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Internship offers Ohio State students international work experience
Estelle Apewokin and Matthew Wolfe, students at The Ohio State University who are majoring in science-related fields and are also studying French, say they gained valuable academic and work experience by participating in the Students in Life Sciences Abroad (STILSA) internship program over the spring semester.STILSA is an international education...
Everything you need to know from UNC sports this summer
While most students were away for the summer, UNC athletics continued to deliver highlight-reel plays and national headlines. Here's what you need to catch up on going into the fall semester.
History and Political Science Honors Its Best of 2025-26
The Arkansas Tech University Department of History and Political Science hosted its spring 2026 awards ceremony in the Witherspoon Hall Atrium at the close of the semester. Below are the awards that were bestowed during the departmental ceremony and the names of the students who received those honors. Fay Bullock…
University of Michigan Will Ease Up on Grades for Student Mental Health
The university will make first-semester grades pass or fail, to encourage students to explore different classes and lessen fears that “a low grade may have long-term consequences.”
Outstanding Seniors in the College of Science: Veronica Klawender
The College of Science is proud to recognize 12 outstanding seniors who went above and beyond during their time as Wildcats. Veronica Klawender is this semester's recipient from Ecology & Evolutionary Biology!
More than words: The political power of print at the Haggerty Museum of Art
Nearly 5,000 visitors viewed the Haggerty Museum of Art’s exhibitions, engaged in classroom conversations and discussed cross-cultural issues inspired by the semester’s focus on the political power of print.
Outstanding Seniors in the College of Science: Hanga Andras-Letanovszky
The College of Science is proud to recognize 12 outstanding seniors who went above and beyond during their time as Wildcats. Hanga Andras-Letanovszky is this semester's recipient from Astronomy & Steward Observatory!
Sophomore snags Vol Court business prize
Sophomore marketing major Kendra Mueller won this semester’s Vol Court competition on Sept. 16, scoring more points than 22 others in the friendly, fast-paced event. Vol Court is a competition sponsored by the Anderson Center for Entrepreneurship and Innovation in the Haslam College of Business. Executive director Breanna Hale said the purpose is to get...
Outstanding Seniors in the College of Science: Natalie Rawlings
The College of Science is proud to recognize 12 outstanding seniors who went above and beyond during their time as Wildcats. Natalie Rawlings is this semester's recipient from Molecular & Cellular Biology!
UNC Hussman offers new sports play-by-play class | UNC Hussman School of Journalism and Media
This story, written by UNC Hussman alumna Caroline Daly ’24, was originally published on unc.edu. The UNC Hussman School of Journalism and Media has a new, hands-on class available for students interested in sports careers. Students in “MEJO 390: Sports Commentary and Play-By-Play” can call live radio broadcasts for Carolina sporting events, streamed live on the Go Heels website. This spring, 11 students are calling mostly softball games to gain experience and learn the preparation needed for a successful broadcast. The class is capped at a small number to provide consistent, individual feedback. Matt Krause, the radio voice of Carolina women’s basketball, teaches the class to help students sharpen their skills, using his experience with the Tar Heels and calling games for ACC Network and ACC Network Extra. “There is no substitute for live reps, and that is the only way you get better. The classroom component teaches you how to get better, but going about that requires sitting in that chair, making mistakes and being able to know your broadcast is going somewhere,” Krause said. “These students are doing real live games, and they will have tape where if they want to pursue this. They will have ready-made demos to send for jobs. Being able to utilize all the resources of UNC, GoHeels Productions and the Carolina Athletics brand and create these opportunities for students is really impactful.” In the class, students learn fundamentals like how to announce starting lineups for different sports and how to conduct research before games. Krause has led the class in mock preparation exercises, looking at game charts with information about the different teams and players that they can refer to at pivotal moments during the game. Krause and the students then critique each other, listening to clips from the past week to find ways to improve. It’s a rare class without a slew of quizzes or assignments. Their main tasks are calling games and making a portfolio or demo reel of their best calls at the end of the semester, all with the goal of being ready to step into similar roles after graduation. Laible live streams her coverage on the GoHeels website. Calling a live game while broadcasting her coverage allows her to get hands on experience. (Jon Gardiner/UNC-Chapel Hill) Junior Anna Laible ’27 wished for a class just like this. Her first year at Carolina, she interned with the Coastal Plain League, where she was introduced to play-by-play for baseball. “I enjoy the challenge and uncertainty of each game being different because each sport looks a little different,” said Laible. “Each game is different — not just with teams but what could happen with certain records being broken or random trends. That’s what I enjoy most.” She wanted more opportunities for reps during college to prepare for a career after Carolina, so she pitched an idea for the class to Livis Freeman ’99, distinguished associate professor of sports communication. Laible and Freeman reached out to GoHeels Productions for a partnership and then connected with Krause. “This is how at UNC Hussman we separate ourselves: Our students go into the field ready,” said Freeman. “The biggest compliment we get it is when our students start their careers, they don’t need any hand-holding.” Laible calls a Carolina softball game at Kessing Stadium – after pitching the idea to Hussman faculty. Her interest in sports commentary allowed her to apply her interest as she attends Carolina. (Jon Gardiner/UNC-Chapel Hill) Laible is now a student in the class, which has helped her strengthen her skills and deepen her passion for the field. The goal is to expand to other sports like soccer, lacrosse and field hockey. “The hands-on experience I’ve gotten here is invaluable. I’ve loved the classes and professors because they’ve taught me a lot, but it’s also the things outside of class, too, that have helped me grow,” said Laible. “Since being at UNC, I’ve grown a lot in the versatility, from doing writing to production and commentating. UNC Hussman and Carolina have given me the ability to be strong and well rounded.”
Mental health screening: “We don’t want anybody to fall through the cracks”
LIBERTY — Just 10 minutes during fall semester makes a difference in the mental health of Liberty students. The school district, in partnership with the Rural Behavior Health Institute (RBHI) […]
Political science, history student connects hometown roots to DC policy work
Dawson Glogau gained hands-on experience in policy research and advocacy during a summer internship in Washington, D.C., through the Liberal Arts Semester in Washington Program.
Photos: Fall semester, soap carving and business built by grads
Happy Friday, Huskies! This week, students in Oakland held a new kind of student government election. Over in Boston, dive inside the Soap Carving Club’s growing popularity. And, graduates share the businesses they build through entreprenuership.
Eckerd’s conservation corps plants new microforest on campus
Eckerd College Conservation Corps led their first CPS event of the fall semester on Sept. 8. Students and ECCC members collaborated with Jared Freed–landscape designer and project manager for Wilcox
UWEC science hall to hosts last season of planetarium shows
EAU CLAIRE — During previous semesters at UW-Eau Claire, L.E. Phillips Planetarium was the place to spend nights kicking back and looking at the stars.
University at Albany opens up campus, and science exploration, to district students
The semester may be over at the University at Albany but the campus is still buzzing with student learning – it just may not be the students you expect. Junior Falcon scientists from North Albany Middle School, Stephen and Harriet Myers Middle School and William S. Hackett Middle School presented their experiments, and findings, to professors and graduate students at UAlbany’s Emerging Technology and Entrepreneurship (ETEC) Complex on Thursday. After the science fair, the sixth and seventh-graders explored ETEC – which houses researchers, educators and entrepreneurs – and the tour was followed by a discussion with a UAlbany atmospheric science researcher and the awards ceremony. Most will likely recognize one of the science fair judges – Damian participated in the project assessments and hopefully recruited some future Great Danes!
Names in the News: People shaping the future of Lake Area business
Sunderbruch earns Star Award Sowela Technical Community College honored Annamarie Sunderbruch, assistant to the chancellor, with the college’s Customer Service Star Award for the spring 2026 semester during the annual […]
UNCW Business School Students Travel to Prague for Real-Life Consulting Experience by Robert Burrus
This article was contributed by Kestrel Smoot, International Programs Coordinator for UNCW’s Cameron School of Business. During the most recent spring semester, 33 upper-level finance and marketing students from the UNCW’s Cameron School of Business traveled to Prague, Czechia, to participate in an intensive international consulting project. Unlike traditional study-abroad programs, the Prague consultancy project focuses on real client engagement. Each year’s project is entirely new, designed through collaboration between faculty and industry partners to identify a current business challenge that students will address. This year, students worked with MAMS-Champi, a Czech non-alcoholic beverage company that is seeking to expand into other global markets. Throughout the first half of the semester, students attend class at UNCW and prepare for their time abroad by conducting preliminary research, developing analytical frameworks, and organizing themselves into specialized teams responsible for tasks such as marketing strategy, industry analysis, consumer segmentation, and competitive evaluation. The course emphasizes independence and teamwork, requiring students to take ownership of their work, manage deadlines, and collaborate across functional groups. Additionally, faculty serve as advisors, allowing students to navigate the complexities of the project much as they would in a professional consulting environment. Once in Prague, students met with company leadership, toured facilities, and refined their recommendations based on real-time feedback. The in-person component is widely regarded as the most transformative aspect of the program because students must synthesize weeks of work into a cohesive presentation and deliver it to the client, demonstrating professionalism, strategic thinking, and adaptability. Beyond the consulting work, students participated in cultural and educational activities that broadened their understanding of global business environments. They explored Prague’s historic districts, learned about Czech culture, and engaged with local professionals. These experiences helped students understand how economic, regulatory, and social factors shape market opportunities. The Prague consultancy project stands as a defining example of the Cameron School of Business’s commitment to experiential learning, consistently strengthening students’ confidence, enhancing their resumes, and serving as a focal point in job interviews. Employers recognize the value of the hands-on experience and transferable skills students gain, underscoring the program’s role in preparing industry-ready graduates for today’s fast-moving business landscape.
Northeastern professor awarded Fulbright for AI health care plan
As part of the semester abroad, Anand Nair plans to develop and test an AI-enabled remote patient monitoring system.
Outstanding Seniors in the College of Science: Elise Belcher
The College of Science is proud to recognize 12 outstanding seniors who went above and beyond during their time as Wildcats. Elise Belcher is this semester's recipient from Psychology!
UNCW Business School Students Travel to Prague for Real-Life Consulting Experience by David Glew
This article was contributed by Kestrel Smoot, International Programs Coordinator for UNCW’s Cameron School of Business. During the most recent spring semester, 33 upper-level finance and marketing students from the UNCW’s Cameron School of Business traveled to Prague, Czechia, to participate in an intensive international consulting project. Unlike traditional study-abroad programs, the Prague consultancy project focuses on real client engagement. Each year’s project is entirely new, designed through collaboration between faculty and industry partners to identify a current business challenge that students will address. This year, students worked with MAMS-Champi, a Czech non-alcoholic beverage company that is seeking to expand into other global markets. Throughout the first half of the semester, students attend class at UNCW and prepare for their time abroad by conducting preliminary research, developing analytical frameworks, and organizing themselves into specialized teams responsible for tasks such as marketing strategy, industry analysis, consumer segmentation, and competitive evaluation. The course emphasizes independence and teamwork, requiring students to take ownership of their work, manage deadlines, and collaborate across functional groups. Additionally, faculty serve as advisors, allowing students to navigate the complexities of the project much as they would in a professional consulting environment. Once in Prague, students met with company leadership, toured facilities, and refined their recommendations based on real-time feedback. The in-person component is widely regarded as the most transformative aspect of the program because students must synthesize weeks of work into a cohesive presentation and deliver it to the client, demonstrating professionalism, strategic thinking, and adaptability. Beyond the consulting work, students participated in cultural and educational activities that broadened their understanding of global business environments. They explored Prague’s historic districts, learned about Czech culture, and engaged with local professionals. These experiences helped students understand how economic, regulatory, and social factors shape market opportunities. The Prague consultancy project stands as a defining example of the Cameron School of Business’s commitment to experiential learning, consistently strengthening students’ confidence, enhancing their resumes, and serving as a focal point in job interviews. Employers recognize the value of the hands-on experience and transferable skills students gain, underscoring the program’s role in preparing industry-ready graduates for today’s fast-moving business landscape.
‘The reality, for better or worse’: Columbia comp sci students and faculty grapple with AI’s disruption of the field
‘The reality, for better or worse’: Columbia comp sci students and faculty grapple with AI’s disruption of the field ‘The reality, for better or worse’: Columbia comp sci students and faculty grapple with AI’s disruption of the field A field that once seemed like a direct path to stable, lucrative work is becoming less certain under AI, students and faculty told Spectator. By Ria Vasishtha and Arjun Menon May 3, 2026 Shanying Liu / Deputy Illustrations Editor Asia Genawi, SEAS ’29, first encountered artificial intelligence during her sophomore year at her high school in Indiana. Back in 2023, policies on AI varied widely—even within the same district—and some schools had no guidance at all. As Genawi began to see the effects of AI trickle into her classroom, she turned to guidance from her home state’s Department of Education, which she said she found “outdated and inaccessible.” Genawi spent the rest of her high school career dedicated to the issue, including writing a 15-page memo exploring varying AI policies across Indiana schools, which she sent to every Indiana state senator and representative whose contact information she was able to find. She later helped draft a bill that would have required public high schools to establish and share their own AI policies with students in an accessible format. But with so many other bills already awaiting referral, hers never made it to committee. When Genawi arrived at Columbia to study computer science, she found that the gaps she had spent years trying to address in Indiana had followed her there. Many students and professors were also grappling with what AI meant for the field. Across Columbia’s undergraduate schools, computer science has become the most popular major—accounting for around 11 percent of degrees awarded in Columbia College, 32 percent in the School of Engineering and Applied Science, and 12 percent in the School of General Studies in 2024. While the number of computer science majors in SEAS grew from 166 to 173 during the 2024-25 academic year, the total number across the three schools fell around 4.5 percent from 393 to 375, driven by declines at Columbia College and General Studies. At Barnard, it has grown to become the second most popular major as of 2025, up from third the year prior. The number of degrees awarded have grown fivefold since 2016. Faculty members and students in the department told Spectator that the surge in the major’s popularity has been driven in large part by its apparent promise of a secure, well-paid career path. However, they noted that the recent rise of generative AI has compromised the sense of stability that once defined the field, even as interest in technical skills among students persists. According to data from the Federal Reserve Bank of New York in 2024, out of 74 majors tracked, computer science had the fifth highest unemployment rate among majors at 7 percent, while computer engineering had the second highest at 7.8 percent. “Anecdotally, people are moving away from CS as a major,” Daniel Bauer, a senior lecturer in the computer science department, said. “They’re still taking some of our classes, right, because they think they need that, but they’re instead majoring in other things.” Bauer described a field that had shifted from what he called a “nerdy outlier discipline” to one that “everyone needs,” a sign that technical skills have become a baseline expectation across industries with the emergence of AI. “A lot of people thought, ‘Oh, it’s a guaranteed path to a stable income. You get a six-figure job right out of your undergrad,’” Bauer said. Now, companies may see AI as a way to reduce demand for entry-level programmers, especially in what he calls “code monkey jobs,” roles where a large number of employees are “just writing out code nine-to-five.” Chris Murphy, a senior lecturer in the computer science department, described the current moment as the convergence of two forces: the downturn of the job market and generative AI coming onto the scene. “Things kind of started to really pick up in 2014, 16,” he said, recalling the years after the weaker 2010 market. Murphy added that this was also a period where “students were getting more experience outside of class than they were inside of class” through internships, jobs, and side projects. Murphy suggested that the earlier momentum helped make computer science feel like both an academic program and a reliable pathway into work. That feeling is harder to sustain now as the industry reconfigures, which is a shift that students are seeing firsthand. Rebecca Yu, SEAS ’27, said that during a recent internship in Big Tech, she saw that “every single tech company was racing to integrate” large language models. She added that her manager said her intern class was the first to complete their assigned projects, which she attributed to the increased efficiency that comes with AI. Frank Liu, SEAS ’29, said that with AI lowering the barrier to coding, companies now expect everyone to write code. “A lot of companies outright say if you’re not using coding in your job, you might get fired for not being productive enough,” Liu said. Yu similarly expressed that students increasingly have to accept AI being a part of industry workflow, adding that many also “make use of it to maximize their productivity.” Richard Li, CC ’28, described a “franticness” among his peers as the pace of change accelerates. He explained how “some new tool” is released regularly, noting that tools rise and fall in prominence within weeks. He has come to believe that he doesn’t need to “match that speed all the time” and keep up with every development. Li has learned that AI tools allow him to “take a breath” and “get back into the loop much easier than before” when he needs to. While some companies specifically target Columbia when hiring, sending representatives to campus career fairs and recruiting large numbers from Columbia, a computer science degree cannot be treated as a static credential, Yu described. “You can’t just get your degree and stop learning after that. You have to always be learning,” Yu said. “That is something you basically have to expect for your job.” AI has not only affected students’ decisions to major in computer science, but also reshaped how the subject is taught. Across departments, faculty members no longer treat work done outside the classroom as a reliable measure of understanding, shifting instead toward in-person exams, quizzes, and attendance checks. While homework once made up as much as 60 to 70 percent of a student’s grade in computer science classes, Murphy said that breakdown has since flipped, with exams and quizzes now accounting for the majority. “The assumption—especially among pessimists—is that they’re using it to do their homework,” Murphy said. “They take the homework assignment. They put it into generative AI. Out comes the solution. Submit solution. The end.” Murphy said that faculty members ranged in their responses from fully prohibiting AI use to actively teaching students how to effectively work with AI. He said he shifted his approach this year after his teaching assistants called his belief that students weren’t using the technology “naïve,” and now permits students to use AI on assignments. His surveys of students in his introductory classes have told a more complicated story than the one so-called pessimists offer: Around 60 to 70 percent of students who reported using AI said they used it to have concepts explained to them, to clarify assignment instructions, to generate test cases, or to create practice questions. “Those are all ways that you might have had a tutor in the past to do that, and now you have this AI essentially as your tutor,” he said. Bauer has taken a different approach, teaching students how to use AI productively without sacrificing the core principles of the discipline. “People who are trained to actually use AI tools productively, while being in charge of designing the overall project, will be very much in demand in the next couple of years,” he said. Over the past year, a working group of computer science faculty has been redesigning the introductory and intermediate programming sequence to integrate generative AI as both a subject and a tool, representatives from SEAS wrote in a statement to Spectator. The effort is “coordinated” across the department, “not course-by-course,” with a systematic assessment of how AI integration is affecting student outcomes underway to shape the next round of changes. The goal, the department explained, is for students to be able to “read, verify, and reason about code, whether they or a model wrote it.” Tony Dear, senior lecturer in the computer science department, is piloting individualized AI feedback in a discrete mathematics course, while a machine learning course is also testing a Socratic AI dialogue system designed to “guide inquiry rather than supply answers,” the statement reads. Beyond individual courses, SEAS funded seven cross-departmental faculty projects in generative AI this past academic year, spanning biomedical engineering, chemical engineering, industrial engineering, and computer science, according to the statement. This phenomenon extends beyond the computer science department. SEAS’ new AI minor, which it announced in November 2025, reflects the University’s attempt to adapt. The minor is specifically designed for noncomputer science majors and aims to provide “essential AI knowledge” while emphasizing practical and responsible use across disciplines, according to the SEAS website. At the center of the minor is AI in Context, a course taught by a team of faculty from the departments of computer science, applied mathematics, philosophy, music, literature, and the Writing Center, the representatives told Spectator. Bauer described it as targeted at students who want to bring AI into fields like economics or biology, rather than as a path into software engineering itself. At the graduate level, SEAS announced a new Master of Science in artificial intelligence in February, with the inaugural cohort starting in the fall. While recognizing how AI has helped them navigate coursework, students also described its rise as isolating, even among members of the Application Development Initiative, one of Columbia’s largest computer science clubs. “As people start to ask AI for questions that they would normally ask students and members, it starts to isolate people” Li said. Alexa Kafka, BC ’27, echoed Li’s sentiment, pointing out that computer science has always been a collaborative discipline with code reviews and pull requests, even as AI makes independent work easier. Despite this, Kafka noted that she hasn’t been to office hours “in at least a year.” Bauer added that faculty are exploring long-term solutions to the assessment problem. “One of the things that we’re trying to do at the department or school level is to maybe move towards computerized testing facilities,” Bauer said, referring to ideas in the department to revitalize computer labs as an alternative to pen-and-paper exams. “We have to accept that this is the reality, for better or worse.” But more exams, students say, does not mean better learning, nor does it reflect how computer science is actually done. “Code is so variable and can be approached in so many directions, there’s never just going to be one correct answer. There can be multiple optimal solutions,” Kafka said. Students also expressed concern that the shift toward exam-heavy grading pulls focus away from the applied, project-based work that better reflects both discipline and industry expectations. ADI has tried to respond more quickly than the curriculum can. Through a vibe coding workshop this past semester, club members said they wanted to help students understand not just that AI exists, but how to use it deliberately. “Vibe coding” refers to the practice of prompting AI to write code for a task or project, and has become widespread enough that ADI felt the gap in formal instruction was worth addressing, according to Sophia Huang, BC ’29. The workshop introduced students to the concept of context engineering, which Shaina Sahu, SEAS ’27, described as not just writing a prompt, but optimizing “the rest of the relevant information that you would feed into the model.” Without that, students said that AI-generated code can fail at scale or introduce difficult-to-detect bugs. Genawi said the shift toward AI has changed what it means to be good at computer science. “I think the shift has kind of gone towards what can you create and what can you do, instead of, what do you know,” she said. Indeed, during ADI DevFest, its annual hackathon, Li said more teams are trying to complete their projects than in years past. While sign-ups have historically outpaced submissions, Li said this is beginning to change because teams “have a tool that completes the vision for them.” While many students see AI as an equalizer that lowers the barrier to entry for coding and technical work, Murphy said it also creates new equity concerns inside the classroom around who can afford stronger tools and who already knows how to use them. “The equity issues I worry about are students who have access to paid versions of things versus free versions of things,” he said. Although popular AI models like ChatGPT and Claude have free versions available, both have paid models that can reach over $100 per month, which output different qualities of code. Murphy also pointed to differences in prior exposure to AI literacy itself. “Students who go to high schools or K-12 education, where they’re taught AI literacy, prompt engineering, context engineering, they understand how to do this, as opposed to students who go to schools who don’t teach that,” he said. “Then they come in, and then they’re somehow expected to know how to use these tools.” For Genawi, those disparities begin long before students arrive on campus. “It’s very interesting to consider how lucky you were geographically,” she said. “To be born where you were is influencing your ability to get access to these spaces.” Students like Yu, though broadly apprehensive about the future of computer science, are not without hope. “I’m optimistic, because I think if you’re truly passionate about CS, there will definitely be a place in the field to do something you want to do,” she said. Senior Staff Writer Ria Vasishtha can be contacted at ria.vasishtha@columbiaspectator.com. Follow Spectator on X @ColumbiaSpec. Staff Writer Arjun Menon can be contacted at arjun.menon@columbiaspectator.com. Follow Spectator on X @ColumbiaSpec. Want to keep up with breaking news? Subscribe to our email newsletter and like Spectator on Facebook. Produced with Spectate by Emily Ta
Looking back, looking forward on a spring semester of Texas sports
Baseball: Looking back: Loaded with a talented transfer portal class headlined by junior outfielder Aiden Robbins and junior catcher Carson Tinney, Texas baseball has jumped out to an impressive 30–8 record in head coach Jim Schlossnagle’s second year on the Forty Acres. Looking forward: The starting pitching trio of sophomore Dylan Volantis, senior Ruger Riojas...
Auraria Health Center offers same-day appointments and free services for faculty and staff
Same-day medical appointments and no-cost health services are available to faculty and staff members through the Health Center at Auraria, offering a convenient alternative to long wait times for primary care. The center offers a broad range of clinical services, including primary care, psychiatric support and telehealth appointments. Faculty and staff can also be seen for sick visits, including infections, […]
Red Bluff science student named
Elli Norton was recently honored as the Red Bluff High School’s Spring semester student after the 5th grading period. Norton, a junior, has earned a 4.43 grade point average. Among the science classes she has taken are…
Student Health Center inaccessible in fall 2026
By Cal Sutton Rider students were not able to receive on-campus medical attention for the beginning of the fall 2026 semester. Concerns grew as the semester proceeded and students were referred to outside resources, which are exceedingly difficult for students without personal transportation to access. Inconsistencies were found in the Student Health Center’s responses to… Continue Reading Student Health Center inaccessible in fall 2026
Staff editorial: GW students’ passion for politics must also apply to local DC government
At first glance, it may seem that the GW student body has earned its reputation as inordinately passionate about politics. Most of the student body spends their summers working for their senators and representatives and spends their school semesters at Capitol Hill. But while our student body focuses on national politics and issues, they are forgetting about something closer to home — our local government.
Penn State Smeal Business Ethics Team posts case competition win in Montreal
The Penn State Smeal College of Business Business Ethics Team debuted at the McGill Desautels Business Ethics Case Competition earlier this semester, earning a first-place finish.
Business internship presentations connect classroom learning to career readiness
Nineteen Penn State Lehigh Valley business students concluded their required summer internships by presenting what they learned to faculty and staff evaluators. The presentations culminated a semester-long process designed to help students connect their academic preparation, workplace experiences and career-readiness skills.
Final faculty senate session addressed enrollment, Neyland entertainment district
As university enrollment declines nationwide, University of Tennessee administrators boast sturdy enrollment numbers for the fall 2026 semester. UT Provost John Zomchick provided an overview of the university’s fall 2026 enrollment at Monday’s faculty senate meeting, days after UT’s first-year student enrollment confirmation deadline. “I’m happy to announce that we have had a very strong...
Data Science and Biology Courses Collaborate to Provide Students With Real-World Experiences
Data science and biology courses collaborated during the spring 2026 semester at Meredith to provide students with real-world experiences.
Manor College Announces Spring 2026 Dean’s List
Students on the Dean’s List carried a minimum of 12 credits while earning a 3.5 GPA or higher. Manor College announced the students who earned a place on the Dean’s List for the Spring 2026 semester. Students on the Dean’s List carried a minimum of 12 academic credits for the semester while earning a 3.5 Read more >
Outstanding Seniors in the College of Science: Mackenzie Lynch
The College of Science is proud to recognize 12 outstanding seniors who went above and beyond during their time as Wildcats. Mackenzie Lynch is this semester's recipient from Neuroscience!
Missouri S&T releases official fall enrollment numbers
Student athletes line up outside the Gale Bullman Building and greet new Miners as they arrive for the New Student Convocation on Aug. 18, 2026. Photo by Zachary Beers/Missouri S&T. The official fall 2026 enrollment at Missouri University of Science and Technology, recorded at the end of the semester’s fourth week, is 7,052. The fall...Continue Reading Missouri S&T releases official fall enrollment numbers
Bar Harbor Parents Again Raise Concerns About How Some Science Education In Sixth Grade.
The Bar Harbor Story is generously sponsored by Restaurant Barn. BAR HARBOR—Parents again raised concerns this week about how Bar Harbor students receive science instruction after fifth grade, months after the same issue came before the Bar Harbor School Board. The concern centers on a past scheduling change at Conners Emerson School that gives fifth graders a full year of science rather than switching between science and social studies at midyear. Principal Dr. Heather Weir Webster told the board that the school has been monitoring test scores, teacher feedback, and the experience of students as it considers whether the current approach is working. If it is not, the approach may be changed, but that would not likely occur this school year. In fifth and sixth grade, the school used to have one semester of social studies and one of science in each year. That schedule shifted because switching at midyear often broke up the learning units. So, approximately two-three years ago, they decided to shift that a bit. Science became a dedicated focus in fifth grade. Social studies was the dedicated focus in sixth grade. The school staff members are hoping to dive deeply into the data and see if the students are having a more quality experience throughout their time in those grades when it comes to science and social studies. If not, things could shift again. This year, Dr. Webster said at the September meeting, potential changes to curricula have been a bit complicated by moving into the school’s new building in late October and early November. “There have been no changes this year because it’s hard enough to handle the move. That allows them to have consistency,” Dr. Webster said. Dr. Webster said that after the Covid pandemic which prevented students from attending school in person, many fifth graders were struggling. “We tried several different configurations,” she said, including a co-teaching model to help with that struggle, but to also see how to best schedule and support those students. “We found that a January switch” where classes switched from social studies to science was really difficult. Part of the decision making stemmed from science being more hands-on and accessible to fifth graders. Social studies was a bit more abstract content, which was why the school tried the current configuration. In a letter submitted as public comment, parent Beth Dumont wrote, “In May 2026, I wrote to express my concern that our middle school students are not receiving consistent instruction in science and social studies. I appreciate that the Board took this concern seriously and requested a presentation from Principal Webster. I am also grateful for the opportunity to meet with Principal Webster and Julie Keblinsky in July to learn more about the current curriculum and scheduling. “During that meeting, I learned that the current model is intended to integrate science and social studies into other subjects during the years or semesters when they are not offered as standalone courses. “While I appreciate the intent behind this model, I remain concerned about its premise. Science and social studies are core academic disciplines that provide students with essential knowledge, skills, and ways of thinking. Yet under the current schedule, students are not guaranteed consistent instructional time in these subjects. Instead, exposure to content in these disciplines may depend on whether opportunities for integration arise within other classes. “To be clear, I strongly support interdisciplinary learning. Integrating science and social studies across the curriculum can enrich students’ educational experiences and help them make meaningful connections across subject areas. My concern is not with integration itself, but with relying on integration as a substitute for dedicated instruction in core disciplines.” Dr. Webster said that they’ve been monitoring test scores, talking to teachers, seeing how the pilot program works. It’s in its third year now of this schedule. One science teacher, she said, told her he’d seen positive outcomes with full year science and that there was a stronger classroom community. Another science teacher had concerns over the readiness last year, but she isn’t feeling that way about this year’s current class. A third teacher for social studies said he loves the full year. A fourth teacher of social studies hasn’t said that anything has changed. For the three fathers who spoke at the school committee meeting, the fractured science curriculum caused concerns. One father said that when he spoke to others, “all were surprised and confused as to why there was no dedicated, continuous science education,” at the school. Though students are testing well in science and math, he worried that without continuity in education, learning is lost. “We shouldn’t have to choose between key learning disciplines,” he said. Matthew Bergin, another father, agreed, adding, “I’m just a little concerned.” In her letter, Dumont wrote, “As the parent of a recent sixth grader who completed an entire year without a dedicated science course, I saw very little evidence that this integration was occurring in a consistent, systematic, or readily identifiable way. This is not a criticism of our middle school teachers, who have been uniformly excellent. Rather, it is a structural criticism of the current schedule.” Dr. Webster gave an update about all aspects of the schedule and how it’s created and she also spoke to social and emotional learning (SEL) in middle school. It’s explicitly taught but also embedded. Science is embedded as well and explicitly taught at all but that one grade. The school schedule is built from lunch out, then electives like art and physical education are placed, before going into the instruction time, teacher planning time, multi-tier support systems (MTSS), and then social and emotional learning. Teachers have to have 250 minutes a week of planning time per their contracts. That’s the minimum and occurs when their students are at specials. “The schedule is really not the purview of the board,” School Board Chair Marie Yarborough reminded the other board members and the public and thanked Dr. Webster for the presentation. The parents were also thanked for coming. LINK TO LEARN MORE [ ](https://barharborstory.substack.com/p/despite-strong-rankings-some-bar) [ Despite Strong Rankings, Some Bar Harbor Parents Raise Concerns About School's Science Education ](https://barharborstory.substack.com/p/despite-strong-rankings-some-bar) Carrie Jones · Jun 4 [ Read full story ](https://barharborstory.substack.com/p/despite-strong-rankings-some-bar) HELP SUPPORT THE BAR HARBOR STORY When we started The Bar Harbor Story, we didn’t know if anyone would read it. But you showed up. You shared. You sent tips. Now—over 400,000 views every month later—it’s clear: people here care about their community and each other. We’ve kept everything free because news should never be out of reach, but every one of our stories takes time to write, and your support keeps The Bar Harbor Story going. If you value our work, please consider a paid subscription, a founding membership, or a sponsorship. It truly helps us cover one more meeting, tell one more story, shine one more light. Even $5 a month makes a difference. Click here to become a one-time supporter now. Thank you so much for being here. Founding member information can be found here. Have questions about sponsorships? Just send Shaun an email at sfarrar86@gmail.com, he’d love to hear from you. Subscribe Share Bar Harbor Story Share Leave a comment
Temple University Japan Further Expands Academic Offerings with Launch of Cybersecurity Major and Data Science Certificate in Fall 2026
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