Podcasts about education writers association

With the Education Writers Association's 78th National Seminar on the horizon, public editor Emily Richmond and veteran reporter Nicole Carr discuss how to make the most out of attending the nation's largest gathering of education journalists.  What's new this year in St. Louis, and how does the impressive roster of speakers and sessions reflect the fast-changing landscape on the education beat?  Hint: Both Nicole and Emily share their perspectives on revising a journalism course syllabus and the National Seminar agenda to help journalists meet the moment. Plus, get tips for networking, choosing your own (agenda) adventures and more.

With the Education Writers Association's 78th National Seminar on the horizon, public editor Emily Richmond and veteran reporter Nicole Carr discuss how to make the most out of attending the nation's largest gathering of education journalists.  What's new this year in St. Louis, and how does the impressive roster of speakers and sessions reflect the fast-changing landscape on the education beat?  Hint: Both Nicole and Emily share their perspectives on revising a journalism course syllabus and the National Seminar agenda to help journalists meet the moment. Plus, get tips for networking, choosing your own (agenda) adventures and more.

Higher education institutions continue to struggle with student retention, career readiness, and underemployment among graduates. Traditional college advising models focus heavily on selecting a major, yet many students graduate with empty degrees that fail to translate into meaningful careers. In this episode of Changing Higher Ed®, Dr. Drumm McNaughton speaks with Scott Carlson and Dr. Ned Scott Laff, authors of Hacking College: Why the Major Really Doesn't Matter and What Really Does, about how institutions can rethink academic advising, faculty engagement, and student success strategies to better serve today's learners. Carlson, a senior writer for the Chronicle of Higher Education, and Laff, who has over 35 years of experience in college and university settings helping students design successful undergraduate experiences, discuss how universities can shift away from a rigid, major-centric model to a personalized student success framework. They explain how students who lack career clarity often end up in underemployment, taking jobs unrelated to their degrees. Their research shows that institutions must evolve their advising structures to help students identify vocational purpose, leverage experiential learning, and navigate the hidden job market. The Problem with Traditional Academic Advising The outdated focus on major selection leads students into rigid career paths, often misaligned with their strengths and interests. A one-size-fits-all advising model leaves first-generation and low-income students struggling to navigate the complexities of higher education. Limited faculty-student engagement prevents students from leveraging university resources and professional networks. Lack of career-aligned experiential learning results in students graduating without the necessary skills and industry connections. Revolutionizing College-to-Career Transition Carlson and Laff propose a new model where higher education leaders integrate career-focused advising and faculty mentorship into the student experience. This involves: Helping students explore hidden intellectualism—their deeper interests and skills that could shape their career trajectories. Connecting students with faculty and industry professionals to uncover career pathways beyond traditional job titles. Expanding experiential learning opportunities through internships, mentorships, and project-based learning. Teaching students to research the hidden job market to discover roles they might never encounter through a standard career fair. Institutional Strategies for Student Success For university presidents, boards, and executive leaders, improving student outcomes requires a fundamental shift in how advising and faculty engagement are structured. Institutions should: Encourage faculty to act as mentors, guiding students beyond coursework to explore real-world career applications. Train advisors to support students in creating flexible, goal-oriented academic plans that integrate experiential learning. Strengthen career services by building industry partnerships and embedding career readiness into academic programming. Utilize existing institutional resources—including government affairs, research opportunities, and alumni networks—to connect students with career pathways. The Hidden Job Market and Career Readiness Career exploration should begin early in a student's academic journey. Institutions must help students develop the ability to recognize opportunities beyond traditional job titles by: Encouraging proactive networking with faculty, professionals, and industry leaders. Teaching students to research and navigate the hidden job market, where many opportunities exist outside of standard recruitment channels. Expanding experiential learning options, such as internships and project-based coursework, to provide practical experience that aligns with evolving workforce demands. With AI-driven automation threatening traditional advising roles, institutions must act now to redefine how they support student career pathways. Colleges that fail to adapt will continue to see declining retention, underemployment, and dissatisfaction among graduates. Five Takeaways for University Presidents and Boards Be Open to Change – Institutions must actively remove barriers that prevent student success. The current advising model is failing many students, and colleges need to adopt a more flexible, student-centered approach that helps learners navigate their academic and career paths effectively. Preserve Academic Variety – Colleges are eliminating liberal arts programs due to financial pressures, but this limits students' ability to create multidisciplinary educational experiences. Institutions should strive to maintain a diverse academic landscape that allows students to explore various career pathways. Engage Directly with Students – University leaders should make an effort to understand student concerns firsthand. By informally engaging with students—whether in common areas or casual settings—presidents and board members can gain valuable insights into what students need to thrive. Empower Students to Take Ownership of Their Education – Instead of following rigid degree structures, students should be encouraged to design their own academic experiences by integrating coursework, experiential learning, and industry engagement in ways that align with their career goals. Advisors and faculty should support this by shifting from a prescriptive model to one that helps students think critically about their education. Rethink Institutional Priorities – Colleges can maintain their research and tenure agendas while also fostering a culture that encourages student success. Leaders should create systems that help students perceive higher education as an interconnected network of opportunities rather than a series of disconnected courses. Higher education institutions that fail to evolve will continue to see declining retention and job placement rates. Listen in as Dr. Drumm McNaughton, Scott Carlson, and Dr. Ned Laff explore how colleges can implement meaningful advising reforms to improve student success, institutional sustainability, and long-term career outcomes. Institutions looking for solutions to align their academic programs with evolving student needs should explore Academic Realignment and Redesign strategies. Read the podcast transcript on our website: https://changinghighered.com/transforming-college-advising-new-approach-to-student-success/ #AcademicAdvising #HigherEducation #StudentSuccess   About the Podcast Guests Dr. Ned Scott Laff has over 35 years of experience in college and university settings, helping students design successful undergraduate experiences. He has taught both English and Honors courses and has broad interests in liberal arts education, the quality of undergraduate education, and the role of academic advising in liberal learning. He was Founding Director of the Center for the Junior Year at Governors State University; Director for Advising at Augustana College; the Director for General Education, Director of Contractual Studies, Director for Service-Learning and Director of the Center for Engaged Learning at Columbia College; former Academic Program Coordinator for Core Curriculum and Director for First Year Seminar at Loyola University Chicago. He has served as Director for Academic Program Development at Barat College of DePaul University; and as Associate Dean for Curriculum at Mundelein College of Loyola University Chicago. Connect with Ned Scott Laff on LinkedIn → Scott Carlson is a senior writer at The Chronicle of Higher Education who explores where higher education is headed. Since 1999, he has covered a range of issues for the publication: college management and finance, facilities, campus planning, energy, sustainability, libraries, workforce development, the value of a college degree, and other subjects. He has written such in-depth reports as “Sustaining the College Business Model,” “The Future of Work,” “The Right Mix of Academic Programs,” “The Campus as City,” and “The Outsourced University.” Carlson has won awards from the Education Writers Association and is a frequent speaker at colleges and conferences around the country. His work has also appeared in The Baltimore Sun and Baltimore City Paper, among other publications. He is a graduate of the University of Minnesota-Twin Cities. Connect with Scott Carlson on LinkedIn → About the Podcast Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton's approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission. Connect with Drumm McNaughton on LinkedIn→  

Jan 26, 2025 Stand Up is a daily podcast that I book,host,edit, post and promote new episodes with brilliant guests every day. Please subscribe now for as little as 5$ and gain access to a community of over 700 awesome, curious, kind, funny, brilliant, generous souls Check out StandUpwithPete.com to learn more GET TICKETS TO PODJAM II In Vegas March 27-30 Confirmed Guests! Professor Eric Segall, Dr Aaron Carroll, Maura Quint, Tim Wise, JL Cauvin, Ophira Eisenberg, Christian Finnegan and More! Anya Kamenetz speaks, writes, and thinks about generational justice; about thriving, and raising thriving kids, on a changing planet. Her newsletter on these topics is The Golden Hour. She covered education for many years including for NPR, where she co-created the podcast Life Kit: Parenting. Her newest book is The Stolen Year: How Covid Changed Children's Lives, And Where We Go Now. Kamenetz is currently an advisor to the Aspen Institute and the Climate Mental Health Network, working on new initiatives at the intersection of children and climate change. Anya Kamenetz speaks, writes, and thinks about generational justice; about thriving, and raising thriving kids, on a changing planet. Her newsletter on these topics is The Golden Hour. She covered education as a journalist for many years including for NPR, where she also co-created the podcast Life Kit:Parenting in partnership with Sesame Workshop. Kamenetz is currently an advisor to the Aspen Institute and the Climate Mental Health Network on new initiatives at the intersection of children and climate change. She's the author of several acclaimed nonfiction books: Generation Debt (Riverhead, 2006); DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (Chelsea Green, 2010) ; The Test: Why Our Schools Are Obsessed With Standardized Testing, But You Don't Have To Be (Public Affairs, 2016); The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life (Public Affairs, 2018), and The Stolen Year: How Covid Changed Children's Lives, And Where We Go Now (Public Affairs, 2022). Kamenetz was named a 2010 Game Changer in Education by the Huffington Post, received 2009, 2010, and 2015 National Awards for Education Reporting from the Education Writers Association, won an Edward R. Murrow Award for innovation in 2017 along with the rest of the NPR Ed team, and the 2022 AERA Excellence in Media Reporting on Education Research Award. She's been a New America fellow, a staff writer for Fast Company Magazine and a columnist for the Village Voice. She's contributed to The New York Times, The Washington Post, New York Magazine and Slate, and been featured in documentaries shown on PBS, CNN, HBO and Vice. She frequently speaks on topics related to children, parenting, learning, technology, and climate to audiences including at Google, Apple, and Sesame, Aspen Ideas, SXSW, TEDx, Yale, MIT and Stanford. Kamenetz grew up in Baton Rouge and New Orleans, Louisiana, in a family of writers and mystics, and graduated from Yale University. She lives in Brooklyn with her husband and two daughters. The Stand Up Community Chat is always active with other Stand Up Subscribers on the Discord Platform.   Join us Monday and Thursday at 8EST for our Weekly Happy Hour Hangout!  Pete on Threads Pete on Tik Tok Pete on YouTube  Pete on Twitter Pete On Instagram Pete Personal FB page Stand Up with Pete FB page All things Jon Carroll  Follow and Support Pete Coe Buy Ava's Art  Hire DJ Monzyk to build your website or help you with Marketing

Stand Up is a daily podcast. I book,host,edit, post and promote new episodes with brilliant guests every day. This show is Ad free and fully supported by listeners like you! Please subscribe now for as little as 5$ and gain access to a community of over 700 awesome, curious, kind, funny, brilliant, generous souls Anya Kamenetz speaks, writes, and thinks about generational justice; about thriving, and raising thriving kids, on a changing planet. Her newsletter on these topics is The Golden Hour. She covered education for many years including for NPR, where she co-created the podcast Life Kit: Parenting. Her newest book is The Stolen Year: How Covid Changed Children's Lives, And Where We Go Now. Kamenetz is currently an advisor to the Aspen Institute and the Climate Mental Health Network, working on new initiatives at the intersection of children and climate change. Anya Kamenetz speaks, writes, and thinks about generational justice; about thriving, and raising thriving kids, on a changing planet. Her newsletter on these topics is The Golden Hour. She covered education as a journalist for many years including for NPR, where she also co-created the podcast Life Kit:Parenting in partnership with Sesame Workshop. Kamenetz is currently an advisor to the Aspen Institute and the Climate Mental Health Network on new initiatives at the intersection of children and climate change. She's the author of several acclaimed nonfiction books: Generation Debt (Riverhead, 2006); DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (Chelsea Green, 2010) ; The Test: Why Our Schools Are Obsessed With Standardized Testing, But You Don't Have To Be (Public Affairs, 2016); The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life (Public Affairs, 2018), and The Stolen Year: How Covid Changed Children's Lives, And Where We Go Now (Public Affairs, 2022). Kamenetz was named a 2010 Game Changer in Education by the Huffington Post, received 2009, 2010, and 2015 National Awards for Education Reporting from the Education Writers Association, won an Edward R. Murrow Award for innovation in 2017 along with the rest of the NPR Ed team, and the 2022 AERA Excellence in Media Reporting on Education Research Award. She's been a New America fellow, a staff writer for Fast Company Magazine and a columnist for the Village Voice. She's contributed to The New York Times, The Washington Post, New York Magazine and Slate, and been featured in documentaries shown on PBS, CNN, HBO and Vice. She frequently speaks on topics related to children, parenting, learning, technology, and climate to audiences including at Google, Apple, and Sesame, Aspen Ideas, SXSW, TEDx, Yale, MIT and Stanford. Kamenetz grew up in Baton Rouge and New Orleans, Louisiana, in a family of writers and mystics, and graduated from Yale University. She lives in Brooklyn with her husband and two daughters. The Stand Up Community Chat is always active with other Stand Up Subscribers on the Discord Platform.   Join us Monday and Thursday at 8EST for our Weekly Happy Hour Hangout!  Pete on Threads Pete on Tik Tok Pete on YouTube  Pete on Twitter Pete On Instagram Pete Personal FB page Stand Up with Pete FB page All things Jon Carroll  Follow and Support Pete Coe Buy Ava's Art  Hire DJ Monzyk to build your website or help you with Marketing

In this episode, Danielle is joined by Karin Klein. Karin Klein has been a member of the Los Angeles Times editorial board for the past 20 years, covering education, medicine, science, and environment, and was a regular columnist for the Sacramento Bee for four years. She shared in two staff Pulitzer Prizes for coverage of breaking news and was the 2006 recipient of the Eugene C. Pulliam Fellowship for Editorial Writers, the Logan Science Writing Fellowship at Woods Hole and Arctic Alaska, and the Metcalf Institute Environmental Writing Fellowship. She also has won numerous national, regional, and local journalism awards, including the Education Writers Association award for her creation of an interactive education page for The Times. Highlights from the episode include: assessing whether college is the right fit, the cost of higher education and the epidemic of college debt, alternative paths to college, and examples of people living fulfilling careers without degrees. Learn more about Karin's book Rethinking College: A Guide to Thriving Without a Degree at https://www.harpercollinsfocus.com/9781400334483/rethinking-college/ Connect with the podcast on Instagram at @thefirsttenyearspodcast and via email at thefirsttenyearspodcast@gmail.com. Connect with Danielle on social at @danielledoolen.

In the 5th and final part of this Pulse Check series on International Recruiting, guest Karin Fischer, a senior writer on international education at The Chronicle of Higher Education, offers an expert perspective on the challenges and solutions for recruiting international students to American higher education institutions. Takeaways:Colleges and universities have had to reevaluate the value and purpose of international education in the face of changing global dynamics.International enrollment is on the rise, but the makeup of international students has shifted dramatically.Colleges need to adapt their support services to meet the unique needs of international students, including career services with cultural and visa law knowledge.To make American higher education more accessible to students from all socioeconomic backgrounds, institutions need to prioritize equity and explore alternative models such as online education and transnational programsGuest Name: Karin FischerGuest Social: LI: https://www.linkedin.com/in/karin-fischer-0038ba5X: https://twitter.com/karinfischerGuest Bio: Karin Fischer is a senior writer for The Chronicle of Higher Education, where she writes about international education, the social and political divides around college, and other topics. She also publishes a popular weekly newsletter on global education, Latitudes. Her reporting has appeared on NPR and in The New York Times, EdSource, and the Washington Monthly. She is a research associate at the Center for Studies in Higher Education at the University of California at Berkeley and an international education leadership fellow at the University at Albany. She is a recipient of the East-West Center's Jefferson Fellowship for reporting in Asia and the International Reporting Project fellowship. Her work has been honored by the Education Writers Association, the National Press Foundation, and the Poynter Institute.  - - - -Connect With Our Co-Hosts:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaSeth Odell https://www.linkedin.com/in/sethodell/https://twitter.com/sethodellAbout The Enrollify Podcast Network:The Higher Ed Pulse is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Some of our favorites include Generation AI and Confessions of a Higher Education Social Media Manager.Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Connect with Us at the Engage Summit:Exciting news — Mallory will be at the 2024 Engage Summit in Raleigh, NC, on June 25 and 26, and we'd love to meet you there! Sessions will focus on cutting-edge AI applications that are reshaping student outreach, enhancing staff productivity, and offering deep insights into ROI. Use the discount code Enrollify50 at checkout, and you can register for just $200! Learn more and register at engage.element451.com — we can't wait to see you there!

Benjamin Herold is a technology reporter at Education Week, where he has profiled teen hackers, led an award-winning investigation into the nation's online charter schools and detailed Facebook founder Mark Zuckerberg's multi-billion dollar foray into publication education. Prior to joining Education Week in 2013, Herold covered the Philadelphia school district for WHYY public radio and the Philadelphia Public School Notebook, winning first-place awards from the Education Writers Association as the nation's top education beat reporter (2012) and for his feature reporting on Philadelphia's mass school closings (2013). Before becoming a journalist, Herold worked as a policy researcher, an independent documentary filmmaker and a training specialist for rape-crisis and domestic-violence-prevention organizations. Benjamin has a master's degree in urban education from Temple University in Philadelphia, where he currently lives with his family. With a Spencer Fellowship, Herold plans to take an in-depth look at the changing face of opportunity in America's suburban public schools, chronicling how school districts and families alike are responding to sweeping demographic and economic shifts and exploring what such choices mean for the long-term future of traditional public education.

In conversation with Kristen Graham, education reporter for The Philadelphia Inquirer Public education reporter Benjamin Herold's stories, features, and investigative exposés have appeared in Education Week, PBS NewsHour, The Hechinger Report, NPR, and the Public School Notebook, among other publications. The recipient of a master's degree in urban education from Temple University and first place awards from the Education Writers Association, Herold formerly worked as a researcher, documentary filmmaker, and training specialist for rape-crisis and domestic-violence prevention organizations. In Disillusioned, he offers a timely examination of the hope and hazards suburban public schools and school boards offer in the fight to renew the promise of historical American middle class ideals. Because you love Author Events, please make a donation to keep our podcasts free for everyone. THANK YOU! The views expressed by the authors and moderators are strictly their own and do not represent the opinions of the Free Library of Philadelphia or its employees. (recorded 1/23/2024)

Scott Jaschik, cofounder and former chief executive officer and editor of Inside Higher Ed, leads the conversation on the changing landscape of college and university admissions criteria. FASKIANOS: Welcome to CFR's Higher Education Webinar Series. I'm Irina Faskianos, vice president of the National Program and Outreach here at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic. As always, CFR takes no institutional positions on matters of policy. We're delighted to have Scott Jaschik with us today to discuss the changing landscape of college and university admissions criteria. Mr. Jaschik was a cofounder and former chief executive officer and an editor at Inside Higher Ed, a media company and online publication that provides news, opinions, resources, and events focused on colleges and university topics. He previously served as editor for the Chronicle of Higher Education and was a former board member of the Education Writers Association. And he's a leading voice on higher education issues, publishing articles in the New York Times, the Boston Globe, Washington Post, Salon, and elsewhere. So, Scott, thank you very much for being with us today. There's a lot here to cover, I thought maybe you could give us context and set the stage of the current trends in college and university admissions, as well as the role and importance of international students and scholars at U.S. universities. JASCHIK: Sure. Thanks very much for the invitation. And it's great to speak to CFR people. And it's great particularly because you're a group whose interests extend far beyond higher education. And it just goes to show, higher education is important to every society and everyone, really. So I think this is a great opportunity for me to talk to you. And mainly, I'm excited to hear what the attendees have to say about these issues. But briefly, to give an overview. The big issue, and I want to say a few—one thing, in terms of setting the context. Admissions, talking about college admissions, can vary hugely depending on who you are talking about—by student, by institution, and so forth. So I'm going to talk, for instance, at the beginning about affirmative action. And I'll talk about the institutions that are most affected by the recent Supreme Court decision on affirmative action. But then I'm going to talk about a trend in the rest of higher ed, direct admissions, and how that affects people in higher ed. And then at the end, I'll throw in a few comments on the international students. So on affirmative action, the big news was this summer the Supreme Court ruled six to three that colleges—that two colleges in particular, Harvard and UNC Chapel Hill, were not following the law with respect to how they used affirmative action in admissions. It was a very strong decision, a very thorough decision, but one that greatly upset most people in colleges. The general public generally is a little bit skeptical of affirmative action. But in higher ed, there is very strong support for affirmative action. Now, it's important to remember that this decision will directly affect maybe two hundred institutions. Now, it may indirectly affect many more down the road. I'll talk about that in a minute. But it's important to remember, at most colleges—you know, you read these stories every year about how under 5 percent of applicants get into Harvard, Yale, and whatever. Well, most colleges admit most applicants. And I'll just repeat that, because it's really important to remember. Most colleges admit most applicants. I think that is largely lost in the coverage of late on affirmative action. And it's really important, if you have an opportunity, to shout that out to the world. Because even if a student doesn't feel comfortable applying to an elite college or university, it's important to always say that there is a place in higher ed for that student, and for all students. But on higher ed, this is a big decision for higher education because most of the top colleges in the country have used affirmative action in admissions. They don't maybe want to talk about it now, but they have used it for their admissions processes. And now they can't. And, you know, there's really a lot of skepticism about what it will be like. Now, the expectations are based on the University of California, the University of Michigan, and the University of Texas, because in prior court rulings and in state votes they do not use affirmative action. And if you expect them to follow—to follow what's going to go on, people will predict a major decline for Black students, Latino students. White students actually are not going to gain a lot. Asian students will gain. But that's based on those past examples. There's a big question mark this year which is about the admissions tests that in the past were required of all students, but now they aren't. And test-optional admissions truly took off during the pandemic, because there was a period of time when students literally couldn't take the SAT or ACT. But a secondary reason, and arguably, I think, the more important reason, colleges dropped the test-optional—or, went test-optional, is this decision. They knew it was coming and this gives them a lot more flexibility. So do I expect to happen what happened with the University of California? I would say yes, but, because nobody really knows what the impact will be of test-optional admissions. Now, very quickly, some other things on affirmative action to remember. Many colleges are adding essays specifically to reach students who are minority students or who have particular experiences that colleges want to have. And this is, again—remember, even if a college asks, are you Black, Latino, or whatever, they cannot use that information when they evaluate students. So that will be totally invisible to the colleges. The Supreme Court decision explicitly said that students can write about their experiences in life and how that affects them for higher ed. But the Court's going to be watching very carefully and wants to make sure that anything that the students say is not just a way to go back to considering students differently, as the Court said, on the race and ethnicity. Also, there's a group working to create a new system to evaluate students' character, because character is something that many people cite but they don't really have a way to cite it. That's the kind of thing that we're seeing. Now, there are other issues too. Legacy admissions, in which colleges favor the children of alumni or relatives, that is under real tight scrutiny right now. There was nothing in the Supreme Court decision to say they couldn't do legacy admissions, but many colleges are uncomfortable given that they cannot use the systems they came up with to help Black, and Latino, and Asian American students get into college. They are uncomfortable with legacy admissions because it primarily helps white students get into college. And that's not something they want to do. Similarly, early decision is something that is very controversial, because it primarily helps white students. Now what's unknown is two things. One is the final rule, so to say, on admissions. That's going to be decided not by anything I say or that anyone else says, but it's going to be back in the courts. I would be absolutely certain it will return to the courts. And they will, you know, hash that out. Also, there's the question of financial aid. Some colleges award—and this is many more colleges—award financial aid in part based on race and ethnicity. Is that legal? We don't yet know. Some players on both sides have offered their opinions, but that will be a huge decision that will come down. Now I want to talk about another issue in higher ed that's going on, which is direct admissions. And if you're not familiar with direct admissions, in direct admissions students do not apply to colleges. Students simply fill out a form, which includes their transcript, any test scores they want to submit, and roughly where they want to go to college. I don't mean institution names, but, like, I live in Connecticut and these are the—and I want to go to college near my home. It's important to remember, most college students go to college near their homes. So and then after that, colleges will look at the application that they filled out. And colleges will admit those students. Now direct admissions is very popular among all the institutions that I wasn't talking about before, because it is a good way to recruit more low-income students, who seem to really like this system. But direct admissions has primarily been used on a small scale. And that—we have to see what will happen as it goes to a larger scale. So that is something still to find out. And then on international students, with international students most colleges very much want international students. But there are key things that may make it difficult to recruit them. One is foreign—the foreign relations, as your group well knows. I mean, you've got the war in Russia and Ukraine, which didn't send a lot of foreign students to the United States, but they sent some. And, interestingly, some of the colleges in New York City have both Russian and Ukrainian students at the same college. And they are dealing with issues related to that. But the most students have come from China. And our relations with China are, frankly, pretty bad right now, I would say. And that raises real questions about which students will come. My guess is that the top universities are not going to have a loss in foreign students, or at least not a substantial loss. But it's important to remember, foreign students are enrolling at every type of college and university. And they may be affected at institutions that aren't as competitive in admissions. So that's my rough answer to your question. Have at it. FASKIANOS: Fantastic. Thank you so much. And now we're going to go to all of you for your questions and comments. And please use this as a forum too to share best practices. (Gives queuing instructions.) So I'm going to take the first written question from Edie Gaythwaite, professor at Valencia College in Orlando, Florida: The issue of essays is now the use of AI-generated essays being submitted. So how do you see the admissions process moving forward with this in mind? JASCHIK: That's a great question. And it's something that's getting a lot of attention right now. And I'm going to answer first for what's going to happen this year, and then I want to talk about the future. Right now, this is making a lot of people in admissions very nervous, because every day someone does a story on—on the way AI can be used to write essays. Colleges don't know. So they are nervous. Now, some of the services that colleges use to detect plagiarism can also be used, they say, to maybe detect the use of AI. So that's one possibility. Others are suggesting that colleges should instead of using regular essays, should require an essay that is handwritten and was graded by a high school teacher, and to turn it in with the high school teacher's grades. Now that's a little—there's something odd about that, in that that assumes that the student didn't use AI in high school, which, you know, who knows if that's true. But the reason I would say not to get a huge panic this year, is that a bunch of colleges are working on the issue. I suspect that by the end of this year, they are going to have better ways to deal with AI than they do right now. So I would say, you know, watch. But remember—and the other thing I would say is to remember past examples. Remember, when Wikipedia first started? There were people saying, no college student is ever going to write his or her own essay again. They're all going to come from Wikipedia. Well, they're not. And so because a lot of people figured out how to use Wikipedia, and how not to use Wikipedia. So I don't mean to sound like a Pollyanna, but there may be a better way coming. FASKIANOS: Our next question comes from Beverly Lindsay. Beverly, please identify yourself and ask your question. Q: Can you hear me? FASKIANOS: We can. We can. Q: Great. Beverly Lindsay, University of California, multicampus. Hello, Scott. Good to hear your comments. I have something that wasn't quite covered. Because I have been at two major research universities, actually more, but two in particular. They actually have informal legacy admits. And I would like your speculation on how that will continue. The second part of the question relates to HBCUs, particularly the ones that are known as the Black Ivies. I was at two of them. And I also know that they are concerned about having more diverse students from different economic backgrounds. Could you comment on that as well? Thank you. JASCHIK: Sure. Those are very good questions. So, first, on the informal legacies, which is something I have heard about. And I, in fact, did a story about a university that said it was eliminating legacy admissions, but it turned out they weren't. They still had legacy admissions. And that's because legacy admissions is something that colleges like to talk about with their alumni, but maybe not with the public. It strikes me that informal legacy admissions really doesn't make sense. If you believe in legacy admissions, defend it. But informal strikes me as inappropriate, frankly. Now, on the HBCUs, and particularly, the so-called top HBCUs, there's interesting developments with regard to affirmative action. When California eliminated affirmative action way back when, more Californians started to go to Morehouse, and Spelman, and other very good HBCUs. And we are going to see more of this in the next year, I think. But at the same time, I would caution against assuming that HBCUs can provide the answers to everything here. Morehouse and Spelman, despite being great colleges, to not have the financial aid that Harvard and Stanford have. They just don't. There's not enough money there. And it's a different kind of experience, a great experience for some students. But financially and otherwise, there are limits to what they can do. Now, if Morehouse and Spelman could grow by a thousand students, well, that would sound wonderful. But I don't think they can grow by a thousand students, at least not immediately. So this year, I think we're going to be watching what goes on at those colleges. So I hope I've answered. FASKIANOS: Great, thank you. I'm going to take the written question from Todd Barry, who is professor at Hudson County Community College? Excuse me. How safe is it geopolitically for U.S. professors to teach abroad? JASCHIK: How what is it? FASKIANOS: Safe is it. JASCHIK: Oh, how safe? I think it really depends on the country. In lots of countries it is totally safe, in that—you know, you have to be realistic. What is—how safe is it to teach in the United States is a legitimate question, in some parts of the country. To go abroad, there are real issues if the country is not secure, it does not have an adequate system for making sure that people are protected. And also, there are issues related to the potential in other countries for anti-American thought to happen and to be a cause of concern. At the same time, there are many countries where you will find yourself welcome. And I think it's great for American college professors to look for those places and to go abroad. They will learn as much as they will teach. So I think that's, you know, that's great. FASKIANOS: Great. Don Habibi has raised his hand, and also written a—written a question. But, Don, I think you've put your hand down, but I'd love you to ask it yourself, if you could unmute yourself. Q: OK. Yes. Hi. Yeah, my question was triggered by the first AI question. And that is, what's to prevent—or how do you check a student who writes a fabulous story of their overcoming adversity or their combat experience, or whatever it is that, you know, would just sort of bring them to the top of the applicant pool. And the likelihood of fact checking that sort of thing is pretty small. And I mentioned in the question that several times reporters won Pulitzer Prizes for reporting on stories, and they made them up. FASKIANOS: And Don is—can you give us your affiliation? Q: I'm a professor at the University of North Carolina Wilmington. FASKIANOS: Thank you. JASCHIK: Yes, that is a real concern. And it's not just in admissions. Colleges are worried about that issue in the essays they will assign to students to write after—you know, after they're enrolled. There, they—some people are arguing for in-person writing. You know, in class, where the students will be forced to write it down. Now, some students say they can't write a long, handwritten essay anymore, because all they can do is type. And I have some sympathy for them, but that's what they're saying. It goes back to what I said before. Colleges are working on solutions to this and going to try. I would say that a good admissions counselor should be able to see some things that come out in their applications. Also, some colleges are changing their essays so that they are more about the college you are applying to, to make it more difficult to use a copied essay. FASKIANOS: Thank you very much. The next question we'll take from Melissa McGinnis, assistant director of admissions at Yale University's Jackson School of Global Affairs: What are your thoughts on how these affirmative action issues impact graduate admissions for professional programs, not PhD? JASCHIK: Sure. Yeah, well, I'll tell you about both. In law schools, medical schools, business schools, it is the same thing. That there's no expectation that this decision doesn't apply. And they have got to redo their systems and procedures just like their undergraduate counterparts do. PhD programs actually are interesting, though, because in many colleges and universities, those decisions are done by the department level. And it is more difficult to control a department than it is to control a whole school. You know, you may have six members of the English department or whatever deciding on admissions. But they can't use race. That's just—and if they do they're going to get sued. So that's just the rules. FASKIANOS: Great, thank you. We have a raised hand from Sneha Bharadwaj. Excuse me if I did not pronounce it correctly, but you can correct me. Q: OK. So my name is Sneha Bharadwaj. I'm from Texas Woman's University here in Dallas, Texas. I was following up on other questions you answered regarding the holistic admission process. And I'm wondering, beyond the handwritten essay, are there any talks about video interviews or uploading video prompts, where you hear from that person? And if that is something that's in the talks or is being considered, because I think we're all in the same boat of wondering how this holistic admissions is going to work. JASCHIK: Right. Well, and Texas Woman's University is a great example. It is a—it is a university in Texas that has men, for those who are not familiar with it. It is not—does not just admit women. And it's—and in recent years, it's become quite popular and is growing with more people using holistic admissions to get in. So, you know, to do an interview for everyone, on the one hand, it makes perfect sense. You meet the people, find out about them, find out about their interests, et cetera. But in most colleges, and I don't know if this is true of Texas Woman's University, that is a major undertaking, to interview everyone, even via Zoom. And most college admissions offices will be hard stretched to interview every student. Also, there have been charges that admissions interviews favor or don't favor minority students. They are said to favor them, if colleges want to admit more minority students. They are said to disfavor them when the students don't have the same expertise in doing interviews as wealthier students do. And most of the wealthy students are white students. So it is something that they are looking at, but I am not sure it will work at very many institutions this year. Q: Thank you. FASKIANOS: Thank you. So I'm going to take the next question from Kurt Schmoke, who is the president of the University of Baltimore: Which states are using direct admissions? And will this spread to other states? JASCHIK: Great question. Nice to have a president here. And so, there are not any statewide requirements, but Minnesota is the state to look at. In Minnesota, they made it possible for any college that wanted to, to use direct admissions. And most of the colleges opted in in part. One college opted in entirely. They said, that's the way you're going to apply to get into that college. Most colleges, though, are doing it on a piecemeal basis, admitting just some students. And I'm curious, does the University of Baltimore—did you use direct admissions? FASKIANOS: Kurt, if you want to unmute and respond, that would be great. We'd love to hear your experience. Q: Sure. The closest that we have to that is dual enrollment programs that allow students to obtain X number of credits. And it usually is with the community college, some with high schools. But now I'm quite interested in this direct admissions. So I'll take a look at what Minnesota is doing. JASCHIK: Right. You should do that. In Minnesota, the colleges that definitely didn't do it were the flagship University of Minnesota campus and Carleton College. You know, again, colleges that get tons of applicants don't need to, but it was all the other colleges. And if you search on Inside Higher Ed's website, you'll find a bunch of stories on the players in direct admissions, EAB, the common app, et cetera. There are places you can go. Niche does direct admissions. There are places that would love to talk to you, I'm sure. Q: Good, thank you. FASKIANOS: I'm going to take the next written question from Kevin Collymore, who is an assistant dean of retention and persistence programs at the University of San Francisco: How will institutions handle donor gifts, scholarships intentioned for students of color moving forward? FASKIANOS: Very carefully. (Laughs.) They will have to say that a gift cannot be used by the college specifically for minority students. In fact, some think the best way will be for colleges to work with outside groups, and to say: Don't give us the money. Give it to the such-and-such foundation. And then that group may decide to give financial aid to minority students at the University of San Francisco, or any university. But this is very much in play right now, in that I think it's one of the issues about which there will be a court ruling soon. FASKIANOS: Thank you. I'll take the next question from Mahmood Khan, a professor at Virginia Tech: Can you comment on anything that can be done about the time to get a U.S. visa? Students cannot join because they didn't get visas on time. So I guess they couldn't come this semester. JASCHIK: That is a terrible problem. And it has been a big issue this year. Many of the—going back to the pandemic—at the height of the pandemic, no one wanted to come to the United States. (Laughs.) And the United States didn't really want them. Everyone was viewed as a threat, really, to the health of others. Since then, officially, they've opened up. But students from certain countries report incredible delays in getting their visas. And particularly these are students trying to travel to the United States from countries where there are many Muslim students, or many Muslim people and Muslim students. And they say they're not rejected, but they just—it just takes forever for them to fill out and to get an answer. Now, why this is sort of—it's subject to debate. Many of the people who work in processing visas say they are working as fast as they can, looking for the information they need, et cetera. Many in higher education view that very skeptically. And they see students who they cannot think of a good reason why that student should be denied a visa. And it just lingers. Some colleges have taken to educating students abroad for their first semester when they can't get in. But that is something that only some colleges can do. And also, it denies the students what they're seeking, which is a real experience at Virginia Tech, or any college. FASKIANOS: Thank you. Beverly Lindsay has her hand—I don't know if that's a residual from your last question or if you had a follow-on comment. OK. I'm going to move on, then. I'm going to take the next question from Michael Strmiska, a professor of world history at the Orange County Community College: Do you think that the ban on affirmative action in student admissions might eventually apply to academic employment? I teach in a community college with very low representation of non-white faculty and I think if the Supreme Court or other powers signaled that any diversity motivated hiring among minority faculty could come under dispute this would hamper or even halt our very slow progress toward creating a more diverse faculty. JASCHIK: You're absolutely right. And many colleges do use affirmative action in hiring. The court decision itself did not speak to that. However, if you look at the justices on the court today and imagine a case involving academic hiring reaching them, it is hard for me to imagine the six justices would not also object to affirmative action in hiring. And that would be very limiting in terms of who colleges have to hire. Now, there is some leeway in that academic hiring decisions are mainly made at the department level, with some administration involvement. I don't know if that will work. But I think you're right to see that as a potential problem ahead. FASKIANOS: OK. The next question is from Galia Benitez, an associate professor of international relations at Michigan State University: You began the discussion by asserting that the number of Black and Latino students was going to decline. How do you see the actual class environment for professors and for minority students already in the system or in the future who form part of a minority would be teaching and learning in a less diverse environment? In short, what would be the consequences of these new admissions rules and learning? JASCHIK: The consequences aren't good. We are already seeing racial incidents on campuses that sort of relate to the Supreme Court decision. And when the Supreme Court has taken up these issues in the past, they have similarly been incidents about race on campus. In terms for learning, again, I think it's going to be very negative because students look to a diverse student body to learn, for all the reasons that Justice Sandra Day O'Connor wrote back in 2003 still apply. Well, or I think they should still apply. They aren't. They don't apply because of the recent Supreme Court decision. I think it's going to be tougher for faculty members who are truly committed on those issues. FASKIANOS: Thank you. I think Beverly has re-raised her hand, so I'm going to try again. Beverly, I'll give you a few minutes to—seconds to unmute yourself. You're still muted. There we go. Q: I don't know what's happening because I didn't have another question. There may be a technical problem, but since I'm on I will ask something else. FASKIANOS: OK. (Laughs.) OK. Q: Scott, with reference to the international students and the international faculty, as we know in many of the tier one, AAU major research universities, and the ones also in our neighboring countries like Canada with the University of Toronto which is also a member of AAU and McGill, for example. A number of the faculty and the PhD students in particular—this is one of my areas of research—are in the STEM fields, but they're from other countries. So how are we going to think of other ways to get diverse students, whether they're Canadians in Canada, or Americans in the United States, to be able to pursue some of these programs in STEM fields? JASCHIK: It's going to be very challenging. Look, in STEM fields international students are admitted not because only—in the past, haven't been admitted only because of affirmative action. They've been admitted—there aren't enough American students of any race or ethnicity to fill those classes. There aren't. And that is true at any university in the country, really. Now it's not that there aren't talented Americans, but they are not—they're just not in the right numbers to help. And so, you know, a bunch of things. When recruiting international students or recruiting any students, it's money. And here, the University of California, I'm less worried about than colleges that are not as high in the rankings as UC is. But, you know, it's money. And it's also—it's also mission. Why you come and do that. And it's really important that professors have good answers to questions—to both of those questions, because they are going to be asked. But, no, it's not going to be easy at all. FASKIANOS: Thank you. I'm going to go next to Beth Hillman. Beth, do you want to ask your question that you've written? Putting her on the spot. Q: Sure. I just—I'll read it there. So how will the new return on investment economic models influence student choices about institutions and programs? JASCHIK: Return on investment, I don't like the use of return on investment but I'm in a minority. And a lot of students and their parents love it. Look, return on investment is greater if you are a student in STEM at MIT than if you're a student in English at any college or university. That's just a fact. But to me what that misses is that in many areas the student studying English may have a perfectly good return on investment. And it's important for colleges to publicize the actual returns that students get. Look, students who study English, and history, and political science, and whatnot, are not, in fact, as a group, ending up working at Starbucks And they, they have the ability to get good jobs. Now, most of them, they get good jobs by not staying as a—in that field. I am a history major. I am not a historian. And most people don't seem to really understand that. But every year people will come up with more ways to rank colleges by return on investment. I don't really put too much in it. FASKIANOS: Thank you. Please raise your hands if you have more questions. I see none—no more raised hands or written questions, but we'd love to hear from you. So I do have a couple, though. I wanted to ask you a little bit about how do you think the U.S. higher education admission strategies is affecting our image in the world, our global standing? JASCHIK: That's a really important question. Look, most people abroad would love to attend a great American college or university. They felt that way during the Trump administration, during the Biden administration, during the Obama administration. They want a U.S. college. Now, that doesn't mean that they favor the U.S. in terms of what the U.S. is doing around the world, but they do value American colleges and universities. There's no doubt about that. And so, in fact, I'd say it's a real loss that the U.S. doesn't act with more on that, because—you know, potentially it's a great, great reason to come to the U.S. FASKIANOS: And what resources do you recommend for higher ed leaders and administrators to better understand how to promote equitable missions, processes, or to navigate now what's this current landscape? JASCHIK: Read Inside Higher Ed—(laughs)—and, you know, pay attention to the issues. If you are at an elite institution, there's a set of questions that you have about early admissions, about legacy admissions. You know, why are you continuing those policies if they are specifically resulting in—(coughs)—excuse me—in the admission only of white students? Align your financial aid to admitting more low-income students. You can base it on income, not race and ethnicity. Totally legal. And, you know, why aren't more colleges doing that? If you are a less-wealthy institution, and an institution of less stature, I would raise the same question, particularly about merit aid—so-called merit aid, is what I would call it. Because merit aid is really aid for those who don't really need aid. And, you know, why do you do these policies that don't—that don't actually improve things in terms of your student bodies? FASKIANOS: Thank you. I'm going to take the next question from Todd Barry. Again, it's Hudson County Community College: Will any of President Biden's debt forgiveness programs be upheld by the courts? And will college rankings involve more companies to become more diverse? JASCHIK: Companies? FASKIANOS: Todd, do you want to just clarify that second part of your question? Thank you. Q: Yes, thank you. Will there be more organizations that put out college rankings rather than just the two that do so already? JASCHIK: Ah, OK. FASKIANOS: Thank you. Q: Thank you. JASCHIK: I suspect there will be. I've yet to find a ranking that I truly like, because I personally believe that college—the way to pick a good college is not to look at what somebody else said are the rankings of colleges. It's just not a good way. But it may be a good way for some people to make a lot of money, so the rankings will continue. I'm sorry. I just forgot. What was the first part of that question? FASKIANOS: The first part was—let me pull it back up—will any of President Biden's debt forgiveness programs be upheld by the courts? JASCHIK: Ah, yes. I don't know. (Laughs.) The most recent of his debt relief things are being challenged. And I don't know. I really don't know if he'll be successful. It depends which judges the cases are before to tell. Yet, I think I saw—I read this weekend, four million have applied for the most recent debt relief, with more expected to. That's a lot of people. FASKIANOS: I'm going to take the next question from Amanda Shanor, assistant professor of legal studies and business ethics at University of Pennsylvania's Wharton School: Why haven't universities used First Amendment arguments to defend their admissions policies? And should they do so in the future? JASCHIK: I don't think that that argument would carry the day with the current Supreme Court. I just don't. They were—if you read the decision, if you listened to the arguments that were made, they were wholly committed to getting rid of affirmative action. It may help in the future with a different Court, but I think we have the current court for a while. FASKIANOS: I'm going to take the next written question from Edie Gaythwaite, again, a professor at Valencia College: To build off the global conversation, do you see institutions actively recruiting international students as admission applications decline? JASCHIK: Definitely. Many colleges—most colleges have some international recruitment strategy. Now, at—at Valencia, I don't know what your strategy is. But, you know, many Florida colleges, they are trying to—they have a tremendous advantage in Latin America, as opposed to Europe and the Middle East. That may be something that they are trying. All types of colleges are pushing for more students. And it makes perfect sense. They should definitely recruit more. FASKIANOS: OK. And then we're going to take the next question from Sneha again, from Texas Woman's University: How does removing scholarships and merit aid impact enrollment and retention? JASCHIK: It depends what institution you're at. Many institutions use merit aid to get students who wouldn't otherwise attend. And that's just a reality. Most students are making their choice based on a combination of factors, both the academic quality of the institution and the money. And so shifting it is a risky business. Now, some colleges that are more prestigious have managed to eliminate merit aid. But the main problem for colleges that are not in the elite is that they are trying to get some students who wouldn't come, to come. And they're very nervous about eliminating merit aid for that reason. FASKIANOS: And now that the—the pandemic is in the rearview mirror, have the admissions or the matriculation from international students—is that going up again? JASCHIK: Slightly. The big study comes out, I think, in December. So we don't know yet for this year. FASKIANOS: Mmm hmm. Great. OK, so I'm doing a final call for questions from the group. Oh, I think—oh, one more from Kurt Schmoke: Do you think that the Court's exemption of military academies will undermine their rationale for ending affirmative action? JASCHIK: You know, that's really interesting. And the group that led the campaign against affirmative action, they are right now seeking plaintiffs at all the military academies. So I don't think it's going to last long. And I don't know. The court may have left it in place because they truly believe it. But in reading the overall decision, I would have a hard time imagining them voting to uphold it anywhere. FASKIANOS: Thank you. We have a raised hand from Dena Bateh at NYU. Q: Yes. You pronounced that perfectly correct, thank you. My question is somewhat related, but maybe just on an alternative tangent. And it's something that I'm going to be doing some research on. So I do teach at NYU, but I am an administrator at another institution. And I've noticed—I'm in New York City, of course. And I've noticed the pattern of referring to students as consumers or customers has been a prevalent topic. And I can't even tell you how that boils my blood rather than, say, learner. So that's my research topic. But I'm wondering, how is this being addressed? You know, to uphold the standards of higher education, what are your thoughts on moving forward beyond a Google certification or just certificates that will get students who are—who have not pursued higher education to a certain point, but then they're going to need to return? What are your thoughts on that, I think, in general will be. JASCHIK: So I share your distaste, I guess, for calling students consumers. Look, you know, in a real higher ed environment, professors are teaching and they're also testing students on what they've done, period. But there are some areas where a more consumer approach can work. I did a story about fifteen to twenty years ago about—I wanted to take an online course. And I sent off emails of my interest, didn't say it was for journalism, to some nonprofit and for-profit places. And the for-profit places clearly saw me as a customer. And they wrote immediately—I mean, within an hour—and said, what can we do to help you? Blah, blah, blah. That spirit should be prevalent at any college, particularly that's going to get a lot of low-income students. That's how they will get more low-income students. So in some areas thinking about students as consumers is OK, but I hope they don't do it overall. FASKIANOS: OK. I'm going to take the last question for Babafemi Akinrinade: In Washington State, minority students will number white students in a few years. Will the Supreme Court decision impact the efforts of colleges to recruit these minority students, especially as the state is worried about declining birth rates, while other states are poaching students from Washington State. And Babafemi is with Western Washington University. JASCHIK: So it shouldn't. Look, it's great if Washington State has great numbers of students. They should shout out to the world. More colleges should go and recruit. That's just the fact of life. In the United States today, at Harvard—which was in this decision—they are a majority minority institution. So it didn't really help them out, but it can help—but lots of colleges can recruit students of all kinds, in Washington State and elsewhere. And thanks so much for your invitation to speak today. And I hope you found it useful. FASKIANOS: We did indeed. Thank you very much, Scott Jaschik. I appreciate it. And to all of you for your questions and comments. We enjoyed this conversation. We will be posting the video and transcript online afterwards if you want to review it and share it with your colleagues. You will receive an invitation to our next Higher Education Webinar under separate cover. In the meantime, I encourage you to follow @CFR_Academic on X, formerly known as Twitter, and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org, for research and analysis on global issues. We also have a dedicated series for students and professors, so professors can invite their students to join the Academic Webinar series. And the first one of this semester is next Wednesday at, I believe, 1:00 p.m. So I hope you will join us for that. If you haven't gotten an invitation, please do email us at CFRacademic@CFR.org. Again, thank you all for being with us today. We look forward to your continued participation in our program series. (END)

Scott Jaschik, cofounder and former chief executive officer and editor of Inside Higher Ed, leads the conversation on the changing landscape of college and university admissions criteria. FASKIANOS: Welcome to CFR's Higher Education Webinar Series. I'm Irina Faskianos, vice president of the National Program and Outreach here at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic. As always, CFR takes no institutional positions on matters of policy. We're delighted to have Scott Jaschik with us today to discuss the changing landscape of college and university admissions criteria. Mr. Jaschik was a cofounder and former chief executive officer and an editor at Inside Higher Ed, a media company and online publication that provides news, opinions, resources, and events focused on colleges and university topics. He previously served as editor for the Chronicle of Higher Education and was a former board member of the Education Writers Association. And he's a leading voice on higher education issues, publishing articles in the New York Times, the Boston Globe, Washington Post, Salon, and elsewhere. So, Scott, thank you very much for being with us today. There's a lot here to cover, I thought maybe you could give us context and set the stage of the current trends in college and university admissions, as well as the role and importance of international students and scholars at U.S. universities. JASCHIK: Sure. Thanks very much for the invitation. And it's great to speak to CFR people. And it's great particularly because you're a group whose interests extend far beyond higher education. And it just goes to show, higher education is important to every society and everyone, really. So I think this is a great opportunity for me to talk to you. And mainly, I'm excited to hear what the attendees have to say about these issues. But briefly, to give an overview. The big issue, and I want to say a few—one thing, in terms of setting the context. Admissions, talking about college admissions, can vary hugely depending on who you are talking about—by student, by institution, and so forth. So I'm going to talk, for instance, at the beginning about affirmative action. And I'll talk about the institutions that are most affected by the recent Supreme Court decision on affirmative action. But then I'm going to talk about a trend in the rest of higher ed, direct admissions, and how that affects people in higher ed. And then at the end, I'll throw in a few comments on the international students. So on affirmative action, the big news was this summer the Supreme Court ruled six to three that colleges—that two colleges in particular, Harvard and UNC Chapel Hill, were not following the law with respect to how they used affirmative action in admissions. It was a very strong decision, a very thorough decision, but one that greatly upset most people in colleges. The general public generally is a little bit skeptical of affirmative action. But in higher ed, there is very strong support for affirmative action. Now, it's important to remember that this decision will directly affect maybe two hundred institutions. Now, it may indirectly affect many more down the road. I'll talk about that in a minute. But it's important to remember, at most colleges—you know, you read these stories every year about how under 5 percent of applicants get into Harvard, Yale, and whatever. Well, most colleges admit most applicants. And I'll just repeat that, because it's really important to remember. Most colleges admit most applicants. I think that is largely lost in the coverage of late on affirmative action. And it's really important, if you have an opportunity, to shout that out to the world. Because even if a student doesn't feel comfortable applying to an elite college or university, it's important to always say that there is a place in higher ed for that student, and for all students. But on higher ed, this is a big decision for higher education because most of the top colleges in the country have used affirmative action in admissions. They don't maybe want to talk about it now, but they have used it for their admissions processes. And now they can't. And, you know, there's really a lot of skepticism about what it will be like. Now, the expectations are based on the University of California, the University of Michigan, and the University of Texas, because in prior court rulings and in state votes they do not use affirmative action. And if you expect them to follow—to follow what's going to go on, people will predict a major decline for Black students, Latino students. White students actually are not going to gain a lot. Asian students will gain. But that's based on those past examples. There's a big question mark this year which is about the admissions tests that in the past were required of all students, but now they aren't. And test-optional admissions truly took off during the pandemic, because there was a period of time when students literally couldn't take the SAT or ACT. But a secondary reason, and arguably, I think, the more important reason, colleges dropped the test-optional—or, went test-optional, is this decision. They knew it was coming and this gives them a lot more flexibility. So do I expect to happen what happened with the University of California? I would say yes, but, because nobody really knows what the impact will be of test-optional admissions. Now, very quickly, some other things on affirmative action to remember. Many colleges are adding essays specifically to reach students who are minority students or who have particular experiences that colleges want to have. And this is, again—remember, even if a college asks, are you Black, Latino, or whatever, they cannot use that information when they evaluate students. So that will be totally invisible to the colleges. The Supreme Court decision explicitly said that students can write about their experiences in life and how that affects them for higher ed. But the Court's going to be watching very carefully and wants to make sure that anything that the students say is not just a way to go back to considering students differently, as the Court said, on the race and ethnicity. Also, there's a group working to create a new system to evaluate students' character, because character is something that many people cite but they don't really have a way to cite it. That's the kind of thing that we're seeing. Now, there are other issues too. Legacy admissions, in which colleges favor the children of alumni or relatives, that is under real tight scrutiny right now. There was nothing in the Supreme Court decision to say they couldn't do legacy admissions, but many colleges are uncomfortable given that they cannot use the systems they came up with to help Black, and Latino, and Asian American students get into college. They are uncomfortable with legacy admissions because it primarily helps white students get into college. And that's not something they want to do. Similarly, early decision is something that is very controversial, because it primarily helps white students. Now what's unknown is two things. One is the final rule, so to say, on admissions. That's going to be decided not by anything I say or that anyone else says, but it's going to be back in the courts. I would be absolutely certain it will return to the courts. And they will, you know, hash that out. Also, there's the question of financial aid. Some colleges award—and this is many more colleges—award financial aid in part based on race and ethnicity. Is that legal? We don't yet know. Some players on both sides have offered their opinions, but that will be a huge decision that will come down. Now I want to talk about another issue in higher ed that's going on, which is direct admissions. And if you're not familiar with direct admissions, in direct admissions students do not apply to colleges. Students simply fill out a form, which includes their transcript, any test scores they want to submit, and roughly where they want to go to college. I don't mean institution names, but, like, I live in Connecticut and these are the—and I want to go to college near my home. It's important to remember, most college students go to college near their homes. So and then after that, colleges will look at the application that they filled out. And colleges will admit those students. Now direct admissions is very popular among all the institutions that I wasn't talking about before, because it is a good way to recruit more low-income students, who seem to really like this system. But direct admissions has primarily been used on a small scale. And that—we have to see what will happen as it goes to a larger scale. So that is something still to find out. And then on international students, with international students most colleges very much want international students. But there are key things that may make it difficult to recruit them. One is foreign—the foreign relations, as your group well knows. I mean, you've got the war in Russia and Ukraine, which didn't send a lot of foreign students to the United States, but they sent some. And, interestingly, some of the colleges in New York City have both Russian and Ukrainian students at the same college. And they are dealing with issues related to that. But the most students have come from China. And our relations with China are, frankly, pretty bad right now, I would say. And that raises real questions about which students will come. My guess is that the top universities are not going to have a loss in foreign students, or at least not a substantial loss. But it's important to remember, foreign students are enrolling at every type of college and university. And they may be affected at institutions that aren't as competitive in admissions. So that's my rough answer to your question. Have at it. FASKIANOS: Fantastic. Thank you so much. And now we're going to go to all of you for your questions and comments. And please use this as a forum too to share best practices. (Gives queuing instructions.) So I'm going to take the first written question from Edie Gaythwaite, professor at Valencia College in Orlando, Florida: The issue of essays is now the use of AI-generated essays being submitted. So how do you see the admissions process moving forward with this in mind? JASCHIK: That's a great question. And it's something that's getting a lot of attention right now. And I'm going to answer first for what's going to happen this year, and then I want to talk about the future. Right now, this is making a lot of people in admissions very nervous, because every day someone does a story on—on the way AI can be used to write essays. Colleges don't know. So they are nervous. Now, some of the services that colleges use to detect plagiarism can also be used, they say, to maybe detect the use of AI. So that's one possibility. Others are suggesting that colleges should instead of using regular essays, should require an essay that is handwritten and was graded by a high school teacher, and to turn it in with the high school teacher's grades. Now that's a little—there's something odd about that, in that that assumes that the student didn't use AI in high school, which, you know, who knows if that's true. But the reason I would say not to get a huge panic this year, is that a bunch of colleges are working on the issue. I suspect that by the end of this year, they are going to have better ways to deal with AI than they do right now. So I would say, you know, watch. But remember—and the other thing I would say is to remember past examples. Remember, when Wikipedia first started? There were people saying, no college student is ever going to write his or her own essay again. They're all going to come from Wikipedia. Well, they're not. And so because a lot of people figured out how to use Wikipedia, and how not to use Wikipedia. So I don't mean to sound like a Pollyanna, but there may be a better way coming. FASKIANOS: Our next question comes from Beverly Lindsay. Beverly, please identify yourself and ask your question. Q: Can you hear me? FASKIANOS: We can. We can. Q: Great. Beverly Lindsay, University of California, multicampus. Hello, Scott. Good to hear your comments. I have something that wasn't quite covered. Because I have been at two major research universities, actually more, but two in particular. They actually have informal legacy admits. And I would like your speculation on how that will continue. The second part of the question relates to HBCUs, particularly the ones that are known as the Black Ivies. I was at two of them. And I also know that they are concerned about having more diverse students from different economic backgrounds. Could you comment on that as well? Thank you. JASCHIK: Sure. Those are very good questions. So, first, on the informal legacies, which is something I have heard about. And I, in fact, did a story about a university that said it was eliminating legacy admissions, but it turned out they weren't. They still had legacy admissions. And that's because legacy admissions is something that colleges like to talk about with their alumni, but maybe not with the public. It strikes me that informal legacy admissions really doesn't make sense. If you believe in legacy admissions, defend it. But informal strikes me as inappropriate, frankly. Now, on the HBCUs, and particularly, the so-called top HBCUs, there's interesting developments with regard to affirmative action. When California eliminated affirmative action way back when, more Californians started to go to Morehouse, and Spelman, and other very good HBCUs. And we are going to see more of this in the next year, I think. But at the same time, I would caution against assuming that HBCUs can provide the answers to everything here. Morehouse and Spelman, despite being great colleges, to not have the financial aid that Harvard and Stanford have. They just don't. There's not enough money there. And it's a different kind of experience, a great experience for some students. But financially and otherwise, there are limits to what they can do. Now, if Morehouse and Spelman could grow by a thousand students, well, that would sound wonderful. But I don't think they can grow by a thousand students, at least not immediately. So this year, I think we're going to be watching what goes on at those colleges. So I hope I've answered. FASKIANOS: Great, thank you. I'm going to take the written question from Todd Barry, who is professor at Hudson County Community College? Excuse me. How safe is it geopolitically for U.S. professors to teach abroad? JASCHIK: How what is it? FASKIANOS: Safe is it. JASCHIK: Oh, how safe? I think it really depends on the country. In lots of countries it is totally safe, in that—you know, you have to be realistic. What is—how safe is it to teach in the United States is a legitimate question, in some parts of the country. To go abroad, there are real issues if the country is not secure, it does not have an adequate system for making sure that people are protected. And also, there are issues related to the potential in other countries for anti-American thought to happen and to be a cause of concern. At the same time, there are many countries where you will find yourself welcome. And I think it's great for American college professors to look for those places and to go abroad. They will learn as much as they will teach. So I think that's, you know, that's great. FASKIANOS: Great. Don Habibi has raised his hand, and also written a—written a question. But, Don, I think you've put your hand down, but I'd love you to ask it yourself, if you could unmute yourself. Q: OK. Yes. Hi. Yeah, my question was triggered by the first AI question. And that is, what's to prevent—or how do you check a student who writes a fabulous story of their overcoming adversity or their combat experience, or whatever it is that, you know, would just sort of bring them to the top of the applicant pool. And the likelihood of fact checking that sort of thing is pretty small. And I mentioned in the question that several times reporters won Pulitzer Prizes for reporting on stories, and they made them up. FASKIANOS: And Don is—can you give us your affiliation? Q: I'm a professor at the University of North Carolina Wilmington. FASKIANOS: Thank you. JASCHIK: Yes, that is a real concern. And it's not just in admissions. Colleges are worried about that issue in the essays they will assign to students to write after—you know, after they're enrolled. There, they—some people are arguing for in-person writing. You know, in class, where the students will be forced to write it down. Now, some students say they can't write a long, handwritten essay anymore, because all they can do is type. And I have some sympathy for them, but that's what they're saying. It goes back to what I said before. Colleges are working on solutions to this and going to try. I would say that a good admissions counselor should be able to see some things that come out in their applications. Also, some colleges are changing their essays so that they are more about the college you are applying to, to make it more difficult to use a copied essay. FASKIANOS: Thank you very much. The next question we'll take from Melissa McGinnis, assistant director of admissions at Yale University's Jackson School of Global Affairs: What are your thoughts on how these affirmative action issues impact graduate admissions for professional programs, not PhD? JASCHIK: Sure. Yeah, well, I'll tell you about both. In law schools, medical schools, business schools, it is the same thing. That there's no expectation that this decision doesn't apply. And they have got to redo their systems and procedures just like their undergraduate counterparts do. PhD programs actually are interesting, though, because in many colleges and universities, those decisions are done by the department level. And it is more difficult to control a department than it is to control a whole school. You know, you may have six members of the English department or whatever deciding on admissions. But they can't use race. That's just—and if they do they're going to get sued. So that's just the rules. FASKIANOS: Great, thank you. We have a raised hand from Sneha Bharadwaj. Excuse me if I did not pronounce it correctly, but you can correct me. Q: OK. So my name is Sneha Bharadwaj. I'm from Texas Woman's University here in Dallas, Texas. I was following up on other questions you answered regarding the holistic admission process. And I'm wondering, beyond the handwritten essay, are there any talks about video interviews or uploading video prompts, where you hear from that person? And if that is something that's in the talks or is being considered, because I think we're all in the same boat of wondering how this holistic admissions is going to work. JASCHIK: Right. Well, and Texas Woman's University is a great example. It is a—it is a university in Texas that has men, for those who are not familiar with it. It is not—does not just admit women. And it's—and in recent years, it's become quite popular and is growing with more people using holistic admissions to get in. So, you know, to do an interview for everyone, on the one hand, it makes perfect sense. You meet the people, find out about them, find out about their interests, et cetera. But in most colleges, and I don't know if this is true of Texas Woman's University, that is a major undertaking, to interview everyone, even via Zoom. And most college admissions offices will be hard stretched to interview every student. Also, there have been charges that admissions interviews favor or don't favor minority students. They are said to favor them, if colleges want to admit more minority students. They are said to disfavor them when the students don't have the same expertise in doing interviews as wealthier students do. And most of the wealthy students are white students. So it is something that they are looking at, but I am not sure it will work at very many institutions this year. Q: Thank you. FASKIANOS: Thank you. So I'm going to take the next question from Kurt Schmoke, who is the president of the University of Baltimore: Which states are using direct admissions? And will this spread to other states? JASCHIK: Great question. Nice to have a president here. And so, there are not any statewide requirements, but Minnesota is the state to look at. In Minnesota, they made it possible for any college that wanted to, to use direct admissions. And most of the colleges opted in in part. One college opted in entirely. They said, that's the way you're going to apply to get into that college. Most colleges, though, are doing it on a piecemeal basis, admitting just some students. And I'm curious, does the University of Baltimore—did you use direct admissions? FASKIANOS: Kurt, if you want to unmute and respond, that would be great. We'd love to hear your experience. Q: Sure. The closest that we have to that is dual enrollment programs that allow students to obtain X number of credits. And it usually is with the community college, some with high schools. But now I'm quite interested in this direct admissions. So I'll take a look at what Minnesota is doing. JASCHIK: Right. You should do that. In Minnesota, the colleges that definitely didn't do it were the flagship University of Minnesota campus and Carleton College. You know, again, colleges that get tons of applicants don't need to, but it was all the other colleges. And if you search on Inside Higher Ed's website, you'll find a bunch of stories on the players in direct admissions, EAB, the common app, et cetera. There are places you can go. Niche does direct admissions. There are places that would love to talk to you, I'm sure. Q: Good, thank you. FASKIANOS: I'm going to take the next written question from Kevin Collymore, who is an assistant dean of retention and persistence programs at the University of San Francisco: How will institutions handle donor gifts, scholarships intentioned for students of color moving forward? FASKIANOS: Very carefully. (Laughs.) They will have to say that a gift cannot be used by the college specifically for minority students. In fact, some think the best way will be for colleges to work with outside groups, and to say: Don't give us the money. Give it to the such-and-such foundation. And then that group may decide to give financial aid to minority students at the University of San Francisco, or any university. But this is very much in play right now, in that I think it's one of the issues about which there will be a court ruling soon. FASKIANOS: Thank you. I'll take the next question from Mahmood Khan, a professor at Virginia Tech: Can you comment on anything that can be done about the time to get a U.S. visa? Students cannot join because they didn't get visas on time. So I guess they couldn't come this semester. JASCHIK: That is a terrible problem. And it has been a big issue this year. Many of the—going back to the pandemic—at the height of the pandemic, no one wanted to come to the United States. (Laughs.) And the United States didn't really want them. Everyone was viewed as a threat, really, to the health of others. Since then, officially, they've opened up. But students from certain countries report incredible delays in getting their visas. And particularly these are students trying to travel to the United States from countries where there are many Muslim students, or many Muslim people and Muslim students. And they say they're not rejected, but they just—it just takes forever for them to fill out and to get an answer. Now, why this is sort of—it's subject to debate. Many of the people who work in processing visas say they are working as fast as they can, looking for the information they need, et cetera. Many in higher education view that very skeptically. And they see students who they cannot think of a good reason why that student should be denied a visa. And it just lingers. Some colleges have taken to educating students abroad for their first semester when they can't get in. But that is something that only some colleges can do. And also, it denies the students what they're seeking, which is a real experience at Virginia Tech, or any college. FASKIANOS: Thank you. Beverly Lindsay has her hand—I don't know if that's a residual from your last question or if you had a follow-on comment. OK. I'm going to move on, then. I'm going to take the next question from Michael Strmiska, a professor of world history at the Orange County Community College: Do you think that the ban on affirmative action in student admissions might eventually apply to academic employment? I teach in a community college with very low representation of non-white faculty and I think if the Supreme Court or other powers signaled that any diversity motivated hiring among minority faculty could come under dispute this would hamper or even halt our very slow progress toward creating a more diverse faculty. JASCHIK: You're absolutely right. And many colleges do use affirmative action in hiring. The court decision itself did not speak to that. However, if you look at the justices on the court today and imagine a case involving academic hiring reaching them, it is hard for me to imagine the six justices would not also object to affirmative action in hiring. And that would be very limiting in terms of who colleges have to hire. Now, there is some leeway in that academic hiring decisions are mainly made at the department level, with some administration involvement. I don't know if that will work. But I think you're right to see that as a potential problem ahead. FASKIANOS: OK. The next question is from Galia Benitez, an associate professor of international relations at Michigan State University: You began the discussion by asserting that the number of Black and Latino students was going to decline. How do you see the actual class environment for professors and for minority students already in the system or in the future who form part of a minority would be teaching and learning in a less diverse environment? In short, what would be the consequences of these new admissions rules and learning? JASCHIK: The consequences aren't good. We are already seeing racial incidents on campuses that sort of relate to the Supreme Court decision. And when the Supreme Court has taken up these issues in the past, they have similarly been incidents about race on campus. In terms for learning, again, I think it's going to be very negative because students look to a diverse student body to learn, for all the reasons that Justice Sandra Day O'Connor wrote back in 2003 still apply. Well, or I think they should still apply. They aren't. They don't apply because of the recent Supreme Court decision. I think it's going to be tougher for faculty members who are truly committed on those issues. FASKIANOS: Thank you. I think Beverly has re-raised her hand, so I'm going to try again. Beverly, I'll give you a few minutes to—seconds to unmute yourself. You're still muted. There we go. Q: I don't know what's happening because I didn't have another question. There may be a technical problem, but since I'm on I will ask something else. FASKIANOS: OK. (Laughs.) OK. Q: Scott, with reference to the international students and the international faculty, as we know in many of the tier one, AAU major research universities, and the ones also in our neighboring countries like Canada with the University of Toronto which is also a member of AAU and McGill, for example. A number of the faculty and the PhD students in particular—this is one of my areas of research—are in the STEM fields, but they're from other countries. So how are we going to think of other ways to get diverse students, whether they're Canadians in Canada, or Americans in the United States, to be able to pursue some of these programs in STEM fields? JASCHIK: It's going to be very challenging. Look, in STEM fields international students are admitted not because only—in the past, haven't been admitted only because of affirmative action. They've been admitted—there aren't enough American students of any race or ethnicity to fill those classes. There aren't. And that is true at any university in the country, really. Now it's not that there aren't talented Americans, but they are not—they're just not in the right numbers to help. And so, you know, a bunch of things. When recruiting international students or recruiting any students, it's money. And here, the University of California, I'm less worried about than colleges that are not as high in the rankings as UC is. But, you know, it's money. And it's also—it's also mission. Why you come and do that. And it's really important that professors have good answers to questions—to both of those questions, because they are going to be asked. But, no, it's not going to be easy at all. FASKIANOS: Thank you. I'm going to go next to Beth Hillman. Beth, do you want to ask your question that you've written? Putting her on the spot. Q: Sure. I just—I'll read it there. So how will the new return on investment economic models influence student choices about institutions and programs? JASCHIK: Return on investment, I don't like the use of return on investment but I'm in a minority. And a lot of students and their parents love it. Look, return on investment is greater if you are a student in STEM at MIT than if you're a student in English at any college or university. That's just a fact. But to me what that misses is that in many areas the student studying English may have a perfectly good return on investment. And it's important for colleges to publicize the actual returns that students get. Look, students who study English, and history, and political science, and whatnot, are not, in fact, as a group, ending up working at Starbucks And they, they have the ability to get good jobs. Now, most of them, they get good jobs by not staying as a—in that field. I am a history major. I am not a historian. And most people don't seem to really understand that. But every year people will come up with more ways to rank colleges by return on investment. I don't really put too much in it. FASKIANOS: Thank you. Please raise your hands if you have more questions. I see none—no more raised hands or written questions, but we'd love to hear from you. So I do have a couple, though. I wanted to ask you a little bit about how do you think the U.S. higher education admission strategies is affecting our image in the world, our global standing? JASCHIK: That's a really important question. Look, most people abroad would love to attend a great American college or university. They felt that way during the Trump administration, during the Biden administration, during the Obama administration. They want a U.S. college. Now, that doesn't mean that they favor the U.S. in terms of what the U.S. is doing around the world, but they do value American colleges and universities. There's no doubt about that. And so, in fact, I'd say it's a real loss that the U.S. doesn't act with more on that, because—you know, potentially it's a great, great reason to come to the U.S. FASKIANOS: And what resources do you recommend for higher ed leaders and administrators to better understand how to promote equitable missions, processes, or to navigate now what's this current landscape? JASCHIK: Read Inside Higher Ed—(laughs)—and, you know, pay attention to the issues. If you are at an elite institution, there's a set of questions that you have about early admissions, about legacy admissions. You know, why are you continuing those policies if they are specifically resulting in—(coughs)—excuse me—in the admission only of white students? Align your financial aid to admitting more low-income students. You can base it on income, not race and ethnicity. Totally legal. And, you know, why aren't more colleges doing that? If you are a less-wealthy institution, and an institution of less stature, I would raise the same question, particularly about merit aid—so-called merit aid, is what I would call it. Because merit aid is really aid for those who don't really need aid. And, you know, why do you do these policies that don't—that don't actually improve things in terms of your student bodies? FASKIANOS: Thank you. I'm going to take the next question from Todd Barry. Again, it's Hudson County Community College: Will any of President Biden's debt forgiveness programs be upheld by the courts? And will college rankings involve more companies to become more diverse? JASCHIK: Companies? FASKIANOS: Todd, do you want to just clarify that second part of your question? Thank you. Q: Yes, thank you. Will there be more organizations that put out college rankings rather than just the two that do so already? JASCHIK: Ah, OK. FASKIANOS: Thank you. Q: Thank you. JASCHIK: I suspect there will be. I've yet to find a ranking that I truly like, because I personally believe that college—the way to pick a good college is not to look at what somebody else said are the rankings of colleges. It's just not a good way. But it may be a good way for some people to make a lot of money, so the rankings will continue. I'm sorry. I just forgot. What was the first part of that question? FASKIANOS: The first part was—let me pull it back up—will any of President Biden's debt forgiveness programs be upheld by the courts? JASCHIK: Ah, yes. I don't know. (Laughs.) The most recent of his debt relief things are being challenged. And I don't know. I really don't know if he'll be successful. It depends which judges the cases are before to tell. Yet, I think I saw—I read this weekend, four million have applied for the most recent debt relief, with more expected to. That's a lot of people. FASKIANOS: I'm going to take the next question from Amanda Shanor, assistant professor of legal studies and business ethics at University of Pennsylvania's Wharton School: Why haven't universities used First Amendment arguments to defend their admissions policies? And should they do so in the future? JASCHIK: I don't think that that argument would carry the day with the current Supreme Court. I just don't. They were—if you read the decision, if you listened to the arguments that were made, they were wholly committed to getting rid of affirmative action. It may help in the future with a different Court, but I think we have the current court for a while. FASKIANOS: I'm going to take the next written question from Edie Gaythwaite, again, a professor at Valencia College: To build off the global conversation, do you see institutions actively recruiting international students as admission applications decline? JASCHIK: Definitely. Many colleges—most colleges have some international recruitment strategy. Now, at—at Valencia, I don't know what your strategy is. But, you know, many Florida colleges, they are trying to—they have a tremendous advantage in Latin America, as opposed to Europe and the Middle East. That may be something that they are trying. All types of colleges are pushing for more students. And it makes perfect sense. They should definitely recruit more. FASKIANOS: OK. And then we're going to take the next question from Sneha again, from Texas Woman's University: How does removing scholarships and merit aid impact enrollment and retention? JASCHIK: It depends what institution you're at. Many institutions use merit aid to get students who wouldn't otherwise attend. And that's just a reality. Most students are making their choice based on a combination of factors, both the academic quality of the institution and the money. And so shifting it is a risky business. Now, some colleges that are more prestigious have managed to eliminate merit aid. But the main problem for colleges that are not in the elite is that they are trying to get some students who wouldn't come, to come. And they're very nervous about eliminating merit aid for that reason. FASKIANOS: And now that the—the pandemic is in the rearview mirror, have the admissions or the matriculation from international students—is that going up again? JASCHIK: Slightly. The big study comes out, I think, in December. So we don't know yet for this year. FASKIANOS: Mmm hmm. Great. OK, so I'm doing a final call for questions from the group. Oh, I think—oh, one more from Kurt Schmoke: Do you think that the Court's exemption of military academies will undermine their rationale for ending affirmative action? JASCHIK: You know, that's really interesting. And the group that led the campaign against affirmative action, they are right now seeking plaintiffs at all the military academies. So I don't think it's going to last long. And I don't know. The court may have left it in place because they truly believe it. But in reading the overall decision, I would have a hard time imagining them voting to uphold it anywhere. FASKIANOS: Thank you. We have a raised hand from Dena Bateh at NYU. Q: Yes. You pronounced that perfectly correct, thank you. My question is somewhat related, but maybe just on an alternative tangent. And it's something that I'm going to be doing some research on. So I do teach at NYU, but I am an administrator at another institution. And I've noticed—I'm in New York City, of course. And I've noticed the pattern of referring to students as consumers or customers has been a prevalent topic. And I can't even tell you how that boils my blood rather than, say, learner. So that's my research topic. But I'm wondering, how is this being addressed? You know, to uphold the standards of higher education, what are your thoughts on moving forward beyond a Google certification or just certificates that will get students who are—who have not pursued higher education to a certain point, but then they're going to need to return? What are your thoughts on that, I think, in general will be. JASCHIK: So I share your distaste, I guess, for calling students consumers. Look, you know, in a real higher ed environment, professors are teaching and they're also testing students on what they've done, period. But there are some areas where a more consumer approach can work. I did a story about fifteen to twenty years ago about—I wanted to take an online course. And I sent off emails of my interest, didn't say it was for journalism, to some nonprofit and for-profit places. And the for-profit places clearly saw me as a customer. And they wrote immediately—I mean, within an hour—and said, what can we do to help you? Blah, blah, blah. That spirit should be prevalent at any college, particularly that's going to get a lot of low-income students. That's how they will get more low-income students. So in some areas thinking about students as consumers is OK, but I hope they don't do it overall. FASKIANOS: OK. I'm going to take the last question for Babafemi Akinrinade: In Washington State, minority students will number white students in a few years. Will the Supreme Court decision impact the efforts of colleges to recruit these minority students, especially as the state is worried about declining birth rates, while other states are poaching students from Washington State. And Babafemi is with Western Washington University. JASCHIK: So it shouldn't. Look, it's great if Washington State has great numbers of students. They should shout out to the world. More colleges should go and recruit. That's just the fact of life. In the United States today, at Harvard—which was in this decision—they are a majority minority institution. So it didn't really help them out, but it can help—but lots of colleges can recruit students of all kinds, in Washington State and elsewhere. And thanks so much for your invitation to speak today. And I hope you found it useful. FASKIANOS: We did indeed. Thank you very much, Scott Jaschik. I appreciate it. And to all of you for your questions and comments. We enjoyed this conversation. We will be posting the video and transcript online afterwards if you want to review it and share it with your colleagues. You will receive an invitation to our next Higher Education Webinar under separate cover. In the meantime, I encourage you to follow @CFR_Academic on X, formerly known as Twitter, and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org, for research and analysis on global issues. We also have a dedicated series for students and professors, so professors can invite their students to join the Academic Webinar series. And the first one of this semester is next Wednesday at, I believe, 1:00 p.m. So I hope you will join us for that. If you haven't gotten an invitation, please do email us at CFRacademic@CFR.org. Again, thank you all for being with us today. We look forward to your continued participation in our program series. (END)

Today I sit down with longtime friend, Bob Schaeffer. Bob is an incredible source of knowledge around how the testing landscape has changed in the last several decades and the work that he and his team at FairTest do is invaluable. Tune in to hear about the test optional movement in college admissions and more!Bob Schaeffer is currently the Public Education Director of FairTest, the National Center for Fair & Open Testing, where he has coordinated the organization's university admissions reform program for several decades. He served as the organization's Executive Director or co-Executive Director for five years.Previously, Mr. Schaeffer was the Research Director of the Massachusetts Legislature's Joint Committee on Human Services, Editorial Writer at the NBC-TV affiliate in Boston and talk show host at a regional NPR affiliate. He also worked at the Education Research Center of the Massachusetts Institute of Technology (MIT), where he was both an undergraduate and graduate student. Bob Schaeffer is a featured contributor to the Teachers College Press book The Scandal of Standardized Tests: Why We Need to Drop the SAT & ACT. He also coauthored many FairTest publications, such as Standing Up to the SAT, Test Scores Do Not Equal Merit, Standardized Tests and Our Children, Implementing Performance Assessments, and The SAT Coaching Cover-Up.Bob is frequently quoted by major media outlets, including the New York Times, Washington Post, Wall Street Journal, Los Angeles Times, Associated Press, NPR, and CNN as well as trade publications such as Education Week, Education Dive, Inside Higher Education, and Diverse Issues in Higher Education. He has also spoken at many conferences sponsored by the National Association for College Admissions Counseling, Education Writers Association, Higher Education Consultant Association, Independent Education Consultant Association, American Association of Collegiate Registrars and Admissions Officers, Mexican American Legal Defense and Educational Fund, SouthernChristian Leadership Conference, and Southern Education Foundation. Access free resources and learn more about Sheila and her team at Signet Education at signeteducation.com or on LinkedIn at https://www.linkedin.com/in/sheilaakbar/.

It's clear that disproportionate access to high school journalism is a consequence of broader education inequities. But, what about the news industry itself? In this episode, professional journalists shed light on the lack of diversity in the news industry, which is about 80% white, and less representative of the general population than other fields according to Pew Research. The lack of journalism opportunities for students of color feeds the diversity problem in the field.Despite the odds, this has been a year of success for school newspapers, new and old. And they get their due recognition at an annual student journalism conference held at Baruch College. Great expectations, breath-holding moments of tension and unexpected triumphs all come to the fore in this fourth and final episode of Missing Voices. All eyes – and hopefully your ears – are on these high school journalists vying for glory in between the margins.——The Missing Voices series was reported by Wesley Almanzar, Jadelyn Camey, Fredlove Deshommes, Edward Mui and Jayden Williams. Editing and production support from Sabrina DuQuesnay, Mira Gordon, Abē Levine and Taylor McGraw.Scoring and sound mixing from Peter Leonard. Music from Blue Dot Sessions.Made possible with support from the Education Writers Association and the Pinkerton Foundation.

In the summer of 2022, Press Pass NYC launched a fellowship for aspiring high school student journalists. A cohort of students from around NYC began their journeys in a summer bootcamp, where they learned the basics of journalistic writing and reporting.“It brings like a huge responsibility, knowing that you're going to take all this information and bring it back to the school,” said Ashley Conde Lopez, reporter for The Writer's Weekly at the Academy for Young Writers in Brooklyn.Our team followed these Press Pass Fellows from bootcamp through the school year to see the results of their training and preparation. Three schools are featured here: The Institute for Health Professions at Cambria Heights; The Academy for Young Writers; and Health, Education and Research Occupations (H.E.R.O.) High School. Can these three schools overcome the obstacles of an unequal education system to create successful student newspapers? Tune in to find out.——The Missing Voices series was reported by Wesley Almanzar, Jadelyn Camey, Fredlove Deshommes, Edward Mui and Jayden Williams. Editing and production support from Sabrina DuQuesnay, Mira Gordon, Abē Levine and Taylor McGraw.Scoring and sound mixing from Peter Leonard. Music from Blue Dot Sessions.Made possible with support from the Education Writers Association and the Pinkerton Foundation.To join the conversation, send us a message and follow us on Twitter and Instagram.

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/political-science

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/biography

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices

From one of the country's most distinguished journalists, a revisionist and riveting look at the American politician whom history has judged a loser, yet who played a key part in the greatest social movement of the 20th century. During one sweltering week in July 1948, the Democratic Party gathered in Philadelphia for its national convention. The most pressing and controversial issue facing the delegates was not whom to nominate for president -the incumbent, Harry Truman, was the presumptive candidate -but whether the Democrats would finally embrace the cause of civil rights and embed it in their official platform. Even under Franklin Roosevelt, the party had dodged the issue in order to keep a bloc of Southern segregationists-the so-called Dixiecrats-in the New Deal coalition. On the convention's final day, Hubert Humphrey, just 37 and the relatively obscure mayor of the midsized city of Minneapolis, ascended the podium. Defying Truman's own desire to occupy the middle ground, Humphrey urged the delegates to "get out of the shadow of state's rights and walk forthrightly into the bright sunshine of human rights." Humphrey's speech put everything on the line, rhetorically and politically, to move the party, and the country, forward. To the surprise of many, including Humphrey himself, the delegates voted to adopt a meaningful civil-rights plank. With no choice but to run on it, Truman seized the opportunity it offered, desegregating the armed forces and in November upsetting the frontrunner Thomas Dewey, a victory due in part to an unprecedented surge of Black voters. The outcome of that week in July 1948-which marks its 75th anniversary as this book is published-shapes American politics to this day. And it was in turned shaped by Humphrey. His journey to that pivotal speech runs from a remote, all-white hamlet in South Dakota to the mayoralty of Minneapolis as he tackles its notorious racism and anti-Semitism to his role as a national champion of multiracial democracy. His allies in that struggle include a Black newspaper publisher, a Jewish attorney, and a professor who had fled Nazi Germany. And his adversaries are the white supremacists, Christian Nationalists, and America Firsters of mid-century America - one of whom tries to assassinate him. Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights (Oxford UP, 2023) is a book that celebrates one of the overlooked landmarks of civil rights history, and illuminates the early life and enduring legacy of the man who helped bring it about. Samuel G. Freedman is an award-winning professor, columnist, and author of nine acclaimed books. Freedman was a staff reporter for The New York Times from 1981 through 1987. From 2004 through 2008, he wrote the paper's "On Education" column, winning first prize in the Education Writers Association's annual competition in 2005. From 2006 through 2016, Freedman wrote the "On Religion" column, receiving the Goldziher Prize for Journalists in 2017 for a series of columns about Muslim-Americans that had been published over the preceding six years. As a professor of journalism at Columbia University, Freedman has been named the nation's outstanding journalism educator by the Society of Professional Journalists and received Columbia's coveted Presidential Award for Outstanding Teaching. Connor Christensen is a graduate student at the University of Chicago, pursuing both an MPP at the Harris School of Public Policy and an MA at the Center for Middle Eastern Studies. He welcomes collaboration, so feel free to reach out on LinkedIn or at his email, ctchristensen@uchicago.edu.

After an extensive national search, the Education Writers Association is pleased to introduce our new executive director, Kathy Chow. She will begin on April 3.  Chow will be responsible for a nonprofit organization that represents nearly 2,000 members. She has a long history in nonprofit leadership and is a highly effective fundraiser, strategic planner, fiscal manager, and organizational leader.  Since the beginning of her career, Chow has demonstrated a commitment to and passion for journalism and elevating underrepresented voices. Chow spoke to Public Editor Kavitha Cardoza about her immigrant roots, her passion for supporting journalists and some ideas for EWA.

After an extensive national search, the Education Writers Association is pleased to introduce our new executive director, Kathy Chow. She will begin on April 3.  Chow will be responsible for a nonprofit organization that represents nearly 2,000 members. She has a long history in nonprofit leadership and is a highly effective fundraiser, strategic planner, fiscal manager, and organizational leader.  Since the beginning of her career, Chow has demonstrated a commitment to and passion for journalism and elevating underrepresented voices. Chow spoke to Public Editor Kavitha Cardoza about her immigrant roots, her passion for supporting journalists and some ideas for EWA.

We replay listener-chosen Best of 2022 interview with CD Davidson-Hiers and Jeff Vandermeer on their article "Is Florida Becoming a Failed State?" published October 11th, 2022 by The Nation. Also featuring this week's Hangover Cure and new responses to the Question from Hell! www.thenation.com/article/society/…a-hurricane-ian/ CD Davidson-Hiers is a native Floridian who grew up on a 40-acre horse farm in North Florida. Her work has appeared in the Bitter Southerner, Flamingo Magazine, and USA Today. She works for the nonprofit Education Writers Association while also overseeing the Florida Student News Watch, an organization to mentor new journalists. Her work covering the US Covid-19 vaccine rollout received recognition from NPR, The Washington Post, Soledad O'Brien, and other national news outlets. Jeff VanderMeer's award-winning novel Annihilation is set in the St. Marks National Wildlife Refuge. His environmental advocacy has included helping save cypress swamp in North Florida and sponsoring research into the endangered frosted flatwood salamander. A 35-year resident of Florida, he has previously written about the state for, among others, Current Affairs and The Los Angeles Times.

Over 49 million children attend public school in the United States, with over 52,000 of them here in our Seattle Public Schools alone. The U.S. public school system guarantees every child in every city, town, and rural area in the country, a warm, safe place to grow and learn. While public schools in the U.S. have been around for well over 150 years, the onset of COVID-19 dramatically interrupted this long-standing institution. Tens of millions of students lost vital support — not just classes, but food, heat, and physical and emotional safety. The cost was enormous. But this crisis began much earlier than 2020, argues Anya Kamenetz, a longtime education correspondent for NPR. In her recent book, The Stolen Year, she exposes long-running shortcomings that led to the plight of children and families in American life. Kamenetz follows families across the country as they live through the pandemic, facing loss and resilience: a boy with autism in San Francisco who gains a foster brother, and a Hispanic family in Texas that loses a member to COVID, and finds solace when they need it most. Kamenetz also explores how we got to this point: how the U.S. thrusts children and caregivers into poverty, over-polices families of color, and relies on mothers instead of on infrastructure. She believes that the government, in failing to support children through this tumultuous time, has stolen years of their lives, and calls for a national reckoning to put children at the center of decision-making. While the pandemic may have disrupted our public school system, Kamenetz maintains hope that it can be the beginning of a much better future for children and their families. Anya Kamenetz has covered education for many years, including for NPR, where she also co-created the podcast Life Kit: Parenting in partnership with Sesame Workshop. Kamenetz is the winner of numerous awards, including the National Awards for Education Reporting from the Education Writers Association (2009, 2010, and 2015), an Edward R. Murrow Award for innovation, along with the rest of the NPR Ed team (2017), the AERA Excellence in Media Reporting on Education Research Award (2022), and several others. Kamenetz is the author of several acclaimed nonfiction books: Generation Debt (Riverhead, 2006); The Test: Why Our Schools Are Obsessed With Standardized Testing, But You Don't Have To Be (Public Affairs, 2016); and The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life (Public Affairs, 2018), and others. She has appeared in several documentaries and is a frequent speaker on topics related to children, learning and technology. She lives in Brooklyn with her husband and two daughters. Bonnie J. Rough is a Seattle-based author, journalist, and parent educator whose most recent book is Beyond Birds & Bees: Bringing Home a New Message to Our Kids about Sex, Love, and Equality, a groundbreaking inquiry into how we teach our children about bodies, sex, relationships, and equality. Inspired by modern lessons from the world-famous Dutch approach, Bonnie's work on topics such as teaching consent, raising kids without sexual shame, LGBTQ+ allyship, childhood crushes, and how comprehensive sex ed underpins social justice has appeared in numerous media outlets including NPR, The New York Times, The Atlantic, Washington Post, Salon, and KUOW Seattle. Explore at www.bonniejrough.com.6 The Stolen Year: How COVID Changed Children's Lives, and Where We Go Now (Hardcover) Third Place Books

In years past, you could look at the mission statement of any school district in the country and break it down into two categories - trying to get kids into college or trying to get kids into a better college. That's it. And even though high schools across the country usually promote a four-year college degree as the main option, that path is not right for every student — and not everyone is prepared for it. Over the last couple of years, we have seen a national shift where some school districts are pushing away from this because of factors like COVID and the national student debt. But what if the workforce deemphasized the importance of college for skills you can teach yourself? Anya Kamenetz is the author of several books: Generation Debt (Riverhead, 2006); DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (Chelsea Green, 2010); The Test: Why Our Schools Are Obsessed With Standardized Testing, But You Don't Have To Be (Public Affairs, 2016); The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life (Public Affairs, 2018); and finally her latest book The Stolen Year: How Covid Changed Children's Lives, And Where We Go Now (Public Affairs, 2022). In this episode, we dive into different conversations that overlap Kamenetz's several acclaimed books on learning and the future. Kamenetz was named a 2010 Game Changer in Education by the Huffington Post, received 2009, 2010, and 2015 National Awards for Education Reporting from the Education Writers Association, won an Edward R. Murrow Award for innovation in 2017 along with the rest of the NPR Ed team, and the 2022 AERA Excellence in Media Reporting on Education Research Award. She's been a New America fellow, a staff writer for Fast Company Magazine and a columnist for the Village Voice. She's contributed to The New York Times, The Washington Post, New York Magazine and Slate, and been featured in documentaries shown on PBS, CNN, HBO and Vice. She frequently speaks on topics related to children, learning and technology, to audiences including at Google, Apple, and Sesame, SXSW and TEDx. Kamenetz grew up in Baton Rouge and New Orleans, Louisiana, in a family of writers and mystics, and graduated from Yale University. She lives in Brooklyn with her husband and two daughters.

CD Davidson-Hiers and Jeff Vandermeer speak with Chuck about their article "Is Florida Becoming a Failed State?" published October 11th, 2022 by The Nation. This week's Hangover Cure and new Question from Hell. https://www.thenation.com/article/society/florida-hurricane-ian/ CD Davidson-Hiers is a native Floridian who grew up on a 40-acre horse farm in North Florida. Her work has appeared in the Bitter Southerner, Flamingo Magazine, and USA Today. She works for the nonprofit Education Writers Association while also overseeing the Florida Student News Watch, an organization to mentor new journalists. Her work covering the US Covid-19 vaccine rollout received recognition from NPR, The Washington Post, Soledad O'Brien, and other national news outlets. Jeff VanderMeer's award-winning novel Annihilation is set in the St. Marks National Wildlife Refuge. His environmental advocacy has included helping save cypress swamp in North Florida and sponsoring research into the endangered frosted flatwood salamander. A 35-year resident of Florida, he has previously written about the state for, among others, Current Affairs and The Los Angeles Times.

In this episode, we speak to Greg Toppo and Jim Tracy, co-authors of Running with Robots: The American High School's Third Century from MIT Press, available at Amazon, Bookshop or wherever you get your books! Greg Toppo is a journalist with more than 25 years of experience, most of it covering education. He spent 15 years as the national education reporter for USA Today and was most recently a senior editor for Inside Higher Ed. From 2017 to 2021, he was president of the Education Writers Association.  Jim Tracy is Senior Advisor at Jobs for the Future (JFF) and Senior Scholar of the Center for Character and Social Responsibility at Boston University's Wheelock School of Education. He has been head of several independent schools, as well as a college president.Recommended Resources:Teaching Machines by Audrey Watters The Game Believes in You: How Digital Play Makes Kids Smarter by Greg Toppo

Stand Up is a daily podcast. I book,host,edit, post and promote new episodes with brilliant guests every day. Please subscribe now for as little as 5$ and gain access to a community of over 800 awesome, curious, kind, funny, brilliant, generous souls Check out StandUpwithPete.com to learn more David Rothkopf is the CEO of The Rothkopf Group, host of the Deep State Radio podcast, and the author, most recently of “Traitor: A History of Betraying America from Benedict Arnold to Donald Trump.” The Rothkopf Group produces podcasts including Deep State Radio, National Security Magazine, custom programming for clients and it organizes live interactive web-based and live forums. Rothkopf is a contributing columnist to The Daily Beast and a member of the Board of Contributors of USA Today.  He is the author of hundreds articles on international, national security and political themes for publications that include the New York Times, Washington Post, USA Today, the Financial Times, the Daily Beast, Foreign Policy and Foreign Affairs. He is also a regular commentator on broadcast media worldwide. His previous books include Great Questions of Tomorrow, National Insecurity: American Leadership in an Age of Fear, Power, Inc.: The Epic Rivalry Between Big Business and Government—and the Reckoning That Lies Ahead , Superclass: The Global Power Elite and the World They Are Making, and Running the World: The Inside Story of the National Security Council and the Architects of American Power. His most recent book is The Great Questions of Tomorrow. Rothkopf has taught international affairs at Columbia University, Georgetown University and Johns Hopkins University. He has served as a member of a number of boards and advisory boards including those associated with the U.S. Institute of Peace, IREX, the Bloomberg School of Public Health at Johns Hopkins University, the Progressive Policy Institute, and the Center for the Study of the Presidency. Previously, Rothkopf served as CEO and Editor of the FP Group, publishers of Foreign Policy Magazine, CEO of Garten Rothkopf and was the founder and CEO of Intellibridge Corporation, an open source intelligence provider to government and private sector organizations. Prior to that he served as managing director of Kissinger Associates. Rothkopf served as deputy undersecretary of commerce for international trade policy in the Clinton administration and played a central role in developing the administration's groundbreaking Big Emerging Markets Initiative. Before government, Rothkopf was founder and CEO of International Media Partners and editor and publisher of the CEO Magazine and Emerging Markets newspaper. He also served as chairman of the CEO Institute. He is a graduate of Columbia College of Columbia University and attended the Columbia Graduate School of Journalism. Anya Kamenetz has covered education for many years, including for NPR, where she also co-created the podcast Life Kit:Parenting in partnership with Sesame Workshop. Kamenetz is the author of several acclaimed nonfiction books: Generation Debt (Riverhead, 2006); DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (Chelsea Green, 2010) ; The Test: Why Our Schools Are Obsessed With Standardized Testing, But You Don't Have To Be (Public Affairs, 2016); and The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life (Public Affairs, 2018). Her latest book is The Stolen Year: How Covid Changed Children's Lives, And Where We Go Now (Public Affairs, 2022). Kamenetz was named a 2010 Game Changer in Education by the Huffington Post, received 2009, 2010, and 2015 National Awards for Education Reporting from the Education Writers Association, won an Edward R. Murrow Award for innovation in 2017 along with the rest of the NPR Ed team, and the 2022 AERA Excellence in Media Reporting on Education Research Award. She's been a New America fellow, a staff writer for Fast Company Magazine and a columnist for the Village Voice. She's contributed to The New York Times, The Washington Post, New York Magazine and Slate, and been featured in documentaries shown on PBS, CNN, HBO and Vice. She frequently speaks on topics related to children, learning and technology, to audiences including at Google, Apple, and Sesame, SXSW and TEDx. Kamenetz grew up in Baton Rouge and New Orleans, Louisiana, in a family of writers and mystics, and graduated from Yale University. She lives in Brooklyn with her husband and two daughters. Subscribe to her newsletter Sign up for her Chapter App course Follow her on Twitter  Check out all things Jon Carroll Follow and Support Pete Coe Pete on YouTube Pete on Twitter Pete On Instagram Pete Personal FB page Stand Up with Pete FB page

Janine Zeitlin is an investigative and enterprise journalist for the USA TODAY Network-Florida. She has also written for The New York Times, The Washington Post, Vice and BBC. Her journalism has received more than 50 state and national awards. Her reporting on Florida farmworkers and migrant students during the pandemic was recently honored by the national Association of Health Care Journalists and the national Education Writers Association.

GENE GRAHAM: After earning his B.S in Advertising and Marketing Communications with a 3.6 gpa in 2003, and an Activities and Societies Presidential Scholar, Gene began his editing journey at Alphamedica in Tarrytown, NY, as in-house video editor/producer, with duties such as: patient & HCP interviews/testimonials, sourcing crews, locations, travel, editing/finessing all digital, social and live events, working closely with marketing and writing teams. He created sizzle reels and manifesto videos for business development. Then in 2010 he began freelancing first at Razorfish, then at 360i and a number of large digital, traditional amd pr communication firms with the New York agency universe and worked on productions for Mercedes Benz, Ford, PNC Bank, Morgan Stanley, Oreo Cookie, Capital One, Oscar Meyer, Celebrity Cruises, Oral B, Allergan, Unilever, Pfizer, Warner Bros, HBO, Showtime, Telepictures, In Demand, Ralph Lauren, Macy's and more. He also worked on the Biden/Harris campaign, the 2020 Pulitzer Prize Announcement, the Education Writers Association and more. This is the backstory to his evolving into an award winning filmmaker which began in 2006 as Winner, BlockBuster Audience Award for Best Picture/Feature and Best Performance by Actor, Loretta Devine, Dirty Laundry from the American Black Film Festival which he edited and associate produced and was distributed by LIONSGATE; in 2007- Winner, Jury Award for Best Documentary and Winner, Emerging Filmmaker Award,The Godfather of Disco, from the Fire Island Film & Video Festival; in 2008- Nominated, Best Independent Film, Dirty Laundry, NAACP Image Awards and Nominated, Best Feature Film/Limited Release, Dirty Laundry from GLAAD Awards; 2018- Winner, Special Jury Recognition for Best Cast, This One's For The Ladies, from SXSW Film Festival and was acquired for worldwide distribution by NEON and released theatrically nationwide, and streamed on HULU and available VOD/SVOD platforms, as well as Nominated, Best Documentary, This One For The Ladies from both SXSW & IndieMemphis; 2019- Winner, Best Documentary, This One For The Ladies from NC Black Film Festival and Filmmaker in Residence, from Docs In Progress, Washington DC. In 2021, Gene wrote, directed and edited his short film, Jac On The Come Up, which is presently on 2022's festival circuit, while his new film Born Again Reject is about to be shot this summer. He enthusiastically looks forward to more in the feature realm within the near future. Great director to work with. Follow his journey at: https://determinedpictures.com/ --- Support this podcast: https://anchor.fm/ozzie-stewart/support

Higher ed must serve the many, not the few. That's why journalist, Paul Fain, covers outcome-focused, career-connected education for all.   In this episode of An Educated Guest, Todd Zipper, EVP and GM of Wiley University Services and Talent Development, welcomes independent journalist, Paul Fain. Todd and Paul dive into some of the timeliest topics in higher ed, from big tech's investments in credentials to the future of an equity-driven Carnegie classification system.  Key Takeaways:  How we can make non-degrees, alternative credentials, and apprenticeships more career-connected at scale for all  How employers can do more for their employees in terms of career mobility, diversity, equity, and inclusion  The motivations and challenges of recent big tech investments in non-degree credentials  Why community colleges have been struggling despite being a pathway to affordable learning  The impact of including social mobility and DE&I in the Carnegie Ranking System  Guest Bio : Paul is a well-respected journalist in higher ed, having written for Inside Higher Ed, The Chronicle of Higher Education, C-VILLE Weekly, The New York Times, Washington City Paper, and Mother Jones. He is currently a Senior Fellow for Strada Center for Education Consumer Insights, where he creates content to shed light on the gap between postsecondary education and the workforce. He also hosted the podcast, When Policy Meets Practice, which features conversations with community college leaders about the policy approaches that produce results for workers, learners, and employers.  Paul won a journalism award for beat reporting from the Education Writers Association and the Dick Schaap Excellence in Sports Journalism Award. He attended the University of Delaware and got hooked on journalism while working at the student newspaper, The Review. 

Stand Up is a daily podcast. I book,host,edit, post and promote new episodes with brilliant guests every day. Please subscribe now for as little as 5$ and gain access to a community of over 800 awesome, curious, kind, funny, brilliant, generous souls Check out StandUpwithPete.com to learn more David Daley is a senior fellow for FairVote and the author of Ratf**ked: The True Story Behind the Secret Plan to Steal America's Democracy, which helped spark the recent drive to reform gerrymandering. Dave's second book, Unrigged: How Americans Are Battling Back to Save Democracy, chronicles the victories and defeats in state efforts to reform elections and uphold voting rights. A frequent lecturer and media source about gerrymandering, he is the former editor-in-chief of Salon.com, and the former CEO and publisher of the Connecticut News Project. He is a digital media fellow at the Wilson Center for the Humanities and the Grady School of Journalism at the University of Georgia. His work has appeared in the New Yorker, The Washington Post, The Guardian, New York magazine, the Atlantic, the Boston Globe, Rolling Stone, Details, and he's been on CNN and NPR. When writing for the Hartford Courant, he helped identify Mark Felt as the "Deep Throat" source for Bob Woodward and Carl Bernstein.    Anya Kamanetz is an education correspondent for NPR. Her team's blog is at NPR.org/ed. Previously she covered technology, innovation, sustainability and social entrepreneurship for five years as a staff writer for Fast Company magazine. She's contributed to The Village Voice, The New York Times, The Washington Post, New York Magazine, Slate, and O, the Oprah Magazine. Her book The Art of Screen Time (PublicAffairs, 2018) is now out in paperback with a new preface for the pandemic. It's the first, essential, don't-panic guide to kids, parents, and screens. Buy it now! Her previous books Generation Debt (Riverhead, 2006), dealt with youth economics and politics; DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (Chelsea Green, 2010), investigated innovations to address the crises in cost, access, and quality in higher education. The Test (PublicAffairs, 2015), is about the past, present and future of testing in American schools. Learning, Freedom and the Web, The Edupunks' Guide, and the Edupunks' Atlas are her free web projects about self-directed, web-enabled learning. She was named a 2010 Game Changer in Education by the Huffington Post and won 2009, 2010, and 2015 National Awards from the Education Writers Association. NPR Ed won a 2017 Edward R. Murrow award for Innovation from the Radio Television Digital News Association. Anya grew up in Louisiana, in a family of writers and mystics, and graduated from Yale University in 2002. She lives in Brooklyn with her husband and two daughters. Subscribe to her newsletter Sign up for her Chapter App course Follow her on Twitter  Check out all things Jon Carroll Follow and Support Pete Coe Pete on YouTube Pete on Twitter Pete On Instagram Pete Personal FB page Stand Up with Pete FB page

The Center for Independent Journalists, aka The CIJ, is a new organization—launched in September 2021—to provide advocacy, education and support to freelance journalists of color and those from other underrepresented groups in the media. Programming is open to anyone, and white journalists can also join the organization.   It's open to all freelance journalists, not only writers. Currently, membership for the first year is included when you register for The CIJ's March 11–12 virtual conference. The CIJ has received grants to support the organization and continues to explore other revenue models that won't require higher registration fees.   CIJ Co-founder Katherine Reynolds Lewis lives in the DC area and is an award-winning journalist and author who writes about education, equity, mental health, parenting, science and social justice for publications including The Atlantic, The New York Times, Parents and The Washington Post. Katherine's 2015 story on the school-to-prison pipeline became Mother Jones' most-read article ever and led to her bestselling 2018 book, “The Good News About Bad Behavior: Why Kids Are Less Disciplined Than Ever—And What to Do About It.” Her current long-form narrative project on racial justice in education is supported by the O'Brien Fellowship in Public Service Journalism and the MIT Knight Science Journalism fellowship.   CIJ Co-founder Chandra Thomas Whitfield, who lives in the Denver area, is a multiple award-winning freelance journalist. As a 2019–2020 Leonard C. Goodman Institute for Investigative Journalism Fellow, she hosted and produced “In The Gap,” a podcast for In These Times about how the gender pay gap affects the lives of Black women. A former Atlanta Press Club and Atlanta Association of Black Journalists “Journalist of the Year” awardee, she has been honored by the Association for Women in Communications, Colorado Association of Black Journalists and Mental Health America. She is an alum of the Schuster Institute for Investigative Journalism, Education Writers Association, Ted Scripps Environmental Journalism, Soros Justice Media, Kiplinger Public Affairs and Rosalynn Carter Mental Health Journalism fellowships. Her Atlanta Magazine feature made the Atlanta Press Club's “Atlanta's Top 10 Favorite Stories of the Past 50 Years” list and is widely credited with contributing to a change in Georgia law and a teen's early release from a 10-year prison sentence.   The Center for Independent Journalists' first virtual conference will be March 11–12. The early-bird rate of $49 expires on February 18. You get 14 sessions, including 10 panels and two keynote speakers. The keynotes are Denene Millner, a six-time New York Times best-selling author, Emmy Award-nominated TV show host and award-winning journalist who has written 31 books, as well as David J. Dennis Jr., a senior writer at The Undefeated and author of “The Movement Made Us.”   Katherine and Chandra started The CIJ after forming a group on Zoom for freelance journalists during the pandemic, where people unexpectedly became vulnerable very quickly, sharing their struggles and isolation. Katherine and Chandra realized that if this accomplished group of journalists was struggling, then other freelance journalists must be struggling too—financially, emotionally, with work, etc.   Katherine also recognized she had a lot of advantages that other freelance journalists don't and was called to give back.   Racial diversity in newsroom leadership has been a longtime challenge, and while there's been a lot of focus on it, there's very little progress. Humans learn through story, so we need diverse storytellers to have a robust and thriving media ecosystem.   It's crucial to a democracy to have a healthy freelance ecosystem. The freelance world is the least powerful part of journalism, and The CIJ aims to strengthen it.   As newsrooms struggle and cut positions and lay off staff, there's a sentiment among freelancers of color, women and those from other underrepresented groups that they're the first to be let go. There are also those who are willingly leaving journalism because of microaggressions, office politics and lack of advancement. The CIJ is there to support those journalists in building a freelance career.   Want to be an ally? First, listen and respect the experiences that people are sharing. Don't try to debate it with them: “Oh, maybe you misunderstood. Oh, that wasn't their intent.”   Also, those of us not from underrepresented groups should question the lack of diversity in the room. We need to be the ones speaking up about diversity.   Both employees and other freelancers can make the effort to find and hire or refer people from underrepresented groups. Those on the “inside” need to find people on the “outside” and offer them opportunities.   Those who want to be allies—including freelance business owners—can also educate themselves through reading more about racism, prejudice and diversity; recruit diverse panels and speakers; recommend, refer and introduce people; hire a diverse array of subcontractors; diversify your own personal network; and support diverse organizations financially. And don't be afraid to mess up and say the wrong thing. Just apologize, learn from it and keep trying.   Resources:   Register for The Center for Independent Journalists March 11–12 virtual conference for only $49 before the February 18 early-bird deadline.   The Center for Independent Journalists   Chandra's In the Gap podcast (how pay discrimination affects Black women)   Episode #61 of Deliberate Freelancer: 6 Ways to Be an Ally with Your Freelance Business   Episode #83 of Deliberate Freelancer: A Conversation about Practicing Anti-Racism in Freelancing, with Eva Jannotta   Episode #89 of Deliberate Freelancer: Being the Only Black Man at a TV News Station, with Mario Boone   Join the Deliberate Freelancer Facebook group.   Support Deliberate Freelancer at Buy Me a Coffee.   Subscribe to the Deliberate Freelancer newsletter.    

We welcome YOU back to America's leading higher education podcast, The EdUp Experience! It's YOUR time to #EdUp In this episode, YOUR guest is Derek Newton, Contributing Writer at Forbes, YOUR host is Dr. Joe Sallustio, & YOUR sponsor is Unmudl! Listen in as Joe & Derek have a fascinating conversation on a variety of higher ed topics. One of particular interest is Derek‘s thoughts on why he believes higher education institutions can no longer see online education as an option. Enjoy! Derek writes about education including education technology (edtech) & higher education. He has written about these topics & others in a variety of outlets including The Washington Post, The Atlantic & Quartz. He had served as vice-president at The Century Foundation, a public policy think tank with an emphasis on education & worked for an international education nonprofit teaching entrepreneurship. He also served as a speech writer for a governor of Florida, worked in the Florida legislature & attended Columbia University in New York City. He is a member of the Education Writers Association. Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - Elvin Freytes & Dr. Joe Sallustio ● Learn what others are saying about their EdUp experience! ● Join YOUR EdUp community at The EdUp Experience! ● YOU can follow us on Facebook | Instagram | LinkedIn | Twitter | YouTube Thank YOU for listening! We make education YOUR business! --- Send in a voice message: https://anchor.fm/edup/message

For over two decades, journalist Jacques Steinberg has been demystifying the college admissions process, in his articles and blogs for The New York Times, in his groundbreaking book, The Gatekeepers, and now, by co-authoring with Eric Furda, a former Ivy League dean of admissions, The College Conversation: A Practical Companion for Parents to Guide Their Children Along the Path to Higher Education. Lee Coffin and Charlotte Albright, in their own conversation with Steinberg, find out what every parent of college-bound children needs to know about how to navigate—without nagging—the search and selection process.

About This Episode:For colleges and universities, the “great resignation” might be an opportunity to reach working adults looking to upskill for a new job. They could transform the college experience from a four year academic experience... to a lifelong learning experience.So how are colleges adapting to stay competitive? And will these demands change the face of college as we know it?Higher Ed Rewired spoke with Paul Fain, author of The Job newsletter at Inside Higher Ed, Julie Newman-Biggers, director of career development at Clemson University, Allison Salisbury, senior vice president at Guild Education and Chipotle field recruiting analyst, Iris Vazquez Morales. They share their ideas and experience on how the university model can evolve to emphasize career preparation, prepare studentsfour-year for future opportunities, and bring a new demographic of students to the table.Featured on This Episode:Paul Fain is a ContributingEditor at Inside Higher Ed. Paul has also worked in higher ed P.R., with Widmeyer Communications. He is a former staff writer for C-VILLE Weekly, a newspaper in Charlottesville, Va., Paul has written for The New York Times, Washington City Paper, and Mother Jones. He's won journalism awards, including one for beat reporting from the Education Writers Association and the Dick Schaap Excellence in Sports Journalism Award. He earned a degree in political science at the University of Delaware in 1996.Julie Newman-Biggers is the director of career development at Clemson University. She earned a bachelor of arts degree in kinesiotherapy from Catawba College and a master of education degree in Guidance and Counseling from Clemson University.Allison Salisbury is a Senior Vice President at Guild Education, where she leads strategy and solutions teams that help Guild's employer partners reskill their workforce for the future. She regularly shares what she is learning in her column on Forbes. Prior to Guild, Allison served as a Senior Partner and the Head of Innovation at Entangled Group (acquired by Guild), where she started the Economic Mobility Practice focused on advising employers, universities, and philanthropists on creating opportunity through education and upskilling. While at Entangled, she also helped start and advise four edtech companies: ReUp Education, Pathstream, Adjacent Academies, and Outset Careers.Previously, she held senior roles at EdSurge, where she built the higher education business, and Davidson College, where she led strategic initiatives from the President's Office. Iris Vazquez Morales is a field recruiting analyst at Chipotle Mexican Grill. She focuses on the policies with long-term results when working with opportunity youth, such as by providing a clear pathway for advancement through the company. She earned a bachelor's degree in human resources management from Bellevue University. Resources for This Episode:California State University Career ServicesInside Higher EdGuild EducationClemson University  

Join us for the latest episode of The Hamilton Review Podcast! In this conversation, Dr. Bob sits down with Josh Mitchell, a Wall Street Journal Reporter and author of "The Debt Trap: How Student Loans Became A National Catastrophe." Josh shares his personal story and then he talks about the valuable information in his book including what is driving tuition increases and personal stories of people navigating through student loan debt. Don't miss this great conversation and share with a friend! Josh Mitchell's Bio: Josh Mitchell is a reporter in the Washington bureau of The Wall Street Journal, writing about the economy and higher education. In 2016, the Education Writers Association named him the nation's top education beat reporter among large publications, calling his reporting “unique, comprehensive, illuminating, and a must-read for policy makers, prospective and current college students, and their parents.” He lives and works in Washington, DC. How to contact Josh Mitchell: Josh Mitchell website  Josh Mitchell Instagram  Josh Mitchell Twitter  How to contact Dr. Bob: YouTube: https://www.youtube.com/channel/UChztMVtPCLJkiXvv7H5tpDQ Instagram: https://www.instagram.com/drroberthamilton/ Facebook: https://www.facebook.com/bob.hamilton.1656 Seven Secrets Of The Newborn website: https://7secretsofthenewborn.com/ Website: https://roberthamiltonmd.com/ Pacific Ocean Pediatrics: http://www.pacificoceanpediatrics.com/ Share this episode with a friend and leave a rating + review on Apple Podcasts to help others find this content. Thanks so much!

Last Saturday, the college football world spun off its axis as Michigan beat Ohio State and Cincinnati broke into the College Football Playoff Top 4. Michigan's victory was the first in the Jim Harbaugh era, and launched the Wolverines into the Big Ten Championship Game. It also secured the future of Jim Harbaugh, (a true "Michigan Man"). Just how thin was the ice Harbaugh was standing on prior to Saturday? And how did the U of M President, Mark Schlissel, find himself on the "way out" a year earlier than his contract required? I visit with a terrific reporter who knows the Michigan political world and regularly reports on the ins and outs of higher education and athletics, David Jesse. David is a reporter for the Detroit Free Press. He has covered higher education in Michigan for more than a decade. He's written extensively on sexual assault on college campuses, (including at Michigan State University and the University of Michigan); higher education finance, college affordability, and small colleges that are actually growing their enrollment. He also co-authored a great piece on how meal money is spent for men and women in the Big Ten and the MAC conferences-surprise! David was a 2020-21 Spencer Fellow in Education Reporting at the Columbia University School of Journalism. The Education Writers Association named him the top education reporter in the nation in 2018. --- Send in a voice message: https://anchor.fm/karen-weaver/message

Stand Up is a daily podcast. I book,host,edit, post and promote new episodes with brilliant guests every day. Please subscribe now for as little as 5$ and gain access to a community of over 800 awesome, curious, kind, funny, brilliant, generous souls. 35:00 Maura Quint is a humor writer and activist whose work has been featured in publications such as McSweeneys and The New Yorker. She was named one of Rolling Stone's top 25 funniest twitter accounts of 2016. When not writing comedy, Maura has worked extensively with non-profits in diverse sectors including political action campaigns, international arts collectives and health and human services organizations. She has never been officially paid to protest but did once find fifteen cents on the ground at an immigrants' rights rally and wanted to make sure that had been disclosed. She the executive director of TaxMarch.org 1:04 Anya Kamanetz is an education correspondent for NPR. Her team's blog is at NPR.org/ed. Previously she covered technology, innovation, sustainability and social entrepreneurship for five years as a staff writer for Fast Company magazine. She's contributed to The Village Voice, The New York Times, The Washington Post, New York Magazine, Slate, and O, the Oprah Magazine. Her book The Art of Screen Time (PublicAffairs, 2018) is now out in paperback with a new preface for the pandemic. It's the first, essential, don't-panic guide to kids, parents, and screens. Buy it now! Her previous books Generation Debt (Riverhead, 2006), dealt with youth economics and politics; DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (Chelsea Green, 2010), investigated innovations to address the crises in cost, access, and quality in higher education. The Test (PublicAffairs, 2015), is about the past, present and future of testing in American schools. Learning, Freedom and the Web, The Edupunks' Guide, and the Edupunks' Atlas are her free web projects about self-directed, web-enabled learning. She was named a 2010 Game Changer in Education by the Huffington Post and won 2009, 2010, and 2015 National Awards from the Education Writers Association. NPR Ed won a 2017 Edward R. Murrow award for Innovation from the Radio Television Digital News Association. Anya grew up in Louisiana, in a family of writers and mystics, and graduated from Yale University in 2002. She lives in Brooklyn with her husband and two daughters. Subscribe to her newsletter Sign up for her Chapter App course Follow her on Twitter  Check out all things Jon Carroll Follow and Support Pete Coe Pete on YouTube Pete on Twitter Pete On Instagram Pete Personal FB page Stand Up with Pete FB page  

Linda K. Wertheimer, a veteran journalist and former education editor of The Boston Globe, is the author of the award-winning book, Faith Ed, Teaching about Religion in an Age of Intolerance. Faith Ed as well as excerpts from the book have won awards from the Religion News Association and the Education Writers Association. Linda currently is a Spencer Fellow in Education Journalism at Columbia University. She has given hundreds of talks about schools' efforts to teach about the world religions and the experiences of religious minorities in the nation's schools. In summer 2021, she gave an interfaith lecture for Chautauqua Institution. Her more than 30-year print journalism career includes reporting on education at The Dallas Morning News. More recently, her work has been published in The Washington Post and the Boston Globe Magazine.

There are two words that strike fear into every young student's heart: summer school. But, many educators around the country are trying to change that. In fact, the goal could be to have students ask to participate in summer learning. The federal government has earmarked billions of pandemic relief funds to enhance school summer programs. […]

Welcome to The Academic Life. You are smart and capable, but you aren't an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring in an expert about something? Email us at cgessler05@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN. In this episode you'll hear about: Karin Fischer's job as a contributing writer for the Chronicle of Higher Education, how she researches stories about international students, what the pandemic means for her work and for the students she writes about, and what she's hopeful about. Our guest is: Karin Fischer, a higher-education journalist with a focus on international education, American colleges' activities overseas, the globalization of the college experience, and study abroad. Her work has appeared in the Chronicle of Higher Education, the New York Times, EdSource, the Washington Monthly, and University World News. Ms. Fischer is also a research associate at the Center for Studies in Higher Education at the University of California at Berkeley and an international education leadership fellow at the University at Albany. She is a recipient of the East-West Center's Jefferson Fellowship for reporting in Asia and the International Reporting Project fellowship. Her work has been honored by the Education Writers Association, the National Press Foundation, and the Poynter Institute. Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/academic-life

Welcome to The Academic Life. You are smart and capable, but you aren't an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring in an expert about something? Email us at cgessler05@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN. In this episode you'll hear about: Karin Fischer's job as a contributing writer for the Chronicle of Higher Education, how she researches stories about international students, what the pandemic means for her work and for the students she writes about, and what she's hopeful about. Our guest is: Karin Fischer, a higher-education journalist with a focus on international education, American colleges' activities overseas, the globalization of the college experience, and study abroad. Her work has appeared in the Chronicle of Higher Education, the New York Times, EdSource, the Washington Monthly, and University World News. Ms. Fischer is also a research associate at the Center for Studies in Higher Education at the University of California at Berkeley and an international education leadership fellow at the University at Albany. She is a recipient of the East-West Center's Jefferson Fellowship for reporting in Asia and the International Reporting Project fellowship. Her work has been honored by the Education Writers Association, the National Press Foundation, and the Poynter Institute. Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. Learn more about your ad choices. Visit megaphone.fm/adchoices

Welcome to The Academic Life. You are smart and capable, but you aren't an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring in an expert about something? Email us at cgessler05@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN. In this episode you'll hear about: Karin Fischer's job as a contributing writer for the Chronicle of Higher Education, how she researches stories about international students, what the pandemic means for her work and for the students she writes about, and what she's hopeful about. Our guest is: Karin Fischer, a higher-education journalist with a focus on international education, American colleges' activities overseas, the globalization of the college experience, and study abroad. Her work has appeared in the Chronicle of Higher Education, the New York Times, EdSource, the Washington Monthly, and University World News. Ms. Fischer is also a research associate at the Center for Studies in Higher Education at the University of California at Berkeley and an international education leadership fellow at the University at Albany. She is a recipient of the East-West Center's Jefferson Fellowship for reporting in Asia and the International Reporting Project fellowship. Her work has been honored by the Education Writers Association, the National Press Foundation, and the Poynter Institute. Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/journalism

Welcome to The Academic Life. You are smart and capable, but you aren't an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring in an expert about something? Email us at cgessler05@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN. In this episode you'll hear about: Karin Fischer's job as a contributing writer for the Chronicle of Higher Education, how she researches stories about international students, what the pandemic means for her work and for the students she writes about, and what she's hopeful about. Our guest is: Karin Fischer, a higher-education journalist with a focus on international education, American colleges' activities overseas, the globalization of the college experience, and study abroad. Her work has appeared in the Chronicle of Higher Education, the New York Times, EdSource, the Washington Monthly, and University World News. Ms. Fischer is also a research associate at the Center for Studies in Higher Education at the University of California at Berkeley and an international education leadership fellow at the University at Albany. She is a recipient of the East-West Center's Jefferson Fellowship for reporting in Asia and the International Reporting Project fellowship. Her work has been honored by the Education Writers Association, the National Press Foundation, and the Poynter Institute. Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life. You are smart and capable, but you aren't an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring in an expert about something? Email us at cgessler05@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN. In this episode you'll hear about: Karin Fischer's job as a contributing writer for the Chronicle of Higher Education, how she researches stories about international students, what the pandemic means for her work and for the students she writes about, and what she's hopeful about. Our guest is: Karin Fischer, a higher-education journalist with a focus on international education, American colleges' activities overseas, the globalization of the college experience, and study abroad. Her work has appeared in the Chronicle of Higher Education, the New York Times, EdSource, the Washington Monthly, and University World News. Ms. Fischer is also a research associate at the Center for Studies in Higher Education at the University of California at Berkeley and an international education leadership fellow at the University at Albany. She is a recipient of the East-West Center's Jefferson Fellowship for reporting in Asia and the International Reporting Project fellowship. Her work has been honored by the Education Writers Association, the National Press Foundation, and the Poynter Institute. Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

This week, silent, single-file lines. Detention for putting a head on a desk. Rules for how to dress, how to applaud, how to complete homework. Walk into some of the most acclaimed urban schools today and you will find similar recipes of behavior, designed to support student achievement. Joanne Golann spent a year doing just […]

When Joe Biden selected Connecticut Education Commissioner Dr. Miguel Cardona to be his Education secretary he fulfilled a campaign promise; to name an educator with public school experience as his nominee for the post. Secretary Cardona took office on March 2 and has been busy trying to fulfill another promise made by the president; getting […]

We discussed a number of things including: 1. The state of the nonprofit sector 2. The state of the news and media sector 3. What innovations have occurred due to the pandemic 4. Resources and post pandemic forecasts for communities and economy John co-founded the non-profit news site NJ Spotlight in 2009 on the belief that New Jersey needed an independent news and information source that focused on public policy and politics. NJ Spotlight has since grown to be among New Jersey's most respected public affairs news sites, partnering with much of the major media in the state and winning state, national and international awards for journalistic excellence. In 2019, it was acquired by WNET Public Media and joined forces with the former NJTV News to become NJ Spotlight News. Before NJ Spotlight, John covered education in New Jersey for 15 years as a reporter for The Newark Star-Ledger and The Bergen Record and as a contributing writer for The New York Times. He continues to be a regular guest on New Jersey public media, including WHYY and WNYC public radio. He himself has won numerous state and national awards, including honors from the Education Writers Association and the American Society of News Editors. John speaks regularly at conferences and other events regarding new media, education, and politics. _____ Linda is President & CEO of the Center for Non-Profits, New Jersey's statewide umbrella association for the charitable community. The Center strengthens charities individually and collectively through advocacy, public education, management and compliance assistance, and membership services. Linda's non-profit sector experience spans over 30 years, and includes expertise in public policy, analysis, research, compliance and management. She speaks frequently to the media, non-profit, philanthropic and business leaders, and government officials regarding the size, strength, economic and social contributions of New Jersey's non-profit sector and current and emerging trends facing the non-profit community; and has successfully mobilized broad-based coalitions of non-profits around numerous advocacy issues. She is a public policy committee member and former board treasurer of the National Council of Nonprofits, and also serves on the New Jersey Commission on National and Community Service, and the Leadership and Policy Committee of the Council of New Jersey Grantmakers.

In this episode, David wraps up the year and brings the latest ideas, coverage, and hot topics straight from the Diverse newsroom to you. With higher education impacted by not one but two pandemics - COVID and Racism, it is needless to say that 2020 has been a turbulent and challenging year for students and the rest of us all. Tune in to the final episode of 2020 as we also touch on COVID's impact on community colleges and the Top 100 Associate Degree Producers of 2020.    KEY POINTS / MAIN TAKEAWAYS: The December 10 Edition (links to articles/resources below). How the resegregation of higher education leads to resegregation in the workforce.  Why we have major imbalances in the workforce and how to level the playing field.    QUOTABLES: “If our minority students are no longer seeing higher education as a viable pathway to a job, especially when there's a pandemic that makes life difficult in terms of paying the bills, we are not going to see minority workers making it in some of these high wage fields.”   PRODUCTS / RESOURCES MENTIONED: View the “Top 100 Producers of Associate Degrees, 2020” chart here.  What a Biden Administration Could Mean for Community Colleges article by Sarah Weissman - read it here. How Two-Year Colleges Can Mitigate Student Enrollment Declines article by Sarah Wood - read it here.  Year in Review: 2020 Brought ‘Precedent-Setting' Changes to Higher Ed article by Lois Elfman - read it here. In Memoriam: Remembering Those We Lost in 2020 article by Denis Hopkins - read it here.  Report: Universities With More Racial Segregation by Major Graduate Fewer Black Students Into High-Paying Fields by Sarah Weissman & Tomás Monarrez - read it here.  The Roadmap for Racial Equity: An imperative for workforce development advocates by Melissa Johnson - read it here.   Get the December issue here.  Visit the Education Writers Association website.  Visit the Diverse: Issues in Higher Education website, or follow them on Twitter, Instagram, Facebook, andLinkedin.

It seems that with everything happening in the world around us, we are more consumed with news than ever before. In the context of college, there is a flurry of information about current and future issues. In this episode, Dr. P. and Paul Fain discuss college trends with a focus on how to interpret news from multiple sources. Paul is a contributing editor at Inside Higher Education, a leading news outlet focused on college issues. Paul joined Inside Higher Ed in 2011 after a six-year stint covering leadership and finance for The Chronicle of Higher Education. Paul has also worked in higher education public relations, with Widmeyer Communications, but couldn't stay away from reporting. A former staff writer for C-VILLE Weekly, a newspaper in Charlottesville, Virginia, Paul has written for The New York Times, Washington City Paper, and Mother Jones. He has won a few journalism awards, including one for beat reporting from the Education Writers Association and the Dick Schaap Excellence in Sports Journalism Award. Paul got hooked on journalism while working too many hours at The Review, the student newspaper at the University of Delaware, where he earned a degree in political science in 1996. A native of Dayton, Ohio, and a long-suffering fan of the Cincinnati Bengals, Paul plays guitar in a band with more possible names than polished songs. The Did You Know segment suggests a resource for college students who are parents of young children. The Ask Dr. P. segment features a listener's question about managing college applications.Time Markers02:00-Welcome Paul Fain06:09-Paul's Typical Week as a Journalist10:55-Hot College-Related Topics19:21-Did You Know: Resources for College Student Parents20:08-Ask the Expert: Paul's Advice for Interpreting College News41:23-Ask Dr. P: Managing College ApplicationsResources Mentioned in this EpisodeNews Source: Inside Higher Education Podcast: The Key with Inside Higher EdInstitute for Women's Policy Research: Report on College Student Parents News Source: Chronicle of Higher EducationNews Source: Education DiveUniversity of Delaware Campus Newspaper: The ReviewGot a question about college? Email Dr. P. at amelia@speakingofcollege.com 

Join us for a discussion with Erica Green, Tawanda Jones, Brandon Soderberg, and Baynard Woods. Presented in partnership with OSI Baltimore. They discuss overlapping themes in Five Days and I Got a Monster, including whose stories are valued in the public discourse, the role and responsibility of the press, the narrative of a city, and the pursuit of justice. West Wednesday will be honored during the program. The conversation is moderated by Maryland State Senator Jill P. Carter. Maryland State Senator Jill P. Carter represents the state’s 41st legislative district, which falls within the municipal boundaries of Baltimore City. She previously represented the district as a member of the House of Delegates for 14 years, from 2003 to 2016. Senator Carter is the daughter of the late Walter P. Carter, a revered civil rights activist and a central figure of Maryland’s civil rights movement in the ‘60s and early ‘70's. Her mother, Zerita Joy Carter, was a public school teacher who specialized in Early Childhood Education. Senator Carter is a graduate of Western High School. She earned a bachelor’s degree in English from Loyola University and a J.D. from the University of Baltimore School of Law. Erica Green is a correspondent in Washington who covers the U.S. Department of Education and Secretary Betsy DeVos, focusing on federal policy, educational equity and civil rights enforcement in the nation’s K-12 schools. Ms. Green's education coverage at The New York Times won first place in the beat reporting category at the Education Writers Association's 2018 National Awards for Education Reporting. Before joining The Times in 2017, Ms. Green, a native Baltimorean, covered the Baltimore City school system for The Baltimore Sun. Ms. Green was also part of the Sun team named a 2016 Pulitzer Prize finalist for breaking news coverage of the death of Freddie Gray and the unrest that followed. She collaborated with Wes Moore on the book, "Five Days," which details the April 2015 events through the eyes of Baltimoreans as the "Baltimore Uprising" unfolded. Tawanda Jones is the sister of Tyrone West; she and her familyd “West Wednesday,” a weekly protest and safe ground to speak out against police brutality and murder. She is also the founder of West Correlation. Jones and her supporters have moved West Wednesdays online, featuring the family members of victims of police violence from around the country on a weekly live stream. In addition to this weekly work, Jones also works to change laws at the state level. She is the mother of four children, a pre-k teacher and a freedom fighter. Brandon Soderberg is a writer living Baltimore and was previously the Editor in Chief of the Baltimore City Paper and a contributing writer to SPIN. His work has appeared in The New York Times, Vice, The Village Voice and many other publications. Baynard Woods is a writer living in Baltimore. His work has appeared in The New York Times, The Guardian, The Washington Post, and many other publications. Recorded On: Wednesday, November 18, 2020

St. Louis Public Radio education reporter Ryan Delaney is in Germany for one month thanks to the Education Writers Association and the Pulitzer Center. He joins St. Louis the program from Berlin to discuss what he’s learned about the German way of handling education in the pandemic.

In a surprising number of ways, putting together a new incoming class at a college is like crafting a list for the perfect party. So how can you make sure you are invited? Amy and Mike invited author Jeff Selingo to pull back the curtain on the process of shaping an admissions class.  What are five things you will learn in this episode? What does “shaping” mean in admissions parlance? Do all colleges have the same priorities? What role do test scores play in shaping a class? How influential is the prospect of a full-pay family? What might a student do to get shaped into rather than out of a class? MEET OUR GUEST Jeff Selingo is the author of two New York Times bestsellers, College (Un)Bound and There Is Life After College. For more than twenty years, his in-depth reporting and powerful storytelling has provided insight about the inner workings of universities and a practical roadmap for higher ed’s future to students, parents, college leaders, and business executives. Jeff’s newest book, Who Gets In & Why: A Year Inside College Admissions, takes readers on a journey through the selection process from inside three admissions offices, revealing what really matters to the gatekeepers and how the ultimate decision is often based on a college’s priorities. As both an observer of higher education and an insider with academic appointments at two prominent universities, Jeff occupies a unique position to explain this critical and influential sector of the world economy. He writes regularly for The Atlantic, the Washington Post, the New York Times, the Chronicle of Higher Education and is co-host of the podcast, FutureU. His reporting and research focuses on the changing nature of work and its impact on education, paying for college, the financial sustainability of the residential campus, and shifting expectations for what the public wants from colleges. Jeff is a special advisor for innovation to the president at Arizona State University, where he is the founding director of the Academy for Innovative Higher Education Leadership. He has also served as a visiting scholar at Georgia Tech’s Center for 21st Century Universities. In addition, Jeff regularly counsels universities and organizations on their innovation strategy and storytelling. Previously, Jeff was the top editor of the Chronicle of Higher Education, where he worked for sixteen years in a variety of reporting and editing roles. His work has been honored with awards from the Education Writers Association, Society of Professional Journalists, and the Associated Press. He received a bachelor’s degree from Ithaca College and a master’s degree from the Johns Hopkins University. He is a member of the board of trustees at Ithaca College. He lives with his wife and two daughters in Washington, D.C. Find Jeff at https://www.jeffselingo.com/. LINKS Who Gets In & Why: A Year Inside College Admissions College (Un)Bound There Is Life After College RELATED EPISODES WHY OPTIONAL STATEMENTS AREN’T OPTIONAL YOU CAN’T HANDLE THE TRUTH: SECRETS OF COLLEGE ADMISSIONS NEED BLIND AND NEED AWARE ADMISSIONS ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

Today’s episode we bring on one of Shaun’s favorite podcast host Ms. Sarah Gonzalez from the hit economic podcast Planet Money. Sarah provides us with a great economic perspective on current event that we ripped from the headlines. She also shares with us some of her financial boo boos and explain her path to success. She claims she is simply a host for an economics podcast but not an economist....hmmm pod up and take a listen and I’ll let you be the judge. Pod up people it’s Sarah Gonzalez from Planet Money let’s get it!!!Sarah GonzalezBefore joining Planet Money, Sarah was a reporter with WNYC in New York City, where she dug deep into data and documents to uncover stories of inequality.Sarah's reporting uncovered that the Department of Homeland Security was apprehending undocumented teens on Long Island, based on flimsy claims that they were affiliated with the MS-13 gang. Dozens have since been released from detention after being held for months.For her five-part investigation into how New Jersey prosecutes minors, Sarah received the 2017 Daniel Schorr Journalism Prize, awarded to a public media reporter under age 35, and was a finalist for the 2017 Livingston Award for young journalists. Sarah found that teenagers were serving prison sentences that amount to life despite a U.S. Supreme Court ruling prohibiting life sentences for minors. And she uncovered that 90 percent of minors tried as adults in the state were black or Latino. She was part of the WNYC reporting team awarded an Alfred I. duPont-Columbia University Award for the podcast, Caught: The Lives of Juvenile Justice.Sarah has served as a fill-in host for The Takeaway and WNYC's live two-hour call-in news show, The Brian Lehrer Show.Her investigation into Florida charter schools turning away students with severe disabilities received an Online News Association award for Innovative Investigative Journalism. She has received a national Edward R. Murrow award for Excellence in Innovation, and national awards from Public Radio News Directors Inc., the Society of Professional Journalists and the Education Writers Association for her investigative and feature reporting.Prior to WNYC, Sarah was an NPR Kroc Fellow in 2010 and was a state education reporter with NPR's StateImpact Florida from 2011-2013.She graduated from Mills College in Oakland, CA, and grew up on the San Diego-Tijuana, Mexico border. Support this show http://supporter.acast.com/2bg. See acast.com/privacy for privacy and opt-out information.

What is the future of education after the coronavirus? What will schools look like after all this? How can they reopen safely? Will colleges go bankrupt? Are we rotting the brains of our kids with all this screen time? Where is Education Secretary Betsy DeVos? What happens now to education in America?  As the global war against the virus continues, the world of education is a hidden battlefield. The future of learning has been turned upside down--and underreported. With 97% of the world’s schools closed, the virus has upended everything we know about education. Graduations are canceled, dorms are empty, school lunches are left uneaten and millions of kids are now glued to screens all day long. This is education in our pandemic-stricken world. And the stakes for America couldn’t be higher.  Angry Americans continues our groundbreaking focus on the front-line fighters of the war against COVID-19 with another inspiring guest shaping the future: [1:15:00] Anya Kamenetz (@Anya1Anya) is a powerful expert on learning and the future. Anya is Education Correspondent at NPR, co-host of NPR’s Life Kit parenting podcast and celebrated author of multiple books including The Art of Screen Time, Generation Debt, DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education and The Test. Anya is our professor giving us all a crash course on parenting in a pandemic.  Previously, Anya was a writer for Fast Company covering technology, innovation, sustainability and social entrepreneurship and she contributed to The New York Times, The Washington Post, New York Magazine, the Oprah Magazine. Anya was named a Game Changer in Education and three times won National Awards from the Education Writers Association. She also leads the innovative NPR Ed team--which won an Edward R. Murrow award for Innovation. With the world paralyzed and divided by shut-downs and reopening, independent activist, author, social entrepreneur and Army veteran @PaulRieckhoff asks Anya the questions we all need answers to--and tears into the latest news with a dash of pop-culture, kick-ass music, and his trademark wit, tenacity, wisdom and humor. Rieckhoff shines a powerful spotlight on issues you need to know about--and holds the powerful accountable. As the White House, Departments of Veterans Affairs and Defense, and broadcast media fumble, this is a powerful must-hear episode of the pod that’s been featured in Variety, NPR, The New York Times, MSNBC and CNN. From the front lines of the exhausting war against the virus, to the race for President, to the NFL draft, Angry Americans is the most dynamic podcast in America for politics, news and culture. Angry Americans is powered by BRAVO SIERRA. BRAVO SIERRA (@BravoSierra_USA) is the American, military-native performance wellness company built for tough times. BRAVO SIERRA delivers high-quality grooming essentials formulated with clean ingredients that are made-in-the-USA. And BRAVO SIERRA gives back to America’s heroes. 5% of all sales supports programs for active-duty U.S. Military service members, veterans and families. Visit www.BravoSierra.com/AngryAmericans to get a FREE trial set now. Angry Americans listeners can use the discount code ANGRY at checkout for 15% off on all orders.  Get exclusive access to Paul Rieckhoff, our amazing guests, online events and special behind-the-scenes content by joining the Angry Americans community on Patreon. You’ll keep this important content coming--and get unique connections to powerful information and one-in-a-lifetime opportunities to meet guests like Henry Rollins, Rachel Maddow, Jeffrey Wright and Ambassador Susan Rice. Angry Americans is connecting, uniting and empowering concerned citizens worldwide--and is powered by Righteous Media. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today's guest on The EdTech Startup Show is Monica Brady-Myerov, CEO of Listenwise. Monica Brady-Myerov is a 25-year veteran public radio journalist and host and the founder of Listenwise. Before founding Listenwise, she was Senior Reporter and Assistant Managing Editor at WBUR in Boston and her reports have been heard on NPR, Marketplace and numerous other outlets nationally and internationally. Monica's reporting on education won two 2005 Edward R. Murrow Awards for her stories on closing the achievement gap and First Prize from The Education Writers Association in 2009 for her series on the high school dropout crisis.  Listenwise is an award-winning listening skills platform for students and teachers in middle and high schools. Listenwise, a proud partner of NPR, curates a growing collection of professionally produced podcasts, aligned to state standards in ELA, social studies, and science.   During this episode Monica and I discuss:  What her award-winning company Listenwise is all about, and how it can help all students grades 2-12 build academic vocabulary, and develop background knowledge through listening.  How her company is responding to COVID-19 and offering free support for all Listenwise users  What it takes to be an entrepreneur in the EdTech industry  How Monica was able to take her journalism experience into the EdTech industry and start a company   As a journalist, you are a communicator and an educator and those are the keys to a successful business.  Monica's podcast, Student Podcast Podcast that highlights student work, and gives students and teachers helpful ideas for lessons. Teachers want their students to have an audience. The process of figuring things out and actually doing the work is where you experience deep learning.  What type of students benefit most from audio listening The Lexile Audio Measure and how it relates to reading comprehension The advantages of working with the Boston-based accelerator Learn Launch  Time-stamped overview of the discussion >>> 02:06 : What is Listenwise all about?  >>>04:25  Tell me more about your podcast and what is your advice to people who want to get started in educational podcasting?  >>>08:45  How have you been able to transfer your journalism skills & knowledge to running your business? >>>  12:09 Why did you choose to run an EdTech business publicly? >>> 14:00 What are things like for you right now amidst this international crisis? (COVID-19) >>>20:42  Why do you think listening is an important part of a balanced curriculum? Are there specific types of students that have benefitted from structured listening activities? >>>26:47  Can you explain what is the Lexile Audio Measure and why is it important? >>>30:00   What are some factors that make a listening piece more easy or difficult?  >>>32:26   How are students listening to stories on Listenwise?   >>>35:24  Can you explain the Language Identification Organizer feature in Listenwise?   >>>37:00 Can you talk about your experience with the Boston-based accelerator Learn Launch?   >>>40:30 Based on what you know now, what advice would you give your past self when it comes to starting a business?   >>>41:36 Any final suggestions? Important links from this episode: Lexile Framework for Listening Monica's article:  How One Ed-Tech Startup is responding to the Coronavirus Listenwise Website Listenwise Blog : Support for Schools Affected by Coronavirus NPR's Student Podcast Challenge NAEP Website ( National Assessment of Educational Progress) CAASPP Website ( California Assesment of Student Performance & Progress) LearnLaunch Website  Connect with Monica on Social Media :   Linkedin   Twitter  Student Podcast Podcast Connect with Gerard Dawson on Social Media:  Linkedin Twitter Want to hear more from entrepreneurs working on literacy? Michelle Brown - CEO of CommonLit Dr. Brock Eide - Founder of Neurolearning SPC Matthew Gross - CEO of Newsela

Today we speak with Emily Hanford.Emily Hanford is a senior correspondent and producer for APM Reports, the documentary and investigative journalism group at American Public Media. She’s been covering education for more than a decade. Her work has appeared on NPR and in The New York Times, Washington Monthly, Los Angeles Times, PBS NewsHour and other publications. Her audio documentary and article “Hard Words: Why aren’t kids being taught to read?” won a 2018 public service award from the Education Writers Association. She is based in the Washington, D.C area. https://www.apmreports.org/documentariesHere are a few pieces she has written about reading:Op-Ed in the New York Times Why Are We Still Teaching Reading the Wrong Way?:https://www.nytimes.com/2018/10/26/opinion/sunday/phonics-teaching-reading-wrong-way.htmlFollow up to Hard Words on APM Reports website What to do if your child's school isn't teaching reading right?:https://www.apmreports.org/story/2018/10/08/what-to-do-if-your-childs-school-isnt-teaching-reading-rightStory for Morning Edition, NPR Why Millions Of Kids Can't Read And What Better Teaching Can Do About It:https://www.npr.org/2019/01/02/677722959/why-millions-of-kids-cant-read-and-what-better-teaching-can-do-about-itThis podcast was sponsored in part by Pediatric Associates of DallasSupport the show (https://www.patreon.com/Empowerdyslexia)

This week on "Off The Cuff," Justin, Megan, and Allie discuss some questions that came up following the news that ED had hired a private company to assess the federal student loan portfolio. Megan catches us up on new projections from the Congressional Budget Office that show the federal student loan program running a deficit, and Allie gives an overview of Education Secretary Betsy DeVos's recent appearance at the Education Writers Association's annual conference. The team also discusses Sen. Elizabeth Warren's (D-MA) 23-page letter to the new chief of Federal Student Aid, and a House subcommittee hearing on student outcomes. Plus, hear Justin's hot take on the name choice for the newest Royal Baby. Skip to 8:50 to get straight to the policy discussion.

Greg Toppo is a senior editor for Inside Higher Ed. Before that, he spent 15 years as the national education reporter for USA Today. A graduate of St. John’s College in Santa Fe, N.M., he taught in both public and private schools for eight years before moving into journalism. His first job was with the Santa Fe New Mexican, a 50,000-circulation daily. He worked for four years as a wire service reporter with the Associated Press, first in Baltimore and then in Washington, D.C., where he became the AP’s national K-12 education writer. Toppo also co-led the USA Today team that in 2011 looked at educator-led cheating on standardized tests. The paper’s series prompted the Washington, D.C., inspector general to investigate high erasure rates in D.C. schools. Toppo was a 2010 Spencer fellow at Columbia University’s Graduate School of Journalism and a 2016 Yale University Poynter Fellow. He is the author of the book The Game Believes In You: How Digital Play Can Make Our Kids Smarter (April 2015). In 2017, he became president of the Education Writers Association.

On this episode, the podcast replays the interview Matt Tullis did with John Woodrow Cox from October 2013. Cox was the 12th guest on the podcast, and, at the time, was a general assignment reporter in Pinellas County for the Tampa Bay Times. On this episode, he talked about the short, narrative stories he was writing for the Floridian Magazine. The series was called “Dispatches from next door.” They were short pieces – just 500 words – but painstakingly reported. He talked about two such pieces – one about a woman who is only able to find peace out on the ocean, and another about a senior citizen who is always on the look for a younger woman who will save him from loneliness. Cox left the Times in 2014 and went to the Washington Post. He’s an enterprise reporter with a focus on narrative journalism there. This year, his series about the impact of gun violence on children in America was named a finalist for the Pulitzer Prize in feature writing. He is currently working on a book that will expand on that coverage. He’s also written about a flawed sexual assault investigation in the Marines and about a 10-year-old who has HIV. Since joining the podcast, Cox has won several prestigious awards. He has won the Scripps Howard’s Ernie Pyle Award for Human Interest in Storytelling, the Dart Award for Excellence in Coverage of Trauma, Columbia Journalism School’s Meyer “Mike” Berger Award for human-interest reporting, and the Education Writers Association’s Hechinger Grand Prize for Distinguished Education Reporting. He’s also been named a finalist for the Michael Kelly Award and for the Livingston Award for Young Journalists. His stories have been recognized by Mayborn’s Best American Newspaper Narrative Writing contest and the Society for Features Journalism, among others.

#160 Award-winning journalist and Lead NPR digital education correspondent Anya Kamenetz chats with Ellie Knaus about the benefits and risks of screen time. We share current research, funny personal stories, and insights from Kamenetz’ brand new book The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life (Public Affairs 2018). From moms answering emails at the park to educational learning apps for kids to video game playing dads (or at least my husband), screen time affects us all, and you don't want to miss this episode!Join us on Instagram: @atomicmoms, Facebook and our PRIVATE Facebook page: click here.Bio from AnyaKamenetz.netAnya Kamenetz is the lead digital education correspondent for NPR. Her team’s blog is at NPR.org/ed. Previously she covered technology, innovation, sustainability and social entrepreneurship for five years as a staff writer for Fast Company magazine. She’s contributed to The Village Voice, The New York Times, The Washington Post, New York Magazine, Slate, and O, the Oprah Magazine.She was named a 2010 Game Changer in Education by the Huffington Post and won 2009, 2010, and 2015 National Awards from the Education Writers Association. NPR Ed won a 2017 Edward R. Murrow award for Innovation from the Radio Television Digital News Association.Special Thanks to:Owen O’Neill: Sound EngineeringJeremy Turner: Composing

From Apple, Google and Microsoft battling to take over the classroom, to random acts in both K-12 and higher education compromising the private information of millions of vulnerable students, 2017 has been no short of edtech news. But when it comes to the biggest stories of the year thus far, what are the writers themselves—education reporters—reading and thinking about? While at the Education Writers Association conference on May 31 to June 2 in Washington, D.C., EdSurge reporter Jenny Abamu spoke with a group of reporters focused on the education technology beat—Benjamin Herold of Education Week, Nichole Dobo of The Hechinger Report, and Goldie Blumenstyk from The Chronicle of Higher Education—to hear their thoughts on the biggest education technology stories of the year, what they’re working on right now, and whether the federal government is helping—or hurting—the integration of edtech nationwide.

In this edition of "This Week in California Education,” Executive Director Louis Freedberg, and Editor-at-Large John Fensterwald bring you a special podcast from the Education Writers Association national seminar in Washington D.C. this week. They sought out national education leaders to get their perspectives on how California is doing on its education reforms, and its new "California School Dashboard" that ranks schools on multiple measures, not just test scores. Produced by Sarah Tan

Within the past few decades, China has undergone a series of profound social changes stemming from globalization and its own domestic economic reforms and political development. Cultural attitudes deeply embedded in China for centuries have changed seemingly overnight with the expansion of the Chinese middle class. Perhaps no city in China quite exemplifies this colossal transformation like Shanghai. Once a moderately sized port city, Shanghai has quickly become a sprawling global financial and cultural center rivaling New York and London. The economic promise of Shanghai has attracted millions of Chinese and foreigners alike seeking to partake in the seeming torrent of capital, ideas, and opportunity. One of these dreamers is Rob Schmitz, who traveled to Shanghai as a correspondent for Marketplace. While immersing himself in his neighborhood, Mr. Schmitz encountered a web of individuals whose life stories together portray the mosaic of contemporary China. In his new book, Street of Eternal Happiness, Schmitz narrates the experiences of these everyday people, and the hardships many have endured in their struggle to adapt to an ever-changing China. As he became more involved in their lives, Schmitz made surprising discoveries that reveal a family’s – and country’s - dark past, and an abandoned neighborhood where fates have been violently altered by unchecked power and greed. A tale of 21st century China, Street of Eternal Happiness profiles China’s distinct generations through individuals whose lives illuminate an enlightening, humorous, and at times heartrending journey along the winding road to the Chinese Dream. Each story adds another layer of humanity and texture to modern China. The result is an intimate and surprising portrait that dispenses with the tired stereotypes of a country we think we know, presenting us instead with the vivid stories of the people who make up one of the world’s most captivating cities. Join us as Rob Schmitz launches his book with the National Committee on May 17, in New York City. Rob Schmitz is the China correspondent for American Public Media's Marketplace, the largest business news program in the U.S. with more than 12 million listeners a week. Mr. Schmitz has won several awards for his reporting on China, including two national Edward R. Murrow awards and an Education Writers Association award. His work was also a finalist for the 2012 Investigative Reporters and Editors Award. His reporting in Japan — from the hardest-hit areas near the failing Fukushima nuclear power plant following the 2011 earthquake and tsunami — was included in the publication “100 Great Stories,” celebrating the centennial of Columbia University’s Journalism School. In 2012, Rob exposed the fabrications in Mike Daisey’s account of Apple’s supply chain on This American Life. His report was featured in the show’s “Retraction” episode, the most downloaded episode in the program’s 16-year history. The National Committee on U.S.-China Relations is the leading nonprofit nonpartisan organization that encourages understanding of China and the United States among citizens of both countries.

Justin talks about what he learned at the Education Writers Association conference in Boston, particularly regarding toxic stress, resilience and grit.

This week, the EdSurge editorial team has been feeling a bit like jet-setters—and we want to bring our conversations about edtech across the country to your ears. We've got thoughts on local edtech adoption from teachers in Los Angeles at our EdSurge Tech for Schools Summit (big question: what the iPad debacle really a debacle?), plus a special guest report from our managing editor Tony Wan, who traveled to the Windy City to bring back insights from Arne Duncan at last week's Education Writers Association conference.