isn’t accessible or timely, those with less institutional knowledge or fewer resources are more likely to disengage. 

    Disconnected systems can lead to: 

    • Missed early warning signs 
    • Delayed or generic interventions 
    • Frustration from navigating multiple systems 
    • Lower retention and completion rates 

    It’s not enough to offer services. It’s crucial to ensure those services are connected, visible, and tailored to real student needs. 

    In my experience, when institutions treat student support as a set of tasks rather than a strategic function, it limits their ability to make meaningful progress on equity and completion. Students shouldn’t have to navigate a patchwork of websites, offices, and policies to get the help they need. They deserve a system that anticipates their challenges and responds in real time. 

    What a connected, learner-first ecosystem looks like 

    A modern support ecosystem begins with data. Institutions need to unify data from across the student lifecycle (from admissions to advising to classroom performance) to create a comprehensive view of each learner. With integrated platforms, faculty and staff can access timely insights to guide interventions and support decisions. 

    At Collegis, we’ve seen how data-powered ecosystems — supported by platforms like Connected Core® — drive measurable improvement in retention and equity. But technology alone isn’t enough. Data needs to be paired with personalization. That means using predictive analytics to identify students at risk and deliver outreach that is relevant, proactive, and human. 

    It’s not about automation replacing connection. It’s about enabling the right kind of connection at the right time. 

    I often ask, “Are support systems designed for students or around them?” A learner-first ecosystem doesn’t just meet students where they are academically. It considers their time constraints, personal responsibilities, and evolving goals. It removes barriers rather than creating new ones. 

    Key elements of a connected ecosystem include: 

    • Unified, actionable student data 
    • Proactive, personalized interventions 
    • Support that reflects real student lives 
    • 24/7 digital services and hybrid options 

    Flexible course scheduling, hybrid advising models, and round-the-clock support aren’t just conveniences. They’re equity tools that recognize the unique needs of today’s student body. 

    Using design thinking to reimagine support systems 

    Design thinking offers a powerful framework for this work. It starts with empathy — understanding the lived experience of students and mapping the friction they encounter in navigating institutional systems. From there, you can co-create solutions that reflect students’ realities, prototype interventions, and iterate based on feedback and outcomes. 

    I’ve found this approach invaluable for aligning innovation with mission. It brings together diverse voices (students, faculty, advisors, technologists) to build support systems that are not just efficient, but equitable. 

    Design thinking allows us to move beyond assumptions. Instead of designing around legacy processes or internal structures, we start with real student stories. This helps us ask better questions and arrive at more inclusive answers. 

    It’s not just about solving problems—it’s about solving the right problems. 

    The role of academic leadership in cross-campus collaboration 

    No single office can transform student support in isolation. It requires a coalition of academic, technical, and operational leaders working in sync. Academic affairs plays a central role in this work, bridging the gap between pedagogy and operations. 

    In my experience, success begins with a shared vision and clear metrics: 

    • What are we trying to improve? 
    • How will we measure progress? 

    From there, we build alignment around roles, resources, and timelines. Regular communication and an openness to iteration keep the momentum going. 

    One of the most powerful things academic leaders can do is model cross-functional thinking. When we approach student success as a collective responsibility, we shift the culture from reactive to proactive. And when data is shared across departments, everyone can see the part they play in helping students succeed. 

    Turning strategy into action

    At Collegis, we’ve partnered with institutions to bring student-centered strategies to life: 

    • Our Connected Core data platform enables the kind of integration that underpins personalized support. 
    • Our deep higher education experience ensures solutions align with academic priorities. 

    We believe in the power of aligning strategy with execution. We don’t just talk about transformation. We build the infrastructure, train the teams, and help institutions scale what works. From data strategy to digital learning design, we act as an extension of our partners’ teams. 

    This work is about more than improving services. It’s about advancing equity, accelerating completion, and fulfilling our mission to support every learner. 

    Designing for what matters most 

    If we want better outcomes, we have to start with better design. That means asking not just what services you offer, but how and why you deliver them. It means shifting from reactive support to intentional, data-informed ecosystems that center the student experience. 

    By embracing design thinking, unifying your systems, and working across traditional boundaries, you can build the kind of support that today’s learners deserve and tomorrow’s institutions require. 

    Student success shouldn’t depend on luck or persistence alone. The most impactful institutions are those that view support not as a service, but as a strategy — one that helps every student reach their full potential. 

    Let’s talk about how to design smarter student support together. 

    Innovation Starts Here

    Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • The future of financial hardship support needs to be flexible

    The future of financial hardship support needs to be flexible

    The government’s recent white paper on Post-16 Education and Skills places flexibility and choice at the centre of the future student experience.

    When it comes to students, the government wants universities and colleges to adapt to a much wider range of demographics and to further embrace diversity – while continuing to break down the barriers to opportunity for students from all backgrounds.

    One of the ways to strengthen opportunity is through the additional forms of financial support (via bursaries, scholarships and special-case funds) that higher education institutions provide for those students most at risk of dropping out, or those simply denied opportunity in the first place.

    When it comes to this funding, the sector needs to work much harder in supporting a more varied set of future students, whilst making better use of data to design support packages, and adapting to the real-time user requirements for this type of funding.

    Beyond the post-school model

    The majority model of financial support is still designed primarily for a post-school entrant market (in line with access and participation plans) but we now need to evolve this for a much broader range of working students, part-time students, later life students and so on – based on the white paper’s steer for different student demographics and for more support for students from lower income backgrounds. This will require more agility. It will also require a closer and more strategic, data driven approach to the timing, delivery and use of such student funding.

    Universities will increasingly be expected to meet the needs of a more diverse and complex learner population, one that is typically older, more financially stretched, and balancing work, family, caring responsibilities, and study. While the student body is evolving at pace, and there are encouraging signs of greater flexibility and adaptability across the sector, as highlighted in The Shape of Student Financial Support in 2025, there is also clear recognition that more progress is needed.

    In our work with universities (designed to strengthen the effective delivery and impact of student financial support) we refer to this sea-change in funding as enabling both more optionality (for the funders) and greater agency (for the beneficiaries). Too much of the sector’s current model still assumes the profile and rhythms of the traditional 18-year-old school leaver. Policy momentum is pushing us firmly beyond this, and institutions will need to rethink not just how much financial support they provide, but how, when and in what form it is provided, and crucially, who it is designed for.

    A new student majority

    Commuter students, part-time learners, those studying while working full-time, and individuals returning to education later in life are no longer outliers. They are becoming a significant and growing segment of the student population, and the white paper’s direction of travel signals that this growth will continue.

    These learners typically have different cost profiles, different pressures, and different expectations around support. Rent and food costs matter, of course, but so do childcare, caring responsibilities, travel to placements and campus, and the financial instability that often comes with shift-based or zero-hours work. Their support needs do not fall neatly around term dates.

    A modern student support system must reflect that reality.

    Beyond the “once-a-year” mindset

    One of the strongest messages emerging from our work with universities is that timing of support is as critical as the pound value that support. Students increasingly need support that works with the grain of real life, not against it. That means agility: funds that can be released quickly during a crisis; support that can be drawn down in a way that helps with budgeting; and options that reflect different lifestyles, responsibilities, and individuals preferences around how they manage their finances.

    For mature learners, the notion of a predictable “start of term” pressure point is often irrelevant. Housing, employment and family commitments create fluctuating financial pinch-points throughout the year. A forward-looking and agile hardship and support model must therefore allow universities to intervene dynamically, reacting to student need rather than institutional calendar.

    Across the more than 40 institutions we partner with, we see a growing shift toward more targeted, purpose-led and flexible support. Although institutions are facing significant financial constraints, they are adapting, often rapidly, to ensure funding reaches the right students in a way that genuinely makes a difference.

    We are seeing:

    • A move toward more tailored interventions, with universities reshaping bursaries and hardship schemes around specific learner profiles, including mature and commuter students.
    • Increased use of real-time payment mechanisms, enabling rapid support when a financial shock threatens continuation.
    • Greater use of data to understand how different types of students use support, and what interventions are most likely to prevent financial distress, disengagement or withdrawal.
    • Growing recognition that support must be designed around lived experience, responsive to trends and feedback, not just institutional tradition.

    This shift is encouraging, but the system as a whole is not yet optimised for the demographic change that the White Paper anticipates.

    Where policy meets practice: recommendations for a modernised support model

    To prepare for a more diverse learner population, the sector will need to reimagine its support architecture. From our work with universities and our ongoing analysis of funding patterns, several recommendations emerge:

    We should build support models around life-stage, not simply level of study. Mature and non-traditional learners experience costs and vulnerabilities that differ from the archetypal school-leaver. Support schemes should explicitly recognise this, particularly around childcare, travel, digital access, and household stability.

    There is a need to shift from fixed-cycle payments to flexible, real-time support. Financial crises rarely occur conveniently during scheduled disbursement windows. Universities need mechanisms that allow for rapid, secure, and dignified disbursement of funds whenever needed.

    It is time to explore hybrid support models that blend cash, credit and vouchers. Different pressures require different tools. Cash support is essential in alleviating hardship. Credit and voucher mechanisms can help direct funds toward participation, learning, and targeting food poverty. Mature learners often benefit from a mixture of both.

    We must make data central to decision-making. With financial pressure mounting across the sector, institutions must allocate limited resources with precision. Data on spending patterns, draw-down behaviour and student feedback can inform more effective and equitable holistic support strategies.

    We should co-design support with the students who rely on it. There is no substitute for listening to those living the experience. Mature and non-traditional students frequently report that support systems “aren’t designed for people like me”. Bringing their voices into design and evaluation will be vital.

    A financial support system fit for the future

    The white paper’s direction is clear: widening participation will no longer be defined simply by access for school leavers from underrepresented groups. It will increasingly require a system capable of supporting learners from every life stage, people retraining, upskilling, switching careers, balancing caring responsibilities, or returning to education for the first time in decades.

    This transition will require institutions to be flexible, evidence-led, and prepared to evolve their traditional models of support. Our latest annual report provides one lens on how this evolution is taking place, and where further change is needed. But the wider policy moment demands more than reflection: it demands intentional redesign.

    If universities are to deliver opportunity for all, as the white paper sets out, they will need financial support systems that reflect the real, diverse, year-round lives of today’s and tomorrow’s students. Flexibility is no longer a helpful addition; it is the foundation on which effective, equitable support must be built.

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  • London’s business leaders overwhelmingly support the UK’s international graduates

    London’s business leaders overwhelmingly support the UK’s international graduates

    As the UK prepares for the Graduate Route to be shortened from two years to 18 months, London’s business leaders have had their say on international graduates in the workforce, with 90% showing support.

    The results of London Higher‘s recent survey of 1,000 business leaders found that international talent is highly valued across London businesses – 62% of respondents view international talent as essential and a further 28% say it is important. Only 10% say foreign talent is not very important or not at all important.

    “Global graduates give London its competitive edge. Every sector of our economy benefits from the talent and energy they bring. This research shows that they don’t take opportunities away – they help create them,” said Liz Hutchinson, chief executive of London Higher – the membership organisation that promotes and acts as an advocate for higher education in the city.

    The majority of those surveyed believe that international talent plugs skills gaps (93%), drives innovation (89%) and supports London’s global competitiveness, while only a small minority of business leaders felt it reduced scope for domestic talent and innovation.

    Some 93% of respondents say that international talent helps address skills gaps in their industry, with only 4% saying that international workers reduce opportunities for UK talent.

    “By helping businesses expand, [global graduates] generate more jobs and opportunities for everyone. As the government focuses on building domestic skills through its post-16 white paper, international graduates complement these efforts by addressing immediate skills gaps in critical growth sectors,” added Hutchinson.

    As the government focuses on building domestic skills through its post-16 white paper, international graduates complement these efforts by addressing immediate skills gaps in critical growth sectors
    Liz Hutchinson, London Higher

    Elsewhere, 91% of those surveyed view international workers as essential or helpful for the city’s competitiveness against global cities such as New York, Singapore or Paris, with only 7% saying that their relevance is limited or non-existent.

    The survey shows that support for international talent is strongest in larger, growth sector companies – and in those that think they are outperforming their competitors.

    The survey comes as anti-immigration rhetoric in the UK intensifies and the government pushes ahead with stricter immigration rules.

    As domestic politics play out in headlines overseas and concerns grow around the UK’s stance as a welcoming destination for international talent, Harry Coath, head of the talent and skills programme at London’s growth agency, London & Partners, said he sees an opportunity for London to position itself as a city that truly embraces diversity – a factor he noted is central to why so many businesses choose to be here.

    Speaking at London Higher’s conference this week, alongside Coath, Ruth Arnold, executive director of external affairs at Study Group, said the latest research is arguably the most important report London Higher has ever produced, taking into consideration this political context and the importance of employability and post-study work to today’s international students.

    The UK government’s decision to cut the Graduate Route visa from two years to 18 months was first announced in May in the UK government’s white paper on immigration, and the change is set to to take effect from January 2027.

    The survey showed that business leaders think international students should be able to access work visas – 59% want to see easier access for international students to stay in the country 28% feel the current system works, while only 10% are vying for tighter controls.

    John Dickie, CEO of BusinessLDN, commented on the report’s findings, highlighting the importance that the UK “does all it can to remain attractive to highly skilled individuals from across the globe, particularly at a time when some of our rivals are closing their doors to international students”.

    Dickie noted the government’s proposed levy on international student fees, and urged ministers to scrap these “misguided plans” that he said would “hit growth, exacerbate the sector’s financial challenges and undermine [the UK’s] soft power”.

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  • Volunteer EMTs Provide Medical Response Support on Campus

    Volunteer EMTs Provide Medical Response Support on Campus

    On a normal day on the Florida State University campus, it’s not unusual to see a student drive by in a vehicle equipped with sirens and the name “Medical Response Unit” plastered to the side.

    “I saw everybody driving around in the golf carts and I really wanted to know what was happening,” said neuroscience major Anakha Vargheese.

    The vehicles are part of a student-led emergency medical response unit, connected to the student health center, that trains student volunteers to provide health care and assistance to their peers.

    For the university, the unit provides emergency response support and health education to all students. For volunteers, the experience gives them needed work-based learning and professional development for future careers as medical professionals.

    In action: FSU’s Medical Response Unit includes more than 150 trained student volunteers on staff, including Vargheese, who serves as director of administration for the unit. Volunteers are certified in various roles, including emergency medical technicians and paramedics.

    To be eligible, students must be empathetic and committed to improving campus health and welfare. All volunteers agree to participate for four semesters including training, so students are primarily admitted in their first or second year of college.

    The unit is well-known on campus, and the competition to earn a spot on the crew is fierce. In the most recent application cycle, MRU received 350 applications for 50 positions, said Bryce Couey, a senior biology major who serves as executive director for the MRU.

    At the start of the term, students accepted to the program are assigned to a crew of three or four people, including one trainee who shadows the crew for the semester. Crews serve two-hour-and-fifteen-minute shifts between 7:45 a.m. and 6 p.m. and may be called on to help bandage a sprained ankle, provide transport to the campus health center or address whatever other issues may arise.

    MRU volunteers provide care for campus community members at campus events, including football tailgates and an annual carnival.

    During the academic year, volunteers cover various campus events, including football tailgates, baseball games, student organization events, intramural sports, the homecoming parade and an annual circus event, which is Vargheese’s favorite.

    “One thing coming into the MRU that I really wanted to gain was clinical experience,” Vargheese said. “But another additional thing that I got out of it was the community and the people. So just being able to spend time with your friends and your crew at these really special events, it’s really fun.”

    The unit has an assortment of vehicles to perform emergency responses, including SUVs, electric carts and a mobile first aid trailer, each equipped with emergency lights, sirens and medical equipment.

    The unit also provides educational training sessions and certification for other students, including Stop the Bleed, which provides a national training certificate for bystanders to control a bleeding emergency before professionals arrive.

    In addition, the unit leads two trainings developed in house for FSU students to recognize and respond to emergency situations, said program director Michael Stewart-Meza; one is tailored for students in fraternity and sorority life and another for the general campus population.

    The impact: The unit is one way FSU hopes to destigmatize receiving help among the campus community.

    “Before and after their shifts, [volunteers] are roaming around campus and attending class in their MRU uniforms,” Stewart-Meza said. “It develops a comfortability that other students will have with them. They’re their classmates, they’re their friends and they’re in the sororities and fraternities with them.”

    Both Couey and Vargheese initially joined MRU to gain clinical experience for their premed education, but the experience has also taught them personal and professional skills, as well as helped them create a sense of connection on campus.

    “It has made me a better person,” Couey said. “I was very introverted when I joined the unit, and I feel as if the people in the unit and the unit itself have gotten me out of my shell and allowed me to grow into the best version of myself.”

    “Being out there in the field and treating patients, caring for them in whatever way that we can, it’s really affirming and rewarding,” said Vargheese. “Without MRU here at college, I don’t know what I’d be doing. I really found my place.”

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  • Preparing for a new era of teaching and learning

    Preparing for a new era of teaching and learning

    Key points:

    When I first started experimenting with AI in my classroom, I saw the same thing repeatedly from students. They treated it like Google. Ask a question, get an answer, move on. It didn’t take long to realize that if my students only engage with AI this way, they miss the bigger opportunity to use AI as a partner in thinking. AI isn’t a magic answer machine. It’s a tool for creativity and problem-solving. The challenge for us as educators is to rethink how we prepare students for the world they’re entering and to use AI with curiosity and fidelity.

    Moving from curiosity to fluency

    In my district, I wear two hats: history teacher and instructional coach. That combination gives me the space to test ideas in the classroom and support colleagues as they try new tools. What I’ve learned is that AI fluency requires far more than knowing how to log into a platform. Students need to learn how to question outputs, verify information and use results as a springboard for deeper inquiry.

    I often remind them, “You never trust your source. You always verify and compare.” If students accept every AI response at face value, they’re not building the critical habits they’ll need in college or in the workforce.

    To make this concrete, I teach my students the RISEN framework: Role, Instructions, Steps, Examples, Narrowing. It helps them craft better prompts and think about the kind of response they want. Instead of typing “explain photosynthesis,” they might ask, “Act as a biologist explaining photosynthesis to a tenth grader. Use three steps with an analogy, then provide a short quiz at the end.” Suddenly, the interaction becomes purposeful, structured and reflective of real learning.

    AI as a catalyst for equity and personalization

    Growing up, I was lucky. My mom was college educated and sat with me to go over almost every paper I wrote. She gave me feedback that helped to sharpen my writing and build my confidence. Many of my students don’t have that luxury. For these learners, AI can be the academic coach they might not otherwise have.

    That doesn’t mean AI replaces human connection. Nothing can. But it can provide feedback, ask guiding questions, and provide examples that give students a sounding board and thought partner. It’s one more way to move closer to providing personalized support for learners based on need.

    Of course, equity cuts both ways. If only some students have access to AI or if we use it without considering its bias, we risk widening the very gaps we hope to close. That’s why it’s our job as educators to model ethical and critical use, not just the mechanics.

    Shifting how we assess learning

    One of the biggest shifts I’ve made is rethinking how I assess students. If I only grade the final product, I’m essentially inviting them to use AI as a shortcut. Instead, I focus on the process: How did they engage with the tool? How did they verify and cross-reference results? How did they revise their work based on what they learned? What framework guided their inquiry? In this way, AI becomes part of their learning journey rather than just an endpoint.

    I’ve asked students to run the same question through multiple AI platforms and then compare the outputs. What were the differences? Which response feels most accurate or useful? What assumptions might be at play? These conversations push students to defend their thinking and use AI critically, not passively.

    Navigating privacy and policy

    Another responsibility we carry as educators is protecting our students. Data privacy is a serious concern. In my school, we use a “walled garden” version of AI so that student data doesn’t get used for training. Even with those safeguards in place, I remind colleagues never to enter identifiable student information into a tool.

    Policies will continue to evolve, but for day-to-day activities and planning, teachers need to model caution and responsibility. Students are taking our lead.

    Professional growth for a changing profession

    The truth of the matter is most of us have not been professionally trained to do this. My teacher preparation program certainly did not include modules on prompt engineering or data ethics. That means professional development in this space is a must.

    I’ve grown the most in my AI fluency by working alongside other educators who are experimenting, sharing stories, and comparing notes. AI is moving fast. No one has all the answers. But we can build confidence together by trying, reflecting, and adjusting through shared experience and lessons learned. That’s exactly what we’re doing in the Lead for Learners network. It’s a space where educators from across the country connect, learn and support one another in navigating change.

    For educators who feel hesitant, I’d say this: You don’t need to be an expert to start. Pick one tool, test it in one lesson, and talk openly with your students about what you’re learning. They’ll respect your honesty and join you in the process.

    Preparing students for what’s next

    AI is not going away. Whether we’re ready or not, it’s going to shape how our students live and work. That gives us a responsibility not just to keep pace with technology but to prepare young people for what’s ahead. The latest futures forecast reminds us that imagining possibilities is just as important as responding to immediate shifts.

    We need to understand both how AI is already reshaping education delivery and how new waves of change will remain on the horizon as tools grow more sophisticated and widespread.

    I want my students to leave my classroom with the ability to question, create, and collaborate using AI. I want them to see it not as a shortcut but as a tool for thinking more deeply and expressing themselves more fully. And I want them to watch me modeling those same habits: curiosity, caution, creativity, and ethical decision-making. Because if we don’t show them what responsible use looks like, who will?

    The future of education won’t be defined by whether we allow AI into our classrooms. It will be defined by how we teach with it, how we teach about it, and how we prepare our students to thrive in a world where it’s everywhere.

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  • Preserving critical thinking amid AI adoption

    Preserving critical thinking amid AI adoption

    Key points:

    AI is now at the center of almost every conversation in education technology. It is reshaping how we create content, build assessments, and support learners. The opportunities are enormous. But one quiet risk keeps growing in the background: losing our habit of critical thinking.

    I see this risk not as a theory but as something I have felt myself.

    The moment I almost outsourced my judgment

    A few months ago, I was working on a complex proposal for a client. Pressed for time, I asked an AI tool to draft an analysis of their competitive landscape. The output looked polished and convincing. It was tempting to accept it and move on.

    Then I forced myself to pause. I began questioning the sources behind the statements and found a key market shift the model had missed entirely. If I had skipped that short pause, the proposal would have gone out with a blind spot that mattered to the client.

    That moment reminded me that AI is fast and useful, but the responsibility for real thinking is still mine. It also showed me how easily convenience can chip away at judgment.

    AI as a thinking partner

    The most powerful way to use AI is to treat it as a partner that widens the field of ideas while leaving the final call to us. AI can collect data in seconds, sketch multiple paths forward, and expose us to perspectives we might never consider on our own.

    In my own work at Magic EdTech, for example, our teams have used AI to quickly analyze thousands of pages of curriculum to flag accessibility issues. The model surfaces patterns and anomalies that would take a human team weeks to find. Yet the real insight comes when we bring educators and designers together to ask why those patterns matter and how they affect real classrooms. AI sets the table, but we still cook the meal.

    There is a subtle but critical difference between using AI to replace thinking and using it to stretch thinking. Replacement narrows our skills over time. Stretching builds new mental flexibility. The partner model forces us to ask better questions, weigh trade-offs, and make calls that only human judgment can resolve.

    Habits to keep your edge

    Protecting critical thinking is not about avoiding AI. It is about building habits that keep our minds active when AI is everywhere.

    Here are three I find valuable:

    1. Name the fragile assumption
    Each time you receive AI output, ask: What is one assumption here that could be wrong? Spend a few minutes digging into that. It forces you to reenter the problem space instead of just editing machine text.

    2. Run the reverse test
    Before you adopt an AI-generated idea, imagine the opposite. If the model suggests that adaptive learning is the key to engagement, ask: What if it is not? Exploring the counter-argument often reveals gaps and deeper insights.

    3. Slow the first draft
    It is tempting to let AI draft emails, reports, or code and just sign off. Instead, start with a rough human outline first. Even if it is just bullet points, you anchor the work in your own reasoning and use the model to enrich–not originate–your thinking.

    These small practices keep the human at the center of the process and turn AI into a gym for the mind rather than a crutch.

    Why this matters for education

    For those of us in education technology, the stakes are unusually high. The tools we build help shape how students learn and how teachers teach. If we let critical thinking atrophy inside our companies, we risk passing that weakness to the very people we serve.

    Students will increasingly use AI for research, writing, and even tutoring. If the adults designing their digital classrooms accept machine answers without question, we send the message that surface-level synthesis is enough. We would be teaching efficiency at the cost of depth.

    By contrast, if we model careful reasoning and thoughtful use of AI, we can help the next generation see these tools for what they are: accelerators of understanding, not replacements for it. AI can help us scale accessibility, personalize instruction, and analyze learning data in ways that were impossible before. But its highest value appears only when it meets human curiosity and judgment.

    Building a culture of shared judgment

    This is not just an individual challenge. Teams need to build rituals that honor slow thinking in a fast AI environment. Another practice is rotating the role of “critical friend” in meetings. One person’s task is to challenge the group’s AI-assisted conclusions and ask what could go wrong. This simple habit trains everyone to keep their reasoning sharp.

    Next time you lean on AI for a key piece of work, pause before you accept the answer. Write down two decisions in that task that only a human can make. It might be about context, ethics, or simple gut judgment. Then share those reflections with your team. Over time this will create a culture where AI supports wisdom rather than diluting it.

    The real promise of AI is not that it will think for us, but that it will free us to think at a higher level.

    The danger is that we may forget to climb.

    The future of education and the integrity of our own work depend on remaining climbers. Let the machines speed the climb, but never let them choose the summit.

    Laura Ascione
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  • Colleges Expand Basic Needs Support Following SNAP Freeze

    Colleges Expand Basic Needs Support Following SNAP Freeze

    The government shutdown may be nearing its end, but the delayed distribution of food assistance funds continues to pose a threat to Americans, including the basic needs security of college students. For now, the future of Supplemental Nutrition Assistance Program funding remains cloudy amid the federal government’s ongoing court battles against releasing the funds.

    Nearly three in five college students experience some form of basic needs insecurity, and two in five experience food insecurity, according to national surveys. In addition, approximately 3.3 million college students are eligible for federal food assistance, according to 2020 data, though a large share do not utilize SNAP due to lack of awareness.

    Financial insecurity is one of the top threats to student retention and persistence in higher education, meaning a lapse in support may impede some students’ ability to remain enrolled.

    Some colleges and universities have established new or expanded measures to plug the gap in food support for students during the shutdown, including expanding the hours of campus food pantries and promoting emergency grant funding.

    University of Minnesota

    Minnesota administrators announced on Nov. 3 that students affected by the lack of SNAP funds would be able to access one free meal a day in the residential dining hall until benefits resume. The university estimates fewer than 1,000 individuals on campus are enrolled in SNAP.

    In addition, the on-campus food pantry, Nutritious U, will offer expanded hours for the rest of the semester, opening one hour earlier to serve more students.

    Franklin Pierce University

    The New Hampshire–based university provides basic needs resources at several campus locations—including the library, counseling center and the Office of Outreach and Engagement—to ensure students can have access to food and hygiene products.

    The pantry, Rations for Ravens, is funded primarily through donations, both monetary and physical products.

    City University of New York

    CUNY chancellor Félix Matos Rodríguez announced the university system would allocate additional funding to all campuses “so they can stock extra supplies in their on-site food pantries or provide food assistance in other forms,” he wrote in a Nov. 7 email to students. CUNY students can visit any campus pantry in the system, regardless of their home enrollment, allowing them to access those with the most convenient hours and locations.

    The chancellor also urged students to apply for SNAP benefits for future assistance; students at the Bronx campuses (Lehman, Hostos and Bronx Community College) can also participate in a pilot program for community-based resources.

    Austin Community College

    Nearly half of the students at Austin Community College are food insecure, according to fall 2023 survey data. Since the government shutdown, officials have received up to 500 requests a week for emergency aid from the college’s 74,000 students, as reported by The Austin American-Statesman.

    The college has pantries on every campus, called River Food Bites, which now have extended hours to meet students’ needs. ACC also allocated $25,000 in emergency funding to purchase gift cards to the H-E-B grocery store, and staff plan to create meal kits to support students over winter break.

    Long Beach City College

    The California college expanded services at its food pantry locations, called Viking Vaults, by increasing food options and offering food cards to students who have been impacted by suspended SNAP benefits. Students can also apply for emergency aid, and the college outlined a list of FAQs to address their concerns during the shutdown.

    University of North Carolina at Chapel Hill

    UNC offers a variety of basic needs resources during a typical academic year, some of which have been expanded to meet the current surge in demand.

    Undergraduate and graduate students can access any of the six on-campus food pantries or nine gardens around campus to pick up food. Eligible students can also receive a free campus dining meal card through a referral form. In addition, the university is piloting a meal swipe donation program for the end of the term so students can share their unused meals with others.

    Students can also receive push notifications of events and other free resources through campus events.

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