Education (Colleges & Universities)
Here's a look at documents from public, private and community colleges in the U.S.
Featured Stories
University of Utah-Gardner Policy Institute: Utah Mobilized $1.4 Billion in Funds for Affordable Housing Programs in FY 2022
SALT LAKE CITY, Utah, Dec. 30 (TNSrpt) -- The University of Utah Kem C. Gardner Policy Institute issued the following news release:
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Utah mobilized $1.4 billion in funds for affordable housing programs in FY 2022
Affordable housing remains a critical issue for many Utah families. A new report from the Kem C. Gardner Policy Institute reveals that nearly 30 programs across the state collectively provided $1.4 billion in housing assistance funds to Utah homeowners and renters in Fiscal Year 2022 (FY 2022). This includes funds from across the federal, state, and nonprofit sectors.
"This analysis
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SALT LAKE CITY, Utah, Dec. 30 (TNSrpt) -- The University of Utah Kem C. Gardner Policy Institute issued the following news release:
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Utah mobilized $1.4 billion in funds for affordable housing programs in FY 2022
Affordable housing remains a critical issue for many Utah families. A new report from the Kem C. Gardner Policy Institute reveals that nearly 30 programs across the state collectively provided $1.4 billion in housing assistance funds to Utah homeowners and renters in Fiscal Year 2022 (FY 2022). This includes funds from across the federal, state, and nonprofit sectors.
"This analysisprovides a vital snapshot of the affordable housing ecosystem in Utah, and underscores the diverse efforts across federal, state, and nonprofit sectors to address the state's housing needs," said Jim Wood, Ivory-Boyer senior fellow at the Gardner Institute and lead author of the report. "Understanding the landscape of these programs and their impact is essential for policymakers, while also helping individuals and families secure stable housing."
Key findings from the report include the following:
Total Investment - Twenty-five programs collectively channeled a combined $1.4 billion in affordable housing funding from federal and state programs in FY 2022, supplemented by $245.2 million in revenue from nonprofit organizations.
Federal Funds - Federal programs contributed $482.6 million in affordable housing support in FY2022, including $286.7 million via Low-Income Housing Tax Credits (LIHTC) for 1,977 units and $160.5 million from HUD and USDA for rental assistance to 22,766 renter households. An additional $35.4 million supported various other programs, benefiting 609 rehabbed units and 351 emergency grant recipients.
State Support - State programs, primarily through the Utah Housing Corporation (UHC), facilitated $785.1 million in mortgage financing for 2,124 Utah homeowners and $43.4 million in downpayment assistance for 2,090 homebuyers. Other state initiatives added $102.9 million, contributing to gap financing and the preservation of 2,515 affordable units.
Municipal Contributions - Utah municipalities directly funded less than $20 million in housing assistance, primarily by passing through federal dollars to finance programs.
Rising Rents - Higher rental rates significantly impacted the availability of affordable units for voucher holders. Housing Connect, the state's largest public housing authority, estimated a reduction of 298 renter households served in FY 2022 due to rising rents. Additionally, some Public Housing Authorities reported that over half of approved voucher holders could not find an affordable unit within the 120-day timeframe.
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REPORT: https://d36oiwf74r1rap.cloudfront.net/wp-content/uploads/2025/12/AffordHousing-Dec2025.pdf
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Original text here: https://gardner.utah.edu/news/utah-mobilized-1-4-billion-in-funds-for-affordable-housing-programs-in-fy-2022/
University of Mississippi: Program Aims to Educate Next Generation of the Space Economy
OXFORD, Mississippi, Dec. 30 -- The University of Mississippi issued the following news:
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Program Aims to Educate Next Generation of the Space Economy
Global, online degree focuses on commercial realities shaping the future space economy
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The University of Mississippi School of Law is launching a new master's degree program for fall 2026 that is open to everyone across the galaxy.
The first of its kind on Earth, the online Master of Science program in air and space law will help students understand how to contribute to the aviation and space industries that are a backbone of the global
... Show Full Article
OXFORD, Mississippi, Dec. 30 -- The University of Mississippi issued the following news:
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Program Aims to Educate Next Generation of the Space Economy
Global, online degree focuses on commercial realities shaping the future space economy
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The University of Mississippi School of Law is launching a new master's degree program for fall 2026 that is open to everyone across the galaxy.
The first of its kind on Earth, the online Master of Science program in air and space law will help students understand how to contribute to the aviation and space industries that are a backbone of the globaleconomy.
"Dependence on the air and space infrastructure is only going to grow as we build drone delivery programs and continue to rely on satellites for communications, earth observation and other critical services," said Michelle Hanlon, director of the university's Center for Air and Space Law.
Focused on the commercial and practical aspects of space law, the program will equip participants to understand how best to employ the capabilities that aviation and space platforms provide.
"Nearly every commercial activity on Earth is already - or soon will be - shaped by drones, satellites and other aviation and space infrastructure," said Fred Slabach, dean of the law school. "This new degree is designed for non-lawyers who want to understand how these laws affect their businesses and careers.
"With this program, Ole Miss law is setting the standard for air and space law education beyond the traditional J.D. and becoming the indispensable partner for professionals driving these rapidly evolving industries."
The online program is supported by a $1.5 million grant from NASA and is open to anyone with a bachelor's degree. A law degree is not required.
"This program isn't designed for one type of student," Hanlon said. "We're intentionally seeking to build a diverse cohort to help shape the next generation of our economy and broaden understanding of how aviation and space platforms support nearly every industry."
Instructors for the courses are world-renowned.
Besides faculty from the law school, students will have opportunities to learn from experts such as Roy Balleste, of Stetson University College of Law, whose rare combination of a doctorate in space cybersecurity and a master's degree in space law places him among the most highly specialized scholars in space governance and security.
This program comes at a time when space is no longer limited to exploration alone; new activities are emerging at a rapid pace. From space burial services offered by private companies to proposals for orbital mirrors and plans by some nations to place nuclear reactors on the moon, the range of activity is expanding quickly.
"As space activity accelerates, there's a growing need for more people to understand - and engage with - the legal and policy questions shaping what comes next," Hanlon said.
To learn more or to apply for the program, click here (https://olemiss.edu/programs/school-of-law/airandspacemasters/).
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Original text here: https://olemiss.edu/news/2025/12/ole-miss-program-aims-to-educate-next-generation-of-the-space-economy/index.html
UI Professor Creates Simulated European Travel Course With Global Curriculum Development Award
IOWA CITY, Iowa, Dec. 30 -- The University of Iowa's International issued the following news:
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UI professor creates simulated European travel course with Global Curriculum Development Award
By Kate Murphy, International Programs
Roxanna Curto, an associate professor of French and Spanish at the University of Iowa , has transformed her classroom into a gateway to French-speaking Europe. With support from the International Programs' Global Curriculum Development Award, Curto traveled abroad in summer 2025 to design a course that immerses students as "imaginary tourists" in French-speaking
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IOWA CITY, Iowa, Dec. 30 -- The University of Iowa's International issued the following news:
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UI professor creates simulated European travel course with Global Curriculum Development Award
By Kate Murphy, International Programs
Roxanna Curto, an associate professor of French and Spanish at the University of Iowa , has transformed her classroom into a gateway to French-speaking Europe. With support from the International Programs' Global Curriculum Development Award, Curto traveled abroad in summer 2025 to design a course that immerses students as "imaginary tourists" in French-speakingcountries.
The introductory course, FREN:1500 Trip to Belgium, France, and Switzerland, guides students through history, cultures, and languages of various French-speaking regions in Europe through an imaginary journey that students undergo with their instructor.
"At each 'stop,' we discuss not only the local culture and major attractions, but contemporary political or social issues relevant to the area," Curto said.
The course aims to spark curiosity about Francophone culture among students of all majors, making French-speaking Europe accessible without leaving Iowa.
"I wanted it to be a course that drew in students who wouldn't necessarily be taking French courses otherwise--to get them interested in French and Francophone culture," Curto said.
Curto credits the International Programs' Global Curriculum Development Award for enabling her to spend three weeks abroad conducting research that shaped the content and structure of her new course.
"The award gave me the opportunity to see the cities and regions I wanted to teach about firsthand," Curto said. "It was essential for designing a course that could transport students to French-speaking Europe from Iowa."
During her trip, Curto visited Paris; regions of France; Belgium; Luxembourg; and Switzerland, spending each day exploring sites, filming videos, interviewing locals, and gathering other materials that would bring the class to life.
"I would get up in the morning, go visit a site, make a video ... and in the evening I would prepare for the next day," Curto said. "I felt like I had more fun doing that than I would have if I had just been on vacation. It was some of the best workdays I've ever had.
In addition to funding her travel, the award--combined with support from OpenHawks, a campuswide program promoting Open Educational Resources (OER)--helped Curto develop an open-access textbook designed specifically for the course.
"Once it's finished, it will be accessible to professors and instructors everywhere," Curto said. "It's where the photos and videos will live, so students and professors can access it from other institutions. There was something about recording the videos and working on the textbook that gave me this sense of purpose."
Curto also emphasized the importance of highlighting locations beyond France to showcase the cultural differences among French-speaking regions.
"We could have done an entire course on Paris," Curto said. "But I decided that that's not what I wanted to do. With Belgium, Luxembourg, and Switzerland, I wanted us to be able to talk about how they're each unique and very different from the U.S. entirely."
Students taking the course during the fall 2025 semester have already shared positive feedback.
"A couple of students are traveling to Europe over winter break, and they're really excited to apply their knowledge to their trip," Curto said.
Curto plans to offer more sections of the class next semester and hopes to inspire more students to continue learning the language.
"Even if they don't ever make it to France, they learn a lot about the history and the culture," Curto said. "Hopefully, in some cases, they will actually make it abroad--maybe go study abroad--and be able to use their knowledge on a practical level."
Through the course, Curto hopes students gain not only language exposure but also encouragement to continue taking more classes or to travel abroad.
"This class gives them another perspective on their own culture and a better perspective on the world."
The Global Curriculum Development Awards support faculty members who create a new undergraduate or graduate course, or substantially revise an existing course, integrating international or global perspectives into an undergraduate or graduate major.
Learn more about the Global Curriculum Development Awards (https://international.uiowa.edu/faculty/ip-funding/global-curriculum-development-awards)
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International Programs (IP) at the University of Iowa (UI) is committed to enriching the global experience of UI students, faculty, staff, and the general public by leading efforts to promote internationally oriented teaching, research, creative work, and community engagement. IP provides support for international students and scholars, administers scholarships and assistance for students who study, intern, or do research abroad, and provides funding opportunities and grant-writing assistance for faculty engaged in international research. IP shares their stories through various media, and by hosting multiple public engagement activities each year.
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Original text here: https://international.uiowa.edu/news/2025/12/ui-professor-creates-simulated-european-travel-course-global-curriculum-development
Ohio State: How Doubting Your Doubts May Increase Commitment to Goals
COLUMBUS, Ohio, Dec. 30 (TNSjou) -- Ohio State University issued the following news:
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How doubting your doubts may increase commitment to goals
Research explores what happens when people face goal obstacles
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When it comes to our most important long-term goals in life, it is not uncommon to face obstacles that may lead us to doubt whether we can achieve our ambitions.
But when life hands you doubts, the answer may be to question your doubts, a new study suggests.
A psychology professor found that when people who were worried about achieving an identity goal were induced to experience
... Show Full Article
COLUMBUS, Ohio, Dec. 30 (TNSjou) -- Ohio State University issued the following news:
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How doubting your doubts may increase commitment to goals
Research explores what happens when people face goal obstacles
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When it comes to our most important long-term goals in life, it is not uncommon to face obstacles that may lead us to doubt whether we can achieve our ambitions.
But when life hands you doubts, the answer may be to question your doubts, a new study suggests.
A psychology professor found that when people who were worried about achieving an identity goal were induced to experiencewhat is called meta-cognitive doubt, they actually became more committed to achieving their goal.
"What this study found is that inducing doubts in one's doubts can provide a formula for confidence," said Patrick Carroll, author of the study and professor of psychology at The Ohio State University at Lima.
The study was published online recently in the journal Self and Identity.
Carroll was interested in what happens when people have what is called an "action crisis" while pursuing an identity goal - a long-term objective centered on who you want to become in life. Wanting to become a doctor, for instance, is an identity goal.
An action crisis is a decision conflict where you are not sure if you want to continue pursuit of the goal.
"When you're pursing identity goals, bumps in the roads inevitably arise. There may come a point where the obstacle is big enough to evoke doubts about whether to continue," Carroll said.
Most research on the topic has focused specifically on these doubts and how they can impact whether people go forward with their goals.
But based on previous work done by other Ohio State researchers, Carroll decided to examine meta-cognitive doubt, which is the sense of certainty a person has in the validity of one's thoughts.
In the case of this research, a person can have doubts about whether they can achieve their goal. But what happens if you make the person wonder if their doubts are valid?
Carroll conducted two studies. One involved 267 people who participated online. First, they completed an action crisis scale about their most important personal goal. The scale included items such as "I doubt whether I should continue striving for my goal or disengage from it" and participants responded on a scale from "strongly disagree" to strongly agree."
Participants were then told they would take part in a second, unrelated study on the effect of memory writing exercises. Half of the participants were asked to write about a time that they felt confidence in their thinking. The other half were asked to write about a time when they had experienced doubt in their thinking.
After completing the writing exercise, all participants were asked to rate how committed they were to achieving their most important personal goal, on a scale from "not at all committed" to "very committed."
Findings showed that the writing exercise succeeded in making people feel more confident or more doubtful in their own thoughts about their identity goal - even though the writing exercise was not directly connected to their goals.
Here's how it worked: Those participants who felt doubtful about their identity goal - and then wrote about an experience feeling confident - were less committed to achieving their goal. In other words, the writing exercise made them more confident in their doubts about achieving their goal.
On the other hand, those who felt doubtful about their goal and then wrote about an experience of feeling doubtful in their own thoughts actually had higher levels of commitment to their goals. For them, writing about doubt made them question their own doubts about achieving their goal.
"On some level, it may seem that doubt would be additive. Doubt plus doubt would equal more doubt," Carroll said. "But this study found the opposite: Doubt plus doubt equaled less doubt."
Carroll replicated the findings in another study, involving 130 college students, that used a different way of inducing doubt. In this study, Carroll used a technique developed by Ohio State researchers that had the participants complete the action crisis scale with their non-dominant hand.
"Previous research showed that using the non-dominant hand leads participants to have doubts in their own thoughts because they use their shaky handwriting as a cue that their thoughts must be invalid," Carroll said.
"And that is exactly what I found in this study. So in two different studies we found that inducing meta-cognitive doubt can lead to people doubting their own doubts."
On a practical level, it may be difficult for individuals to induce doubts about their doubts on their own, Carroll said. One reason it worked in this study is that participants were not aware that the doubt induction was related to their goal doubts.
This could be more effective if someone else - a therapist, a teacher, a friend or a parent - can help a person question their own thoughts and doubts.
"You don't want the person to be aware that you're getting them to question their doubts about their goals," he said.
Carroll also noted that this technique should be used carefully, because it could potentially undermine wise judgment if overused or misapplied.
"You don't want to undermine humility and replace it with overconfidence or premature certainty," he said. "This needs to be used wisely."
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Original text here: https://news.osu.edu/how-doubting-your-doubts-may-increase-commitment-to-goals/
Monmouth University: Prof. Pulliam on Imposter Syndrome at TEDx Jersey City
WEST LONG BRANCH, New Jersey, Dec. 30 -- Monmouth University issued the following news:
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Prof. Pulliam on Imposter Syndrome at TEDx Jersey City
Nicole Pulliam, Ph.D., associate professor in the Department of Educational Counseling and Leadership, recently spoke as part of TEDx Jersey City, held at the NJCU School of Business, and organized on the theme "Urban Mosaic."
Pulliam's presentation, "Remixing the Narrative: Flipping the Script on Impostor Syndrome," explores themes of structural exclusion, self-doubt, and impostor feelings.
A recent ATHENA Leadership Award finalist, Pulliam was
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WEST LONG BRANCH, New Jersey, Dec. 30 -- Monmouth University issued the following news:
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Prof. Pulliam on Imposter Syndrome at TEDx Jersey City
Nicole Pulliam, Ph.D., associate professor in the Department of Educational Counseling and Leadership, recently spoke as part of TEDx Jersey City, held at the NJCU School of Business, and organized on the theme "Urban Mosaic."
Pulliam's presentation, "Remixing the Narrative: Flipping the Script on Impostor Syndrome," explores themes of structural exclusion, self-doubt, and impostor feelings.
A recent ATHENA Leadership Award finalist, Pulliam wasrecognized in 2024 with a Champion of Equity - Higher Education award in the Schools and Educators category for her work preparing new educators and promoting enhanced equity and access.
In addition to her responsibilities at Monmouth, Pulliam serves on the board of the Grunin Foundation, and previously served on the editorial board for the "Journal of First-Generation Student Success," and as chair of NJACE Women's Network.
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Original text here: https://www.monmouth.edu/news/prof-pulliam-on-imposter-syndrome-at-tedx-jersey-city/
Millikin University Awarded Federal TRIO Grant to Support Student Success
DECATUR, Illinois, Dec. 30 -- Millikin University issued the following news:
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Millikin University Awarded Federal TRIO Grant to Support Student Success
By Matthew Flaten
The multi-year grant will fund comprehensive academic, financial, and personal support services for 140 eligible Millikin undergraduates.
Millikin University has been awarded a highly competitive federal TRIO Student Support Services (SSS) grant from the U.S. Department of Education, launching the new Great Start-Great Finish College Success Program to strengthen academic achievement, retention, and graduation outcomes
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DECATUR, Illinois, Dec. 30 -- Millikin University issued the following news:
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Millikin University Awarded Federal TRIO Grant to Support Student Success
By Matthew Flaten
The multi-year grant will fund comprehensive academic, financial, and personal support services for 140 eligible Millikin undergraduates.
Millikin University has been awarded a highly competitive federal TRIO Student Support Services (SSS) grant from the U.S. Department of Education, launching the new Great Start-Great Finish College Success Program to strengthen academic achievement, retention, and graduation outcomesfor Millikin students.
The multi-year grant will fund comprehensive academic, financial, and personal support services for 140 eligible Millikin undergraduates -- primarily first-generation, low-income students and students with disabilities. With nearly 60% of Millikin's undergraduate students meeting TRIO eligibility criteria, the grant represents a transformative investment in student success and equity.
"This grant is a game-changer for Millikin University," said Dr. Dean Pribbenow, Millikin University President. "TRIO programs are nationally recognized for transforming student lives, and this investment allows us to build the kind of holistic support system that ensures all eligible students -- no matter their background -- have a clear path to graduate, thrive, and succeed."
The TRIO SSS program will provide individualized support designed to remove barriers that often hinder college persistence. Services will include tutoring, success coaching, academic advising, financial aid guidance, career and graduate school preparation, peer mentoring, and cultural and academic enrichment opportunities.
Students will also benefit from targeted assistance in areas identified by Millikin's institutional research, including transitions to college-level coursework, financial challenges, mental health concerns, gaps in academic advising, and opportunities to build community and belonging on campus.
Molly Berry, Interim Vice President of Admission and Student Affairs, emphasized the alignment with Millikin's mission.
"Millikin promises to prepare students for professional success, democratic citizenship, and a meaningful life," she said. "The TRIO SSS program strengthens that promise by removing systemic barriers and ensuring that students who have historically been underserved are fully supported -- academically, financially, and personally."
The new TRIO-funded initiative will offer academic tutoring and study support, including:
* Academic advising and degree planning
* Financial aid assistance
* Economic and financial literacy programming
* Graduate school and professional pathway support
* Individualized success plans
* Career exploration and professional development
* Cultural, academic, and community engagement experiences
* Temporary housing support for students who are homeless or aging out of foster care
With the establishment of the Great Start-Great Finish program, Millikin will significantly expand its capacity to support students who face academic or financial obstacles on their path to graduation.
"This award allows us to remove barriers that too many students face alone," Berry said. "TRIO gives us the resources to walk alongside students from their first semester through graduation and helps us live into our mission to ensure every student has what they need to succeed."
The TRIO Student Support Services program will launch in the 2026-27 academic year, with student recruitment and staffing beginning immediately.
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Original text here: https://millikin.edu/news-events/newsroom/millikin-university-awarded-federal-trio-grant-support-student-success
Haller Enterprise Institute Scholarship at Thiel College Open to Entrepreneurial High School Students
GREENVILLE, Pennsylvania, Dec. 30 -- Thiel College issued the following news release:
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Haller Enterprise Institute Scholarship at Thiel College open to entrepreneurial high school students
Entrepreneurial high school students who have been accepted to Thiel College are encouraged to apply for the Haller Enterprise Institute's annual academic scholarships. The priority application deadline is Jan. 15.
Haller Enterprise Institute scholarships support students who are actively involved or interested in entrepreneurial endeavors and committed to continued innovation during their college careers.
... Show Full Article
GREENVILLE, Pennsylvania, Dec. 30 -- Thiel College issued the following news release:
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Haller Enterprise Institute Scholarship at Thiel College open to entrepreneurial high school students
Entrepreneurial high school students who have been accepted to Thiel College are encouraged to apply for the Haller Enterprise Institute's annual academic scholarships. The priority application deadline is Jan. 15.
Haller Enterprise Institute scholarships support students who are actively involved or interested in entrepreneurial endeavors and committed to continued innovation during their college careers.Scholarships are available to accepted incoming students in any major and are awarded based on demonstrated entrepreneurial activity and clearly defined goals for future involvement. Selected students also earn a certificate in entrepreneurship designed to strengthen practical business and leadership skills.
* Download more information about the Haller Scholarship (https://www.thiel.edu/pdfs/Thiel-College-Haller-Scholarship-Information.pdf).
Interested students who would like to be considered should contact the Office of Admission at Thiel College after Jan. 5.
Many of today's leading companies--including Google, Facebook, Apple, Reddit and Snapchat--began as ideas developed by students while in college. Through the Haller Enterprise Institute, Thiel students are encouraged to explore similar opportunities by developing business concepts with faculty mentorship and institutional support.
Approximately 10 scholarships are awarded annually to new incoming students. Online applications for prospective students open in late fall. Questions regarding admission or the scholarship process may be directed to the Office of Admission.
Scholarship details include:
* Open to accepted Thiel College students in any academic major
* Awarded based on current entrepreneurial activity and future goals
* Renewable contingent upon participation and academic standing
* Applicants must be high school seniors who have been accepted to Thiel College
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About the Haller Institute
In 1996, Henry E. H'97 and Grace Mary Haller, of Pittsburgh, provided Thiel College with generous financial support, resulting in the renaming of the Thiel Business Institute as the Haller Enterprise Institute. Their $1 million gift was earmarked for the development of entrepreneurial education, a discipline for which the College has become increasingly well-known.
In 1997, Thiel awarded Henry Haller an honorary Doctor of Laws degree. In 1998, Grace Mary passed away. Henry passed away in March 2012, and Linda Haller H'13 currently serves on the Haller Enterprise Institute's Advisory Board.
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Original text here: https://www.thiel.edu/newsroom/press-releases/detail/haller-enterprise-institute-scholarship-at-thiel-college-open-to-entrepreneurial-high-school-students
