Education (Colleges & Universities)
Here's a look at documents from public, private and community colleges in the U.S.
Featured Stories
Study reveals gaps in stuttering assessment and treatment
DARWIN, Australia, April 20 -- Charles Darwin University posted the following news:
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Study reveals gaps in stuttering assessment and treatment
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Variability in an individual's stuttering pattern has long posed challenges for speech-language pathologists (SLPs) when treating clients, but new research led by Charles Darwin University (CDU) and Michigan State University (MSU) has identified the gaps in clinical practices and how to address them.
The study, which observed 143 SLPs who reported practicing and being certified in the United States, found clinicians consistently observed changes
... Show Full Article
DARWIN, Australia, April 20 -- Charles Darwin University posted the following news:
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Study reveals gaps in stuttering assessment and treatment
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Variability in an individual's stuttering pattern has long posed challenges for speech-language pathologists (SLPs) when treating clients, but new research led by Charles Darwin University (CDU) and Michigan State University (MSU) has identified the gaps in clinical practices and how to address them.
The study, which observed 143 SLPs who reported practicing and being certified in the United States, found clinicians consistently observed changesin a client's stuttering from appointment to appointment, but generalist practitioners were more likely to rely on reactive management than their expert counterparts.
Long-standing gaps in clinical education play a major contributing to factor to this issue, with more than half of graduate students in the US completing their training without acquiring placement hours specifically dedicated to stuttering assessment and treatment.
CDU Lecturer of Speech and Language Therapy Dr Hamid Karimi said broadening SLPs understanding of stuttering could be as simple as increasing specialised education early.
"Specialised education grounded in evidence-based practice helps SLPs understand that stuttering extends far beyond visible speech symptoms," Dr Karimi said.
"By encouraging a holistic view - incorporating the emotional, social, and participation aspects - coursework equips clinicians to assess and address variability more comprehensively and effectively in everyday practice."
Armed with this knowledge, the specialist SLPs involved in this study were more likely to examine an individual's stuttering experience beyond observable appointments through interviews with parents and teachers.
Study lead author and MSU PhD candidate Amir Hossein Rasoli Jokar said the more holistic view of a patient's day-to-day stuttering variability would enable SLPs to provide more balanced and effective therapies using stable, long-term objectives combined with short-term tactics.
"A holistic approach is essential because stuttering variability is not just about changes in speech that we can hear in a clinic setting -it also involves changes in how people think, feel, and engage in communication across different situations," Mr Rasoli Jokar said.
"If we rely only on brief clinical observations, we risk overlooking how much a person's experience may fluctuate throughout their daily life, including in school, work, or social interactions."
"By broadening assessment to include these emotional, cognitive, and participation-related aspects, clinicians can better understand the full impact of stuttering variability and provide care that is more aligned with the person's lived experience."
Dr Karimi said CDU's own speech pathology curriculum was being updated to reflect the study's findings, with significant modifications being incorporated into students' training from 2026.
"While learning fluency-shaping techniques remains valuable, comprehensive preparation requires more than addressing physical symptoms alone," he said.
"At CDU, we already provide valuable opportunities through simulated clients and direct input from people who stutter, but we can strengthen this further by deepening discussions on the biopsychosocial model of stuttering, balancing evidence-based practice with neurodiversity principles, and exploring how personal and environmental factors influence variability and everyday participation.
"Educating society to view stuttering as a difference rather than a deficit is also essential to support inclusion."
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Original text here: https://www.cdu.edu.au/news/study-reveals-gaps-stuttering-assessment-treatment
Older workers seen as less competent and trustworthy by their younger peers, study shows
BRISBANE, Australia, April 20 -- The University of Queensland posted the following news:
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Older workers seen as less competent and trustworthy by their younger peers, study shows
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Older workers are stereotyped as less competent, trainable and adaptable by their younger colleagues, influencing how they are viewed by management, a University of Queensland study has found.
Associate Professor Chad Chiu from UQ's Business School said surveys conducted across workplaces in Australia and Taiwan found consistent evidence that younger workers were less trusting of their older coworkers.
"Workplace
... Show Full Article
BRISBANE, Australia, April 20 -- The University of Queensland posted the following news:
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Older workers seen as less competent and trustworthy by their younger peers, study shows
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Older workers are stereotyped as less competent, trainable and adaptable by their younger colleagues, influencing how they are viewed by management, a University of Queensland study has found.
Associate Professor Chad Chiu from UQ's Business School said surveys conducted across workplaces in Australia and Taiwan found consistent evidence that younger workers were less trusting of their older coworkers.
"Workplacestructures are becoming more and more horizontal, which means we often see people with significant age gaps working in the same roles," Dr Chiu said.
"Younger workers often make unfair judgments about this - when they work with older colleagues sharing similar job titles they often wonder why they don't advance to more senior positions.
"Intuitively, younger workers can jump to a conclusion that their older peers are incompetent and less trustworthy, making them reluctant to collaborate with them.
"What is worse is that their immediate supervisor thinks the older worker is not performing well because nobody wants to share information or projects with them, or work with them in general."
A first study surveyed 199 employees of 56 professional work teams in consulting and technology firms in Taiwan, to determine the level of trust younger workers put in their older colleagues.
In a second study, an online experiment presented 177 Australian participants aged 22 and older with a scenario involving a 55-year-old engineer responding to an urgent production issue.
They were asked to assess how capable the engineer appeared, with responses collated according to the age of the participants.
"Younger people expressed lower levels of trust in our engineer," Dr Chiu said.
"They may have thought of them as a nice or supportive colleague, but they didn't see them as useful."
Dr Chiu said the research showed older workers could regain their reputation by being vocal about their skills, but managers also had a role to play.
"When younger employees receive very little information about their older colleagues' capabilities, they will primarily rely on surface-level characteristics like age to make a judgment," he said.
"Employers and team managers have a responsibility to give older employees opportunities or platforms to show they are capable.
"It is a mistake to think they don't need support because they're older or more experienced.
"These findings offer important insights for older professionals seeking to sustain their careers, as well as for managers aiming to lead inclusive and age-diverse professional teams more effectively."
Read the research published in Human Relations.
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Original text here: https://news.uq.edu.au/2026-04-older-workers-seen-less-competent-and-trustworthy-their-younger-peers-study-shows
University of Idaho music students and faculty to perform at USS Idaho commissioning
MOSCOW, Idaho, April 19 -- The University of Idaho issued the following news release:
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University of Idaho music students and faculty to perform at USS Idaho commissioning
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MOSCOW, Idaho - Students and faculty members from University of Idaho's Lionel Hampton School of Music (LHSOM) will bring the university's sound to a national stage, performing original arrangements by Distinguished Professor Dan Bukvich at the commissioning of the U.S. Navy submarine USS Idaho in Connecticut.
The submarine, known as the Gem of the Fleet, will be commissioned into the U.S. Navy fleet on Saturday,
... Show Full Article
MOSCOW, Idaho, April 19 -- The University of Idaho issued the following news release:
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University of Idaho music students and faculty to perform at USS Idaho commissioning
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MOSCOW, Idaho - Students and faculty members from University of Idaho's Lionel Hampton School of Music (LHSOM) will bring the university's sound to a national stage, performing original arrangements by Distinguished Professor Dan Bukvich at the commissioning of the U.S. Navy submarine USS Idaho in Connecticut.
The submarine, known as the Gem of the Fleet, will be commissioned into the U.S. Navy fleet on Saturday,April 25, at Naval Submarine Base New London.
Christened in March 2024, USS IDAHO SSN 799 is a Virginia-class nuclear-powered fast-attack submarine. Much of the vessel's advanced acoustic stealth technology came from the U.S. Navy's Acoustic Research Detachment on Lake Pend Oreille in Bayview, Idaho.
"The commissioning of USS Idaho is a meaningful milestone for our state, and we are honored to have our students and faculty represent Idaho on a national stage," U of I President Scott Green said. "Their performance showcases the talent, dedication and professionalism that define the University of Idaho."
Six LHSOM students and four faculty members will perform at the commissioning ceremony in a string ensemble and vocal duo.
Performances are expected to include songs such as U of I's fight song, "Go Vandals Go," and Idaho's state song, "Here We Have Idaho," both adapted from arrangements by Bukvich. The student and faculty musicians will also perform the national anthem and a medley of all five military branches' anthems.
Jacinta Howard, a sophomore violin performance major from Sandpoint, said she is proud to represent U of I and the state of Idaho at this historic event.
"As a musician, it is exhilarating to perform before a special audience we would not typically have an opportunity to reach," Howard said. "I'm especially excited to share this experience with my peers and faculty. Getting to travel together and use the skills we've worked to develop in a setting like this is rewarding, and it's something I never take for granted."
Sean Butterfield, director of the LHSOM, said the commissioning provides an excellent opportunity for experiential learning.
"Our students are learning not only the musical skills necessary for a performance at this level -they are also watching first-hand the logistics that go into making this happen," Butterfield said. "These are invaluable skills, and because this is an important event in our state's history, their experiences here mean something more. This is something they will remember."
For more information about USS Idaho, visit ussidahocommittee.org.
Media contact
Alisa Volz
Communications strategist
Department of Theatre Arts and Lionel Hampton School of Music
208-885-6231
avolz@uidaho.edu
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Original text here: https://www.uidaho.edu/newsroom/uss-idaho-music
UNM-Valencia team presents innovative teaching partnership model at international conference
ALBUQUERQUE, New Mexico, April 19 -- The University of New Mexico posted the following news:
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UNM-Valencia team presents innovative teaching partnership model at international conference
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A team of faculty and students from The University of New Mexico-Valencia Campus recently brought a unique approach to teaching and learning to an international stage.
Recently, five members of UNM-Valencia's Pedagogical Partnership Program presented their research at the 68th World Social Science Association Conference, highlighting a collaborative model designed to strengthen classroom engagement
... Show Full Article
ALBUQUERQUE, New Mexico, April 19 -- The University of New Mexico posted the following news:
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UNM-Valencia team presents innovative teaching partnership model at international conference
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A team of faculty and students from The University of New Mexico-Valencia Campus recently brought a unique approach to teaching and learning to an international stage.
Recently, five members of UNM-Valencia's Pedagogical Partnership Program presented their research at the 68th World Social Science Association Conference, highlighting a collaborative model designed to strengthen classroom engagementand inclusion.
The program, modeled after Students as Learners and Teachers program at Bryn Mawr College, is the first initiative of its kind in New Mexico. It pairs faculty members with student partners who are not enrolled in their courses, creating a space for observation, dialogue and feedback throughout the semester.
The UNM-Valencia team included Dr. Julia So, assistant professor of sociology, along with professors Cindi Goodman of mathematics and Sarah Heyward of fine arts. Student partners Esther Grace Cordova and Eden Ortega also contributed to the presentation.
Through the program, student partners observe classroom instruction and provide feedback on teaching methods and delivery. The process encourages open communication and reflection, allowing faculty and students to work together to improve the learning experience.
By building a relationship grounded in trust and respect, the program aims to increase students' sense of belonging and engagement. In turn, students are encouraged to take a more active role in their own education.
The Pedagogical Partnership Program represents a growing effort within higher education to rethink traditional classroom dynamics and center student voices in the learning process.
For more information about the program, visit valencia.unm.edu or contact Dr. Julia So at juliaso@unm.edu or Rita Garcia at rgarcia18@unm.edu.
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Original text here: https://news.unm.edu/news/unm-valencia-team-presents-innovative-teaching-partnership-model-at-international-conference
Penn Medicine, CHOP team awarded Breakthrough Prize for developing gene therapy for inherited blindness
PHILADELPHIA, Pennsylvania, April 19 -- The University of Pennsylvania posted the following news:
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Penn Medicine, CHOP team awarded Breakthrough Prize for developing gene therapy for inherited blindness
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Their discovery started with a group of blind dogs living at a vet school. Now, the work has been awarded the prestigious Breakthrough Prize at the "Oscars of Science."
Jean Bennett, and Albert Maguire, both emeritus professors of ophthalmology in the Perelman School of Medicine at the University of Pennsylvania, and Katherine High, an emeritus professor of pediatrics and the founding
... Show Full Article
PHILADELPHIA, Pennsylvania, April 19 -- The University of Pennsylvania posted the following news:
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Penn Medicine, CHOP team awarded Breakthrough Prize for developing gene therapy for inherited blindness
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Their discovery started with a group of blind dogs living at a vet school. Now, the work has been awarded the prestigious Breakthrough Prize at the "Oscars of Science."
Jean Bennett, and Albert Maguire, both emeritus professors of ophthalmology in the Perelman School of Medicine at the University of Pennsylvania, and Katherine High, an emeritus professor of pediatrics and the foundingdirector of the Raymond G. Perelman Center for Cellular and Molecular Therapeutics at Children's Hospital of Philadelphia (CHOP), received the Breakthrough Prize in Life Sciences for their work in developing the first FDA-approved gene therapy for an inherited condition, which dramatically improves sight in people with a form of blindness called Leber Congenital Amaurosis (LCA).
Their work blazed a trail for the more than 140 gene therapy trials for retinal conditions, including macular degeneration and diabetic retinopathy, diseases that collectively impact about 30 million people in the US. Eighty more trials are currently underway.
"Even 20 years ago, treating people with gene therapy was seen by some as an impossibility," says Jonathan Epstein, dean of the Perelman School of Medicine and executive vice president of the University of Pennsylvania for the Health System. "But this group of incredible physician-scientists persisted and created something that is providing sight to people who would have been completely blind as early as kindergarten. Their belief in the power of life-changing science has led to breathtaking results and richly deserved global recognition."
The Breakthrough Prizes are called the "Oscars of Science" for their high-profile celebration of research and support from celebrities spanning numerous areas of pop culture. Created in 2012 by Sergey Brin, Priscilla Chan and Mark Zuckerberg, Yuri and Julia Milner, and Anne Wojcicki, the prizes are given out in five categories including Life Sciences, Fundamental Physics, and Math, each with an accompanying $3 million award.
This year's accolade now means that nine Penn-affiliated researchers have received the Breakthrough Prize, tied for the most with Harvard University. The prior Penn Medicine award winners are Carl June (2024), Drew Weissman and Katalin Kariko (2022), and Virginia M.Y. Lee (2019). Additionally, Penn faculty members Charles Kane and Eugene Mele in the School of Arts & Sciences (SAS) won the prize for Physics in 2019. Mathew Madhavacheril, an assistant professor of Physics and Astronomy in SAS, also received recognition at this year's Breakthrough Prize ceremony when he was honored with the New Horizons in Physics award, given to researchers early in their careers.
"Science is rarely a straight path, and those who make the most profound discoveries are resilient and persistent, overcoming obstacles along the way," says Penn President J. Larry Jameson. "That is exactly what I see in this year's awardees, and it has been true of all our remarkable faculty who have been recognized for scientific breakthroughs. Whether they are discovering what lies beneath Alzheimer's Disease, curing cancer by engineering a patients' own immune cells, or reversing blindness-they have persisted with imagination and rigor. Their steadfastness has pushed the boundaries of what medicine can achieve."
"Developing cell and gene therapies has long been a top priority for our organization," says Madeline Bell, CHOP's CEO. "This breakthrough is the result of decades of investment and collaboration, and reflects our commitment to translating scientific discoveries into therapies that will transform patients' lives. It has paved the way for many more cell and gene therapy innovations and has given hope to families around the world."
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Original text here: https://penntoday.upenn.edu/news/penn-medicine-chop-team-awarded-breakthrough-prize-developing-gene-therapy-inherited-blindness
Furman Engaged Closes with a Campuswide Showcase of Research, Creativity and Impact
GREENVILLE, South Carolina, April 19 -- Furman University posted the following news:
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Furman Engaged Closes with a Campuswide Showcase of Research, Creativity and Impact
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From early-morning presentations to late-afternoon performances, this year's Furman Engaged transformed campus into a vibrant showcase of student scholarship and creativity. Classrooms, common spaces and Timmons Arena were filled with poster sessions, panel discussions, exhibits and performances highlighting the depth and range of work across disciplines. These images capture moments of discovery, collaboration and celebration
... Show Full Article
GREENVILLE, South Carolina, April 19 -- Furman University posted the following news:
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Furman Engaged Closes with a Campuswide Showcase of Research, Creativity and Impact
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From early-morning presentations to late-afternoon performances, this year's Furman Engaged transformed campus into a vibrant showcase of student scholarship and creativity. Classrooms, common spaces and Timmons Arena were filled with poster sessions, panel discussions, exhibits and performances highlighting the depth and range of work across disciplines. These images capture moments of discovery, collaboration and celebrationas students shared their work with peers, faculty and the wider community, bringing another Furman Engaged to a memorable close.
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Original text here: https://www.furman.edu/news/furman-engaged-closes-with-a-campuswide-showcase-of-research-creativity-and-impact/
Fiercely Filming: Diana Wells '26 pursued her dream of working in movies through World Cinema program
CLEMSON, South Carolina, April 19 -- Clemson University posted the following news:
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Fiercely Filming: Diana Wells '26 pursued her dream of working in movies through World Cinema program
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Celebrating Our Graduates
Diana Wells came to Tigertown from North Augusta, SC, with her future clearly in focus.
"I just love film, I wanted to go into film, and I wanted to work in film," said Wells, a World Cinema major. The person who sealed her decision to choose Clemson was Senior Lecturer John Smith, who, for several years, has led the World Cinema program, establishing the major's solid grounding
... Show Full Article
CLEMSON, South Carolina, April 19 -- Clemson University posted the following news:
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Fiercely Filming: Diana Wells '26 pursued her dream of working in movies through World Cinema program
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Celebrating Our Graduates
Diana Wells came to Tigertown from North Augusta, SC, with her future clearly in focus.
"I just love film, I wanted to go into film, and I wanted to work in film," said Wells, a World Cinema major. The person who sealed her decision to choose Clemson was Senior Lecturer John Smith, who, for several years, has led the World Cinema program, establishing the major's solid groundingin film theory.
Wells arrival at Clemson coincided with another arrival to the program: Professor of Practice Sam Sokolow. An experienced film and television producer, Sokolow introduced courses in film production expanded students' opportunities for experiential learning. Soon, Wells and her classmates were making movies both in and outside the classroom.
"Most of the films we make are not because we have an assignment, it's because we have an idea and want to do it," she noted.
In the summer of 2025, two opportunities opened up for Wells that continue to expand her future in film.
The first was a "Maymester" program at the Trilith Institute near Atlanta. Clemson is the accrediting academic partner for the Trilith Institute -the educational arm of Trilith Studios, which is the largest production facility in North America and a filming location for three of the ten highest-grossing films of all time.
In two short weeks, ten Clemson students worked with professionals at Trilith to create a short film called "Unstuck." Wells calls it one of the top ten experiences of her life.
"It was so gratifying to be there with my peers, witnessing a professional piece of work that we had done together. It was gratifying knowing that we were the first," she said. "We learned so much about the industry we want to work in in such a fast amount of time."
The day she returned to Clemson from Trilith, she began an even more ambitious project: Student Film: The Movie. Produced by Sokolow and made possible by a grant from the South Carolina Film Commission, Student Film was the first feature film produced by Clemson University. Wells had the opportunity to serve as associate director, working directly alongside writer and director Julia Fowler (Netflix's Country Comfort, YouTube's Southern Women Channel ).
"My favorite part of directing is working with actors, Wells explained. "Often [Fowler] would send me on individual missions with specific actors because some of our student actors had never been in anything before, so I was able to kind of work one-on-one with them, which was a lot of responsibility."
Her experiences at Trilith and on Student Film: The Movie led directly to other film production opportunities with Atlanta-based production companies, including one that filmed on location on the island of Nevis.
This February, she had the opportunity to walk the red carpet as Student Film: The Movie had its invite-only premiere in a packed Brooks Center for the Performing Arts, trading the sweat of production for the sparkle of the theater. Most importantly, she was able to share the moment with the students, faculty, and professional educators who shared her Clemson Experience.
"We have a family of people who are willing to ride for each other, who are willing to really sacrifice their time and our resources for each other, and support each other creatively," she said.
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Original text here: https://news.clemson.edu/fiercely-filming-diana-wells-26-pursued-her-dream-of-working-in-movies-through-world-cinema-program/
