Latest news with #professors
Forbes
6 days ago
- Forbes
Are College Professors Still Relevant In The Age Of AI?
A Robot Teacher teaching a bored and confused student. In 2025 ChatGPT can give you a full length lecture within seconds and TikTok is much more fun than listening to a professor read through a slideshow they haven't edited in years, so what is the point of showing up to class anyways? Even for instructors that care about teaching, keeping student's attention is increasingly challenging from pedagogues at elementary schools to graduate school professors at elite universities as students show up distracted and on their phones. Many are rightfully questioning why they got into the profession in the first place. AI and the global pandemic have only deepened the problem, and many schools will only continue to rely more on delivering education via new Artificial Intelligence tools to cut down on the rising cost of education, so what are instructors to do when so much is stacked against them? Some schools have taken drastic measures to eradicate at least part of the problem at its source, banning cell phones in the classroom or during school hours all together, with some U.S. States working to write this into law. But if students are showing up to class with already depleted dopamine levels from scrolling all morning what else can be done to get their attention back? Increased usage of technology in the classroom is only likely to exacerbate the issue. Self-paced learning, while convenient, has already proven to have lower completion rates (often falling below below 10%) and in some cases poorer outcomes, especially when specific support systems aren't put in place and students don't structure their study time correctly. There's also strong empirical evidence to support the need for humans in the classroom. A 2021 study in Frontiers in Psychology found that student motivation is significantly impacted by nonverbal behaviors like eye contact, tone, and body language, leading to increased student attention, engagement, and confidence. Furthermore, social presence, defined as the feeling of connection with a real person, has proven to improve critical thinking and overall student satisfaction in the learning experience. It's safe to assume then that human led instruction is here to stay at least in some form or another, a fair assumption given that especially in a higher education setting students are still likely to pay a premium for access to experts and individualized support. Bringing curiosity back into the classroom means creating unexpected and delightful opportunities for engagement for students that are otherwise likely to tune out to the same old model of teaching. Periodically inviting guest speakers that are industry experts or deeply knowledgeable about the topic being taught is a great way to create a pattern interrupt for the student. While it's important to vet the speaker ahead of time to make sure that their background and insight is interesting enough, experts tend to bring unique insight into the classroom that piques the curiosity of students that are keen on getting a glimpse into what a professional version of their life can look like from a first person perspective. These sessions can be relatively easy to facilitate if run in a Q&A format with the instructor as the moderator. Students can also be prompted to ask questions throughout the session or the guest can be directed to come ready with certain discussion prompts for the students, further alleviating the work of the instructor. Case-based learning can also be an effective way to bring practical application to the lessons being taught, something students increasingly crave to ensure what they are learning has utility in the real world. This can be done in a single classroom session or spread out across a semester, and the practical nature of the material creates opportunities for dynamic classroom activity formats like peer role-playing between the students, and calling on volunteers to role-play with the instructor in front of the room. Gamifying the learning experience can also help create accountability in the classroom. This can be an analog or digital dashboard that tracks contributions across modalities like speaking, listening, or helping peers. This can be organized as a ranked 'Top 10' list to avoid singling out students that are shy or unable to contribute to a particular class. Other ideas for gamifying the experience can be issuing badges to recognize mastery of skills like 'Team Researcher' or 'Master Negotiator' with the ability for students to unlock new titles or levels as they demonstrate competency in new areas, or providing students with learning credits in the form of a classroom currency for certain behaviors that can unlock access to introductions to professionals, or 1:1 resume reviews and mock interview sessions. When it comes to assignments another way to meet students where they are is to incorporate social media mediums like TikToks or Reels as Assignments that allow students to summarize or dramatize a lecture concept in a 30 to 60 second video. Students will be challenged to think about how to create compelling content around class material in a short form video and instructors can even create a competition around which content gets the most organic views. Learning is not only about downloading concepts to pass a test and graduate with a passable GPA. It's about creating memorable experiences that can help solidify the information being taught while working to create a well rounded individual that is equipped to make informed decisions about their future and the impact they want to have on the communities they belong to. As educators it's our job to continuously experiment with how we connect to students even as technology or cultural trends challenge the effectiveness of how things used to be done. After all, the ability to make a mark on our students is what makes our job more fulfilling.
Forbes
6 days ago
- Business
- Forbes
Enhancing Your Leadership With Continuous Learning
By Kendra MacDonald, CEO of Canada's Ocean Supercluster. When I started my first degree fresh out of high school, I was flooded with advice about what to study and what career path to follow. The most significant piece of guidance was from one of my professors, and it has always stuck with me: Make sure you have 25 years of experience—not one year of experience 25 times. In the beginning, I didn't consciously plan my learning. I was absorbing everything at once—technical knowledge, communication skills, team dynamics. But what I learned is that while being technically competent is essential, it's the soft skills you don't tend to focus on in school—how you communicate, collaborate and motivate others—that are often more critical to success. The discipline of continuous learning is as valuable as any official designation. It can lead you to seek growth not just in new skills but also in new contexts. It led me to challenge myself to work and lead in different countries and cultures, and those experiences taught me how to listen better, adapt faster and lead more inclusively. Over time, I had to become more intentional about what came next. Learning was no longer scheduled in semesters—it had to be self-driven. That shift led to several key lessons that I believe can help anyone amplify their leadership abilities. 1. Learning has never been more accessible. Technology has democratized access to knowledge. We now have access to university-level courses, thought leaders and industry experts at our fingertips. If you're like me, the challenge is no longer access—it's focus. Narrow your topics, choose credible sources and set a time limit so you don't get lost in the content. More importantly, push yourself to consider how new concepts apply to your world. In my experience, that reflection can help you maximize impact. 2. Learning must be prioritized. Many of us are now familiar with the analogy of 'big rocks' in a jar—you have to place the most important ones into the jar first, or they won't fit. Learning is one of those big rocks. It's easy to deprioritize learning as we get comfortable and busier, both professionally and personally. But when we stop, we start coasting. And that's not where innovation—or leadership—lives. Early in my career, a supervisor left their role because they didn't want to learn a new system. I never forgot that. I didn't want to become someone resistant to change simply because it was unfamiliar. 3. Learning doesn't have to be formal. Much of your most valuable learning can happen outside of a classroom. Leadership, motivation, negotiation, conflict resolution, resilience—these lessons often come from experience, reflection and, yes, a few hard-earned mistakes. In my own case, I learned what energizes me and what doesn't, where I'm willing to compromise, and where I draw the line. I have had the opportunity to work with leaders around the world, and engaging with them and understanding their motivations and approaches has influenced my own leadership style. Two people can deliver the same message, but their delivery style can make the difference between motivating and confusing a team. 4. Learning is a tool for resilience. Across different roles, geographies and industries, the ability to adapt isn't just about flexibility—it's about mindset. Continuous learning can give you the tools to navigate complexity, uncertainty and even failure with greater confidence. When faced with unfamiliar challenges—doing something new or leading in a space where you are not the subject matter expert (which happens a lot when you work across sectors)—a learning mindset can reduce the fear factor. That lack of knowledge now becomes an opportunity for growth. Leadership isn't about having all the answers; it about learning to ask better questions and seeking out those who have the relevant knowledge. 5. Learning keeps us humble—and human. All leaders should eventually transition from being learners to being mentors. That's an important shift, but don't stop learning. The pace of change—especially in innovation, sustainability and technology—is accelerating. When you're surrounded by brilliant people from diverse backgrounds, disciplines and generations, sometimes the best thing you can do is stay quiet and listen. Recently, I returned to university—this time as a mature student. It was humbling and energizing. I wasn't studying for a promotion or certification—I was learning for the sake of learning. It gave me a new appreciation for my parents, who also returned to school later in life (although not as late as me), and it reminded me that curiosity doesn't have an expiration date. The Leadership Imperative In times of uncertainty, it can be tempting to dig in, maintain the status quo and ride things out. But I've found that learning—even learning something small—can give you a sense of momentum and agency. It can turn anxiety into action. One of the biggest barriers to innovation is often leadership itself. When leaders resist learning, they signal to their teams that maintaining the status quo is acceptable. That can stifle creativity, progress and growth. On the other hand, when leaders model curiosity, openness and the courage to stretch, their teams are likely to follow. We are living in a time where new technologies, new mindsets and new ways of working are redefining entire industries. So continue to evolve and pivot throughout your career, and encourage others to do the same! Forbes Business Council is the foremost growth and networking organization for business owners and leaders. Do I qualify?
New York Times
14-07-2025
- Business
- New York Times
I'm Watching the Sacrifice of College's Soul
At dinner recently with fellow professors, the conversation turned to two topics that have been unavoidable these past few years. The first was grade inflation — and the reality that getting A's seldom requires any herculean effort and doesn't distinguish one bright consultant-to-be from the next. Many students, accordingly, redirect their energies away from the classroom and the library. Less deep reading. More shrewd networking. The second topic was A.I. Given its advancing sophistication, should we surrender to it? Accept that students will use it without detection to cull a semester's worth of material and sculpt their paragraphs? Perhaps we just teach them how to fashion the most effective prompts for bots. Perhaps the future of college instruction lies in whatever slivers of mental endeavor can't be outsourced to these digital know-it-alls. And perhaps a certain idea of college — a certain ideal of college — is dying. I keep coming back to that possibility, which seems more like a probability since President Trump returned to the White House and began his assault on higher education. It's not just that Trump sees colleges and universities as ideologically homogeneous, elitist enclaves (with some grounds for that view). It's that he doesn't seem all that keen on learning, period. That's clear in his attitude about experts and expertise. It's clear as well in his megabill. The legislation's increased taxes on endowments, coming fast on the heels of the Trump administration's clampdown on federal research grants, deliver another powerful blow to colleges' coffers. And some of the new conditions on federal loans to students — specifically, that they be used for programs that place students in careers above a given income level — cast higher education in a fundamentally pecuniary, largely occupational light. Ye shall be judged by the salaries of your alums. What happened to college as a theater of intellectual betterment, character development, self-discovery? Easy A's work against that, replacing rigor with ready affirmation. A.I. also works against that: Why spend hour upon hour synthesizing knowledge when a few keystrokes will do the trick? And measuring schools by their financial return on students' investments — an approach that predates Trump's political rise and was, in fact, at the center of the Obama administration's vaunted College Scorecard — occludes higher education's other important functions. Colleges are supposed to nurture nimble thinkers. They're meant to produce informed and enlightened citizens who are better equipped to leaven passion with reason. There's a deficit of those now, as ominous as any budgetary shortfall. I'm not under the illusion that college used to be regarded principally in such high-minded terms. From the G.I. Bill onward, it has been held up rightfully as an engine of social mobility, a ladder of professional opportunity, yielding greater wealth for its graduates and society both. But there was a concurrent sense that it contributed mightily to the civic good — that it made society culturally and morally richer. That feeling is now fighting for survival. So much over the past quarter century has transformed Americans' relationship to higher education in ways that degrade its loftier goals. The corpus of college lumbers on, but some of its soul is missing. Want all of The Times? Subscribe.
Wall Street Journal
11-07-2025
- Politics
- Wall Street Journal
Columbia Has Discussed $200 Million Payment in Civil-Rights Settlement With Trump Administration
Columbia University has discussed paying roughly $200 million as part of a deal with the Trump administration to settle allegations of civil-rights violations, according to people familiar with the matter. Part of the money would be paid to the government, people familiar with the matter said. White House officials said the deal also includes payments to individual students and professors whose rights allegedly have been violated.
CNN
09-07-2025
- Politics
- CNN
Pro-Israel website was used to find names of student protestors to investigate, senior ICE official says
'Most' of the names of student protesters Immigration and Customs Enforcement was asked to investigate earlier this year were plucked from a pro-Israel website that aims to blacklist pro-Palestinian students and academics, an agency official told a federal court Wednesday. The testimony from Peter Hatch, a senior official in ICE's Homeland Security Investigations, came during the third day in a trial in Boston over the Trump administration's so-called ideological deportation policy, which a group of university professors say has chilled their protected political speech. Hatch said during questioning from a lawyer for the professors that in early March he was given a list of names of students for his agency to investigate and that 'most' of those names came from the website Canary Mission, but also from other places. The list was produced by a Department of Homeland Security team created in March to gather reports on people involved in student protests to submit to the State Department. 'Because of the workload,' Hatch said, analysts were moved from working on counterterrorism, global trade, and cybercrimes to join the group, known as the 'Tiger Team,' focused on writing reports about people involved in student protests. His comments are the first time an administration official has said in open court that the government relied on the website this year as it has targeted student protesters, including by moving to deport some alleged outspoken supporters of Palestinians. The anonymously run Canary Mission website says it 'documents individuals and organizations that promote hatred of the USA, Israel and Jews on North American campuses and beyond.' It also says it will profile people who support efforts to boycott, divest from or sanction Israel or companies associating with Israel – which were among the demands of some campus pro-Palestinian protests last school year. CNN reported earlier this year that a separate but similar website said it shared with the government a list of noncitizen protesters and activists it believes should be deported, but the Department of Homeland Security denied at the time that it was working with either group. Hatch said in a deposition last month that among the entities providing names to his agency is the office of border czar Tom Homan but that he wasn't sure which of those entities specifically pulled their names from Canary Mission. During the deposition, he testified that 'more than 75%' of the names of student protesters his agency was asked to probe came from the website. The list from the Canary Mission website, Hatch said Wednesday, contained over 5,000 people that analysts from his Office of Intelligence and Analysis had to review. 'The Canary Mission wasn't the only group of students. It was most of it, yes,' Hatch said, noting that some were duplicated in multiple sources. 'But Canary Mission was the most inclusive.' Analysts would take the names from the Canary Mission and other sources and proceed to gather facts around the individual, including any information they deemed pertinent – like statements over Israel, support of terrorist leaders and so on, he said. If there was enough information about the person to warrant a report, the analysts would then write one up for the State Department. The third-party website, Hatch said, wasn't used as an authoritative source and his analysts didn't take information on the website at face value but instead conducted their own investigations on people on its list. The trial unfolding in a federal courthouse in Boston is intended to help a judge determine whether an actual ideological deportation policy exists. If one does, the judge must decide whether such a policy is unlawful.
