Enrollment Management Report最新文献

To best support women in higher education, especially those balancing complex professional and personal roles, deepening our understanding of their lived experiences is critical. From those experiences, we can build meaningful support structures that truly meet their needs. As passionate educators and advocates, we — Drs. Dana Tribble, assistant professor of higher education and student affairs at Arkansas Tech University; Aubrey Holt, visiting lecturer of leadership studies at Arkansas Tech University; and Sarah Gordon, dean of Jackson College of Graduate Studies at the University of Central Oklahoma — have held leadership positions in Arkansas higher education and officer positions with the Arkansas Council for Women in Higher Education (ACWHE). ACWHE's mission is to promote institutional change, elevate women's voices, and advocate for meaningful support in higher education.

In summer 2024, the American Conference of Academic Deans (ACAD) distributed its call for proposals for its annual conference in February 2025. Shortly following the call for proposals, Lilian Mina sent an email to the ACAD membership indicating her interest in bringing together a panel of colleagues to address institutional efforts around challenges in artificial intelligence (AI). In her email, she highlighted a question posed to the membership in the call for proposals: “Given that the impact of artificial intelligence on human learning and interaction will continue to evolve and spread, what efforts have your institutions implemented to create flexible response options?” Three ACAD members responded: Rick Kurtz, Christopher Nelson, and Leslie Zenk. The four colleagues developed a panel presentation designed to discuss specific AI challenges faced at their institutions and the efforts made to address them through policy, training, and interdisciplinary collaboration. This article is based on the presentation these four made at ACAD last year.

To best support women in higher education, especially those balancing complex professional and personal roles, deepening our understanding of their lived experiences is critical. From those experiences, we can build meaningful support structures that truly meet their needs. As passionate educators and advocates, we — Drs. Dana Tribble, assistant professor of higher education and student affairs at Arkansas Tech University; Aubrey Holt, visiting lecturer of leadership studies at Arkansas Tech University; and Sarah Gordon, dean of Jackson College of Graduate Studies at the University of Central Oklahoma — have held leadership positions in Arkansas higher education and officer positions with the Arkansas Council for Women in Higher Education (ACWHE). ACWHE's mission is to promote institutional change, elevate women's voices, and advocate for meaningful support in higher education.

CASE NAME: Letter re: Bear Lake County School District, No. 10241328 (OCR 06/23/25).

CASE NAME: Lawrence v. Southern Connecticut State University, No. CV21-6116784 (Conn. Super. Ct. 10/29/25).

If you’ve been in higher education leadership for any length of time, you’ve probably seen the same scene play out: a tightly controlled meeting where a few voices dominate, decisions are made behind closed doors and everyone else is left to execute orders they had little say in shaping. It's efficient, sure, but it's also alienating. And for women leaders in particular, navigating those traditional power structures can feel like running a marathon in heels: doable, but unnecessarily painful.

CASE NAME: Parsey v. McInnis, et al., No. 21-CV-6064 (E.D. N.Y. 09/24/25).

After serving as the 19th Assistant Attorney General for Civil Rights at the U.S. Department of Justice (2021–2025), Kristen Clarke has returned to the world of academia. Her federal work involved leading the prosecution in high profile cases, expanding enforcement of federal hate crimes law, confronting modern day redlining by banks and addressing police misconduct.

It happens to all of us daily. If they can’t obtain the information electronically, students, faculty, other staff, and outsiders come to our office or call or text or email us seeking help or information. And that's fine since registrars’ offices are the main academic records centers on campus. Students may want to know if an Incomplete grade had been changed. A faculty member may need to know a student's current schedule because of a classroom change. A parent may come in, or call, wanting to know what his daughter's GPA is. Or a staff member from one of the departments may need a student's phone number since they don’t have up-to-date information.

In last month's column, I outlined the potential impact of artificial intelligence on future marketing, recruitment, admission, and financial aid processes.