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Tag: career

  • My imagined Climate Fiction and the University syllabus

    My imagined Climate Fiction and the University syllabus

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    Since reading Bryan Alexander’s book Universities on Fire, I’ve been immersing myself in every climate crisis novel I can lay my hands on. After reading all this fiction, I’ve been dreaming of turning my growing collection of climate crisis novels into a course.

    This course would combine my passion for thinking about the future of the university with my growing obsession over climate change. The course would be called Climate Fiction and the University. We would read climate crisis novels through the lens of the future of the higher education.

    Reading the IHE story “Helene’s Aftermath: Classes Canceled, Students Relocated” this morning, this seems like a good time to design a fiction-reading based course on the university and climate change.

    Below is a list of the climate fiction books that I’ve read since reading Universities on Fire. There are likely too many novels to read in a single semester, so I’d have to make some choices about what to keep. (Any ideas?)

    Any climate change novels that are not on this list that should be considered for the syllabus?

    Are there any campus novels that put the climate crisis at the center of the story?

    What are you reading?

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    joshua.m.kim@dartmouth.edu

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  • Universities of Wisconsin fires Joe Gow again

    Universities of Wisconsin fires Joe Gow again

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    Joe Gow’s tenured faculty status has hung in limbo for months.

    Photo illustration by Justin Morrison/Inside Higher Ed | Universities of Wisconsin | Joe Gow

    The Universities of Wisconsin has fired Joe Gow for a second time over his pornographic double life: The Board of Regents voted unanimously on Friday to oust him from his tenured faculty position.

    Gow was fired as chancellor of the University of Wisconsin at La Crosse late last year, after pornographic videos of Gow and his wife, Carmen Wilson, surfaced on adult websites. UW system president Jay Rothman called Gow’s actions “abhorrent” and alleged he caused “significant reputational harm” to the university in a statement echoed by board leadership.

    Despite being fired from his chancellor post, Gow maintained a tenured faculty role until last week.

    The Process

    Though it took the UW Board of Regents less than an hour to announce a decision Friday, Gow’s fate has been hanging in the balance for months. Gow was fired almost immediately from his chancellor job, but tenure protections allowed him to remain employed while on leave.

    In July a faculty panel voted 5-0 to recommend his termination after a June hearing. Beyond the charges brought against him, Linda Dickmeyer, chair of the Department of Communication Studies, which housed Gow’s faculty position, raised concerns about Gow’s ability to return to teaching, questioning his efficacy and arguing that notoriety “would follow him into that classroom.”

    Gow’s successor, UW-La Crosse Chancellor James Beeby, concurred with the faculty vote and sent the recommendation on to UW’s Board of Regents, which had the final say on Gow’s fate.

    Regents fired him from his faculty role due to allegations of engaging in “unethical and potentially illegal conduct” related to his pornographic activities, refusing to cooperate with a December investigation after lewd videos surfaced online, and violating information technology policies by receiving vendor emails for sex toys and other items, among other reasons.

    Gow—who made pornography and vegan cooking videos with his wife and occasionally adult film stars—has rejected UW’s accusations of impropriety and pointed to calls from state lawmakers who demanded his termination, alleging that the system is bowing to political pressure. Gow has also argued in media interviews and two separate hearings that his actions are protected by the First Amendment and that his online activities would not interfere with his teaching duties.

    On Friday, the UW Board of Regents rejected those arguments in a 17-0 vote.

    In a statement sent on Friday morning, Gow accused the Board of Regents of violating his free speech rights and indicated he plans to sue.

    “The regents claim to want to protect and promote free expression, but their action today shows this isn’t true,” Gow wrote. “Late last year, when they fired me as chancellor, they said it was because the books and videos my wife Carmen and I posted on the internet were ‘abhorrent’ and ‘disgusting.’ And now, after a long and fraudulent process, they have fired me as a tenured faculty member, as well.”

    He also referred to the regents as “a Board of Hypocrites,” alleging they backtracked on UW’s commitment to academic freedom and freedom of expression by firing him over his video productions and erotic books.

    UW and board officials did not respond to a request for comment from Inside Higher Ed.

    Reactions

    In the immediate aftermath of the decision, various free speech advocates, including the Foundation for Individual Rights and Expression, condemned the board’s move to fire Gow.

    “In a major blow to academic freedom and faculty free speech rights, the University of Wisconsin System Board of Regents has terminated tenured Professor Joe Gow for producing sexually explicit content off hours,” FIRE faculty legal defense counsel Zach Greenberg said in a statement. “FIRE has said time and time again: public universities cannot sacrifice the First Amendment to protect their reputations. We’re disappointed UW caved to donors and politicians by throwing a tenured professor under the bus.”

    Christopher Terry, a media law professor at the University of Minnesota, called the decision by the UW Board of Regents “ridiculous and dangerous to free speech and academic freedom of everyone who works in the UW system” in a social media post.

    Some online critics, responding to a post from FIRE, questioned whether it was a First Amendment issue, arguing that UW was within its rights to fire Gow over his productions.

    Other of Gow’s detractors remained silent in the wake of the decision, including state Republican lawmakers Steve Nass and Rob Hutton, both of whom called for the university to fire him when the news broke. (Gow has alleged that pressure from state Republicans added to UW’s decision to fire him, given the power the GOP-led legislature has over university funding.)

    Neither Nass nor Hutton responded to a request for comment from Inside Higher Ed.

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    Josh Moody

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  • Miles College to buy Birmingham-Southern campus

    Miles College to buy Birmingham-Southern campus

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    Miles College has signed an agreement to buy the 192-acre campus of Birmingham-Southern College—which closed abruptly earlier this year due to financial issues—Al.com reported.

    Though the purchase price was not disclosed, the campus was recently valued at $65 million. Alabama A&M University had also expressed interest in buying it, reportedly offering $52 million for the site in May and then $65.5 million in June, local media reported.

    Miles, a historically Black college, is located less than 10 miles from Birmingham-Southern.

    BSC’s sudden closure came after officials undertook a yearlong effort to keep the campus open, which included legislation proposed by BSC alumni to create a unique state loan program for struggling private colleges. However, Alabama treasurer Young Boozer III, who oversaw loan applications for the program, denied BSC’s request for $27 million. Birmingham Southern officials accused Boozer of undermining the Legislature and acting in bad faith in denying the loan; he argued that BSC represented a “terrible credit risk” and lacked collateral. The college closed a few months after the loan was denied.

    Birmingham-Southern officials said in a statement they were pleased with the sale of campus.

    “Our hope has been to find a buyer whose mission paralleled BSC’s mission of educating young people for lives of service and significance, and whose presence on the Hilltop would also benefit the surrounding communities who have been such good neighbors to BSC for more than 100 years,” the college’s president, Daniel B. Coleman, said in a statement. “With its roots in the Methodist tradition of service and its commitment to preparing young people for lives of leadership, Miles College fits that description. We will continue to work diligently with [Miles College] President Bobbie Knight and her team to ensure a smooth pathway to closing the sale.”

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    Josh Moody

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  • Kevin O’Leary: I Got an MBA Instead of Following My Passion | Entrepreneur

    Kevin O’Leary: I Got an MBA Instead of Following My Passion | Entrepreneur

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    Kevin O’Leary once had a photography lab in his basement.

    As a teenager, he did all he could to follow his dreams of becoming a photographer. There was one issue — his father didn’t approve.

    “He said you’re not good enough and you’ll starve to death,” O’Leary said in a video posted to X. “He said you should go to college and get a degree and I went on to do an MBA which ended up being a very important tool for me later.”

    Related: Kevin O’Leary Says This Is the One Skill He Looks For in a Leader — But It’s ‘Almost Impossible to Find’

    O’Leary has previously explained why he thinks an MBA, which can cost $231,420 on average for a top 10 program in the U.S., was worth it.

    In a 2021 Facebook post, he wrote that the degree gave him “a head start” and taught him “discipline,” turning him from a 20-something with poor study habits to someone who knew how to make money, defend his ideas, and focus on his strengths.

    O’Leary graduated from the University of Western Ontario in 1980, which now costs $83,250 per year for domestic students.

    Photography still played a key role in his life: After graduating, the first company he started, Special Event Television, was a production company focused on sports entertainment.

    Related: Kevin O’Leary Is Launching a New Agency With the Founder of Shazam

    “It was my attempt to get back to the thing I loved, which was photography and production, and make money doing it,” O’Leary said in the X video. “There was that science and that art coming together in my life.”

    O’Leary sold the company and then used the proceeds to start SoftKey, which sold education and entertainment software, in 1986. He and his two business partners sold SoftKey to Mattel in 1999 for $4.2 billion.

    Looking back, he has no regrets.

    “All of that stuff made me what I am today, the good, the bad, and the ugly,” O’Leary said in the video. “And I wouldn’t change a thing.”

    Related: Kevin O’Leary Says ‘Right to Disconnect’ Laws Are ‘Crazy’

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    Sherin Shibu

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  • A near-future vision of AI in higher ed

    A near-future vision of AI in higher ed

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    As senior fellow at UPCEA, the online and professional education association, and professor emeritus from the University of Illinois Springfield, I am fortunate to devote recent efforts to track, analyze and project the impact of technologies in higher education. Beginning with my first instructor appointment in 1972 and continuing throughout the ensuing 52 years, I have closely followed, administered, researched, published and taught about the application of technologies in enhancing learning and teaching in higher education.

    It has been an exciting ride from analog technologies such as film and audio tape of the early years to digital transformations that brought the web and online learning to students and faculty worldwide supported by a host of platforms and supportive technologies. Now, in a convergence of generative AI technologies bringing the agency, autonomy and even robotic embodiment, we face a moment that promises to dwarf that half century of advancements and higher education changes in the space of the coming months and grow through the years ahead.

    To effectively envision the near future of generative AI in higher ed, we need to at least briefly consider the context of the broader economy, the general fiscal condition of higher education, the state of development/deployment of new and emerging AI technologies, and the emerging demand for graduates, upskilled and reskilled workers with certificates from colleges and universities.

    In general, we see evidence in the broader business and industrial world that there is an enthusiasm for AI as a way to attain efficiency and effectiveness, even in roles traditionally held by humans. The shift is already taking place in the tech field. In this column, we have previously documented instances in which corporate leaders of IBM, Cisco, Microsoft and TurboTax have justified massive layoffs to launch AI initiatives and AI has taken over duties that were previously held by people. In an article, “Generative AI Update for 2024,” in the European Business Review earlier this year, my colleague Katherine Kerpan of the University of Illinois Chicago and I documented the beginnings of this movement, including strategies for ethically supporting workers with out-of-date, less efficient skills and approaches to their work. Suffice it to say that the competing forces of efficiency and innovation are driving the adoption of these technologies beyond the academy.

    Meanwhile, a significant number of institutions of higher education are suffering from lower revenues and operating margins. Last month, Forbes released its “Forbes College Financial Grades” list, noting, “About 55% of schools, or more than 480, earned a C or worse, compared to only 20% in fiscal 2021. One hundred and eighty-two schools earned a D, the lowest possible grade, up from 20 in fiscal 2021.” Earlier this year, John Marcus wrote in the Hechinger Report that “Colleges are now closing at a pace of one a week.” Marcus documents that in far too many of the cases, surprised students are left in the lurch with a difficult road forward to completing degrees and certificates. Accrued student debt remains staggering, currently at one and three-quarters of a trillion dollars! A looming student demographic or enrollment cliff is scheduled to reach higher education in the next year. As a result of these factors, there is awareness and some anxiety in our field that we must become more efficient and effective in order to meet prospective student expectations and the intensity of competition that grows in our field as the number of institutions shrinks.

    Research and development across the wide field of artificial intelligence is taking place at thousands of institutions and start-ups around the world. The recent release of OpenAI o1 is just the most recent, as I write this, of a long litany of incremental developments across platforms from some of the largest tech companies in the world to unleash the potential of AI in a wide variety of forms and ways. Taking just this one new development, we see the advent of level-two reasoning. In a report accompanying the release, OpenAI writes, “OpenAI o1 ranks in the 89th percentile on competitive programming questions (Codeforces), places among the top 500 students in the US in a qualifier for the USA Math Olympiad (AIME), and exceeds human PhD-level accuracy on a benchmark of physics, biology, and chemistry problems (GPQA).”

    The report goes on to say, “We also evaluated o1 on GPQA diamond, a difficult intelligence benchmark which tests for expertise in chemistry, physics and biology. In order to compare models to humans, we recruited experts with PhDs to answer GPQA-diamond questions. We found that o1 surpassed the performance of those human experts, becoming the first model to do so on this benchmark. These results do not imply that o1 is more capable than a PhD in all respects—only that the model is more proficient in solving some problems that a PhD would be expected to solve.”

    While the reasoning of o1 soars, we are witnessing the rise of autonomous artificial intelligent agents that are no longer simple chat bots. Instead, the agents that will be flooding the market this fall and beyond are able to accomplish complex, multistep, changing tasks. As Amazon Web Services explains it,

    “An artificial intelligence (AI) agent is a software program that can interact with its environment, collect data, and use the data to perform self-determined tasks to meet predetermined goals. Humans set goals, but an AI agent independently chooses the best actions it needs to perform to achieve those goals. For example, consider a contact center AI agent that wants to resolves [sic] customer queries. The agent will automatically ask the customer different questions, look up information in internal documents, and respond with a solution. Based on the customer responses, it determines if it can resolve the query itself or pass it on to a human.”

    Far more complex tasks also can be accomplished. We have seen multiple experiments using such agents in Minecraft as described in Toms Guide. Multiple societies have been formed and fascinating communities have been built by intelligent agents that have been given purposes and goals by humans. They organize and even in some cases implement democracies.

    That leads us to a glimpse into higher education in the coming year. Given this background, join me in envisioning how we might begin using these technologies. I see us replacing midlevel administrators with intelligent agents that can efficiently and effectively make decisions that are thoroughly documented and adaptive to changing goals and outcomes. Such areas as admissions, financial aid, the division of financial affairs, facilities scheduling, human resources and many more are offices where some staff may first become artificial staff.

    Startling as it may seem to some, I can see these advanced models, such as those with Ph.D. reasoning, filling adjunct faculty posts while overseen by human professors. The long-running OpenAI-funded Khanmigo project demonstrates that key teaching, tutoring and personalization skills can be delivered by generative AI.

    On some enterprising campuses, I can see robotic embodied intelligent agents by the end of 2025. I envision autonomous intelligent robots working shoulder to shoulder with students, faculty and administrators in the library, the dining halls, health services, international student services, physical plant, campus grounds and many other units.

    I hope you will follow the hyperlink citations to learn more about the topics in this column. Then, perhaps, you will begin forming your own vision of how and when these technologies will roll out in your university. This vision will help you to inform your university’s future and your own personal career plans.

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    jdimaggio@upcea.edu

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  • How to Teach Kids About Money and Set Them Up for Success | Entrepreneur

    How to Teach Kids About Money and Set Them Up for Success | Entrepreneur

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    Although 83% of U.S. adults said parents are the most responsible for teaching their children about money, 31% of American parents never speak to their kids about the topic, according to a survey from CNBC and Acorns.

    Last week, the subject came up on Northwestern Mutual’s A Better Way to Money podcast, which featured social media star and owner of Stur Drinks Kat Stickler and Northwestern Mutual vice president and chief portfolio manager Matt Stucky.

    “I love and respect my parents, but we didn’t really talk about money ever — I never saw them talk about money,” Stickler told Stucky during the conversation. “It was taboo. It wasn’t brought up once.”

    Related: Members of Every Generation Have Side Hustles — But They Don’t Spend Their Earnings the Same Way. Here’s the Breakdown.

    According to Stucky, parents can instill strong money management skills like any other good habit.

    “It just takes a lot of repetition — things like saving, investing,” Stucky said. “I’m not going to teach my 4-year-old about investing, but just the idea of if I save a dollar, that means I can spend it down the road on something that I really want. That takes a while to sink in.”

    Money might not have been a regular topic of discussion while Stickler was growing up, but the entrepreneur says her mother did show her the value of a dollar in other ways: repurposing old jeans into shorts or empty butter tubs into containers for school lunch.

    In addition to talking to their kids about money, parents can lead by example when it comes to smart financial decisions.

    “There are new risks that are now in the equation of being a parent,” Stucky said. “Things like, What if something happens to me; what if I can’t work anymore? How does that impact my child’s financial life?

    Navigating those uncertainties means planning for big-ticket items, according to Stucky. Stickler, who has a young daughter, said she’s already taken some key steps to secure her future: setting up a will complete with a month-by-month timeline and establishing funds for healthcare and school — and even one for clothes and toys.

    Related: What Your Parents Never Taught You About Money

    According to Stucky, parents should leverage today’s circumstances for tomorrow’s success.

    Stucky recommends setting up a 529, to which you can contribute funds for education, and a Roth IRA for your child.

    “[With a Roth IRA], you are able to contribute on their behalf up to the child’s earned income amount or the current contribution limits of $7,000, and the dollars come out tax-free after age 59 ½ or if they need to use it for a qualifying life event,” Stucky explains. “It’s a way to set up your children for their retirement, as well as support generational wealth.”

    Parents might also consider a Uniform Transfer to Minors Account (UTMA), which has no limit on the amount that goes in and allows them to retain control until their kids reach 18-21, depending on where they live, Stucky says.

    Related: Shark Tank’s ‘Mr. Wonderful’ on Teaching Kids About Money: ‘Put Their Noses In It, Like You’re Training a Puppy’

    Finally, Stucky recommends the “often overlooked option” of permanent life insurance for your child.

    “The policy will pay a death benefit someday so long as the required premiums are paid,” he explains. “In addition, policies accumulate cash value, which your child could access during their lifetime.”

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    Amanda Breen

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  • Big Deals—Pearson Expands Online Learning Programs

    Big Deals—Pearson Expands Online Learning Programs

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    Pearson and its Connections Academy, the fully online public school program serving K-12 students, announced last week the expansion of their college and early career program into more than 20 schools. The program, now in over half of the Connections Academy-supported schools in the country provides tens of thousands of middle and high school students with opportunities to earn college credits and industry certifications, giving them a head start on their higher education and career journeys.

    Recognizing the demand for job-focused, skill-building and career exposure, Pearson understood the need to tailor opportunities to middle and high school students and launched the Connections Academy college and early career readiness offerings in 2023.

    The program’s tri-credit approach enables students to receive high school credit, industry-recognized micro-credentials, and eligibility for college credit toward U.S. bachelor’s degree programs. Initially supported by curriculum and credential partnerships with Coursera, Acadeum, and Pearson’s Credly, students are now benefitting from new partnerships with professional organizations, including the Future Business Leaders of AmericaThe Home DepotHOSA-Future Health Professionals and the SEMI Foundation, which provide them with experiences in careers across industries.

    “Nearly 70% of students start thinking about their careers before 11th grade, and 14% begin considering their options in kindergarten – sixth grade,” said Lorin Thomas-Tavel, managing director, Pearson virtual schools, referencing original Pearson research. “Considering young people’s mindsets and the shifting focus of students, colleges and employers toward skills-based learning and recruiting, it is imperative we prepare them for successful early careers by addressing barriers such as cost and providing them with direction, confidence and connections.”

    In addition to micro-credentials, and high school and college credit, these type of student needs are met through the program providing access to career assessments and lessons, developing post-secondary plans, selecting specific careers, writing in career journals, watching career videos, connecting with career coaches and earning badges.

    Programming for the fall also includes engagement with professionals in science, technology, engineering, math, film and creative careers.

    Students in more than half of Connections Academy schools now have access to college and early career programming, which will continue expanding to Connections Academy-supported schools in the coming years.

    Kevin Hogan
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    Kevin Hogan

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  • Is it better to be an employee or self-employed? – MoneySense

    Is it better to be an employee or self-employed? – MoneySense

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    What factors determine employment status?

    The Canada Revenue Agency (CRA) uses an important distinction when evaluating a relationship between a worker and a business: the difference is between a contract for “services” and a “contract of service.”

    What is a contract for services?

    A contract for services is a business relationship, like when you hire a contractor to renovate your bathroom or a snow removal company to clear your driveway. Neither the general contractor nor the snowplow driver is your employee. They do not work for you. They provide work for you.

    What is a contract of services?

    If you own a restaurant and hire a cook, or you own a store and hire a cashier, this is a contract of service. You set the shifts and the terms of employment, so it’s a different type of relationship.

    How to determine if you are employed or self employed

    When in doubt about your employment status, the CRA considers six primary factors, Elza.

    1. Control: When the payer dictates when and how work is done, it’s more likely that the person being paid is an employee.
    2. Tools and equipment: An employer is more likely to provide equipment and tools to an employee compared to a self-employed contractor who provides their own.
    3. Subcontracting work or hiring assistants: An employee is unlikely to be permitted to subcontract their work or hire others, whereas a self-employed person can make decisions like this without permission.
    4. Financial risk: Employees typically do not have to pay for expenses to earn their income—or they are reimbursed when they do—whereas a self-employed person is responsible for their own expenses and business profitability.
    5. Responsibility for investment and management: A worker generally does not have to invest their own capital to earn their living, and they don’t typically have a discernible business presence.
    6. Opportunity for profit: An employee’s income may vary depending on their hours, bonus or commissions, but a worker cannot generally control their proceeds and expenses nor incur a loss, like a self-employed person.

    It’s also more likely that you’re an employee if you’re only providing services to a single payer. Someone who is self-employed tends to have multiple clients or customers.

    Should you incorporate if you’re self-employed?

    If you’re self-employed and run a business that has a significant amount of risk, Elza, you may want to consider incorporating. This can limit your liability.

    If you have business partners, incorporation can also be a more efficient way to involve shareholders or raise capital.

    One of the main tax advantages of incorporating is the ability to retain savings within the corporation. You may benefit from a corporate small business tax rate that’s around 40% lower than the top personal tax rate.

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    Jason Heath, CFP

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  • The cliff, the pandemic and the hurricane (opinion)

    The cliff, the pandemic and the hurricane (opinion)

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    My kids are teenagers now, 16 and 13. In recent years, weight sets have replaced Lego sets, video games have replaced board games and pins on Pinterest have replaced chalk on boards. While my wife found nearly every transition emotional and significant, it was not until it came to boxing up and donating our picture books that I began to ask, with a tear or two in my eye, “Is it me, or is it dusty in here?” To be clear, I have nothing against the young adult genre and still own my old copies of both Animal Farm and The Lord of the Flies, but, candidly, I miss the simplicity, poignancy and imagery of fairy tales and children’s stories, perhaps because the old adage is true: A picture is worth a thousand words.

    And so, while hundreds of thousands of words have filled online and print publications over the last decade in an effort to describe the significant challenges facing American higher education enrollment, the truth is we could sum it up with three pictures and a short story: the Cliff, the Pandemic and the Hurricane.

    The Cliff

    Once upon a time, there was a demographer named Nathan Grawe who lived in the far northern reaches of our fair land. One day, in his map-filled study at Carleton Castle, he looked into his crystal ball and saw something disturbing. As he peered closely, he realized that there was a Cliff far in the distance that posed a threat to the kingdom’s colleges. So, Sir Nathan bubble-wrapped his crystal ball, rolled up his maps and began traveling the countryside warning leaders about what he had seen.

    In board rooms filled with fruit trays and cheese platters, he announced to trustees, presidents and legislators, “Beware of 2025 and beyond! The Cliff is coming! The birth dearth is real! You need to change your ways now if you want to protect your campuses. There will not be an endless supply of traditional students in the future. The top of the funnel is shrinking!”

    While some buried their heads in their hands or the proverbial sand and were slow to make changes, many deans and directors of admission unsheathed their quills and began drafting fancy documents called Strategic Enrollment Plans to prevent their college from falling off the side of the coming cliff. While these plans varied from campus to campus, they often included urging leaders to invest in some combination of the following tactics: robust transfer articulation agreements, dual-enrollment programs and partnerships, an expansion of online courses and degrees, international student recruitment, and enhanced service to graduate and adult learners.

    The Pandemic

    In the spring of 2020, while campuses fortified their gates and enrollment sentries kept their binoculars focused on the Cliff, a terrible sickness struck the land. Like a thief in the night, COVID-19 came with no warning and brought chaos, confusion and controversy to colleges, ultimately altering postsecondary plans for thousands of American students. Classrooms, dorm rooms and board rooms were evacuated, quads became ghost towns, and the same leaders who had been making long-term plans to weather the Cliff now had to make real-time decisions about how to keep students healthy and safe while juggling the significant budgetary implications of online course delivery and plummeting auxiliary revenues.

    Ultimately, however, while time was in short supply, money was not. Far away in the nation’s capital, Congress passed magical scrolls like the Coronavirus Aid, Relief and Economic Security Act, which included a Higher Education Emergency Relief Fund. In total, HEERF provided more than $14 billion of emergency funding to higher education, including more than $6 billion directly to students in the form of emergency grants.

    As a result, fair reader, contrary to the apocalyptic rhetoric you will inevitably find in the dark corners of the interwebs, nonprofit college closures (executed and planned) have averaged just a little over one per month since 2020. Unbeknownst to kingdom sages, however, more challenges loomed.

    The Hurricane

    As campuses welcomed their students back in fall 2023, dark clouds began to crest the horizon. The winds picked up and brought with them word of a slow-moving form—nay, storm—called FAFSA.

    Students and families waited patiently. October came—but no FAFSA. Halloween and Thanksgiving gave way to the winter break and still no FAFSA. Alas, it was not until the day of our Lord, Dec. 30, 2023, that the FAFSA arrived. And with it, turbulence, disturbance and perturbance from all corners of the land.

    Throughout the spring the FAFSA storm raged. Technology failed, the Department of Education flailed, financial aid directors wailed and no student aid offers were mailed.

    In highly ranked, well-resourced, nationally prominent institutions, orders were sent posthaste: “Leverage the endowment! Make way for the CSS Profile! Keep the oil lamps lit for weary financial aid staff members!” However, in the universities serving the highest numbers of low- and middle-income students, cash reserves and financial aid staff members were in short supply. Despite the noble efforts of the weather-weary crew, the storm waters continued to rise and the onslaught of federal failures and foibles dampened morale and enrollment prospects.

    Compounding and confounding the problem, this occurred just as COVID relief dollars were drying up, and unlike during the Pandemic, there was not another injection of federal cash to provide students with timely financial aid.

    And that brings us, reader, to today …

    The Eye

    Summer news coverage described something called “a closing FAFSA completion gap”—from a year-over-year deficit of 40 percent in the spring to recent reports putting that number under 10 percent. Yet news of hope and light may merely be a sign we are in the Eye of the Hurricane, because just as there was a significant time lapse between the FAFSA opening and colleges receiving student data, there is a similar chasm between FAFSA completion and a student actually receiving aid and therefore gaining the confidence needed to begin college. As a result, I fear regional public colleges and more accessible private colleges are most likely to see significant enrollment declines when census totals are published later this fall.

    On the brink of the Cliff and with the federal dollars from the Pandemic now gone, the Hurricane is likely to be the accelerator of drastic measures in the year ahead (layoffs, furloughs, sales of property and more) as we emerge from the Eye into the winds and rains again.

    Storm Preparation

    Jeremy Singer, currently on loan from the College Board to the Department of Education, has stated that this year’s FAFSA will again not open to all students on Oct. 1, but he promises a Dec. 1 launch at the latest. Yet at this point, most financial aid directors in our story have one eyebrow raised in suspicion at any statement emanating from the Education Department’s heralds.

    What should the year ahead hold?

    1. At the campus level: The last year has shown the urgent need for institutions to invest in their financial aid information systems and staff. (See: financial aid directors’ raised eyebrows on the prospect of a smooth aid year.)
    2. At the state level: Continued efforts to incentivize FAFSA completion for graduating seniors and analysis of higher education appropriations, particularly surrounding comprehensive financial aid programs.
    3. At the federal level: Continued advocacy to increase the value of Pell Grants and increased funding to the Office of Federal Student Aid.
    4. At the Department of Education: In true fairy tale style, lock whoever is working to fix the FAFSA in a tower and throw away the key until it is done; invest in the integration of systems to ease the burden of applying for federal financial aid; integrate AI assistance within the FAFSA to facilitate accuracy and timeliness.

    While our story started with a demographer looking into the future, historians are likely to look back at the confluence of the Cliff, the Pandemic and the Hurricane as the story of how the landscape of higher education changed forever.

    The good news is I have a box full of lighthearted children’s books in my garage if you want to borrow one.

    The End

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    Elizabeth Redden

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  • Penn State news racks removed over political ads

    Penn State news racks removed over political ads

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    Pennsylvania State University temporarily removed dozens of newspaper racks across campus on Wednesday because three displayed ads for Democratic presidential candidate Kamala Harris and six others displayed ads for voter registration, allegedly violating university policy.

    According to a statement from the university, the issue was with the advertisements on top of the racks—not with the paper itself. Officials said the ads violated regulations on advertising and use of campus facilities. They added, “The racks were removed for only a short period of time to remove the advertising and have been put back in place so that the papers can be easily accessed on campus.”

    The racks, taken on Wednesday with no notice to the newspaper staff, were returned with the ads removed on Friday afternoon.

    In an interview with TribLive, Wayne Lowan, manager of The Daily Collegian, called the move “overreach” by officials and said the newspaper may have to reimburse advertisers. The Daily Collegian’s editor in chief, Amy Schafer, condemned the move as censorship in an article in the student newspaper, arguing the removal was a “violation against free speech.”

    Outside groups also expressed concern.

    The Foundation for Individual Rights and Expression wrote in a social media post that the group was “investigating” reports that Penn State removed newspapers and newsstands from campus, adding that “@penn_state can’t use advertising regulations to stifle the free press.”

    Penn State officials denied stifling the student newspaper in their statement: “The goal was to quickly rectify the situation and ensure that all advertisements in violation of University policies were removed. Our intention was never to stifle news delivery, and we value the service and mission of The Daily Collegian.”

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    Josh Moody

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  • Pearson Expands College and Early Career Programming to More Than Half of Connections Academy Schools in the Country

    Pearson Expands College and Early Career Programming to More Than Half of Connections Academy Schools in the Country

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    Hoboken, NJ.   Pearson (FTSE: PSON.L) and its  Connections Academy, the fully online public school program serving K-12 students, announced today the expansion of their college and early career program into more than 20 schools. The program, now in over half of the Connections Academy-supported schools in the country provides tens of thousands of middle and high school students with opportunities to earn college credits and industry certifications, giving them a head start on their higher education and career journeys.

    Recognizing the demand for job-focused, skill-building and career exposure, Pearson understood the need to tailor opportunities to middle and high school students and launched the Connections Academy  college and early career readiness offerings in 2023.

    The program’s tri-credit approach enables students to receive high school credit, industry-recognized micro-credentials, and eligibility for college credit toward U.S. bachelor’s degree programs. Initially supported by curriculum and credential partnerships with Coursera, Acadeum, and Pearson’s Credly, students are now benefitting from new partnerships with professional organizations, including the  Future Business Leaders of AmericaThe Home DepotHOSA-Future Health Professionals and  the SEMI Foundation, which provide them with experiences in careers across industries.

    “Nearly 70% of students start thinking about their careers before 11th grade, and 14% begin considering their options in kindergarten – sixth grade,” said Lorin Thomas-Tavel, managing director, Pearson virtual schools, referencing original Pearson  research. “Considering young people’s mindsets and the shifting focus of students, colleges and employers toward skills-based learning and recruiting, it is imperative we prepare them for successful early careers by addressing barriers such as cost and providing them with direction, confidence and connections.”

    In addition to micro-credentials, and high school and college credit, these type of student needs are met through the program providing access to career assessments and lessons, developing post-secondary plans, selecting specific careers, writing in career journals, watching career videos, connecting with career coaches and earning badges.

    Programming for the fall also includes engagement with professionals in science, technology, engineering, math, film and creative careers.

    Students in more than half of Connections Academy schools now have access to college and early career programming, which will continue expanding to Connections Academy-supported schools in the coming years.

    About Pearson

    At Pearson, our purpose is simple: to help people realize the life they imagine through learning. We believe that every learning opportunity is a chance for a personal breakthrough. That’s why our c. 18,000 Pearson employees are committed to creating vibrant and enriching learning experiences designed for real-life impact. We are the world’s lifelong learning company, serving customers in nearly 200 countries with digital content, assessments, qualifications, and data. For us, learning isn’t just what we do. It’s who we are. Visit us at pearsonplc.com.

    About Connections Academy

    Connections Academy is a unique, tuition-free, online public school program for K-12 students. With 20+ years of expertise in online learning, we know how to create a high-quality educational experience that keeps students motivated and engaged in a safe, virtual learning environment. In addition to academics, teachers focus on building fundamental life skills, working closely with families to help students learn how they learn best. Here, students gain the skills and confidence they need to direct their own educational journey, learning to thrive in the real world by first learning how to be resourceful and resilient. Connections Academy-supported schools offer grades K through 12, though some public school programs do not offer all grades. Connections Academy is part of the global learning company Pearson. For more information, call 1-800-382-6010 or visit  https://www.ConnectionsAcademy.com.

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  • Nietzsche’s ideas still resonate, provoke and inspire

    Nietzsche’s ideas still resonate, provoke and inspire

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    He wrote philosophy with a hammer, and 124 years after his death, Friedrich Nietzsche’s writings still shatter idols. His influence transcends academic philosophy, permeating popular culture, literature and political thought. No other great thinker could inspire a No. 1 single on Billboard’s Top 100.

    Nietzsche’s critiques of traditional morality and his vision of the Übermensch provide a blueprint for navigating a world where old certainties have collapsed and new values must be forged. His enduring appeal stems from his bold confrontation with the uncomfortable truths of existence, offering a philosophy that addresses both individual empowerment and the existential crises of modernity.

    His radical critiques of morality, religion and both high and popular culture continue to resonate with those seeking answers in a fractured, decadent and nihilistic world. Few philosophers have so successfully combined deep philosophical insight with a provocative, aphoristic style that challenges long-held beliefs.

    Nietzsche’s call for the re-evaluation of values and his life-affirming vision provide guidance for those living in a world where older belief systems have crumbled and new frameworks must be created. His critiques of religion, conventional morality and the herd mentality remain as relevant today as they were in the 19th century, continuing to inspire academic debate and public fascination.

    His writings endure because they speak to the core struggles of modern existence: the search for meaning in a world without absolutes, the tension between individualism and conformity, and the challenge of creating values in the face of nihilism. Nietzsche’s audacious challenge to the foundational beliefs of Western thought, particularly Christianity and democracy, still resonates with those questioning the status quo, while his vision of the Übermensch inspires those seeking new ways of living and thinking.

    His philosophy is as controversial as it is influential because it offers no easy answers, only the challenge of self-overcoming and creating meaning in a world stripped of divine guidance. Nietzsche’s thought speaks powerfully to those seeking a path beyond nihilism, rooted in strength of will, creativity and the affirmation of life. His ideas continue to resonate not just because they reject traditional morality, but because they provide a framework for rethinking both individual and collective life in a post-religious, post-metaphysical world.

    Nietzsche’s vision—beyond good and evil and beyond God—remains as radical and relevant today as when he lived.

    Morality is the herd-instinct in the individual. This captures his rejection of conventional morality, which he believed was life-denying, rooted in weakness and imposed artificial constraints on human potential. Nietzsche argued that traditional morality, particularly Christian morality, arose from ressentiment, a form of resentment harbored by the weak against the strong. For him, it was a tool of control used by the powerless to subdue those with strength, health and power.

    Slave morality. Traditional Christian morality glorified meekness, humility, pity, submission, asceticism and self-denial while suppressing natural human instincts and assertiveness. In contrast, Nietzsche praised the “master morality” of ancient aristocratic cultures, which valued strength, nobility, power and creativity. Master morality, in Nietzsche’s view, affirmed life, with all its hardships and struggles, by embracing human potential and individual excellence. He viewed suffering as a necessary component of growth and self-overcoming, not something to be avoided or morally condemned.

    “God is dead and you have killed him.” Here, he was referring to the decline of religious belief and the collapse of traditional, God-centered systems of meaning and morality. As society moved away from religious faith, traditional morality became untenable. This left individuals facing an existential challenge: the task of creating new values in the absence of divine authority.

    For Nietzsche, the death of God represented both a cultural crisis and an opportunity. It signaled a vacuum of meaning, which could lead to nihilism—the belief that life has no inherent purpose or value. But Nietzsche also saw it as a chance for humanity to embrace its will to power, create new values and live authentically according to individual will and instincts.

    “Nihilism stands at the door.” With the “death of God,” Nietzsche believed society faced an existential crisis—nihilism—the belief that life lacks inherent purpose or value. The collapse of religious belief left a vacuum of meaning, causing people to struggle with despair, meaninglessness and moral relativism. However, Nietzsche saw this as an opportunity for individuals to create their own values, embrace their will to power and adopt a more life-affirming outlook.

    For centuries, traditional morality provided meaning, but once rejected, it left a moral and existential void. Nietzsche viewed nihilism not as an endpoint but as a necessary stage for humanity to pass through. Overcoming nihilism, he argued, required creating new, life-affirming values grounded in individual will and creativity, replacing the old framework with one that is dynamic and empowering

    The will to power. This is the fundamental drive in all living beings to assert themselves, grow and overcome obstacles. Nietzsche believed that traditional morality suppressed this natural drive by promoting self-denial, humility and obedience.

    For Nietzsche, the will to power was not about physical dominance or control over others; it was a creative force, a drive for self-mastery and excellence. He argued that traditional morality suppressed this natural drive by promoting submission, humility and obedience. Instead, Nietzsche believed individuals should embrace their will to power and strive for greatness, rather than succumbing to passivity and submission

    The Übermensch. Nietzsche’s concept of the Übermensch describes the individuals who transcend ordinary humanity, who create their own value system and live beyond conventional morality, religious beliefs and societal norms. The Übermensch embodies the will to power, mastering life through self-overcoming and creative force.

    Rather than relying on inherited truths or succumbing to nihilism, the Übermensch rises to the challenge of the existential crisis created by the death of God. This individual takes responsibility for creating new values and purposes, affirming life in all its complexity, including its suffering.

    “There are no facts, only interpretations.” Nietzsche believed that truth is not objective or fixed but always shaped by human perspectives, biases and interpretations. Whether moral or scientific, truths are not universal but are constructed based on subjective experiences, cultural contexts and power dynamics. Nietzsche emphasized that those in positions of power generally determine what is accepted as truth in any given society and that truth is shaped by those who control its narrative.

    Rather than seeing truth as static, Nietzsche saw it as constantly evolving, shaped by different interpretations over time. He encouraged embracing multiple perspectives, recognizing that different interpretations coexist and offer partial insights into reality.

    Nietzsche’s challenge to the idea of objectivity and his argument about the role of power in constructing knowledge continues to inspire critiques of dominant cultural narratives, such as the way media, education or political institutions shape our perception of reality, by reflecting dominant Western, patriarchal or colonial perspectives.

    “Reason is the cause of our falsification of the evidence of the senses.” He argued that reason imposes artificial structures on life, often in conflict with more authentic, instinctual experiences. Nietzsche’s exploration of the tension between reason and instinct and his analysis of repressed desires and sublimation, anticipated many concepts in psychoanalysis.

    Nietzsche’s ideas about unconscious drives, repression and the sublimation of desires laid the foundation for the work of Freud and Jung. His examination of how hidden forces shape human behavior and his critique of traditional morality and guilt paved the way for psychoanalysis. Nietzsche provided a framework for understanding the tension between instinctual desires and societal expectations, a theme that became central to modern psychology.

    “He who fights with monsters should be careful lest he thereby become a monster. And if you gaze long into an abyss, the abyss also gazes into you.” Here, he suggests that when individuals or societies engage in a prolonged struggle against evil, corruption or malevolent forces, they risk adopting the very traits they are fighting against. The very act of fighting evil can lead to moral compromise or corruption, causing one to become monstrous in their methods or mindset. This reflects Nietzsche’s concern about losing one’s moral compass or humanity in the process of battling destructive forces, whether those forces are external (like oppressive regimes or ideologies) or internal (personal demons, destructive emotions or obsessions).

    He also warns about the existential dangers of spending too much time contemplating the absence of inherent meaning, purpose or moral absolutes in life. Those who spend too much time contemplating with this abyss risk becoming psychologically or spiritually consumed by it, losing their own sense of purpose or moral direction. The abyss gazes back in the sense that it can profoundly affect and transform the individual who engages with it, often in destructive ways.


    Nietzsche’s radical critique of traditional morality, religion and modern culture, along with his disdain for mass culture and democracy, provides a powerful lens through which to examine today’s world of consumerism, social media and populist politics. His call to create new systems of ethics, meaning and authority speaks to current societal shifts, while his rejection of pity and critique of compassion challenge many of today’s moral and ethical norms.

    In a world dominated by consumerism and social media, Nietzsche’s critique of mass culture remains strikingly relevant. He saw mass culture as promoting conformity, mediocrity and the suppression of individual greatness in favor of the herd mentality—a critique that applies directly to how social media often encourages groupthink, superficiality and the commodification of identity.

    In a society where self-worth is often measured by likes, followers and crowd approval, Nietzsche’s emphasis on self-overcoming and individual excellence serves as a counterpoint to the pervasive power of peer pressure. His idea that people should rise above the herd mentality and create their own values feels especially relevant in an age of digital hyperconformity.

    Nietzsche’s concept of the will to power—the fundamental drive to assert oneself and create meaning—offers a sharp critique of today’s consumer-driven society. Consumerism encourages passive consumption and materialism as a substitute for authentic personal empowerment or creativity. Nietzsche would argue that true fulfillment comes from overcoming obstacles and creating something meaningful, not from acquiring material goods or chasing external validation through social media. His philosophy challenges the emptiness of consumer culture by urging individuals to define their own values and pursue personal growth, rather than succumbing to shallow consumer desires.

    Nietzsche was also critical of democracy, which he saw as promoting mediocrity by empowering the herd at the expense of exceptional individuals. The rise of populism today—characterized by appeals to mass sentiment and oversimplified rhetoric—mirrors Nietzsche’s concerns about mass politics. Populism thrives on emotional manipulation, which Nietzsche would have seen as detrimental to the development of strong, independent individuals. His warning against the tyranny of the majority and the leveling effects of democracy remains relevant as populism suppresses intellectual complexity and undermines political nuance.

    Nietzsche’s idea of the Übermensch—the individuals who transcend societal norms and create their own values—presents an alternative vision of leadership, in contrast to populism’s appeal to mass sentiment. Nietzschean leadership is based on self-mastery, vision and personal excellence, not on pandering to the desires of the masses. Nietzsche’s ideal leaders shape their own path, create meaning and lead by example—unlike populist leaders who cater to collective fears and resentments.

    At a time when individuals are bombarded by societal expectations, media pressures and external validation, Nietzsche’s philosophy of self-overcoming offers a path to authentic personal empowerment. His rejection of passive conformity and insistence that individuals define their own values is deeply relevant to modern discussions about mental health, identity and autonomy. Instead of relying on external approval, Nietzsche encourages individuals to confront their own challenges, embrace their will to power and achieve personal excellence through self-mastery.

    Social media fosters a performative sense of self, where people curate an image based on what they believe others will approve of. Nietzsche would likely view this as surrendering to the herd mentality and a failure of personal authenticity. His philosophy calls for living in alignment with one’s true desires and instincts, rather than conforming to external expectations—an idea that has great relevance in today’s hyperconnected, performative culture.

    Nietzsche famously rejected pity and compassion, seeing them as signs of moral weakness that perpetuate suffering and stagnation. While modern ethics often prioritize empathy and compassion for the vulnerable, Nietzsche’s critique of pity was not a callous disregard for others. Instead, it was a rejection of the notion that alleviating suffering should come at the expense of individual growth and self-overcoming.

    He feared that excessive compassion could lead to a culture of victimhood, where the focus is on alleviating pain rather than empowering individuals to confront and overcome their challenges. In today’s debates on social justice, Nietzsche’s perspective forces us to ask, how do we balance empathy and compassion with empowerment and personal responsibility? Can social justice efforts help people without fostering dependency or stifling individual potential?

    While Nietzsche’s rejection of compassion may seem harsh in light of today’s humanitarian efforts, his critique challenges us to consider the role of empowerment in addressing suffering. Rather than merely alleviating suffering, Nietzsche would urge us to promote strength, resilience and self-mastery in the face of adversity. This idea could resonate in contemporary discussions about balancing charity with empowerment in social programs—ensuring that aid promotes self-sufficiency and dignity rather than reinforces helplessness.

    Nietzsche’s moral philosophy, which transcends the binary of good and evil, invites us to rethink moral concepts often taken for granted in contemporary ethical debates. In an era of increasing polarization around moral and political issues, Nietzsche’s philosophy challenges us to question our moral assumptions and look at ethics from a more individualistic perspective. He encourages the creation of new values based on personal strength and life-affirmation, rather than adhering to traditional moral frameworks that suppress individuality.

    Nietzsche’s emphasis on individual autonomy, self-overcoming and the rejection of herd morality contrasts sharply with contemporary movements focused on collective responsibility and social justice. While Nietzsche’s ideas promote personal empowerment and the creation of individual values, modern social justice efforts focus on systemic change through collective action and empathy for the marginalized. These differences invite a deeper exploration of how Nietzsche’s ideas can coexist with, or challenge, contemporary movements for justice and equality.

    In a world where consumerism, social media and populist politics shape much of modern life, Nietzsche’s philosophy challenges us to reject mediocrity, prioritize empowerment over passive empathy and break free from the tyranny of the crowd. Over a century after his death, Nietzsche’s call to reject conformity and cultivate a life of authentic meaning remains a powerful antidote to the superficiality of social media and the conformist pull of populist politics.

    Let’s heed Nietzsche’s call to create new systems of values—grounded in personal strength, creativity and self-overcoming. His philosophy offers a compelling alternative to the mindless consumption and empty rhetoric that dominate much of our public discourse.

    Nietzsche also urges us to confront the complexities of compassion and empowerment. In an age of social justice and humanitarian efforts, he encourages us to balance empathy with the drive to cultivate strength, resilience and autonomy in ourselves and others. While his rejection of pity may seem harsh, it compels us to think critically about how we support others without fostering dependency or stifling potential.

    Nietzsche’s ideas challenge us to rise above the noise of the crowd, embrace our will to power and create a life that affirms our highest potential—one that transcends the shallow values of consumerism and the pull of the herd. In today’s complex world, his philosophy offers a path not just to survive but to thrive—authentically and independently.

    Steven Mintz is professor of history at the University of Texas at Austin and the author, most recently, of The Learning-Centered University: Making College a More Developmental, Transformational and Equitable Experience.

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    mprutter@mit.edu

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  • Shortened college terms can improve student outcomes

    Shortened college terms can improve student outcomes

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    Shorter courses can increase the number of credits students complete, which is tied to higher completion rates.

    Drazen Zigic/iStock/Getty Images Plus

    To improve student outcomes, colleges and universities have shortened academic terms, condensing content and providing more flexibility for students to enroll in classes.

    Research from Ad Astra finds students who take eight-week courses are more likely to attempt higher annual credit loads, which is tied to completion rates. Restructuring the academic calendar to provide these experiences, however, requires larger institutional investment and buy-in from across campus.

    Setting the stage: Short courses last around eight weeks, or half of a traditional academic term. Several community colleges employ this strategy, and more institutions are considering implementing short terms, says Ad Astra president Sarah Collins. In a recent meeting with regional four-year public universities, around 50 institutions indicated they’re exploring shortened terms or different types of terms.

    Ad Astra studied 15 community colleges and found 30 percent of students had completed an eight-week course, but only 2 percent were able to complete all of their courses in an eight-week format.

    The pros: Short courses have a variety of benefits to the institution and students, including:

    • Additional opportunities for enrollment. With shorter terms, there are more on-ramps for students to participate in higher education beyond the typical fall and spring semesters. This gives learners flexibility in the timing of their courses, as well.
    • More narrow content focus. Typically, students who enroll in short courses take fewer credits per term, compared to a traditional 14-week term, allowing them to prioritize just those classes. “What we hear from students is the ability to focus just on two subjects, as opposed to taking four or five classes, is something that’s so important,” says Laura Hunter, vice president of solution strategy at Ad Astra.
    • Chances for recovery. If students do not meet satisfactory academic expectations in a course, shorter courses allows them to recover in less time because they don’t have to wait up to 14 weeks.
    • Appeal to nontraditional students. A May 2024 Student Voice survey from Inside Higher Ed and Generation Lab found one in five students believe their institution offering courses on an eight-week accelerated basis is among the most important actions administrators could take to increase their academic success. Students taking more than a typical course load (24 percent), online learners (23 percent) or those who work full-time (22 percent) were more likely to say this would improve their academic success.

    The opportunities: Flipping the entire institution to an eight-week term schedule is “a big undertaking,” Hunter says, requiring operational work, as well as change management and pedagogical focuses. As colleges and universities create more opportunities for short terms, Ad Astra experts highlight areas for development and future focus to see the best outcomes.

    • Program alignment. At present, many short course offerings are one-offs or not built into a sequence that allows students to complete their entire degree or certificate in the eight-week format. Part of this is due to shared governance and the role of faculty participation in building short courses, but it can create gaps in the student experience where it’s impossible to finish a major entirely in short courses, Collins says. Looking at programs in thematic ways, like metamajors, can be one way to ensure that the entirety of students’ programs are available in the short-course model.
    • Student persistence. Current research from Ad Astra found, among colleges that offer 16-week and eight-week terms, students tend to perform worse in their second eight-week term compared to their first. Based on this data, Ad Astra sees opportunities for intentional retention and persistence strategies that are tied to student success, rather than just seeing the second term as an enrollment opportunity. Advising is one area to focus on, making sure students receive frequent support as they move through the shorter terms to track or coach them, Collins says.
    • Pedagogy and teaching. Creating shorter terms requires course redesign to deliver content in an effective manner at a faster pace. Institutions can invest in faculty development to motivate and incentivize strategic decision-making on the part of instructors. “You can’t just condense the material. It does require a little bit more of informational design, instructional design,” Hunter says.

    Get more content like this directly to your inbox every weekday morning. Subscribe here. 

    This article has been updated to correct Laura Hunter’s name.

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    Ashley Mowreader

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  • It’s past time to allow paid field placements (opinion)

    It’s past time to allow paid field placements (opinion)

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    Few institutions are slower to change than the legal profession and higher education. But a remarkable transformation is happening across law schools nationwide—most are now allowing students to earn money and academic credit for field placement work. And they have the American Bar Association to thank for it.

    While the concept that people with specialized skill should be fairly compensated for their work might not seem like a revolutionary idea in 2024, it is. Professional schools across disciplines require that graduate students complete a certain number of hours of experiential education in internships. And almost universally, graduate schools place them in unpaid field placements.

    Social work students, who must complete at least 900 credited internship hours, have begun organizing to protest these norms. According to a 2020 study, social work students in the U.S. cumulatively contribute 123 million hours of unpaid field placement work by the time they graduate, the equivalent of more than $1 billion in labor. The students are getting paid through their learning, or so the theory goes.

    But this theory is based on a higher education paradigm of an earlier era —when graduate students were financial dependents of their parents and the cost of education was manageable. Educational institutions have opened their doors to more diverse students but have been reluctant to adapt to an influx of nontraditional students who do not have parents to support them and may themselves be supporting their parents.

    In the face of widespread opposition by the legal academy, the ABA, which accredits law schools, lifted a long-standing prohibition on paid student externships for credit in 2016. Opponents predicted irreparable harm to the quality of experiential legal education, arguing that allowing students to be directly paid for credit-bearing field placements could undermine their educational value. But those who adopted paid policies early have not regretted it. In fact, a published empirical examination on paid legal externships found that they were just as good as, if not better than, unpaid ones.

    The ABA recently doubled down on its position. In August, the ABA House of Delegates adopted Resolution 514, pushing law schools that have not lifted their bans on paid externships to do so. It also urged legal employers to actually pay students, noting that such compensation promotes “a culture of respect for student labor.” Since many legal placements are at for-profit institutions, or government and nonprofit organizations with sizable budgets, the ask is not unreasonable.

    As more employers recognize that pay is essential to attract and retain diverse talent, law schools are falling in line. In its third survey report on this issue (which I co-authored), the Clinical Legal Education Association (CLEA) found that, in 2023, 57 percent of responding law schools allowed paid externships, up from just 34 percent in 2018. And nearly one-third of others were considering changing their policies.

    But not all students are benefiting from these liberalized policies. Regional norms vary widely, with upward of 71 percent of Pacific Coast and 86 percent of Southwest and Upper Plains law schools allowing pay, compared to fewer than 40 percent of law schools in the South. And it’s not just students in the South being left behind. Students at tier-four law schools are now the least likely to benefit from policies that allow for paid field placements, with little momentum toward reform.

    At the heart is a perception problem that allowing pay is distasteful and will cause reputational damage to the law school. And with curricular reform generally requiring faculty approval, many program administrators have little leverage over law faculty largely out of touch with their students’ economic realities. Given the rapid pace of change and mounting positive evidence, this ABA resolution might finally push some law school administrators off the fence.

    Even with more flexible policies, only six law schools responding to the 2023 CLEA survey said that a majority of their student externs receive pay. But the paradigm can shift, and relatively quickly. I direct the legal externship program at the University of Baltimore, where—through a combination of direct pay and state public service funding—87 percent of our fall 2024 law school externs are paid. And we only lifted the ban on pay two years ago. Both students and employers report that pay is improving the quality of work and leading to more long-term jobs.

    With the ability to earn money doing legal work by day, students are able to study at night rather than start their DoorDash shifts. And students with more time to study should make all professors sleep better at night.

    Neha Lall is director of externships and professor of the practice at the University of Baltimore School of Law.

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    Elizabeth Redden

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  • Discovery Education and LIV Golf Launch Multi-Year Partnership Reaching Half a Million Students Worldwide with STEM and Life Skills

    Discovery Education and LIV Golf Launch Multi-Year Partnership Reaching Half a Million Students Worldwide with STEM and Life Skills

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    Charlotte, NC and Carrollton, TX — Discovery Education and LIV Golf today announced a new multi-year partnership, LIV to Learn, that will positively impact half a million students worldwide. This innovative collaboration offers students and educators digital resources that explore STEM, life skills, and career opportunities, while also addressing topics of teamwork and sustainability. 

    LIV to Learn is a key component of the LIV Golf Potential, Unleashed Impact Strategy which aims to positively impact 5.4 million young people. LIV to Learn unites partners across sectors to increase opportunities for education, employment, and training for young people. Since its founding, LIV Golf has launched numerous programs focused on inspiring a better tomorrow through the game of golf. The pillar programs of Potential, Unleashed – LIV to Learn, LIV Green, Transform the Game, and the Way We LIV – demonstrate a holistic and transformational strategy for impact. 

    “Inspiring students through the game of golf is a core focus of LIV Golf’s Potential, Unleashed impact and sustainability initiative,” said Greg Norman, the CEO and Commissioner at LIV Golf. “We are proud to partner with Discovery Education to create new ways to make golf more accessible to young people, while developing the important skills and values that play a huge role in the game we love. We believe these tools will help foster a passion for golf and encourage students to reach their potential as we work to inspire the leaders of tomorrow.” 

    The program includes ready-to-use resources, teacher-led and family activities, and a facilitator guide. LIV to Learn features exclusive content from some of the biggest names in golf, including two-time Masters champion and RangeGoats GC captain Bubba Watson, U.S. Open champion and Cleeks GC captain Martin Kaymer, LIV Golf Wild Card player and former Ryder Cup star Anthony Kim, Cleeks GC star and 2023 DP World Tour Player of the Year Adrian Meronk, and more.  

     “To partner with such a great organization like Discovery Education is a very exciting moment for our league,” says Watson. “I am honored to play a small role in this and look forward to seeing the global impact we can make together.” 
     
    This week, as part of the program launch during the LIV Golf Dallas Team Championship, local students and educators are visiting Maridoe Golf Club for an opportunity to learn about STEM-related careers at LIV Golf. A series of events for students and educators will include virtual field trip filming, a behind-the-scenes tour of the event operations and broadcast compound, meet and greets with athletes, and fan village tours. 

    “Our extensive experience with major leagues has strengthened our belief in the power of sports to ignite student curiosity,” said Amy Nakamoto, Executive Vice President of Corporate Partnerships at Discovery Education. “We are excited to partner with LIV Golf to channel that curiosity into learning, fostering essential skills to help students thrive in their futures.” 

    Additional resources will be released in the coming months, including a virtual field trip, digital lesson bundles, and language translations. Learn more about LIV to Learn at livtolearn.discoveryeducation.com or within Discovery Education Experience.  

    About LIV Golf  
    The LIV Golf League is the world’s only global golf league featuring 13 teams, a 14-tournament schedule, and many of the world’s best golfers. Launched in 2022, the League was designed to expand the sport on a global level and create new value within the golfing ecosystem while enhancing the game’s societal impact. A landmark investment by LIV Golf also launched The International Series, a set of 10 enhanced events sanctioned by the Asian Tour, with elevated prize funds in world-class destinations, offering a pathway for leading professional and amateur golfers from around the world into the LIV Golf League. Hall of Fame golfer and renowned businessman, Greg Norman, is the League’s first and founding CEO and Commissioner. Only two years into operations and with tournaments across North and Latin Americas, Asia, Australia, the Middle East and Europe, LIV Golf remains committed to developing the sport at every level and exposing more people to the positive virtues of the game through its unique blend of intense competition and entertainment. 
      
    LIV Golf is owned and operated by LIV Golf Investments whose vision and mission are centered around making holistic and sustainable investments to enhance the global golf ecosystem and unlock the sport’s untapped worldwide potential. 

    About Discovery Education 
    Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, innovative classroom tools, and corporate partnerships, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Warner Bros. Discovery, Inc. Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com.

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  • Voices of Student Success podcast: Addressing student basic needs crisis

    Voices of Student Success podcast: Addressing student basic needs crisis

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    Rising costs of living and increasing student housing rates have exacerbated college retention efforts as campus leaders look to tackle a rising concern: basic needs insecurity.  

    A lack of essential resources such as food, housing and clothing and general financial strain are two of the top reasons students say they leave college.  

    To address this issue and provide resources to students, the University of Houston opened its Center for Student Advocacy and Community in 2020, which houses some of the university’s essential needs programs.

    In this episode, host Ashley Mowreader speaks with the University of Houston’s Center for Student Advocacy and Community director, Michael Crook, and associate director, Kevin Nguyen, to learn more about how the center operates, the ties between basic needs and student success and some of the center’s future goals. 

    Listen to the episode here and learn more about The Key here.  

    Read a transcript of the podcast here. 

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    Ashley Mowreader

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  • New policies suppress pro-Palestinian speech (opinion)

    New policies suppress pro-Palestinian speech (opinion)

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    In July, Students for Justice in Palestine at the University of Maryland applied to hold a vigil on Oct. 7. The university granted the application but, after receiving numerous complaints, made a threat assessment, found “no immediate or active threat,” then still canceled the event—and, in an extraordinary and unlawful move, banned all expressive events on campus that are not university-sponsored on that date.

    This may be the most egregious example of universities trying to appease pro-Israel forces by preventing protests against Israel’s brutal war in Gaza, but as students return to campus, colleges are rewriting policies that will have dire consequences on university life for years to come.

    In a historic first, New York University changed its student code of conduct policy last month to make Zionist—a religious nationalist ideology—a protected identity, not unlike being Black or female. The new policy—which NYU claims is not new at all—details at length that it is now prohibited and punishable to refuse to work with a Zionist, ostracize Zionists or disseminate tropes about Zionists. These rules also apply off campus.

    At Columbia University, the administration recently released recommendations from an antisemitism task force that stipulated that student groups “should have a robust consultation process before issuing statements or joining coalitions” and decried that groups “should not issue statements unrelated to their missions.” (This was in response to a number of social justice, identity-based and other student groups putting out statements critical of Israel and joining Columbia University Apartheid Divest, a coalition of groups organizing on campus.) The task force also recommended that Columbia use a highly problematic definition of antisemitism that includes “certain double standards applied to Israel” for “pedagogy and training purposes,” including in new mandatory antibias training for teaching assistants.

    Universities, public and private, are bombarding students with reminders on time, place and manner restrictions—First Amendment parlance that is typically used to ensure that the state only restrict speech in a viewpoint-neutral manner, but that has instead been wielded like sledgehammers to limit protest activity and punish deviance after colleges have supposedly neutrally amended their policies to limit the exact type of speech activity used by pro-Palestinian activists.

    In the same breath, colleges claim that they remain committed to academic freedom, the right to protest and freedom of expression. In another extreme example, University of Wisconsin at Madison updated its expressive activity policy in a manner seemingly straight out of 1984, banning any speech activity short of “individuals speaking directly to one another” within 25 feet of a building, a policy UWM constitutional law professor Howard Schweber called “clearly unconstitutional” because it covers “an enormous and almost incalculable amount of First Amendment–protected expression in ways that have nothing to do with ensuring access to university buildings.”

    Indeed, my office, Palestine Legal, is receiving a surge of reports of students being censored and punished as they return to school, often under the pretext that support for Palestinian rights (or wearing Palestinian keffiyehs, or scarves) violates Title VI of the Civil Rights Act of 1964 by creating a hostile environment for Jews, even though Jewish students are at the center of many of the protests and wear Palestinian scarves. Often, no reason is given.

    On one campus, students were slapped with conduct violations for writing an op-ed discussing a Gaza encampment in positive ways. Potlucks for Palestine have been canceled. Professors who reference Gaza or Palestine in their courses are told those courses are not fit for the curriculum, or having their syllabi scrutinized—or turned over to Congress in a manner reminiscent of the McCarthy era. Adjuncts have been fired. Tenure-track professors suspended. Tenured professors investigated.

    None of these ham-fisted actions are likely to stop the growing opposition to Israel’s war on Gaza, though that is what they are no doubt designed to do.

    Students and professors are watching a genocide being live-streamed before their eyes. Though many Israel supporters eschew the word, it is a term based in fact and law, and administrators should understand what is galvanizing students and professors to act. Genocide and Holocaust scholars are calling what Israel is doing in Gaza a genocide. The International Court of Justice and a U.S. federal court ruled it might be a genocide, and the ICJ is investigating further. Students are aware of this and know their colleges are complicit in Israel’s oppression of Palestinians, which is why they are calling for divestment, as they did during South African apartheid. Repression did not stop students from noisy, discomforting, controversial protests of the Vietnam War, and it will not stop students from protesting the U.S.-backed war on Gaza.

    Administrator anxiety over campus protests is understandable, given opposition from powerful donors, but knee-jerk acquiescence to Israel supporters will not only not make the “problem” of campus protests for Palestinian human rights go away, but it could have immense ramifications for other disenfranchised groups wishing to speak.

    Such policies could open the door to other ethno-nationalist ideologies receiving protection, as Zionism has at NYU. For example, Hindu nationalists could file discrimination complaints against Dalit students for criticizing the caste system, citing Hinduphobia. Right-wing Christian groups could file bias complaints against LGBTQ+ or feminist students for “ostracizing” those who express antitrans or antichoice views.

    Already, white nationalists feel oppressed and discriminated against by DEI—often code for Black people rightly having a place in society. Will white students who oppose integration or don’t believe slavery was so bad be able to invoke antibias laws against a Black student who wishes not to be in a study group with said white student—or calls such views racist on social media, or in a public park?

    And what does it mean to prohibit “certain double standards applied to Israel” in classroom discussions and lectures, and who decides? How many other countries need to be criticized before Israel is mentioned? Are rights groups like Amnesty International that have accused Israel of committing the crime of apartheid against Palestinians applying double standards to Israel? How would this even work on a course on Israel and Palestine? Would a Palestinian student be subject to disciplinary hearings for mentioning that Israel killed a cousin in Gaza?

    What is often missing from the conversation is how all of this is also racist and discriminatory against Palestinians—the only group that is forbidden from talking about their oppressor without first mentioning an undisclosed number of other nations engaged in similar bad acts.

    Moreover, rewriting policies and subsequently expelling students for small deviations is not good for the university. One only need to look at Florida, which both passed a law forbidding universities from spending money on activities and clubs promoting DEI and also attempted to summarily ban Students for Justice in Palestine from all campuses last fall.

    For administrators looking to wield time, place and manner restrictions like a cudgel against students (or their allied professors), ask yourselves, would the same action with any other message be treated this way? Students know how climate justice protesters calling for divestment—who also occupied buildings and engaged in sit-ins in previous years—were listened to rather than handcuffed. They have heard of their college’s notable traditions of social justice and have seen images of protesters from a bygone era brandished on websites. They see how quick administrators are to issue draconian punishments without notice or hearings, pointing to time, place or manner or other rules when it comes to protests against Israel’s genocide—while breaking their own rules on due process or expression. There are two words for this, and it is called viewpoint discrimination—and it violates the First Amendment to the U.S. Constitution, the highest law of the land.

    And while private universities are not bound by the First Amendment, the vast majority have made commitments to free expression and are bound to apply their policies in a nondiscriminatory manner.

    It does not have to be this way. Several colleges have actually sat down to talk to their students, listened to their proposals and/or agreed to their demands, such as improving transparency in investments, extending invitations to students to speak to trustees about divestment —or actually divesting from companies aiding Israel’s violations.

    There will be pressure to censor and punish. Donors have pulled funding. Congress is issuing subpoenas requiring colleges turn over records of “anti-Israel” speech and activity. The presidents of Harvard University, the University of Pennsylvania and Columbia University have all resigned as a result of how they handled campus support for the Palestinian cause.

    On top of that, pro-Israel groups are flooding colleges with engineered complaints, lawsuits and legal threats demanding that universities punish and stop speech activity that causes discomfort to those Jewish students who support Israel’s war in Gaza and other policies toward the Palestinians. These lawsuits are often designed to get courts and universities to redefine what it means to be Jewish, by claiming that Zionism is a core part of Jewish identity—even though many Jews are non- or anti-Zionist—thus making speech critical of Zionism and Zionists punishable. Indeed, many of the targets of antisemitism complaints are Jewish themselves.

    When it comes to the future of freedom of speech and academic inquiry on U.S. campuses, Palestine is the canary in the coal mine. This year, administrators must choose: Do they want their legacy to be one of kowtowing to donors and Congress or standing up for academic freedom, freedom of expression and an antiwar protest movement that future generations will no doubt view as a righteous one?

    Radhika Sainath is a senior staff attorney at Palestine Legal.

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    Elizabeth Redden

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  • Prepare to Land a Position in IT With This CompTIA Training Bundle | Entrepreneur

    Prepare to Land a Position in IT With This CompTIA Training Bundle | Entrepreneur

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    Disclosure: Our goal is to feature products and services that we think you’ll find interesting and useful. If you purchase them, Entrepreneur may get a small share of the revenue from the sale from our commerce partners.

    Average growth in information technology (IT) is much higher than that of other industries, and the median wage is reported to be more than double the standard, the U.S. Bureau of Labor Statistics says. If you’re looking for a new or more lucrative career path, it may be smart to consider becoming an IT professional.

    While many roles may require a formal degree, roles like support specialists, administrators, and project managers don’t all necessarily demand a degree. Many professionals can earn CompTIA certifications by passing rigorous testing. You can study and prepare for those tests with this 15-course CompTIA training bundle, which is on sale for only $49.97 (reg. $585) for life.

    These courses were developed by IDUNOVA, an official CompTIA partner with mor than 20 years spent providing IT education.While these courses can help you prepare for the CompTIA certification exams, it may be helpful to gain relevant experience or a formal degree to land certain positions.

    Study CompTIA for a new, exciting career in IT

    There’s plenty of variety in the IT industry, meaning there are nearly endless positions to consider if you’re joining this field. Learn to become a debugging expert like Grace Hopper or a cloud-based engineer to join companies like Google or Salesforce.

    There are 15 certification prep courses in this bundle, so it might be challenging to figure out where to begin. If you have minimal or no prior IT experience, you might want to start with CompTIA Fundamentals+ and A+, industry standards that also build a foundation for more advanced training.

    Other introductory-level courses and certification preparation that might help you land your dream job in IT are Fundamentals+ and Core 1 and Core 2. These could help you get a new job as a desk technician or entry-level cybersecurity position.

    From there, you could delve into ethical hacking, a highly in-demand career for many companies. Check out courses like CompTIA Security+ and CompTIA PenTest+ to develop skills to penetrate systems and check their vulnerability.

    Ready to work in IT? Grab lifetime access to this 15-course CompTIA training bundle for $49.99 (reg. $585). No coupon is needed to secure this deal.

    StackSocial prices subject to change.

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    StackCommerce

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  • Her T-Shirt Side Hustle Led to a DM From Levi’s and $400M | Entrepreneur

    Her T-Shirt Side Hustle Led to a DM From Levi’s and $400M | Entrepreneur

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    This Side Hustle Spotlight Q&A features Michelle Wahler, co-founder and former CEO of activewear brand Beyond Yoga. Wahler launched Beyond Yoga with Jodi Guber Brufsky in 2006. Years later, Levi’s reached out to Wahler via LinkedIn direct message, ultimately acquiring the company for $400 million in 2021. Under Wahler’s leadership, Beyond Yoga achieved 19% year-over-year growth and surpassed $115 million in revenue in 2023. Responses have been edited for length and clarity.

    Image Credit: Greyson Tarantino. Michelle Wahler.

    What was your day job or primary occupation when you started your side hustle?
    After graduating from the University of Florida with a degree in graphic design, I moved to New York to work in publishing, originally at People magazine and later Harper’s Bazaar. It was during that time that I started drawing illustrations of my friends, which I would put on T-shirts to give as birthday presents.

    Related: The Side Hustle She Worked on in a Local Starbucks ‘Went From Nothing to $1 Million.’ Now It Will Make Over $30 Million This Year.

    This hobby of mine ultimately turned into a company I called Unsweetened, with clothing and accessories featuring illustrations of women — in what I viewed as an “un-sugar-coated” version of them.

    Where did you find the inspiration for your side hustle?
    [At my magazine jobs], I got a firsthand look at the photoshopping that goes on in the industry. Both jobs were incredible experiences, but they shed light on the unrealistic expectations the media was putting into the market and minds of their consumers. My entire life, I have watched incredible, smart, beautiful women not see themselves as they are and try to conform to a singular idea of beauty. While this frustration was brewing, I struggled to make ends meet, working long hours for little pay but gaining loads of invaluable experience! At the time, my best friend and roommate’s birthday was coming up, and since I didn’t have the means to buy her something great, I decided to make her a birthday present — I sketched her and put the illustration on a T-shirt.

    All my friends loved it, so for the next year, everyone got one of these unique drawings of themselves on a T-shirt. These illustrations celebrated them for who they were — curves, careers and fun! I called it the “unsweetened” version of themselves, and before I knew it, I started selling them. It felt so fulfilling to be doing something that I loved while simultaneously promoting body positivity and self-confidence from within.

    Related: They Started a Home-Based Side Hustle Earning Up to $20,000 a Month — and It’s Still Growing: ‘Will Never Get Old’

    What were some of the first steps you took to get your side hustle off the ground?
    At People, I had a cubicle right in front of the publisher — a high-traffic cube! — and I put all my sketches on the wall. People started asking me to make them for them for their friends, and the next thing I knew, I was buying a T-shirt press, getting a wholesale license, purchasing T-shirts and printing and packing them in my shared apartment after my roommate went to bed.

    The T-shirts were a hit, and I started spending all my free time working on Unsweetened. I sold the shirts at holiday bazaars and craft shows and eventually got a booth at the New York City Gift Show and the Los Angeles Gift Show. Ultimately, I left New York City with the intention of making a full run of Unsweetened on the West Coast; however, things quickly changed upon my arrival.

    What led you to decide to transform the side hustle into full-time business Beyond Yoga?
    I moved to California and was very quickly introduced to Jodi [Guber Brufsky], who would become my future business partner. I instantly fell in love with the mission of Beyond Yoga, put Unsweetened on hold and went full steam ahead building Beyond Yoga — a brand that would eventually permanently change industry standards and expectations. These days, size inclusivity is a given for a new brand starting out, but this was just not the case 20 years ago when we started building Beyond Yoga. It’s really something that we pioneered, and I’m proud to be a big part of that movement.

    Related: This 26-Year-Old Dental Student Spent $25 to Start a Side Hustle That Can Earn $500 for Just a Few Hours of Work: ‘There Is Nothing More Satisfying’

    Image Credit: Courtesy of Beyond Yoga

    The idea of creating a line of clothing that celebrates women of all shapes and sizes was very exciting to me. After meeting Jodi, I shared some of my ideas for the business and the product. From that point on, I spent the next 18.5 years building Beyond Yoga from an idea to a global brand, employing hundreds of people (directly and indirectly), driving over half a billion in revenue, and running a profitable business without taking on any additional funding.

    What were some of the biggest challenges you faced while building Beyond Yoga, and how did you navigate them?
    Early on while building Beyond Yoga, everything was a challenge! Getting into stores and securing trusted wholesale partners, learning the ins and outs of the business, teaching myself everything on the fly and building the team from the ground up. It was a lot of work, but it was so rewarding and a time in my career where I learned many valuable lessons and skills.

    Some of the biggest challenges I faced included understanding fabric shrinkage and how to apply it to a pattern, figuring out the ERP, teaching myself merchandising and forecasting, hiring and firing, learning how to delegate — the list goes on and on.

    Related: This Couple’s Weekend Side Hustle Began With a $50 Facebook Marketplace Purchase — Now It Earns Millions of Dollars a Year: ‘You Don’t Need Money to Start’

    It was a long journey, and in the early days, we were a very lean and green team. We did absolutely everything ourselves, and there was a lot of learning to be done. Things started shifting about five years into the business, which is also around the time of one of my most impactful hires: our COO/CFO. Having him on board helped give me more comfort around investing in our team and leveling up by bringing on more experienced professionals.

    Image Credit: Courtesy of Beyond Yoga

    What was the experience of growing the company like over the years? What were some highlights?
    Growing Beyond Yoga into the company it is today was no small feat, but it’s something I’m so incredibly proud of. Even though we began investing more aggressively over the years, we always ran the business for growth, investing every penny back into the business. Once we reached around $20 million, we thought it might be time to take on investors. After learning a few valuable lessons, we took ourselves off the market and decided to focus on profits and controlling our destiny.

    A noteworthy milestone was when I discovered Space Dye, which became the backbone fabric of the company. It was a game changer — so soft, yet durable with the perfect stretch and recovery. It quickly became a fan favorite and is still a huge part of the Beyond Yoga collections today. I love that an exploratory fabric meeting in 2013 led to so much growth and became a pillar for the brand. My love of fabrics gave way to a style revolution that transformed the activewear landscape that still continues to be emulated today.

    Another highlight during my career was becoming a mom, when I learned to balance work, love, family and friends. It was also where Beyond the Bump was born. Becoming a mom and seeing my friends and peers go through this transition helped inspire the creation of our Beyond the Bump line. After being so disappointed in the lack of comfortable clothes for women during and after pregnancy, the only way I was going to find options I liked was if I designed them myself, so I did. This ended up becoming one of our most successful brand extensions and a great way to introduce new customers to Beyond Yoga.

    Related: She Started a ‘Fun’ Side Hustle — Then It Earned $100,000 and Became a Multimillion-Dollar Business: ‘Beyond What I Could Ever Have Expected’

    When and how did the Levi’s acquisition come about? Why was that a “full circle moment”?
    When Levi’s reached out, we were not looking to sell at that point, and honestly, I don’t think we would have sold to anyone else. I was flattered! Levi’s is an iconic brand, and after learning about its values and principles over profits mentality, I was excited to explore this opportunity.

    The more we looked into this, the more it felt like the right fit to ensure our company had a legacy that lasted beyond myself and the team. Negotiating a deal of this caliber and scale was something I’d never done before, so naturally, it was exciting. It was easily one of the biggest challenges of my career but also one of my greatest accomplishments. It was a unique experience, and I am grateful to have had the opportunity to learn this side of the business.

    Image Credit: Courtesy of Beyond Yoga

    Throughout the entire process, from starting my own business to negotiating the terms of one of the industry’s biggest female-led athleisure sales to date, I stayed true to myself, our shareholders and the company I poured my heart into over the years, which I wouldn’t trade for anything.

    Related: This Former Model Used Her Personal Savings to Start a Thrifty Side Hustle — Then Taylor Swift Became a Repeat Patron: ‘People Really Responded’

    What’s your advice for others hoping to start successful side hustles or full-time businesses of their own?
    My biggest piece of advice is to make sure you’re doing it for the right reasons. Do it because you’re passionate, do it because you want to create and give it your all, do it because you think you’ve solved a problem that will benefit people, or because you’ve created a better version of something that already exists.

    Once you’ve figured out what you’re going to do, get started. Don’t wait for the perfect moment — it won’t come! Sometimes, you just need to jump right in.

    This Women Entrepreneur® article is part of our ongoing series highlighting the stories, challenges and triumphs of running a business as a woman.

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    Amanda Breen

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  • Educators outline 5 priorities for the new school year

    Educators outline 5 priorities for the new school year

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    Key points:

    With a new school year comes new priorities for educators and students alike. Teaching is evolving at a rapid pace, pushed forward by advancements in AI, the need for real-world relevance in classroom lessons, and a focus on student wellness.

    From career and technical education (CTE) to STEM learning and AI’s evolution, here are five priority areas for educators in the 2024-2025 school year:

    Student achievement and well-being

    Now more than ever, the need to focus on educating the “whole child” is a top priority for our schools. Educational experiences extend beyond the traditional classroom setting. For instance, in Baldwin School District, we continue to expand on our emotional wellness efforts through our very own Wellness Center, allowing our students and their families seamless access to the support services needed to help their child succeed in school and beyond.
    –Dr. Shari L. Camhi, Superintendent of Schools, Baldwin School District

    There’s a growing emphasis on wellness and addressing the complex needs of students as they navigate a challenging world. This holistic approach is reshaping how we engage students, pushing us to rethink traditional models and deliver teaching and learning in more relevant, responsive ways. To truly improve student engagement and achievement, we must start by valuing the conversations and dedicated time needed to measure and adjust the adult behaviors that directly impact these areas. This reflective process is essential for driving meaningful improvements. As we think about this work, it’s crucial to shift the conversation from merely tracking student attendance to focusing on how students are showing up: how they engage with complex problems, interact with their peers, and connect with adults. It’s not enough for students to simply be present; they need to be actively involved in learning experiences that challenge them and foster critical thinking.
    Jonah M. Schenker, Ed.D., District Superintendent, Ulster BOCES

    CTE and career readiness

    As an engineering teacher who runs a hands-on laboratory class, I like to start the year off by exposing my students to all the industry equipment and industry-certified credentials that they will have access to throughout the year. Leading a career and technical-focused class allows me the opportunity to inspire and prepare students for their future careers. Informing students about industry trends and showing how current practices are incorporated into the curriculum gets them excited and eager to learn. By demonstrating the various types of training equipment–from mechatronics to robotic arms, 3D printers, pneumatic trainers, AC/DC electricity trainers, and more–students understand the big picture of how this dynamic and engaging learning environment equips them with the skills they need to succeed. By implementing these strategies, CTE educators can expect a vibrant, engaging learning environment where students can obtain skills and knowledge for a successful future. 
    –Stefany Gurgel, NC3 Master Instructor, Festo and Instructor, Jewish Leadership Academy

    Learning and experiencing outside the four walls of the classroom is essential. We continually focus on creating industry partnerships and new opportunities for students to explore future career prospects in high-demand fields. Creating a relevant and robust learning environment and always doing what is best for our children is successful because of the dedication of our administrators, teachers, and staff.
    –Dr. Shari L. Camhi, Superintendent of Schools, Baldwin School District

    Nationally, we’re seeing an increased focus on integrating AI into the classroom. This isn’t just about using AI as a tool but also about preparing students for a future where AI literacy will be crucial. Moreover, we must move away from a mindset of informational compliance–where students complete tasks for the sake of completion–and instead focus on engaging them in authentic problem-solving. By providing opportunities for students to work on real-world problems and present their solutions to experts and audiences outside their schools, we not only make learning more relevant but also empower students to see their work as meaningful contributions to their communities and the broader world.
    Jonah M. Schenker, Ed.D., District Superintendent, Ulster BOCES

    Personalized hands-on learning

    Personalization of the student’s learning experience is becoming a necessity to make it meaningful, engaging, affirming, and rigorous. We adopted and implemented a new instructional framework with a keen focus on these aspects. Now, we are building a program to braid in the appropriate technology to drive it forward. One way we do this is through the implementation of interactive projection technology from Epson. Students can interact with content being projected on the board or cast the screen from their device to model for their peers. This brings engagement and personalization in a whole new way.
    –Lisa Irey, Director of Technology, Des Moines Public Schools

    We’ll see more classes stepping away from strictly virtual content this school year. Teachers are ready to have students put away their Chromebooks and engage in discussions and hands-on activities. Technology will still play a role in classrooms, with teachers and students collaborating using tools like interactive projectors, but after a few years of students looking at screens all day, there will definitely be a shift to technology’s role being supplemental and not the end-all be-all.
    –Nate Moore, executive Director of Technology, Kearsley Community Schools

    AI in K-12 learning

    The emergence of artificial intelligence (AI) has presented districts everywhere with new teaching and learning opportunities. This year at St. Vrain Valley School District, we will continue to provide our teachers with ample opportunities to collaborate, discuss, and share resources and strategies to enhance their understanding of AI and the potential benefits of AI tools. To support their professional growth, teachers will also have continued access to the AI Coach platform, which enables them to watch and reflect on videos of their classroom instruction, set professional goals, and receive personalized observation tips, coaching, and resources from a virtual, computerized AI coach. This helps our teachers strengthen their practices and participate in ongoing, reflective coaching at their own pace.
    –David Baker, Professional Development Coordinator. St. Vrain Valley School District

    As the artificial intelligence integration continues to develop in schools, I expect to see more use of individualized AI student tutoring as well as a greater emphasis on personal connection and creativity. The AI technology boom in education, includes some well known issues as well a great deal of potential. The ability to offer students personalized coaching is one of the more exciting areas of opportunity as long as it’s safe and supports student privacy. There is still a great deal of trepidation among educators about AI now, but there is also opportunity, and many schools don’t want to fall behind. At this point, much of the AI used in schools serves as a replacement for traditional tests and assessments, but new tutoring and teaching tools are beginning to emerge. As AI begins to be utilized more in education the focus on the areas where humans are necessary such as making connections, developing creativity, and versatile storytelling gain more importance in the classroom. An unexpected effect of the AI boom is that it heightens the focus on innovation and creative problem solving and relationship building.
    Tim Needles, Technology Integration Specialist, Smithtown Central School District & Author of STEAM Power

    It seems everywhere we look companies and products are announcing their new integrations with AI or AR/VR. For some, this may be a struggle to embrace due lack of access or belief that paper is better. In the current iterations of AI, teachers who explore their options are able to find tools that make their daily task loads easier. The most time consuming or emotionally taxing items can be processed via prompts. Some of these tasks might include replying to parent emails without emotional interference, creating differentiated assignments with ease and expertise, and creating interactive lesson components and higher order questions that probe thinking patterns. With the rise of AI comes AR/VR. The use of AR allows students to interact and problem solve in a space that is free of the constraints of budgets and in some instances time. Students are able to manipulate very large items or very small items a typical classroom would not have access to (the sun and stars, for example). With the use of VR, students are able to create, repair, and manipulate items that have been and will continue to be out of reach for many students. With a sincere focus on college/career/military readiness, access to VR training is allowing students to gain and perfect skill sets prior to their entrance into the post-high school phase of life.
    –Jessica Campos, Instructional Technology Coach, Mesquite Independent School District

    STEM skills

    With an increasing number of schools limiting personal device usage during the school day, I foresee a shift in education toward teaching more interpersonal skills and incorporating more hands-on activities. One of my favorite activities is having students make powered paper airplanes with the POWERUP 2.0 Airplane Kit. It’s a great hands-on activity with a technology element that helps students learn STEM-related concepts, the engineering process, and collaboration skills.
    –Josh Underwood, Physics and Aviation Teacher, Mason County High School

    As educators prepare for the new school year, we must incorporate scientific probeware into STEM classrooms to enhance student engagement and learning. Probeware, which combines sensors and software to collect and analyze data in real-time, offers a practical approach to teaching science and technology. I plan on using probeware in all my courses, from AP Chemistry to Organic Chemistry to Forensics, as students conduct captivating experiments in colorimetry, melting-point analysis, gas pressure inquiry, gas chromatography, and more. The use of this technology will enable students to engage in active learning and real-time data collection, visualize with graphs, explore complex phenomena, and develop important scientific skills.
    –Diane M. Vrobel, Ed. D., Science Teacher, Archbishop Hoban High School and Member, Vernier Trendsetter Community

    Laura Ascione
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    Laura Ascione

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