Podcasts about higher ed

We're bringing back a favorite format to go behind the headlines with top beat reporters covering colleges. Our latest roundtable focuses on how the Trump administration's many executive orders, research grant cancellations, and crackdowns on international students are changing the higher ed landscape in the U.S. and globally. Jeff and Michael are joined by reporters from The Wall Street Journal, The Boston Globe, and The Chronicle of Higher Education to hear their insights and analysis. This episode made with support from Ascendium Education Group.Chapters0:00 - Introducing the Reporters in the Roundtable4:10 - How the Trump Administration Picks Which Colleges to Target?8:36 - A Shift from Ivies to SEC Schools11:01 - How the Campus Mood Is Different at Mizzou Than at Harvard13:05 - What's New With International Students on Campus14:55 - Will International Education Decline Globally?17:17 - The Impact of International Student Decline on Colleges' Bottom Lines19:07 - How Much Has International Enrollment Declined?20:55 - Will International Students Fear Returning Home for the Summer?22:24 - Sponsor Break22:36 - Lessons from the Santa Ono Bid to Lead University of Florida26:50 - Divide Between Red State and Blue State Universities29:25 - Will Trump Changes to Higher Ed Stick?35:38 - Predicting How the Supreme Court Will Rule on Harvard Case37:13 - Lightning RoundPublications Mentioned:"Universities in Red States and Heartland May Be Winners as Ivy League Contends with Trump Onslaught," by Hilary Burns in The Boston Globe“Trump Administration's Cuts to Harvard Funding Are Unconstitutional, Judge Rules,” by Doug Belkin in The Wall Street Journal"Even as Classes Begin, Some Foreign Students Are Still in Visa Limbo,” by Karin Fischer in The Chronicle of Higher Education.Connect with Michael Horn:Sign Up for the The Future of Education NewsletterWebsiteLinkedInX (Twitter)Threads  Connect with Jeff Selingo:Dream School: Finding the College That's Right for YouSign Up for the Next NewsletterWebsiteX (Twitter)ThreadsLinkedInConnect with Future U:TwitterYouTubeThreadsInstagramFacebookLinkedIn  Submit a question and if we answer it on air we'll send you Future U. swag!Sign up for Future U. emails to get special updates and behind-the-scenes content.

It's YOUR time to #EdUpIn this episode, President Series #404, powered by ⁠⁠⁠Ellucian⁠⁠⁠, & sponsored by the 2026 InsightsEDU Conference in Fort Lauderdale, Florida, February 17-19,YOUR guest is Eric Turner, President, Lasell University YOUR co-host is Brent Ramdin, CEO, EducationDynamicsYOUR host is ⁠⁠Dr. Joe Sallustio How does a 175 year old university create a unique senior living community with a 450 hour annual education requirement? What happens when 81 year old residents take classes alongside traditional undergraduates in an intergenerational learning model? How does a president with a Wall Street & IBM background transform higher education through workforce development partnerships? Listen in to #EdUpThank 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● Join YOUR EdUp community at The EdUp ExperienceWe make education YOUR business!P.S. Want to get early, ad-free access & exclusive leadership content to help support the show? Then ⁠​subscribe today​⁠ to lock in YOUR $5.99/m lifetime supporters rate! This offer ends December 31, 2025!

President Trump has a long list of grievances against many U.S. colleges and universities. He's complained about antisemitism on campuses, of gender- and race-based course offerings, even communist indoctrination. To force change, the government has increasingly used the power of money. It's withheld billions in research funding and clamped down on international student visas. This week on The Sunday Story, NPR Correspondent Elissa Nadworny explores what the disruption means for the future of higher education in America.Learn more about sponsor message choices: podcastchoices.com/adchoicesNPR Privacy Policy

This week, we're joined by scholar, editor, and philosopher, Robin James, to talk about her provocative recent essay entitled “We're through being Cool: Tech Bros, Manosphere Influencers, Ancient Greek Masculinity, and AI,” posted at James' blog, It's Her Factory. When we think about "cool," we think about effortless, confident, style... but being cool has always been about more than style. It's about resistance to authority, overcoming patriarchy, refusal to fit in. Yet, a cohort of manosphere influencers have recently been rejecting "cool" as a way of affirming their masculinity.  What happens when "bro culture" asserts old forms of masculinity as new forms of mastery, which then get linked with AI hype, making "cool," well, no longer cool. If cool is dead, maybe what comes next is something much colder.Full episode notes available at this link:https://hotelbarpodcast.com/podcast/death-of-cool---------------------SUBSCRIBE to the podcast now to automatically download new episodes when Season 14 begins in September!SUPPORT Hotel Bar Podcast on Patreon here! (Or by contributing one-time donations here!)JOIN our (new) Discord server here and participate in our monthly (LIVE) chats, beginning in Season 14!BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

Emily Pitts Donahoe shares what we can learn about grades from an “emerging failure" on episode 588 of the Teaching in Higher Ed podcast. Quotes from the episode They introduced a framework that attempts to identify the common features of alternative grading for growth systems that are meant to prioritize student growth and student learning over just grades and performance. -Emily Donahoe Those four pillars are marks that indicate progress, reattempts without penalty, clearly defined standards, and helpful feedback. -Emily Donahoe One of the most important functions of grades or marks given on individual assignments is to communicate to students about how they're progressing in a certain subject. Traditional grades don't serve this communicative function very well. -Emily Donahoe Resources Unmaking the Grade, Emily Pitts Donahoe's blog and reflective journal chronicling one educator's experiences with ungrading and other progressive teaching practices Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education, by Robert Talbert & David Clark Grading for Growth How Humans Learn: The Science and Stories Behind Effective College Teaching, By Joshua R. Eyler Failing Our Future: How Grades Harm Students and What We Can Do About It, by Joshua R. Eyler Harry Potter Wizards of Baking Sarah Rose Cavanagh Japanese restaurant at Irvine Spectrum all four of the Stachowiak family members like: Robata Wasa Wicked Harry Potter and the Prisoner of Azkaban More Everything Forever: AI Overlords, Space Empires, and Silicon Valley's Crusade to Control the Fate of Humanity, by Adam Becker Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants, by Robin Wall Kimmerer

Welcome to the debut episode of this new pulse check series, AI Arms Race: Navigating Leadership in the Agentic Admissions AI Era, hosted by Scott Cline. Guest Name: Dr. Stephen Ostendorff, Dean of Admissions, Molloy UniversityGuest Social: https://www.linkedin.com/in/ostendorff/Guest Bio: Dr. Stephen Ostendorff is a strategic enrollment and marketing leader with over two decades of experience driving growth and innovation in higher education. Currently serving as Dean of Admissions at Molloy University, he has led record-breaking enrollment through data-informed strategies, advanced CRM integrations, financial aid optimization, and the ethical use of AI in recruitment. With a background spanning private, urban, and mission-driven institutions, he is known for collaborative leadership, taking a tech-forward approach to enrollment management, and a future-focused mindset when it comes to student engagement and retention.He holds an Ed.D. in Organizational Leadership Studies from Northeastern University, an M.S.Ed. in Student Development Practice in Higher Education from St. John's University, and a B.A. in English from Clark University. - - - -Connect With Our Host:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaAbout 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!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In this episode of Confessions of a Higher Ed Social Media Manager, host Jenny Li Fowler sits down with Ted Harrison, Founder and CEO of neuemotion and former Head of Advertiser Production at Twitter (yes, real Twitter). Ted brings a refreshing take on creativity in social media, debunking the myth that inspiration strikes like lightning. Instead, he shares how creative consistency is a skill—one that can be systematized, scaled, and repeated. Whether you're a burned-out content creator or a higher ed social media manager in a creative rut, this episode is full of insights that will reignite your spark.Guest Name: Ted Harrison, Founder/CEO at neuemotionGuest Social: LinkedInGuest Bio: Ted Harrison is the Founder and CEO at neuemotion, servicing Fortune 500 clients and beyond, author of Entrepreneurial Creativity: Repeatable Creative Success, and the former Head of Production at Twitter Inc. & X Corp. His past work has ranged from building a 9-figure content business as an "intra"preneur at Twitter, to animation onsite in Iraq, to award-winning Super Bowl commercials, to script coverage for Academy Award-winning director Jonathan Demme. - - - -Connect With Our Host:Jenny Li Fowlerhttps://www.linkedin.com/in/jennylifowler/https://twitter.com/TheJennyLiAbout The Enrollify Podcast Network:Confessions of a Higher Ed Social Media Manager is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

What do you do when your institution no longer needs acres of land and buildings? You sell it and build a more agile, student-centered future. In this episode, Dustin chats with Dr. Beth Martin, President of Notre Dame de Namur University (NDNU), about the bold and forward-thinking decision to sell their historic campus and double down on serving adult learners. Beth shares what it takes to lead through transformation, why selling land can be a catalyst—not a collapse—and how other institutions might reimagine their own paths forward.Guest Name: Dr. Beth Martin - President of Notre Dame de Namur UniversityGuest Social: LinkedInGuest Bio: Beth Martin, Ph.D., is the 19th President of Notre Dame  de  Namur University, a role she has held since September 2021. A graduate of Brown University and Stanford University, Dr. Martin began her academic administrative career at NDNU as a faculty member and founding Dean of the School of Sciences, later serving in senior leadership roles at Holy Names University before returning to lead NDNU as its 19th President. Under her leadership, NDNU not only embraces mission-driven education rooted in the Sisters of Notre Dame de Namur values, but has restructured its identity to focus on graduate and degree completion degree programs to ensure sustainable future growth. - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/About The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Creating an asynchronous course can feel overwhelming—but the right partnership makes all the difference. In this episode of Speaking of Higher Ed, Georgia State University's Mary Peabody, Learning Experience Designer, and Dr. Peter Demerjian, Associate Professor and Director of the School of Accountancy, share how they teamed up to design an Online MBA course. They discuss design thinking, faculty–designer collaboration, and the challenges of moving a traditional classroom course into an engaging online format. Whether you're teaching online for the first time or considering a redesign, this conversation offers practical insights for creating effective asynchronous learning. Get free access to more of our content, visit our show page for full episodes and additional resources. 

In our last episode, I discussed a big picture perspective of how to navigate the all too common experience in Higher Ed of being down a staff member. In this week's episode, I continue the conversation but with more tangible to-do items. Learn how to focus on the most important aspects of what you do so you and your team have a reasonable workload and students get the most important things they need. When supervisors aren't being effective, teams aren't being effective. Unfortunately, most supervisors don't get the training and support they need to be successful. That's why we created the Supervisor Strengths Institute. Join us for the Fall 2025 Cohort starting on Thursday, September 25th! You'll get eight weeks of powerful online content, designed to help you better understand yourself, your talents, and how to better manage your team. This program combines online learning with weekly cohort calls to discuss the content. Plus, you get one individual coaching call to let you focus on the things that matter to you the most. Get more information about the Institute and Register here - https://learn.strengthsuniversity.org/Institute Have questions? Email Anne at anne@strengthsuniversity.org or set up a meeting with her HERE. Want more information about Strengths University? Check out our website at https://www.strengthsuniversity.org/

This is Part 2 in our College Living series.  Surviving college living (in addition to all of the coursework) is a massive challenge for many young adults. For adults with autism, the social nuances can bring on an additional layer that can prove to be quite cumbersome. In this episode, we talk about the steps you can take to survive this brand new world of adulthood. 

How do we shift our view of wellness from diet plans and discipline to discipleship and spiritual alignment? In this episode, April Jones, Founder and CEO of Storehouse Wellness, shares her powerful journey from pharmacy and healthcare leadership into Christ-centered wellness entrepreneurship.Through faith, experience, and innovation, April is helping individuals and institutions approach health as a whole-person pursuit (mind, body, and spirit). Whether you're a student, campus leader, or someone navigating burnout, this conversation will challenge how you think about self-care, responsibility, and healing.

What happens when a team of former tourism and events pros are in charge of rolling out a rebrand? You'll want to hold on your beignets for this one. In this episode, we'll hear from Anne Falgout, Director of Strategic Communications for South Louisiana Community College on why they took a festive approach to their brand launch.Guest Name: Anne Falgout, Director of Strategic Communications, South Louisiana Community CollegeGuest Social: https://www.linkedin.com/in/annefalgout/Guest Bio: Anne Falgout, Director of Strategic Communications at South Louisiana Community College (SoLAcc), is a Louisiana native with 20+ years of community advocacy experience. From 2002-2022, she worked with entrepreneurs and marketed communities to potential talent and relocating companies at the Lafayette Economic Development Authority and as the first executive director of the Vermilion Economic Development Alliance. She remains civically involved through positions including United Way of Acadiana board member and Resource Development Chair, and as a Love Our Schools CAFE' Champion. Anne is also an active member of the Confrerie d' Abbeville, a fraternal Francophone organization that hosts one of seven Giant Omelette Celebrations worldwide.Anne has been recognized with multiple awards including 20 Under 40 Acadiana Leadership Award, Women Who Mean Business Award, and the 2019 Forward Vermilion Award. In 2023, she received the SoLAcc Chancellor's Award for transforming the college's brand in her first year. Since joining higher education, her team has secured multiple district and national marketing awards, and she serves on NCMPR's District 2 Executive Council and as PR Council Chair for the Louisiana Community & Technical College System. She and her partner run a boutique music studio in Kaplan, Louisiana, and she is the mother of four children ranging from seven to twenty-seven. Anne loves all things Louisiana including cooking modern Cajun food, live music, and beautiful sunsets that inspired SoLAcc's new color palette. - - - -Connect With Our Host:Safaniya Stevensonhttps://www.linkedin.com/in/safaniyastevenson/ About The Enrollify Podcast Network:Talking Tactics is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In this episode of Generation AI, hosts Ardis Kadiu and Dr. JC Bonilla explore the accelerating AI infrastructure boom following Oracle's massive 36% stock surge after announcing a $300 billion OpenAI deal. They break down Anthropic's landmark $1.5 billion copyright settlement and what it means for AI training data - companies can train on copyrighted material, but they have to buy it first. The conversation shifts to practical tools as they discuss ChatGPT's new MCP support and Replit Agent 3's autonomous coding capabilities that can work independently for 200 minutes. The hosts then examine the rise of AI influencers making millions through synthetic content, powered by Google's game-changing Nano Banana image editor and Veo 3's new vertical video capabilities that make professional social content creation cost just $12 for a 30-second ad.Opening and UVU Campus Incident (00:00:00)Reflection on September 11th anniversary, 24 years laterDiscussion of tragic incident at University of Utah Valley campusHow institutions manage crisis communicationsAnthropic's $1.5B Copyright Settlement (00:06:32)Court ruling on using pirated materials for AI trainingSettlement details: $3,000 per book for 500,000 illegally obtained booksPrecedent set: AI companies can train on copyrighted material if purchased legallyImplications for other pending lawsuits with OpenAI, Meta, and New York TimesOracle's Stock Surge and Infrastructure Boom (00:10:44)Oracle stock jumps 36% after earnings announcement$300 billion commitment from OpenAI for cloud infrastructureOracle positioning as the "shovels" in the AI gold rushHosting compute for OpenAI, XAI, Meta, and GoogleSignal that AI infrastructure spending is accelerating, not slowingChatGPT Adds Full MCP Tool Support (00:14:51)OpenAI enables MCP (Model Context Protocol) in developer modeMCP as "USB for AI agents" - standardized connection protocolExpanded connectivity beyond limited connector listInternal tools can now expose MCP servers for agent communicationReplit Agent 3: Autonomous Coding Revolution (00:16:37)Third generation agent can work independently for 200 minutesReflective loops for automatic testing and bug fixingCreates multi-step automations similar to Zapier workflowsCan build other agents and complex applications autonomouslySimulates human interaction: clicking, form filling, authenticationThe Rise of AI Influencers and Synthetic Content (00:21:27)Virtual personas making up to $10 million annuallyExamples: Luo Magalo (7.7M followers), Lil Miquella (2M followers)Brands partnering with Samsung, Versace for controlled narrativesAgencies producing synthetic influencers at scaleBalance between fiction/adventure and avoiding deceptionGoogle's Nano Banana: Image Editing Revolution (00:26:12)Transform any image through natural language promptsCharacter consistency for beginning, middle, and end framesUpdate dated content (change "2023" shirt to "2025")Top viral prompts: action figures, different decades, TV showsAvailable in Google Gemini and through APIsVeo 3 Video Generation Goes Social-First (00:28:10)50% price reduction: $0.15 per second for fast generationNew 9x16 vertical format for TikTok, Instagram Reels1080p HD output as standardFull audio integration with voice generation30-second professional ad costs just $12 to producePractical Applications for Higher Ed (00:40:51)Creating personalized content for micro-audiencesUniversity mascots with variations for different demographicsA/B testing at scale for minimal costTransparency and authenticity requirementsBrand ownership and responsibility for synthetic contentTool Recommendations and Alternatives (00:39:12)Midjourney for conceptual images and presentation loopsRunway ML Gen 3 for quick prototypesCling AI 2.1 for lip syncing and motion controlLuma Dream Machine for hyper-realistic animationsLeonardo AI as platform aggregating multiple models including Veo 3 - - - -Connect With Our Co-Hosts:Ardis Kadiuhttps://www.linkedin.com/in/ardis/https://twitter.com/ardisDr. JC Bonillahttps://www.linkedin.com/in/jcbonilla/https://twitter.com/jbonillxAbout The Enrollify Podcast Network:Generation AI is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

At the Universidad de la Libertad in Mexico City, Matt Kibbe sat down with Pano Kanelos, chancellor of the University of Austin, to talk about how higher education has gone wrong and what can be done to fix it. In the wake of the horrific murder of Charlie Kirk on a college campus, the fact that universities have become increasingly hostile to open discourse and the pursuit of truth has become more obvious than ever. Ideologically driven curricula, combined with rising costs and the student debt crisis, have made higher education a less appealing prospect, which is a shame when you consider that the purpose of universities was always supposed to be the expansion of human knowledge, not just preparing students for the job market.

In this episode of Higher Ed Pulse, hosts Mallory and Gil Rogers break down the real reason 95% of AI projects fail—and it's not the tech. From underground AI usage to rising trust issues and executive scrambling for structure, this episode explores how leadership—not capability—is the biggest hurdle for AI adoption in higher education and beyond. Whether you're an institutional leader or front-line staffer experimenting with AI, this conversation offers timely insights on how to approach AI integration with intention, empathy, and strategy.Related Links: MIT Study: 95% of Generative AI Projects FailAI as Boss? Workers Push BackChief AI Officers Emerge Across IndustriesThe Shadow AI Workforce - - - -Connect With Our Host:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaAbout 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!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

If you've ever felt abandoned by leadership on your campus, you're not alone. Disruption isn't the only challenge in higher education — it's the lack of leadership that follows.In this episode of Your Strategist Is In, Dr. Loren Hill shares how to fill the leadership gap with clarity, courage, and capacity — no matter your role. You'll hear: Why trust in leadership is wavering across campuses.How turnover, demographics, and harsher scrutiny for women and leaders of color are reshaping leadership.The three practices you can start using right now to step into leadership, even without a title.

In this episode of Highway to Higher Ed, Alex talks to Melissa Bildner of Live Better Training. With almost 20 years of experience living with and parenting kids with ADHD and executive function challenges, this unique situation has empowered Melissa to develop a unique and practical set of skills and strategies to living with kids who have ADHD. Formally trained as a Certified Professional Coach, an ADHD Parent Coach and Personal Trainer, Melissa also has training in Collaborative Problem Solving from Dr. Stuart Ablon at Think Kids. Her personal experiences combined with her formal training make her uniquely qualified to provide an authentically supportive and empathetic coaching experience, allowing parents to feel heard and understood and combine this feeling with offering practical strategies that parents can easily implement into their own parenting style. In this episode Alex and Melissa discuss; her background, how having kids and a husband with ADHD has helped her be more effective, the challengers she's faced balancing business and being a parent, listing different parts of her practice, sharing success stories and changes and also sharing advise for parents of students she coaches.

‍In this episode of Confessions of a Higher Ed CMO, host Jaime Hunt sits down with Anne Peters, Chief Marketing and Communications Officer at UTSA, to explore what it really means to “raise the profile” of a university. Spoiler alert: it's not just about rankings. From community-driven branding campaigns to strategic data storytelling, Anne shares a wealth of insights on how institutions of any size can authentically build visibility and credibility. Whether your campus has a football program, a medical school, or neither, this conversation is packed with actionable ideas for enrollment marketers. - - - -Connect With Our Host:Jaime Hunthttps://www.linkedin.com/in/jaimehunt/https://twitter.com/JaimeHuntIMCAbout The Enrollify Podcast Network:Confessions of a Higher Ed CMO is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

Today, there seems to be an intense distrust of experts in all sorts of fields. From medical experts in the Centers for Disease Control and the Department of Health and Human Services, to “elite intellectuals” at Universities and Colleges, no one who has expertise is beyond suspicion. We hear that we should “do our own research” and not trust what those with training and knowledge tell us. What makes an expert legitimate? What's the difference between the skepticism that drives science and the suspicion that denies that the experts know? How do we design institutions that are both scientifically rigorous and also democratically responsive and responsible? Let's talk about how knowledge should be organized, disseminated, and structured so that it benefits the most in a democratic society.Full episode notes available at this link:https://hotelbarpodcast.com/podcast/the-expertise-crisis---------------------SUBSCRIBE to the podcast now to automatically download new episodes when Season 14 begins in September!SUPPORT Hotel Bar Podcast on Patreon here! (Or by contributing one-time donations here!)JOIN our (new) Discord server here and participate in our monthly (LIVE) chats, beginning in Season 14!BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

M. C. Flux uncovers lessons for video creation from what he calls layered learning on episode 587 of the Teaching in Higher Ed podcast. Quotes from the episode I've also started creating these little quiz questions in them, but they're not hard. They're just to keep their attention going. -M. C. Flux Many students seem to enjoy this and actually learn well from it, so I keep doing it. -M. C. Flux I think these students struggle so much with attention that bringing them back with a really simple question just helps. -M. C. Flux The fact that students have shorter attention spans is still something we need to pay attention to. I don't think it's as bad as people say, but it is actually still a big piece of how I design instruction. -M. C. Flux A lot of students are used to rewatching things that they enjoy. -M. C. Flux Resources Video: Education as Content, by Dr. Flux The Art of Gathering: How We Meet and Why it Matters, by Priya Parker Preferences vs. What Works, by Robert Talbert Song: Leave it Like it Is, by David Wilcox  Episode 555: A Big Picture Look at AI Detection Tools with Chris Ostro LinkedIn: Christopher Ostro LinkedIn: Dr. MC Flux Netflix Special: Bo Burnham Inside DJI Osmo Mobile 7P Insta360 Flow Pro HollyLand Lark Microphones Games: Agency as Art, by C Thi Nguyen

Welcome to the final installment of this Pulse Check series — Advancement Amplified: The IA MarCom Shift — Part 5: The 90-Day Blueprint. Dan Giroux teams up with higher ed marketing powerhouse Jaime Hunt—host of Confessions of a Higher Ed CMO and author of Heart Over Hype—for a co-led conversation that delivers big, bold ideas and actionable next steps. Together, they offer a compelling, cross-functional perspective on what it means to build future-ready advancement marketing and communications (MarCom) teams—and how to do it in just 90 days. If you're serious about integrated strategies, sustainable structures, and breaking down silos, this is the episode for you.Notes / Resources:AI Maturity Matrix: https://www.solvehighered.com/ai-maturity-matrixHeart Over Hype: https://www.heartoverhypebook.comSolve Higher Ed: https://www.solvehighered.com - - - -Connect With Our Host:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaAbout 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!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

Claire de Mézerville López welcomes Dr. Jasmine A. Lee and Dr. Ciara R. Christian to the Restorative Works! Podcast.  Claire is joined again by co-host and IIRP Lecturer Kiyaana Cox Jones. In this series of episodes, we explore the use of restorative practices in higher education through various aspects of the college and university sphere. Dr. Christian and Dr. Lee share insights from their roles as co-directors of the Center for Social Justice Dialogue at the University of Maryland, Baltimore County, in the Division of Institutional Equity, highlighting the intersection of restorative practices and social justice education. They delve into the critical considerations for dignified intercultural and intergroup experiences, emphasizing the importance of identity, systemic awareness, and creating spaces for authentic dialogue across differences. As Dr. Lee eloquently states, "The goal is to widen the crack where we refuse to see each other as fundamentally opposed, fostering spaces for transformation and collective growth." Dr. Lee is a diversity, equity, inclusion, and justice scholar, practitioner, trainer, and coach. She has spent over 15 years in higher education, working with students, staff, and faculty to create inclusive campus environments through direct programming and strategic campus-wide leadership, and currently serves as the Associate Vice President for Community and Culture at UMBC. Beyond higher ed, Dr. Lee works with K-12 institutions, non-profit organizations, and faith-based communities to provide training, consulting, coaching, and organizational change services, partnering with clients to curate unique, engaging solutions that lead to sustainable, measurable change. Dr. Lee is a qualified administrator of the Intercultural Development Inventory® (IDI), a certified diversity trainer with the National Coalition Building Institute, a Restorative Practices trainer, and a certified Mental Health First Aid instructor, and uses these skills to ensure human dignity, love, truth, honesty, and empathy are a part of all approaches to organizational change. Dr. Christian has been professionally engaged in diversity, equity, inclusion, and social justice work for over a decade. Dr. Christian discovered her passion for this work as a result of her experiences in the Peace Corps, where she both noticed and experienced gaps in cultural competency within the organization. This experience served as a catalyst for her return to higher education, allowing her to more deeply explore identity development, social inequality, and social change. Ultimately, this led her to intergroup dialogue as a vehicle for helping others to engage deeply about and across differences. Her practice is rooted in an ethic of radical, revolutionary love and a commitment to helping others see and center our shared humanity.  Tune in to explore how restorative practices embody revolutionary love, inviting us to wonder deeply about each other's humanity and to navigate conflict and grief with empathy and accountability.

In this episode of the World of Higher Education Podcast, Alex Usher welcomes back Andrew Norton to discuss developments since the drop of the Universities Accord report. They explore changes in student and institutional funding, the introduction of new regulations and a national student ombudsman, and challenges faced by universities due to increasing costs and financial strain. They also delve into the effects of international student caps on housing and rental prices, as well as the impact of wage theft allegations and vice chancellors' high salaries on the social license of universities. Lastly, the discussion touches on the Australian federal election, its unique focus on higher education, and the new Labor government's agenda for the next term.

In this episode, Dustin sits down with Mike Stratta, CEO of Arcaléa, to unpack how AI is reshaping marketing strategies across industries—and what that means for higher ed. From his frustrations with top-line-only marketing to developing a data-powered product called Galileo, Mike shares how higher ed institutions can finally move beyond assumptions and start measuring what really works. They also reflect on key takeaways from the eduWeb Summit, where curiosity, collaboration, and AI-driven strategies took center stage.Guest Name: Michael Stratta, CEO, ArcaléaGuest Social: LinkedInGuest Bio: Mike Stratta is the founder and CEO of Arcalea, a firm that develops AI-driven marketing products and services for higher education and other industries. With more than 25 years of experience, Mike helps universities and C-Suite leaders transform complex data into actionable growth strategies. He has advised and lectured at the University of Chicago, Loyola's Quinlan School of Business, and Northwestern's Kellogg School of Management, where Arcalea's Galileo platform is also used to teach marketing optimization. A three-time Inc. 500 and Financial Times Fastest-Growing Companies honoree, Mike has launched multiple AI products in the past two years. He is a Vistage member, former Entrepreneurs' Organization board member, and has worked with leading institutions and global brands alike. - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/About The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

What happens when K-12, higher education, manufacturing, and a startup tech company sit around the same table to talk about AI? This episode brings that rare collaboration to life.Recorded live at TitletownTech—the venture studio founded by Microsoft and the Green Bay Packers—this panel features four leaders from distinctly different sectors, all navigating how AI is changing their world. From fault anomaly detection in industrial equipment to generative AI in K-12 classrooms, this episode is a crash course in what applied AI really looks like on the ground.Panelists include:Mike Beighley, Superintendent, Whitehall School DistrictDr. Kate Burns, Provost & Vice Chancellor of Academic Affairs, University of Wisconsin–Green BayRick Roeske, Senior Director of Service and Solutions, BW ConvertingAlex Tyink, Founder & CEO, Fork FarmsModerated by Matt Kirchner, Host of The TechEd PodcastThrough stories of innovation, disruption, and surprising lessons, these leaders share how they're preparing students, supporting workers, and strengthening their communities with artificial intelligence.Listen to learn:How a rural K-12 school is using AI to power personalized learning and student-led schedulingWhat happens when higher ed rethinks writing and assessment in the age of ChatGPTHow manufacturers are using AI to capture tribal knowledge and improve customer relationshipsWhat it's like to co-develop AI solutions inside the Microsoft AI Co-Innovation LabWhy human connection and relevance still matter more than ever in the AI-powered classroom3 Big Takeaways from this Episode:1. AI is expanding what's possible in education by unlocking more personalized, student-centered learning. In both K-12 and higher ed, AI is giving educators the tools to meet students where they are—academically, emotionally, and logistically. From adaptive math instruction to AI-driven student support systems, the future of learning is more flexible, scalable, and responsive.2. Manufacturing is using AI not just to fix machines, but to build better relationships. Rick Roeske shares how BW Converting uses AI to detect fault anomalies, preserve expert knowledge, and improve customer support—often solving problems before clients even notice. It's not just about performance; it's about trust.3. For startups, AI partnerships can unlock capabilities far beyond their headcount. Alex Tyink explains how Fork Farms built a proprietary AI farm management system with help from the Microsoft AI Co-Innovation Lab—accessing high-level expertise and infrastructure that most early-stage companies could never afford to build in-house.More on the episode page! We want to hear from you! Send us a text.Instagram - Facebook - YouTube - TikTok - Twitter - LinkedIn

Steve Pearlman: Today on actual intelligence, we have a very important and timely discussion with Dr. Robert Neber of a SU, whose recent opinion piece in inside higher education is titled AI and Higher Ed, and an impending collapse. Robert is a teaching professor and honors faculty fellow at the Barrett Honors College at a SU.And the reason that I invited him to speak with us today on actual intelligence is his perspective on artificial intelligence and education. And his contention roughly that higher Ed's rush to embrace artificial intelligence is going to lead us to some rather troubling places. So let's get to it with Dr.Robert Niebuhr.Robert. We talked a little bit about this on our pre-call, and I don't usually start a podcast like this, but what you said to me was so striking, so, uh, nauseating. So infuriating that I think it's a good place to begin and maybe some of [00:01:00] our listeners who value actual intelligence will also find it as appalling as I do, or at least a point of interest that needs to be talked about.You were in a meeting and we're not gonna talk about exactly, necessarily what that meeting was, but you're in a meeting with a number of other. Faculty members and something interesting arose, and I'll allow you to share that experience with us and we'll use that as a springboard for this discussion.Robert Neibuhr: Yeah, sure. Uh, so obviously, as you can imagine, right, I mean, faculty are trying to cope with, um, a perceived notion that students are using AI to create essays. And, and, uh, you know, in, in the, where I'm at, you know, one of the backbones, um, in my unit to. Um, assessed work is looking at argumentative essays.So the, the sort of, the idea that, that this argumentative essay is a backbone of a, of a grade and assessment. Um, and if we're, if we're suspecting that they're, they're using ai, um, you [00:02:00] know, faculty said, well, why should we bother grading essays if they're written by bots? Um, and, and you know, I mean, there's a lot, there's a lot to unpack there and a lot of things that are problematic with that.Um, but yeah, the, the, the idea that, you know, we, we don't have to, to combat a, to combat the perceived threat of, of student misuse of ai, we just will forego critical assessment. Um, that, that was, you know, not a lone voice in the room. That that seemed to be something that was, that was reasonably popular.Steve Pearlman: Was there any recognition of what might be being sacrificed by not ever having students write another essay just to avoid them using ai, which of course we don't want them to just have essays write, uh, so of course we don't want them to just have AI write their essays. That's not getting us anywhere.But was there any conception that there might be some loss in terms of that policy? [00:03:00]Robert Neibuhr: I mean, I, I think, I think so. I mean, I, I imagine, uh, you know, I think. My colleagues come from, from a place where, where they're, they're trying to figure out and, and cope with a change in reality. Right? But, um, there, there is also a subtext, I think across, across faculties in the United States of being overworked.And, and especially with the mantra among, you know, administration of, you know, AI will help us ramp up or scale up our, our class sizes and we can do more and we can. All this sort of extra stuff that it would seem like faculty would be, um, you know, more of their time and, and more of their effort, you know, as an ask here that I think that's, that, that may be, that may have been part of it.Um, I, I, I don't know that the idea of like the logical implication of this, that, you know, if we no longer. Exercise students' brains if we no longer have them go through a process that encourages critical [00:04:00] thinking and art, you know, articulating that through writing, like what that means. I, I don't know that they sort of thought it beyond like, well, you know, this could be, we could try it and see was kind of the mentality that I, I sort of gauged from, from the room.But, uh, it's, I mean, it's a bigger problem, right? I think the, the, the larger aspect of. What do we, what do we do? What can we do as faculty in this sort of broad push for AI all over the place? And then the idea of the mixed messages. Students get right. Students get this idea, well, this is the future. If you don't learn how to, how to use it, if you don't, you know, understand it, you're gonna be left behind.And then at the same time, it's like, well, don't use it from my class. Right? Learn it, but don't use it here. And that's. That's super unclear for students and it's, it's unclear for faculty too, right? So, um, it, it's one of those things that it's not, um, I don't think in the short term it works. And as you, as you, as you implied, right, the long term solution here of getting rid of essay [00:05:00] assignments in, in a discussion based seminar that relies on essays as a critical, I mean, this is not a viable solution, right?We, we got the entire purpose of, of the program in this case.Steve Pearlman (2): And yet a lot of faculty from what you described and a lot of what I've read as well, is also moving towards having AI be able to grade. The students work not just on simple tests, but on essays. And as you point out in your article, that's potentially moving us to a place where kids are using AI to write the essays, and then faculty are using AI to grade the essays.And who, when did the human being get involved in between, in terms of any intellectual growth?Robert Neibuhr: Yeah. No, it, it's, I think it's a, it's, it's really, it's a, it's a really big, it's a really big problem because, um. Again, those long-term implications, uh, are, are clear as, as, as you laid out. But, um, it's also, I mean, like, again, like this notion that [00:06:00] there's, there's a tool that obviously can help us, you know, multiple avenues where AI can be, can be something that's, that's helps us be more efficient and all this, those sort of stuff that, that's, that's, that's true.Um, so it's, it's there. So we should gauge and understand it. Um, but it doesn't mean you just use it everywhere. You know, you, you can buy, I don't know, you can buy alcohol at the grocery store. It doesn't mean you have it with your Cheerios, right? I mean, there's a, there's a time and place polite society says, you know, you can consume this at these times with these meals or in this company, right?It's not all, all of this. So things, so, you know, the message that I think it's a level of respect, right? If we, we don't respect the students, if we don't lay out clear guidelines and. We don't show them respect, we don't ask for respect back if, if we use bots to grade and the whole thing just becomes a charade.And, and I, I think the, again, the system [00:07:00] begins to, to break down and I think people wind up losing the point of what the exercise is all about anyway. And I, I may not just the assignment or the class, but like higher education. Right. I mean, the, the, the point is to. Teach us how to be better thinkers to, to gauge, evaluate information, uh, you know, use evidence, uh, apply it in our lives as, as we see fit.And, and if it's, and if we're not prepped for that, then, then what did they prep us for? If, if, you know, the student's perspective, it's like, well, what did I just do? What did I pay for? That's, that's a, that's a huge long term problemSteve Pearlman (2): it seems like. Uh. That, what did I pay for? Question is gonna come to bear heavily on higher education in the near future because if students are able to use AI to accomplish some of their work, and if faculty are using AI to grade some of their [00:08:00] work and so on, and then the, you know, the, these degrees are costing hundreds of thousands of dollars.And it's an effectual piece of paper that maybe that loses value in essence also because the students didn't really get anything from that process or get as much as they used to because they're using ai. You know, is this moving towards some kind of gross reassessment of the value of higher education or its role in our society entirely?Robert Neibuhr: I mean, it it, I think it certainly. It certainly has the potential, right? I mean, I would, I would even look back and, and think of a, a steady decline, right? That this is, this is one of, of many pieces that have gone, gone down. And I, you know, I mean mentioning in, in your, in your question just now, right? That the sense of, you know, students as client or customer, uh, how that has changed the sort of the, the interface and, and [00:09:00] how, you know.Uh, we, we think of this, uh, this whole, this whole endeavor, right? I mean, um, and, you know, and this leads to things like, oh, retention numbers and, and all these sort of things that the mental gymnastics that happens to, um, you know, do all these things and, and the truth be told, right? Different paths for different people, right?There's not, you know, there's not a single, like, you don't have to get the degree in physics to be as successful, but the, the student as, as, as customer, I think also has, um. Solidified this, this notion, um, that we can le list the student feedback, right? And, and student feedback is important. So I'll qualify that that standards were, were low.I, I know for my own example, you know, even 20 years ago, right, that that undergraduates would have to produce a capstone thesis as part of their bachelor's degree. And I know firsthand that at from the time that, you know, [00:10:00] the history department had looked at, um, exit surveys of people who didn't finish their history degree.And they said, well, why didn't you finish your history degree? I said, oh, well, you know, I, whatever the program was, psychology, sociology, doesn't matter, whatever the other degree was. That degree program didn't require a thesis. So that was. That was easier, right? That was the student saying, you know what, I'm gonna opt out of the hard work and I'm gonna take, take this other one.And so the history department's answer kind of like the we'll stop grading essays was, we won't, we won't require a thesis anymore that'll stem the tide of our losses. Of course it didn't. Right? 'cause they're larger things going on and, and you know, some of it's internal, some of it's external and out of, out of, you know, history departments, you know, control.Um. But I, I think part of, part of this also then sort of, you know, cuts this, this notion of the rhetoric in the last, at least two decades of [00:11:00] college is your ticket to a successful career. Like, and it's just quantifiable, right? I mean, there's no doubt that, you know, if you have a college degree, your lifetime earnings will be such and such amount higher than, right?So there's, there's clear evidence there. There's, there's, there's tangible things, but that's become degraded, I think. To, to a, a simple binary like, oh, my piece of paper gets me this. And, and I think that mentality has been sort of seeping in. And I think this is kind of where, um, some of these things are, are coming from.Like it is just a piece of paper. I don't have to worry about, you know, what skillset I get in higher ed because I'm gonna learn on the job anyway. Uh, or I don't, like, students will say, I don't see this as valuable to what I'm gonna do. So it's, it's as kind of said the reckoning long term, like upending, the higher ed.I mean, I, I think as some of these questions linger and, and, and simmer and, and costs get higher and, you know, [00:12:00] parents get more, you know, upset and, and, and students with their loans. I mean, I, I, I can't see going in, in perpetuity in the direction that it's, it's going with or without ai, but I think AI maybe speeds this up.Steve Pearlman (2): In a sense, I see this as an extension of Goodheart's Law, which is that if we just focus on the measurement, then the thing that we're measuring becomes inval or valueless to us, uh, because the measurement becomes the value. And I see that happening with ai, right? The goal is to create a paper that gets an a, it doesn't matter if I use AI to do it, because I've achieved the goal, right?The, the, the outcome that I want. I've satisfied Good Heart's law. I have produced the outcome and the measurement has been achieved. I haven't learned to write a paper or think for myself or put a sentence together, but I've nevertheless achieved the outcome, and that seems true from both perspectives.There's the student perspective, which is that I've produced the paper, I've gone through a series of [00:13:00] steps that have made the paper happen. I didn't write it, but I used AI to do it in a worst case scenario and presented it, and then it happens from the teacher's perspective, which is that whether or not AI grades it.They have, in fact, nevertheless produced the artifact that I need to assess and achieve the assessment and everybody's happy. Uh, except you know that this is utterly undermining the fundamental premise of education itself, which is the development of the individual. Yeah. Do you think down the road. I know this is purely speculative and maybe it's overly hopeful in fact, but does the reckoning in higher education, and maybe even in secondary education and primary education come down to saying, look, um, you know, AI is something that students are gonna be able to use and be proficient in regardless of whether or not we exist.The only way that we're gonna carve out a meaningful existence for ourself is an essentially, almost a reversion to [00:14:00] what higher education was. Years ago, maybe it is not as much for everybody. Maybe it is more for those people who really want to become intellectuals, use their minds, develop the mindsets and the skills of the intellectual in the positive sense of that, and in whatever way they're contributing to society.Maybe there are fewer institutions, but they are holding the line further on the cultivation of the individual and those individuals. Maybe because there are fewer of them and because they are more specialized in certain critical thinking skills become, again, more valuable to society. Is that possible, do you think?Or is, am I pipe dreaming here? Because I just hope education doesn't implode entirely though. I think a reckoning is gonna be healthy.Robert Neibuhr: Yeah.Steve Pearlman (2): What do you think?Robert Neibuhr: Yeah, no, I mean, um, the, the, the first bit that crossed my mind as as you were talking was this sort of the, the saying. Something about, you know, some of [00:15:00] us can pretend all the time and get away with it.All of us can pretend some of the time, but we all can't pretend all the time. Right? Like this sort of sense of, of, you know, like there, there has to be, someone has to tell the truth, right? Like the emperor with no clothes, it's like, well, clearly there's something wrong here. Um, but I to to the, to the future and where this, where this sort of looks and where you, where you went towards the, the end of the question.Um. I mean, I, I don't, I don't know, but if, if the rhetoric about AI reshaping the workforce, if, if part of that comes true and, and if it's, if it's about, you know, um, one skilled, let's call 'em a critical thinker, because ideally that's what's, what's going on. But one skilled, critical thinker at a desk can, can, you know, enter in the, the correct.Keystrokes to enable a machine to do the work of what 10 people would've done. I, I don't know. Right. Let's assume the, sort of, the productivity is there across [00:16:00] white collar, um, professions. I, I don't think, I think if you give everyone a college degree and the, the act, the, the possibility for a meaningful job is so slim.You create a society that that is. Seething with despair and resentment. Right? And, and you know, I'm scholar of primarily the Cold War. And you look at, you know, across Eastern Europe, the, the, the correlation between high unemployment, yet high levels of degrees of, of bachelor's degrees and sort of resentment and the political, the search, right?Like there, you see, especially in the 1970s and eighties, there's this sort of lost. Um, there's a sense of hopelessness, like, I can't survive here in Poland or Yugoslavia or Bulgaria, or whatever it was. Um, and, and if I don't fit, then, then that's like the society has failed me. And if, if we have this scenario where everyone just gets pushed through and gets a degree, [00:17:00] but you know, they're, they're, they're doing something that they don't, they haven't been trained in or they don't enjoy, or it doesn't fit with anything, it doesn't realize their personal goals.It has to, the system has to collapse. We have to reshape it into something that's trade school, uh, or, or what, you know, various levels. Right. And, and I get the idea of maybe a liberal arts, uh, uh, you know, system that, you know, people who want to enter in and, and, you know, be the sort of intellectual, the philosopher kings, I suppose, right.But, um, but that there, there probably should be some sort of system that would, that would recognize that because it, it, it doesn't, it doesn't seem like society, we'd be playing too many games and, and fi you know, playing with fire if, if society is just sort of running on the status quo.Steve Pearlman (2): I wanna bounce your article in inside Higher Ed against another one that was fairly [00:18:00] contemporaneous and I'll put it in the show notes.And the title was, effectively, AI is changing. Higher education, and it was very neutral in its assessment. But within that was a survey, uh, that was conducted of thousands of college students, two thirds of whom reported that the use of AI was probably degrading their critical thinking skills. And the, the author build this as neutrally changing higher education and I.I think there's a prevailing attitude in among many faculty members, at least the literature that's coming out is so much rah rah about artificial intelligence that if anything, that neutrality of the author was conservative relative to I think a lot of how educators are viewing it, but I was very disturbed by that characterization.If two thirds of students report that [00:19:00] using AI is probably degrading their critical thinking skills. How, how the hell are we describing that as neutrally changing or having positive and negative effects? It seems to me that that has, uh, at least for the time being, should raise enough alarms for us to say, wait a second.That's not having a neutral effect at all. That's a terrible degradation of higher education, especially given that it wasn't really cultivating critical thinking skills to begin with, and now that students themselves. Are reporting that it's harming it, especially when students tend to overestimate their critical thinking skills in most research surveys about it.This seems like it, it's a pretty clear indictment of artificial intelligence's role so far in education.Robert Neibuhr: Yeah, no, I, I think, and, and this sort of, um, I'm not surprised that I, as you said, like this, I, I think seeing that as neutral or, or. Um, continuing [00:20:00] to just cheerlead the, a notion among administration faculty that, you know, this is the new direction no matter what.Right? Those people who think they're critical thinking, those students must be misguided somehow they don't understand, right? I mean, we get this sort of disconnected, um, mentality. Um, but that's, that's, um, that, that does it, it creates a, a, a serious issue for, for the whole system because then again, it's, um.How willing are, are those, how willing are those two thirds, uh, who responded that way? How willing are they to follow the rules? How willing are they to, to not say, well, you know, this is all kind of a sham, so I, you know, I'll bend a little bit. I'll, I'll sort of have more ai, do more of my work. Like who's gonna catch me mentality?And that's, I mean, that's. Not to say they're bad people for student for doing that. That's kind of a natural reaction. We've encouraged people to take this sort of approach, [00:21:00] um, and, and 'cause students increasingly, I've witnessed, anecdotally, I've witnessed the, the decline in punishing students for academic offenses, right?I mean, I remember 20 years ago, uh, as a, as a grad ta. Um, I, I caught two students that I, I was pretty sure that they, they copied each other and they, they had essays that were, they changed some words, but I was convinced, and it, and the, the dean's office concur, concurred. It does seem that way, but you understand that one student has a serious problem right now and his mother's very ill, and, you know, we can give him a break.And I'm not out to, you know, obviously if someone's. Circumstances or circumstances, those are real, right? I mean, I'm not some sort of, you know, like we have to always, but you have a heart, but you, you know, what does that, what message does that send? Uh, that it's, oh, but if I have a sad story or something's going on in my life, [00:22:00] it's okay.And, and I think this AI use and, and the, in the lack of clarity. Um, and this sort of, all this sort of push is, is simply en encouraging the kind of behavior that we o overall don't want. Um, so maybe it's neutral now, let's say give the guy the benefit of the doubt. Um, maybe it's neutral today. I don't think it's neutral in a year from now, or six months, right?I don't, I don't think that can be, it's a sustainable thing.Steve Pearlman (2): Let me touch on that. Uh, because I was around, I'm old enough to have been around when the internet hit higher education. And I remember at that time two things that fascinated me that I thought were very odd, uh, for, and the faculty were as they are now with ai, think racing to embrace the internet, uh, Google searches, uh, HTML, and you know, so forth.And one of the things that struck me as very odd was the push they felt [00:23:00] to incorporate the internet into their classes and teach students how to use it and so forth. Which I didn't understand because it was very clear that the students were far more adept at it than any of the faculty were, and they were becoming the digital natives that they are now.And so I don't know why anyone felt as though we were needing to teach them how to use the internet when they were far ahead of us, obviously, in all of that. And the second thing was that emerged at the same time, was. An argument that, that it was a lateral shift, that reading short little webpages and clicking on different links, and as things got shorter and shorter, uh, and webpages got more desperate and so forth, we would, it was just a neutral shift in how people thought, and it was not a degradation of the ability to focus long term to go deeper.And so on, and I said, well, how can it not be? If we look at the two formats, you have a book on one hand that is a contiguous [00:24:00] set of ideas developed more deeply, and then you have a number of different web pages that are skirting across many different HTML links to different short paragraphs about things.And I sort of tried to scream at the wind a little bit about it back then, but it was, it was obvious that it was blowing in the wrong direction. And it seems to me AI is that only times about a thousand in terms of what's happening. Once again, we see a clamor to teach students how to use AI and incorporate it into their lives when they're already far ahead of us in terms of what AI is doing and how to use it.And the second thing is this notion that, again, it's lateral if not beneficial when the evidence suggests otherwise. Can you, in your insight where, given your position, I'm wondering if you can help me appreciate. Why are what is behind the faculty rush in education to embrace this? Is it, I get a sense and I'll, and then I'll be quiet because I'm trying to ask you a question.I've only asked four [00:25:00] so far. But, uh, I get a sense that, in a sense I think the faculty kind of feel helpless. That, that there's a, there's a sense that if we can't beat this and we have no idea how we could possibly beat this, then we might as well just go with it. Uh, do you feel like that's accurate?Robert Neibuhr: I think, I think, um, yes.I, I, you know, maybe a little more, some nuance to the, yes. Um, I, I suppose on the one side, um, again, faculty coming, generally coming from, from a good place, right? I wanna, I wanna help my students and I think that's, you know, um, you know, rather, rather ubiquitous, uh, among, among faculty, I wanna help, I wanna help the students, uh, do better and, and succeed.I, I think if, if there's this, this huge push to say that AI is the future, AI is if we don't, if we don't talk about it, if we don't introduce it to students, if we [00:26:00] don't sort of teach them things about it, that we're doing the students a disservice. So I, I think there's this reflective, like, we don't have much time.We have to teach them something. Let's chisel together, you know, some sort of idea and, and you know, then I can feel good about, um, having passed on some sort of, you know, knowledge to my students and help me better prepare them. I think that's perhaps, um, part of it. Um. Yeah, I think a helplessness in terms too of, you know, I, I feedback or things I hear from faculty in my unit and, and, and elsewhere is, is this sort of helplessness that administration is, has a tremendous amount of power and is sort of pushing an agenda that faculty don't have the ability to push back against as well.Right? So like. Again, a [00:27:00] perfect world. Let's think about this. Let's figure out what's actually necessary, how we can, how we can prepare students. Let's, let's think about this and, and be, be reasonable about it versus the sort of top down push. And I think faculties across the country have, have lost an ability to, to be self-governing as they would've been, you know, 20 years ago or something like this.Uh, and, and you know, the sort of administrative superstructure that has has dominated. You know, universities, uh, in, in the recent years, um, just simply says, this is what we do. And, and part of this is I thinklike, like before, right? So my university is, I think, the biggest in the country. Um, uh, or certainly one of the top three or something like this. Um, and, and the notion of scaling up is kind of always on sort of the, the talking points of the, this, right? We, let's scale up, let's do something else to have a even bigger, or let's grow by this much.Or [00:28:00] that, that pressure then doesn't come with let's hire X number of faculty to take care of that, right? Let's hire this many more people to, to get. So it's asking more, but without giving more support. Um. And I think too, what you, what you mentioned with in the beginning, uh, of your question with sort of the way the internet was, I haven't thought this through.This is just sort of, you know, just on the spot here. Um, maybe this is, maybe this is not necessarily the, the best analysis, but my own sort of thought there is, you know, we don't, we don't, we no longer have a robust research librarian. Network at universities anymore, in my opinion. So in other words, like folks who would've been in charge of, um, perusing, you know, the, the publications and, and journals and being in touch with faculty, doing research to say, Hey, I know you're [00:29:00] a specialist in this.Here are the newest titles. Do you want me to buy this database? Or whatever the, the thing might be, right? Like those, the intermediaries between the material and then the faculty. Those, those folks have been largely eliminated and they're not rep being replaced as they retire. There's only a few, a handful of programs that could do library science as a, as a master graduate degree anymore in this country.So with the idea that, that the internet just equalizes us, I'm just as equipped as you would be or the research librarian would be to just go online and find whatever I need. And that's, that's also not. Necessarily true, right? I mean, I, I may be in touch with the things going on in my field, but there's so much going on that I don't have time to, to, you know, and in a sense of research, I am overburdened in a way, and, and letting me fend for myself.Um, you know, maybe it works, maybe it doesn't. [00:30:00] But we've hollowed out the level of specialists who would be that point of reference to go in and, and look at all of those things. Sort of filter a bit and help in the process. And I think that's, you know, that's something I think the internet may have, may have helped, uh, do.And the way that so much became online in the last 20 years in terms of, of, you know, research materials, primary sources, all this sort of stuff. And, and the down, the downfall I would say of, of that profess.Steve Pearlman (2): That seems to me indicative that issue with librarians seems indicative to me of a larger issue.And it's one that you mentioned as well earlier of, um, this, the value of AI to the administration in terms of economizing further economizing further, further economizing instruction. Uh, so what risk do you see or do you hear on the ground? The tremblings of AI [00:31:00] replacing faculty members for certain tasks.I mean, we went from faculty members to adjuncts to teaching assistants doing most of the work. And I, I, I have to think, and there's already publication about it, of administration seeing AI as the next great cost saving measure.Robert Neibuhr: A hundred percent. Yeah. No, I, I think I, I think that's exactly right. I mean, the, the notion that you'd have sort of like.Sort of like at the grocery store, you have two or three checkouts that are open that has a person there checking you out versus the one person loading over 15 self checkouts. I, I, I think that's certainly, and it, especially thinking about economizing and scale and, and saving money. I mean, this has to be, I see it now with, with the, the way that, um, you know, students that used to be.A hundred students, 150, 200 maybe in a class was really big and you had a faculty member with three or four or five TAs or whatever the [00:32:00] breakdown would be. I, I have, I know people at, at my university have six, 700 students in the class. That's, I, I, I don't, how do you, you lose, I mean, that's, I mean, that's just incomprehensible to me in terms of the point of higher ed.Right? I mean, like, you don't, you're not fostering any. Any connectivity, you're not, I mean, it may as well be a bot because you, the student will never interact, you know? Right. Maybe the faculties of noble laureate, you'll never interact with that person. There's, there's very little, um, so that's, that's, that's I think, uh, you know, a, a huge piece of, of where this will go.And I, yeah, I think faculty are vulnerable, that they've been made more vulnerable over the last decades and, and, and Yeah. I don't see it voting well, my advice to the. Faculty. I began the podcast, right? This notion of let's stop grading, you know? I said, well, you know, I mean, we should think of ways that we remain [00:33:00] relevant, right?I mean, if, if we, if we propose that, well, we just won't grade essays. We won't assign essays, then for sure they can get someone, the administration can hire someone at lower pay to do what we're doing in the classroom. That's not. That's not a far stretch of anyone's imagination. Um, so I, I mean, I don't want to be a part of the, you know, the, the group that nullifies myself by taking away the prime thing that I can give.Right. Um, but not to ramble, but I, you know, part of the, this fear too is, is a student yesterday had sent me, um, uh, something that was really interesting. So, uh, we're a Cold War class. Cold War seminar. He read a book by, uh, John Lewis Gatis, and, and he, he read it. He, he had some notes. He understood a lot and really, really bright guy.And, and then he, he said, you know, I put into ai, I forget which, which program, but he put into AI created a [00:34:00] podcast that talks about this book. Holy cow. It was, I listened to 10 or 15 minutes of it. It was two people talking. They, they, it mimicked. It mimicked. I mean, it was, it could have been real had I been in the car listening, I would've thought this was a, a, you know, a book talk about Candice's last book on the call.It was, it was insane how good it sounded. And, uh, you know, uh, that's, that would be easy for, uh, you know, recreate, you know, Dr. Nebo in a, in a discussion seminar. So, you know, my, they can get my image and they can get my voice, and who knows? I mean, that, that can't be that thing.Steve Pearlman (2): No, and you know, it, you raised the point about chatting with bots and it, I'll piggyback on what you're saying right now.I can understand if we're gonna have an interaction with bots as an, as a tutor, and potentially valuably. So I'm not against all usages of ai, where if we're learning, say, the layers [00:35:00] of the earth's crust. Uh, as a very simplistic example, but nevertheless, we can rely on the AI to be relatively accurate in coaching us about the layers of the earth crust.But now there are also ais who will interact with you as Hamlet. Well, you could pull out any 50 Shakespeare scholars and have them respond to prompts and that you'll get different responses. All of them thoughtful. But this bot who is deciding, uh, but based on what algorithms are we deciding its responses as Hamlet to prompts that are not within Hamlet, that now we're crossing quite the Rubicon in terms of where we're putting trust in bots to educate our students or coach our students.In ways that I don't think are reliable, and it's not, even if the, even if the bot gives what might be very thoughtful hamlet responses and very reasonable ones, they are a selection of, of an [00:36:00] interpretation of Hamlet based on certain people. I guess that it's searching across the internet as opposed to others, and now that's equally dangerous to me as far as I can conceive.Robert Neibuhr: Yeah, I think, you know, that I've, I've. The same, the same sort of idea of the sort of book, book summary. And, and, and I mean, I, I, I think it's so even a fact, even just fact as you said, like just scientific facts that we know that can be provable. If, if we wind up having queries to the AI and say, okay, what is this?And it gives us the right answer and we check it, we know it, but at at a point, right? I mean, we have to say, okay, you know, it's been right 52 times. I trust it now, and who's to, and if I stop and check like, you know what, I verified, this is good, and now down the road it lies to me. Or, or again, this other, you know, avatar, other sort of per ai sort of driven personality or, or, or, [00:37:00] you know, this comes in and, and now I don't realize that I'm taking an information at face value.And again, I lose that critical thinking. I, I lose that ability. That's also reasonable, right? If I checked it so many times, what, what else can I do? I'm a busy person, right? We're all busy people. How can I keep referring back and verifying? Um, and that's gonna, I think that's gonna be a huge problem. If, if we wind up at some point saying, yep, that's good.And then, and thenSteve Pearlman (2): we're, we're duped down the road. It reminds me of an old Steve Martin joke. He would say that, um, he thought it would be a great practical joke to play on kids. Uh, if you raise them to speak wrong when they get to school, so all their words are incorrect and they have no idea. Yeah, it sort of seems like the same problem, right?A certain point. The AI might be telling us everything that's wrong. We have no idea that it's wrong, and we're living in that world where everything is distorted and we don't know what we don't even know. That's a terrifying prospect. Thanks for [00:38:00] bringing that up. I try to bring up the hide behind. So as, as we wrap this up, where, what didn't I ask you about?Where, what's the thing that you think we also need to talk about here that I didn't shed enough light on for this conversation?Robert Neibuhr: Oh, I don't, I mean, I, I guess I, I, my, my own sense is that, that the conversation. Any conversation about higher ed um, needs to be grounded in the basic principle of, of the point, like the, the value that, that we get from it, the, the goals that it, it it brings us.Um, and, and, um, you know, that if, if that's at the center, if, if the idea of, you know, instilling, uh, you know, students with the tools to. Actually survive in a dynamic world. You know, [00:39:00] my degree today might totally change into the reality. It might totally change in 10 years, whatever, if I'm still equipped to respond to that change.That's been a successful education. Right. And, and, and the, the point of the, the critical thought, the reflection, um, the, you know, preparing for, um. Really the, for our context in the United States, I mean, I think it's, it's also part of the, the whole experience with, or experiment with, with democracy, right?Inform citizenship. I mean, this is all part of it. If, if it's just, um, if the narrative about higher ed is simply the paper mill or green mill for a job to get some sort of, you know, a higher number of, of a wage, or if it's about, you know. Finishing just tick boxes and hitting goals without being ever checked or questioned.I mean, that's, that's, um. That's not the right, that's not the point. I, I don't think. Right. I mean, the, the, you know, what are, what are, how are we growing, how are we building ourselves? [00:40:00] How are we preparing for uncertain futures? And if the conversation they should always be, be, be centered on, on that, uh, whether it's AI or whether it's, you know, any other stuff.But that, that would be the only thing I would sort of stress. But I, we've talked about that already, but I think that's, I try to think of that in, in terms of any of these,Steve Pearlman (2): um, sort of conversations. I wanna ask you one last question that just came to mind. What if, I'm sure we have a lot, we have a lot of parents listening.I'm curious as to what message you would send to them if they have either students, children in college or children headed to college in the somewhat near future. What's the message for them at this point with respect to all of that? Because I don't exactly know what it is.Robert Neibuhr: Yeah, I mean, I, it's, I, it, it seems, what, what I think is, is, is is not gonna be a popular [00:41:00] or not gonna be, you know, what folks, you know, necessarily can, can even, you know, want to hear or, or, you know, could even act on it.But I, I, I guess part of it is, is to, can. Ensure you're involved and, and understand, you know, ask, what's the syllabus? I mean, I'll digress for a second, right? I mean, I, I, this is one of those things that I've had a critique about for, for a while. Um, sort of my grumpy old man coming out. But I mean like the, the sort of sense of like universities.Let's build a really luxurious dorm facility. Let's build up the sports center. Let's have, when, when the TV crew comes for the game day, we'll have brand new flowers. The, the sort of superficial wowing that happens. And parents, the, the, the tours are a big part of this, right? I mean, the tours show all the goodies.And not to say that that's a bad thing, right? I mean, you know, dorms were substandard 30 years ago in large, right? I mean, there's, there's an argument for why these things [00:42:00] are good. Um, but, but I think a lot of the, the, there's been a, a, a cleavage between what parents are told the experience is gonna be and what they're actually sort of shown and informed.And then of course, students want independence. Students want, you know, they're, they're on their own now, their decision makers and in large part, and there's a sort of disconnection there. And I, I think it's, it's hard, it's a big ask, but if parents can, can remain. Ask the tough questions. Like how many books in a library, how many, you know, how many, uh, you know, full-time faculty, how many, you know, go down the list of academic credentials.Um, and then look at the syllabi. Look at the assignments from from your students, right? Or, or think about, uh, if they're already in there or if they're going right. Think about that as something you would, you would do. Um. And, and, you know, keep people's feet to the fire, right? I mean, to use of a tired metaphor, but I [00:43:00] mean, keep, keep that as much as you can and, and, you know, try to push back because if, if students are customers, um, parents are the, are the ones paying for it ultimately.So they're detached their, the true customer. I, I suppose. And if they start calling up the deans and saying things like, what is, what's going on here? Um, maybe things will, will change. Maybe there'll be a, a response. Um, but stay informed, I guess, as, as much as I possibly can, I think wouldSteve Pearlman (2): be the, well, that seems Sage elite to me.Robert, thanks so much for being on actual intelligence. I appreciate it and, and, uh, as you're thinking evolves on this, maybe we can have you back in the future sometime and continue the discussion.Robert Neibuhr: Sounds great. Thank you.Steve Pearlman (2): Thank you. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit pearlmanactualintelligence.substack.com

How can the church and higher education take children seriously in discipleship? Esther Zimmerman, Program Chair of Undergraduate Ministry Studies at Lancaster Bible College and global advocate for children, joins us to share her journey in children's ministry and her conviction that investing in kids is one of the most strategic ways to advance the kingdom of God. We explore why children are often overlooked, how broken systems leave them vulnerable, and what faithful discipleship looks like for the next generation. From sobering global statistics to hopeful grassroots stories, this episode calls the church to put children at the center of ministry, not the margins.

Over the past few years colleges and universities have increased the amount of text messages they send to prospective students, and many have also started texting parents and guardians. In this episode of Mission Admissions, host Jeremy Tiers talks with Laura Rudolph about the secret shopping project she recently completed – signing up as both a student and parent at several institutions.Guest Name: Laura Rudolph, Founder, Square One ConsultingGuest Social: https://www.linkedin.com/in/laurakrudolph/Guest Bio: Laura Rudolph helps small-but-mighty higher education teams strengthen their enrollment marketing and create lasting impact. As founder of Square One Consulting, she works with colleges and universities to streamline processes, build capacity, and implement strategies that connect meaningfully with students and families. Guided by empathy and a deep understanding of the student journey, Laura blends strategic vision with practical execution to equip institutions with the tools and confidence for sustainable enrollment success. - - - -Connect With Our Host:Jeremy Tiershttps://www.linkedin.com/in/jeremytiers/https://twitter.com/CoachTiersAbout The Enrollify Podcast Network:Mission Admissions is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

How can public-private partnerships transform higher ed? What can institutions and industry partner on? Why are partnerships on the rise? What the best ways to identify, structure, and manage partnerships? What should you be on the lookout for as you partner in the future; for example as you look to partner on AI? We dive into these questions and more with James Sparkman, founder of the P3EDU Conference (www.p3edu.com) and partner at Alpha Education.

In this episode of Generation AI, hosts JC Bonilla and Ardis Kadiu break down A16Z's fifth annual Top 100 Gen AI Consumer Applications report, revealing how the AI app ecosystem has shifted from experimentation to consolidation. They discuss Google's aggressive entry with four separate products in the rankings, including Gemini's rapid rise to second place behind ChatGPT. The conversation explores how consumer AI has moved beyond novelty to become essential productivity tools, with specialized apps dominating specific use cases like image generation (Midjourney), voice (11 Labs), and the emerging category of agentic coding platforms like Lovable and Replit. The hosts also examine the global dynamics of AI adoption, including the significant presence of Chinese-developed apps and what these consumer trends mean for higher education professionals and their students.Opening and Mediterranean Reflections (00:00:00)Ardis returns from his brother's wedding in TuscanyDiscussion about taking time away from technology and workThe value of slowing down and gaining new perspectives on AI trendsThe A16Z Top 100 Report Overview (00:08:49)Fifth edition of Andreessen Horowitz's annual consumer AI apps reportBased on monthly active users on mobile and web trafficDifference between unique web visitors vs active users explainedFocus on consumer adoption patterns rather than enterprise AIMarket Stabilization and All-Stars (00:11:54)Only 11 new names on web list vs 17 last yearMarket maturity signals with winners consolidating positionsChatGPT reaches 700-800 million weekly active users14 brands consistently dominating across categoriesGoogle's Aggressive Multi-Product Strategy (00:17:00)Gemini takes second place with 12% of ChatGPT's web visitsIntroduction of Nano Banana image editing modelFour Google products separately ranked in top 100Strategic unbundling approach to compete across categoriesThe Rise of Agentic Coding (00:25:47)Evolution from "vibe coding" to "agentic coding"Lovable reaches #22, Replit maintains strong positionIntegration with Supabase for backend developmentReal work being done on these platforms, not just experimentationRegional Dynamics and Chinese Apps (00:29:19)22 out of 50 mobile apps are Chinese-developedDiscussion of China vs rest of world classificationChinese apps being exported globallyAI as a global technology play across regionsYear-Over-Year Changes (00:32:12)Deep Seek's rise and fall (down 40% from peak)Shift from novelty (2024) to utility (2025)Apple's crackdown on ChatGPT copycatsMobile list showing more innovation and newcomersVideo Generation Maturity (00:36:15)Google's VO3 dominates over SoraConsolidation in video generation spaceWorld models like Genie 3 emergingVideo becoming integrated into general assistantsImplications for Higher Education (00:38:01)Students already using multiple consumer AI toolsPattern of utility across companions, creativity, productivityNeed for educators to understand student tool usageRecommendation to explore top apps to understand student behaviorClosing Thoughts (00:41:20)Consumer AI adoption as mirror of society's AI integrationFocus shifting from smartest models to most useful appsEncouragement to test unfamiliar apps from the listPreview of fall conference season and upcoming AI announcements - - - -Connect With Our Co-Hosts:Ardis Kadiuhttps://www.linkedin.com/in/ardis/https://twitter.com/ardisDr. JC Bonillahttps://www.linkedin.com/in/jcbonilla/https://twitter.com/jbonillxAbout The Enrollify Podcast Network:Generation AI is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

Summer is typically a quiet time for higher education but this summer has been anything but quiet amid funding cuts, lawsuits, and questions about the value of American colleges and universities.Our guests this week are part of Stand Together for Higher Ed, a new nonpartisan movement of university faculty and staff focused on building collective power to uphold the core values of higher education. Kathy Roberts Forde is a professor of journalism at the University of Massachusetts Amherst and Mark Pachucki is associate professor of sociology at the University of Massachusetts Amherst and co-author of the university's Mutual Defense Academic Compact (MDAC) resolution. Ford, Pachucki, and their Stand Together for Higher Ed colleagues spent the summer talking to faculty and staff from universities across the country about what they can do to defend their institutions amid ongoing attacks and threats from the federal government. They don't have a quick, easy answer but they do have a plan for how people across campuses come together to share how higher education impacts our everyday lives.Is this approach enough? Chris Beem and Candis Watts Smith disagree on the value of Stand Together's approach and discuss their differences at the end of the episode.

Tufts University professor Eitan Hersh says colleges like the one he works at are too ideologically narrow — shutting out ideas from conservatives, religious people and others outside the academic mainstream.

Mallory Willsea welcomes Fran Zablocki, Head of Strategy at Fastspot, to explore how artificial intelligence is transforming workflows—not by replacing human expertise, but by enhancing it. Drawing on two decades of experience in digital strategy, Fran shares how tools like Perplexity, Notion, and Claude are being integrated into agency workflows and what higher ed leaders can learn from past waves of technological disruption. If you're curious about practical AI adoption in higher education, this episode delivers fresh perspective grounded in strategy. - - - -Connect With Our Host:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaAbout 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!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

Greg Lukianoff, president of the Foundation for Individual Rights and Expression, joins The Winston Marshall Show for a sweeping conversation on free speech, censorship, and the dangers of state overreach.Lukianoff warns that Britain is sliding into authoritarianism with the Online Safety Act, the arrest of comedian Graham Linehan for “offensive tweets,” and thousands of citizens detained each year for speech crimes. He explains why Americans should be alarmed—not only because of cultural ties, but because UK and EU laws like the Digital Services Act now risk exporting censorship to the United States.They discuss the chilling effect of “non-crime hate incidents,” the hypocrisy of politicians who ignore Islamist extremism while cracking down on online speech, and why Big Tech is tripping over itself to appease Brussels bureaucrats. Lukianoff contrasts this with the Trump administration's free speech battles on university campuses, where anti-Semitism and harassment rationales are being used to justify speech codes.They also dive into the deeper history—Lenin, Marx, communism, and why the West never reckoned with the crimes of socialism—leaving us vulnerable to a new wave of ideological totalitarianism.All this—Britain's speech crisis, EU overreach, Trump and the universities, and the global struggle to preserve freedom of expression in the 21st century…-----------------------------------------------------------------------------------------------------------------------To see more exclusive content and interviews consider subscribing to my substack here: https://www.winstonmarshall.co.uk/-----------------------------------------------------------------------------------------------------------------------FOLLOW ME ON SOCIAL MEDIA:Substack: https://www.winstonmarshall.co.uk/X: https://twitter.com/mrwinmarshallInsta: https://www.instagram.com/winstonmarshallLinktree: https://linktr.ee/winstonmarshall----------------------------------------------------------------------------------------------------------------------Chapters 00:00 - Introduction & Guest Welcome 02:49 - Graham Linehan's Arrest and Free Speech in the UK 05:08 - Arrests for Offensive Speech in the UK 07:34 - Non-Crime Hate Incidents and Social Attitudes 10:03 - Malcolm Gladwell, Trans Issues, and Chilling Effects 14:03 - The Online Safety Act and Censorship of Americans 17:04 - Why Americans Care About British Free Speech 19:14 - The EU Digital Services Act and Global Censorship 22:20 - Protecting Children Online: Policy and Parental Controls 28:41 - Free Speech in America: Trump, Wokeism, and Ideology 32:31 - Communism, Fascism, and Totalitarianism: Historical Parallels 36:30 - Reckoning with Socialism and Communism 39:30 - Karl Popper, Tolerance, and Hate Speech Laws 42:30 - Trump Administration, Campus Speech Codes, and Harassment 45:32 - Political Correctness and Speech Codes in Higher Ed 51:02 - Harvard, Civil Rights Act, and Federal Oversight 55:56 - The Right Way to Reform University Funding 58:52 - Free Speech for Pro-Palestinian Students and Deportation 1:10:19 - Why Harvard Ranks Lowest for Free Speech 1:13:21 - FIRE's New Books and Campus Free Speech Rankings 1:13:56 - Closing Remarks Hosted on Acast. See acast.com/privacy for more information.

Hotel Bar Sessions is on it's regular "break" between seasons, but we're offering up these "minibar" sessions from our co-hosts (individually) in in the interimThis week, listen to HBS co-host Talia Mae Bettcher talk about her recent run-in with cancer, and the long, dark night of the soul it inspired.Full episode notes available at this link:https://hotelbarpodcast.com/podcast/cancer---------------------SUBSCRIBE to the podcast now to automatically download new episodes when Season 14 begins in September!SUPPORT Hotel Bar Podcast by subscribing on Patreon here! (Or by contributing one-time donations here!)JOIN our (new) Discord server here and participate in our monthly (LIVE) chats, beginning in Season 14!BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

Send us a textJoin hosts Alex Sarlin and Ben Kornell as they navigate a week of heavy headlines in education technology—from AI risks and teen safety to global expansion moves by OpenAI and new research from Anthropic.✨ Episode Highlights:[00:02:20] AI panic in the headlines with concerns about teen mental health, suicide, and youth dependency[00:06:33] AI's impact on job opportunities for new college graduates[00:08:00] Comparing AI anxieties with past moral panics about video games, music, and social platforms[00:14:14] Why AI guardrails in school tools may be the edtech industry's biggest value-add[00:18:54] Bill Ackman's New York Alpha School fuels debate over AI-driven education models[00:22:20] The risk of Alpha School becoming the “face” of AI schooling for better or worse[00:25:28] OpenAI expands globally with a new Head of Education in India and a potential UK-wide ChatGPT deal[00:27:26] Anthropic's higher ed report shows educators using AI more to augment than automate 

Seth Offenbach shares about his article, Kindness and Community in an Online Asynchronous Classroom, on episode 586 of the Teaching in Higher Ed podcast. Quotes from the episode I had to recognize the reality that my classroom was never going to be the number one priority for people during the pandemic. -Seth Offenbach When we teach, why not be kind? -Seth Offenbach My goal is to challenge my students intellectually. My goal is not to stress them out. -Seth Offenbach We all miss deadlines. -Seth Offenbach In order to truly be kind, you have to create a safe space for the students where they feel that they can come to you, talk to you and learn with you. -Seth Offenbach Resources Kindness and Community in an Online Asynchronous Classroom, by Seth Offenbach Currents in Teaching and Learning – January 2025 edition Radical Hope: A Teaching Manifesto, by Kevin M. Gannon The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy, by Sherria D. Taylor and Maria J. Veri Feeling Better: A Year without Deadlines, by Doreen Thierauf A Pedagogy of Kindness, by Catherine Denial Cultivating Compassionate Community to Foster Academic Integrity?, by Maha Bali and Yasser Tammer An Equity Syllabus Liquid Syllabus, by Michelle Pacansky-Brock Jesse Stommel The Practice of Ungrading, by Jesse Stommel Remi Kalir's Annotated Syllabus Go Ahead and Ask for More Time on That Deadline, by Ashley Whillans A Pedagogy of Kindness: The Cornerstone for Student Learning and Wellness, by Fiona Rawle Effect of Syllabus Tone: Students' Perceptions of Instructor and Course, by Harnish & Bridges Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences, by Hills & Peacock Enhancing Social Presence in Online Learning, by Joyce & Brown The 1:1 method, by Seth Godin  Master Slave Husband Wife, by Ilyon Woo 

It's YOUR time to #EdUpIn this episode, sponsored by the 2026 HigherEd PodCon IIYOUR guest is Dr. Michael Baston, President & CEO of Cuyahoga Community College (Tri-C)YOUR host is ⁠⁠Dr. Joe Sallustio  What happens when HigherEd PodCon II comes to Cleveland on July 16-17, 2026 at Tri-C campus?How does a community college president build a podcast studio from the ground up to help small businesses compete with big corporations?Why does this president believe "unchallenged narratives shackle hopes & dreams" in higher education storytelling?Listen in to #EdUpThank 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● Join YOUR EdUp community at The EdUp ExperienceWe make education YOUR business!P.S. Want to get early, ad-free access & exclusive leadership content to help support the show? Then ⁠​subscribe today​⁠ to lock in YOUR $5.99/m lifetime supporters rate! This offer ends December 31, 2025! 

Welcome to Part 4 of this Pulse Check series — "From Lessons to Action". Dan Giroux hits pause to distill key takeaways from the first three episodes and translate them into tangible actions for higher ed MarCom and advancement professionals. Whether you're just tuning in or have been along for the ride, this episode offers a practical roadmap to help your team move from reactive order-takers to strategic partners in institutional advancement. Focused on real-world applications and actionable frameworks, this pulse-check episode lays the groundwork for sustainable, visible progress.Resources Mentioned in This Episode:Dan's newsletter, DJG Marketing Insights: https://djg-marketing.kit.com/newsletter - - - -Connect With Our Host:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaAbout 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!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

Claire de Mézerville López welcomes Robin Riley-Casey to the Restorative Works! Podcast.  Claire is joined again by co-host and IIRP Lecturer Kiyaana Cox Jones. In this series of episodes, we explore the use of restorative practices in higher education through various aspects of the college and university sphere. Join us as Robin shares insights on the power of face-to-face connection and its role in community building. She discusses how restorative practices reshape adult culture on college campuses, emphasizing the importance of seeing each person beyond their titles or roles. Discover Robin's journey through restorative practices, from creating transformative listening circles to fostering genuine connections among students and colleagues. Her wisdom on slowing down, embracing wonder, and accepting personal growth resonates deeply as she navigates the complexities of leadership and community engagement. Robin is the Associate Dean of Students and Director of College Life Community and Belonging at Muhlenberg College in Allentown, PA. Her work is the hub of cultural exchange, supporting 18 affinity groups, including community advocacy groups and ethnic/racial, gender/sexuality, and alternative arts communities. In her role, Robin utilizes dialogue, collaboration, and action to promote and facilitate cross-cultural learning communities. Robin serves on several Muhlenberg College committees: the President's Diversity Advisory Council, Health and Wellness, and the Athletic Diversity Council. Robin currently serves on two local boards, New Bethany Ministries and Allentown West End Alliance.  Tune in to hear more about Robin's personal evolution and the soulful journey of restorative practices, as she inspires us all to listen deeply and build meaningful connections.

What does it actually look like to teach with AI — and teach about it — in higher ed today? In this episode, Dustin chats with Dr. Evan Kropp, Executive Director of Distance Education at the University of Florida, about how AI is transforming course design, assessment strategies, and the student experience. Dr. Kropp offers practical examples and powerful insights on how institutions can embrace AI ethically, equitably, and intentionally.Guest Name: Dr. Evan Kropp, Executive Director of Distance Education, University of Florida's College of Journalism and CommunicationsGuest Social: LinkedInGuest Bio: Dr. Evan Kropp is an experienced higher education administrator and communication scholar with a passion for digital learning innovation. As Executive Director of Distance Education at the University of Florida's College of Journalism and Communications, he leads undergraduate and graduate education initiatives focused on course quality, accessibility, engagement, and career readiness. With over a decade of leadership in online education, Evan has helped launch nationally ranked programs and cutting-edge digital courses that bridge academia and industry. He's also a frequent speaker and writer on online teaching and learning, instructional design, and the evolving role of technology in higher ed. - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/About The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com.

Ilya Marritz, an independent journalist, joins Paul E. Peterson to discuss Marritz's recent reporting on the relationship between Alan Garber, the president of Harvard University, and Jay Bhattacharya, who is currently the director of the National Institutes of Health. Marritz's article, "Alan Garber's former student now holds the keys to Harvard's future," is available now from The Boston Globe. https://www.bostonglobe.com/2025/08/11/metro/alan-garbers-former-student-now-holds-keys-harvards-future/

Karla Hackman's path into metalsmithing began in the most unexpected of ways—through a background in academia, ceramics, and a love of collecting stones on long hikes. Karla eventually traded in a steady career in higher education for the leap into jewelry, and over the last twelve years she's built a body of work that balances the organic and the architectural, the soft and the strong.In our conversation, Karla shares how her surroundings in the Southwest shape her collections, the inward journey of self discovery that art has taken her on, and the ways she finds both grounding and freedom at the bench. We also talk about the realities of making a living as an independent artist—navigating production work alongside one-of-a-kind pieces, honoring exploration, and letting your creative voice evolve over time.It's a thoughtful, down-to-earth conversation about what it means to make with intention, and I think you'll really enjoy it.Follow Karla...Karla on Instagram: @karlahackmanKarla's Website: karlahackman.comLove the Podcast?Support an episode: ⁠⁠Click here to learn more!⁠⁠Without your support I couldn't continue the Slowmade Podcast. Thank you so much!Follow Christine and Slowmade...Instagram: ⁠⁠@christinemighion⁠⁠Jewelry Website: ⁠⁠christinemighion.com⁠⁠Slowmade: ⁠⁠slowmadepodcast.com

This summer brought no rest for college leaders. With the Trump Administration's continuing push to reshape the college world, plus lots of announcements in Artificial Intelligence, there are many higher ed headlines to recap. So Jeff and Michael kick off season 9 with their take on the most important developments of the past couple of months. That includes Columbia University's unprecedented settlement with the federal government, a new executive order on college admissions, and college trustees pushing for action on AI. And they unveil a new ‘speed round' segment. This episode is made with support from Ascendium Education Group. Publications Mentioned:The Elite University Presidents Who Despise One Another: Inside the civil war between the Ivy League and the South in The AtlanticGreat Expectations, Fragile Foundations in On EdTech Chapters1:36 - Our Summer Recap4:09 - Behind the Scenes of Jeff's Book Launch8:10 - Meet the Future U Production Team12:18 - Columbia University Settlement21:00 - Trump's Executive Order on Admissions30:00 - What College Business Officers Are Talking About34:15 - One Big Beautiful Bill's Impact39:30 - New ‘Lightning Round' Segment Connect with Michael Horn:Sign Up for the The Future of Education NewsletterWebsiteLinkedInX (Twitter)Threads   Connect with Jeff Selingo:Dream School: Finding the College That's Right for YouSign Up for the Next NewsletterWebsiteX (Twitter)ThreadsLinkedIn Connect with Future U:TwitterYouTubeThreadsInstagramFacebookLinkedIn   Submit a question and if we answer it on air we'll send you Future U. swag!Sign up for Future U. emails to get special updates and behind-the-scenes content.

"THANK YOU," from the entire team at Biblical Higher Ed Talk. A special message from Phillip Dearborn.A sneak peek into Season 5Speakers for ABHE 79th ANNUAL MEETING: A Time to Lead -- February 11-13, 2026. We are approaching 10,000 downloadsBiblical Higher Ed Talk is to be a part of The Higher Ed Marketer Podcast Network. To hear this interview and many more like it, subscribe on Apple Podcasts, Spotify, or our website, or search for Biblical Higher Ed Talk in your favorite podcast player.Hosted by Ausha. See ausha.co/privacy-policy for more information.

What does it take to pass a $600 million bond measure in a politically divided community? In this episode of Higher Ed Conversations, host Cheryl Broom sits down with Alex Breitler, Director of Marketing and Communications at San Joaquin Delta College, to unpack the strategy, stress, and surprising joys of leading a successful bond campaign. Alex shares how his background as a journalist helped him shape compelling, transparent messaging, why polling data became the campaign's “North Star,” and how his team balanced day-to-day marketing with after-hours campaigning. From tackling community skepticism to creatively using enrollment marketing alongside bond messaging, this conversation is packed with practical insights for higher ed leaders considering a funding measure of their own.What you'll learn in this episode:Why clear messaging about how bond funds can (and can't) be used builds community trustThe role of polling in shaping strategy, targeting undecided voters, and keeping campaigns on trackHow marketing leaders can support both institutional enrollment and external bond efforts simultaneouslyLessons learned about community engagement, campaign restrictions, and balancing the dual hats of PIO and volunteerThanks for listening!Connect with GradComm:Instagram: @gradcommunicationsFacebook: @GradCommunicationsLinkedIn: @gradcommSend us a message: GradComm.com

Bryan Dewsbury helps us explore what socially just teaching might look like across disciplines on episode 585 of the Teaching in Higher Ed podcast. Quotes from the episode I am not interested in being in a war with AI. I'm not trying to be a faculty detective to see who's using ChatGPT or not, I didn't sign up for that work. -Bryan Dewsbury I'm not your enemy. I'm not against you. I'm rooting for you every single day. I really mean that. -Bryan Dewsbury The things I say on day one are not going to mean anything over the course of the semester if I don't give them feedback in a reasonable time or if I'm rude when they answer a question wrong in class. -Bryan Dewsbury The way in which we can interact around this material doesn't have to be one that's dictatorial. -Bryan Dewsbury You don't have to be able to save the world, but you're obligated to try, right? And so the whole key behind that is in trying, you almost by definition achieve more. -Bryan Dewsbury Resources Toward a Humanist and Agentic Paradigm of Inclusive Teaching—Lessons from the United States Civil Rights Era for College Pedagogy, by Bryan M. Dewsbury This I Believe – Essay Guidelines The Norton Guide to Equity-Minded Teaching Michael Palmer on “Big Beautiful Questions” David Yeager on “Wise Feedback” Eli Review Collaboration with Sarah Cavanagh on Assessment, Feedback, and Grading We Are Lady Parts Abbot Elementary Nexus: A Brief History of Information Networks from the Stone Age to AI, by Yuval Noah Harari

Classrooms are places where teaching happens. What if they were also places of healing and justice-seeking? Tessa Hicks Peterson describes educational approaches that foster well-being, empowerment, and critical thinking. She also emphasizes the need for trauma-informed pedagogical practices. Tessa Hicks Peterson, Liberating the Classroom: Healing and Justice in Higher Education Johns Hopkins University Press, 2025 The post Healing Higher Ed appeared first on KPFA.