Education (Colleges & Universities)
Here's a look at documents from public, private and community colleges in the U.S.
Featured Stories
Virginia Commonwealth University: Double Vision - Twin Alums Kenneth and Steven Ender Both Rose to College Presidencies
RICHMOND, Virginia, June 2 -- Virginia Commonwealth University issued the following news:
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Double vision: Twin alums Kenneth and Steven Ender both rose to college presidencies
The School of Business grads credit VCU with putting them on their path, and they have established endowed scholarships at their alma mater.
By Chelyen Davis
When the Ender brothers -- twins Kenneth and Steven -- enrolled at Virginia Commonwealth University in 1968, they didn't have their future careers mapped out.
They certainly didn't think, when they majored in management in the VCU School of Business, that
... Show Full Article
RICHMOND, Virginia, June 2 -- Virginia Commonwealth University issued the following news:
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Double vision: Twin alums Kenneth and Steven Ender both rose to college presidencies
The School of Business grads credit VCU with putting them on their path, and they have established endowed scholarships at their alma mater.
By Chelyen Davis
When the Ender brothers -- twins Kenneth and Steven -- enrolled at Virginia Commonwealth University in 1968, they didn't have their future careers mapped out.
They certainly didn't think, when they majored in management in the VCU School of Business, thatthey would one day become college presidents.
But they did, crediting their VCU experience for their later success. Now in the past few months, both have established endowed scholarships in the School of Business to help future students. The Steven C. Ender and Karen L. Gislason-Ender Endowed Scholarship is intended to provide support for first-generation students in the School of Business, with preference to students majoring in business management. The Kenneth and Catherine Ender Endowed Scholarship is for students who have transferred from a community college into the VCU School of Business, with a preference given to first-generation college students.
"I recognize what education can really do. I will tell you, the business management major got me the presidency. The doctorate got me the credential," said Steven Ender, Ed.D.. "You've got to give back when you have that type of impactful experience."
The brothers say they're living examples of the biggest lessons they've come to understand about higher education: its power to impact the entire family.
"Once a family member earns a degree, it's very unlikely that others behind them won't earn a degree, but there's got to be a first one to set the stage, and that changes the whole trajectory of a family," said Kenneth Ender, Ph.D.
"This was pretty special for our family," Steven agreed. "When folks go to college, their kids typically go to college. We changed that arc at VCU." Indeed, both of his children went to college and are "thriving," he said.
Getting hooked on higher ed
Raised in Richmond, the brothers came to VCU, they say, because their father insisted they go to college. They majored in business management, just expecting they would figure it out as they went along.
For Steven, that changed when a professor, retired Army Col. Collin Bushway, told him that he was wasting his potential.
"He said, 'You know, you're a gentleman's C student, but you could be an A student if you want to. You have a lot to say, but you don't say it. You need to take some risks and begin to speak what's on your mind,'" Steven said. "And that conversation changed my entire academic career. It was all A's after that. He just called me out. ... And to this day, he's one of the reasons why my career and my life has evolved to where it is now."
Kenneth, meanwhile, describes himself as a shy student who might have flunked out had he not gotten involved with student life and student affairs at VCU.
"Those folks really took a shine to me and really helped me, and I ended up thinking, 'Boy, I want to have the kind of jobs they have. This looks like it's fun around a college campus,'" he said. "But to do that, I'd have to have a master's degree and that required a whole different attitude about my courses and my grades. And that changed my trajectory totally. I was hooked on higher education."
Presidential careers
After they graduated from VCU in 1973, Kenneth headed to the University of Georgia to work on a master's degree, while Steven took a corporate job. But he hated it and eventually joined Kenneth at Georgia to pursue his own master's degree and ultimately a doctorate in education, while Kenneth earned a doctorate from VCU in 1988. Their careers ran on different but parallel paths, as they both rose through the higher education tracks.
Kenneth, for his part, returned to VCU, working as what he calls a "trouble-shooter" for various administrative offices - including being part of the design and construction process of the Commons and the Cary Street Gym - before he "became enamored of the idea of becoming a college president."
In 1998, he landed his first job as college president at Cumberland County College in New Jersey (now the Cumberland Campus of Rowan College of South Jersey), before moving to Harper College in Illinois.
Steven's career focused on problem-solving, and having worked for presidents and seen what it entailed, he started to realize he was as capable of being president as the presidents he was working for. He became president of Westmoreland County Community College in Pennsylvania in 2005 and then Grand Rapids Community College in Michigan.
"I was not surprised that I ended up in the presidency," Steven said.
Both have now retired from presidential jobs.
Helping others find their footing at VCU
The brothers talk about the values and work ethics they learned from their father -- who pushed them to get jobs at 13, saved half their paychecks for their futures and required them to work to pay for their college education. Those values and work ethics have served them well, they said, and as they think about their own impact on future students, they want to provide similar opportunities.
That's why they established endowed scholarships in the School of Business. Kenneth focused his scholarship on students transferring from community colleges because he's aware of how difficult it can be for a student to transition to a four-year institution.
Asked what they would like to leave as a legacy, Kenneth said he has tried to create opportunities for students that echo the lessons and opportunities he had. For example, as a college president, he started programs that promised high school students acceptance and some level of tuition help if they followed workforce values like showing up on time, producing quality work, finishing what they started and giving back to their communities.
Steven said he typically scoffs at the idea of a legacy, but that he hopes he has modeled the value of being authentic.
"What's really important to me? Through my career, and I hope what I modeled for people around me, is to be authentic. To work with the custodian the way you would work with the dean .... To model a hard day's work."
If he could leave students with a lesson, Steven said he'd give them the same advice he received from Col. Bushway all those years ago: "Find your voice. Find your voice in all endeavors, in the community meeting or in the classroom, but you've got to take those risks of becoming an adult, you know. It's a risk full of adventure, but you've got to do it."
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Original text here: https://news.vcu.edu/article/double-vision-twin-alums-kenneth-and-steven-ender-both-rose-to-college-presidencies
UMass Chan Class of 2026 Graduates Encouraged to Pursue 'Inspired Altruism' in Careers
WORCESTER, Massachusetts, June 2 -- The University of Massachusetts Chan Medical School issued the following news:
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UMass Chan Class of 2026 graduates encouraged to pursue 'inspired altruism' in careers
By Pat Sargent
On Sunday, May 31, in front of a capacity crowd on the campus green of UMass Chan Medical School, 270 degrees were conferred to graduates of the T.H. Chan School of Medicine, Tan Chingfen Graduate School of Nursing and Morningside Graduate School of Biomedical Sciences.
Chancellor Michael F. Collins, presiding over Commencement exercises for the twentieth and final time,
... Show Full Article
WORCESTER, Massachusetts, June 2 -- The University of Massachusetts Chan Medical School issued the following news:
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UMass Chan Class of 2026 graduates encouraged to pursue 'inspired altruism' in careers
By Pat Sargent
On Sunday, May 31, in front of a capacity crowd on the campus green of UMass Chan Medical School, 270 degrees were conferred to graduates of the T.H. Chan School of Medicine, Tan Chingfen Graduate School of Nursing and Morningside Graduate School of Biomedical Sciences.
Chancellor Michael F. Collins, presiding over Commencement exercises for the twentieth and final time,celebrated the Class of 2026 and the institution he has served since 2007. Chancellor Collins is the longest serving chancellor in the history of the University of Massachusetts system. He will conclude this role at the end of this academic year.
Collins opened his remarks by informing the graduates and their families that he had originally intended to focus his Commencement address on artificial intelligence, or AI. Instead, he pivoted, flipping the AI abbreviation around and encouraging the future physicians, scientists and nurses to live their lives inspired by IA, or "inspired altruism."
"AI will have an enormous impact on the future of nursing, science and medicine," Collins said. "But there is nothing artificial about IA and IA embraces the embodiment of actual human intelligence. Inspired altruism defines humanity and promotes and enhances the human condition."
"May yours be a life of inspired altruism and may your example be of commitment, encouragement and support to those entrusted to your care."
Collins presented 158 Doctor of Medicine degrees; seven MD/PhD degrees, 39 Doctor of Philosophy degrees; 54 Doctor of Nursing Practice degrees, four PhD in Nursing degrees and five Master of Science, Nursing and Interprofessional Leadership degrees.
Collins also recognized David D. McManus, MD'02, ScM'12, MBA, the Richard M. Haidack Professor in Medicine, chair and professor of medicine, who, in April, was named incoming chancellor of UMass Chan.
Gerald Chan, venture capitalist, scientist and philanthropist responsible for the 2021 $175 million transformational gift to UMass Chan, was presented with an honorary degree and delivered the Commencement address.
In 2021, the charitable foundation of Chan's family, The Morningside Foundation, made the largest donation in UMass history. In recognition of the gift, the Medical School was renamed UMass Chan Medical School, and its three graduate schools were renamed in honor of Chan's family.
In his address, Chan emphasized education and service, urging graduates to adapt to a rapidly changing world, particularly in health care, and advocated for a balance of technological advancement and human connection in medicine.
"In medicine, as in any human endeavor, what anchors us in perilous times is our humanity," Chan said. "Never forget that medicine is fundamentally about humanity and should never be practiced at the expense of humanity."
Honorary degrees were awarded to Monica M. Bertagnolli, MD, president-elect of the National Academy of Medicine; and Robert A. Harrington, MD, dean of Weill Cornell Medicine.
Suhas Suddala, MD; William "Bill" Mar, PhD, RN, MSN; and Humberto Ochoa, PhD, served as class speakers.
Highlights from the week's events can be found on the UMass Chan news website (https://www.umassmed.edu/news/), with additional photos and videos on Facebook and Instagram. The full Commencement ceremony can be viewed on the UMass Chan YouTube page.
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Original text here: https://www.umassmed.edu/news/articles/2026/05/umass-chan-class-of-2026-graduates-encouraged-to-pursue-inspired-altruism-in-careers/
McNeese Senior Engages in Undergraduate Research Symposium
LAKE CHARLES, Louisiana, June 2 -- McNeese State University shared the following news:
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McNeese Senior Engages in Undergraduate Research Symposium
Carson Plaisance, a chemical engineering senior at McNeese State University, has been focused on using ionic liquids and process simulation tools to better understand carbon capture and how these systems may perform at larger, industrial scales. Throughout this process, he has researched how these materials could be applied more effectively in real processes as well as noting that these solvents can provide greener solutions to current methods.
... Show Full Article
LAKE CHARLES, Louisiana, June 2 -- McNeese State University shared the following news:
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McNeese Senior Engages in Undergraduate Research Symposium
Carson Plaisance, a chemical engineering senior at McNeese State University, has been focused on using ionic liquids and process simulation tools to better understand carbon capture and how these systems may perform at larger, industrial scales. Throughout this process, he has researched how these materials could be applied more effectively in real processes as well as noting that these solvents can provide greener solutions to current methods.
"I became interested in this research because I wanted to better understand how processes change when moving from small scale studies toward larger scale applications," explains Plaisance, from Moss Bluff. "That kind of scale up is fundamental in chemical engineering and I find it exciting to study research that has both scientific and practical value."
Plaisance found this research through his carbon capture elective course. As part of coursework, he was assigned ionic liquids for simulation work and realized there was very limited clear information in how to properly simulate them. This led him to use his project as a way to develop a clean, understandable workflow.
"My future plans are to pursue a doctorate degree in chemical engineering and ultimately become a professor," says Plaisance. "I have already been accepted into Penn State and I am excited about continuing my education and research there."
Plaisance chose to attend McNeese because of its strong industry connections as well as being close to home.
"For students looking for research opportunities, my biggest recommendation is to simply ask your instructors and professors," Plaisance explained. "Talk to them, show interest and let them know that you want to get involved. A lot of opportunities start by reaching out and being willing to learn."
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Original text here: https://www.mcneese.edu/news/mcneese-senior-engages-in-undergraduate-research-symposium/
Gardner-Webb Doctor of Business Administration Advances Alumna From Doctoral Study to Faculty Career
BOILING SPRINGS, North Carolina, June 2 -- Gardner-Webb University issued the following news:
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Gardner-Webb Doctor of Business Administration Advances Alumna from Doctoral Study to Faculty Career
Dr. Stephanie Austin-Campbell Accepts Teaching Role and Presents Research at International Conference
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Within six months of completing the Doctor of Business Administration (DBA) at Gardner-Webb University, Dr. Stephanie Austin-Campbell accepted a full-time faculty position at Georgia College and State University in Athens, Ga. Less than a year into her new role, she was invited to present her
... Show Full Article
BOILING SPRINGS, North Carolina, June 2 -- Gardner-Webb University issued the following news:
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Gardner-Webb Doctor of Business Administration Advances Alumna from Doctoral Study to Faculty Career
Dr. Stephanie Austin-Campbell Accepts Teaching Role and Presents Research at International Conference
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Within six months of completing the Doctor of Business Administration (DBA) at Gardner-Webb University, Dr. Stephanie Austin-Campbell accepted a full-time faculty position at Georgia College and State University in Athens, Ga. Less than a year into her new role, she was invited to present herdissertation, "Risky Business: Executive Compensation Attributes and Enterprise Risk Management," at the Academy of Business Research (ABR). The conference brings together scholars and practitioners from around the world to exchange ideas and collaborate.
She was honored, enthusiastic and humbled to participate and represent Georgia College and her alma mater at the ABR conference. Beyond presenting her research, the conference allowed her to connect with scholars who share similar interests, fostering the potential for future collaborative initiatives.
Her research examines executive compensation, particularly for Chief Executive Officers (CEOs) and Chief Financial Officers (CFOs). It explores how these incentives influence the management of firm-wide risk in the banking industry. "This area of research is especially significant because the banking sector represents one of the most volatile yet essential industries in the global economy," Austin-Campbell noted. "Senior executives must maintain a strong awareness of organizational and market conditions to ensure that risks are managed effectively and responsibly. Failure to do so can contribute to severe economic consequences, such as the global financial crisis most notably experienced in 2008."
Austin-Campbell said one of the most valuable aspects of her experience was receiving feedback from scholars around the world. She also attended sessions aligned with her academic and professional interests, gaining insight into a variety of teaching approaches.
"Through these sessions, I had the opportunity to engage with individuals from diverse geographical and cultural backgrounds and learn more about their instructional approaches and teaching styles," Austin-Campbell said. "These interactions broadened my perspective on effective pedagogical strategies and reinforced the value of collaborative learning within the global academic community."
While her research continues to evolve, Austin-Campbell now applies these insights in the classroom. At Georgia College, she teaches Principles of Management and Freshman Seminar courses, and during the summer, she also teaches at Athens Technical College.
Before enrolling in the DBA program at Gardner-Webb, Austin-Campbell had served in higher education administrative and teaching roles for nearly three decades. When the timing was right to take the next step in her career, she started exploring doctoral programs to strengthen both her academic credentials and professional opportunities. Her search led to Gardner-Webb.
"Although I live near a major flagship university, I was seeking a doctoral program that would provide a high-quality education while also allowing me to complete the degree within a structured and defined timeframe," she explained. "I ultimately selected Gardner-Webb because it aligned well with my academic and professional goals."
Gardner-Webb's DBA program is 60 credit hours with concentrations in accounting, economics, finance, international business, management and marketing. Students who maintain full-time status can complete the program in nine consecutive semesters. The curriculum emphasizes both technical expertise and leadership, preparing graduates to become effective educators, innovative thinkers and ethical decision-makers.
A defining feature of the program is its emphasis on personalized learning and individualized support, said Dr. Christine Sutton, associate dean, associate professor of business administration and the program's director. "The professors in Gardner-Webb's DBA program work diligently to provide students with the knowledge and skills necessary to produce quality scholarly research," Sutton stated.
Austin-Campbell affirmed that faculty mentorship was a key component of her success. "Every faculty member with whom I interacted played a pivotal role in that process," she observed. "I could not have accomplished this milestone without their unwavering support, guidance, and encouragement."
Austin-Campbell described the program as both "rigorous and rewarding, requiring students to effectively balance academic responsibilities with personal and professional obligations." She encouraged current and prospective students to fully engage with faculty and peers. "The support, mentorship, and collaborative learning environment are instrumental to both academic success and professional growth," she stated.
Sutton commended Austin-Campbell for maximizing the benefits of the program in pursuit of her goals. "Dr. Austin-Campbell worked tirelessly while she was a student in the DBA program," she asserted. "We are proud of her many accomplishments since earning her doctoral degree from Gardner-Webb in December of 2024."
While completing the degree equipped Austin-Campbell with credentials to advance her career, she also strengthened her professional confidence. "I have long aspired to become a tenured professor and, potentially, transition into a higher-level administrative role in the future," she reflected. "Roles that had once seemed beyond my reach now appear attainable."
Drawing on her experience as both a student and a teacher, Austin-Campbell brings a heightened sense of empathy to the classroom. She understands firsthand the challenges students face as they balance academic expectations with personal and professional responsibilities.
"I remain committed to sharing knowledge with students who are navigating their own academic journeys in order to help them achieve their highest level of success," she said. "One of the most important lessons emphasized throughout my doctoral studies was the importance of proper academic and scholarly writing, which serves as a foundational element of higher education and research."
Looking ahead, Austin-Campbell remains focused on continued growth. She plans to collaborate with colleagues to expand her dissertation research and publish in scholarly journals while refining her effectiveness in the classroom.
"Over the next three to four years, I plan to systematically compile and document scholarly contributions for inclusion in my tenure and promotion portfolio, with the objective of being fully prepared to apply for tenure and promotion by my fifth year," she emphasized. "My goal is to contribute both to the advancement of knowledge within the discipline and to the development and success of future students through high-quality teaching and mentorship."
Become more in your career with Gardner-Webb's DBA program.
Take the next step by contacting Blake Elizalde at welizalde@gardner-webb.edu or Dr. Christine Sutton at ccsutton@gardner-webb.edu.
Apply by July 31 for fall admission.
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Gardner-Webb University is North Carolina's recognized leader in private, Christian higher education. A Carnegie-Classified Doctoral/Professional University, GWU is home to nine colleges and schools, more than 80 undergraduate and graduate majors, and a world-class faculty. Located on a beautiful 225-acre campus in Boiling Springs, N.C., Gardner-Webb prepares graduates to impact their chosen professions, equips them with the skills to advance the frontiers of knowledge, and inspires them to make a positive and lasting difference in the lives of others. Become More at gardner-webb.edu
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Original text here: https://gardner-webb.edu/news/alumna-advances-from-doctoral-student-to-faculty-position/
Commonly prescribed medication for sleep problems raises alarm bells
BEDFORD PARK, Australia, June 2 -- Flinders University posted the following news:
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Commonly prescribed medication for sleep problems raises alarm bells
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Amid growing concern about the widespread off-label use of sedative medications for sleep problems, Flinders University researchers have led a world-first clinical trial examining how a commonly prescribed 'sleeping pill' affects sleep, breathing and next-day performance.
Published in the high-ranking Annals of the American Thoracic Society, the study found that low-dose quetiapine (Seroquel) - frequently prescribed off-label for insomnia
... Show Full Article
BEDFORD PARK, Australia, June 2 -- Flinders University posted the following news:
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Commonly prescribed medication for sleep problems raises alarm bells
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Amid growing concern about the widespread off-label use of sedative medications for sleep problems, Flinders University researchers have led a world-first clinical trial examining how a commonly prescribed 'sleeping pill' affects sleep, breathing and next-day performance.
Published in the high-ranking Annals of the American Thoracic Society, the study found that low-dose quetiapine (Seroquel) - frequently prescribed off-label for insomnia- modestly improved sleep quality and reduced obstructive sleep apnoea (OSA) severity, but significantly impaired alertness and driving performance the following day.
Off-label use refers to prescribing a medication for an unapproved purpose. Quetiapine, approved for schizophrenia and bipolar disorder, is increasingly prescribed at low doses for insomnia and anxiety because of its sedative effects.
"There's a growing belief that low-dose quetiapine is a relatively harmless way to help people sleep," says lead author, Cricket Fauska, a PhD candidate for FHMRI Sleep Health at Flinders University.
"Our results show it's not that simple. Although participants slept longer and woke less overnight, their reaction times were slower, and their simulated driving performance was noticeably worse the next morning."
The trial focused on people with obstructive sleep apnoea who also struggle to stay asleep - a common but often overlooked combination known as comorbid insomnia and sleep apnoea. While many patients and clinicians assume a better night's sleep leads to better daytime functioning, the findings suggest this may not hold true when quetiapine is used.
In the randomised, double-blind, placebo-controlled study, 15 adults spent two nights in a sleep laboratory - one night after taking 50 milligrams of quetiapine and one after taking a placebo. Full overnight sleep studies were conducted, and the following morning participants completed a driving simulator task and a vigilance test to objectively measure alertness.
Compared with placebo, quetiapine reduced the number of breathing interruptions during sleep and improved sleep efficiency, without worsening oxygen levels. However, it also caused slower reaction times, more lapses in attention and poorer steering control during the driving simulation - markers that are strongly linked to real-world crash risk.
"What was particularly concerning is that some people didn't feel especially sleepy the next day, despite performing worse on objective tests," says Fauska.
"That mismatch between how people feel and how they actually function poses a serious safety risk, especially when it comes to driving."
Quetiapine is approved to treat conditions such as schizophrenia and bipolar disorder, but it is increasingly prescribed at much lower doses for insomnia, anxiety and general sleep complaints.
Matthew Flinders Professor Danny Eckert, Director of FHMRI Sleep Health and senior author on the paper says the findings raise important questions about current prescribing practices particularly in primary care.
"Around 80 percent of people with OSA are undiagnosed and unaware they have the condition, and to add to this, a key symptom is finding it difficult to stay asleep," says Professor Eckert.
"Sleep complaints like this are common in general practice, and in Australia around 90 per cent of people who present with insomnia symptoms will leave with a sleeping pill rather than a sleep assessment".
"Our study shows that while quetiapine can make sleep look better on the surface, it may actually make people less safe the next day."
The findings also highlight a broader shift in how sleep disorders like OSA are best managed with another new study finding that rather than relying on one-size-fits-all solutions, there is growing evidence that targeting the underlying causes of sleep disruption can improve both treatment effectiveness and patient outcomes.
"Sleep apnoea is a complex condition with different underlying drivers in different people," says Professor Eckert.
"What we're learning is that treatment needs to be tailored -using the right approach, or combination of approaches, for the individual rather than defaulting to sedating medications."
The researchers say better screening for sleep apnoea, increased access to evidence-based treatments such as cognitive behavioural therapy for insomnia (CBTi), and clear warnings about next-day impairment are essential.
More than three-quarters of participants experienced side effects after just a single dose of quetiapine, including grogginess, dizziness and drops in blood pressure. One participant required medical review after a fall.
Although no serious long-term harm occurred, the researchers say the results underscore the need for caution.
"Our findings suggest quetiapine should not be used as a routine sleep medication in people with known or possible sleep apnoea, particularly when next-day alertness is critical," says Professor Eckert.
The research team recommend safer alternatives such as CBTi, alongside care pathways that prioritise sleep apnoea screening before prescribing sedating medications.
The paper, ' Quetiapine modestly improves sleep and breathing but impairs next day performance in people with OSA and difficulty maintaining sleep: A randomized controlled trial', by Cricket Fauska, Tarun Bastiampillai, Georgina Rawson, Barbara Toson, Andrew Vakulin, Robert Adams, Gary Wittert, Kelly A. Loffler and Danny J. Eckert, was published in the Annals of the American Thoracic Society journal. DOI: 10.1093/annalsats/aaoag092
See also, " Developments in Pharmacotherapy for Obstructive Sleep Apnoea: Unlocking the Potential for Targeted Treatment " by Danny J Eckert was published in Drugs 2026\. DOI: 10.1007/s40265-025-02268-9.
Acknowledgements : This study was funded by a National Health and Medical Research Council of Australia Grant (1196261).
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Original text here: https://news.flinders.edu.au/blog/2026/06/02/commonly-prescribed-medication-for-sleep-problems-raises-alarm-bells/
Christian Theological Seminary: MMPC Explores the Experience of Preaching
INDIANAPOLIS, Indiana, June 2 -- The Christian Theological Seminary issued the following news:
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MMPC Explores the Experience of Preaching
Just Preachers, Just Preaching:" Mixed Methods Conference Explores the Experience of Preaching
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The 2026 Mixed Methods Preaching Conference explores the relationship between the preacher, the listener, and the experience of compelling preaching.
"We want to explore the personhood of preachers - and how that translates to the preaching moment," said Dr. Courtney Buggs, Assistant Professor of Homiletics and Director of the PhD in African American
... Show Full Article
INDIANAPOLIS, Indiana, June 2 -- The Christian Theological Seminary issued the following news:
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MMPC Explores the Experience of Preaching
Just Preachers, Just Preaching:" Mixed Methods Conference Explores the Experience of Preaching
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The 2026 Mixed Methods Preaching Conference explores the relationship between the preacher, the listener, and the experience of compelling preaching.
"We want to explore the personhood of preachers - and how that translates to the preaching moment," said Dr. Courtney Buggs, Assistant Professor of Homiletics and Director of the PhD in African AmericanPreaching and Sacred Rhetoric degree program at CTS. She is serving in her first year as Convener of the Mixed Methods Preaching Conference, which takes place October 19-22, 2026, at Light of the World Christian Church.
Bugg suggest the 2026 theme "Just Preachers, Just Preaching" connects the preacher to what we hear in preaching. It is a call to examine who we are, what we say, and why it matters. Some may argue that the preacher is separate from the message, but Buggs believes they are integrally related.
"Meaningful preaching is not abstract," she said. "I believe it is the public proclaiming of one's own theological convictions. In the preaching act, we articulate and embody our beliefs about God, the activities of God, and humanity."
Listening as Part of the Preaching Experience
This year's conference theme also emphasizes the role that congregations, or listeners, play in the preaching process. Compelling preaching is not only determined by the preacher but perhaps more so by the listening audience. Buggs said it is critical to explore the listeners' experience of the preached message -- exploration that goes beyond good-bad assessment. The promises of compelling preaching emerge between both the participating congregation and the preacher.
According to Buggs, the conference hopes to engage not only pastors or associate ministers and lay ministers, but also congregants who are invested in preaching or are curious about the sacred speech act that we call preaching. This year the MMPC is offering CEUs for those who may need training hours -- thereby encouraging, perhaps, a wide range of participants. "I hope that senior pastors and denominational entities will sponsor their associate, lay, and staff ministers to attend, investing in them and their ministries as vital to the life of the church."
For the first time, Buggs is moving from the background to the forefront of the conference which is presented by Christian Theological Seminary. The conference is an extension of the PhD Program in African American Preaching and Sacred Rhetoric. As Director of that degree program, Buggs said it has been especially meaningful to cast this year's conference vision.
A significant element of that vision is to collect data about the listener experience to help inform future teaching and training of preachers. She said that understanding how the audience experiences preaching really tells us if it is compelling or not. To that end, there will be staff actively asking for attendees to complete a three-question survey about their experiences of preaching from the perspective of a listener. This data collection will occur throughout the event and is open to all participants.
Learning Through Practice
While the experience of the listener is being elevated, the overall focus is still on the craft and calling of preaching. Attendees will attend plenary sessions as well as take part in preaching labs carefully designed to focus on various methods of preaching. The preaching labs are taught by PhD program students, graduates, and clergy associated with the former Compelling Preaching Initiative cohorts. This immersive experience includes instruction, discussion, and direct feedback on your preaching.
"There is real learning happening," Buggs said. "There will be tools and takeaways for those who participate. If you are a new preacher or thinking about preaching or want to learn a new method, this conference is for you."
Evening Worship and Conference Registration
The conference also welcomes the public to nightly evening worship featuring preachers like Rev. Traci Blackmon, Rev. Dr. Gabby Cudjoe Wilkes, Rev. Dr. Andrew Wilkes, and Rev. Jeffrey Johnson, II. Evening worship services are free and open to the public without conference registration.
Buggs said that over the next several weeks, the planning team will finalize the flow of the event. Online registration for the conference is now open, and early bird rates are available until July 1.
For more information or to register, please visit https://www.cts.edu/events/cts-mixed-methods-preaching-conference-2026/
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Original text here: https://www.cts.edu/2026/06/01/mmpc-explores-the-experience-of-preaching/
AI Outperforms Law Professors in Stanford Law Study
STANFORD, California, June 2 -- Stanford University Law School issued the following news:
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AI Outperforms Law Professors in Stanford Law Study
In a rigorous blind study, law professors overwhelmingly preferred AI-generated answers to student legal questions over answers written by fellow law professors--and flagged the AI answers as potentially misleading or harmful far less often
By Stephanie Ashe
A groundbreaking study led by Stanford Law School Professor Julian Nyarko reveals that law professors overwhelmingly prefer AI-generated answers to student questions over responses written
... Show Full Article
STANFORD, California, June 2 -- Stanford University Law School issued the following news:
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AI Outperforms Law Professors in Stanford Law Study
In a rigorous blind study, law professors overwhelmingly preferred AI-generated answers to student legal questions over answers written by fellow law professors--and flagged the AI answers as potentially misleading or harmful far less often
By Stephanie Ashe
A groundbreaking study led by Stanford Law School Professor Julian Nyarko reveals that law professors overwhelmingly prefer AI-generated answers to student questions over responses writtenby their fellow instructors--a finding that could reshape how legal education is delivered.
The study, titled "Law Professors Prefer AI Over Peer Answers," was conducted with 16 law professors across U.S. law schools and tested whether large language models could serve as effective tutors for contract law courses.In a blind evaluation of nearly 3,000 anonymized comparisons, professors rated AI responses significantly higher than answers written by other professors, with AI winning 75% of head-to-head matchups.
"This study challenges important assumptions about AI's role in legal education," said Nyarko, who leads Stanford Law School's Legal Innovation through Frontier Technology Lab, or liftlab. He co-authored the paper with colleagues from Yale, NYU, University of Chicago, and other leading institutions. "We focused on law precisely because it requires judgment, nuanced reasoning, and the ability to navigate ambiguity--not just factual recall."
Can LLMs Reason?
The study is particularly notable because previous AI evaluations have focused primarily on subjects with clear right-or-wrong answers. Legal reasoning, by contrast, demands careful analysis of competing arguments and defensible conclusions.
"We were frankly surprised by the magnitude of the results," Nyarko added. "These weren't just simple questions with obvious answers. Many of them required synthesizing complex material, applying it to new situations, and explaining legal concepts in ways that would help students develop their own analytical skills."
Participants created 40 representative contracts law questions that students might ask after class or during office hours, wrote their own answers, and then evaluated responses without knowing whether they came from AI or other participating professors. The AI systems performed comparably to the best human instructor in the study.
Perhaps most striking: professors flagged AI responses as pedagogically harmful only 3.5% of the time, compared to 12% for peer-written answers.
"In most fields where AI gets tested, there's a right answer. In law, there often isn't." said Sarath Sanga, co-author and professor at Yale Law School. "Two opposing arguments can both be good. What we wanted to know is whether AI can meet the latent professional standard that lawyers use to evaluate each other's arguments. In this case, the answer was yes."
The research team took extensive precautions to ensure the study's validity. They calibrated AI responses to match the length and structure of human answers, used multiple evaluation methods, and had professors assess whether responses might mislead or confuse students.
Transforming Legal Education
"We designed this study to be as rigorous as possible because the stakes are so high," Nyarko explained. "Legal education is about training future lawyers to think critically, argue persuasively, and navigate ethical complexities. Our study makes important steps towards finding out whether AI could support that mission."
Alejandro Salinas, first author of the study and a researcher at Nyarko's liftlab, emphasized the educational implications: "Our study shifts attention to what AI tutoring can contribute to learning in judgment-rich fields like law. We find that, when evaluated by legal educators, AI tutors can offer high-quality, on-demand support that complements classroom instruction, and may broaden access to expert guidance."
The study also examined specific AI models, including commercial tutoring systems and Google's NotebookLM, finding varying levels of performance. However, even when context limitations affected AI responses, professors still frequently preferred them to human-written alternatives.
The findings arrive as law schools nationwide grapple with integrating AI tools into legal education while maintaining rigorous academic standards. Some institutions have embraced AI experimentation, while others remain cautious about potential risks including hallucinations, overreliance, and the erosion of critical thinking skills.
"Our study evaluates the quality of answers given by AI tools. But how to implement these tools to most effectively improve student learning is still an open question. So we're not advocating for wholesale adoption of AI tutors," Nyarko cautioned. "But our data suggests that blanket skepticism may be equally unwarranted. The conversation should shift from whether AI can give accurate, high quality responses to how we can deploy it responsibly to the benefit of our students."
Read the Study (https://law.stanford.edu/publications/law-professors-prefer-ai-over-peer-answers/)
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About liftlab
Liftlab is among the first academic efforts in legal AI to unite research, prototyping, and real-time collaboration with industry. Its mission is to increase access to high quality legal services in the private sector by leveraging AI and other frontier technologies. To bridge the gap between theory and practice, liftlab's work extends beyond conceptualization and encompasses the building of prototypes that help explore the utility of AI-based solutions.
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About Stanford Law School
Stanford Law School is one of the world's leading institutions for legal scholarship and education. Its alumni are among the most influential decision makers in law, politics, business, and high technology. Faculty members argue before the Supreme Court, testify before Congress, produce outstanding legal scholarship and empirical analysis, and contribute regularly to the nation's press as legal and policy experts. Stanford Law School has established a model for legal education that provides rigorous interdisciplinary training, hands-on experience, global perspective and a focus on public service.
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Original text here: https://law.stanford.edu/press/ai-outperforms-law-professors-in-stanford-law-study/
