Tag: University

  • Washington and Lee University – Edu Alliance Journal

    Washington and Lee University – Edu Alliance Journal

    April 7, 2025, by Dean Hoke: This profile of Washington and Lee University is the eighth in a series presenting small colleges throughout the United States.

    Background

    Founded in 1749, Washington and Lee University (W&L) is a private liberal arts college located in Lexington, Virginia. With a 325-acre campus in the Shenandoah Valley, W&L is the ninth-oldest college in the U.S. Originally Augusta Academy, it became Washington College after George Washington’s 1796 gift. It later took on its current name in honor of Robert E. Lee, who served as president following the Civil War. The school became coeducational in 1985 and is consistently ranked among the top liberal arts colleges nationally. The President of Washington and Lee since 2017 is William (Will) Dudley.

    W&L enrolls approximately 1,900 undergraduates and 375 law students. The university boasts an 8:1 student-faculty ratio and an average class size of 15. The university is renowned for its rigorous academics, a single-sanction honor system, and a strong emphasis on ethical leadership and community.

    Curricula

    W&L offers 36 majors and 41 minors across disciplines such as the humanities, sciences, arts, business, journalism, and engineering. It’s the only leading liberal arts college with accredited undergraduate programs in business and journalism. Students can pursue either a B.A. or B.S. degree and are encouraged to pursue interdisciplinary interests. Popular majors include Business Administration, Economics, Political Science, and interdisciplinary areas such as Environmental Studies and Poverty Studies. Signature programs include the Shepherd Program for the Interdisciplinary Study of Poverty and Human Capability, combining classroom learning with community engagement on social justice issues. Over 60% of undergraduates study abroad, and a significant number participate in internships and research, often supported by university grants.

    Strengths

    • Exceptional Outcomes and Opportunities: W&L’s four-year graduation rate is about 92%, and over 93% of graduates secure employment or enter graduate school within six months of graduation​. They are a top producer of Fulbright scholars and other fellowship winners, reflecting the high caliber of their students and the support they receive in pursuing global opportunities​.
    • Academic Excellence: W&L consistently ranks among the top liberal arts schools in the United States. It has been ranked #9 by US News and World Report in Best Small Colleges in America and #9 for best liberal arts colleges. The school consistently ranks among the top producers of Fulbright and other prestigious fellowships.
    • Experiential Learning: The unique Spring Term and emphasis on study abroad (60%+ participation) offer high-impact, immersive educational experiences. Programs like the Shepherd Poverty Program and community-based internships promote civic learning.
    • Financial Strength: With a $2 billion endowment (roughly $900,000 per student), W&L offers strong financial aid and has a need-blind admissions policy for most domestic and international applicants.

    Weaknesses

    • Exclusivity: W&L has historically attracted a particular student demographic and features a social scene dominated by Greek life, which presents challenges in broadening campus culture. Approximately 75% of undergraduates join fraternities or sororities—one of the highest Greek participation rates in the nation​. This deep-rooted Greek presence contributes to close social bonds and robust alumni networks. Still, it can also create a perception of social exclusivity for Students who do not participate in Greek life.
    • Historical Legacy and Diversity Challenges: W&L grapples with aspects of its historic legacy that pose modern challenges. The institution’s very name honors Robert E. Lee, and debates have occurred over whether to rename the university, given Lee’s ties to the Confederacy and slavery​. In 2020, campus discussions on this issue drew national attention and revealed divisions among stakeholders​. The cultural transition – shedding outdated perceptions and ensuring that students from all backgrounds feel fully welcome – remains an ongoing challenge for Washington and Lee.

    Economic Impact

    W&L is not only an academic institution but also a major economic engine for Lexington and the surrounding Shenandoah Valley. In addition to educating students, W&L significantly boosts the local economy through employment, spending, and partnerships. The university is one of the largest employers in the region, with roughly 870 faculty and staff​. A comprehensive economic impact study in 2010 found that W&L was responsible for over $225 million in economic activity in the region in a single year.

    Enrollment Trends

    As of Fall 2024, Washington and Lee’s total undergraduate enrollment stands at 1,866 undergraduate students, with an additional 355 students in the law school​. Over the past decade, undergraduate enrollment has remained stable.

    The undergraduate acceptance rate has declined from 24% to 14% over the past five years, reflecting increased selectivity. The gender balance has also shifted to slightly favor women (51%). The university maintains a first-year retention rate of 96-98% and six-year graduation rates remain steady between 93% and 95%, reflecting a high level of student satisfaction and institutional support.

    Degrees Awarded by Major

    In the Class of 2020 -21, W&L conferred degrees across a wide spectrum of majors. Below is a breakdown by number of degrees awarded that year:

    Return of Investment

    According to the Georgetown University Center on Education and the Workforce’s study, Ranking 4,600 Colleges by ROI (2025), W&L offers a strong return on investment. In this study, ROI is calculated as the difference between a graduate’s cumulative earnings over time and the total out-of-pocket cost of attending college, which refers to the net cost after accounting for grants and scholarships.

    For students earning a bachelor’s degree, W&L’s median ROI significantly exceeds the average for private nonprofit colleges, both in the short and long term.

    Source: Georgetown University Center on Education and the Workforce, analysis of U.S. Department of Education College Scorecard data, 2009–2022.

    Alumni

    W&L boasts a vibrant alumni network that is both tightly knit and far-reaching. There are over 25,000 living W&L alumni worldwide, spread across all 50 states and dozens of countries. Alumni often refer to themselves as “Generals” (after the school’s athletic moniker) and maintain strong ties to the institution long after graduation.

    Notable Alumni: W&L’s alumni list includes prominent figures in law, government, business, journalism, literature, and the arts:

    • Lewis F. Powell Jr. (Class of 1929; Law 1931): Was a U.S. Supreme Court Justice (served 1972–1987)​ . Justice Powell was one of three Supreme Court justices who attended Washington and Lee.
    • Tom Wolfe (Class of 1951): Best-selling author and journalist, pioneer of the “New Journalism” movement​. Wolfe wrote influential works like The Right Stuff and The Bonfire of the Vanities, and is an icon in American literature.
    • Roger Mudd (Class of 1950): Emmy Award-winning broadcast journalist​. Mudd was a longtime CBS News correspondent and anchor known for his work on CBS Evening News and documentaries.
    • Joseph L. Goldstein (Class of 1962): Awarded the Nobel Prize in Physiology or Medicine for his research in cholesterol metabolism.
    • Warren A. Stephens (Class of 1979): Chairman, president, and CEO of Stephens Inc., President Donald Trump nominated him to serve as the United States ambassador to the United Kingdom.
    • Rob Ashford (Class of 1982): A renowned choreographer and director, Ashford is an eight-time Tony Award nominee (winning one), a five-time Olivier Award nominee,  and an Emmy Award winner. 
    • Linda Klein (Class of 1983): American Lawyer and past president of the American Bar Association.

    Endowment and Financial Standing

    W&L’s financial foundation is exceptionally strong for a liberal arts institution of its size. As of 2024, W&L’s endowment is nearly $2.0 billion​, placing it among the top liberal arts college endowments in the nation (and even comparable to some mid-sized research universities).

    In a typical year, endowment earnings contribute roughly 40-50% of the university’s operating budget. The 2023 analysis by Forbes rated W&L a solid “B+” in financial health (score of about 3.34 out of 4.5)​

    Why is Washington & Lee Important?

    • Academic Excellence & Ethical Leadership:
      W&L exemplifies a liberal arts education that blends intellectual rigor with character development. Its Honor System promotes integrity and responsibility, shaping graduates who lead with both intellect and ethics.
    • Graduate Success & Influence:
      With 93% of graduates employed or in grad school within six months, W&L delivers top-tier outcomes. Alumni go on to excel in law, government, business, journalism, medicine, and the arts—many serving as civic leaders, mentors, and public servants.
    • Economic & Cultural Impact:
      Though small, W&L plays a major role in the Shenandoah Valley. It creates jobs, draws thousands of visitors annually, and enriches the area culturally with events, lectures, and museums. Its partnership with the local community strengthens regional vitality.
    • Access & Forward-Thinking Values:
      W&L’s need-blind admissions and robust financial aid reflect its commitment to affordability and inclusivity. It ranks highly for free speech and integrates modern disciplines like data science and entrepreneurship into a classic liberal arts framework, demonstrating how tradition and innovation can thrive together.

    With its blend of tradition and innovation, W&L continues to influence American higher education. It upholds the time-honored virtues of a liberal arts college—close mentoring, a broad education, honor, and civility—while evolving to meet contemporary challenges by opening doors to more students and engaging with real-world issues. W&L remains a cornerstone institution among small colleges, illustrating the enduring importance of the liberal arts model in shaping thoughtful, responsible citizens.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America. 

    Source link

  • Young people from deprived areas can’t afford to consider university

    Young people from deprived areas can’t afford to consider university

    Should the economic fortunes area you grew up in have an impact on your chances of attending university?

    There has always been a stubborn connection between 18 year old participation rates and your (UK) region of residence.

    Currently UCAS data tells us that 18 year olds living in London are more likely than not to go on to attend university, whereas in the North East just 29.9 per cent will get there.

    Can’t get there from here

    And in many parts of the UK the proportion of 18 year olds getting to university has stagnated (or even dropped over recent years), as the population of 18 year olds has expanded.

    [Full screen]

    If you are concerned about left-behind parts of the UK, this is something that should concern you. It’s widely acknowledged that graduates are key to levelling up a region, and a surprisingly large number of graduates return to their home area (at least in the short term) after graduation.

    Costs not culture?

    The counter argument to that is very often cultural – the idea that going to university changes a person, and dilutes the essence of what makes (frankly) a deprived area a deprived area. Polling from Public First for the UPP Foundation (which is kicking off an inquiry into the state of widening participation in higher education) happily suggests that this is not an attitude prevalent among UK parents.

    [Full screen]

    What does worry parents is the sheer cost of study – both in terms of tuition fees (36 per cent cite this as a top three reason to be concerned about their children attending university) and living costs (31 per cent). The overall level of debt on graduation is the other big one (35 per cent).

    But that’s not to say that there are not other reasons – number four in the list is the idea that “they won’t get a better job just because they have been to university” (particularly prevalent in London), number six is “poor value for money” (an East Midlands, North East, and Northern Ireland prevalence). The size of the sample makes the regional splits difficult to draw accurate conclusions from, but the trends are interesting.

    What teachers said

    Teachers are a primary source of information about higher education – happily UPPF also commissioned Public First to look at what teachers felt were the barriers to participation, and there are (some) regional splits.

    [Full screen]

    The question here focuses on why teachers don’t expect some pupils to go to university – we are looking across all types of schools at the top of secondary education. Here we see that the big barriers are academic – teachers tend to feel that students are unlikely to get the required grades (24 per cent) or to rise to the academic challenge (18 per cent). And this is true across all English regions.

    Notably prevalent in the North East and Yorkshire (combining two standard, ILTS1, regions) is the idea that the family will be unable to support a student. In that region this was cited by 13 per cent of teachers – enough to feel concerning, but similar to the proportion that simply don’t want to go to university (again note that the margin of error will be high with small subsamples).

    Your chances are variable

    Twenty per cent of teachers in London feel like all of the last class they taught will go on to university – just four per cent of teachers in the North West, North East, and Yorkshire had similar confidence. Indeed 14 per cent of teachers in the North East and Yorkshire felt that only 10 per cent of their class would go on to university. As you might expect, the modal answer for most regions was “about half” of pupils – the North East and Yorkshire is the only exception.

    [Full screen]

    This, then, is what access and participation in the north is up against. Attainment and capacity is an issue everywhere, and one that the access and participation regime in England attempts to address via collaboration between universities and schools – something that also contributes to aspiration.

    But aspiration and attainment count for little when parents and teachers are agreeing that for many in the UK’s most deprived areas university study simply is not affordable. And though participation among disadvantaged groups is improving – disadvantaged areas continue to struggle.

    Source link

  • 30pm film screening about political intimidation and UM (Community Advocates at the University of Michigan)

    30pm film screening about political intimidation and UM (Community Advocates at the University of Michigan)

    Journalist Jelani Cobb recommended looking at how universities
    responded to Senator Joseph McCarthy’s attacks on professors to better understand
    current strategies. The University of Michigan’s caving to political
    intimidation isn’t new. In the 1950s, then President Harlan Hatcher
    fired two faculty members and suspended one who refused to cooperate
    with Senator McCarthy’s red-baiting Committee on “Un-American
    Activities.”

    As another federal government takes aim at universities, join us for a screening of Keeping in Mind: The McCarthy Era at the University of Michigan,
    a 1989 documentary featuring interviews with Hatcher and the three men
    he sacrificed to political expediency: Chandler Davis, Clement Markert,
    and Mark Nickerson. The screening will be followed by a panel discussion
    that includes the filmmaker, Adam Kulakow, who was a UM student in the
    1980s.

    WHEN: Wednesday, April 9, 5-7:30pm (Pizza available starting at 4:30p. Come early!)
    WHERE: Maize and Blue Auditorium, Student Activities Building, 515 E. Jefferson Street
    WHO: All students, faculty, staff, and community members


     

    Source link

  • Harvard University faces funding ultimatum from Trump administration

    Harvard University faces funding ultimatum from Trump administration

    This audio is auto-generated. Please let us know if you have feedback.

    Dive Brief:

    • Harvard University on Thursday received a list of wide-ranging demands from the Trump administration tying the Ivy League institution’s federal funding to its complete compliance.
    • Among the requirements are that Harvard review and change programs and departments that the Trump administration described as “biased” and that “fuel antisemitism,” according to a copy of the letter obtained by Higher Ed Dive. It also calls for the university to make “meaningful governance reforms” that will selectively empower employees “committed to implementing the changes” demanded in the letter.
    • The demands came the same week the Trump administration put $9 billion of Harvard’s federal grants and contracts under review. The government alleged the probe stemmed from reports that the university failed to protect Jewish students from antisemitism.

    Dive Insight:

    The three federal agencies behind the letter — the U.S. Department of Education, U.S. Department of Health and Human Services, and U.S. General Services Administration — said the list of nine demands represent “broad, non-exhaustive areas of reform” that Harvard must enact “to remain a responsible recipient of federal taxpayer dollars.”

    Their letter called on Harvard to eliminate all diversity, equity and inclusion efforts and prove it does not offer preferential treatment based on race, color or national origin in admissions or hiring “through structural and personnel action.” It also called for increased scrutiny of student groups and a comprehensive mask ban, with exemptions for religious and medical reasons.

    But the agencies, operating as members of President Donald Trump’s Joint Task Force to Combat Anti-Semitism, offered few details on how Harvard could meet the demands.

    For example, the letter did not outline which programs or departments it considered biased, nor did it say whether Harvard or the task force would determine which ones needed reform. It also didn’t describe how Harvard officials could determine why someone is wearing a mask.

    The Education Department declined to answer questions on Friday. HHS and GSA did not respond to requests for comment.

    Thursday’s letter marked the first time Harvard officials saw the demands, according to a university spokesperson, who did not respond to further questions. The letter did not set a hard deadline for the ultimatums, instead calling for Harvard’s “immediate cooperation.”

    Before the Trump administration issued its demands, Harvard President Alan Garber acknowledged antisemitism exists on campus and said he had experienced it directly “even while serving as president.”

    “We will engage with members of the federal government’s task force to combat antisemitism to ensure that they have a full account of the work we have done and the actions we will take going forward to combat antisemitism,” he wrote in a Monday message to campus. “We resolve to take the measures that will move Harvard and its vital mission forward while protecting our community and its academic freedom.”

    Many members of the Harvard community, however, had a stronger response.

    As of Friday afternoon, over 800 Harvard faculty members had signed a letter dated March 24 calling on the university’s governing boards to publicly condemn attacks on universities and “legally contest and refuse to comply with unlawful demands that threaten academic freedom and university self-governance.” More than 400 alumni of the university have so far signed their own version of the same letter.

    The demands made of Harvard echo the situation faced by one its Ivy League peers, Columbia University, last month.

    The federal task force is threatening billions in federal funds and grants at Columbia, and it has canceled $400 million worth thus far. When the Trump administration sent Columbia a then-unprecedented list of demands, the university quickly capitulated — to the consternation of faculty and academic freedom advocates alike. 

    The Trump administration lauded Columbia’s compliance as a “positive first step” for maintaining federal funding but has not publicly announced that it has restored the $400 million in canceled grants and contracts.

    “Columbia’s compliance with the Task Force’s preconditions is only the first step in rehabilitating its relationship with the government, and more importantly, its students and faculty,” the task force said in a statement at the time.

    Shortly after, the university’s interim president resigned after less than eight months on the job.

    Source link

  • The Tools Helping University Students Succeed After Graduation (Post College Journey)

    The Tools Helping University Students Succeed After Graduation (Post College Journey)

    Seattle, Wash.– As thousands of university students graduate each year, many find themselves
    facing an unexpected challenge: career uncertainty. Despite earning degrees, a large portion of
    graduates report feeling unprepared to enter the workforce. Post-college career expert Laurie
    Nilo-Klug     is tackling this issue head-on, providing students with the tools they need to build
    confidence and thrive in their careers.

    Ms. Nilo-Klug, an Adjunct Professor at Seattle University and the founder of Post College
    Journey    , has dedicated her work to helping students transition from college to the professional
    world. Through her programs, Laurie has empowered students to take control of their career
    paths, addressing common issues such as imposter syndrome, skill uncertainty, and job market
    navigation.

     

    After implementing her career confidence-building tools in the classroom, Laurie observed a
    remarkable 60% increase in student confidence levels. “Many students leave college with
    impressive degrees but lack the self-assurance to effectively launch their careers. 

    My goal is to bridge that gap with actionable strategies that instill confidence and competence,” says Laurie. Laurie explains, “In a recent assignment, I had students choose two career exploration activities, and their selections revealed a strong drive to connect classroom learning with their post-college goals. 

    Their enthusiasm for hands-on experiences, such as job applications and simulations, highlighted the critical need for practical, real-world learning opportunities. After gathering student feedback and analyzing the data, I found a 60% increase in their career confidence levels. This reinforced my belief that early and direct exposure to career exploration is essential for student success.”

    In this activity, students were tasked with selecting two career exploration activities from the
    following options:

    ● Attending a career development event;
    ● Having an appointment with the career center;
    ● Joining a student club;
    ● Doing a career self-assessment
    ● Applying to a job;
    ● Or completing a job simulation and then reflecting on what they have learned.

    This assignment aimed to show that career development offers many paths, so it’s crucial to
    understand why you choose an activity, what you hope to gain, and reflect on what you learn.
    Laurie expected students to pick low-effort options like self-assessments or joining a club, given
    their frequent concerns about time constraints. Instead, nearly all chose job simulations or
    applied for a job, showing a strong preference for hands-on experience.

    For media inquiries or to schedule an interview with Laurie Nilo-Klug, please contact:
    Marisa Spano
    [email protected]

    Source link

  • Free speech and the University of Sussex 

    Free speech and the University of Sussex 

    • Naimat Zafary is a PhD researcher at the University of Sussex and a former Afghan Chevening Scholar.

    There are times, as a scholar from another country, that events in your adopted home catch you off guard. The fears of those around you are so far removed from your own experience that you are baffled by them. Sometimes, this simply demands that you learn more about the society and culture around you or chalk up different perspectives to the rich experience of a global education. 

    At other times, though, there is a desire to share with your colleagues your own thoughts about an issue, especially when you think others are at risk of undervaluing the freedoms and advantages they have. This week was one of those times. 

    First a bit about me. I came to this country at a moment of deep crisis. An Afghan accepted for a prestigious Chevening Scholarship, I had been excited by the opportunity to study at the top university in the world for international development and to gain knowledge that I could put to use in my home country. 

    But even as I packed my cases, the unimaginable happened. The US withdrew its forces and the Taliban entered Kabul. As fearful Cheveners worried whether they would or would not be granted a place on the last flights from the chaotic airport, I gathered my family. I was permitted a small rucksack as I turned my back on my family home and car, my library where local children had studied, and gathered my loved ones for the two-day journey through hell to the airport perimeter fence. When a British soldier finally recognised us and saw my name on the list, he lifted us over the wall and to safety. I kissed his shoulder and wept. 

    From there, we sat on the floor of a military cargo ship and flew to an asylum hotel in London, safe at last from the Taliban, who would see us as a threat for our academic links to the UK and deep commitment to education for all, including women and girls. And so, it was I travelled by train for my first class at my academic home and inspiration, University of Sussex. 

    What I found in Sussex could not have contrasted more profoundly with what I left behind. Sussex has been ranked 1st in the world for Development Studies for seven consecutive years in the QS World University Rankings. And here was a global community of men and women dedicated to the highest standards of education and using academic rigour and debate to acquire knowledge which would benefit not only the immediate community of Brighton but the wider world. 

    My wife Saima and my daughters were also inspired by the women leaders who surrounded me. While former female colleagues and family members in Afghanistan were being barred from education and being driven behind burqas and closed doors, their voices silent, I was at an institution led by a courageous and principled woman committed to supporting diverse perspectives from across the world. I expressed my views in the classroom, at conferences and seminars, and in print without fear of brutal consequences. Sussex has given a platform to voiceless Afghan girls, whereas, in Afghanistan, asking a question about girls’ education is banned; Sussex made sure to value our voices and let us speak with wider audiences.

    This was truly free speech. I was gifted the ability to challenge the accepted norms of government and aid agencies, and in turn, my own ideas were challenged daily by my fellow students, my supervisor, my community. I learned and grew to appreciate the diversity of thought and background which typified the world I had entered. 

    So how do I respond to the idea that a place that has been to me and many hundreds of Chevening scholars from across the globe has been such a haven for free enquiry and open expression has been fined for a breach of free speech? 

    I understand that the issues and debate that led to this circumstance predate the leadership of the institution I have entered. I appreciate that there are deeply held views and profound concerns at play and that the ability to speak without fear of harassment or intimidation is core to educational exchange. 

    But I also know that the commonly held stereotype of my institution in some parts of the media is very wide of the mark. Those who have, like me, known the cost of true tyranny understand that places like Sussex are the very antithesis of that and an antidote to it. And so, I offer my voice and support to the university and community that not only welcomed me but encouraged me to challenge and be challenged in the pursuit of truth and global justice. It is a proud tradition and we undervalue it at our cost. 

    Source link

  • Rosemont College in Pennsylvania to combine with Villanova University

    Rosemont College in Pennsylvania to combine with Villanova University

    Dive Brief:

    • Villanova University plans to absorb Rosemont College, which will take on the former’s name after a multiyear transition period set to begin in 2027, the two Catholic institutions in Pennsylvania said Monday.
    • After the merger is complete, Rosemont — less than a mile away from Villanova — will become “Villanova University, Rosemont Campus,” according to a press release. The deal requires approval from their accreditor — they have the same one — and from state and federal regulators.
    • Following the transition period, Villanova will take on Rosemont’s assets and liabilities and bring on three members of Rosemont’s governing board, according to Rosemont. Tenured and tenure-track faculty will be offered contracts at Villanova and can apply for tenured status via the university’s guidelines.

    Dive Insight:

    Villanova University President Peter Donohue described the merger with Rosemont as a “unique and powerful opportunity for our two institutions given our shared commitment to advancing Catholic higher education, our close physical proximity and deep alumni connections.”

    In a community message, Donohue also noted that Villanova and Rosemont students for years have taken classes and participated in programs at each others’ campuses.

    With 777 students in fall 2023, Rosemont is dwarfed by Villanova, which enrolled 10,111 students for that period. 

    Student bodies have shrunk at both colleges, though Rosemont’s has done so at a faster clip. Between 2018 to 2023, fall enrollment plunged 17.8% at Rosemont compared to a 8.3% drop at Villanova.  

    Rosemont, founded in 1921 by the Society of the Holy Child Jesus, is also the weaker of the two financially. It racked up a total operating deficit of $914,220 in fiscal 2023, more than triple the previous year’s budget gap, according to its latest financials. Villanova, meanwhile, has posted surpluses in recent years.

    Rosemont’s fiscal 2023 audit also contained a going-concern warning, indicating there was “substantial doubt” about its ability to keep operating. The audit cited the college’s failure to meet the U.S. Department of Education’s benchmarks to be considered financially responsible.

    However, in response to the financial issues flagged by auditors, Rosemont made several moves, including cutting executive-level positions, nixing a handful of vacant positions to reduce overall staffing and consolidating its student housing, moving to sell one of its residence halls. 

    The college also borrowed $7 million from its endowment to support operations and pay down a credit line. 

    College leaders said they believed those efforts, as well as marketing initiatives and enrollment partnerships — such as one with the Fraternal Order of Police — alleviated the going-concern doubt, auditors noted. 

    But merging with Villonova is meant to add to both institutions’ strengths. 

    “We are committed to securing the best possible options for our students, faculty and staff and believe this merger with Villanova offers the best opportunity to ensure that the Rosemont College history and legacy endures,” Rosemont President Jim Cawley said Monday in a statement.

    Rosemont will continue operating as a separate entity through the transition period and maintain its academic programming during that time. According to the institutions, Rosemont students who haven’t completed their degrees by 2028 will have multiple options to do so, including transferring to Villanova’s professional studies college.

    Student athletes on Rosemont’s NCAA Division III teams can move to club sports after the spring 2026 semester — given that Villanova is a Division I university. The college is looking for other D-III institutions that could provide quick and easy transfer pathways for student athletes from Rosemont, according to the institution. 

    The merger agreement also calls for the preservation of Rosemont’s chapel as “a place of gathering and inspiration.” To maintain Rosemont’s legacy, the institutions said an endowed scholarship will be created after the transition “supporting the mission” of the Society of the Holy Child Jesus.

    This isn’t Villanova’s only recent expansion. In 2024, the university bought the 112-acre Pennsylvania campus of Cabrini University following the Catholic institution’s decision to close. Per the agreement, they renamed the site Villanova University Cabrini Campus. 

    Several Catholic liberal arts colleges have struggled in recent years along with their secular peers. Facing enrollment and financial challenges, some have sought mergers. 

    This year, Gannon University and Ursuline College, for example, announced a formal merger agreement. And Iowa’s St. Ambrose University is working to acquire Mount Mercy University as part of a plan announced last year.

    Source link

  • 800 ANU staff vote no confidence in chancellor, vice-chancellor at “scandal-plagued” university – Campus Review

    800 ANU staff vote no confidence in chancellor, vice-chancellor at “scandal-plagued” university – Campus Review

    Nearly all Australian National University (ANU) union members on Thursday supported a vote of no confidence in vice-chancellor Genevieve Bell and chancellor Julie Bishop.

    Please login below to view content or subscribe now.

    Membership Login

    Source link

  • University of Wollongong job cuts climb from 95 to 270 – Campus Review

    University of Wollongong job cuts climb from 95 to 270 – Campus Review

    Planned job cuts at the University of Wollongong (UOW) could hit 270 after the university announced it will extend its cost-cutting measures to non-academic staff.

    Please login below to view content or subscribe now.

    Membership Login

    Source link

  • Florida Virtual School Partners with University of Florida and Concord Consortium to Launch ‘Artificial Intelligence in Math’ Online Certification for Middle, High School Students 

    Florida Virtual School Partners with University of Florida and Concord Consortium to Launch ‘Artificial Intelligence in Math’ Online Certification for Middle, High School Students 

    ORLANDO, Fla. — Florida Virtual School (FLVS) is partnering with the University of Florida (UF) and the Concord Consortium to introduce a groundbreaking year-long “Artificial Intelligence (AI) in Math” supplemental certification for FLVS middle and high school students enrolled in the school’s Flex option. FLVS instructors who teach Algebra 1 will lead this innovative program, teaching the online courses while also supplementing students’ learning with activities that build students’ understanding of math and AI concepts. FLVS students enrolled in Algebra 1 who elect to earn the certification will begin April 7. 

    The certification will introduce students to the foundational principles of AI that intersect with core math topics while offering insights into real-world applications, ethical considerations, and career opportunities in AI-related fields. By merging 21st-century technology with education, the program aims to boost students’ math skills, cultivate positive attitudes toward mathematics, and expose them to the rapidly evolving AI landscape.

    “As a leader in online education for more than 27 years, Florida Virtual School is committed to being at the forefront of educational innovation,” said Dr. Louis Algaze, president and CEO of Florida Virtual School. “By partnering with the University of Florida and the Concord Consortium, we are equipping our students with essential math skills and the knowledge to navigate and succeed in an AI-enhanced world.”

    The certification also includes a collaborative feedback loop between FLVS teachers and UF and Concord Consortium researchers. Teachers will provide critical insights into the online course structure and student outcomes, helping to refine and improve the certification’s effectiveness for future online learners.

    “AI is revolutionizing industries worldwide, creating new opportunities,” said Jie Chao, project director at the Concord Consortium. “Our partnership with FLVS allows us to offer robust AI learning opportunities to students with limited access to such resources, bridging the educational gaps and preparing young people for an AI-powered future.”

    FLVS teachers will also complete 40 hours of online professional development as part of the program. The training will include learning about specialized learning technologies designed to help visualize abstract math concepts and create interactive AI model explorations to ensure students engage with the AI development process in meaningful and dynamic ways.

    FLVS Flex students who are either currently enrolled or are interested in taking Algebra 1 can now sign up for the “AI in Math” certification by filling out this survey. Students who complete the program as part of their FLVS math class will receive enrichment credit and the AI Literacy certificate issued by UF and the Concord Consortium.  

    About Florida Virtual School (FLVS) 

    At Florida Virtual School (FLVS), the student is at the center of every decision we make. For 27 years, our certified online teachers have worked one-on-one with students to understand their needs and ensure their success – with FLVS students completing 8.1 million semester courses since the school’s inception. As a fully accredited statewide public school district, Florida students in grades Kindergarten through 12 can enroll tuition-free in full-time and part-time online education options. With more than 200 effective and comprehensive courses, and over 80 fun and exciting clubs, FLVS provides families with a safe, reliable, and flexible education in a supportive environment. As a leading online education provider, FLVS also offers comprehensive digital learning solutions to school districts, from online courses that result in high student performance outcomes, to easy-to-use online platforms, staff training, and support. To learn more, visit  our website.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    Source link