Case name: Skewes-Cox v. Georgetown University Law Center, No. 24-5065 (D.C. Cir. 09/18/24).
Case name: Skewes-Cox v. Georgetown University Law Center, No. 24-5065 (D.C. Cir. 09/18/24).
Last fall, I was honored to present a lightning talk at the Higher Education Web Professionals Association* annual conference. These fast-paced talks cover a topic in five minutes or less, and mine focused on using data to tell bite-sized stories. I shared the stage with four other industry professionals who spoke about building custom GPTs, working with design systems, showing gratitude, and overcoming workplace obstacles.
Case name: Rollins v. Kiffin, et al., No. 24-60051 (5th Cir. 09/05/24).
Case name: Cetin v. Kansas City Kansas Community College, No. 23-2219 (D. Kan. 10/29/24).
Case name: Niblock, et al. v. University of Kentucky, et al., No. 5:19-394 (E.D. Ky. 10/28/24).
Those of us who grew up in the 1960s celebrated the birthdays of both George Washington and Abraham Lincoln. In elementary school, we cut out silhouettes of both presidents using scissors and black construction paper. The heads lined the hallways. As I recall, we got off school on February 12 and 22. Washington's birthday has been a federal holiday since February 22 was proclaimed a national holiday for all in 1879.
Case name: Saavedra v. Lehigh Carbon Community College, No. 5:24-cv-2675 (E.D. Pa. 10/23/24).
A new article proposes the benefits of medical school leaders supporting more positive interactions around student concerns about faculty and offers suggestions that are applicable in all higher education contexts. Dr. John A. Rankin, a professor in the University of Massachusetts Chan School of Medicine, argues that medical school administrators have an “opportunity to teach students to voice these concerns productively … and thereby to teach critical conflict management skills that will serve students throughout their careers.”
Hsinmei (May) Lin, PhD, is English Faculty and Faculty Professional Development Co-coordinator at Edmonds College, a public community college in Washington state. After developing faculty workshops focused on AI use in the classroom and working closely with her students to think critically about the benefits and pitfalls of using AI in academic work, she sat down with William Arighi to talk about how we’re adapting to AI and how we might address ongoing challenges around equity and ethical AI use in higher education, particularly for faculty who emphasize process-based learning. This conversation was conducted virtually through questionnaire and video conference and has been edited for length and clarity.
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