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Tag: Higher education

  • UATX launches, touting ideological openness, debate and— for now—free tuition

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    This is an updated version of a story first published on Nov. 24, 2024. The original video can be viewed here


    These are not soaring times for higher education. Tuition costs rise unchecked. contempt for campus culture — the trigger warnings, safe spaces, microaggressions—helped swing the election. A political win aided, in part, by the work of conservative activist Charlie Kirk. His assassination 11 days ago has prompted a nationwide conversation on free speech, which, as correspondent Jon Wertheim first reported last year, is a founding principle of the University of Austin, a college start-up touting open debate — a shout-nothing- but-say-anything philosophy — and, for now, free tuition. Will this be just another politicized campus swinging right? Or a true disrupter, resetting the marketplace of ideas?

    141-years-old, the University of Texas at Austin, ranks among the country’s largest schools. Football games draw more than 100,000 fans… but blocks away, in between a Ruth’s Chris and a Velvet Taco, on a floor of what was once a downtown department store: one of America’s smallest universities. UATX — the University of Austin. 

    Jon Wertheim: How would you describe members of the founding class?

    Olivia Antunes: Very outspoken. You’ll never enter a conversation and leave without something that you didn’t know before talking to someone.

    Olivia Antunes, Dylan Wu, Constantin Whitmire, Grace Price and Jacob Hornstein are among the 92 students in the inaugural class. If UT is built around Longhorn football, the focal point of UATX …. 

    Dylan Wu: Fearless pursuit of truth to me is I have this kind of mentality that the best way that you should go about your life is to always assume that you’re wrong in some capacity. 

    Jon Wertheim: You’re prepared for that, (Right) to be challenged and stress-tested and–

    Dylan Wu: Not so–

    Jon Wertheim: –confronted?

    UATX students

    60 Minutes


    Dylan Wu: It’s not just even prepared. That’s why I’m at this school. I want them to be challenged because I know that I’m wrong in some way. 

    Jon Wertheim: What are some things that differentiate you guys?

    Jacob Hornstein: We’re very intellectually diverse. I’ve met people of every political persuasion here from, like, far-left Democrats who are for Bernie Sanders or to the left of that even, to people who would make Donald Trump look like a liberal.

    Roughly half the students come from Texas. A third are female… they share academic strength —averaging in the 92nd percentile on the SAT.  Some were accepted at schools like the University of Chicago and Georgetown—but chose UATX for what it is…and is not…

    Constantin Whitmire: I remember visiting a college in the northeast of the U.S. and the student guiding me there was like, “Ugh, we have different dorms for different student groups.” I didn’t wanna go to a space that was like that.

    Jon Wertheim: Why do you think it’s important to be at a college where differing views aren’t just accepted and tolerated, but– but welcome? 

    Constantin Whitmire: We’re actually listening to the other side and understanding each other. And still we’re friends with each other. I vehemently disagree with many of the things Jacob says. And I think you do too. I don’t wanna– 

    Jacob Hornstein: It’s likewise. 

    Constantin Whitmire: We still get along pretty well, and it’s a beautiful thing. 

    Not exactly the vibe on so many other campuses….  long before Hamas attacked Israel on Oct. 7, 2023… colleges have been sites of protest and have leaned left… but the atmosphere has intensified over the past decade.

    Speakers shouted down. 

    Professors canceled when students feel unheard. 

    Then the reckoning this past year …campus chaos led first to congressional hearings.. 

    Then to the resignation of the presidents at Columbia, University of Pennsylvania and Harvard… 

    Niall Ferguson: From a historian’s point of view, it’s terribly important that the United States improves, reforms, revitalizes its universities. 

    Scottish-born, Oxford-educated, and recently knighted, Niall Ferguson is one of the founders of UATX. An historian, also known for his conservative views, Ferguson spent more than a decade as a professor at Harvard and is now a senior fellow at Stanford’s Hoover Institution.

    Niall Ferguson

    Niall Ferguson

    60 Minutes


    Jon Wertheim: You say something is rotten in the state of academia. What do you mean by that?

    Niall Ferguson: Right up until I guess the early 2000s, it still seemed like universities were the places where you could think most freely, and speak most freely, and take the most intellectual risk. And at some point in the last ten years, that changed. And it changed in a way that began to stifle free expression. 

    Jon Wertheim: We came across some data that less than 3% of the Harvard faculty identifies as conservative. More than 75% identifies as liberal. Wildly out of proportion with the American public.

    Niall Ferguson: There’s a huge disconnect now between the academic elite and the average American voter. 

    Ferguson says: this political imbalance plus social media plus an army of campus administrators monitoring speech… equals a culture where, per one study, nearly 80% of today’s students self-censor on campus for fear of being ostracized. Faculty feels the chill, too…

    Niall Ferguson: The president of a university I won’t name once told me that he received, on average, one email a day from a member of the university community calling for somebody else to be fired for something they’d said. That reminds me vividly of the bad old days of Stalin’s Soviet Union, and yet it’s happening on American campuses.

    Jon Wertheim: The stakes are that high?

    Niall Ferguson: I think if a university system starts to go wrong, then something is bound to go wrong for the society as a whole. The ideas that start on campus pretty quickly spread to corporations, to media organizations. University forms the way you think about the world for the rest of your life. If our universities are screwed up, and I believe they are, then that will screw up America as a whole quite quickly.

    In 2021 Ferguson launched UATX with founder of the Free Press Bari Weiss, Joe Lonsdale, co-founder of data analytics company Palantir and Pano Kanelos, the former president of St. Johns College in Maryland. Larry Summers—the former Harvard president and U.S. treasury secretary under Clinton—became an adviser. In this ad, they announced they were, “done waiting for america’s universities to fix themselves.” 

    UATX received initial approval from the state of Texas; and raised nearly $200 million from private donors—in part to cover tuition. 

    Kanelos was named president.

    Now the school’s chancellor, he says that to the detriment of learning, colleges have become echo chambers.. 

    Jon Wertheim: What is going on on campuses that are leading you to draw this conclusion?

    Pano Kanelos: It’s as if people have come to expect that there are just sort of two versions of everything. And therefore, there’s a right version and a wrong version, and depending on which side you stand. But the truth is that one opinion meeting another opinion shouldn’t leave us with two opinions; it should leave us with better opinions. 

    Pano Kanelos

    Pano Kanelos

    60 Minutes


    To combat fears of saying the wrong things in class, UATX comes armed with a weapon…

    Jon Wertheim: Tell an American audience. What do you mean by Chatham House Rule?

    Niall Ferguson: The Chatham House Rule is a great British invention. And it says that if you are a participant in a discussion and you hear an interesting thing said, maybe a controversial thing, you can refer to the information that you’ve gleaned, but you can’t attribute it to a person. People fear that the thing they said that was not– not right, was politically incorrect, ends up on X or, for that matter, on Instagram. And tha– that which happens in the classroom should stay in the classroom.

    At UATX, classes are small, seminar-style, and based in Western civilization—the bible; Greek classics.

    Faculty includes a former Navy captain, a Greek orthodox priest—Father Maximos teaches a class on chaos and civilization—and a tech entrepreneur….

    There are no on-campus science labs, but founders chose Austin for its booming start-up culture, linking students with companies like Elon Musk’s Neuralink…

    And helping the kids sharpen their tech skills and even fund their own ideas. 

    To stem the scandalously high costs of higher education, the UATX campus is bare bones. 

    No dorms (the students live in apartments next to UT undergrads) and no meal plan (cook for yourselves, kids.) The closest thing we found to a college rager? Students learning the Texas two-step…. 

    UATX students dancing

    60 Minutes


    Jon Wertheim: When the guys next door are playing beer pong and you’re- you’re reading Aristotle and working with lasers–

    Grace Price: Playing chess.

    Jon Wertheim: Any envy?

    Dylan Wu: That’s not to say that, you know, we’re all prudes and we just spend all– who– all day reading Aristotle. We– we– we have fun, you know? 

    As for admissions…UATX swaps DEI—diversity, equity, and inclusion—for what some call MEI: merit, excellence and intelligence.

    Jon Wertheim: Gender, race, ethnicity, what is the factor of that in your admissions decisions?

    Pano Kanelos: We don’t take any of that into consideration in admissions. The primary thing that we’re interested in is the mind. 

    Jon Wertheim: Meaning what?

    Pano Kanelos: A kind of capacity to think deeply, to answer questions to challenge norms. 

    Jon Wertheim: I gotta tell you, we did not see a particularly diverse student body.

    Niall Ferguson: We are putting resources into finding talent of an intellectual variety. And if you’re interested in diversity, I recommend you look at the social backgrounds of our students, at the family circumstances of our students.

    High profile UATX donors include Trump-backing billionaire Bill Ackman, a Harvard grad who vocally criticized his school after October 7th… and Harlan Crow, close friend of conservative Supreme Court Justice Clarence Thomas… critics attack UATX as a right-wing university, simply wearing the cloak of free speech

    Jon Wertheim: UATX has been called the anti-woke university. “Harvard is a liberal university. UATX is gonna be a conservative university.” 

    Pano Kanelos: Politics should be studied at a university. It shouldn’t be the operating system of the university. Any university that is identifiably political is not fulfilling its highest mission. 

    Jon Wertheim: Pushback might be, are you gonna be too dependent to donors? We– we’ve seen on other campuses what happens–

    Pano Kanelos: Absolutely.

    Jon Wertheim: –when the donor class gets dissatisfied. You worried about that?

    Pano Kanelos: If donors are ever pushing us in a way that is not aligned with our mission and that, somebody’s gonna call us out on it. 

    And the backers aren’t solely from the right…. a liberal, legal scholar Nadine Strossen was president of the ACLU for nearly 20 years and, was until recently, a UATX adviser.

    Nadine Strossen: The most important topics of public policy debate are not being candidly and frankly discussed on campus, including abortion, immigration, police practices, anything to do with race and gender. 

    Provided it comes with no serious harm, Strossen argues all speech should be allowed…. 

    Jon Wertheim: You think censorship leads to worse outcomes than allowing even the most objectively hateful speech?

    Nadine Strossen: My concern is to try to eliminate the underlying discriminatory attitudes. You don’t do that by punishing expression. You do that through education, through more speech, not less.

    Free range free speech…resonated. When UATX announced its founding, thousands sent in job inquiries. some of UATX’s academics were disciplined—canceled, they may say—at their previous schools.

    Jon Wertheim: Some of the advisers and faculty came here under some clouds of controversy. 

    Pano Kanelos: I mean, that’s not what we’re seeking. I mean, we’re not, you know shelter for—

    Jon Wertheim: Ha– haven– haven for the canceled–

    Pano Kanelos: –for– haven for people who’ve been canceled. But many of the people who– who are pushing the boundaries in academic culture, let’s say, in the public sphere have paid a price for that and still should be heard.

    UATX’s national accreditation won’t be decided until the first class has graduated—a standard for new universities….. Meanwhile, new student applications are open —tuition still free, so is the speech.

    Produced by Denise Schrier Cetta. Associate producers, Katie Brennan and Elizabeth Germino. Edited by Jorge J. García.

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  • Northeastern University Expands Partnership With iFOLIO to Power Global Donor Stewardship

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    From paper to digital: 1 Million immersive donor reports powered by iFOLIO.

    Northeastern University, home to one of the fastest-growing alumni networks in higher education, expanded its partnership with iFOLIO to digitally transform donor stewardship at scale across all 13 global campuses. This initiative delivers immersive digital content to deepen donor relationships and elevate engagement worldwide.

    “As donor expectations evolve, stewardship is no longer about static PDFs or paper mailings that may never be opened,” said Jean Marie Richardson, CEO of iFOLIO. “Today’s donors expect curated, personalized experiences with engaging digital content they can access instantly. iFOLIO not only delivers that elevated experience, but also provides real-time insight into when communications are delivered, opened, and acted on. Northeastern is pioneering this new model across its global network, setting a higher standard for philanthropy and donor engagement in higher education.”

    iFOLIO’s Impact in Higher Education includes supporting more than $4 billion in philanthropic contributions across 23 universities.

    Through iFOLIO, Northeastern has already transformed donor communications from static documents into dynamic, personalized reports featuring videos, animations, flipping panes about impact, links to more stories, and real-time analytics. This approach has not only streamlined operations but also provided measurable insights to guide future donor strategy.

    This Northeastern initiative powers:

    • 1 million+ digital communications annually, including endowment reports, impact reports, annual reports, dean’s reports, and more

    • Custom CRM integration to automate data flows and unlock actionable insights.

    • Scaling personalized stewardship across 13 global campuses with interactive digital storytelling.

    With this expansion, Northeastern reinforces its role as a leader in higher education innovation – demonstrating how technology can be harnessed to scale stewardship, personalize donor touch points, and strengthen relationships worldwide.

    About iFOLIO
    iFOLIO Marketing Cloud is the most robust enterprise platform for digital marketing, productivity, and innovation. Trusted by over 5,000 clients, powering over 3 million pages and sites, and viewed in all 50 U.S. states and 120 countries, iFOLIO enables organizations to deliver immersive content and real-time engagement insights for growth. SOC 2 certified and based in Atlanta, Georgia, iFOLIO provides an all-in-one digital marketing solution with collaborative design tools, automation, and patented data intelligence.
    For more information, visit: www.ifoliocloud.com

    Source: iFOLIO

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  • Edtech Leader Wooclap and Leading Universities Co-Design 5 AI Teaching Agents

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    Unlike generic chatbots, Wooclap’s new AI agents were co-designed with professors from NC State, University of Ottawa, NTU, Sciences Po, and more, to help them save time and spark richer student interaction.

    In an era where most AI tools for education are built in isolation, Wooclap has taken a different path: co-designing with educators themselves.

    The interactive learning platform, trusted by 50 million learners worldwide, today unveiled five AI-powered teaching agents developed in collaboration with instructors from North Carolina State University, the University of Ottawa, Nanyang Technological University, the Complutense University of Madrid, Sciences Po Paris, and more.

    The result: practical AI assistants that automate time-consuming tasks while enhancing student engagement. Integrated into existing Wooclap question types-Open Questions, Brainstorming, Multiple Choice, and Label an Image-they fit seamlessly into teachers’ current workflows.

    The five agents at a glance:

    The Learning Consolidator – builds personalized follow-up questions from multiple-choice answers, reinforcing knowledge and sparking deeper discussion.

    The Idea Generator – proposes fresh inputs during brainstorming to keep creativity flowing and help students face the “blank page.”

    The Summarizer – instantly synthesizes student contributions, highlighting key messages for further discussion.

    The Image Labeler – turns static diagrams into interactive recall exercises by automatically generating markers and labels.

    The Answer Organizer – makes sense of hundreds of open responses by clustering them into clear themes.

    In co-design workshops, educators asked for ways to spend less time preparing questions or processing answers. These agents were built to do just that-giving professors more time to engage directly with their students.

    “These AI agents open up debates and encourage discussions we didn’t always have time for before. They give students more chances to engage and go deeper into the material,” said Carlos Scholar, Biology researcher and educational innovator at North Carolina State University.

    Wooclap embeds its long-standing commitment to security and privacy in every AI development, with protections certified by ISO 27001 and the highest standard of data privacy. AI model training is disabled, data processes are rigorously verified, and educators retain the ability to switch features on or off.

    This launch comes as Wooclap celebrates its 10th anniversary and builds on the company’s recent $29 million funding round, marking a new chapter in its mission to make learning more engaging worldwide.

    Educators can explore the new AI agents by registering for the October 2nd launch webinar.

    About Wooclap: Wooclap is an EdTech platform that turns any class or training session into an interactive and engaging experience. Wooclap’s mission is to make learning more effective by placing the learner at the center of the process. Based on cognitive science, the platform offers dozens of interactive activities (multiple-choice questions, polls, word clouds, brainstorms, image annotations, etc.) that help capture learners’ attention, measure their understanding in real time, and strengthen skill acquisition.

    Intuitive and powerful, Wooclap integrates seamlessly with existing tools (LMS, PowerPoint, Microsoft Teams, etc.) and is now used by tens of millions of teachers, trainers, students, and professionals.

    Learn more: www.wooclap.com

    Source: Wooclap

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  • Cape Ann people in the news

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    People items should be sent to the Gloucester Daily Times, 36 Whittemore St., Gloucester, MA 01930, via email to aholbrook@gloucestertimes.com or faxed to 978-282-4397. College graduation and dean’s list items should come directly from the school.


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  • The Souterian and Rehnquistian Views of Legal Talent

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    From a new law review article with that name, by Andy Smarick (Manhattan Institute):

    During congressional testimony in 1999, the late Justice David Souter explained that only those who graduated from one of the nation’s most elite law schools would be qualified for a precious Supreme Court clerkship. He considered it risky to hire from “outside the well-trodden paths.” Earlier in the same hearing, he referred to Chief Justice Rehnquist’s well-known and different view: that the top performers at a wide array of law schools are “fungible.” That is, the most elite schools might have more of the highest-ability students, but extraordinary talent can be found far and wide.

    These competing visions of legal potential are reified by Justice Souter’s and Chief Justice Rehnquist’s actual histories of clerk hiring. Since 1980, no justice pulled from a narrower sliver of schools than Justice Souter; Chief Justice Rehnquist hired from one of the largest pools. This finding, however, is not limited to these two justices or even to justices on the United States Supreme Court. On the contrary, the legal profession appears split between the elitist Souterian vision and the egalitarian Rehnquistian vision.

    The consequence is two distinct prestigious legal circles. One has graduates of a vast array of undergraduate and law schools, including flagship public schools, regional public schools, small liberal arts schools, larger selective private schools, and more. The other is dominated by graduates of a strikingly slender set of private institutions, namely Ivy and “Ivy+” schools. {My studies follow the recent convention of adding four highly selective private schools (Chicago, Duke, MIT, and Stanford) to the eight Ivies to form an “Ivy+” category.}

    At least two factors seem to have created and maintained these separate circles. The first is the education of “choosers,” the gatekeepers for elite professional roles. When Ivy+ graduates are in charge, they overwhelmingly hire Ivy+ graduates. They seem to hold the Souterian view that talent is concentrated in the types of schools they attended (Justice Souter graduated from Harvard College and Harvard Law School). When choosers are educated at a broader array of schools, the Rehnquistian vision predominates: individuals are hired from a broader array of schools.

    The second factor is geography. In most of the nation, the top ranks of the legal profession are mostly filled by individuals from nearby public and private universities. Ivy+ graduates are few and far between. In only a few states, such as California, Connecticut, Massachusetts, and New York, are Ivy+ degrees prevalent.

    The existence of two elite legal circles—and the reasons why they both exist—matters. First, as a practical matter, it affects the opportunities (or lack thereof) available to law students and early-career lawyers. Although the top graduates of non-Ivy+ schools can rise to professional prominence in the legal community across most of America, they are at a severe disadvantage in a few locations and when Ivy+ graduates are in charge of hiring decisions. For instance, Ivy+ justices are significantly less willing to hire clerks from non-Ivy+ schools. As such, talented graduates of most of America’s colleges and law schools appear to be systemically denied a fair shot. This also means that some of our legal institutions have a paucity of talented individuals from such schools.

    Second, these two elite legal circles, because they have different educational profiles, may well differ in other meaningful, predictable ways. For instance, affluent, connected students have an advantage in the Ivy+ application-and-acceptance process. Those students then spend years on campuses located in a sliver of America and with cultural sensibilities different than much of America. They then disproportionately build careers in a handful of East Coast, urban settings (e.g., Boston, New York, Washington, D.C.). This is not the experience of most legal leaders.

    America could, as a result, have two elite legal circles with significantly different instincts about religion and technocracy, knowledge of rural America and regional traditions, and views on politics, federalism, localism, civil society, and so on. At minimum, we should recognize the possibility, perhaps the likelihood, that these different legal circles think differently about law and policy. In what follows, I describe the differences between the “Souterian” and “Rehnquistian” views of talent, show how these differences manifest in a variety of important legal roles at the federal and state level, and describe the influence of several notable factors, including geography, ideology, and “feeder judges.” …

    I will close with one question and two observations. The question relates to whether and how this difference in educational profiles manifests in different professional decisions and behavior. Future research should study the extent to which these different circles reflect different politics, cultural sensibilities, and more due to their members’ different academic backgrounds. It is hard to justify different segments of the legal community’s top ranks having dramatically different backgrounds. But if that is the case, we should be aware of it and understand the consequences.

    The first observation is that many public and non-Ivy+ private schools are producing outstanding future leaders even though those schools’ graduates are all but ignored by Souterian selectors. That is, non-Ivy+ justices and selection systems in most states find talented individuals in non-Ivy+ schools to serve in important posts. The most prominent of those schools are flagship public universities. For instance, University of Mississippi School of Law currently has nine graduates on state supreme courts. Only Harvard Law and Yale Law have more graduates as state justices. But only one Mississippi Law graduate has been a Supreme Court clerk since 1980. In that same time, Harvard Law and Yale Law have had 748 clerks combined.

    The law schools of Montana, Nebraska, South Carolina, West Virginia, Wyoming, Kentucky, Oklahoma, and Arkansas educated thirty-six current state supreme court justices. But not a single Supreme Court clerk in the last forty-five years came from any of those schools. The list of undercapitalized non-flagship publics includes Arizona State, Purdue, Michigan State, Miami (Ohio), and UCLA. The list of undercapitalized private universities includes Boston College, BYU, Creighton, Denver, Drake, Marquette, Seton Hall, St. Olaf, and Willamette University.

    The other observation is that the Souterian approach to talent shortchanges countless individuals. Extraordinarily able seventeen-year-olds choose to go to non-Ivy+ colleges for many reasons. Many excel at those schools as undergraduates. Many top graduates of non-Ivy+ colleges choose to go to non-Ivy+ law schools for many reasons. Many excel at those law schools. These individuals will find leadership opportunities in some places, but they will be at a severe disadvantage when Souterians are in charge. Of Justice Souter’s ninety clerks only three were double-public graduates. Of Justice Kagan’s sixty-one clerks, only one was a double-public school graduate.

    To be a Rehnquistian does not mean discriminating against the graduates of elite private schools. Indeed, in most Rehnquistian states, Ivy+ graduates are still overrepresented in legal leadership roles. The most Rehnquistian justices—Rehnquist included—hire a significantly higher percentage of Ivy+ college and law school grads than the Ivy+ percentage of the college- and law-school-graduate population. But being a Rehnquistian does mean looking for and hiring talented individuals from a wide array of schools. It is not clear whether Souterians doubt the existence of such individuals or whether they are not interested in looking for or hiring them. Whatever the reason, it can, and should, change.

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    Eugene Volokh

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  • Edtech Leader Wooclap Raises $29 Million From Impact Expansion to Accelerate International Growth and Spearhead Innovation in Active Pedagogy

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    Wooclap’s active pedagogy platform is used by over 50 million learners globally. The $29 million funding round was led by Impact Expansion, an impact fund focused on education, health and climate.

    Wooclap, a leading EdTech company today announces a $29 million investment round led by Impact Expansion, a $175 million private equity fund specializing in growth capital and buy-out for mission-driven businesses.

    Wooclap: Transforming learning through engagement

    Wooclap’s platform enables higher education institutions and corporations to boost learner engagement and retention in both in-person and online settings. By turning passive lectures into interactive experiences, Wooclap empowers educators and trainers with tools to make learning more active, efficient, and impactful.

    Already trusted by over 50 million learners, Wooclap has become a global reference in active pedagogy.

    Scaling internationally in education and corporate learning

    With Impact Expansion’s backing, Wooclap will accelerate its international growth, with a strong focus on the North American higher education market and the corporate learning sector. Just as critically, the investment will enable Wooclap to lead the next wave of innovation in active pedagogy by further developing AI-powered features that enhance learner engagement.

    Active engagement is at the heart of every successful learning experience, and empowering educators is the key to making that possible,” said Baudouin Corman, CEO of Wooclap. “We’re proud of our team, our community of users, and our partners who bring this vision to life every day in classrooms and training rooms around the world. With Impact Expansion by our side, we are ready to accelerate our growth, drive innovation, and partner with educators to shape the future of active learning.

    Wooclap’s pedagogical excellence and co-construction approach with education experts have made it the platform of choice for organizations around the world. Recognized for its educational relevance, ease of use, and seamless integration into other reference tools, Wooclap has become a standard for interactive learning. From leading universities to global companies, organizations across sectors use Wooclap to transform passive audiences into active participants and deliver measurable impact at scale.

    Since day one, we’ve believed that every learner should be empowered to take an active role in their learning,” said Sébastien Lebbe, co-founder and chairman of Wooclap. “This investment brings us closer to that vision and gives us the means to continue building tools that truly support educators and learning designers around the world.”

    Impact Expansion was drawn to Wooclap’s unique combination of pedagogical depth, product quality, and global ambition.

    We’re thrilled to back a company and a team that combines tech excellence and pedagogical depth with measurable impact on learning. Wooclap is redefining the way knowledge is shared and absorbed, providing immediate value to teachers and instructors to achieve their mission,” said Gilles Davignon and Karen de Vits, Managing Director and Investment Manager at Impact Expansion.

    With this new funding and a continued commitment to pedagogical innovation, Wooclap is set to bring its vision of active learning to even more institutions and learners around the world. New partners will join the ranks of leading organizations such as Sorbonne University, University of Sheffield andDuke University, as well as large organisations like Dior, Pernod Ricard, Onepoint and the Red Cross for their learning & development programs, all of whom trust Wooclap to power more engaging, effective learning experiences.

    About Wooclap

    Wooclap is an EdTech platform that turns any class or training session into an interactive and engaging experience. Founded in 2015 in Brussels by Sébastien Lebbe and Jonathan Alzetta, with the support of Olivier Verdin, Wooclap’s mission is to make learning more effective by placing the learner at the center of the process. Based on cognitive science, the platform offers dozens of interactive activities (multiple-choice questions, polls, word clouds, brainstorms, image annotations, etc.) that help capture learners’ attention, measure their understanding in real time, and strengthen skills acquisition.

    Intuitive and powerful, Wooclap integrates seamlessly with existing tools (LMS, PowerPoint, Microsoft Teams, etc.) and is now used by tens of millions of teachers, trainers, students, and professionals.

    Wooclap is also behind Wooflash, a complementary microlearning app powered by AI and spaced repetition, designed to help learners retain knowledge more effectively and build long-term understanding.

    Learn more: www.wooclap.com andwww.wooflash.com

    About Impact Expansion

    Impact Expansion is a European investment fund dedicated to companies with strong social and environmental impact. Sponsored by KOIS, a pioneer in impact investing, Impact Expansion provides growth or buyout capital to innovative scale-ups, particularly in the fields of health, education & climate. Learn more:www.impact-expansion.com

    Source: Wooclap

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  • Local students receive bachelor’s degrees from UMass Amherst

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    AMHERST, Mass. — Approximately 5,000 students received bachelor’s degrees in more than 100 majors at the University of Massachusetts Amherst’s Undergraduate Commencement on May 16 at the McGuirk Alumni Stadium.

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  • NYS targets antisemitism, discrimination on campuses | Long Island Business News

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    THE BLUEPRINT:

    • NY mandates coordinators on all college campuses

    • Legislation combats and all forms of discrimination

    • Hochul: “No one should fear for their safety at school”

    College and university campuses throughout New York State will now be required to appoint Title VI coordinators under a new mandate designed to combat antisemitism and all forms of bigotry, helping to ensure a safer learning environment for students.

    On Tuesday, Gov. signed legislation to uphold the protections of Title VI of the Act of 1964, which prohibits discrimination based on race, color or national origin, including shared ancestry or ethnic characteristics.

    “By placing Title VI coordinators on all college campuses, New York is combating antisemitism and all forms of discrimination head-on,” Hochul said in a news release about the legislation.

    “No one should fear for their safety while trying to get an education,” she said. “It’s my top priority to ensure every New York student feels safe at school, and I will continue to take action against campus discrimination and use every tool at my disposal to eliminate hate and bias from our school communities.”

    With the new legislation, coordinators are to collaborate closely with students, faculty and staff to address discrimination on campus and foster a safe learning environment.

    The legislation comes at a time when universities nationwide are grappling with how to uphold freedom of expression amid rising campus antisemitism, while also addressing concerns about student safety and institutional policy.

    The state legislation is considered one of the first in the nation to mandate Title VI coordinators across all college and university campuses.

    “New York, with the largest Jewish community in the country, is leading by example in protecting students from antisemitism and other forms of discrimination,” American Jewish Committee New York Director Josh Kramer said in the news release. “Gov. Hochul’s signature makes clear that Jewish students’ concerns cannot be brushed aside.”

    Others gave the legislation high marks.

    “For students who have historically faced systemic barriers, this bill requiring Title VI coordinators on college campuses is particularly important,” Assemblymember Michaelle Solages of Valley Stream said in the news release.

    “It establishes a clear, standardized process for reporting incidents and guarantees that every complaint will be met with an investigation. This is a significant measure for safety and accountability on our campuses,” Solages said.

    “The appointment of Title VI coordinators will assist in ensuring efficient resolution to traumatic incidences that are regularly experienced by college students of all backgrounds,” NAACP New York State Conference Education Committee Chair Christine Waters said in the news release.

    “Requiring Title VI coordinators at every college in New York is an important step toward ensuring that all students can learn in safe environments free of discrimination,” Asian American Federation Executive Director Catherine Chen said in the news release.

    “Since 2020, the Asian American Federation’s Hope Against Hate Campaign has been raising awareness and taking action to combat hate and bias against Asian Americans—an issue that persists to this day and includes hostility against South Asians and Muslim Americans. The federation stresses that strong anti-discrimination measures are essential to protect our vulnerable youth and create inclusive and fair communities for all students,” Chen added.

    “Amid a surge in antisemitism, Jewish students have faced unacceptable discrimination and hate on campuses throughout New York,” UJA-Federation of New York CEO Eric Goldstein said in the news release. “With this new law, students across the state will experience a safer and more inclusive learning environment.”

    Anti-Defamation League Regional Director for New York and New Jersey Scott Richman shared that sentiment

    “Too often, students on campuses feel the need to hide parts of their identity to avoid intimidation and harassment,” Richman said. “This legislation offers a crucial solution to ensure that colleges and universities are properly resourced to address and combat discrimination and hate on campus.”


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    Adina Genn

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  • Trump changes his mind

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    A president who changes his mind: “It’s very insulting to say students can’t come here,” said President Donald Trump during a cabinet meeting at the White House yesterday. “I like that their students come here. I like that other countries’ students come here.”

    “And you know what would happen if they didn’t?” asked Trump. “Our college system would go to hell very quickly.” Full video below.

    It’s a little hilarious for Trump to say it’s insulting to deny students the ability to come here when that’s exactly what he did a few months ago. Besides, it might be a little too late for this change of heart; visa applications for international students are predicted to be down by 30 percent to 40 percent this fall, down from the roughly one million international students in the country about a year ago (with almost 300,000 of those students coming from China) in part due to the tightened vetting mandated by this administration. Chinese students have been targeted in particular as national security threats. Either we’re worried about espionage or we’re not; it’s just not clear where Trump actually stands on this one.

    “The Federal Bureau of Investigation (FBI) has long warned that foreign adversaries and competitors take advantage of easy access to American higher education to, among other things, steal technical information and products, exploit expensive research and development to advance their own ambitions, and spread false information for political or other reasons. Our adversaries, including the People’s Republic of China, try to take advantage of American higher education by exploiting the student visa program for improper purposes and by using visiting students to collect information at elite universities in the United States,” he said via proclamation in June.

    “In my judgment, it presents an unacceptable risk to our Nation’s security for an academic institution to refuse to provide sufficient information, when asked, about known instances of misconduct and criminality committed by its foreign students,” the proclamation continued. “This principle is one reason why…regulations require foreign students to obey Federal and State criminal laws and require universities to keep records about foreign students’ studies in the United States—including records relating to criminal activity by foreign students and resulting disciplinary proceedings—and furnish them to the Department of Homeland Security (DHS) on request.”

    To strain a bit, it’s possible that the underlying concerns have in fact been addressed: Trump made a lot of noise about how American universities welcoming foreign students should be seen as a privilege, not a right, and it’s possible he just wanted acquiescence on that front and a shift in university administrators’ attitudes and cooperation with DHS. Or it’s possible he just changed his mind or was never that committed to the initial viewpoint. Depending on your perspective, Trump’s ability to quickly change his mind is either a feature or a bug. But for proponents of brain drain, the decision to let 600,000 new Chinese students in is undoubtedly a good thing.


    Scenes from New York: 


    QUICK HITS

    • More on this from this week’s Just Asking Questions:
    • “So, Intel has raised some money from the US government, in exchange for equity, and discovered that previous money sent to them by the government should have been reciprocated with equity all along,” writes Byrne Hobart at The Diff. “It’s actually an incredibly tempting approach to couple corporate subsidies with equity ownership. If the government is making a company better-off, it seems only fair to give the government a stake in the upside, perhaps at a valuation that still makes it an obviously good deal for the company. The problem is that the long-term incentive is for the company to arrange itself around needing constant infusions of capital. The more Intel raises this way, the more attractive further subsidies are, since they help bail out the previous investment. If the government is going to take an equity stake in a previously-private company, but not take it over completely, the only structure that aligns incentives correctly is for them to be straitjacketed into only making the investment one time, and committing to sell it down in the future.”
    • Women want one thing: To watch the financial collapse of Rent the Runway and take advantage of designer clearance sales whenever bankruptcy is declared. “Rent the Runway Inc. will hand over a controlling stake in the company as part of a plan to cut debt and grow, after residual effects of the Covid-19 pandemic pushed the firm to the brink of bankruptcy,” reports Bloomberg. “The deal, with lender Aranda Principal Strategies and other partners, will wipe more than $240 million of debt from Rent the Runway’s balance sheet, according to a statement. The company, which allows subscribers to rent clothing for the office and events, will have several more years to repay $120 million in remaining borrowings.”
    • Calling the Department of Defense the “War Department” (as the president intends to do) strikes me as a lot more honest. I appreciate bluntness and don’t understand the hand-wringing.
    • Food for thought from Katherine Dee: “The latest suite of ‘think of the children’ [age-verification and phone-banning] policies create the infrastructure for much broader censorship. The problem isn’t the phone bans themselves—it’s how they’re being used as part of a larger authoritarian project that most people can’t see coming.”
    • Cleaning up the city!

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    Liz Wolfe

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  • American College of Education Doctoral Graduate Emerges as a Leading Voice on AI in Classrooms

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    Accomplished educator Dr. Nneka J. McGee turned her professional research in artificial intelligence into a doctoral degree at American College of Education (ACE), establishing her as a national leader in implementing AI in K-12 classrooms – just as a new presidential executive order calls for more AI education in K-12 schools.

    ACE, founded in 2005 and accredited by the Higher Learning Commission, is a national innovator in providing quality, affordable and online graduate degrees, and is the third-highest conferrer of education master’s degrees in the United States.1

    For her doctoral dissertation, McGee conducted original research into K-12 teachers’ experiences learning about AI and attempting to implement it in their classrooms. She completed her program in December 2023 and graduated from ACE in 2024.

    She chose to pursue her degree at ACE because of her concerns about the high tuition and student loan debt at most graduate programs. She also wanted the flexibility of online education so she could continue her career – something difficult or impossible if she attended a traditional bricks-and-mortar university.

    ACE’s doctoral tuition is under $25,0002 and among the lowest in the United States. It has not raised tuition in eight years3 and the college forgoes federal student loan programs, which helps keep costs low. As a result, McGee was able to graduate from ACE without accruing any student loans.

    “That was really a determining factor for me, and ACE also has the accreditation that is necessary,” McGee said. “Because of that and the flexibility of the program, I was able to keep working and, during my program, I rose from director to executive director to chief academic officer.”

    When McGee began her research, she was working as a director of advanced academics in a Dallas-area school district and building the framework for launching an AI initiative aimed at helping students learn more about the technology. ChatGPT was still years from becoming a household word, and she realized there were few studies on the use of AI in the United States’ K-12 schools.

    “I noticed there is this thing, AI, that is going to transform education, and I thought not enough people are talking about it or looking at the implications. That was the genesis for my research,” McGee said.

    Through a questionnaire and follow-up interviews, she gathered information from a slate of K-12 teachers nationwide on their efforts to learn about AI educational tools and to bring them into the classroom.

    McGee found that teachers were using AI-powered tools to save time on tasks, and that they saw increased student engagement when AI was incorporated into learning environments. However, teachers also faced significant challenges in attaining those outcomes.

    “One of the biggest findings is that teachers don’t have enough access to quality professional development in this space,” she said. While AI is a hot topic of discussion, teachers have limited access to people with enough expertise to implement it. Teachers had to seek out the few options for professional development on their own.

    She also found that when teachers did find a way to access AI training, they often faced the challenge of having limited time to pursue the professional development side, let alone implement it in their classrooms.

    Doctoral students often face similar challenges as they study and write their dissertations. McGee said ACE’s online classes are more effective than traditional on-campus lectures because “you actually have more time to sit and really process the information, because it is flexible, on your own time, when you’re in the best condition to learn.”

    ACE uses a chapter-by-chapter dissertation model, where students work on their dissertation progressively throughout their doctoral program, rather than waiting until the end. In addition, dedicated faculty members guide students through each phase of the dissertation, including topic selection, literature review, research methodology, data analysis and the final defense.   

    Professors also offered invaluable support when she felt challenged while writing her dissertation. “One of my professors kept checking in on me – he may have noticed it in my emails or responses – and he said, ‘OK, we need to talk like, so call me and let’s talk,’” McGee said. “That call really changed everything. He said, ‘Let’s look at this, how are you feeling, why are you feeling this way?’ And I realized what I needed to do, and that weekend I finished everything up. So it was a pivotal moment.”

    The dissertation, now available online, recommends that school districts invest in professional development and resources that promote responsible AI implementation – an idea echoed months later in April’s presidential executive order.

    McGee’s work has caught the attention of many organizations developing policies and uses for AI, allowing her to serve as a panelist for the U.S. Department of Education and Carnegie Mellon University. She has also collaborated on projects with Digital Promise and the Stanford Accelerator for Learning at Stanford University. McGee has been in high demand as a keynote or featured speaker on AI in education at multiple conferences.

    She credits much of her success to ACE’s program and the quality and personal attention of its faculty. “My dissertation work came out when ChatGPT exploded,” McGee said. “People saw me as a teacher with campus experience, district leadership and administration experience, and I had a doctoral degree. That just wouldn’t have been possible without ACE’s program, and the care and consideration of my teachers.”

    ACE President and CEO Geordie Hyland said the college was proud of McGee’s career success.

    “Dr. McGee’s commitment to pursuing her doctorate on AI’s role in education is a perfect example of our students’ dedication to learning and mastering the latest advances in their field,” Hyland said. “Students like Dr. McGee are the reason ACE is committed to building programs that teach current, relevant skills, and why we continually refine those programs while relentlessly focusing on keeping our degrees accessible and affordable.”

    1nces.ed.gov/IPEDS/datacenter

    2This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours, the pace and satisfactory completion of the selected program, receipt of institutional scholarship and/or grant amounts, or adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section. State sales and use tax will apply where required by law.

    3Excludes RN to BSN

    About American College of Education

    American College of Education (ACE) is an accredited, fully online college specializing in high-quality, affordable programs in education, business, leadership, healthcare and nursing. Headquartered in Indianapolis, ACE offers more than 60 innovative and engaging programs for adult students to pursue a doctorate, specialist, master’s or bachelor’s degree, along with graduate-level certificate programs. In addition to being a leader in online education, ACE is a Certified B Corporation and part of a global movement to use the power of business to solve social and environmental problems.

    Source: American College of Education

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  • San Jose State University sees record enrollment despite Trump concerns

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    San Jose State University welcomed a record number of students for the fall 2025 semester, despite concerns that the Trump administration’s crackdown on higher education would cause a drop in fall enrollment.

    The university said Monday nearly 40,000 students enrolled at San Jose State for the fall semester — an 8% increase from last year and the highest enrollment total for a single academic term in the university’s 168-year history.

    San Jose State also said it welcomed its largest-ever classes of first-year students, transfers and undergraduate students, with more than 5,100 first-year students, 3,600 transfer students and a total of 8,700 new undergraduate students.

    Last year, the university saw a 3.7% increase in total fall enrollment and a 2.8% increase in freshman enrollment for the fall 2024 semester, despite concerns that errors in the federal financial aid form and resulting application delays would cause a widespread drop in enrollment. San Jose State credited last year’s enrollment boost to the university’s proactive workshops, communication and staff efforts to counteract the national error.

    Last year, the California State University system as a whole saw record first-year enrollment for the fall 2024 semester. Preliminary fall enrollment data is typically released in October and finalized in November.

    SJSU said it also saw a record number of students enrolled in its online programs for the fall 2025 semester, with 850 students enrolled — a 30% increase from last year. The university said its professional and continuing education programs — post-secondary learning opportunities for working adults — saw an all-time high of nearly 5,000 students enrolled.

    The announcement comes as San Jose State University is one of many universities across the state and nation facing increasing scrutiny by the Trump administration.

    San Jose State is currently under a federal investigation over a potential civil rights violation for allowing transgender athletes to compete on women’s teams, stemming from national scrutiny the university faced last year when the co-captain of the San Jose State women’s volleyball team joined a lawsuit accusing the NCAA of discriminating against women by allowing transgender women to compete in women’s sports.

    The university has also been impacted by several of the Trump administration’s higher education policy changes, including cuts to research funding, international students’ visa revocations and cuts to students’ financial aid.

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    Molly Gibbs

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  • Intercollegiate Studies Institute Launches $25 Million Campaign for Education and Civilizational Renewal

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    The Intercollegiate Studies Institute (ISI) announced the launch of the America 500 Campaign, a $25 Million initiative to expand programs that educate rising leaders for liberty.

    As Americans approach the 250th Anniversary of the signing of the Declaration of Independence in 2026, ISI will honor the prudence and courage of the Founders while investing in the leadership, virtue, and vision needed for long-term civilizational renewal in public life and culture.

    President and CEO John A. Burtka IV called the effort “a chance to cast a vision for the next 250 years of American greatness and goodness.”

    To realize this goal, ISI will raise $25 million for its America 500 Education Fund. Donations will support academic and student journalism programs, educational media, and core infrastructure and capacity-building.

    The America 500 Education Fund will strengthen the Institute’s “Reach, Teach, Launch” educational model. ISI uses educational media to reach students and introduce them to conservative thought and the Western tradition. In-person, faculty-led campus programs teach undergraduate students and foster deep intellectual formation and community. Finally, selective, advanced experiences like the Honors Program and alumni events such as ISI’s annual Homecoming Weekend launch future leaders.

    In recent years, the Institute has seen strategic growth in key areas, including construction of the Linda L. Bean Conference Center at its Delaware headquarters in 2023. In the coming academic year, ISI is planning 250 educational events for students across the country-a 67 percent increase over previous years. The Institute’s programs are shaped by a commitment to ordered liberty, economic freedom, cultural excellence, and public virtue.

    Participate in the America 500 Campaign

    Supporters of ISI are invited to participate in the America 500 Campaign in three ways.

    More information, campaign media, event registration, and giving opportunities are available at isi.org/america500.

    Media Contact:

    Spencer Kashmanian
    Chief of Staff | Intercollegiate Studies Institute
    skashmanian@isi.org  | (302) 524-6119

    Related Video

    https://www.youtube.com/watch?v=3Q4EcFxzsWA

    Source: Intercollegiate Studies Institute

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  • CU’s Colorado Springs campus thought it could avoid Trump’s education crackdown. Here’s what happened

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    By BYRON TAU, The Associated Press

    COLORADO SPRINGS — Administrators at the University of Colorado’s campus in Colorado Springs thought they stood a solid chance of dodging the Trump administration’s offensive on higher education.

    Located on a picturesque bluff with a stunning view of Pikes Peak, the school is far removed from the Ivy League colleges that have drawn President Donald Trump’s ire. Most of its students are commuters, getting degrees while holding down full-time jobs. Students and faculty alike describe the university, which is in a conservative part of a blue state, as politically subdued, if not apolitical.

    That optimism was misplaced.

    An Associated Press review of thousands of pages of emails from school officials, as well as interviews with students and professors, reveals that school leaders, teachers and students soon found themselves in the Republican administration’s crosshairs, forcing them to navigate what they described as an unprecedented and haphazard degree of change.

    Whether Washington has downsized government departments, clawed back or launched investigations into diversity programs or campus antisemitism, the University of Colorado-Colorado Springs has confronted many of the same challenges as elite universities across the nation.

    The school lost three major federal grants and found itself under investigation by Trump’s Education Department. In the hopes of avoiding that scrutiny, the university renamed websites and job titles, all while dealing with pressure from students, faculty and staff who wanted the school to take a more combative stance.

    “Uncertainty is compounding,” the school’s chancellor told faculty at a February meeting, according to minutes of the session. “And the speed of which orders are coming has been a bit of a shock.”

    The college declined to make any administrators available to be interviewed. A spokesman asked the AP to make clear that any professors or students interviewed in this story were speaking for themselves and not the institution. Several faculty members also asked for anonymity, either because they did not have tenure or they did not want to call unnecessary attention to themselves and their scholarship in the current political environment.

    “Like our colleagues across higher education, we’ve spent considerable time working to understand the new directives from the federal government,” the chancellor, Jennifer Sobanet, said in a statement provided to the AP.

    Students said they have been able to sense the stress being felt by school administrators and professors.

    “We have administrators that are feeling pressure, because we want to maintain our funding here. It’s been tense,” said Ava Knox, a rising junior who covers the university administration for the school newspaper.

    Faculty, she added, “want to be very careful about how they’re conducting their research and about how they’re addressing the student population. They are also beholden to this new set of kind of ever-changing guidelines and stipulations by the federal government.”

    A White House spokesperson did not respond to a request for comment.

    Misplaced optimism

    Shortly after Trump won a second term in November, UCCS leaders were trying to gather information on the Republican’s plans. In December, Sobanet met the newly elected Republican congressman who represented the school’s district, a conservative one that Trump won with 53% of the vote. In her meeting notes obtained by the AP, the chancellor sketched out a scenario in which the college might avoid the drastic cuts and havoc under the incoming administration.

    “Research dollars –- hard to pull back grant dollars but Trump tried to pull back some last time. The money goes through Congress,” Sobanet wrote in notes prepared for the meeting. “Grant money will likely stay but just change how they are worded and what it will fund.”

    Sobanet also observed that dismantling the federal Education Department would require congressional authorization. That was unlikely, she suggested, given the U.S. Senate’s composition.

    Like many others, she did not fully anticipate how aggressively Trump would seek to transform the federal government.

    Conservatives’ desire to revamp higher education began well before Trump took office.

    They have long complained that universities have become bastions of liberal indoctrination and raucous protests. In 2023, Republicans in Congress had a contentious hearing with several Ivy League university leaders. Shortly after, the presidents of Harvard and the University of Pennsylvania resigned. During the presidential campaign last fall, Trump criticized campus protests about Gaza, as well as what he said was a liberal bias in classrooms.

    His new administration opened investigations into alleged antisemitism at several universities. It froze more than $400 million in research grants and contracts at Columbia, along with more than $2.6 billion at Harvard. Columbia reached an agreement last month to pay $220 million to resolve the investigation.

    When Harvard filed a lawsuit challenging Trump’s actions, his administration tried to block the school from enrolling international students. The Trump administration has also threatened to revoke Harvard’s tax-exempt status.

    Northwestern University, Penn, Princeton and Cornell have seen big chunks of funding cut over how they dealt with protests about Israel’s war in Gaza or over the schools’ support for transgender athletes.

    Trump’s decision to target the wealthiest, most prestigious institutions provided some comfort to administrators at the approximately 4,000 other colleges and universities in the country.

    Most higher education students in the United States are educated at regional public universities or community colleges. Such schools have not typically drawn attention from culture warriors.

    Students and professors at UCCS hoped Trump’s crackdown would bypass the school and others like it.

    “You’ve got everyone — liberals, conservatives, middle of the road,” said Jeffrey Scholes, a professor in the philosophy department. “You just don’t see the kind of unrest and polarization that you see at other campuses.”

    The purse strings

    The federal government has lots of leverage over higher education. It provides about $60 billion a year to universities for research. In addition, a majority of students in the U.S. need grants and loans from various federal programs to help pay tuition and living expenses.

    This budget year, UCCS got about $19 million in research funding from a combination of federal, state and private sources. Though that is a relatively small portion of the school’s overall $369 million budget, the college has made a push in recent years to bolster its campus research program by taking advantage of grant money from government agencies such as the U.S. Defense Department and National Institutes for Health. The widespread federal grant cut could derail those efforts.

    School officials were dismayed when the Trump administration terminated research grants from the National Endowment for the Humanities, the Defense Department and the National Science Foundation, emails show. The grants funded programs in civics, cultural preservation and boosting women in technology fields.

    School administrators scrambled to contact federal officials to learn if other grants were on the chopping block, but they struggled to find answers, the records show.

    School officials repeatedly sought out the assistance of federal officials only to learn those officials were not sure what was happening as the Trump administration halted grant payments, fired thousands of employees and shuttered agencies.

    “The sky is falling” at NIH, a university official reported in notes on a call in which the school’s lobbyists were providing reports of what was happening in Washington.

    There are also concerns about other changes in Washington that will affect how students pay for college, according to interviews with faculty and education policy experts.

    While only Congress can fully abolish the U.S. Department of Education, the Trump administration has tried to dramatically cut back its staff and parcel out many of its functions to other agencies. The administration laid off nearly 1,400 employees, and problems have been reported in the systems that handle student loans. Management of student loans is expected to shift to another agency entirely.

    In addition, an early version of a major funding bill in Congress included major cuts to tuition grants. Though that provision did not make it into the law, Congress did cap loans for students seeking graduate degrees. That policy could have ripple effects in the coming years on institutions such as UCCS that rely on tuition dollars for their operating expenses.

    DEI and transgender issues hit campus

    To force change on campus, the Trump administration has begun investigations targeting diversity programs and efforts to combat antisemitism.

    The Education Department, for example, opened an investigation in March targeting a Ph.D. scholarship program that partnered with 45 universities, including UCCS, to expand opportunities to women and nonwhites in graduate education. The administration alleged the program was only open to certain nonwhite students and amounted to racial discrimination.

    “Sorry to be the bearer of bad news UCCS is included on the list” of schools being investigated, wrote Annie Larson, assistant vice president of federal relations and outreach for the entire University of Colorado system.

    “Oh wow, this is surprising,” wrote back Hillary Fouts, dean of the graduate school at UCCS.

    UCCS also struggled with how to handle executive orders, particularly those on transgender issues.

    In response to an order that aimed to revoke funds to schools that allowed transwomen to play women’s sports, UCCS began a review of its athletic programs. It determined it had no transgender athletes, the records show. University officials were also relieved to discover that only one school in their athletic conference was affected by the order, and UCCS rarely if ever had matches or games against that school.

    “We do not have any students impacted by this and don’t compete against any teams that we are aware of that will be impacted by this,” wrote the vice chancellor for student affairs to colleagues.

    Avoiding the spotlight

    The attacks led UCCS to take preemptive actions and to self-censor in the hopes of saving programs and avoiding the Trump administration’s spotlight.

    Emails show that the school’s legal counsel began looking at all the university’s websites and evaluating whether any scholarships might need to be reworded. The university changed the web address of its diversity initiatives from www.diversity.uccs.edu to www.belonging.uccs.edu.

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    The Associated Press

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  • Nearly 4 in 10 Gen Z college grads giving up on using their degrees—Poll

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    Nearly four in 10 Gen Z college graduates are opting away from the white collar work their degrees prepared them for and instead choosing blue collar jobs amid an uncertain job market, according to a new poll from Resume Builder.

    The survey of more than 1,400 Gen Z adults found 42 percent of Gen Z-ers are currently working in or pursuing a blue-collar or skilled trade job, including 37 percent of those with a bachelor’s degree.

    “Gen Z is being realistic,” HR consultant Bryan Driscoll told Newsweek, in part.

    Why It Matters

    The blue-collar share of young workers has grown since 2020. Despite often being seen as less prestigious, these jobs often have greater stability and higher salaries compared to entry-level positions for more white collar work.

    Gen Z, which includes those born from 1997 to 2012, has been described as the “toolbelt generation,” with college enrollment falling fast from 2019 to 2024.

    During that period of time, the number of bachelor’s degree students fell by 3.6 percent, and associate degree enrollment dropped by 15.9 percent, but even those with a degree might be turning to blue-collar work due to today’s difficult job market.

    A balloon reading “Congrats Grad” floats above the crowd during Harvard’s commencement ceremony on May 29, 2025, in Cambridge, Massachusetts.

    Libby O’Neill/Getty Images

    What To Know

    In the new report, 37 percent of those with a bachelor’s degree were working a blue-collar or skilled trade job.

    “Trade jobs offer a smart and rewarding path for many, especially those who prefer hands-on work and practical learning over traditional classroom settings,” Resume Builder’s Chief Career Advisor Stacie Haller said in the report.

    “They provide faster entry into the workforce, often without the burden of student debt, and also offer strong job security, with less risk of automation or outsourcing. These jobs often begin with apprenticeships and can lead to career growth through specialization, supervisory roles, or even business ownership, making trades a viable and stable long-term career option.”

    But Gen Z men were significantly more likely than Gen Z women to choose blue-collar careers, regardless of education level.

    Even among those with degrees, 46 percent of men were working in or pursuing trades, compared to 27 percent of women with degrees.

    For those who did choose these blue-collar jobs, avoiding student debt and reducing the risk of being replaced by AI were major factors.

    “Gen Z is being realistic,” HR consultant Bryan Driscoll told Newsweek. “They’ve seen older generations grind in corporate jobs only to be left with burnout, layoffs, and shrinking returns. Blue collar work offers something corporate America no longer guarantees – stability (to some extent), tangible skills, and often union protections.”

    Roughly 30 percent of those working in blue-collar roles said trade jobs offer better long-term prospects, and 19 percent said they couldn’t find a job in their original field.

    Another 16 percent said they weren’t earning enough with their degree, and 25 percent said these jobs are less likely to be replaced by AI.

    “It’s getting harder to find good-paying white-collar jobs, and many of the ones out there don’t pay enough to justify the debt students took on to get their degrees,” Kevin Thompson, the CEO of 9i Capital Group and the host of the 9innings podcast, told Newsweek. “On top of that, companies have slowed hiring, so a lot of graduates aren’t even landing jobs in their field of study.”

    What People Are Saying

    Haller said in the report: “More Gen Z college graduates are turning to trade careers and for good reason. Many are concerned about AI replacing traditional white-collar roles, while trade jobs offer hands-on work that’s difficult to automate. Additionally, many grads find their degrees don’t lead to careers in their field, prompting them to explore more practical, in-demand alternatives.”

    Thompson told Newsweek: “For Gen Z, blue-collar work often means quicker training, lower upfront costs, and jobs that feel more secure in the face of automation. That combination makes it a practical alternative to pursuing a four-year degree.”

    Michael Ryan, a finance expert and the founder of MichaelRyanMoney.com, told Newsweek: “While their classmates are drowning in $100k in student debt, these Gen Z’ers are earning while they learn. Many are concerned about AI replacing traditional white collar roles. While trade jobs offer hands-on work that’s difficult to automate.”

    What Happens Next

    If this trend continues, college enrollment could decline while demand for apprenticeships and trade programs rises, Thompson said.

    “Longer term, as more workers pile into these fields, labor supply could increase and eventually put pressure on wages,” Thompson said. “That shift won’t happen overnight, but the ripple effects on career paths and the workforce as a whole could be significant.”

    Driscoll said the shift could end up rebalancing the workforce on a larger scale.

    “If more Gen Z workers choose trades, employers will finally have to rethink how they treat white collar workers,” Driscoll said. “It also strengthens labor power in industries critical to infrastructure and everyday life. This isn’t Gen Z settling. This is Gen Z rejecting a broken promise and building careers on their terms.”

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  • KU researchers publish guidelines to help responsibly implement AI in education

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    This story originally appeared on KU News and is republished with permission.

    Key points:

    Researchers at the University of Kansas have produced a set of guidelines to help educators from preschool through higher education responsibly implement artificial intelligence in a way that empowers teachers, parents, students and communities alike.

    The Center for Innovation, Design & Digital Learning at KU has published “Framework for Responsible AI Integration in PreK-20 Education: Empowering All Learners and Educators with AI-Ready Solutions.” The document, developed under a cooperative agreement with the U.S. Department of Education, is intended to provide guidance on how schools can incorporate AI into its daily operations and curriculum.

    Earlier this year, President Donald Trump issued an executive order instructing schools to incorporate AI into their operations. The framework is intended to help all schools and educational facilities do so in a manner that fits their unique communities and missions.

    “We see this framework as a foundation,” said James Basham, director of CIDDL and professor of special education at KU. “As schools consider forming an AI task force, for example, they’ll likely have questions on how to do that, or how to conduct an audit and risk analysis. The framework can help guide them through that, and we’ll continue to build on this.”

    The framework features four primary recommendations.

    • Establish a stable, human-centered foundation.
    • Implement future-focused strategic planning for AI integration.
    • Ensure AI educational opportunities for every student.
    • Conduct ongoing evaluation, professional learning and community development.

    First, the framework urges schools to keep humans at the forefront of AI plans, prioritizing educator judgment, student relationships and family input on AI-enabled processes and not relying on automation for decisions that affect people. Transparency is also key, and schools should communicate how AI tools work, how decisions are made and ensure compliance with student protection laws such as the Individuals with Disabilities Education Act and Family Education Rights and Privacy Act, the report authors write.

    The document also outlines recommendations for how educational facilities can implement the technology. Establishing an AI integration task force including educators, administrators, families, legal advisers and specialists in instructional technology and special education is key among the recommendations. The document also shares tips on how to conduct an audit and risk analysis before adoption and consider how tools can affect student placement and identification and consider possible algorithmic error patterns. As the technologies are trained on human data, they run the risk of making the same mistakes and repeating biases humans have made, Basham said.

    That idea is also reflected in the framework’s third recommendation. The document encourages educators to commit to learner-centered AI implementation that considers all students, from those in gifted programs to students with cognitive disabilities. AI tools should be prohibited from making final decisions on IEP eligibility, disciplinary actions and student progress decisions, and mechanisms should be installed that allow for feedback on students, teachers and parents’ AI educational experiences, the authors wrote.

    Finally, the framework urges ongoing evaluation, professional learning and community development. As the technology evolves, schools should regularly re-evaluate it for unintended consequences and feedback from those who use it. Training both at implementation and in ongoing installments will be necessary to address overuse or misuse and clarify who is responsible for monitoring AI use and to ensure both the school and community are informed on the technology.

    The framework was written by Basham; Trey Vasquez, co-principal investigator at CIDDL, operating officer at KU’s Achievement & Assessment Institute and professor of special education at KU; and Angelica Fulchini Scruggs, research associate and operations director for CIDDL.

    Educators interested in learning more about the framework or use of AI in education are invited to connect with CIDDL. The center’s site includes data on emergent themes in AI guidance at the state level and information on how it supports educational technology in K-12 and higher education. As artificial intelligence finds new uses and educators are expected to implement the technology in schools, the center’s researchers said they plan to continue helping educators implement it in ways that benefit schools, students of all abilities and communities.

    “The priority at CIDDL is to share transparent resources for educators on topics that are trending and in a way that is easy to digest,” Fulchini Scruggs said. “We want people to join the community and help them know where to start. We also know this will evolve and change, and we want to help educators stay up to date with those changes to use AI responsibly in their schools.”

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    Mike Krings, the University of Kansas

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  • Advice to Entering Law Students – 2025

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    NA

    Law students around the country will be starting classes over the next few weeks. Back in 2018, I wrote a post offering advice to entering students, which I updated in 2019, 2022, 2023, and last year. I tried to focus on points that I rarely, if ever, see made in other pieces of this type. I think my original suggestions remain relevant today. So I reprint my advice from earlier posts largely unaltered, with the addition of  incremental edits and updates:

    1. Think carefully about what kind of law you want to practice.

    Law is a profession with relatively high income and social status. Yet studies repeatedly show that many lawyers are deeply unhappy, a higher percentage than in most other professions. One reason for this is that many of them hate the work they do. It doesn’t necessarily have to be that way. There are lots of different types of legal careers out there, and it’s likely that one of them will be a good fit for you. A person who would be miserable working for a large “Biglaw” firm might be happy as a public interest lawyer or a family law practitioner, and so on. But to take advantage of this diversity, you need to start considering what type of legal career best fits your needs and interests.

    There are many ways to find out about potential options. But one place to start is to talk to the career services office at your school, which should have information about a range of possibilities. Many also often have databases of alumni working in various types of legal careers. Talking to these people can give you a sense of what life as a practitioner in Field X is really like.

    This advice applies not just to what you do in school, narrowly defined, but what you do in the summer, as well. Law students typically get summer jobs at firms or other potential future employers. Apply widely, and look for organizations that might be good employers, or at least introduce you to areas of law that might be crucial for your future career.

    The summer clerk job I took at the Institute for Justice after my first year in law school, was a key step towards becoming a property scholar, and helped lead me to write two books and numerous articles about takings.  Spending a summer at a public interest firm might change your life, too!

    Regardless, don’t just “go with the flow” in terms of choosing what kind of legal career you want to pursue. The jobs that many of your classmates want may be terrible for you (and vice versa). Keep in mind, also, that you likely have a wider range of options now than you will in five or ten years, when it may be much harder to switch to a very different field from the one you have been working in since graduation.

    2. Get to know as many of your classmates and professors as you reasonably can.

    Law is a “people” business. Connections are extremely important. No matter how brilliant a legal thinker you may be, it’s hard to get ahead as a lawyer purely by working alone at your desk – even with the help of AI and other modern tech. Many of your law school classmates could turn out to be useful connections down the road. This is obviously true at big-name national schools whose alumni routinely become judges, powerful government officials, and partners at major firms. But it’s also true at schools whose reputation is more regional or local in nature. If you plan to make a career in that area yourself, many of your classmates could turn out to be useful contacts.

    The same holds true for professors, many of whom have extensive connections in their respective fields. They are sometimes harder to get to know than students. But the effort is often worth it, anyway. And many of them are actually more than eager to talk about their work.

    This is one front on which I didn’t do very well when I was in law school, myself. Nonetheless, I still suggest you do as I say, not as I actually did. You will be better off if you learn from my mistakes than if you repeat them.

    3. Think about whether what you plan to do is right and just.

    Law presents more serious moral dilemmas than many other professions. What lawyers do can often cost innocent people their liberty, their property, or even their lives. It can also save all three. Lawyers have played key roles in almost every major advance for liberty and justice in American history, including the establishment of the Constitution, the antislavery movement, the civil rights movement and many others. But they have also been among the major perpetrators of most of the great injustices in our history, as well.

    Robert Cover’s classic book Justice Accused – a work that made a big impression on me when I was a law student – describes how some of the greatest judges and legal minds of antebellum America became complicit in the perpetuation of slavery. While we have made great progress since that time, the legal system is not as far removed from the days of the Fugitive Slave Acts as we might like to think. There are still grave injustices in the system, and lawyers whose work has the effect of perpetuating and exacerbating them. We even still have lawyers who do such things as come up with dubious rationales for deporting literal escaped slaves back to places where they are likely to face further oppression. The present administration is coming up with even more dubious rationales for doing things like using the Alien Enemies Act of 1798 (previously used only in wartime) to deport people who have not broken any laws to imprisonment, without any due process. The latter is just one of several dramatic examples of how we are now engaged in a struggle over the future of justice and the rule of law in this country.

    Law school is the right time to start working to ensure that the career you pursue is at least morally defensible. You don’t necessarily have a moral obligation to devote your career to doing good. But you should at least avoid exacerbating evil. And it’s easier to do that if you think carefully about the issues involved now (when you still have a wide range of options), than if you wait until you are already enmeshed in a job that involves perpetrating injustice. At that point, it may be too late – both for you and (even more importantly) for the people who may be harmed.

    4. Legal knowledge isn’t as different from other kinds of knowledge as you might think.

    Students often ask me how best to study for law school classes. My answer is that there isn’t one way that’s best for everyone. You probably know what works for you far better than I do.

    In law school, you are likely to be bombarded with all sorts of complex methods of studying and outlining cases. Advocates of each will often tell you theirs is the One True Path to law school success. Some students really do find these methods useful.

    But I would urge you to consider the possibility that you can study for law school classes by using…. much the same methods as you used to study other subjects in the past. If you were successful in social science and humanities classes as an undergraduate, the methods that worked there are likely to carry over.

    I know because that’s largely what I did as a law student myself. I did the reading, identified key points, and didn’t bother with complicated outlines or spend money on study guides. If I did badly in a class, it wasn’t for lack of more complex study methods (usually, I either got lazy or just had a bad day on the final exam). And I’ve seen plenty of other people succeed with similar approaches. You can save a lot of time and aggravation (and some money) that way. And that time, energy, and money can be better devoted to other purposes – including advancing your studies and your career in other ways!

    Ultimately, when reading a legal decision (or any assignment), you need to 1) identify the key issues, and 2) understand why they are important. With rare exceptions, the case in question was likely included in the reading because it highlights some rule, standard, or issue that has a broader significance. If you know what that is and why it matters, much of your work is done. The same goes for  most other kinds of assigned reading: they are probably there because the professor thinks they elucidate some broadly important point. Figure out what it is, and you will be in good shape.

    These days, there is much discussion about the extent to which students should rely on AI to help them study. I don’t have any definitive answer to that question. But, ideally, AI can augment your reading, writing, and analytical skills, but doesn’t fully replace them. You should also be wary of its tendencies to hallucinate information. Use its output, but verify for accuracy. And, as with other study aids, the use of AI to study law need not be much different than its proper use for other subjects.

    The experience of remote learning during the Covid-19 pandemic has highlighted the importance of Point 2 above. The loss of much in-person contact was a serious problem, one we would do well to avoid repeating.

    I don’t think I need to dwell on how recent events have reinforced the significance of Point 3. Suffice to say there are many recent examples of lawyers facilitating both good and evil. Even if you don’t maximize the former, you should at least avoid contributing to the latter.

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    Ilya Somin

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  • American College of Education and Dallas College Partnership Expands With Nurse Education Pathway

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    Dallas College hosted ACE for a signing ceremony on Wednesday, Aug. 6

    American College of Education® (ACE) and the Dallas College School of Health Sciences signed an agreement on Wednesday, Aug. 6, benefitting nursing students looking to take their careers to the next level. The new pathway options allow Bachelor of Science in Nursing (BSN) students and graduates at Dallas College to work toward a Master of Science in Nursing (MSN) at ACE faster and at a lower cost.

    Earned credits in Dallas College’s BSN program are now automatically applicable to ACE’s MSN, an opportunity available to both current students and graduates. Additionally, current BSN students can take courses concurrently at ACE, allowing them to have just 13 remaining credits to complete the MSN once they graduate from Dallas College.

    “At ACE, we are rolling up our sleeves to create solutions that address today’s nursing shortage crisis,” ACE President and CEO Geordie Hyland said. “We’re excited to expand our partnership with Dallas College and see nurses become the leaders our healthcare landscape needs in less time and at affordable costs.”

    The organizations’ partnership originated in 2021 with a transfer agreement. Their collaboration grew in 2024 to include specialized education pathways for healthcare professionals and now, nurses.

    “We are proud to deepen our collaboration with ACE through this new concurrent enrollment agreement,” said Dr. Shawnda Floyd, Dallas College provost and vice chancellor of workforce education. “This pathway empowers our nursing students and graduates to seamlessly advance their education, strengthen their clinical and leadership skills and ultimately improve healthcare outcomes across the communities we serve.”

    Hyland, Floyd, ACE Assistant Provost of Healthcare Professions Dr. Luster Fowler and other Dallas College employees were in attendance at the signing held at Dallas College.

    About American College of Education

    American College of Education (ACE) is an accredited, fully online private college specializing in high-quality, affordable programs in education, business, healthcare and nursing. Headquartered in Indianapolis, ACE offers more than 60 innovative and engaging programs for adult students to pursue a doctorate, specialist, master’s or bachelor’s degree, along with graduate-level certificate programs.

    About Dallas College

    Celebrating its 60th anniversary in 2025, Dallas College consists of seven campuses – Brookhaven, Cedar Valley, Eastfield, El Centro, Mountain View, North Lake and Richland – plus a dozen centers located throughout Dallas County. As one of the largest community colleges in the U.S., Dallas College offers online and in-person learning, serving more than 127,000 credit, workforce and continuing education students annually. Students benefit from partnerships with local school districts, four-year universities, industry and community leaders. Dallas College offers associate degrees and career/technical certificate programs in more than 100 areas of study, as well as bachelor’s degrees in education, nursing and software development. As the largest provider of dual credit in Texas, Dallas College serves 30,000 high school students through 63 dual credit programs.

    Contact Information

    Maria Penaloza
    Media & Content Strategy Manager
    maria.penaloza@issuerdirect.com

    Source: American College of Education

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  • Phi Theta Kappa Recognizes 251 Colleges for Exemplary Transfer Pathways

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    Phi Theta Kappa Recognizes 251 Colleges for Exemplary Transfer Pathways

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  • American College of Education Celebrates Its 20th Anniversary Graduating Class

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    The college conferred more than 6,000 diplomas this year, with students celebrating in person and virtually

    Fully online private college, American College of Education (ACE), honored its 20th graduating class on July 26, adding to its community of over 44,000 alumni. More than 700 graduates and their loved ones filled Nationwide Arena in Columbus, OH, for two ceremonies, while more than 4,500 viewers streamed virtually.

    The momentous event included remarks from Columbus’ mayor, the Honorable Andrew Ginther, in the afternoon ceremony and a Star-Spangled Banner performance by Columbus Blue Jackets national anthem singer Leo Welsh.

    Full of inspiration, the college’s 2025 Alumni Achievement Award recipient, Dr. Belinda Reyes, addressed the class with words marked by leadership, motivation and celebration. Keynote speaker – renowned author, executive coach and founder of the CaPP Institute, Valorie Burton – empowered attendees with insights on resilience, happiness and success.

    “Years ago, I deferred my dream of achieving a terminal degree because my daughter needed me, and the constraints of a brick-and-mortar university did not have the flexibility I needed to accomplish all my responsibilities well,” Dr. Reyes shared.

    “But ACE made that dream possible again – this time on my terms because I demanded more from an education, and ACE delivered with an online, flexible and rigorous program that didn’t require me to stop living. It asked me to live out loud and use every lesson in real time as a scholar-practitioner.”

    Historically held in Indianapolis, the annual commencement celebration has seen a growing number of graduates, loved ones and volunteers, requiring a larger venue. More than 90 ACE employees traveled from around the country to volunteer and honor the graduates in Columbus.

    In his remarks, ACE President and CEO Geordie Hyland said, “Today is not just about celebrating your achievements, it’s also about looking towards the future. As graduates, you have a responsibility to use your degrees to make a difference in the world.

    Your education equips you with the tools to create positive change, whether it be in your workplaces, your communities or society at large. Embrace this responsibility and strive to make a meaningful impact wherever your journey takes you.”

    Offering more than 60 career-connected online programs, ACE is honored to serve thousands of professionals through affordable, flexible and quality learning.

    About American College of Education

    American College of Education (ACE) is an accredited, fully online private college specializing in high-quality, affordable programs in education, business, healthcare and nursing. Headquartered in Indianapolis, ACE offers more than 60 innovative and engaging programs for adult students to pursue a doctorate, specialist, master’s or bachelor’s degree, along with graduate-level certificate programs.

    Contact Information

    Maria Penaloza
    Media & Content Strategy Manager
    maria.penaloza@issuerdirect.com

    Source: American College of Education

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  • American College of Education Alumna and First-Generation Graduate Receives 2025 Alumni Achievement Award

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    CEO, adjunct professor and educational leader, Dr. Belinda Reyes, was honored at the 2025 commencement ceremony.

    American College of Education® (ACE) selected Dr. Belinda Reyes – CEO, author, adjunct professor and educational leader – as its 2025 Alumni Achievement Award recipient. A first-generation college graduate and second language learner, Dr. Reyes’ career of nearly 30 years has included transformational initiatives for dual language and VPK-12 education.

    In a speech delivered at ACE’s 2025 annual commencement ceremony, Dr. Reyes shared, “It’s with deep humility and immense gratitude that I stand before you, not just as a doctoral graduate, but as living proof that the vision of American College of Education to serve, lead and achieve is not only noble, it’s transformative … I’m part of a new generation of scholar-practitioners because ACE met me where life demanded I be – present as a mother, wife and leader.”

    In her previous role as assistant superintendent, Dr. Reyes made history as the first former second language learner from her hometown school district to return and serve in a Cabinet-level position on the Superintendent Leadership Team.

    Among many outstanding contributions throughout her career, Dr. Reyes notably led her district’s response to the displacement of nearly 3,000 non-English speakers following Hurricane Maria in 2018, securing support and implementing targeted strategies that resulted in a 93% graduation rate for affected students. Her doctoral research at ACE examined the impact of dual language education in closing achievement gaps between English Language Learners and their monolingual peers. It was published in the peer-reviewed Journal of English Learner Education and recognized at numerous conferences.

    “We’re incredibly proud of Dr. Reyes and her influential career,” ACE President and CEO Geordie Hyland said. “The annual Alumni Achievement Award is an opportunity to recognize and highlight an ACE graduate who has not only accomplished earning a degree but has elevated what they’ve learned into meaningful contributions and positive change in society.”

    Dr. Reyes is ACE’s 13th annual recipient.

    About American College of Education

    American College of Education (ACE) is an accredited, fully online private college specializing in high-quality, affordable programs in education, business, healthcare and nursing. Headquartered in Indianapolis, ACE offers more than 60 innovative and engaging programs for adult students to pursue a doctorate, specialist, master’s or bachelor’s degree, along with graduate-level certificate programs.

    Source: American College of Education

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