As the year draws to a close, we are once again excited to celebrate your commitment to equitable, personalized and AI-rich learning. We’re thrilled to unveil this year’s Top Hat Graded: our annual report that looks at how you and your students used our engagement platform and Ace, our AI-powered teaching and learning assistant, to your advantage. Let’s dive in.
Giving new meaning to student engagement
Click on target. Multiple choice. Fill-in-the-blank. It’s clear you wanted to shake up the standardized quiz this year. We’re honored to be along for the ride! You created more than 9.6 million multiple choice questions and 1.7 million long answer questions this year. But that’s not all. You also designed more than 985,000 fill-in-the-blank questions using our interactive platform. Our engaging formative assessment questions helped students stay focused before, during and after class when tackling their homework. Simply put, more questions posed meant more reason for students to complete their readings and attend class.
We also recognize that a good debate or small group discussion can help students shape their understanding of a new topic. While Gen Z might call it a vibe check, we’re filing this under your commitment to giving every student an equal voice. You created more than 509,000 discussions this year—interspersed within your lectures, readings and assignments. In turn, more than 147,000 discussions were used by students to assess their comprehension along the way.
Harnessing AI for good in the higher ed classroom
Artificial intelligence has, once again, been a hot topic in higher education. This past year, you viewed Ace under a refreshing light. More than 50,100 students relied on Ace for course-specific study assistance and AI-powered practice quizzes. In turn, learners also received immediate feedback rooted in the context of their course to guide their future studying efforts.
Now, let’s turn to you. More than 1,500 of your fellow faculty members used Ace this past year. Educators especially valued being able to add AI-generated questions into their slides using our Lecture Enhancer feature. Not only do our AI-powered features for educators save time during the question creation stage, Ace generates hints and explanations that allow students to identify their own misconceptions. Even better, we’ve charted a 182 percent increase in Ace usage among professors since our 2023 summary—speaking to the benefit of incorporating AI into the classroom.
Using Ace to spark active learning and higher-order thinking
Once again, you found a way to assess student comprehension without the extra time commitment. You created more than 30,400 questions using Ace’s Lecture Enhancer. Whether you wanted to drill into students’ understanding of mitosis in your biology course or Victorian architecture in your art history class, Ace offered tailored questions in response to the context of your material. Faculty also designed more than 9,200 questions using Top Hat Pages. That meant students were given yet another opportunity to assess their learning during textbook readings and homework.
We thank you for your investment in AI-powered, active learning for every student. We wish you a successful start to the new semester!
Halloween 2024 is a holiday that won’t be soon forgotten by Bernalillo High School teacher Lorilei Chavez. You see, October 31 was the day she was honored as the first Indigenous teacher named New Mexico Teacher of the Year.
Sixth period was going as usual for Lorilei and her social studies class. The group was in the middle of a lesson when BHS principal, Alyssa Sanchez-Padilla, and her secretary came to the door with an urgent request: Bring your students to the school’s black box theater to bump up attendance for a guest speaker.
“And so, you know, as a teacher, I’m like, ‘Oh no, we’re in the middle of a lesson,’” she related. “You know, I don’t want to lose valuable teaching time. But if the principal is asking you to take your students somewhere, you know, you get going.”
As she walked with her students to the theater and the seventh-period bell rang, her principal asked to detour to sign some tutoring paperwork. While walking, Chavez noticed a few extra student resource officers.
“Like I was getting kind of like an inclination that something was going on, you know?” she said, noting she was dressed in 1980s style for Halloween, with a side ponytail and an off-the-shoulder shirt.
Still thinking there was a guest speaker, Lorelei came to the theater and saw the “shimmer of cheerleading pompoms” and a huge cheer erupted as she entered the room. Assuming the cheer was for the “guest,” she got a bit spooked and started to back out of the room, she said.
“My principal was behind me and she just put her hands on my shoulders and softly nudged me forward,” she recalled. “I saw my mom and rushed over to her. Then she points up at the ceiling and there was this huge banner that says ‘Lorelei Chavez, Teacher of the Year.’”
“And that’s when it all just hit and took me over. And then it went from joy, like surprise to joy to like pure happy tears,” she said.
“It’s a life moment I’ll never forget.”
From Bernalillo and back
Lorilei describes herself as a “very proud product of Bernalillo Public Schools.” Beginning with kindergarten near home on the Kewa Pueblo (Santo Domingo Pueblo), she spent all but one year of her young life in the BPS system, beginning with Santo Domingo School and ending with graduation from Bernalillo High in 2008.
“It’s funny because I remember being in high school thinking, ‘Oh, I want to go as far as I can. Like, I want to go to school in California. I want to go to college in Washington, D.C. And I don’t want to come back to Bernalillo,’” she recalled with a chuckle. “And then six years later, I ended up (substitute teaching) while going to college. I’ve been there ever since.”
Beginning her college career at Central New Mexico Community College, Lorilei got her basics taken care of before transferring to the University of New Mexico. She graduated in 2018 with a degree in Native American Studies and a minor in History. Though she started as an education major and shifted away, her experiences as a substitute convinced her to go through CNM’s Alternative Licensure program, which she finished in 2020.
“When I started subbing as I was going to (UNM), I realized that I had a really deep ability to connect with students on a level that maybe some of my colleagues weren’t able to,” she said. “Because our district is 48% Indigenous, a lot of the students that I worked with didn’t really have Indigenous teachers or teacher aides or even substitutes that looked like them.”
Since the Bernalillo school system works with seven different tribes, Lorilei said she feels it’s important that Native students have Indigenous role models in the school setting. She used simple examples, like seeing her dressed in Native regalia or “big Native earrings” and beaded medallions to honor Native heritage.
“I think that’s what allowed me to see that I would be a good educator,” she said. “I would have an impact on students if I did a shift and got my teacher certification.
“And so that I think is my main drive even to today, is my ability to connect with students, uplift them, hear their voices, allow them to feel seen in the classroom, which I think creates the motivation to continue their goals and succeed in whatever they’re trying to accomplish.”
Serving her community
Lorilei said being named the first Indigenous teacher to win the statewide Teacher of the Year award was obviously an honor. But because “a core value of Pueblo people is the idea of service,” she said she feels that she is representing more than herself in accepting the award.
“As I serve my community, I wake up every day knowing that I’m going to serve my students, my future generations as I represent Santo Domingo Pueblo,” she said. “I wake up every day thinking, ‘What impact am I going to make on my community and what impact am I able to make today on the future generation?’ So, winning an award like this has been really hard for me to accept and value the honor. Because I feel it doesn’t just belong to me. It comes from a community of educators that has raised me and taught me.”
With her Native American Studies background, she said she strives to balance Indigenous culture and Western education in a school setting.
“The people, the past EAs, the language teachers, the teachers who’ve taught me that have poured into my education, I think is what brought me to today,” Lorilei said. “With this title and this beautiful award, I’m able to bring home not only Santo Domingo but to the Bernalillo Public Schools. I think the pressure of being the first Indigenous Teacher of the Year is making sure I’m honoring not only my school but my students and the community that I come from.”
‘Indigenizing’ the Education System
Lorilei said that as Teacher of the Year, she will emphasize “Indigenizing” education in New Mexico, as well as supporting teachers’ mental health. The desire to bring more Native experiences, stories, and perspectives into public education is something that grew from her time in the UNM Native Studies program.
“Going to (UNM’s) Native American studies program as a college student really opened my mind to this understanding of needing to know your culture, your history, the laws and the narrative that existed in Native community,” she said. “Things that weren’t necessarily told in the history books that I studied or in the papers that I wrote. Things not in the curriculum that I was offered as a public school student.”
“So graduating from UNM NAS instilled this understanding that going back into the public schools that I work at… I had no choice but an obligation to encourage our district and hold our district accountable when adopting curriculums and encouraging Native history in the core curriculum,” she concluded.
Lorilei said she and her fellow educators in the Bernalillo Public Schools “are blessed” to have a district leadership that understands the equity and value of bringing in Native languages and history as a core content.
She also said she feels very fortunate for the opportunity to work in a district that allows her the opportunity to build a curriculum that includes Indigenous history – subjects like the Pueblo Revolt, boarding schools, Native removal, sovereignty and decolonization, in a “school building that was not necessarily built for Indigenous education but built for Western education.”
“As the first Indigenous teacher of the year, I feel like that also is my obligation and duty, is to work to continue to advocate, to educate, so that we can uplift Native narrative, history, stories in curriculum,” she said. “Not just in high student of color populations, but in districts across the state.
“It is a passion of mine to Indigenize education and bring Indigenous perspective in Western curriculum. And so that’s something that I’m going to really push toward and be passionate about and continue to advocate for moving forward,” she related.
Prioritizing balance for teachers
Lorilei also said she is “super passionate” about state leadership and school districts starting a movement around prioritizing teacher mental health. She said she plans to “really pour some energy in as Teacher of the Year.” As a teacher working at the high school level, she said implementing teaching materials and testing guides, and “doing all the things that I need to do as a teacher to be the best teacher” leaves her drained at times.
“Balancing all of that with my life and my culture and everything that I am as a human being, an auntie, a sister, a cousin, is very difficult,” she said. “I really think as a state and as a nation, we really need to take a deeper look into how we are healing our teachers. How are we showing up for them in capacities that include mental wellness? And that includes body health and that includes spiritual strength in whatever capacity that they connect to.”
She concluded: “My goal and my hope is to really work with school districts, including mine, to have wellness days, wellness fairs, professional development days where teachers are paid to take time to take care of their mental health… because we’re so spread thin from the many, many things we have to do as educators.
“I’d really like to see us looking at an innovative way to address teacher wellness in ways that maybe the state and the nation haven’t before.”
The New Mexico Teacher of the Year program is sponsored by The New Mexico Oil and Gas Association. The award of $ 10,000 will go to Lorilei to help with professional development opportunities and support her travel needs.
A majority of those who work in financial aid at the nation’s colleges and universities are job hunting, according to new research from CUPA-HR and the National Association of Student Financial Aid Administrators (NASFAA). What are they looking for? Better pay, opportunities to work remotely and a more flexible schedule.
A new report examining pay, pay equity, staffing, representation and retention in the higher ed financial aid workforce outlines several findings from analyses of data of financial aid employees from CUPA-HR’s 2022-23 higher ed workforce surveys and the 2023 Higher Education Employee Retention Survey. Positions included in the analyses are chief student financial aid officers, deputy heads of financial aid and student financial aid counselors.
The analyses found that more than half (56%) of financial aid employees are at least somewhat likely to seek other employment opportunities within the next 12 months, with 1 in 3 (33%) being likely or very likely to do so. Four in 5 (79%) rank a pay increase as one of the top three reasons they would seek other employment opportunities, while 3 in 5 (59%) rank an opportunity to work remotely as one of the top three reasons they would seek other employment opportunities. The desire for a flexible schedule is also ranked as a top reason for seeking other employment by nearly 2 in 5 (37%) financial aid employees.
Other Findings
Institutions with the highest number of FAFSA applications have far more student financial aid counselors than institutions with the lowest number of FAFSA applications. At each increase in FAFSA application quartile, the median number of student financial aid counselors per institution doubles (or nearly doubles). Institutions with the greatest number of FAFSA applications on median have six more student financial aid counselors than institutions with the least number of FAFSA applications.
On median, institutions have four financial aid employees working in one of the three examined positions. Thirteen percent of institutions have a one-person financial aid office. Even the institutions that process the lowest number of FAFSA applications tend to have need for more than one person working in their office – over half of these institutions have at least three people in their financial aid office.
The representation of people of color declines as the level of financial aid position increases. The representation of people of color is almost two times higher among student financial aid counselors than among chief student financial aid officers. The representation of women overall among chief student financial aid officers is lower than the representation of women within the lower-level financial aid positions, but the difference is much smaller than the declines seen for people of color.
Pay equity is lower among chief student financial aid officers than among lower-level financial aid positions. Black women and Hispanic or Latino men are paid equitably within student financial aid counselor and deputy head of student financial aid positions, but not within the chief student financial aid officer position. At each increase in position level, White women’s pay relative to White men in the same position decreases. White women are paid equitably to White men in student financial aid counselor positions but are paid only 94 cents per $1 paid to White men in chief student financial aid officer positions.
Among financial aid employees, years in position is lowest among student financial aid counselors. Of all financial aid positions, student financial aid counselors have the highest concentration of people who have been in their position for fewer than two years (43%). Retention is better among deputy heads of student financial aid and chief student financial aid officers; one-third have been in their position for 10 years or longer.
On December 29, 2022, President Biden signed the $1.7 trillion Consolidated Appropriations Act of 2023 (omnibus bill) to fund the federal government through fiscal year 2023 (FY 2023). Given the “must-pass” nature of the bill, the omnibus bill also served as a vehicle for policy unrelated to government funding that was unlikely to pass as a standalone bill in Congress. Below outlines some of the highlights that will impact higher education generally and human resources specifically.
SECURE 2.0
Notably, the new law includes changes to the access and use of individual retirement funds. Provisions from a package of retirement-related bills, referred to as SECURE 2.0, were ultimately included in the final omnibus package. Specifically, the new law included the following provisions, in addition to others not listed here:
Automatic 401(k) and 403(b) plan enrollment: The new law requires employers to automatically enroll employees into newly created 401(k) and 403(b) retirement plans at a rate between 3 to 10 percent of eligible wages. Employees will then have the option to opt out of the enrollment. Employers with 10 or fewer employees and companies in business for less than three years are excluded from this requirement.
Expanded eligibility for part-time employees: The law requires employers to provide the option to participate in employer retirement plans for part-time employees who work between 500 and 999 hours for at least two consecutive years (lowered from three consecutive years previously required).
Emergency expenses and savings accounts: Employees would be allowed to withdraw up to $1,000 from retirement accounts for qualified emergency expenses without facing early withdrawal penalties if the worker is under 59.5 years old. Additionally, the law allows employers to offer employees an emergency savings account through payroll deductions for amounts up to $2,500.
Matching employer contributions for student loan payments: Employers will be allowed to make contributions to their company retirement plan on behalf of employees who are paying student loans and are not contributing to a retirement account as a result.
Roth treatment of employer contributions: The new law grants employers the option to amend their retirement plans and allow employees to choose their employer’s matching and non-elective contributions to be made as Roth contributions.
Multiple Employer and Pooled Employer Plans for 403(b) plans: The new law allows employers to participate in Multiple Employer Plans (MEPs) and Pooled Employer Plans (PEPs) for 403(b) plans.
The final law also included several changes to individual activity with respect to their retirement plans, including an increase to the “catch-up” contribution limits of up to $10,000 for older retirement savers and an increase to the age an individual is required to begin taking minimum distributions from their retirement accounts, which is now effective at age 73 and effective at age 75 effective in 2033.
Workplace Protections for Pregnant Workers
Additionally, Congress was able to agree on the inclusion of the Pregnant Workers Fairness Act (PWFA) and the Providing Urgent Maternal Protections (PUMP) for Nursing Mothers in the omnibus bill.
Pregnant Workers Fairness Act
Passed by the House in May 2021, the PWFA specifically declares that it is an unlawful employment practice for employers with 15 or more employees to do any of the following:
fail to make reasonable accommodations to known limitations of such employees unless the accommodation would impose an undue hardship on an entity’s business operation;
require a qualified employee affected by such condition to accept an accommodation other than any reasonable accommodation arrived at through an interactive process;
deny employment opportunities based on the need of the entity to make such reasonable accommodations to a qualified employee;
require such employees to take paid or unpaid leave if another reasonable accommodation can be provided; or
take adverse action in terms, conditions or privileges of employment against a qualified employee requesting or using such reasonable accommodations.
Though the bill enjoyed bipartisan support in both the House and Senate, Republicans opposed bringing the bill to a Senate vote without the inclusion of a religious exemption for employers. Such exemptions were provided in the omnibus bill’s version of the PWFA, ultimately helping lead to its passage.
PUMP for Nursing Mothers Act
The PUMP for Nursing Mothers Act passed the House of Representatives in October 2021 with bipartisan support. The bill aims to amend the Fair Labor Standards Act (FLSA) to expand access to breastfeeding accommodations in the workplace for lactating employees and builds upon existing protections in the 2010 Breaktime for Nursing Mothers Act by broadening breastfeeding accommodations and workplace protections. In the new law, the PUMP for Nursing Mothers Act is expanded to include salaried employees exempt from overtime pay requirements under the FLSA as well as other categories of employees currently exempt from such protections, such as teachers, nurses and farmworkers. It also clarifies that break time provided under this bill is considered compensable hours worked so long as the worker is not completely relieved of duty during such breaks, and it ensures remedies for nursing mothers for employer violations of the bill.
Similar to the PWFA, the PUMP for Nursing Mothers Act did not reach a Senate floor vote, leaving the omnibus bills as one of the last options for passage before the 117th Congress’s term expired.
Immigration Provisions
Due to the situation at the southern border, the new law excluded any major immigration overhauls, such as the Equal Access to Green cards for Legal Employment (EAGLE) Act, which would have addressed the immigration visa backlog and made changes to the H-1B visa program. Additionally, protections for the Deferred Action for Childhood Arrivals (DACA) program and Dreamers that have been threatened by recent court decisions were not included in the final bill enacted into law.
Despite the exclusion of important reforms, the new law reauthorized several expiring immigration programs that are already utilized by institutions of higher education, including additional funds for the E-Verify program.
Higher Education Funding
Several provisions were included in the omnibus package that will increase funding for a variety of higher education programs. Notably, the bill includes a $500 increase to the maximum Pell Grant a recipient can receive, raising the total to $7,395 for the 2023-24 award year. Additionally, the bill included funding increases for Federal Work-Study grants, Title III and V programs, Postsecondary Student Success Grants, and the TRIO and GEAR UP programs.
CUPA-HR will continue to analyze the provisions included in the FY 2023 funding bill and will keep members apprised of any additional noteworthy provisions included in the law.
CUPA-HR’s Association Leadership Program (ALP) has taken place every July for more than two decades, bringing together chapter, region, and national board members; association staff; key corporate partners; and other invited guests. After two years of meeting only virtually, these leaders were finally able to meet again in person last week.
“We’re Still Standing!”
The HR challenges of the past two years have included leading emergency COVID-19 response, exploring a new frontier of flexible work, and addressing unprecedented talent recruitment and retention challenges. Through it all, higher ed HR professionals have been on the front lines, adapting and transforming the workplace with resourcefulness, leadership and strategic insights.
To celebrate that strength and resilience, CUPA-HR president and CEO, Andy Brantley, and national board chair, Jay Stephens, kicked off the two-day meeting with Elton John’s “I’m Still Standing” playing in the background and issued an irresistible photo challenge for attendees. (Be sure to check out the photos posted to Twitter with the hashtag #cupahr22.)
Building Knowledge and Connection
The ALP’s highly interactive program included:
tips for managing chapters and developing a leadership pipeline
updates on CUPA-HR’s work on Title IX and other public policy imperatives
a practical overview of CUPA-HR’s DEI Maturity Index and new Research Center
a discussion of winning strategies for higher ed’s post-pandemic war for talent
a presentation on cultivating trauma-informed practice in higher education leadership
Beyond the programming, however, what attendees valued most about the event was the opportunity to validate their campus experiences in conversations with peers, rekindle the motivation behind their work, and take away great ideas for transforming their HR teams and their institutions in ways big and small.
Interested in Taking Your Professional Development Further?
CUPA-HR’s volunteer leaders have committed to advancing the profession and the mission of CUPA-HR. They understand the complexities of higher ed HR, and they want to enhance the knowledge and skills they need to lead their institutions into the future.
Are you ready to take that next step in developing your leadership skills, shaping the profession, and gaining one-of-a-kind access to successful practices and HR professionals from across the country? Then CUPA-HR leadership — in a chapter, at the region level, or even on the national board of directors — might be right for you. Learn more about how you can get involved.
