Podcasts about Valencia College

Send us a textMeet Samuel -- U.S. Government Professor at Valencia College, Chair of the Orange County Soil & Water Conservation District, and Candidate for Orlando City Council District 3 Commissioner. Whether it's doing a volunteer cleanup, advocating for fair wages and affordable housing, or teaching college courses; Samuel is always finding ways of serving. Mister Rogers said, “look for the helpers” and I think you'll find that Samuel can easily be counted as one of them.https://chambersfororlando.comhttps://linktr.ee/helloapgdpod

Se va un año marcado por elecciones, tensiones políticas y sociales, guerras y conflictos internacionales y, sobre todo, por el inicio de un reordenamiento global que sin dudas afectará a América Latina. Una región que también ha visto cómo su mapa político se ha reconfigurado. ¿Qué lecciones nos deja el 2024? ¿Y qué nos espera en 2025? Hoy ponemos al nuevo año Bajo la Lupa. ParticipanMaría Isabel Puerta Riera, profesora adjunta en el Valencia College y autora del libro “Crisis de la democracia: ¿en el umbral de la posdemocracia?”.Ángel Arellano, doctor en Ciencia Política y coordinador de la redacción de Diálogo Político. Bajo la Lupa es un podcast de Diálogo político. Un proyecto de la Fundación Konrad Adenauer.    Conducción y realización: Franco Delle Donne | Rombo Podcasts. Visita dialogopolitico.org 

El líder republicano Donald Trump vuelve a ser el presidente de Estados Unidos de América. Su regreso a la Casa Blanca no solo altera el panorama en su país, sino que resuena en toda América Latina. ¿Qué significa su triunfo para la región? ¿Cómo impacta en temas como la economía, la expansión de la derecha radical, la situación en Venezuela, el debate migratorio? Los cambios que le esperan a Latinoamérica a partir de este segundo mandato de Trump los ponemos hoy Bajo la Lupa.ParticipanMaría Isabel Puerta Riera, profesora adjunta en el Valencia College y autora del libro “Crisis de la democracia: ¿en el umbral de la posdemocracia?”.Marco Bastos, analista político y consultor de campañas electorales con foco en América Latina. Gabriel Pastor, analista Internacional, miembro del Consejo de Redacción de DP y profesor de periodismo en la Universidad de Montevideo.  Bajo la Lupa es un podcast de Diálogo político. Un proyecto de la Fundación Konrad Adenauer.    Conducción y realización: Franco Delle Donne | Rombo Podcasts. Visita dialogopolitico.org 

Each year, we are so excited to recognize one of our customers as our CERTIFIED Educator of the Year as part of our annual CERTIFIED Educator Conference. We work with so many incredible educators, all of whom deserve recognition for their dedication and efforts. We're pleased to announce that Jenny Mohess is our 2024 CERTIFIED Educator of the Year! Originally from Trinidad & Tobago, Jenny Mohess has lived in Osceola County, FL for over 22 years. She first stepped onto Valencia's Campus in 2000 as an international student. There she earned an A.S. in Graphic Design. While working for Apple, she earned a bachelor's in business from the University of South Florida, and master's in art education from Boston University. These experiences led to jobs at Apple, Microsoft, and eventually, her own design studio. Jenny currently teaches at Valencia College and has found genuine purpose in mentoring future graphic/web designers through the Valencia Graphics Program. She is now building the program at Tohopekaliga High School and sharing real-world experiences with her students. In this episode, we talked with Jenny about CERTIFIED, being named CERTIFIED Educator of the Year, and her experience both in and out of the classroom. She discusses her passion for teaching, and how she overcomes the challenges she faces in education. Plus, she shares her advice for building personal and lasting relationships with her students.  Learn more about Jenny on the blog (https://certiport.pearsonvue.com/Blog/2024/June/2024-CERTIFIED-Eduator-of-the-Year) and on YouTube (https://www.youtube.com/watch?v=-qoERZFVcGQ). You can also connect with her on LinkedIn: https://www.linkedin.com/in/jenartdesignstudio/.  Connect with your fellow educators, like Jenny, in our CERTIFIED Educator Community here: https://www.linkedin.com/groups/8958289/. Don't miss your chance to register for our annual CERTIFIED Educator's Conference here: https://certified.certiport.com/.

Today on Table Talk Kyle is joined by Professor Carl Creasman from Valencia College. In this episode Kyle and Carl speak about the book and the prophet Ezekiel, and how the prophetic wisdom points forward through time to Christ.

Today on Table Talk Kyle is joined by Professor Carl Creasman from Valencia College. In this episode Kyle and Carl speak about the book and the prophet Ezekiel, and how the prophetic wisdom points forward through time to Christ.

Denise Musselwhite is the founder of Tech and Thrive. She is a dynamic person that is memorable. We have been connected through a number of Women's groups that focus on technology. One of the words she shared to describe herself is Deliberate, and the definition of this word means to carefully think or talk something through. Slow and measured, the pace of this kind of careful decision making. As the daughter of immigrants to the US she learned to move through life with a heavy focus on her serving her clients. She believes this  is essential for success for her clients as well as her own business.     She grew up in an entrepreneurial family that focused on service. She helped her family by translating technical writing into Spanish for her parents.    When thinking through what she wanted her career to be, she knew it would be in technology.  She was the first gen in her family to attend college and started with Valencia College when it was a 2-year college.    As a woman in technology and working her way to become a Chief Information Officer, she represents less than 2% of the workforce as a latina woman in the tech world. She started her own business because she grew up watching her family be entrepreneurs. She went back to get her masters degree when she turned 45 and focused her master's thesis on the barriers that hold women back in their careers. Before COVID, she discovered that stem careers focused more on men rather than women. Women are still not represented in technology leadership roles. Only 26% are leaders in the tech world. Less than 3% Latinas make it to the top of the tech leadership.   When asked what is the best mentoring advice you want to share with our listeners? Her response was that in order for you to accelerate your own growth and development you have to understand who you are and decide who you are. If you allow someone to decide who you are for you. One needs to understand what you need and a strategy with a plan of action to move towards your strengths   We hope you enjoy this week's episode of The Intern Whisperer. The Intern Whisperer Podcast is brought to you by Employers 4 Change - Increasing #Skills #DiversityEquityInclusion #recruitment and #management for #interns and #employees alike.  Apply today to be an #Employer4Change that invests in #intern #talent and #employees.   Want a break? Play Intern Pursuit Game on Steam.    Thank you to our sponsor Cat 5 Studios. Podbean: https://internwhisperer.podbean.com YouTube: https://www.youtube.com/channel/UC8c_T19-pyfghVuAEbOMmHg     Follow us on our social channels  Facebook: https://www.facebook.com/employers4change   Instagram: https://www.instagram.com/employers4change   X/Twitter: https://twitter.com/employer4change   LinkedIn: https://www.linkedin.com/company/employers4change   #iHeartRadio #ApplePodcasts #Spotify #Podbean #YouTube #Employers4Change #E4C #internships #radio #podcast #innovation #employers #smallbusiness #business #FutureOfWork #ValenciaCollegeRadio 

Want to increase your cashflow & have your finance managed?In this episode of 7-8 Figure Special Series I interviewed Alejandra Santos.Alejandra Santos comes with 14 plus years of experience in accounting and finance consulting. She has experience with nonprofits, restaurants, real estate, wealth management, and startups. She landed in Miami from Honduras at the age of 17 with no support, money, or family. During her first few years in the US, she struggled to keep a roof over her head and food on her table, while at the same time pursuing an education.Her drive and resilience kept her going forward, she knew in her core that she was destined to create amazing things. Because of education and job opportunities, she has lived in Orlando, DC, VA, and NYC. She graduated from high school at 16 to start her professional journey pursuing a degree in International Business, and Marketing at UNITEC in Honduras. In Orlando she obtained her Business Management degree from Valencia College, then moved to Washington DC where she obtained her B.S. in Finance from George Mason University and her Accounting degree from Northern Virginia College.In California she earned her Executive Master's degree from Pepperdine University in March 2022. Alejandra continues to enrich her education by attending educational seminars and obtaining certificate programs. She comes from an entrepreneur family, making her empathetic to the struggles and challenges entrepreneurship present.Learn how to manage your cashflow & finance. Check this out!Show Links:Startup Tandem Website: https://www.startuptandem.com/Contact Alejandra or her team: https://www.startuptandem.com/contact-us/Book a call with Michelle: https://go.appointmentcore.com/book/IcFD4cGJoin our Facebook group for business owners to get help or help other business owners!The Business Ownership Group - Secrets to Scaling: https://www.facebook.com/groups/businessownershipsecretstoscalingLooking to scale your business? Get free gifts here to help you on your way: https://www.awarenessstrategies.com/

Nicolás Maduro ejerce como presidente Venezuela desde 2013 y, de acuerdo con las encuestas y sondeos de opinión más recientes, en las elecciones del 28 de julio próximo podría perder su lugar a manos del candidato opositor Edmundo González Urrutia. En este episodio de abordarán diversas perspectivas sobre el camino a las elecciones, los escenarios posibles y el papel de la comunidad internacional en el proceso electoral. Nos acompañan, Ronal Rodríguez, académico de la Universidad del Rosario, experto en Venezuela; Francisco Alfaro, doctor en estudios de paz y conflictos, investigador externo del Instituto de Investigaciones Históricas de la Universidad Simón Bolívar en Venezuela, y María Isabel Puerta, doctora en Relaciones Internacionales y profesora visitante de Ciencia Política en Valencia College.

In a world increasingly dominated by phones and screens, the value of genuine human relationships in education cannot be overstated. We speak with Isis Artze-Vega, the provost and vice president for academic affairs at Valencia College, who is a leading advocate for relationship-rich education and co-author of "Connections are Everything: A College Student's Guide to Relationship-Rich Education." Isis shares practical advice for students on building relationships with peers, faculty, and staff, emphasizing the importance of these connections for academic success, mental health, and a sense of belonging. She also addresses common challenges like imposter syndrome and connecting with professors, particularly for first-generation college students. And she doesn't forget about parents, offering actionable strategies to help college-age children cultivate meaningful connections.  

Eric Wheaton is the Owner of VentEnterSearch, LLC. He is a second-generation fireman for Winter Park (FL) Fire Department and is currently assigned as a Lieutenant on Truck 61. Eric has spent the majority of his career on the Truck Company. He also serves on the Winter Park Fire Department Technical Rescue Team. Eric is an instructor for the Truck Company Operations and Special Operations programs at Valencia College's Central Florida Fire Institute. He holds an associate degree in Fire Science and is an advisory board member on the UL-FSRI Size-up and search & rescue study. Eric has taught at many fire conferences across the country, including FDIC, Portland Firemanship Conference, Orlando Fire Conference, Fort Lauderdale Fire Expo, Metro Atlanta Firefighter Conference, and Water on the Fire Conference @ericwheaton.61 www.vententersearch.com Sponsorship: @southwest_fire_academy Editing: @bradshea Marketing: @m.pletz Administration: @haileyfirefit

Open up your ear canal and take a listen to Tyler tell his story from the first Don Championship, to a scholarship to St. Andrews, Boca High, then to Valencia College, all the way to HoopDiamonds. Tyler will explain how he turned a love of playing basketball, into finding the Diamonds in the ruff. We all can not be a professional athlete, but we can still be a part of the dream in another facet. Tyler is truly the adage hard work will pay off, in this case it sure has. Come take a listen to Tyler tell his story about his struggles that eventually lead to success. Again, thank you for listening .

The use of audio content in courses is an exciting and relatively newer way to diversify the delivery of learning experiences, and builds upon the current momentum of podcasting. Adrienne shares how she got into this space and the advice she has for professionals looking to dive in. She also shares what she's seeing on the horizon from her vantage point as a faculty member.Guest Name: Adrienne Trier-Bieniek, Ph.D., Professor of Sociology at Valencia CollegeGuest Social Handles: Website, LinkedInGuest Bio: Adrienne Trier-Bieniek, Ph.D. is the author and editor of several books focused on pop culture including Sing Us a Song Piano Woman:  Female Fans and the Music of Tori Amos (2013 Scarecrow Press), Fan Girls and Media: Consuming Culture (Rowman and Littlefield, 2015) , Feminist Theory and Pop Culture: 2nd Edition (Brill, 2019) and Gender and Pop Culture: A Text-Reader: 2nd Edition. (Brill, 2019) Her education-focused podcast, Most Popular, has grown a modest following, been a featured podcast for several platforms, and was detailed in the journal Radio Journal, a publication she has also guest-edited. Her research can be found in Radio Journal, Qualitative Research and Humanity and Society as well as several book chapters. Additionally, she has been featured in The New York Times, The Washington Post, Glamour Magazine, USA Today, NPR France, The Tampa Bay Times, and has been a consultant for Reuters, Canadian Broadcasting Company, NPR France, and The Independent. She has been a guest columnist for The Orlando Sentinel and HuffPo. She is currently a professor of sociology at Valencia College in Orlando, Florida.

How do Home Renovation shows impact our idea of the "perfect" space? This episode is a collaboration with Dr. Adrienne Trier-Bieniek, Ph.D., Professor of Sociology at Valencia College in Florida. Let's think about what we are watching and how it influences us.  A link to "MOST POPULAR: The Podcast" hosted by Adrienne Trier-Bieniek, Ph.D. JOIN ME: ~ Get my weekly newsletter  "Little Bits of Home Functionality." Intentionally short, you'll get a video and a thought that poses questions about your space and your reason. ~ On Instagram  ~ On Facebook  ~ My boards on Pinterest  ~ On TikTok  ~ Schedule time with me https://calendly.com/spaceandreason or visit me through my Home Coaching & Real Estate Website www.SpaceAndReason.com      Sources & Reference———————————————- Biography of Adrienne Trier-Bieniek, Ph.D.  The Washington Post: HGTV makes homes boring and sad.  Architectural Digest: How HGVT became an Industry Juggernaut  Business of Home: How 25 years of HGVT have transformed the Home Industry  KINDLY leave a REVIEW by simply clicking here and scrolling to the bottom until you see “WRITE A REVIEW” :  Legal Disclosure: Kristina Browning is a licensed Realtor in the State of Oregon with 503 Properties. “Home Functionality Coach” and "Create a Home that Thrives" are registered Trademarks of Kristina Browning.

Vice-President of Organization Development & HR Carla McKnight's conversation with Dave gets him 'all fired up' for the community college movement as Carla talks about her constantly changing Valencia College, keeping up with the needs of the Central  Florida communities. Changing again? Call Carla. 

Are you teaching in a mixed classroom? Maybe you're working with gifted students, students with an IEP, ESOL students, and more. How do you address the needs and learning styles of such a diverse group? Jenny Mohess addresses classroom diversity and mixed classroom benefits and challenges in this episode.  Originally from Trinidad & Tobago, Jenny has lived in Osceola County (City of Kissimmee), for over 22 years. She first stepped onto Valencia's Campus in 2000 as an international student. There she earned an A.S. in Graphic Design. While working for Apple, she earned a bachelor's in business from USF, and master's in art education from Boston University. These experiences led to jobs at Apple, Microsoft, and eventually, her own design studio.  Jenny currently teaches at Valencia College and has found genuine purpose in mentoring future graphic/web designers through the Valencia Graphics Program. She is now building the program at Tohopekaliga High School and sharing real-world experiences with her students. Through all the real-world projects and certifications, her students are coming to the realization that they can become Adobe Certified Professional World Champions and professional designers. Learn about Jenny's definition of a mixed classroom (it covers more than you think), and her advice for succeeding in meeting your students' needs. Discover how she looks at the “whole student” and finds partners at her school campus.  Jenny briefly mentions here 2023 CERTIFIED presentation. You can check that out here:  https://www.youtube.com/watch?v=lxhz9ycLdIg.  Get other ideas for your classroom on our blog: https://certiport.pearsonvue.com/blog.  Connect with your fellow educators, like Jenny, in our CERTIFIED Educator Community here: https://www.linkedin.com/groups/8958289/. Don't miss your chance to register for our annual CERTIFIED Educator's Conference here: https://certified.certiport.com/. 

Dr. Javier Garces joins JC for a conversation about Certified Organic Farm Technician training (COFT), a comprehensive program designed to provide high school and post-secondary students with the specialized knowledge, skills, and experience they'll need to enter the agricultural workforce. Dr. Garces is currently serving as a Professor and Program Chair for the Plant Science and Agricultural Technology Program at Valencia College. Valencia offers an A.S. degree with specializations in Sustainable Agriculture, Horticulture, or Landscape, as well as several Technical Certificates. Tune in to hear JC and Dr. Garces chat about COFT training and the intersection of academia with real-world agricultural practices.  In this episode, learn about:  - How Dr. Garces got his start in plant science and agricultural technology - The skills and knowledge COFT training provides - Where to start if you're interested in transitioning to organic   Learn more about COFT on the website: https://foginfo.org/coft/ Support the showWe hope you enjoyed the episode! Please help us continue to produce more valuable content by subscribing to our Fresh Take Podcast Series! Subscribe here SPONSORSHIP OPPORTUNITY- Learn more about the many benefits of becoming a Sponsor of Florida Organic Growers! Your contribution will not only help to advance an organic and sustainable future but gain brand awareness through our growing audience. If you are interested, click here

Thursday - Veteran Week on JCS discussing Vets in the workforce with vets Norris Henderson with Mission United and Ralph Camacho with Valencia College. Date Night Guide with Dani Meyering with date night ideas like Nerd Night, Craft Beer & Blues in Casselberry, the Festival of Trees at the Orlando Museum of Art, Hometown Holidays in Clermont, Escape to Buffetville at Rock Pit Brewing, and Holiday Nights at Island H2O. Attorney Glenn Klausman for Colbert Court with the Case of the One-armed Bartender. Rauce Thoughts on the milk-man. We make out NFL picks in the Froggers Football Forecast. Plus, WOKE News, Trivia & Last Call.

Veteran Week on JCS discussing Vets in the workforce with vets Norris Henderson with Mission United and Ralph Camacho with Valencia College.

Your students are full of potential and helping them reach that potential means they need to be challenged in a rigorous learning environment. At CERTIFIED 2023, Jenny Mohess talked about using rigor in the classroom.  Originally from Trinidad & Tobago, Jenny has lived in Osceola County (City of Kissimmee), for over 22 years. She first stepped onto Valencia's Campus in 2000 as an international student. There she earned an A.S. in Graphic Design. While working for Apple, she earned a bachelor's in business from USF, and master's in art education from Boston University. These experiences led to jobs at Apple, Microsoft, and eventually, her own design studio.  Jenny currently teaches at Valencia College and has found genuine purpose in mentoring future graphic/web designers through the Valencia Graphics Program. She is now building the program at Tohopekaliga High School and sharing real-world experiences with her students. Through all the real-world projects and certifications, her students are coming to the realization that they can become Adobe Certified Professional World Champions and professional designers. In today's episode, we recapped Jenny's CERTIFIED presentation. We talk about challenging students and helping them gain valuable soft skills. Jenny also discusses how she gets to know the “whole student”, and how understanding your students on a deeper level helps you create a more impactful learning environment.  Learn more from Jenny's CERTIFIED 2023 presentation: https://www.youtube.com/watch?v=lxhz9ycLdIg.  Get other ideas for your classroom on our blog: https://certiport.pearsonvue.com/blog.  Connect with your fellow educators, like Jenny, in our CERTIFIED Educator Community here: https://www.linkedin.com/groups/8958289/. Don't miss your chance to register for our annual CERTIFIED Educator's Conference here: https://certified.certiport.com/.

I met Pam McGee at an ATD conference last year and was amazed at her confidence, and depth of knowledge in HR. I knew she was someone that should be a guest on The Intern Whisperer. A little about her background, she served in the Air Force and joined when she was 17 years old and served for 6 years.  Impressive, right? She led the conversation with Lead without influence. Those are three powerful words. Think about that for a minute and how to do that in your life. Pam is a go-getter and after leaving the Air Force, went to school and worked full time while being a young mom.  From there her career journey included working for big companies such as Home Depot for 8 years, Ross Stores, and then moving to Valencia College. She holds SHRM certifications in (PHR)/SHRM-CP.  Her thoughts about what 2030 holds for us are built around AI, robots, and what remote work will look like as we continue to move closer to that not too far off date.  Tune in to this episode and learn more about Pamela and reach out to connect with her on LinkedIn. #iHeartRadio #ApplePodcasts #GooglePlay #Spotify #Stitcher #Podbean #YouTube #Employers4Change #E4C #internships #radio #podcast #innovation #employers #smallbusiness #business #FutureOfWork #ValenciaCollegeRadio The Intern Whisperer Podcast is brought to you by Employers 4 Change - Increasing diversity through #Skills based #DiversityEquityInclusion #recruitment and #management for #interns and #employees alike. Apply today to be an #Employer4Change that invests in #intern #talent and #employees. Want a break? Play Intern Pursuit Game on Steam.  Thank you to our sponsor Cat 5 Studios. Follow us on our social channels Facebook: https://www.facebook.com/employers4ch... Instagram: https://www.instagram.com/employers4c... Twitter: https://twitter.com/employer4change LinkedIn: https://www.linkedin.com/company/empl...

For Episode 344, Jon and Brendan head over to The Current in College Park, an awesome new fish and seafood restaurant by Sanford-famous Mike Smith. This week's episode was sponsored by Enzian Theater, Credo Conduit, and the DeWitt Law Firm. Topics include kennel cough at the Orange County Animal Shelter, mural commissions downtown, the state of Sanford, Brightline finally launching, and a new food pantry at Valencia College. Tune in to Bungalower and the Bus every week on Real Radio 104.1 FM or our podcast to learn all about the top headlines, new restaurants, and best-bet events to attend this week.

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

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

This episode is rated a 5 (on my Serious Crime Scale). In September of 2021, Valencia College student Miya Marcano was scheduled to take a flight from Orlando to Fort Lauderdale to meet up with family. They were actually planning to go on to Jamaica for a family vacation. But when she failed to board the plane and missed her flight, Miya's family became incredibly worried and reported her missing. After EIGHT grueling days, her family received the news they feared the most. Miya had been found, but she was no longer alive. Listen to this week's episode to hear the full story and learn how Miya's parents fought to get Miya's Law passed in two different states. Support this podcast at — https://redcircle.com/campus-crime-chronicles/exclusive-contentAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

La estrategia de desarrollar un conjunto de medios propios le ha permitido a algunos gobiernos latinoamericanos asegurarse un canal para reproducir sus mensajes sin mayores filtros. ¿En qué medida los medios públicos sin autonomía del poder de turno pueden fortalecer la pluralidad? ¿Qué ventajas y desventajas podemos identificar y cómo se podrían evitar esos efectos negativos para el Estado de Derecho? Son algunas de las preguntas que hoy ponemos Bajo la Lupa.Participan:Adriana Amado, profesora universitaria, presidenta de Infociudadana y miembro del consejo editorial de Diálogo Político.Belén Amadeo, profesora e investigadora de la Universidad de Buenos Aires y especialista en Comunicación PolíticaLaura Tedesco, profesora e investigadora en la Saint Louis University de Madrid, experta en Estudios Latinoamericanos y Liderazgo Político.María Isabel Puerta Riera, profesora del Valencia College, autora del libro Crisis de la democracia: ¿en el umbral de la posdemocracia? (2021) y del DP Enfoque “Así nos habla el Kremlin”.  Bajo la Lupa es un podcast de Diálogo político. Un proyecto de la Fundación Konrad Adenauer.    Conducción y realización: Franco Delle Donne | Rombo Podcasts. Visita dialogopolitico.org 

¿Por qué las prácticas autoritarias y los ataques a las instituciones democráticas son tolerados? ¿Por qué un líder cree que no debe ser controlado por otros poderes del Estado? ¿Y por qué estos interrogantes son cada vez más recurrentes en cada vez más países? ¿Será que estamos frente a la moda del autoritarismo? Un discusión que hoy ponemos Bajo la Lupa.ParticipanAlvaro Bermúdez Valle, politólogo y ex responsable del Programa de Personas Desaparecidas del Comité Internacional de la Cruz Roja en El Salvador; María Isabel Puerta Riera, profesora adjunta en el Valencia College y autora del libro "Crisis de la democracia: ¿en el umbral de la posdemocracia?" (2021); y Miguel Ángel Martínez Meucci, profesor de la Universidad Austral de Chile.Bajo la Lupa es un podcast de Diálogo político. Un proyecto de la Fundación Konrad Adenauer.    Conducción y realización: Franco Delle Donne | Rombo Podcasts. Visita dialogopolitico.org 

Today, Jim and Christina discuss continued learning with Dr. Claudine Bentham. Claudine has a Doctorate in higher education and policy studies from the University of Central Florida. She has worked in the field of education for more than 15 years in various capacities, from a reading instructor and middle school teacher to a tenured professor. She now serves as the director of the Teaching and Learning Academy at Valencia College. Her primary functions are helping faculty through the tenure track process by providing courses designed to improve professors' teaching approaches and produce action research projects to deepen student learning.

Tea on Transfer is the monthly scoop on all things Transfer in a condensed format. We cover important transfer news, discuss pressing topics with special guests, and spotlight community recommendations and shoutouts. This month we are joined by Bernard Huggins, Associate Director of the University of Central Florida's Transfer Center! Bernard and Heather share what they are focused on this month in Transfer and debrief their trip to #NISTS2023. About Our HostsDr. Heather Adams Ed.D. is the senior manager at The Aspen Institute College Excellence Program, leading the development of transfer engagement initiatives. She is also the founder and CEO of Transfer Nation. Dr. Adams earned an A.A. in Psychology from Santa Monica College and transferred to UCLA, where she obtained a B.A. in Psychology and an Ed.D. in Educational Leadership.Bernard Huggins is the Associate Director of the University of Central Florida Transfer Center. He earned his Associate of Arts degree from Valencia College and a Bachelor of Science degree from UCF. Bernard received his master's degree in Leadership from Nova Southeastern University and he is currently pursuing a doctorate in Educational Leadership at UCF.Resources MentionedUCF Transfer Appreciation Day 2023 National Student Clearinghouse Transfer, Mobility, and Progress Report March 2023Higher Ed Dive article covering the Clearinghouse Report NISTS Conference Special recommendation to check out: Reflect, Get Set, Connect: Conference Takeaways and Closing Remarks | Rachel Fulton, Sandra Dika, and Anthea Henderson Nominate a NISTS Transfer Student Ambassador!!!Media Recommendations: Bernard: Swarm (film)Heather: Rising Class (book) by Jennifer MillerTerrific non-fiction narrative that follows three first-generation college students navigating their first year of college! Wonderful read for advisors, staff and others who work with first-gen students and a perfect gift for a first-gen college student!#TeaOnTransfer #TransferTea #TransferResources #UCFTransferConnect #TransferAppreciationDay #NISTS2023Let us know what you want to see in the next Tea on Transfer episode by sharing your thoughts and suggestions on any of our social media!Show CreditsHosts | Dr. Heather Adams, Bernard HugginsProducers | Samantha Kaplan, Brandon RodríguezSound Editing | Abraham UriasKeep talking with Transfer Nation IG: @WeAreTransferNation TikTok: @TransferNation Twitter: @TransferPride FB Group: Transfer Nation Email: WeAreTransferNation@gmail.com Talk soon!#TransferPride #TransferSuccess #TransferChampion #TNTalks #TransferNation

Cientos de miles se ven obligados a huir, otros tantos pelean para defender a su país de la invasión rusa a Ucrania. Y mientras tanto en el mundo se reposicionan los distintos gobiernos. A miles de kilómetros del combate también hay consecuencias políticas, económicas, diplomáticas incluso. Estamos hablando de Latinoamérica, una región a donde no llegan las balas de la guerra pero si sus efectos. ¿Qué ha cambiado y que sigue igual en América Latina a un año del inicio de la guerra en Ucrania? Un interrogante que hoy ponemos Bajo la Lupa. ParticipanMaría Isabel Puerta Riera, profesora adjunta en el Valencia College y autora del libro "Crisis de la democracia: ¿en el umbral de la posdemocracia?" (2021).Vladimir Rouvinski, profesor de la Universidad ICESI de Colombia y experto en las relaciones Asia y Rusia con América Latina y el Caribe.Miguel Ángel Martínez Meucci, profesor de la Universidad Austral de Chile. Bajo la Lupa es un podcast de Diálogo político. Un proyecto de la Fundación Konrad Adenauer.    Conducción y realización: Franco Delle Donne | Rombo Podcasts. Artículos mencionados en el episodio:"Renacimiento imperial: Rusia y sus vecinos" de Frank Priess, director adjunto del área internacional de la Fundación Konrad Adenauer."Alemania y su intento de recalibrar la brújula con Sudamérica" de Kristin Langguth, representante adjunta del Programa Regional Partidos Políticos y Democracia en América Latina, con sede en Montevideo, Uruguay.Visita dialogopolitico.org 

As a teacher, you want to know that the work you do makes a difference. Having students share their experience with certification helps you see the impact you have! During our latest Ask a Champion webinar, we were able to highlight our 2022 Adobe Certified Professional World Champion, Salma Sanchez.  Originally from the Dominican Republic, Salma only moved to the United States a couple years ago. However, in her short time in the US, she's managed to earn multiple Adobe Certified Professional certifications, and take first place in the Adobe Certified Professional World Championship. She's currently a student at Valencia College and has big plans to start her own design firm after she graduates.  During our chat with Salma, we dove headfirst into the Adobe Certified Professional Championship. We discussed her experiences at the competition, how the competition helped prepare her for college and her work designing for real-life clients, and how today's students can prepare for this amazing opportunity. Interested in learning more about the Adobe Certified Professional Championship? Get all the details at https://us.acachampionship.com/.

Dr. Diane Reed is a  Professor of Nursing at Valencia College in Orlando, Florida, an author of 2 books, and the host of the radio show Nurses Rock!  She holds a Ph.D. from Capella University, a Master's in Nursing from the University of Colorado-Denver, an MBA from Everest University-South Orlando, and a Bachelor's in Nursing from Grand Valley State. To learn more about Dr. Reed, visit www.Drdrnursesrock.com, or email her at drdrnursesrock@gmail.com

Tamara J. Madison is an author, poet, editor, and instructor. Her critical and creative works have been recorded, produced, and published in various journals, magazines, exhibits, podcasts, and anthologies. Her most recent poetry collection Threed, This Road Not Damascus, was published by Trio House Press (May 2019). She is also the creator and host of BREAKDOWN: The Poet & The Poems, a YouTube poetry conversation series promoting poets and their poetry as inspiration for everyday life.  She has also shared her poetry on the TEDx platform. Tamara has shared and recorded her work for stage, television, and studio. She enjoys facilitating creative writing and expressions workshops for both youths and adults. She is an MFA graduate of New England College and an Anaphora Arts Fellow (2021). She currently lives in Orlando, where she teaches as a professor of English and Creative Writing at Valencia College. https://twitter.com/tamarajmadison https://instagram.com/tamarajmadison https://facebook.com/tamarajmadison https://www.youtube.com/c/Tamarajmadisonwriterpoet https://www.linkedin.com/TamaraJMadison

The Adobe Certified Professional World Championship presented by Certiport is a global competition that tests students' design skills using Adobe Photoshop, Illustrator and InDesign. Top students are invited to represent their respective countries at the World Championship where they will create a designated design project for Certiport's chosen nonprofit client. It's an incredible achievement for students and educators to compete in this fantastic event. However, many teachers are left wondering, “How do I get my students prepared?” Well, wonder no longer! In this week's episode, we sat down with educator and Adobe Championship veteran, Jenny Mohess. Originally from Trinidad & Tobago, Jenny has lived in Osceola County (City of Kissimmee), for over 22 years. She first stepped onto Valencia's Campus in 2000 as an international student. There she earned an A.S. in Graphic Design. While working for Apple, she earned a bachelor's in business from USF, and master's in art education from Boston University. These experiences led to jobs at Apple, Microsoft, and eventually, her own design studio.  Jenny currently teaches at Valencia College and has found genuine purpose in mentoring future graphic/web designers through the Valencia Graphics Program. She is now building the program at Tohopekaliga High School and sharing real-world experiences with her students. Through all the real-world projects and certifications, her students are coming to the realization that they can become Adobe Certified Professional World Champions.  If you're interested in bringing students to compete in the Adobe Certified Professional Championship, this episode is for you. We talked with Jenny how to get students prepared for the Adobe Championship with design skills and expertise, how she funds her students' your travel, and how to prepare students with the soft skills they need to enjoy and capitalize on this incredible experience.  Interested in learning more about the Adobe Championship? Get all the details for the Adobe Certified Professional World Championship here: https://www.acachampionship.com/. You can also see all the details for the Adobe Certified Professional US National Championship here: https://us.acachampionship.com/.  Connect with Jenny on LinkedIn and hear more advice on how to help your student succeed in graphic design: https://www.linkedin.com/in/jenartdesignstudio/.

A delightful chat with the president of Valencia College. President Kathleen Plinske has an amazing story that led to her academic career. A high school injury kept her from competing in softball at college level, so she focused on her studies. One caveat - she did get to coach alongside famed coach Bob Knight. President Plinske talks about the cost of a higher education, and how surprisingly reasonable a degree from Valencia really is.

Cerca de 148 millones de brasileños podrán votar este domingo en las elecciones presidenciales y legislativas. Once candidatos conforman la opción electoral, pero solo dos de ellos, según las encuestas, se disputarán el Palacio de Planalto: el actual presidente, Jair Bolsonaro, de 67 años y el expresidente Luis Inácio Lula da Silva, de 76. ¿Qué desafíos enfrentan los brasileños en estos comicios? ¿Cómo afectará el resultado al balance de poder en el continente? Analizan Peter Hakim, presidente emérito de Diálogo Interamericano; Pedro Abramovay, director para América Latina de la Fundación Open Society y María Isabel Puerta, experta en política de Valencia College, Orlando. Presenta Gonzalo Abarca, de VOA.

Tras la invasión a Ucrania, el rol de los medios rusos como fuente de desinformación de la población latinoamericana ha tomado un peso mayor. La presencia de estos medios masivos permite al Kremlin cuestionar el modelo democrático vigente en la mayor parte de América Latina y defender las posturas oficiales del gobierno ruso. Las narrativas iliberales, propagadas desde medios, academia y bots afines, celebran la incertidumbre y la desesperanza porque son su caldo de cultivo preferido. Protegerse frente a este virus de la desinformación es también una tarea colectiva. Y urgente. Hoy lo ponemos ponemos Bajo la Lupa. Participan:María Isabel Puerta Riera, doctora en Ciencias Sociales y Profesora visitante de Ciencia Política en el Valencia College, Estados Unidos. Pertenece al grupo de investigadores Gobierno y Análisis Político (GAPAC) y a la Red de Politólogas.Johanna Cilano, doctora en historia y estudios regionales, y profesora de la Universidad Nacional Autónoma de México. También pertenece al grupo de investigadores Gobierno y Análisis Político (GAPAC) y a la Red de Politólogas.  El DP Enfoque está disponible aquí: https://dialogopolitico.org/documentos/dp-enfoque/dp-enfoque-10-kremlin/ Bajo la Lupa es un podcast de Diálogo político. Un proyecto de la Fundación Konrad Adenauer.    Conducción y realización: Franco Delle Donne | Rombo Podcasts.Guion: Raúl Gil | Rombo PodcastsEdición de sonido: Pablo Fisher | Rombo Podcasts.Visita dialogopolitico.org 

In our ongoing series on 4-year Transfer Student Centers, this 3-part special feature covers the practitioner, leadership, and student points-of-view of the University of Central Florida Transfer Center. Throughout this mini-series, we will explore the center's origin story, examine impactful student advocacy and receptive institutional structures, and discuss the nuts and bolts of developing spaces that work for the communities specific to the university. Our featured guest for this episode is Julian Duque! Julian is a transfer student at the University of Central Florida, majoring in Political Science. He matriculated at UCF Fall 2020 from Valencia College through the Direct Connect program. During his time at UCF, Julian has served as Vice President on the executive board of Transfer Knights, a student organization dedicated to integrating transfer students into the UCF experience. This episode explores transfer culture at UCF from the student perspective: addressing both the challenges and successes that students experience, examining the real impact of dedicated transfer spaces, and reflecting on Julian's personal transfer journey.Connect with Julian on Twitter!Julian's literature recommendation: Promea Unbound (article)UCF Transfer Center | The Transfer Center is the hub for all transfer students on-campus to get assistance, meet with their Success Coaches, access opportunities and educational experiences, and interact with fellow transfer students. Explore the UCF Transfer Connect website to find resources, events, and more! Connect with UCF Transfer Connect on Instagram, Twitter, and Facebook! Fun Fact: University of Central Florida is the #1 Transfer-receiving institution in the state of Florida!Explore DirectConnect to UCF to find out more!#UCF #UCFKnights #UCFTransfer #UCFConnect #TransferCenter #TransferPride #TransferSuccess #TransferChampion #TransferAdvocacy #TNTalks #TransferNationKeep talking with Transfer NationIG: @WeAreTransferNationTikTok: @TransferNationTwitter: @TransferPrideFB Group: Transfer NationEmail: WeAreTransferNation@gmail.comTalk soon!Show CreditsHost | Dr. Heather AdamsGuest | Julian DuqueProducers | Sam Kaplan, Brandon RodríguezSound Editing | Abraham UriasIn our ongoing series on 4-year Transfer Student Centers, this mini-series covers the practitioner, leadership, and student point-of-view of the UCF Transfer Center.

Jeremy Gottschalk is a Dos Equis man.  What I mean by that is one of the most interesting men you will meet. He served in the US Navy as a Cryptologic Technician, hiked the Appalachian Trail, works at Valencia College as the editor of The Voice, knew Robert Snowden and consults in the area #DigitalMediaMarketing and #PublicRelations. He also is also #neurodiverse and open about sharing what people should know to break the stigma about Autism. Tune in and learn more about her. The Intern Whisperer Podcast is brought to you by Employers 4 Change - Improving #Skills based #diversity #recruitment and #management for #interns and #employees alike.

Welcome back to the Building Transfer Centers series! This multi-episode series spotlights university and 4-year institution transfer centers. Join us for a special 3-part feature on the University of Central Florida's Transfer Center, presented from three different perspectives: center associate director, senior university administrator, and transfer student. Throughout this mini-series, we will explore the center's origin story, examine impactful student advocacy and receptive institutional structures, and discuss the nuts and bolts of developing spaces that work for the communities specific to the university. Our featured guest for this episode is Bernard Huggins! As the Associate Director of UCF's Transfer Center, Huggins plays a critical role in advancing UCF's culture of transfer student success by developing programs, resources, and engagement opportunities. A transfer student himself, Huggins earned his Associate of Arts degree from Valencia College and a Bachelor of Science degree from UCF. He received his master's degree in Leadership from Nova Southeastern University and is currently pursuing a doctorate in Educational Leadership at UCF. Topics covered in this episode's conversation include: a brief history of transfer services at UCF, an overview of the UCF Transfer Center's day-to-day operations and programs, promoting cross-departmental engagement in transfer issues, and helping students navigate university admissions and academic life through success coaching.Connect with Bernard on LinkedIn and Twitter! UCF Transfer Center | The Transfer Center is the hub for all transfer students on-campus to get assistance, meet with their Success Coaches, access opportunities and educational experiences, and interact with fellow transfer students.Explore the UCF Transfer Connect website to find resources, events, and more! Connect with UCF Transfer Connect on Instagram, Twitter, and Facebook!Fun Fact: According to the U.S. News and World Report, the University of Central Florida is the #1 Transfer-receiving institution in the state of Florida! Explore DirectConnect to UCF to find out more!#UCF #UCFKnights #UCFTransfer #UCFConnect #TransferCenter #TransferPride #TransferSuccess #TransferChampion #TransferAdvocacy #TNTalks #TransferNationKeep talking with Transfer NationIG: @WeAreTransferNationTikTok: @TransferNationTwitter: @TransferPrideFB Group: Transfer NationEmail: WeAreTransferNation@gmail.comTalk soon!Show CreditsHost | Dr. Heather AdamsGuest | Bernard HugginsProducers | Sam Kaplan, Brandon RodríguezSound Editing | Abraham Urias

DEATH: Miya Marcano was last seen around 5 p.m. on Sept. 24 at the Arden Villas complex located near the University of Central Florida, Orange County Sheriff's Office officials said. She was never seen again, until 8 days later.Born April 26, 2002, in Pembroke Pines to parents Yma Scarbriel and father Marlon Marcano, Miya grew up in both South Florida and the British Virgin Islands. Marlon Marcano, known professionally as DJ Eternal Vibes, is a Trinidad-born DJ in South Florida. She graduated from Flanagan Senior High in 2020,  and was in her second year at Valencia College in Orlando, pursuing an arts degree. PICTURE OF MISSING/FOUND:Miya Marcano |  |  | https://scontent-dfw5-2.xx.fbcdn.net/v/t1.6435-9/91577819_2025125364299978_1660009893605670912_n.jpg?_nc_cat=108&ccb=1-7&_nc_sid=8bfeb9&_nc_ohc=romc-SHgcr8AX-C18Bw&tn=t_KhKlBZjAxO7TG6&_nc_ht=scontent-dfw5-2.xx&oh=00_AT_aGkCd1dU3Uv11zxQ6cjjACGYvBfRUIO-CUNHP09S-YQ&oe=62BECAECArmando Manuel Caballero | Person of Interest | https://lawandcrime.com/crime/deputies-release-suicide-911-call-for-co-worker-who-allegedly-snuck-into-miya-marcanos-apartment/ | https://www.youtube.com/watch?v=0YUMqgIwgKU&t=13sEDUCATE/SUPPORT/DONATE:Bill Named After Murdered Black, Caribbean American Teen, Likely To Become Law In Florida News Americas 03/15/22 https://www.newsamericasnow.com/black-immigrant-news-bill-named-after-murdered-black-caribbean-american-could-become-law-in-florida/https://miyamarcanofdn.com/https://miyamarcanofdn.com/safe-and-secure-apartment/  Celebrity Lists 2021 | 50 Famous Celebrities of Caribbean Descent | List of Celebrities of Caribbean Descent (ranker.com)News Americas, NEW YORK, NY, Thurs. June 8, 2017: | CARIBBEAN AMERICAN HERITAGE MONTH – 5 Caribbean Born, US Scientists You Should Know | Black Immigrant Daily News (newsamericasnow.com)WorldAtlas | 10 Fascinating Facts About Caribbean Culture | 10 Fascinating Facts About Caribbean Culture - WorldAtlasIMMERSE YOURSELF IN CENTURIES OF EXPERIENCES | LEARN THE HISTORY AND CULTURE OF THE USVI | Heritage, Culture and Customs – Visit USVIBUREAU OF WESTERN HEMISPHERE AFFAIRS | Highlighting The Accomplishments of Caribbean-American Employees | Highlighting The Accomplishments of Caribbean-American Employees - United States Department of StateDATA SOURCES H.Res.425 - Recognizing the significance of National Caribbean American Heritage Month - https://www.congress.gov/bill/116thcongress/house-resolution/425/text American Community Survey (ACS) - https://www.census.gov/acs/www/data/datatables-and-tools/subject-tables/ Caribbean Immigrants in the United States - https://www.migrationpolicy.org/ West Indian Americans - https://en.wikipedia.org/wiki/West_Indian_Ame ricans Caribbean American Heritage Month - https://caribbeanmonth.org/ Most Popular Caribbean Foods and Beverages https://www.tasteatlas.com/100-most-popularfoods-in-caribbeanARTICLES/SOURCES:Celebrate June... Caribbean American Heritage Month  |  Institute of Caribbean Studies, | 6/1/22 | Official History of Caribbean American Heritage Month (icsdc.org)National Caribbean American Heritage Month Celebrations will open with an Official Ceremony on June 1st at 10:00 am EDT. The event will be hosted virtually on the Zoom platform and will feature keynote speaker, Barbara Feinstein, Deputy Assistant Secretary of the Bureau of Western Hemisphere Affairs. | June Celebrations Begin! | 06/01/22 | June Celebrations Begin! - Caribbean American Heritage Month (caribbeanamericanmonth.com)‘A complete and utter nightmare': Miya Marcano's parents speak out on losing daughter | WFTV | YouTube | 11/8/2021 | https://www.youtube.com/watch?v=Al-SDm34Hb4Bill Named After Murdered Black, Caribbean American Teen, Likely To Become Law In Florida | News Americas | 03/15/22 | https://www.newsamericasnow.com/black-immigrant-news-bill-named-after-murdered-black-caribbean-american-could-become-law-in-florida/Suspect in Miya Marcano case previously accused of throwing weight through woman's window | wftv.com | 03/17/21 | https://www.wftv.com/news/local/seminole-county/suspect-miya-marcano-case-previously-accused-throwing-weight-through-womans-window/7ABFNGUF3VBITN5D7M2MRESBUM/ |  |  | https://www.newsamericasnow.com/caribbean-news-murdered-caribbean-teen-remembered-at-miami-carnival-as-funeral-announced/On the Case with Paula Zahn: Where Is Miya? (S24EP12 Investigation Discovery Sun May 15, 2022) | Investigation Discovery | 05/15/22 | https://www.memorabletv.com/episodes/on-the-case-with-paula-zahn-where-is-miya-s24ep12-investigation-discovery-sun-may-15-2022/ ★ Support this podcast on Patreon ★

On February 24, 2022 historians Brian Daugherity and Alyce Miller delivered a lecture about Black educational activism in Goochland County in the early twentieth century. In this lecture, based on their award-winning article published in the Virginia Magazine of History & Biography in 2020, Brian Daugherity and Alyce Miller will analyze community efforts to increase educational access and opportunity for African Americans in Goochland County, Virginia, in the early twentieth century, as well as the connections between this advocacy and other communities across the state and throughout the South. The story, told using various archival records and oral history interviews, demonstrates the power and agency of rural Black southern communities during the Jim Crow era. Recognizing and analyzing this advocacy helps expand our understanding of Black activism during the Jim Crow era, educational philanthropy, and southern educational history, as well as how this era of Black activism was linked to subsequent civil rights achievements. Brian J. Daugherity is an associate professor of history at Virginia Commonwealth University and the author of several books on the civil rights era in Virginia. Alyce Miller is a professor of history at Valencia College. Their article in the Virginia Magazine of History & Biography (vol. 128, no. 1) was awarded the William M. E. Rachal Award for Best Overall Article in the journal in 2020. Learn more at https://secondunionrosenwaldschool.org and https://digital.library.vcu.edu/islandora/object/vcu%3Agoo. The content and opinions expressed in these presentations are solely those of the speaker and not necessarily of the Virginia Museum of History & Culture.

On this bonus episode of The Higher Shift season one, we sit down with Daniel Barkowitz, VP of Financial Aid and Veteran's Affairs at Valencia College and Charlotte Cole, Associate Director of Financial Aid at Jacksonville State University to learn how they have put HEERF funds to use to address the growing needs of students.We discuss how and when HEERF funds can be used to manage the move to remote instruction and educational requirements about the financial aid appeals process.Daniel and Charlotte will share tips and tricks on how they navigated institutional bureaucracy to get their projects approved. Ultimately, the ability to purchase technology and systems that automate, simplify and personalize the student experience result in better enrollment yield and student retention.Enjoy this bonus episode for season one and be on the lookout for season two premiering soon!Links From This EpisodeVisit CampusLogic SolutionsConnect with Amy GlynnConnect with Amy on LinkedinFollow Amy on TwitterConnect With Daniel BarkowitzConnect with Daniel on LinkedinFollow Daniel on TwitterConnect With Charlotte ColeConnect with Charlotte via Email: cacole@jsu.eduWant to be a guest on our podcast in Season Two?We'd love to have you! Email us at: studentfinancialsuccess@campuslogic.com

On this episode of The Higher Ed Shift, we are joined again by Daniel Barkowitz, VP of Financial Aid and Veteran's Affairs at Valencia College, to do a deep dive into negotiated rule making.We're going to discuss:What it isWhen and why it happensHow you can get involvedBut most importantly, why it is important to financial aid administrators and their collegesDaniel recently had the opportunity to participate in negotiated rule making for the first time. He will share his experience and perspective. Join us in this great discussion to enhance your understanding of this part of the higher education act.Connect with Daniel BarkowitzConnect with Daniel on LinkedinConnect with Daniel on TwitterConnect with Amy GlynnConnect with Amy on LinkedinFollow Amy on TwitterWant to be a guest on our podcast?We'd love to have you. Email us at: studentfinancialsuccess@campuslogic.comShift 22 - Student Financial Success ConferenceA quick announcement that the Shift 22 student financial success conference will be held in person in Tempe AZ 3/28-3/30 2022.This year's focus is all about the student experience and how reducing financial friction improves the student experience ultimately increasing enrollment and retention of a diversified student class. Early registration and the call for proposals are both currently open and available at shifthigered.com.

Central Florida State Senator Linda Stewart is pushing for lawmakers to pass a 'Miya's Law' to tighten up safety protocols at apartment complexes following the death of 19-year-old Valencia College student Miya Marcano. And the Florida Senate releases its first draft redistricting maps. The panel looks at the potential impacts for our region.

On this week's first Financial Aid Takeover episode of The Higher Ed Shift, we are joined by Daniel Barkowitz, the Vice President of Financial Aid and Veteran's Affairs at Valencia College. A lot has evolved in the financial aid industry over the last 30 years. Amy and Daniel go down memory lane as they explore what originally inspired them to get into the financial aid industry and the major changes they've seen. They also share their predictions on how the industry will continue to evolve in response to the pandemic. In fact, Daniel leaves Amy speechless towards the end of the episode on what he sees happening over the next year. You won't want to miss this episode!Connect with Daniel and Amy on TwitterDaniel: @barkowitzAmy: @amyglynn15Want to be a guest on our podcast?We'd love to have you. Email us at: studentfinancialsuccess@campuslogic.com

In the bonus episode, we're back with another feed drop this time from Breadfruit Media family and Style & Vibes executive producer Kerry Ann's podcast Carry on Friends! This was a particularly educational episode on Race, Ethnicity and Nationality with special guest host Chris Williams of Where Itz At Magazine and Jennifer Tomlinson, professor and interim dean of learning support at Valencia College. They discuss:The true definitions of Race, Ethnicity and Nationality.Intersectionality of IdentityDiscontent within the Black Diaspora (Caribbean, Black Americans, Africans)How to be an ally and much more!Listen to Carry On Friends The Caribbean American PodcastStay connected to Style & VibesKeep up here:  Website |  NewsletterLet's talk here:  Twitter |  Instagram |  FacebookExecutive Produced by Kerry-Ann Reid-Brown of  Breadfruit MediaSupport the show (https://glow.fm/thestylevibesandpodcast/)

Join Kamaar and Isis Artze-Vega as they discuss a range of topics, such as: advancing racial equity in our institutions, supporting faculty with equity-minded teaching, and equity-minded leadership. Enjoy the episode!Isis Artze-Vega, Ed.D. serves as Vice President for Academic Affairs at Valencia College in Central Florida, long regarded one of the nation's most innovative community colleges, serving more than 70,000 students each year, and a recently designated Hispanic-Serving Institution. She provides strategic leadership for the areas of curriculum, assessment, faculty development, distance learning, career and workforce education, and partnerships for educational equity. Prior to joining Valencia, she served as Assistant Vice President for Teaching and Learning at Florida International University. There, she provided leadership for such university-wide initiatives as a multi-year gateway course project, a hybrid course initiative, and the comprehensive redesign of teaching evaluation. Prior to joining FIU, Isis taught English Composition and Enrollment Management at the University of Miami. She earned a Bachelor of Arts in English and French from Duke University, a Master of Arts in Literature from the University of Miami, and a Doctorate of Education in Higher Education Leadership from the University of Miami. Isis is an active member of the national educational development community, currently serving on the board of the Professional and Organizational Development (POD) Network. Most importantly, she is the proud wife of visual artist Sinuhe Vega; the proud mami of Kamilah, 13, and Delilah, 11; and forever indebted to extraordinary parents, Mayra and Elias. Her work is fueled by a commitment to equity and justice, implemented through love and service.

Jason Becker a Welder, Welding Instructor at Valencia College, Host of Arc Junkies podcast, Marine, and Family Man. With over 20 years in the welding industry Jason has become an advocate for Welding by helping guide and educate youth on this profession. He has developed relationships with the companies that hire welders, to ensure that he is making sure his students are prepared to make a successful transition to the workforce. Jason Becker Links Facebook https://www.facebook.com/arcjunkies Instagram https://www.instagram.com/arcjunkiespodcast/LinkedIn LinkedIn https://www.linkedin.com/in/jason-becker-45407b72/ Podcast https://open.spotify.com/show/2RvceZXL5jtxMCLsAfwXRL

During times like these, community and connection are more important than ever before. In this episode, we speak with Kelly Astro, Director of the Horizon Scholars Program at Valencia College in Orange County, Florida, all about the power of mentorship from an early age. We talk about how mentorship can positively impact both the mentor and mentee, the health benefits of giving back, and how we can best serve our youth during the pandemic. We also talk about how listeners can get involved in mentorship programs like Horizon Scholars, and Kelly shares the Bruce Springsteen song that most inspires her these days. Horizon Scholars is part of Take Stock in Children, a mentorship program in the state of Florida that pairs low-income high school students with mentors and provides resources to prepare them for college or technical programs after graduation. If you enjoy this episode, please feel free to rate and review the podcast on whatever app you're listening on, and share with a friend! Connect with Horizon Scholars: Website: Horizon Scholars Email the Program: horizonscholars@valenciacollege.edu Email Kelly: kastro@valenciacollege.edu Instagram: @horizonscholars Facebook: facebook.com/valenciahorizonscholars Twitter: @ValenciaTSIC Take Stock in Children Website Other Resources: De-Stress December Challenge Mentoring.org BradLee Candles Whisky Business Bakery Connect with the show: Website: WellnessAndWanderlust.net Instagram: @wellnessandwanderlustblog Facebook: facebook.com/wellnessandwanderlustblog Twitter: @moses_says --- Send in a voice message: https://anchor.fm/wellnessandwanderlust/message