Education (Colleges & Universities)
Here's a look at documents from public, private and community colleges in the U.S.
Education (Colleges & Universities)
Featured Stories
VCU Issues Q&A: Here's How Second Major Hacking Incident is Exposing Fragility of AI Governance
RICHMOND, Virginia, Aug. 1 -- Virginia Commonwealth University issued the following Q&A on July 31, 2026, involving Christopher Whyte, associate professor of homeland security and emergency preparedness in the L. Douglas Wilder School of Government and Public Affairs:
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Here's how a second major hacking incident is exposing the fragility of AI governance
Anthropic's models hacked into outside companies, and VCU cybersecurity expert Christopher Whyte explains the most shocking element of the incident - and the larger questions that loom.
By Sian Wilkerson
Days after OpenAI's announcement ... Show Full Article RICHMOND, Virginia, Aug. 1 -- Virginia Commonwealth University issued the following Q&A on July 31, 2026, involving Christopher Whyte, associate professor of homeland security and emergency preparedness in the L. Douglas Wilder School of Government and Public Affairs: * * * Here's how a second major hacking incident is exposing the fragility of AI governance Anthropic's models hacked into outside companies, and VCU cybersecurity expert Christopher Whyte explains the most shocking element of the incident - and the larger questions that loom. By Sian Wilkerson Days after OpenAI's announcementthat some of its experimental models escaped network constraints and accessed another company's systems, fellow industry leader Anthropic has revealed that some of its artificial intelligence models have done the same.
This week, Anthropic announced that an internal review of its cybersecurity evaluations found three incidents in which a model of its Claude family of AI assistants reached the internet and then gained unauthorized access to the real systems of three different organizations.
Particularly striking about this disclosure is that "nobody noticed," said Virginia Commonwealth University cybersecurity expert Christopher Whyte, Ph.D. "Anthropic found these cases only after OpenAI went public, and only by going back through more than 140,000 of its own evaluations."
Not only did Anthropic not notice, but none of the three organizations that had their live systems accessed raised a flag, either.
Whyte, an associate professor of homeland security and emergency preparedness at VCU's L. Douglas Wilder School of Government and Public Affairs, called it "an entirely new category of incident - and we're only discovering it retroactively, and only through voluntary self-audit, all prompted by a rival's news cycle," he said. "Functionally speaking, the detection system was a competitor's press release. That should unsettle people more than the image of a machine slipping out of its cage."
VCU News quickly reconnected with Whyte for an overview of what happened and what questions have emerged about ongoing AI governance.
How does this Anthropic incident compare with what happened at OpenAI?
It's important to note the two incidents themselves differ in meaningful ways:
* OpenAI's model went looking for a way out and found a genuine vulnerability.
* But Anthropic's models were handed a hacking exercise, were told the target sat elsewhere on the network and had internet access they were never supposed to have. In essence, they walked through a door left open by a misunderstanding between the company and an outside evaluation partner.
As far as the techniques themselves, they actually pretty unremarkable: weak passwords, systems that asked for no credentials at all, and the like.
And what might be the top headline that people could overlook?
I think the bigger takeaway here is the knowledge that this only developed because one company, OpenAI, disclosed an incident, and that is what made it both safe and nearly obligatory for the second, Anthropic, to look and report. That means that the work we would usually expect a regulator to do was done by a sort of reputational mechanism.
That is extremely fragile governance. As in, it will likely only hold as long as it stays cheap to be candid. The first firm sued or hauled before a committee over a voluntary disclosure will bring the industry a very different lesson.
So what happens when this occurs at a smaller company or to a smaller victim?
Obviously, both of these cases were resolved between well-resourced firms with reputations to protect. There were two labs involved that disclosed voluntarily, and the victims themselves were technically sophisticated organizations. There was no regulator in the loop and no legal liability threshold that was tested.
If we change any of those variables, the picture changes really fast. A lab with no public safety brand has little reason to announce that its evaluation escaped. And a victim like, for instance, a rural hospital or a county water authority has neither the logging capability to detect the intrusion nor the legal capacity to pursue it afterward.
And this points to questions about liability and consequences, right?
Right. There is no settled answer to who bears responsibility when unauthorized access is a byproduct of a test like this. Is it the lab, the evaluation vendor whose configuration made it possible, or nobody at all? After all, this was a model doing the exploitation, and no one intended an intrusion - and that is perhaps the most interesting and challenging piece of all of this.
Our entire framework for computer intrusion, legal and strategic alike, assumes an actor who meant to do it. But a key question is: What should be done when we're getting not just a new kind of threat activity to worry about, but a new class of potential digital harm absent the malice of forethought and related motivations that have always previously applied?
How can organizations and individuals protect their data?
Nothing exploited in these cases was at all exotic. The models used weak passwords and found systems that required no login at all. The machine advantage that made this happen was scale, not sophistication. Basically, it tried more doors and at a faster pace than a person could have.
The defensive advice is the same unglamorous advice as always, just with more urgency behind it: Credential hygiene, multifactor authentication, an accurate inventory of what an organization has that is exposed to the internet, and so on would mitigate this particular version of the threat.
For individuals, I think I can say for once that this particular story is not really about you. Use a password manager, turn on multifactor authentication, and assume anything public is being enumerated.
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Original text here: https://news.vcu.edu/article/how-the-anthropic-hacking-incident-is-exposing-the-fragility-of-ai-governance
* * *
Here's how a second major hacking incident is exposing the fragility of AI governance
Anthropic's models hacked into outside companies, and VCU cybersecurity expert Christopher Whyte explains the most shocking element of the incident - and the larger questions that loom.
By Sian Wilkerson
Days after OpenAI's announcement ... Show Full Article RICHMOND, Virginia, Aug. 1 -- Virginia Commonwealth University issued the following Q&A on July 31, 2026, involving Christopher Whyte, associate professor of homeland security and emergency preparedness in the L. Douglas Wilder School of Government and Public Affairs: * * * Here's how a second major hacking incident is exposing the fragility of AI governance Anthropic's models hacked into outside companies, and VCU cybersecurity expert Christopher Whyte explains the most shocking element of the incident - and the larger questions that loom. By Sian Wilkerson Days after OpenAI's announcementthat some of its experimental models escaped network constraints and accessed another company's systems, fellow industry leader Anthropic has revealed that some of its artificial intelligence models have done the same.
This week, Anthropic announced that an internal review of its cybersecurity evaluations found three incidents in which a model of its Claude family of AI assistants reached the internet and then gained unauthorized access to the real systems of three different organizations.
Particularly striking about this disclosure is that "nobody noticed," said Virginia Commonwealth University cybersecurity expert Christopher Whyte, Ph.D. "Anthropic found these cases only after OpenAI went public, and only by going back through more than 140,000 of its own evaluations."
Not only did Anthropic not notice, but none of the three organizations that had their live systems accessed raised a flag, either.
Whyte, an associate professor of homeland security and emergency preparedness at VCU's L. Douglas Wilder School of Government and Public Affairs, called it "an entirely new category of incident - and we're only discovering it retroactively, and only through voluntary self-audit, all prompted by a rival's news cycle," he said. "Functionally speaking, the detection system was a competitor's press release. That should unsettle people more than the image of a machine slipping out of its cage."
VCU News quickly reconnected with Whyte for an overview of what happened and what questions have emerged about ongoing AI governance.
How does this Anthropic incident compare with what happened at OpenAI?
It's important to note the two incidents themselves differ in meaningful ways:
* OpenAI's model went looking for a way out and found a genuine vulnerability.
* But Anthropic's models were handed a hacking exercise, were told the target sat elsewhere on the network and had internet access they were never supposed to have. In essence, they walked through a door left open by a misunderstanding between the company and an outside evaluation partner.
As far as the techniques themselves, they actually pretty unremarkable: weak passwords, systems that asked for no credentials at all, and the like.
And what might be the top headline that people could overlook?
I think the bigger takeaway here is the knowledge that this only developed because one company, OpenAI, disclosed an incident, and that is what made it both safe and nearly obligatory for the second, Anthropic, to look and report. That means that the work we would usually expect a regulator to do was done by a sort of reputational mechanism.
That is extremely fragile governance. As in, it will likely only hold as long as it stays cheap to be candid. The first firm sued or hauled before a committee over a voluntary disclosure will bring the industry a very different lesson.
So what happens when this occurs at a smaller company or to a smaller victim?
Obviously, both of these cases were resolved between well-resourced firms with reputations to protect. There were two labs involved that disclosed voluntarily, and the victims themselves were technically sophisticated organizations. There was no regulator in the loop and no legal liability threshold that was tested.
If we change any of those variables, the picture changes really fast. A lab with no public safety brand has little reason to announce that its evaluation escaped. And a victim like, for instance, a rural hospital or a county water authority has neither the logging capability to detect the intrusion nor the legal capacity to pursue it afterward.
And this points to questions about liability and consequences, right?
Right. There is no settled answer to who bears responsibility when unauthorized access is a byproduct of a test like this. Is it the lab, the evaluation vendor whose configuration made it possible, or nobody at all? After all, this was a model doing the exploitation, and no one intended an intrusion - and that is perhaps the most interesting and challenging piece of all of this.
Our entire framework for computer intrusion, legal and strategic alike, assumes an actor who meant to do it. But a key question is: What should be done when we're getting not just a new kind of threat activity to worry about, but a new class of potential digital harm absent the malice of forethought and related motivations that have always previously applied?
How can organizations and individuals protect their data?
Nothing exploited in these cases was at all exotic. The models used weak passwords and found systems that required no login at all. The machine advantage that made this happen was scale, not sophistication. Basically, it tried more doors and at a faster pace than a person could have.
The defensive advice is the same unglamorous advice as always, just with more urgency behind it: Credential hygiene, multifactor authentication, an accurate inventory of what an organization has that is exposed to the internet, and so on would mitigate this particular version of the threat.
For individuals, I think I can say for once that this particular story is not really about you. Use a password manager, turn on multifactor authentication, and assume anything public is being enumerated.
* * *
Original text here: https://news.vcu.edu/article/how-the-anthropic-hacking-incident-is-exposing-the-fragility-of-ai-governance
University of Virginia College at Wise Announces Faculty Promotions
WISE, Virginia, Aug. 1 -- The University of Virginia College at Wise issued the following news:
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UVA Wise Announces Faculty Promotions
Genna Welsh Kasun
Last month, the University of Virginia's College at Wise (UVA Wise) announced a new professorship to support service to students. Funded by Richard B. Gilliam Sr. and the Richard and Leslie Gilliam Foundation, the Dana G. Kilgore Endowed Professorship in Accounting was established with a gift of $1.5 million and helps to attract and/or retain a scholar in the field of accounting.
This week, UVA Wise is pleased to announce that Ning Zhou, ... Show Full Article WISE, Virginia, Aug. 1 -- The University of Virginia College at Wise issued the following news: * * * UVA Wise Announces Faculty Promotions Genna Welsh Kasun Last month, the University of Virginia's College at Wise (UVA Wise) announced a new professorship to support service to students. Funded by Richard B. Gilliam Sr. and the Richard and Leslie Gilliam Foundation, the Dana G. Kilgore Endowed Professorship in Accounting was established with a gift of $1.5 million and helps to attract and/or retain a scholar in the field of accounting. This week, UVA Wise is pleased to announce that Ning Zhou,an alumna of the College who has taught accounting courses on campus since 2019, will be the inaugural holder of the Kilgore Professorship.
"I was very excited to hear about the professorship because Dana was my own accounting professor, and she was not only an excellent teacher, but also a wonderful mentor," says Zhou.
Zhou recently completed her Ph.D. in just three years, while continuing to teach at the College.
"One of the most important lessons I learned from Professor Kilgore is that being a good professor does not mean making the class easy. It means preparing students well," Zhou says.
Income generated from the endowment of a professorship may be used to support the base salary of the professorship holder and for non-salary support costs related to the scholarship pursuits of the professorship holder. And Zhou is in good company with several other faculty at UVA Wise also holding the honor.
Bruce Cahoon, Ph.D., Buchanan Endowed Chair of Biology; Mark Clark, Ph.D., Kenneth Asbury Professor of History; Heather Evans, Ph.D., John Morton Beaty Endowed Chair in Political Science; Nancy Haugen, Ph.D., Kathleen Miller Strunk Endowed Professor of Nursing; and Tegan Makal, Ph.D., Van W. Daniel III Endowed Professor in Chemistry, all hold endowed professorships and, in addition to teaching, engage in important research and scholarship that informs their classes.
The announcement of the Kilgore Endowed Professorship occurred at nearly the same time as a group of faculty promotions were approved by the College's Advisory Board and the University's Board of Visitors.
Teresa L. Brown was promoted from Assistant Professor of Geology to Associate Professor of Geology. Troy E. Makal was promoted from Assistant Professor of Biochemistry to Associate Professor of Biochemistry. Ricky D. Mullins was promoted from Assistant Professor of Education to Associate Professor of Education. Cody T. Sanders was promoted from Associate Professor of Physical Education to Professor of Physical Education.
"The College has a long history of faculty excellence which includes both award-winning teaching as well as research and scholarship," says UVA Wise Chancellor Donna P. Henry. "It is wonderful when we are able to celebrate the legacies of retired faculty and inspire current and future faculty through the generosity of our donors."
* * *
Original text here: https://www.uvawise.edu/news/2026/07/uva-wise-announces-faculty-promotions
* * *
UVA Wise Announces Faculty Promotions
Genna Welsh Kasun
Last month, the University of Virginia's College at Wise (UVA Wise) announced a new professorship to support service to students. Funded by Richard B. Gilliam Sr. and the Richard and Leslie Gilliam Foundation, the Dana G. Kilgore Endowed Professorship in Accounting was established with a gift of $1.5 million and helps to attract and/or retain a scholar in the field of accounting.
This week, UVA Wise is pleased to announce that Ning Zhou, ... Show Full Article WISE, Virginia, Aug. 1 -- The University of Virginia College at Wise issued the following news: * * * UVA Wise Announces Faculty Promotions Genna Welsh Kasun Last month, the University of Virginia's College at Wise (UVA Wise) announced a new professorship to support service to students. Funded by Richard B. Gilliam Sr. and the Richard and Leslie Gilliam Foundation, the Dana G. Kilgore Endowed Professorship in Accounting was established with a gift of $1.5 million and helps to attract and/or retain a scholar in the field of accounting. This week, UVA Wise is pleased to announce that Ning Zhou,an alumna of the College who has taught accounting courses on campus since 2019, will be the inaugural holder of the Kilgore Professorship.
"I was very excited to hear about the professorship because Dana was my own accounting professor, and she was not only an excellent teacher, but also a wonderful mentor," says Zhou.
Zhou recently completed her Ph.D. in just three years, while continuing to teach at the College.
"One of the most important lessons I learned from Professor Kilgore is that being a good professor does not mean making the class easy. It means preparing students well," Zhou says.
Income generated from the endowment of a professorship may be used to support the base salary of the professorship holder and for non-salary support costs related to the scholarship pursuits of the professorship holder. And Zhou is in good company with several other faculty at UVA Wise also holding the honor.
Bruce Cahoon, Ph.D., Buchanan Endowed Chair of Biology; Mark Clark, Ph.D., Kenneth Asbury Professor of History; Heather Evans, Ph.D., John Morton Beaty Endowed Chair in Political Science; Nancy Haugen, Ph.D., Kathleen Miller Strunk Endowed Professor of Nursing; and Tegan Makal, Ph.D., Van W. Daniel III Endowed Professor in Chemistry, all hold endowed professorships and, in addition to teaching, engage in important research and scholarship that informs their classes.
The announcement of the Kilgore Endowed Professorship occurred at nearly the same time as a group of faculty promotions were approved by the College's Advisory Board and the University's Board of Visitors.
Teresa L. Brown was promoted from Assistant Professor of Geology to Associate Professor of Geology. Troy E. Makal was promoted from Assistant Professor of Biochemistry to Associate Professor of Biochemistry. Ricky D. Mullins was promoted from Assistant Professor of Education to Associate Professor of Education. Cody T. Sanders was promoted from Associate Professor of Physical Education to Professor of Physical Education.
"The College has a long history of faculty excellence which includes both award-winning teaching as well as research and scholarship," says UVA Wise Chancellor Donna P. Henry. "It is wonderful when we are able to celebrate the legacies of retired faculty and inspire current and future faculty through the generosity of our donors."
* * *
Original text here: https://www.uvawise.edu/news/2026/07/uva-wise-announces-faculty-promotions
University of Cincinnati Launches Trial to Reduce Radiation for HPV-positive Throat Cancer
CINCINNATI, Ohio, Aug. 1 -- The University of Cincinnati posted the following news:
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UC launches trial to reduce radiation for HPV-positive throat cancer
Researchers hope to reduce side effects for cancer patients
By Cedric Ricks, 260-415-8554, cedric.ricks@uc.edu
A University of Cincinnati physician researcher has opened a new phase II clinical trial to test whether patients with HPV positive throat cancer can safely receive lower doses of radiation.
Sara Medek, MD, assistant professor of radiation oncology in the UC College of Medicine, UC Cancer Center member and UC Health physician, ... Show Full Article CINCINNATI, Ohio, Aug. 1 -- The University of Cincinnati posted the following news: * * * UC launches trial to reduce radiation for HPV-positive throat cancer Researchers hope to reduce side effects for cancer patients By Cedric Ricks, 260-415-8554, cedric.ricks@uc.edu A University of Cincinnati physician researcher has opened a new phase II clinical trial to test whether patients with HPV positive throat cancer can safely receive lower doses of radiation. Sara Medek, MD, assistant professor of radiation oncology in the UC College of Medicine, UC Cancer Center member and UC Health physician,is leading a study that delivers 30 Gy of radiation to certain lymph nodes and tumor areas in HPV positive head and neck tumors to see if treatment side effects can be reduced without sacrificing cancer control.
"Head and neck cancers aren't easily treated," explains Medek. "They require a lot of different types of treatment, including surgery, sometimes chemotherapy and sometimes radiation. And so what we're trying to do in this patient population is that we know that these patients with these tumors tend to do better, and we want to try to minimize treatment side effects."
Each year, about 58,000 Americans are diagnosed with oral cancer, resulting in around 12,000 deaths, according to the National Institute of Dental and Craniofacial Research.
A subset of head and neck cancers, called oropharyngeal cancers, affects the back of the throat, including the base of the tongue and the tonsils. Oropharyngeal cancer can be caused by certain subtypes of HPV, the same virus that causes cervical cancer.
"Patients with HPV-positive oropharyngeal cancer are living longer," Medek adds.
How lower-dose radiation could reduce treatment side effects
"There was some preclinical data and some early clinical data at other sites that looked at reducing the dose of radiation to these patients in order to prevent some of the side effects that are associated with radiation, both short-term and long-term," says Medek.
The UC study is building upon that data, which included physicians using specialized scans to identify patients who could safely get less radiation. It will keep full-dose radiation on visible cancer, but lower the dose to nearby lymph nodes that don't show an obvious tumor but could have microscopic cancer cells present. Researchers hope to enroll about 30 patients.
"Because microscopic disease often responds well to lower doses, they can safely drop radiation to those areas -- almost cutting it in half -- while still giving the standard, higher dose to the main tumor. So the thought is that by doing that, we'll still be just as effective at getting rid of the tumor, but hopefully we can reduce some of the side effects from radiation," explains Medek.
Side effects from head and neck radiation can be debilitating, causing sores in the mouth and changes in a patient's sense of taste, along with pain or difficulty swallowing, explains Medek.
"Going through a course of radiation is extremely difficult for this patient population, and so the ability to be able to kind of dial back on some of those is really important to us," adds Medek. "This is a very tough regimen of treatment, unfortunately."
* * *
Frequently asked questions about UC's HPV-positive throat cancer trial
What is this UC clinical trial studying?
The phase II trial, led by UC radiation oncologist Sara Medek, MD, is testing whether patients with HPV-positive throat cancer can safely receive lower doses of radiation (30 Gy) to certain lymph nodes and tumor areas while still effectively treating the cancer.
Why lower the radiation dose for HPV-positive head and neck cancers?
Patients with HPV-positive head and neck tumors often have better outcomes. The trial aims to see if radiation doses can be reduced to help minimize treatment side effects while maintaining good cancer control.
Who is leading the study and where is it taking place?
The study is led by Dr. Medek, an assistant professor of radiation oncology at the UC College of Medicine, a member of the University of Cincinnati Cancer Center and a UC Health physician, with patients treated in Cincinnati, Ohio.
* * *
Original text here: https://www.uc.edu/news/articles/2026/07/uc-trial-lower-radiation-hpv-positive-throat-cancer.html
* * *
UC launches trial to reduce radiation for HPV-positive throat cancer
Researchers hope to reduce side effects for cancer patients
By Cedric Ricks, 260-415-8554, cedric.ricks@uc.edu
A University of Cincinnati physician researcher has opened a new phase II clinical trial to test whether patients with HPV positive throat cancer can safely receive lower doses of radiation.
Sara Medek, MD, assistant professor of radiation oncology in the UC College of Medicine, UC Cancer Center member and UC Health physician, ... Show Full Article CINCINNATI, Ohio, Aug. 1 -- The University of Cincinnati posted the following news: * * * UC launches trial to reduce radiation for HPV-positive throat cancer Researchers hope to reduce side effects for cancer patients By Cedric Ricks, 260-415-8554, cedric.ricks@uc.edu A University of Cincinnati physician researcher has opened a new phase II clinical trial to test whether patients with HPV positive throat cancer can safely receive lower doses of radiation. Sara Medek, MD, assistant professor of radiation oncology in the UC College of Medicine, UC Cancer Center member and UC Health physician,is leading a study that delivers 30 Gy of radiation to certain lymph nodes and tumor areas in HPV positive head and neck tumors to see if treatment side effects can be reduced without sacrificing cancer control.
"Head and neck cancers aren't easily treated," explains Medek. "They require a lot of different types of treatment, including surgery, sometimes chemotherapy and sometimes radiation. And so what we're trying to do in this patient population is that we know that these patients with these tumors tend to do better, and we want to try to minimize treatment side effects."
Each year, about 58,000 Americans are diagnosed with oral cancer, resulting in around 12,000 deaths, according to the National Institute of Dental and Craniofacial Research.
A subset of head and neck cancers, called oropharyngeal cancers, affects the back of the throat, including the base of the tongue and the tonsils. Oropharyngeal cancer can be caused by certain subtypes of HPV, the same virus that causes cervical cancer.
"Patients with HPV-positive oropharyngeal cancer are living longer," Medek adds.
How lower-dose radiation could reduce treatment side effects
"There was some preclinical data and some early clinical data at other sites that looked at reducing the dose of radiation to these patients in order to prevent some of the side effects that are associated with radiation, both short-term and long-term," says Medek.
The UC study is building upon that data, which included physicians using specialized scans to identify patients who could safely get less radiation. It will keep full-dose radiation on visible cancer, but lower the dose to nearby lymph nodes that don't show an obvious tumor but could have microscopic cancer cells present. Researchers hope to enroll about 30 patients.
"Because microscopic disease often responds well to lower doses, they can safely drop radiation to those areas -- almost cutting it in half -- while still giving the standard, higher dose to the main tumor. So the thought is that by doing that, we'll still be just as effective at getting rid of the tumor, but hopefully we can reduce some of the side effects from radiation," explains Medek.
Side effects from head and neck radiation can be debilitating, causing sores in the mouth and changes in a patient's sense of taste, along with pain or difficulty swallowing, explains Medek.
"Going through a course of radiation is extremely difficult for this patient population, and so the ability to be able to kind of dial back on some of those is really important to us," adds Medek. "This is a very tough regimen of treatment, unfortunately."
* * *
Frequently asked questions about UC's HPV-positive throat cancer trial
What is this UC clinical trial studying?
The phase II trial, led by UC radiation oncologist Sara Medek, MD, is testing whether patients with HPV-positive throat cancer can safely receive lower doses of radiation (30 Gy) to certain lymph nodes and tumor areas while still effectively treating the cancer.
Why lower the radiation dose for HPV-positive head and neck cancers?
Patients with HPV-positive head and neck tumors often have better outcomes. The trial aims to see if radiation doses can be reduced to help minimize treatment side effects while maintaining good cancer control.
Who is leading the study and where is it taking place?
The study is led by Dr. Medek, an assistant professor of radiation oncology at the UC College of Medicine, a member of the University of Cincinnati Cancer Center and a UC Health physician, with patients treated in Cincinnati, Ohio.
* * *
Original text here: https://www.uc.edu/news/articles/2026/07/uc-trial-lower-radiation-hpv-positive-throat-cancer.html
The case for AI people really trust
WATERLOO, Ontario, Aug. 1 -- The University of Waterloo posted the following news:
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The case for AI people really trust
*
This opinion piece by Dr. Mary Wells, the dean of Waterloo Engineering, was first published by The Hill Times.
For the past decade, Canada has rightly celebrated its role in inventing modern artificial intelligence (AI). Canadian researchers helped lay the scientific foundations for today's AI revolution, and those investments continue to pay dividends.
But the next chapter of AI leadership won't be won by the country with the biggest models or the most research breakthroughs. ... Show Full Article WATERLOO, Ontario, Aug. 1 -- The University of Waterloo posted the following news: * * * The case for AI people really trust * This opinion piece by Dr. Mary Wells, the dean of Waterloo Engineering, was first published by The Hill Times. For the past decade, Canada has rightly celebrated its role in inventing modern artificial intelligence (AI). Canadian researchers helped lay the scientific foundations for today's AI revolution, and those investments continue to pay dividends. But the next chapter of AI leadership won't be won by the country with the biggest models or the most research breakthroughs.It will belong to the nation that graduates engineers, scientists, business leaders, and policymakers who know how to design, deploy, and govern AI that people can trust. Governments around the world are asking the same question: how do we accelerate AI adoption while protecting citizens from its risks? Too often, the debate presents a false choice between innovation and regulation. This country has the opportunity to reject that false choice by making trust a competitive advantage. For generations, Canadian engineers have earned public confidence by designing bridges that don't collapse, aircraft that fly safely, nuclear reactors that operate reliably, and medical devices that improve lives. Safety, ethics, and public welfare are not afterthoughts. They are foundational engineering principles taught alongside technical excellence.
Artificial intelligence should be no different.
Rather than simply teaching students how to build increasingly powerful AI systems, we should teach them how to build AI that is trustworthy by design. Future technical leaders must understand not only machine learning and software engineering, but also fairness, transparency, accountability, privacy, cybersecurity, and human oversight. They must learn how to evaluate risk before deployment, monitor deployed systems and recognize when AI should not be used at all. These are not "soft skills." They are core engineering competencies that determine whether AI earns public confidence and succeeds outside the laboratory.
Canada's greatest AI challenge is no longer invention. It is helping thousands of organizations adopt AI responsibly. Small and medium-sized businesses, municipalities, hospitals, manufacturers, and non-profit organizations often know AI could improve productivity, but lack the expertise to implement it safely. That expertise gap is one of Canada's greatest economic opportunities.
This is how Canada can turn its education system into an AI adoption strategy. Our colleges and universities educate hundreds of thousands of students each year; if every graduate left university having helped design, deploy or evaluate AI in a real organization safely instead of simply using AI tools, we would create one of the world's most trusted and AI-ready workforces.
At the University of Waterloo, researchers and students are demonstrating what that future could look like. Through a regional AI coalition, industry, governments and post-secondary institutions are embedding students within organizations tackling real AI adoption challenges.
Students work directly with companies to identify AI opportunities, implement responsible solutions, build organizational capability, and help them use it responsibly.
Students gain real-world experience understanding the technical, ethical, and organizational realities of deploying AI. Companies access emerging talent and responsible AI practices are embedded from the start.
Such an approach would also address one of AI adoption's biggest barriers: confidence. Public trust cannot be manufactured through marketing campaigns. It is earned through consistent evidence that systems are safe, transparent, and accountable. Organizations invest confidently when they understand both the opportunities and the risks.
Canada's goal should be to earn justified trust, not blind trust. Overconfidence in AI can be as dangerous as unwarranted fear. Canadians deserve systems that are worthy of trust because they have been designed, tested and governed responsibly.
This country has long excelled at developing global standards. We helped shape international approaches to aviation safety, nuclear regulation and engineering practice. Artificial intelligence presents another opportunity to lead not because we build the biggest systems, but because we can help define how trustworthy systems should be built.
The countries that lead AI over the next decade will not necessarily be those with the fastest algorithms. They will be those with the most trusted ones.
If we, as Canadian post-secondary education institutions, educate future engineers and technical leaders to build trust into AI from the beginning and give them opportunities to deploy those skills in organizations across the country, we can create something far more valuable than another AI model.
We can build a country where innovation and public trust grow together.
In an era defined by AI, Canada's greatest export may not be another breakthrough model. It may be the people who know how to build AI the world can trust.
***
Original text here: https://uwaterloo.ca/news/case-ai-people-really-trust
* * *
The case for AI people really trust
*
This opinion piece by Dr. Mary Wells, the dean of Waterloo Engineering, was first published by The Hill Times.
For the past decade, Canada has rightly celebrated its role in inventing modern artificial intelligence (AI). Canadian researchers helped lay the scientific foundations for today's AI revolution, and those investments continue to pay dividends.
But the next chapter of AI leadership won't be won by the country with the biggest models or the most research breakthroughs. ... Show Full Article WATERLOO, Ontario, Aug. 1 -- The University of Waterloo posted the following news: * * * The case for AI people really trust * This opinion piece by Dr. Mary Wells, the dean of Waterloo Engineering, was first published by The Hill Times. For the past decade, Canada has rightly celebrated its role in inventing modern artificial intelligence (AI). Canadian researchers helped lay the scientific foundations for today's AI revolution, and those investments continue to pay dividends. But the next chapter of AI leadership won't be won by the country with the biggest models or the most research breakthroughs.It will belong to the nation that graduates engineers, scientists, business leaders, and policymakers who know how to design, deploy, and govern AI that people can trust. Governments around the world are asking the same question: how do we accelerate AI adoption while protecting citizens from its risks? Too often, the debate presents a false choice between innovation and regulation. This country has the opportunity to reject that false choice by making trust a competitive advantage. For generations, Canadian engineers have earned public confidence by designing bridges that don't collapse, aircraft that fly safely, nuclear reactors that operate reliably, and medical devices that improve lives. Safety, ethics, and public welfare are not afterthoughts. They are foundational engineering principles taught alongside technical excellence.
Artificial intelligence should be no different.
Rather than simply teaching students how to build increasingly powerful AI systems, we should teach them how to build AI that is trustworthy by design. Future technical leaders must understand not only machine learning and software engineering, but also fairness, transparency, accountability, privacy, cybersecurity, and human oversight. They must learn how to evaluate risk before deployment, monitor deployed systems and recognize when AI should not be used at all. These are not "soft skills." They are core engineering competencies that determine whether AI earns public confidence and succeeds outside the laboratory.
Canada's greatest AI challenge is no longer invention. It is helping thousands of organizations adopt AI responsibly. Small and medium-sized businesses, municipalities, hospitals, manufacturers, and non-profit organizations often know AI could improve productivity, but lack the expertise to implement it safely. That expertise gap is one of Canada's greatest economic opportunities.
This is how Canada can turn its education system into an AI adoption strategy. Our colleges and universities educate hundreds of thousands of students each year; if every graduate left university having helped design, deploy or evaluate AI in a real organization safely instead of simply using AI tools, we would create one of the world's most trusted and AI-ready workforces.
At the University of Waterloo, researchers and students are demonstrating what that future could look like. Through a regional AI coalition, industry, governments and post-secondary institutions are embedding students within organizations tackling real AI adoption challenges.
Students work directly with companies to identify AI opportunities, implement responsible solutions, build organizational capability, and help them use it responsibly.
Students gain real-world experience understanding the technical, ethical, and organizational realities of deploying AI. Companies access emerging talent and responsible AI practices are embedded from the start.
Such an approach would also address one of AI adoption's biggest barriers: confidence. Public trust cannot be manufactured through marketing campaigns. It is earned through consistent evidence that systems are safe, transparent, and accountable. Organizations invest confidently when they understand both the opportunities and the risks.
Canada's goal should be to earn justified trust, not blind trust. Overconfidence in AI can be as dangerous as unwarranted fear. Canadians deserve systems that are worthy of trust because they have been designed, tested and governed responsibly.
This country has long excelled at developing global standards. We helped shape international approaches to aviation safety, nuclear regulation and engineering practice. Artificial intelligence presents another opportunity to lead not because we build the biggest systems, but because we can help define how trustworthy systems should be built.
The countries that lead AI over the next decade will not necessarily be those with the fastest algorithms. They will be those with the most trusted ones.
If we, as Canadian post-secondary education institutions, educate future engineers and technical leaders to build trust into AI from the beginning and give them opportunities to deploy those skills in organizations across the country, we can create something far more valuable than another AI model.
We can build a country where innovation and public trust grow together.
In an era defined by AI, Canada's greatest export may not be another breakthrough model. It may be the people who know how to build AI the world can trust.
***
Original text here: https://uwaterloo.ca/news/case-ai-people-really-trust
James Cook University Study Exposes Hidden Toll of Litigation
TOWNSVILLE, Australia, Aug. 1 (TNSjou) -- James Cook University issued the following news release:
* * *
JCU study exposes hidden toll of litigation
A James Cook University study is challenging the belief that the greatest cost of going to court is losing a case, arguing the legal process itself can leave lasting psychological scars.
The research, led by JCU PhD student Rebecca Ward and Macquarie University Emeritus Professor John S. Croucher AM, suggests Australia's civil litigation system can reward behaviours associated with the "Dark Tetrad" personality traits - narcissism, Machiavellianism, ... Show Full Article TOWNSVILLE, Australia, Aug. 1 (TNSjou) -- James Cook University issued the following news release: * * * JCU study exposes hidden toll of litigation A James Cook University study is challenging the belief that the greatest cost of going to court is losing a case, arguing the legal process itself can leave lasting psychological scars. The research, led by JCU PhD student Rebecca Ward and Macquarie University Emeritus Professor John S. Croucher AM, suggests Australia's civil litigation system can reward behaviours associated with the "Dark Tetrad" personality traits - narcissism, Machiavellianism,psychopathy and sadism.
Importantly, the researchers are not suggesting lawyers or judges possess these traits. Instead, they argue aspects of the adversarial legal system can encourage conduct that would be considered manipulative or harmful in other settings.
Ms Ward said the study examined whether the justice process itself could become a source of harm.
"Most people assume the greatest harm in litigation comes from losing," she said.
"Our paper asks a harder question: what if the process itself is doing the damage?"
The study found lengthy delays, escalating legal costs, repeated retelling of traumatic events and strategic legal tactics can wear people down long before a case reaches a conclusion.
"Litigation can become a weapon of attrition," Ms Ward said.
"Delays, escalating costs, repeated retelling of trauma and strategic pressure can exhaust people financially and psychologically before a dispute is resolved."
The researchers say those experiences can lead to anxiety, insomnia, hypervigilance, loss of trust in institutions and other trauma-related impacts.
They also warn that people showing signs of trauma in court, such as crying, distress or fragmented recall, may be unfairly viewed as unreliable.
The paper calls for more trauma-informed legal practices, better case management and reforms to reduce unnecessary distress during legal proceedings.
"Sometimes the objective is not simply to win," Ms Ward said.
"The litigation itself becomes the weapon, a legally sanctioned way to consume another person's money, time, emotional energy and sense of safety."
Professor John Croucher said the research highlights the need to include psychological safety when ensuring procedural fairness.
"Legal processes must be trauma-informed and culturally accountable, and they must not treat emotional conformity as a measure of credibility," he said.
The study, Justice or Justified Cruelty? Civil Litigation Through the Lens of the Dark Tetrad, was published in the Journal of Forensic Psychology Research and Practice.
* * *
Original text here: https://www.jcu.edu.au/news/releases/2026/july/jcu-study-exposes-hidden-toll-of-litigation
* * *
JCU study exposes hidden toll of litigation
A James Cook University study is challenging the belief that the greatest cost of going to court is losing a case, arguing the legal process itself can leave lasting psychological scars.
The research, led by JCU PhD student Rebecca Ward and Macquarie University Emeritus Professor John S. Croucher AM, suggests Australia's civil litigation system can reward behaviours associated with the "Dark Tetrad" personality traits - narcissism, Machiavellianism, ... Show Full Article TOWNSVILLE, Australia, Aug. 1 (TNSjou) -- James Cook University issued the following news release: * * * JCU study exposes hidden toll of litigation A James Cook University study is challenging the belief that the greatest cost of going to court is losing a case, arguing the legal process itself can leave lasting psychological scars. The research, led by JCU PhD student Rebecca Ward and Macquarie University Emeritus Professor John S. Croucher AM, suggests Australia's civil litigation system can reward behaviours associated with the "Dark Tetrad" personality traits - narcissism, Machiavellianism,psychopathy and sadism.
Importantly, the researchers are not suggesting lawyers or judges possess these traits. Instead, they argue aspects of the adversarial legal system can encourage conduct that would be considered manipulative or harmful in other settings.
Ms Ward said the study examined whether the justice process itself could become a source of harm.
"Most people assume the greatest harm in litigation comes from losing," she said.
"Our paper asks a harder question: what if the process itself is doing the damage?"
The study found lengthy delays, escalating legal costs, repeated retelling of traumatic events and strategic legal tactics can wear people down long before a case reaches a conclusion.
"Litigation can become a weapon of attrition," Ms Ward said.
"Delays, escalating costs, repeated retelling of trauma and strategic pressure can exhaust people financially and psychologically before a dispute is resolved."
The researchers say those experiences can lead to anxiety, insomnia, hypervigilance, loss of trust in institutions and other trauma-related impacts.
They also warn that people showing signs of trauma in court, such as crying, distress or fragmented recall, may be unfairly viewed as unreliable.
The paper calls for more trauma-informed legal practices, better case management and reforms to reduce unnecessary distress during legal proceedings.
"Sometimes the objective is not simply to win," Ms Ward said.
"The litigation itself becomes the weapon, a legally sanctioned way to consume another person's money, time, emotional energy and sense of safety."
Professor John Croucher said the research highlights the need to include psychological safety when ensuring procedural fairness.
"Legal processes must be trauma-informed and culturally accountable, and they must not treat emotional conformity as a measure of credibility," he said.
The study, Justice or Justified Cruelty? Civil Litigation Through the Lens of the Dark Tetrad, was published in the Journal of Forensic Psychology Research and Practice.
* * *
Original text here: https://www.jcu.edu.au/news/releases/2026/july/jcu-study-exposes-hidden-toll-of-litigation
Harvard Graduate School of Education: Now in Its Third Decade, Data Wise Project is Innovating to Help Schools Use Evidence to Improve Learning, Address Inequities, Strengthen Collaboration
CAMBRIDGE, Massachusetts, Aug. 1 -- The Harvard Graduate School of Education issued the following news:
* * *
A Common Language for Improvement
Now in its third decade, the Data Wise Project is innovating to help schools use evidence to improve learning, address inequities, and strengthen collaboration
By Megan Maffucci
When Gustavo Luna, Ed.M.'22, Ed.L.D.'25, first heard about the Data Wise approach, he was intrigued, if a bit cautious. The term "data" conjured images of massive spreadsheets, regression analyses, and, of course, test scores -- helpful for researchers but not something educators ... Show Full Article CAMBRIDGE, Massachusetts, Aug. 1 -- The Harvard Graduate School of Education issued the following news: * * * A Common Language for Improvement Now in its third decade, the Data Wise Project is innovating to help schools use evidence to improve learning, address inequities, and strengthen collaboration By Megan Maffucci When Gustavo Luna, Ed.M.'22, Ed.L.D.'25, first heard about the Data Wise approach, he was intrigued, if a bit cautious. The term "data" conjured images of massive spreadsheets, regression analyses, and, of course, test scores -- helpful for researchers but not something educatorscould use in their everyday practice. But after taking a Data Wise course at the Harvard Graduate School of Education (HGSE) and working with special education professionals at a school in New York City, he saw how much untapped, useful information was hiding in plain sight.
One teacher he supported, who was working with a young student with behavioral disabilities, kept a log of how many seconds the student was able to hold a pencil each day. She was collecting data to track his progress, Luna realized; she just didn't call it data. "Teaching is a practice. We never master it. Every school, every student is unique," he says. "Knowing how to recognize, use, and, importantly, share data is what allows us to improve."
Today, Luna is one of more than 200 certified coaches who are qualified to teach the Data Wise framework. He mentors other educators to use evidence from a wide variety of sources -- from simple classroom logs to observational data -- to better understand what is happening with learning and teaching in their classrooms so they feel empowered to make meaningful changes.
Understanding Data
Data Wise first took shape more than 20 years ago, as schools were just beginning to wade through an influx of assessment data required by the federal No Child Left Behind Act. Professor Richard Murnane convened a working group at the time of educators from Boston Public Schools and researchers from HGSE to discuss what it would take to make use of that data in service of improving instruction. Over the course of two years, the group realized that what schools really needed was step-by-step guidance on how to use all this new information.
Looking back, Senior Lecturer Kathy Boudett, then an HGSE postdoctoral student and current executive director of Data Wise, recalls, "Nothing I had done professionally before then felt so important. I knew we needed to figure this out."
Not long after, the now-iconic Data Wise "swoosh" was born, outlining the eight steps of the Data Wise Improvement Process, and the core habits that support this work. It may look a bit complicated, but educators like Andrea Kayne, Ed.M.'90, will tell you it works.
"Suddenly, data was central to how administrators, teachers, and school counselors were being evaluated, but almost no one had the frameworks to contextualize that data, challenge it, collect their own, or act on it without fear," says Kayne, who was program director of educational leadership at DePaul University at the time. "Data Wise was the answer I had been looking for -- it created real professional learning communities: collaborative rather than competitive, empowering rather than punitive."
Two decades later, the Data Wise Project has built an international network of certified coaches who have supported schools and systems from Oregon to Maryland and Illinois to Florida, as well as in countries such as Australia, Chile, and Brazil. More than 5,000 educators have attended the Data Wise Leadership Institute on Harvard's campus or on-site in school districts.
Led by Boudett, the team has released a host of new resources on the Data Wise website and is expanding professional learning opportunities to meet the evolving needs of schools and systems -- with an eye to reaching even more educators in the coming years.
From Process to Purpose
As educators become savvier about data, the driving question behind the work has shifted from "How do we help educators make productive use of data?" to "How can we use a wide range of data to realize more equitable outcomes for students?"
And it's not just about the technical use of data. "It's about getting teams of educators on the same page about what they see, what they want to improve and how, and then committing to doing it," explains Lecturer Candice Bocala, Ed.D.'14, Data Wise research director.
That kind of collaboration is a rare antidote in a time of deep educator burnout and turnover. "Teaching can be really lonely," Boudett says. "What we hear is that having this process allows educators to talk about work with colleagues in a way that's fun and exciting. They ask, 'What can wfe do to really meet the needs of each of our learners? What are you trying?' The framework deliberately connects educators to one another and to why they went into teaching in the first place."
The result, she says, is that educators develop a common language for talking about improvement and decision-making. "Data Wise is meant to be done in teams," Boudett says. "When you have multiple people looking at the same data, people will see different things, and the conversations about what to do about the evidence will be richer."
As the network of coaches grows, they have helped the Data Wise framework itself evolve. One visible example is the "equity halo," a series of reflective questions that now accompany each step of the swoosh, including "Whose stories do we tell/not tell? Are we measuring what matters?"
Coaches saw teams working through the steps, but they often struggled to examine longstanding inequities in schools and, as a result, missed the needs of the most marginalized students. One coach, Darnisa Amante-Jackson, Ed.L.D.'16, provided a critical insight: You can't have separate lessons about the importance of equity; you need to integrate it at every step. Other coaches echoed that it was time to position equity at the heart of the process.
Those conversations directly influenced the third edition of Data Wise: Educators Collaborating So Each Learner Thrives, which was published last year in time for Data Wise's 20th anniversary.
A New Chapter
From its earliest days, Data Wise has been guided by this type of practitioner feedback. Its latest focus is creating local hubs of expertise -- teams inside districts who can carry the work forward. In one local district, for example, Data Wise recently certified five district-level leaders who are now using data wisely in their own practice, supporting school teams in using the framework in their settings, and bringing school teams together to learn from one another about how improvement happens.
The project is also investing in new ways to reach educators. With the help of a recent philanthropic gift from Kayne, Data Wise is expanding its online offerings, including a free, asynchronous introductory module called Exploring Data Wise, launching later this year.
The new module -- which replaces the massive open online course (MOOC) based on an earlier edition of the book -- will ensure educators anywhere in the world can access an overview of the updated framework at any time. It gives teams a cost-free way to gauge how deeply their school or system is engaged in collaborative inquiry and to explore how Data Wise could be a resource if they choose to pursue more intensive professional learning.
"I invested in Data Wise because it works, because it is rigorous, and because it treats educators as professionals capable of deep inquiry," says Kayne, who is now creating an edtech platform for international and independent schools. "Many of my former students, now working as principals and superintendents, speak about how central the Data Wise framework remains to their practice years later. That kind of staying power is not common in professional development. It tells you something real about the methodology. I see a gift to Data Wise as a gift with a very long half-life."
One constant over 20 years, Boudett points out, has been educators' desire to improve outcomes. Coaches like Luna can attest that they are eager to change schools for the better and hungry for ways to do it well. As it evolves, Data Wise will continue to equip educators at all levels and around the world with a common language for turning data into action -- and lasting impact.
"Deciding to use Data Wise doesn't make the work easy. Working collaboratively to look at evidence of learning is hard, and looking honestly at your own practice is even harder," Boudett notes. "But educators tell us that the 'swoosh' offers a roadmap, so when they hit bumps, they know where to check in and how to keep moving."
* * *
Original text here: https://www.gse.harvard.edu/ideas/news/26/07/common-language-improvement
* * *
A Common Language for Improvement
Now in its third decade, the Data Wise Project is innovating to help schools use evidence to improve learning, address inequities, and strengthen collaboration
By Megan Maffucci
When Gustavo Luna, Ed.M.'22, Ed.L.D.'25, first heard about the Data Wise approach, he was intrigued, if a bit cautious. The term "data" conjured images of massive spreadsheets, regression analyses, and, of course, test scores -- helpful for researchers but not something educators ... Show Full Article CAMBRIDGE, Massachusetts, Aug. 1 -- The Harvard Graduate School of Education issued the following news: * * * A Common Language for Improvement Now in its third decade, the Data Wise Project is innovating to help schools use evidence to improve learning, address inequities, and strengthen collaboration By Megan Maffucci When Gustavo Luna, Ed.M.'22, Ed.L.D.'25, first heard about the Data Wise approach, he was intrigued, if a bit cautious. The term "data" conjured images of massive spreadsheets, regression analyses, and, of course, test scores -- helpful for researchers but not something educatorscould use in their everyday practice. But after taking a Data Wise course at the Harvard Graduate School of Education (HGSE) and working with special education professionals at a school in New York City, he saw how much untapped, useful information was hiding in plain sight.
One teacher he supported, who was working with a young student with behavioral disabilities, kept a log of how many seconds the student was able to hold a pencil each day. She was collecting data to track his progress, Luna realized; she just didn't call it data. "Teaching is a practice. We never master it. Every school, every student is unique," he says. "Knowing how to recognize, use, and, importantly, share data is what allows us to improve."
Today, Luna is one of more than 200 certified coaches who are qualified to teach the Data Wise framework. He mentors other educators to use evidence from a wide variety of sources -- from simple classroom logs to observational data -- to better understand what is happening with learning and teaching in their classrooms so they feel empowered to make meaningful changes.
Understanding Data
Data Wise first took shape more than 20 years ago, as schools were just beginning to wade through an influx of assessment data required by the federal No Child Left Behind Act. Professor Richard Murnane convened a working group at the time of educators from Boston Public Schools and researchers from HGSE to discuss what it would take to make use of that data in service of improving instruction. Over the course of two years, the group realized that what schools really needed was step-by-step guidance on how to use all this new information.
Looking back, Senior Lecturer Kathy Boudett, then an HGSE postdoctoral student and current executive director of Data Wise, recalls, "Nothing I had done professionally before then felt so important. I knew we needed to figure this out."
Not long after, the now-iconic Data Wise "swoosh" was born, outlining the eight steps of the Data Wise Improvement Process, and the core habits that support this work. It may look a bit complicated, but educators like Andrea Kayne, Ed.M.'90, will tell you it works.
"Suddenly, data was central to how administrators, teachers, and school counselors were being evaluated, but almost no one had the frameworks to contextualize that data, challenge it, collect their own, or act on it without fear," says Kayne, who was program director of educational leadership at DePaul University at the time. "Data Wise was the answer I had been looking for -- it created real professional learning communities: collaborative rather than competitive, empowering rather than punitive."
Two decades later, the Data Wise Project has built an international network of certified coaches who have supported schools and systems from Oregon to Maryland and Illinois to Florida, as well as in countries such as Australia, Chile, and Brazil. More than 5,000 educators have attended the Data Wise Leadership Institute on Harvard's campus or on-site in school districts.
Led by Boudett, the team has released a host of new resources on the Data Wise website and is expanding professional learning opportunities to meet the evolving needs of schools and systems -- with an eye to reaching even more educators in the coming years.
From Process to Purpose
As educators become savvier about data, the driving question behind the work has shifted from "How do we help educators make productive use of data?" to "How can we use a wide range of data to realize more equitable outcomes for students?"
And it's not just about the technical use of data. "It's about getting teams of educators on the same page about what they see, what they want to improve and how, and then committing to doing it," explains Lecturer Candice Bocala, Ed.D.'14, Data Wise research director.
That kind of collaboration is a rare antidote in a time of deep educator burnout and turnover. "Teaching can be really lonely," Boudett says. "What we hear is that having this process allows educators to talk about work with colleagues in a way that's fun and exciting. They ask, 'What can wfe do to really meet the needs of each of our learners? What are you trying?' The framework deliberately connects educators to one another and to why they went into teaching in the first place."
The result, she says, is that educators develop a common language for talking about improvement and decision-making. "Data Wise is meant to be done in teams," Boudett says. "When you have multiple people looking at the same data, people will see different things, and the conversations about what to do about the evidence will be richer."
As the network of coaches grows, they have helped the Data Wise framework itself evolve. One visible example is the "equity halo," a series of reflective questions that now accompany each step of the swoosh, including "Whose stories do we tell/not tell? Are we measuring what matters?"
Coaches saw teams working through the steps, but they often struggled to examine longstanding inequities in schools and, as a result, missed the needs of the most marginalized students. One coach, Darnisa Amante-Jackson, Ed.L.D.'16, provided a critical insight: You can't have separate lessons about the importance of equity; you need to integrate it at every step. Other coaches echoed that it was time to position equity at the heart of the process.
Those conversations directly influenced the third edition of Data Wise: Educators Collaborating So Each Learner Thrives, which was published last year in time for Data Wise's 20th anniversary.
A New Chapter
From its earliest days, Data Wise has been guided by this type of practitioner feedback. Its latest focus is creating local hubs of expertise -- teams inside districts who can carry the work forward. In one local district, for example, Data Wise recently certified five district-level leaders who are now using data wisely in their own practice, supporting school teams in using the framework in their settings, and bringing school teams together to learn from one another about how improvement happens.
The project is also investing in new ways to reach educators. With the help of a recent philanthropic gift from Kayne, Data Wise is expanding its online offerings, including a free, asynchronous introductory module called Exploring Data Wise, launching later this year.
The new module -- which replaces the massive open online course (MOOC) based on an earlier edition of the book -- will ensure educators anywhere in the world can access an overview of the updated framework at any time. It gives teams a cost-free way to gauge how deeply their school or system is engaged in collaborative inquiry and to explore how Data Wise could be a resource if they choose to pursue more intensive professional learning.
"I invested in Data Wise because it works, because it is rigorous, and because it treats educators as professionals capable of deep inquiry," says Kayne, who is now creating an edtech platform for international and independent schools. "Many of my former students, now working as principals and superintendents, speak about how central the Data Wise framework remains to their practice years later. That kind of staying power is not common in professional development. It tells you something real about the methodology. I see a gift to Data Wise as a gift with a very long half-life."
One constant over 20 years, Boudett points out, has been educators' desire to improve outcomes. Coaches like Luna can attest that they are eager to change schools for the better and hungry for ways to do it well. As it evolves, Data Wise will continue to equip educators at all levels and around the world with a common language for turning data into action -- and lasting impact.
"Deciding to use Data Wise doesn't make the work easy. Working collaboratively to look at evidence of learning is hard, and looking honestly at your own practice is even harder," Boudett notes. "But educators tell us that the 'swoosh' offers a roadmap, so when they hit bumps, they know where to check in and how to keep moving."
* * *
Original text here: https://www.gse.harvard.edu/ideas/news/26/07/common-language-improvement
FAMU Celebrates 510 Graduates During Summer 2026 Commencement
TALLAHASSEE, Florida, Aug. 1 -- Florida A&M University, a component of the public university system in Florida, posted the following news:
* * *
FAMU Celebrates 510 Graduates During Summer 2026 Commencement
*
TALLAHASSEE, Fla. - Florida A&M University (FAMU) celebrated 510 candidates for graduation during its Summer Commencement Ceremony on Friday, July 31, at the Alfred Lawson Multipurpose Center and Teaching Gymnasium.
The class included 416 bachelors, 72 masters, 11 Doctor of Pharmacy, nine Doctor of Philosophy and two Juris Doctorates.
The College of Social Sciences, Arts and Humanities ... Show Full Article TALLAHASSEE, Florida, Aug. 1 -- Florida A&M University, a component of the public university system in Florida, posted the following news: * * * FAMU Celebrates 510 Graduates During Summer 2026 Commencement * TALLAHASSEE, Fla. - Florida A&M University (FAMU) celebrated 510 candidates for graduation during its Summer Commencement Ceremony on Friday, July 31, at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. The class included 416 bachelors, 72 masters, 11 Doctor of Pharmacy, nine Doctor of Philosophy and two Juris Doctorates. The College of Social Sciences, Arts and Humanities(CSSAH) led the University with 175 candidates for graduation, including 158 bachelor's degree candidates and 17 master's degree candidates.
Graduates celebrate during Florida A&M University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium, where more than 500 students earned bachelor's, master's, doctoral, pharmacy and law degrees. (Photo courtesy of Michael Cork.)
For Valencia E. Matthews, Ph.D., dean of CSSAH, professor and director of theatre, commencement is one of the most rewarding times of the academic year because she gets to witness students and their families experience the significance of the milestone together.
"When they cross that stage, the moment that is a milestone in their lives, it hits them in a way that they can't even imagine," Matthews said.
As graduates begin their next chapters, she encouraged them to enjoy the journey and remain connected to those who helped them reach the milestone.
"Always stay connected to FAMUly," Matthews said. "FAMUly is important, and as you go forward, you will understand even more how important FAMUly will be in your life."
Honoring a Legacy
During the ceremony, FAMU President Marva B. Johnson, J.D., recognized two longtime University leaders for their contributions to FAMU and higher education, bestowing the title of Dean Emerita upon Cynthia Hughes Harris, Ph.D., former dean of the School of Allied Health Sciences. Rodner Wright, former dean of the School of Architecture and Engineering Technology, was named Dean Emeritus.
Hughes Harris served as dean of the School of Allied Health Sciences from 2000 to 2007 and again from 2012 to 2022. Johnson cited Hughes Harris' exemplary leadership and fiscal fortitude for securing more than $16 million in research funding.
"Your distinguished leadership... strengthened the school's academic profile, expanded educational opportunities, and positioned this unit for continued growth and excellence," said Johnson about Hughes Harris.
Florida A&M University President Marva Johnson, J.D., addresses graduates during the University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. Johnson congratulated the Class of 2026 and encouraged graduates to embrace the opportunities that lie ahead. (Photo courtesy of Michael Cork.)
Johnson also praised Wright's 26 years of service to FAMU, including his position as dean of the School of Architecture and Engineering Technology from 1996 to 2022, and his work advancing architectural education nationally.
The president recognized his "legacy of visionary leadership, exemplary service, and a lasting contribution to the advancement of this university and to higher education."
Before honoring the former deans, Johnson welcomed graduates and their families and reflected on the reach of FAMU alumni.
"Today, this class joins more than 80,000 Rattlers in every state, on every continent, and every industry that matters," she said.
Full Circle
Commencement speaker Tirrell D. Whittley delivered an address centered on "Full Circle Moments," a theme with personal significance for the FAMU alumnus. His youngest daughter, Taylor Whittley, was among the graduates crossing the stage.
Taylor Whittley applauds during Florida A&M University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. Her father, FAMU alumnus and commencement speaker Tirrell D. Whittley, delivered an address centered on "Full Circle Moments," a theme made especially meaningful as he watched his youngest daughter earn her degree. (Photo courtesy of Michael Cork.)
Whittley reflected on his family's multigenerational connection to FAMU, which included his wife, twin sister and oldest daughter as graduates of the University, while his nephew is currently enrolled.
"Today I watched my youngest daughter graduate from the university that made her father, her mother, her sister, her auntie," he said.
Throughout his address, Whittley offered graduates five principles to carry with them:
* Faith that works
* Originality
* Vision
* Gratitude and humility
* Attitude and effort.
He also emphasized the importance of recognizing the families, mentors and supporters who helped graduates reach commencement.
"When you win -WE win," Whittley said. "Every one of your victories belongs to this whole room, this whole Hill, this whole lineage."
Commencement speaker and Florida A&M University alumnus Tirrell D. Whittley delivers the keynote address during the University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. Whittley's speech, centered on the theme "Full Circle Moments," took on added significance as his youngest daughter, Taylor Whittley, graduated alongside the Class of 2026. (Photo courtesy of Michael Cork.)
Drawing from his experiences as an entrepreneur and FAMU alumnus, Whittley challenged graduates to recognize the legacy that made their accomplishments possible while preparing to create opportunities for themselves and those who will follow them.
"Honor the world behind you, and build the one in front of you," he said.
Perseverance and Persistence
For Master of Public Health graduate Meshalin Leon, commencement marked the end of a challenging journey shaped by personal loss and a serious health battle.
During her graduate studies, Leon lost her sister uterine cancer, was diagnosed with Guillain-Barre Syndrome and Functional Neurological Disorder, spent months hospitalized and nearly a year relearning how to walk, and earlier this year lost her father. Still, she continued working toward her degree with support from FAMU faculty and staff.
Florida A&M University graduate Meshalin Leon celebrates a milestone as she joins the Class of 2026 during the University's Summer Commencement Ceremony. (Photo courtesy of Meshalin Leon)
"There were days I wasn't chasing a degree. I was just trying to survive," she said. "This degree is proof that grief didn't win, illness didn't win, and loss didn't win."
Days before commencement, Leon successfully defended her graduate research focused on reproductive health outcomes among Black women. She plans to pursue medical education focused on fertility, reproductive health disparities and genetic issues disproportionately affecting Black women.
For families in attendance, commencement also represented years of encouragement and support.
Family members gather at Florida A&M University's Summer 2026 Commencement Ceremony to celebrate accounting graduate Hanif Harris. Reba Kelsey traveled from Atlanta for the occasion, made even more meaningful as Harris' 101-year-old grandfather watched him cross the commencement stage. (Photo courtesy of Ashley Flete)
Reba Kelsey traveled from Atlanta to celebrate her son, Hanif Harris, an accounting graduate. The moment was even more meaningful as Harris' 101-year old grandfather watched him cross the stage.
"He has always worked hard, has always been driven and very disciplined in his work," Kelsey said. "I'm very proud of him and look forward to the amazing things that he will do in life moving forward."
For Rasheen Hill, earning his master's degree in social work marked another milestone in his FAMU journey. After completing his undergraduate degree in social work, he continued his education through the advanced standing master's program. In the future, Hill plans to become a clinical social work intern and work with at-risk youth.
"They are our future," Hill said. "If we instill as many positive things into their lives as possible, help them and be consistent in their lives, it'll help a lot more with their future."
Master of Social Work graduate Rasheen Hill celebrates a milestone during Florida A&M University's Summer 2026 Commencement Ceremony. Hill completed both his bachelor's and master's degrees at FAMU and aspires to work with at-risk youth as a clinical social work intern. (Photo courtesy of Ashley Flete)
Building What Comes Next
Closing his address, Whittley returned to his "Full Circle" message, reminding graduates that each generation creates opportunities for the next.
"My parents' ceiling became my floor. My ceiling, Taylor, is your floor, and your ceiling belongs to somebody who isn't even here yet," Whittley said, before leaving the class with a final charge:
"Honor the world that made you by building the world that's waiting on you."
A first-generation college graduate celebrates after receiving a diploma during Florida A&M University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. (Photo courtesy of Michael Cork.)
Media Contact:
Ashley Flete
Senior Communications Specialist
ashley1.flete@famu.edu
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Original text here: https://news.famu.edu/2026/famu-celebrates-510-graduates-during-summer-2026-commencement.php
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FAMU Celebrates 510 Graduates During Summer 2026 Commencement
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TALLAHASSEE, Fla. - Florida A&M University (FAMU) celebrated 510 candidates for graduation during its Summer Commencement Ceremony on Friday, July 31, at the Alfred Lawson Multipurpose Center and Teaching Gymnasium.
The class included 416 bachelors, 72 masters, 11 Doctor of Pharmacy, nine Doctor of Philosophy and two Juris Doctorates.
The College of Social Sciences, Arts and Humanities ... Show Full Article TALLAHASSEE, Florida, Aug. 1 -- Florida A&M University, a component of the public university system in Florida, posted the following news: * * * FAMU Celebrates 510 Graduates During Summer 2026 Commencement * TALLAHASSEE, Fla. - Florida A&M University (FAMU) celebrated 510 candidates for graduation during its Summer Commencement Ceremony on Friday, July 31, at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. The class included 416 bachelors, 72 masters, 11 Doctor of Pharmacy, nine Doctor of Philosophy and two Juris Doctorates. The College of Social Sciences, Arts and Humanities(CSSAH) led the University with 175 candidates for graduation, including 158 bachelor's degree candidates and 17 master's degree candidates.
Graduates celebrate during Florida A&M University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium, where more than 500 students earned bachelor's, master's, doctoral, pharmacy and law degrees. (Photo courtesy of Michael Cork.)
For Valencia E. Matthews, Ph.D., dean of CSSAH, professor and director of theatre, commencement is one of the most rewarding times of the academic year because she gets to witness students and their families experience the significance of the milestone together.
"When they cross that stage, the moment that is a milestone in their lives, it hits them in a way that they can't even imagine," Matthews said.
As graduates begin their next chapters, she encouraged them to enjoy the journey and remain connected to those who helped them reach the milestone.
"Always stay connected to FAMUly," Matthews said. "FAMUly is important, and as you go forward, you will understand even more how important FAMUly will be in your life."
Honoring a Legacy
During the ceremony, FAMU President Marva B. Johnson, J.D., recognized two longtime University leaders for their contributions to FAMU and higher education, bestowing the title of Dean Emerita upon Cynthia Hughes Harris, Ph.D., former dean of the School of Allied Health Sciences. Rodner Wright, former dean of the School of Architecture and Engineering Technology, was named Dean Emeritus.
Hughes Harris served as dean of the School of Allied Health Sciences from 2000 to 2007 and again from 2012 to 2022. Johnson cited Hughes Harris' exemplary leadership and fiscal fortitude for securing more than $16 million in research funding.
"Your distinguished leadership... strengthened the school's academic profile, expanded educational opportunities, and positioned this unit for continued growth and excellence," said Johnson about Hughes Harris.
Florida A&M University President Marva Johnson, J.D., addresses graduates during the University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. Johnson congratulated the Class of 2026 and encouraged graduates to embrace the opportunities that lie ahead. (Photo courtesy of Michael Cork.)
Johnson also praised Wright's 26 years of service to FAMU, including his position as dean of the School of Architecture and Engineering Technology from 1996 to 2022, and his work advancing architectural education nationally.
The president recognized his "legacy of visionary leadership, exemplary service, and a lasting contribution to the advancement of this university and to higher education."
Before honoring the former deans, Johnson welcomed graduates and their families and reflected on the reach of FAMU alumni.
"Today, this class joins more than 80,000 Rattlers in every state, on every continent, and every industry that matters," she said.
Full Circle
Commencement speaker Tirrell D. Whittley delivered an address centered on "Full Circle Moments," a theme with personal significance for the FAMU alumnus. His youngest daughter, Taylor Whittley, was among the graduates crossing the stage.
Taylor Whittley applauds during Florida A&M University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. Her father, FAMU alumnus and commencement speaker Tirrell D. Whittley, delivered an address centered on "Full Circle Moments," a theme made especially meaningful as he watched his youngest daughter earn her degree. (Photo courtesy of Michael Cork.)
Whittley reflected on his family's multigenerational connection to FAMU, which included his wife, twin sister and oldest daughter as graduates of the University, while his nephew is currently enrolled.
"Today I watched my youngest daughter graduate from the university that made her father, her mother, her sister, her auntie," he said.
Throughout his address, Whittley offered graduates five principles to carry with them:
* Faith that works
* Originality
* Vision
* Gratitude and humility
* Attitude and effort.
He also emphasized the importance of recognizing the families, mentors and supporters who helped graduates reach commencement.
"When you win -WE win," Whittley said. "Every one of your victories belongs to this whole room, this whole Hill, this whole lineage."
Commencement speaker and Florida A&M University alumnus Tirrell D. Whittley delivers the keynote address during the University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. Whittley's speech, centered on the theme "Full Circle Moments," took on added significance as his youngest daughter, Taylor Whittley, graduated alongside the Class of 2026. (Photo courtesy of Michael Cork.)
Drawing from his experiences as an entrepreneur and FAMU alumnus, Whittley challenged graduates to recognize the legacy that made their accomplishments possible while preparing to create opportunities for themselves and those who will follow them.
"Honor the world behind you, and build the one in front of you," he said.
Perseverance and Persistence
For Master of Public Health graduate Meshalin Leon, commencement marked the end of a challenging journey shaped by personal loss and a serious health battle.
During her graduate studies, Leon lost her sister uterine cancer, was diagnosed with Guillain-Barre Syndrome and Functional Neurological Disorder, spent months hospitalized and nearly a year relearning how to walk, and earlier this year lost her father. Still, she continued working toward her degree with support from FAMU faculty and staff.
Florida A&M University graduate Meshalin Leon celebrates a milestone as she joins the Class of 2026 during the University's Summer Commencement Ceremony. (Photo courtesy of Meshalin Leon)
"There were days I wasn't chasing a degree. I was just trying to survive," she said. "This degree is proof that grief didn't win, illness didn't win, and loss didn't win."
Days before commencement, Leon successfully defended her graduate research focused on reproductive health outcomes among Black women. She plans to pursue medical education focused on fertility, reproductive health disparities and genetic issues disproportionately affecting Black women.
For families in attendance, commencement also represented years of encouragement and support.
Family members gather at Florida A&M University's Summer 2026 Commencement Ceremony to celebrate accounting graduate Hanif Harris. Reba Kelsey traveled from Atlanta for the occasion, made even more meaningful as Harris' 101-year-old grandfather watched him cross the commencement stage. (Photo courtesy of Ashley Flete)
Reba Kelsey traveled from Atlanta to celebrate her son, Hanif Harris, an accounting graduate. The moment was even more meaningful as Harris' 101-year old grandfather watched him cross the stage.
"He has always worked hard, has always been driven and very disciplined in his work," Kelsey said. "I'm very proud of him and look forward to the amazing things that he will do in life moving forward."
For Rasheen Hill, earning his master's degree in social work marked another milestone in his FAMU journey. After completing his undergraduate degree in social work, he continued his education through the advanced standing master's program. In the future, Hill plans to become a clinical social work intern and work with at-risk youth.
"They are our future," Hill said. "If we instill as many positive things into their lives as possible, help them and be consistent in their lives, it'll help a lot more with their future."
Master of Social Work graduate Rasheen Hill celebrates a milestone during Florida A&M University's Summer 2026 Commencement Ceremony. Hill completed both his bachelor's and master's degrees at FAMU and aspires to work with at-risk youth as a clinical social work intern. (Photo courtesy of Ashley Flete)
Building What Comes Next
Closing his address, Whittley returned to his "Full Circle" message, reminding graduates that each generation creates opportunities for the next.
"My parents' ceiling became my floor. My ceiling, Taylor, is your floor, and your ceiling belongs to somebody who isn't even here yet," Whittley said, before leaving the class with a final charge:
"Honor the world that made you by building the world that's waiting on you."
A first-generation college graduate celebrates after receiving a diploma during Florida A&M University's Summer 2026 Commencement Ceremony at the Alfred Lawson Multipurpose Center and Teaching Gymnasium. (Photo courtesy of Michael Cork.)
Media Contact:
Ashley Flete
Senior Communications Specialist
ashley1.flete@famu.edu
Back to Stories
***
Original text here: https://news.famu.edu/2026/famu-celebrates-510-graduates-during-summer-2026-commencement.php