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Public Health student Hanna Stutzman helps establish new native plantings at The College of New Jersey. Nathaniel Johnson/The College of New Jersey hide caption

Environment

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Campus protests over the Gaza war

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How Technology Is Changing the Future of Higher Education

Labs test artificial intelligence, virtual reality and other innovations that could improve learning and lower costs for Generation Z and beyond.

By Jon Marcus

This article is part of our latest Learning special report . We’re focusing on Generation Z, which is facing challenges from changing curriculums and new technology to financial aid gaps and homelessness.

MANCHESTER, N.H. — Cruising to class in her driverless car, a student crams from notes projected on the inside of the windshield while she gestures with her hands to shape a 3-D holographic model of her architecture project.

It looks like science fiction, an impression reinforced by the fact that it is being demonstrated in virtual reality in an ultramodern space with overstuffed pillows for seats. But this scenario is based on technology already in development.

The setting is the Sandbox ColLABorative, the innovation arm of Southern New Hampshire University, on the fifth floor of a downtown building with panoramic views of the sprawling red brick mills that date from this city’s 19th-century industrial heyday.

It is one of a small but growing number of places where experts are testing new ideas that will shape the future of a college education, using everything from blockchain networks to computer simulations to artificial intelligence, or A.I.

Theirs is not a future of falling enrollment, financial challenges and closing campuses. It’s a brighter world in which students subscribe to rather than enroll in college, learn languages in virtual reality foreign streetscapes with avatars for conversation partners, have their questions answered day or night by A.I. teaching assistants and control their own digital transcripts that record every life achievement.

The possibilities for advances such as these are vast. The structure of higher education as it is still largely practiced in America is as old as those Manchester mills, based on a calendar that dates from a time when students had to go home to help with the harvest, and divided into academic disciplines on physical campuses for 18- to 24-year-olds.

Universities may be at the cutting edge of research into almost every other field, said Gordon Jones, founding dean of the Boise State University College of Innovation and Design. But when it comes to reconsidering the structure of their own, he said, “they’ve been very risk-averse.”

Now, however, squeezed by the demands of employers and students — especially the up and coming Generation Z — and the need to attract new customers, some schools, such as Boise State and Southern New Hampshire University, are starting labs to come up with improvements to help people learn more effectively, match their skills with jobs and lower their costs.

More than 200 have added senior executives whose titles include the words “digital” or “innovation,” the consulting firm Entangled Solutions found; many were recruited from the corporate and tech sectors. M.I.T. has set up a multimillion-dollar fund to pay for faculty to experiment with teaching innovations .

Some colleges and universities are collaborating on such ideas in groups including the University Innovation Alliance and the Marvel Universe-worthy HAIL Storm — it stands for Harvesting Academic Innovation for Learners — a coalition of academic innovation labs.

If history is a guide, the flashiest notions being developed in workshops in these places won’t get far. University campuses are like archaeological digs of innovations that didn’t fulfill their promises. Even though the biggest leap forward of the last few decades, for example — delivering courses online — appears to have lowered costs , the graduation rates of online higher education remain much lower than those of programs taught in person .

“One of the most important things we do here is disprove and dismantle ideas,” said William Zemp, chief strategy and innovation officer at Southern New Hampshire University.

“There’s so much white noise out there, you have to be sort of a myth buster.”

But some ambitious concepts are already being tested.

College by Subscription

One of these would transform the way students pay for higher education. Instead of enrolling, for example, they might subscribe to college; for a monthly fee, they could take whatever courses they want, when they want, with long-term access to advising and career help.

The Georgia Institute of Technology is one of the places mulling a subscription model, said Richard DeMillo, director of its Center for 21st Century Universities. It would include access to a worldwide network of mentors and advisers and “whatever someone needs to do to improve their professional situation or acquire a new skill or get feedback on how things are going.”

Boise State is already piloting this concept. Its Passport to Education costs $425 a month for six credit hours or $525 for nine in either of two online bachelor’s degree programs. That’s 30 percent cheaper than the in-state, in-person tuition.

Paying by the month encourages students to move faster through their educations, and most are projected to graduate in 18 months, Mr. Jones said. The subscription model has attracted 47 students so far, he said, with another 94 in the application process.

However they pay for it, future students could find other drastic changes in the way their educations are delivered.

Your Teacher Is a Robot

Georgia Tech has been experimenting with a virtual teaching assistant named Jill Watson, built on the Jeopardy-winning IBM Watson supercomputer platform. This A.I. answers questions in a discussion forum alongside human teaching assistants; students often can’t distinguish among them, their professor says. More Jill Watsons could help students get over hurdles they encounter in large or online courses. The university is working next on developing virtual tutors, which it says could be viable in two to five years .

S.N.H.U., in a collaboration with the education company Pearson, is testing A.I. grading. Barnes & Noble Education already has an A.I. writing tool called bartleby write , named for the clerk in the Herman Melville short story, that corrects grammar, punctuation and spelling, searches for plagiarism and helps create citations.

At Arizona State University, A.I. is being used to watch for signs that A.S.U. Online students might be struggling, and to alert their academic advisers.

“If we could catch early signals, we could go to them much earlier and say, ‘Hey you’re still in the window’ ” to pass, said Donna Kidwell, chief technology officer of the university’s digital teaching and learning lab, EdPlus.

Another harbinger of things to come sits on a hillside near the Hudson River in upstate New York, where an immersion lab with 15-foot walls and a 360-degree projection system transports Rensselaer Polytechnic Institute language students to China , virtually.

The students learn Mandarin Chinese by conversing with A.I. avatars that can recognize not only what they say but their gestures and expressions, all against a computer-generated backdrop of Chinese street markets, restaurants and other scenes.

Julian Wong, a mechanical engineering major in the first group of students to go through the program, “thought it would be cheesy.” In fact, he said, “It’s definitely more engaging, because you’re actively involved with what’s going on.”

Students in the immersion lab mastered Mandarin about twice as fast as their counterparts in conventional classrooms, said Shirley Ann Jackson, the president of Rensselaer.

Dr. Jackson, a physicist, was not surprised. The students enrolling in college now “grew up in a digital environment,” she said. “Why not use that to actually engage them?”

Slightly less sophisticated simulations are being used in schools of education, where trainee teachers practice coping with simulated schoolchildren. Engineering students at the University of Michigan use an augmented-reality track to test autonomous vehicles in simulated traffic.

A Transcript for Life

The way these kinds of learning get documented is also about to change. A race is underway to create a lifelong transcript.

Most academic transcripts omit work or military histories, internships, apprenticeships and other relevant experience. And course names such as Biology 301 or Business 102 reveal little about what students have actually learned.

“The learner, the learning provider and the employer all are speaking different languages that don’t interconnect,” said Michelle Weise, chief innovation officer at the Strada Institute for the Future of Work.

A proposed solution: the “interoperable learning record,” or I.L.R. (proof that, even in the future, higher education will be rife with acronyms and jargon).

The I.L.R. would list the specific skills that people have learned — customer service, say, or project management — as opposed to which courses they passed and majors they declared. And it would include other life experiences they accumulated.

This “digital trail” would remain in the learner’s control to share with prospective employers and make it easier for a student to transfer academic credits earned at one institution to another.

American universities, colleges and work force training programs are now awarding at least 738,428 unique credentials , according to a September analysis by a nonprofit organization called Credential Engine, which has taken on the task of translating these into a standardized registry of skills.

Unlike transcripts, I.L.R.s could work in two directions. Not only could prospective employees use them to look for jobs requiring the skills they have; employers could comb through them to find prospective hires with the skills they need.

“We’re trying to live inside this whole preindustrial design and figure out how we interface with technology to take it further,” said Dr. Kidwell of Arizona State. “Everybody is wrangling with trying to figure out which of these experiments are really going to work.”

This story was produced in collaboration with The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education.

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Image credit: Claire Scully

New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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• Learning and Education2030+ Networking Group Secretariat
• Libing Wang
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• Montakarn Suvanatap Kittipaisalsilp 
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• Yunkang Liu
• Zhiwei Zhang
• SDG 1 - End poverty in all its forms everywhere
• SDG 2 - End hunger, achieve food security and improved nutrition and promote sustainable agriculture
• SDG 3 - Ensure healthy lives and promote well-being for all at all ages
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• SDG 5 - Achieve gender equality and empower all women and girls
• SDG 6 - Ensure availability and sustainable management of water and sanitation for all
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• SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
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• SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
• SDG 17 - Strengthen the means of implementation and revitalize the global partnership for sustainable development
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Quality education an ‘essential pillar’ of a better future, says UN chief

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Education is an “essential pillar” to achieving the UN’s 2030 Agenda for Sustainable Development, UN chief António Guterres told an audience on Tuesday at the Paris headquarters of UNESCO, the UN Educational, Scientific and Culture Organization, ahead of the agency’s General Conference .

We must ensure universal access to basic education for every child, everywhere. Tijjani Muhammad-Bande, President, UN General Assembly

Mr. Guterres, who noted that one-fifth of young people are out of work, lack education or adequate training, praised UNESCO ’s fundamental role in coordinating and monitoring global efforts, such as the agency’s initiative on the future of education.

The theme was taken up by Tijjani Muhammad-Bande, President of the UN General Assembly, in his opening remarks to a ministerial meeting on education at the Conference.

Mr. Muhammad-Bande referred to estimates showing that some 265 million children are out of school. The number is projected to fall to 220 million over the next decade, but he declared that the illiteracy figures forecast for 2030 remain a scandal: “We must remove all barriers to education. We must ensure, at a minimum, universal access to basic education for every child, everywhere.”

He also highlighted the importance of educating children effectively, and equipping them with the necessary analytical and critical thinking abilities, in “an ever-changing and more complex world”.

Recalling his former experience as an educator in his home country of Nigeria, Mr. Muhammad-Bande called for more efforts to ensure that teachers are adequately qualified, because “no educational system can rise above the quality of its teachers”.

We must treat young people not as subjects to be protected, but as powerful agents for change.I was very pleased to meet a few of these changemakers at @UNESCO this morning. pic.twitter.com/DjgZP0jNh9 António Guterres, UN Secretary-General antonioguterres

Other important measures cited by the General Assembly President include strong curricula that fully integrate Information and Communications Technology (ICT); ensuring that girls complete at least 12 years of education (which, according to the World Bank, would add some $30 trillion to the global economy); and the effective monitoring and evaluation of learning.

Mr. Muhammad-Bande called on nations to meet their commitments to education spending, and for donor countries to increase international aid directed towards education.

‘Powerful agents of change’

As well as the difficulties in accessing quality education, Mr. Guterres also outlined several other challenges faced by young people: the fact that millions of girls become mothers while they are still children; that one quarter are affected by violence or conflict; and that online bullying and harassment are adding to high levels of stress, which see some 67,000 adolescents die from suicide or self-harm every year.

World leaders, and others who wield power, he continued, must treat young people not as subjects to be protected, but as powerful agents for change, and the role of the powerful is not to solve the enormous challenges faced by young people, but rather to give them the tools to tackle their problems.

Mr Guterres underscored the importance of bringing young people to the table as key partners, and praised UNESCO’s efforts to include their voices, which include holding a major event at the General Conference, and the Youth Forum .

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Symposium considers how technology is changing academia

While moderating a talk on artificial intelligence last week, Latanya Sweeney posed a thought experiment. Picture three to five years from now. AI companies are continuing to scrape the internet for data to feed their large language models. But unlike today’s internet, which is largely human-generated content, most of that future internet’s content has been generated by … large language models.

The scenario is not farfetched considering the explosive growth of generative AI in the last two years, suggested the Faculty of Arts and Sciences and Harvard Kennedy School professor.  

Sweeney’s panel was part of a daylong symposium on AI hosted by the FAS last week that considered questions such as: How are generative AI technologies such as ChatGPT disrupting what it means to own one’s work? How can AI be leveraged thoughtfully while maintaining academic and research integrity? Just how good are these large language model-based programs going to get? (Very, very good.)

“Here at the FAS, we’re in a unique position to explore questions and challenges that come from this new technology,” said Hopi Hoekstra , Edgerley Family Dean of the Faculty of Arts and Sciences, during her opening remarks. “Our community is full of brilliant thinkers, curious researchers, and knowledgeable scholars, all able to lend their variety of expertise to tackling the big questions in AI, from ethics to societal implications.”

In an all-student panel, philosophy and math concentrator Chinmay Deshpande ’24 compared the present moment to the advent of the internet, and how that revolutionary technology forced academic institutions to rethink how to test knowledge. “Regardless of what we think AI will look like down the line, I think it’s clear it’s starting to have an impact that’s qualitatively similar to the impact of the internet,” Deshpande said. “And thinking about pedagogy, we should think about AI along somewhat similar lines.”

Computer science concentrator and master’s degree student Naomi Bashkansky ’25, who is exploring AI safety issues with fellow students, urged Harvard to provide thought leadership on the implications of an AI-saturated world, in part by offering courses that integrate the basics of large language models into subjects like biology or writing.

Harvard Law School student Kevin Wei agreed.

“We’re not grappling sufficiently with the way the world will change, and especially the way the economy and labor market will change, with the rise of generative AI systems,” Wei said. “Anything Harvard can do to take a leading role in doing that … in discussions with government, academia, and civil society … I would like to see a much larger role for the University.”

The day opened with a panel on original scholarship, co-sponsored by the Mahindra Humanities Center and the Edmond & Lily Safra Center for Ethics . Panelists explored ethics of authorship in the age of instant access to information and blurred lines of citation and copyright, and how those considerations vary between disciplines.

David Joselit , the Arthur Kingsley Professor of Art, Film, and Visual Studies, said challenges wrought by AI have precedent in the history of art; the idea of “authorship” has been undermined in the modern era because artists have often focused on the idea as what counts as the artwork, rather than its physical execution. “It seems to me that AI is a mechanization of that kind of distribution of authorship,” Joselit said. He posed the idea that AI should be understood “as its own genre, not exclusively as a tool.”

Another symposium topic included a review of Harvard Library’s law, information policy, and AI survey research revealing how students are using AI for academic work. Administrators from across the FAS also shared examples of how they are experimenting with AI tools to enhance their productivity. Panelists from the Bok Center shared how AI has been used in teaching this year, and Harvard University Information Technology gave insight into tools it is building to support instructors. 

Throughout the ground floor of the Northwest Building, where the symposium took place, was a poster fair keying off final projects from Sweeney’s course “Tech Science to Save the World,” in which students explored how scientific experimentation and technology can be used to solve real-world problems. Among the posters: “Viral or Volatile? TikTok and Democracy,” and “Campaign Ads in the Age of AI: Can Voters Tell the Difference?”

Students from the inaugural General Education class “ Rise of the Machines? ” capped the day, sharing final projects illustrating current and future aspects of generative AI.

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Florida’s new education laws carry less impact than in past years

• Jeffrey S. Solochek Times staff

With little of the attention he’s given to other legislation this year, Gov. Ron DeSantis on Thursday quietly signed two bills touted for removing “onerous” bureaucracy and red tape from public education.

The measures (SB 7002 and 7004) ended some reporting requirements for school districts but didn’t go as far as some advocates had hoped. Provisions to scale back high-stakes testing, for example, were stripped from the bills before they landed on the governor’s desk.

Still, the intent of the proposals — to ease state regulations on schools — filtered through to the other education-related initiatives that also made their way through the session.

“I would say overall the spirit of deregulation … really shaped the tone and tenor of K-12 education policy — what passed and didn’t pass this legislative session,” lobbyist Megan Fay of Capital City Consulting told the Pinellas County School Board recently.

Compared to the previous five legislative sessions, she said, “the number of bills we’ve had that impact K-12 education, I’d say this is probably an all-time low, and the number of new mandates is certainly, I’d say other than school safety … is almost at zero.”

DeSantis on Tuesday signed the school safety bill ( HB 1473 ), aimed at increasing protections from intruders, among other things. The measure gained attention for its requirement that all school doors, gates and entries must be locked whenever they are not staffed.

That provision riled many school leaders, who raised concerns about the logistics of making it happen, especially when outside organizations use campuses for nonschool activities. Lawmakers added language exempting those times when buildings are used by others.

Another bill adding a new mandate (SB 1264) requires schools to teach the history of communism . DeSantis signed that legislation with great fanfare in April.

Outside of those two items, the session’s impact on school districts was “very light,” said Danielle Thomas, the lead lobbyist for the Florida School Boards Association.

As an example, she noted that a bill allowing religious chaplains to provide counseling in public schools is voluntary. School boards “can choose not to do anything about that,” Thomas said, adding that, so far, only Miami-Dade County school officials have indicated they would act on it.

Other new bills, however, are having some impact on schools.

One measure the governor signed in April (HB 1285) is winning praise from school officials for limitations it placed on school book challenges by nonparents, Thomas said.

A measure on teacher training (HB 1291), which DeSantis approved a week ago, forbids preparation programs from including “identity politics” in their lessons. Another bill ( HB 1361 ) that DeSantis signed Thursday provides grants and assistance to schools as they seek appropriate uses of artificial intelligence.

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That law has the potential to transform public education in Florida, said Citrus County School Board chairperson Thomas Kennedy, the immediate past president of the Florida School Boards Association. It also provides more opportunities for prekindergarten students to get scholarships for early literacy and math programs.

School choice got another boost as DeSantis signed legislation Thursday (HB 1403) expanding eligibility for state vouchers and education savings accounts. The new law also set revised deadlines for getting voucher money to families and schools after complaints about delayed payments in the fall .

The bill originally contained restrictions on how families can use the money, but lawmakers removed those after homeschool families balked.

DeSantis also signed legislation (SB 7032) Thursday creating a new program for high school dropouts to earn a diploma and workforce credentials .

The key education-related legislation that still awaits the governor’s action is the budget. District officials have said they are holding off on many spending decisions for the coming year while vetoes remain a possibility.

Meanwhile, several are looking ahead to the next session, with hopes that the deregulation mentality holds.

“We’re being told it’s not a one and done,” said Thomas, the school boards lobbyist. She expressed hope that the provisions to scale back testing will return in 2025.

Jeffrey S. Solochek is an education reporter covering K-12 education policy and schools. Reach him at [email protected].

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Education | Is higher education worth the cost? New study…

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Education | tesla chops hundreds more bay area jobs as tech industry layoffs widen, education | is higher education worth the cost new study says it depends on the school, new survey ranks how valuable higher education in california is for low and moderate income learners.

Eloy Ortiz Oakley, president and CEO of College Futures Foundation, set out to answer that question when he commissioned the HEA Group to analyze how long it would take low and moderate income students to recoup the costs of attending colleges — from four-year institutions and community colleges to trade schools.

“We believe that we are in a crisis moment, particularly when it comes to higher education opportunities,” Oakley said. “We all know that the cost of attendance continues to rise. The public is asking questions about the value of a degree. There are a lot of conversations about whether or not your college degree still has the same value that it once promised.”

Oakley, who is the former chancellor of the California Community Colleges, said higher education is one of the largest investments that students and their families will make in their lifetime, so they should see a return on that investment.

The “Golden Opportunities” study by HEA uses data from the U.S. Department of Education’s College Scorecard to determine how long it takes 731,000 low and moderate income students at 292 higher ed institutions in the state to recoup their cost of attendance. Students whose family income is less than $75,000 a year are defined as low and moderate income.

The study calculated the net annual cost of attendance – books, housing, transportation and tuition – after all scholarships and grants are awarded. Then, HEA multiplied that figure by the number of years it would take a student to receive their credential: four years for a bachelor’s, two years for an associate’s and one year for a certificate. The data was based on pre-pandemic years.

The HEA Group found that generally, students who received associate’s degrees were able to recoup their educational costs quicker than students who received bachelor’s degrees or certificates.

According to the study, San Jose State University costs $47,769 for a low/moderate income student to attend. Graduates made $45,924 more annually than a student with no college experience. Under that scenario, the former student would recoup their costs of attendance in one year.

A student at De Anza Community College in Cupertino paid $9,117 to attend, and would earn $30,766 more on average than a high school grad without a college degree. In that case, the report found, the former student could get back their cost of attendance in less than six months.

But a student who attended Menlo College in Atherton would have to spend nearly four years earning a salary of $56,512 – barely $30,000 more than a high school graduate without a college degree – before they could recoup the $115,852 it cost to attend the private school.

Michael Itzkowitz, founder and president of the HEA Group, said the analysis aimed to get a bird’s eye view on what kind of economic outcomes colleges and universities are providing students.

“The number one reason why students attend higher education today…is for greater employability and to obtain a financially secure future,” Itzkowitz said. “The number one reason why students don’t attend college is because of cost.”

Itzkowitz said the survey found that most higher ed institutions in California (79%) allowed for low and moderate income students to regain the cost of attendance in five years or less, and nearly a third allowed students to recuperate their costs in under a year.

But 24 schools showed that students received no economic benefit from enrolling in college and earned even less than a typical high school graduate. Many of those schools were cosmetology schools or technical colleges.

“I’d argue that they may actually be worse off financially after they attend, being that they’re earning so little and they paid so much to earn their (credential),” Itzkowitz said.

Graduates of UC Berkeley, another highly selective Bay Area university, earned $60,440 more than the average high school grad. UC Berkeley also saw nearly a third of its students qualify for the Pell Grant, allowing them to recoup their cost of attendance in less than a year, the report found.

Oakley said that College Futures and the HEA Group hope to dive deeper into how race, ethnicity, gender and areas of study factor into students’ return on investment. The study’s data also doesn’t factor in how the COVID-19 pandemic impacted students.

“California remains one of the best states in terms of providing quality access to post-secondary education in the country,” Oakley said. “That being said, we still have a long way to go.”

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No evidence foreign students are abusing UK graduate visas, review finds

Migration Advisory Committee says the risks are low, despite Tory claims the route is being exploited

There is no evidence of widespread abuse of the UK’s graduate visa route, the government’s immigration advisers have concluded, despite repeated claims from senior Conservatives that it is being exploited to enter the jobs market.

The Migration Advisory Committee (MAC) said the graduate visa entitlement – allowing international students to work for two or three years after graduating – should remain in place. Members said the risks of abuse were relatively low and were “not undermining” the integrity and quality of the higher education system.

The report’s release has stoked an internal Conservative party row over net migration, with senior rightwing MPs describing it as a “whitewash”.

Robert Jenrick, a former immigration minister, wrote that the committee’s inquiries were tightly controlled by the commission from James Cleverly , the home secretary.

“The MAC’s conclusions have clearly been constrained by the narrow terms of reference deliberately set by the government. If you order white paint, you get a whitewash,” he wrote on X, formerly Twitter.

Neil O’Brien, a Tory MP who is an ally of Jenrick, described the report as a “whitewash” on Substack: “We are pursuing an arbitrary target, and the expansion of universities for their own sake.”

Another Conservative MP said backbenchers were “piling pressure” on Rishi Sunak to ignore the committee’s conclusions.

The government has so far declined to say whether it will accept the MAC recommendations. A source close to the home secretary said he would read the review thoroughly and listen to Prof Brian Bell, the committee’s chair, carefully before he makes any decision. They were due to meet on Tuesday afternoon.

The committee’s decision was greeted with relief by university vice-chancellors, who have warned that abolishing the graduate visa would spell financial turmoil for the sector. But higher education leaders said they still feared No 10 could cherrypick elements of the report to justify a further crackdown.

University leaders had been told to expect the government’s response in the middle of next week, alongside the publication of the ONS’s net migration figures. But the MAC report in favour of retaining graduate visas may have scuppered plans by ministers to use it as the centrepiece of a fresh crackdown.

Cleverly commissioned the review amid a growing clamour in Tory circles that graduate visas were being abused to gain access to employment.

Last week, Jenrick published a report with the Centre for Policy Studies thinktank that called for the graduate visa to be abolished, claiming it “allowed people to come and work in the gig economy and on very low wages”.

In a forthright response, Bell said: “Our review recommends the graduate route should remain as it is, and is not undermining the quality and integrity of the UK’s higher education system.

“The graduate route is a key part of the offer that we make to international students to come and study in the UK. The fees that these students pay helps universities to cover the losses they make in teaching British students and doing research. Without those students, many universities would need to shrink and less research would be done.”

The committee said:

There is no evidence of widespread abuse specifically for the graduate route. The risks of abuse are relatively low due to the limited number of conditions the route imposes.

There is concern about potential exploitation of both student and graduate visa holders due to poor practices by certain agents who recruit students on to courses and may be mis-selling UK higher education, but this is a separate issue from abuse of the rules of the graduate route.

114,000 graduate route visas were granted for main applicants in 2023 with a further 30,000 granted for dependants.

The use of the graduate route is concentrated among four nationalities: the top four – India, Nigeria, China and Pakistan – account for 70% of all graduate visas with India accounting for more than 40%.

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Most of those on the graduate route completed postgraduate taught courses.

Graduate visa holders are initially “overrepresented in lower-paid work” but their outcomes improve over time, the report said.

The MAC review was unable to assess the risk of overstaying due to a lack of Home Office data.

Alex Proudfoot, the chief executive of the representative body Independent Higher Education , said: “We urge the government to swiftly confirm they will follow their experts’ recommendation that the graduate visa be retained in its current form, and commit afresh to working with the education sector to maximise the benefits that international students bring.”

Tim Bradshaw, the chief executive of the Russell Group of leading research universities, said: “The overall message from the MAC is that the graduate route is achieving its objectives as set out by the government. We would therefore urge ministers to end the uncertainty and confirm as soon as possible that the route will continue in its entirety.”

In February, Universities UK (UUK) said it would review international student admissions processes after the allegations of “bad practice” by agents recruiting overseas students.

The MAC has recommended the government should establish a mandatory registration system for international recruitment agents, and universities should be required to publish data on their use of agents to “help protect the integrity” of the UK higher education system.

The review was launched in March after Cleverly instructed the committee, which gives independent advice to the government, to investigate “any evidence of abuse” of the graduate route, “including the route not being fit for purpose”, and to look at which universities were producing graduates who used the route.

Vivienne Stern, the chief executive of UUK, said: “The MAC’s recommendation that the graduate route should remain on its current terms is extremely important and welcome.

“The uncertainty caused by the decision to review the visa has been toxic,” she said. “We hope and expect that government now listens to the advice they have been given and provides categorical reassurance that the graduate visa is here to stay.”

A government spokesperson said: “We are committed to attracting the best and brightest to study at our world-class universities, whilst preventing abuse of our immigration system, which is why the home secretary commissioned an independent review of the graduate route.

“We have already taken decisive action to address unsustainable levels of migration and our plans are working, with a 24% drop in visa applications across key routes in the first three months of this year, compared with the same period last year.

“We are considering the review’s findings very closely and we will respond fully in due course.”

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To please Putin, universities purge liberals and embrace patriots

Russian university leaders are imbuing the country’s education system with patriotism to favor Putin, quashing Western influences and dissent.

Two weeks before the start of his 25th year as Russia’s supreme political leader, Vladimir Putin made a sweeping proclamation: “Wars are won by teachers.”

The remark, which Putin repeated twice during his year-end news conference in December, shed light on a campaign he is waging that has received little attention outside wartime Russia: to imbue the country’s education system with patriotism, purge universities of Western influences, and quash any dissent among professors and students on campuses that are often hotbeds of political activism.

At St. Petersburg State University, this meant dismantling a prestigious humanities program called the Faculty of Liberal Arts and Sciences. For more than a decade, until May 2022, the faculty — or college — was led by Alexei Kudrin, a liberal economist and former finance minister who had been a close associate of Putin’s since the early 1990s, when they were deputy mayors together in St. Petersburg.

“We had many classes on U.S. history, American political life, democracy and political thought, as well as courses on Russian history and political science, history of U.S.-Russian relations, and even a course titled ‘The ABCs of War: Causes, Effects, Consequences,’” said a student at the faculty, also known as Smolny College. “They are all gone now,” the student said, speaking on the condition of anonymity for fear of retribution.

About this series

In a radical reshaping of Russia’s education system, curriculums are being redrawn to stress patriotism and textbooks rewritten to belittle Ukraine, glorify Russia and whitewash the totalitarian Soviet past. These changes — the most sweeping to schooling in Russia since the 1930s — are a core part of Putin’s effort to harness the war in Ukraine to remaster his country as a regressive, militarized state.

Since the February 2022 invasion of Ukraine, leaders of Russian universities, which are overwhelmingly funded by the state, have zealously adopted the Kremlin’s intolerance of any dissent or self-organization, according to an extensive examination by The Washington Post of events on campuses across Russia, including interviews with students and professors both still in the country and in exile.

Professors who spoke out against the war, or allowed safe spaces for students to question it, have been fired. Students who picketed or posted on social media for peace were expelled.

Meanwhile, those who volunteer to fight in Ukraine have been celebrated in line with Putin’s promises that war heroes and their descendants will become the new Russian elite, with enhanced social benefits, including special preference for children seeking to enter top academic programs. Normally, such programs require near-perfect grades and high scores on competitive exams — uniform standards that applicants from all societal backgrounds have relied on for decades.

And the most fundamental precept of academic life — the freedom to think independently, to challenge conventional assumptions and pursue new, bold ideas — has been eroded by edicts that classrooms become echo chambers of the authoritarian nativism and historical distortions that Putin uses to justify his war and his will.

As a result, a system of higher learning that once was a beacon for students across the developing world is now shutting itself off from peer academies in the West, severing one of the few ties that had survived years of political turbulence. Freedom of thought is being trampled, if not eradicated. Eminent scholars have fled for positions abroad, while others said in interviews that they are planning to do so.

At the Russian State University for the Humanities in Moscow, officials last July created the Ivan Ilyin Higher Political School, which is now being led by Alexander Dugin, a fervent pro-Putin and Orthodox Christian ideologue who was tasked with “revising domestic scientific and educational paradigms and bringing them into line with our traditional Russian spiritual and moral values.”

“There has been a catastrophic degradation in Western humanitarian history,” Dugin said at a January seminar on transforming Russian humanities education. “This is evidenced by gender problems, postmodernism and ultraliberalism. We can study the West, but not as the ultimate universal truth. We need to focus on our own Russian development model.”

How we reported ‘Russia, Remastered’

Last month, students pushed an online petition to protest the naming of the school after Ilyin, a philosopher who defended Hitler and Mussolini in World War II and advocated for the return of czarist autocracy in Russia. In a statement to Tass, the state-controlled news service, the university denounced the petition as “part of the information war of the West and its supporters against Russia” and asserted, without providing evidence, that the group behind it had no connection to students at the school.

Programs specializing in the liberal arts and sciences are primary targets because they are viewed as breeding grounds for dissent. Major universities have cut the hours spent studying Western governments, human rights and international law, and even the English language.

“We were destroyed,” said Denis Skopin, a philosophy professor at Smolny College who was fired for criticizing the war. “Because the last thing people who run universities need are unreliable actors who do the ‘wrong’ thing, think in a different way, and teach their students to do the same.”

The demise of

Smolny College

The demise of Smolny College

St. Petersburg State University, commonly known as SPbU, has long been one of Russia’s premier academies of higher learning. It is the alma mater of both Putin, who graduated with a degree in law in 1975, and former president Dmitry Medvedev, who received his law degree 12 years later and now routinely threatens nuclear strikes on the West as deputy chairman of Russia’s national security council.

In many ways, the university has become the leader in reprisals against students and staff not loyal to the Kremlin, with one newspaper dubbing it the “repressions champion” of Russian education. Its halls have become a microcosm of modern Russia in which conservatives in power are pushing out the few remaining Western-oriented liberals.

Like other aspects of Putin’s remastering of Russia — such as patriotic mandates in the arts and the redrawing of the role of women to focus on childbearing — the shift in education started well before the invasion of Ukraine. In 2021, Russia ended a more than 20-year-old exchange program between Smolny College and Bard College in New York state by designating the private American liberal arts school an “undesirable” organization.

Jonathan Becker, Bard’s vice president for academic affairs and a professor of political studies, said the demise of Smolny was emblematic of a wider shift in Russia as well as a new intolerance of the West.

“A huge number of faculty have been let go, several departments closed, core liberal arts programs which focus on critical thinking have been eliminated,” Becker said. “All of that has happened, and it’s not just happened at Smolny — it has happened elsewhere. But we were doubly problematic because we both represent critical thinking and partnership with the West. And neither of those are acceptable in present-day Russia.”

In October 2022, in a scene captured on video and posted on social media, dozens of students gathered in a courtyard to bid a tearful goodbye to Skopin, Smolny’s cherished philosophy professor who was fired for an “immoral act” — protesting Putin’s announcement of a partial military mobilization to replenish his depleted forces in Ukraine.

The month before, according to court records and interviews, Skopin was arrested at an antiwar rally. He ended up sharing a jail cell with another professor, Artem Kalmykov, a young mathematician who had recently finished his PhD at the University of Zurich.

That fall, the university launched an overhaul that all but shut Smolny College and replaced the curriculum with a thoroughly revamped arts and humanities program.

The dismantling of Smolny marked the resolution of a years-long feud between Kudrin, the liberal-economist dean, and Nikolai Kropachev, the university rector, whom tutors and students described as a volatile character with a passion for building ties in the highest echelons of the government.

It’s hard to describe the insane level of anxiety the students felt at the start of the invasion, and I’d say 99 percent of them were against it.”

Denis Skopin

Former philosophy professor at Smolny College

It’s hard to describe the insane level of anxiety the students felt at the start of the invasion, and I’d say

99 percent of them were against it.”

It’s hard to describe the insane level

of anxiety the students felt at the start

of the invasion, and I’d say 99 percent

of them were against it.”

It’s hard to describe the insane level of anxiety

the students felt at the start of the invasion,

and I’d say 99 percent of them were against it.”

In February, Sergei Naryshkin, the head of Russia’s Foreign Intelligence Service, sent a heartfelt birthday message to Kropachev, thanking him for his “civic and political activity” and for “comprehensive assistance in replenishing personnel.”

One student described how Kropachev once interrupted a meeting with students and hinted that he needed to take a call from Putin, in what the student viewed as a boast of his direct access to the Russian leader. Both St. Petersburg State University and Moscow State University were assigned a special status in 2009, under which their rectors are appointed personally by the president.

Skopin, who earned his PhD in France, and his cellmate, Kalmykov, were perfect examples of the type of academic that Russia aspired to attract from the early 2000s to the mid-2010s — enticed after studying abroad to bring knowledge home amid booming investment in higher education. But by 2022, the system seemed to have no need for them.

Video of the gathering in the courtyard shows students erupting in sustained applause, and one student coming forward to hug Skopin.

“It’s hard to describe the insane level of anxiety the students felt at the start of the invasion, and I’d say 99 percent of them were against it,” Skopin said.

After his dismissal, some students tried to fight the administration’s plan to dismantle the Smolny program.

“At one point we found ourselves in a situation where out of 30 original faculty staff, we had just three tutors left,” said Polina Ulanovskaya, a sociology student and activist who led the student union. “And the quality of education definitely suffered, especially all of the politics-related classes.”

Ulanovskaya said that on the political science track, only two professors have stayed, and many classes were eliminated, including a human rights course. There are now just two courses offered in English, down from 21.

With every new professor, Ulanovskaya said, she felt a need to test the waters. Would the word “gender” trigger them? Could she say something opposition-leaning? What would be a red flag?

Ulanovskaya opted out of writing a thesis on her main research topic — Russian social movements, politicization of workers and historic-preservation activists — out of fear that it would be blacklisted. Instead, she wrote about Uruguay.

“The main problem at the faculty now is that there is no freedom and especially no sense of security,” she said. “I guess there is no such thing anywhere in Russia now ... you can’t trust anyone in any university.”

A few weeks after The Post interviewed Ulanovskaya last fall, she was expelled, formally for failing an exam, but she and Skopin said they believe it was retaliation for her activism.

Another student, Yelizaveta Antonova, was supposed to get her bachelor’s degree in journalism just days after legendary Novaya Gazeta newspaper reporter Yelena Milashina was brutally beaten in Chechnya, the small Muslim-majority republic in southern Russia under the dictatorial rule of Ramzan Kadyrov.

Antonova, who interned at Novaya Gazeta and looked up to Milashina, felt she could not accept her diploma without showing support for her colleague. She and a roommate printed a photo of Milashina, depicting the reporter’s shaved head and bandaged hands, to stage a demonstration at their graduation ceremony — much to the dismay of other classmates, who sought to block the protest.

“They essentially prevented us from going on stage,” Antonova said. “So we did it outside of the law school, and we felt it was extra symbolic because Putin and Medvedev studied in these halls.”

They held up the poster for about half an hour, until another student threatened them by saying riot police were on the way to arrest them. Antonova believes the protest cost her a spot in graduate school, where she hoped to continue her research comparing Russia’s media landscape before and after the invasion.

Eight months after the graduation ceremony, authorities launched a case against Antonova and her roommate for staging an unauthorized demonstration — an administrative offense that is punishable by a fine and puts people on law enforcement’s radar. Antonova left the country to continue her studies abroad.

Ideological divides

The history college at St. Petersburg State has long been a battleground for various ideologies, with cliques ranging from conservatives and Kremlin loyalists to unyielding opposition-minded liberals, according to interviews with students and professors.

The February 2022 invasion of Ukraine caused a deeper split. Some students and professors openly praised Putin’s “special military operation,” as the Kremlin called the war, while others joined rallies against it.

“The war gave them carte blanche,” said Michael Martin, 22, a former star at the college — to which he was automatically admitted after winning two nationwide academic competitions and where he earned straight A’s.

Martin was a leader of the student council, which on the day of the invasion issued an antiwar manifesto quickly drafted in a cafe.

Another history student, Fedor Solomonov, took the opposite view and praised the special military operation on social media. When Solomonov was called up as part of the mobilization, he declined to take a student deferral and went to fight. He died on the front on April 1, 2023.

Soon after Solomonov’s death, screenshots from internal chats where students often debated history and politics were leaked and went viral on pro-war Telegram channels. In some, Martin and other classmates expressed antiwar sentiments, while another showed a message — allegedly written by an assistant professor, Mikhail Belousov — vaguely describing events in Ukraine as “Rashism,” a wordplay combining “Russia” and “fascism.”

In an aggressive online campaign, pro-war activists demanded that Belousov, who denied writing the message, be fired and that the antiwar students, whom they labeled “a pro-Ukrainian organized crime group,” be expelled.

“A cell of anti-Russian students led by a Russophobe associate professor is operating at the history faculty,” read posts on Readovka, a radical outlet with 2.5 million followers. “They are rabid liberals who hate their country.” Belousov was dismissed and seven students, including Martin, were accused of desecrating Solomonov’s memory and expelled.

Belousov has gone underground and could not be reached for comment.

“They essentially tried to make me do the Sieg Heil,” Martin said, recalling the expulsion hearing, where he said the committee repeatedly asked leading questions trying to get him to say the war was justified. The committee also asked him repeatedly about Solomonov.

“I said he was for the war and I was against it — we could argue about that,” Martin said. “I didn’t find anything funny or interesting in this — I’m truly sorry for what happened to him, but at the same time, I don’t think that he did something good or great by going to war.”

Martin said that as the war raged on, the university began “glorifying death” and praising alumni who had joined the military.

This narrative also warped the curriculum.

A few weeks into the invasion, the school introduced a class on modern Ukrainian history, with a course description asserting that Ukrainian statehood is based “on a certain mythology.”

They essentially tried to make me do the Sieg Heil.”

Michael Martin

Former student at St. Petersburg State University

Belousov, the former assistant professor, criticized a course titled “The Great Patriotic War: No Statute of Limitations,” taught by an instructor with a degree in library science. The key message of the course is that the Soviet Union had no role in the start of World War II — a denial of Russia’s joint invasion of Poland with Nazi Germany in 1939.

According to a government document reviewed by The Post, Russia’s Higher Education Ministry plans to introduce this course at other universities to ensure the “civic-patriotic and spiritual-moral education of youth,” specifically future lawyers, teachers and historians, and to “correct false ideas.”

“These are obviously propaganda courses that are aimed at turning historians into court apologists,” Martin said.

Martin was expelled days before he was supposed to defend his thesis. He quickly left the country after warnings that he and his classmates could be charged with discrediting the army, a crime punishable by up to 15 years in prison. A criminal case was initiated against Belousov on charges of rehabilitating Nazism.

“This is all very reminiscent of the Stalinist 1930s purges,” Martin said. “The limit of tolerated protest now is to sit silently and say nothing. There is despair at the faculty and a feeling that they have crushed everything.”

New Russian elite

To lure more Russian men to fight in Ukraine, the government has promised their families various sweeteners, including cheap mortgages, large life insurance payments and education benefits for their children.

In 2022, Putin approved changes to education laws to grant children of soldiers who fought in Ukraine admissions preferences at Russia’s best universities — schools that normally accept only students with near-perfect exam scores and impressive high school records.

Now, at least 10 percent of all fully funded university spots must be allocated to students eligible for the military preference. Those whose fathers were killed or wounded do not need to pass entry exams.

The new law solidified a previous Putin decree that gave special preferences to soldiers and their children. In the 2023-24 academic year, about 8,500 students were enrolled based on these preferences, government officials said. According to an investigation by the Russian-language outlet Important Stories, nearly 900 students were admitted to 13 top universities through war quotas, with most failing to meet the normal exam score threshold.

In areas of Ukraine captured by Russian forces since February 2022, a different takeover of the education system is underway, with Moscow imposing its curriculum and standards just as it did after invading and illegally annexing Crimea in 2014.

For the 2023-24 academic year, according to the Russian prime minister’s office, more than 5 percent of fully state-financed tuition stipends — roughly 37,000 out of 626,000 — were allocated for students at universities in Donetsk, Luhansk, Kherson or Zaporizhzhia, the four occupied or partly occupied areas of Ukraine that Putin has claimed to be annexed.

The relatively large allocation of tuition aid in occupied areas shows how financial assistance and education are central to Putin’s effort to seize lands in southeast Ukraine and absorb its population into Russia in violation of international law.

Deans of several leading Russian universities have made highly publicized trips to occupied Ukraine to urge students there to enroll into Russian schools, part of a multipronged effort to bring residents into Moscow’s orbit.

The Moscow-based Higher School of Economics, once considered Russia’s most liberal university, recently established patronage over universities in Luhansk, with Rector Nikita Anisimov often traveling there.

An inward turn

A few weeks after the invasion started, Moscow abandoned the Bologna Process , a pan-European effort to align higher education standards, as Russia’s deans and rectors strove to show they weren’t susceptible to foreign influence.

Higher Education Minister Valery Falkov said Russian universities would undergo significant changes in the next half-decade, overseen by the national program “Priority 2030,” which envisions curriculums that ensure “formation of a patriotic worldview in young people.”

Soon after Russia quit the Bologna Process, Smolny College was targeted for overhaul.

“The decision was an expected but distinct shift from the more liberal model of Russian higher education policy that emerged after the collapse of the Soviet Union,” said Victoria Pardini, a program associate at the Kennan Institute, a Washington think tank focused on Russia.

Another prestigious school, the Russian Presidential Academy of National Economy and Public Administration, canceled its liberal arts program in 2022 after authorities accused it of “destroying national values.”

In mid-October 2023, the Higher Education Ministry ordered universities to avoid open discussion of “negative political, economic and social trends,” according to a publicly disclosed report by British intelligence. “In the longer term, this will likely further the trend of Russian policymaking taking place in an echo-chamber,” the report concluded.

Russia’s position among

countries by number of

scholarly papers published

Source: Institute for Statistical Studies and Economics

of Knowledge

Russia’s position among countries by

number of scholarly papers published

Source: Institute for Statistical Studies and Economics of Knowledge

Russia’s position among countries by number of

Many international exchange programs have been canceled — some because Russian students now have difficulty obtaining visas. Still, a heavy brain drain is underway. “All those who could — they left the country,” Skopin said of his students. “Those who can’t are thrashing around as if they are in a cage.”

Martin is among those who got out — he was recently accepted into a prestigious master’s program abroad and plans to continue his research into 19th-century Australian federalism.

Skopin now teaches in Berlin and is a member of Smolny Beyond Borders, an education program that seeks funding to cover the tuition of students who leave Russia because of their political views. As of late 2023, an estimated 700 students were enrolled.

May 10, 2024

University statement about racial literacy courses

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The VCU Board of Visitors voted Friday to not require that students take a racial literacy course as part of the General Education curriculum. 

The vote was 10-5, with the majority representing board appointees from three different gubernatorial administrations (Terry McAuliffe, Ralph Northam and Glenn Youngkin). There is clear history, dating back nearly 30 years, that the Board of Visitors approves strategic direction and vision for our curriculum. 

Central to the board's deliberations was a commitment to upholding academic freedom while empowering students with flexibility and autonomy in their educational journey. The discussion clearly expressed support for the racial literacy classes, and these courses are accessible to students who wish to explore them.

Said VCU BOV Rector Todd Haymore: “This is not about the content of our courses, only the graduation mandate. To our faculty, I thank you for developing these courses and hope you continue to do so. To our students, I hope you explore these courses and take the ones that interest you.”

Said VCU President Michael Rao: “As a faculty member myself, I support our faculty’s role and expertise in developing our curriculum. I strongly support and encourage racial literacy courses and am pleased they are available for students. Our country has a long way to go to achieve inclusion and these courses will be very helpful. As President, I also understand that our board has the ability to vote on a general education mandate that applies to all students.”

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Mixing games and education, Prince Harry and Meghan arrive in Nigeria to promote mental health

Prince Harry and Meghan visit children at the Lights Academy in Abuja, Nigeria, Friday, May 10, 2024. Prince Harry and his wife Meghan have arrived in Nigeria to champion the Invictus Games, which he founded to aid the rehabilitation of wounded and sick servicemembers and veterans. (AP Photo/Sunday Alamba)

Prince Harry and Meghan meet children at the Lights Academy in Abuja, Nigeria, Friday, May 10, 2024. Prince Harry and his wife Meghan have arrived in Nigeria to champion the Invictus Games, which he founded to aid the rehabilitation of wounded and sick servicemembers and veterans. (AP Photo/Sunday Alamba)

Prince Harry and Meghan gesture as they visit children at the Lights Academy in Abuja, Nigeria, Friday, May 10, 2024. Prince Harry and his wife Meghan have arrived in Nigeria to champion the Invictus Games, which he founded to aid the rehabilitation of wounded and sick servicemembers and veterans. (AP Photo/Sunday Alamba)

Meghan Markle gestures as she and Prince Harry visit children at the Lights Academy in Abuja, Nigeria, Friday, May 10, 2024. Prince Harry and his wife Meghan have arrived in Nigeria to champion the Invictus Games, which he founded to aid the rehabilitation of wounded and sick servicemembers and veterans. (AP Photo/Sunday Alamba)

Prince Harry gestures as he and Meghan visit children at the Lights Academy in Abuja, Nigeria, Friday, May 10, 2024. Prince Harry and his wife Meghan have arrived in Nigeria to champion the Invictus Games, which he founded to aid the rehabilitation of wounded and sick servicemembers and veterans. (AP Photo/Sunday Alamba)

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ABUJA, Nigeria (AP) — Prince Harry and his wife, Meghan, arrived in Nigeria amid pomp and dancing on Friday to champion mental health for young people affected by conflicts and to promote the Invictus Games, which the prince founded to aid the rehabilitation of wounded and sick servicemembers and veterans.

The couple, in the West African nation for the first time on the invitation of its military, began their three-day visit by going to the Lightway Academy school which receives support from their Archewell foundation to train young girls affected by conflicts in Nigeria, before going on to meet with the nation’s military officers.

Harry and Meghan will also be meeting with wounded soldiers and their families in what Nigerian officials have said is a show of support to improve the morale of the soldiers, including those fighting a 14-year war against Islamic extremists in the country’s northeast.

Harry served in Afghanistan as an Apache helicopter copilot gunner, after which he founded the Invictus Games in 2014 to offer wounded veterans and servicemembers the challenge of competing in sports events similar to the Paralympics. Nigeria was among the nations that participated in last year’s edition of the games.

At the Abuja school where they kicked off an inaugural mental health summit organized by local non-profit GEANCO, which partners with their foundation, the couple were received by a dancing troupe and a crowd of excited students and teachers.

“We’ve got to acknowledge those amazing dance moves!” Meghan said. “My husband was excited to jump up!”

They then went into the classrooms to interact with the children, who showed robot cars they had built.

They spoke to the students about mental health, and about their own children, Archie and Lilibet.

“In some cases around the world ... there is a stigma when it comes to mental health. Too many people don’t want to talk about it,” Harry said. “So will you promise to us that after today, no more being scared, no more being unsure of mental health?”

Meghan praised her husband’s openness.

“You see why I’m married to him?” she said of Harry amid cheers, before urging the schoolchildren to never be ashamed of their experiences in life. “It is a complete honor to have our first visit to Nigeria; be here with all of you. We believe in you. We believe in your future,” she said.

Student Nnenna Okorie couldn’t hide her excitement at meeting the couple. “She is the prettiest human being ever,” said Okorie, a senior student at the school. “I admire her so much and then Harry. I love how he is so supportive,” she said.

The couple then went to Nigeria’s Defense Headquarters where they were received by servicemen and their wives before going into a private meeting with Nigeria’s chief of defense staff, Gen. Christopher Musa.

During their stay, Harry and Meghan will also attend basketball and volleyball matches in Abuja and Lagos. Meghan will co-host an event on women in leadership with Ngozi Okonjo-Iweala, Director General of the World Trade Organization, according to the couple’s spokesperson, Charlie Gipson.

The news of Meghan’s visit excited some in Nigeria where her life — and association with the British royal family — is closely followed. Meghan has also said in the past that she found out through a genealogy test that she was 43% Nigerian.

The Nigerian military has touted the Invictus Games as one which could help the recovery of thousands of its personnel who have been fighting the homegrown Boko Haram Islamic extremists and their factions since 2009 when they launched an insurgency.

“Eighty percent of our soldiers that have been involved in this recovery program are getting better (and) their outlook to life is positive,” Marquis, the military’s sports director, said.

“The recovery program has given them an opportunity to improve their personal self-esteem, to improve their mental health and emotional intelligence.”