A group of researchers is calling on universities to treat consulting work as a strategic priority, arguing that bureaucratic obstacles and inconsistent policies have left a massive revenue stream largely untapped even as higher education institutions face mounting financial pressures. (Consulting work refers to academics offering their advice and expertise to outside organizations -- industry, government, civil society -- for a fee. It's one of the most direct and scalable ways academics can shape the world beyond campus, and the projects are typically shorter in duration and easier to set up than alternatives like spin-out companies.) Writing in Nature, the authors found that fewer than 10% of academic staff at nine UK universities engaged in consulting work, and the number of academic consulting contracts across the country fell 38% over the past decade -- from around 99,000 in 2014-15 to fewer than 62,000 in 2023-24. Academic consulting in the UK is currently worth roughly $675-810 million annually, a figure that represents just 0.6% of the country's $124 billion management consulting market. The authors examined policies at 30 universities and surveyed 76 fellows from a UK Research and Innovation programme. Two-thirds of the surveyed institutions had publicly available consulting policies, and two outright prohibit private consulting. Permitted consulting time ranged from unlimited to 30 days or fewer per year, institutional charges varied from 10-40% of fees, and contract approval timelines stretched from 24 hours to several months. Private consultancy firms are moving into this space, capturing opportunities that universities neglect. Small-scale projects under $6,750 are commonly sidelined by university contract offices because they represent too small an income for strained institutional resources. The authors propose standardized policies across institutions, shared consulting income with departments, and faster approval processes -- reforms similar to those already implemented for university spin-out companies.

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An anonymous reader quotes a report from Wired: Two years ago, Lizmary Fernandez took a detour from studying to be an immigration attorney to join a free Apple course for making iPhone apps. The Apple Developer Academy in Detroit launched as part of the company's $200 million response to the Black Lives Matter protests and aims to expand opportunities for people of color in the country's poorest big city. But Fernandez found the program's cost-of-living stipend lacking -- "A lot of us got on food stamps," she says -- and the coursework insufficient for landing a coding job. "I didn't have the experience or portfolio," says the 25-year-old, who is now a flight attendant and preparing to apply to law school. "Coding is not something I got back to." Since 2021, the academy has welcomed over 1,700 students, a racially diverse mix with varying levels of tech literacy and financial flexibility. About 600 students, including Fernandez, have completed its 10-month course of half-days at Michigan State University, which cosponsors the Apple-branded and Apple-focused program. WIRED reviewed contracts and budgets and spoke with officials and graduates for the first in-depth examination of the nearly $30 million invested in the academy over the past four years -- almost 30 percent of which came from Michigan taxpayers and the university's regular students. As tech giants begin pouring billions of dollars into AI-related job training courses across the country, the Apple academy offers lessons on the challenges of uplifting diverse communities. [...] The program gives out iPhones and MacBooks and spends an estimated $20,000 per student, nearly twice as much as state and local governments budget for community colleges. [...] About 70 percent of students graduate, which [Sarah Gretter, the academy leader for Michigan State] describes as higher than typical for adult education. She says the goal is for them to take "a next step," whether a job or more courses. Roughly a third of participants are under 25, and virtually all of them pursue further schooling. [...] About 71 percent of graduates from the last two years went onto full-time jobs across a variety of industries, according to academy officials. Amy J. Ko, a University of Washington computer scientist who researches computing education, calls under 80 percent typical for the coding schools she has studied but notes that one of her department's own undergraduate programs has a 95 percent job placement rate.

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Goldman Sachs, in a note this week, via India Dispatch: There are various reasons that explains this: (i) A large part of the global education spend goes towards formal education (schools, colleges and universities), which are typically either run by governments or are not-for-profit institutions; (ii) It is difficult to replicate education quality at scale in our view, since most teachers would have a different pedagogy, and thus standardization is harder to achieve vs that in other internet categories; (iii) Education is fragmented - it includes various fields (schools, undergrad courses, medicine, engg, management, etc.), each with their own curriculum, and the same being vastly different across countries globally; this makes scalability difficult beyond a few certain specializations and regions. Additionally, we believe the ability for online education to capture a sizable value share of supplemental education is limited since the perceived value of offline, including that from community, in-person engagement and doubt solving, rigour, etc., is typically higher. However, we note that before China's double reduction policy in 2021, TAL and EDU had market caps of up to US$50 bn; these companies were mostly domestic focused and on the K-12 tutoring segment, which has large volumes. Similarly in India, Byju's reached a peak valuation of US$20 bn+ (link; again, focused on K-12), before issues around governance etc. impacted the business.

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Long-time Slashdot reader theodp writes: Last September, tech-backed nonprofit Code.org pledged to engage 25 million K-12 schoolchildren in an "Hour of AI" this school year. Preliminary numbers released this week by the Code.org Advocacy Coalition showed that [halfway through the five-day event Computer Science Education Week] 13.1 million users had participated in the inaugural Hour of AI, attaining 52.4% of its goal of 25 million participants. In a pivot from coding to AI literacy, the Hour of AI replaced Code.org's hugely-popular Hour of Code this December as the flagship event of Computer Science Education Week (December 8-14). According to Code.org's 2024-25 Impact Report, "in 2024–25 alone, students logged over 100 million Hours of Code, including more than 43 million in the four months leading up to and including CS Education Week." Minecraft participated with their own Hour of AI lessons. ("Program an AI Agent to craft tools and build shelter before dusk falls in this iconic challenge!") And Google contributed AI Quests, "a gamified, in-class learning experience" allowing students to "step into the shoes of Google researchers using AI to solve real-world challenges." Other participating organizations included the Scratch Foundation, Lego Education, Adobe, and Roblox. And Microsoft contributed two — including one with their block-based programming environment Microsoft MakeCode Arcade, with students urged to "code and train your own super-smart bug using AI algorithms and challenge other AI bugs in an epic Tower battle for ultimate Bug Arena glory!" See all the educational festivities here...

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An anonymous reader quotes a report from the Guardian: The Massachusetts Institute of Technology (MIT) community is grieving after the "shocking" shooting death of the director of its plasma science and fusion center, according to officials. Nuno FG Loureiro, 47, had been shot multiple times at his home in the affluent Boston suburb of Brookline on Monday night when police said they received a call to investigate. Emergency responders brought Loureiro to a hospital, and the award-winning scientist was pronounced dead there Tuesday morning, the Norfolk county district attorney's office said in a statement. The Boston Globe reported speaking with a neighbor of Loureiro who heard gunshots, found the academic lying on his back in the foyer of their building and then called for help alongside the victim's wife. The statement from the Norfolk district attorney's office said an investigation into Loureiro's slaying remained ongoing later Tuesday. But the agency did not immediately release any details about a possible suspect or motive in the killing, which gained widespread attention across academic circles, the US and in Loureiro's native Portugal. Portugal's minster of foreign affairs announced Loureiro's death in a public hearing Tuesday, as CNN reported. Separately, MIT president Sally Kornbluth issued a university-wide letter expressing "great sadness" over the death of Loureiro, whose survivors include his wife. "This shocking loss for our community comes in a period of disturbing violence in many other places," said Kornbluth's letter, released after a weekend marred by deadly mass shootings at Brown University in Rhode Island -- about 50 miles away from MIT -- as well as on Australia's Bondi Beach. The letter concluded by providing a list of mental health resources, saying: "It's entirely natural to feel the need for comfort and support."

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The conventional wisdom that English prose has gotten easier to read because sentences have gotten shorter is wrong, according to a new analysis published in Works in Progress by writer and Mercatus Center research fellow Henry Oliver. The real transformation happened centuries ago in the 1500s and 1600s when Bible translators like William Tyndale and Thomas Cranmer developed a "plain style" built on logical syntax rather than the older rhythmic, periodic structures inherited from medieval prose. Oliver argues that much of what modern datasets measure as declining sentence length is actually just changing punctuation habits. Writers now use periods where earlier generations used colons and semicolons. One dataset shows semicolon usage dropped from one every 90 words in 1781 to one every 390 words today. The cognitive complexity of a paragraph often remains the same regardless of how it's punctuated. Even wildly popular modern books don't follow the "short sentences equal readable" formula. Oliver points to Onyx Storm, the 2025 fantasy novel that has sold tens of millions of copies, which opens with sentences of 24 and 30 words. The 30-word sentence has a subordinate clause twice as long as its main clause. The book reads easily not because sentences are short but because the language is plain and the syntax is logical.

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The traditional signals that employers used to evaluate entry-level job candidates -- college GPAs, cover letters, and interview performance -- have lost much of their value as grade inflation and widespread AI use render these metrics nearly meaningless, writes The Atlantic. The recent-graduate unemployment rate now sits slightly higher than the overall workforce's, a reversal from historical norms where new college graduates were more likely to be employed than the average worker. Job postings on Handshake, a career-services platform for students and recent graduates, have fallen by more than 16 percent in the past year. At Harvard, 60% of undergraduate grades are now A's, up from fewer than a quarter two decades ago. Seven years ago, 70% of new graduates' resumes were screened by GPA; that figure has dropped to 40%. Two working papers examining Freelancer.com found that cover-letter quality once strongly predicted who would get hired and how well they would perform -- until ChatGPT became available. "We basically find the collapse of this entire signaling mechanism," researcher Jesse Silbert said. The average number of applications per open job has increased by 26% in the past year. Students at UC Berkeley are now applying to 150 internships just to land one or two interviews.

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Nonprofit Code.org released its 2025 State of AI & Computer Science Education report this week with a state-by-state analysis of school policies complaining that "0 out of 50 states require AI+CS for graduation." But meanwhile, at the college level, "Purdue University will begin requiring that all of its undergraduate students demonstrate basic competency in AI," writes former college president Michael Nietzel, "starting with freshmen who enter the university in 2026." The new "AI working competency" graduation requirement was approved by the university's Board of Trustees at its meeting on December 12... The requirement will be embedded into every undergraduate program at Purdue, but it won't be done in a "one-size-fits-all" manner. Instead, the Board is delegating authority to the provost, who will work with the deans of all the academic colleges to develop discipline-specific criteria and proficiency standards for the new campus-wide requirement. [Purdue president] Chiang said students will have to demonstrate a working competence through projects that are tailored to the goals of individual programs. The intent is to not require students to take more credit hours, but to integrate the new AI expectation into existing academic requirements... While the news release claimed that Purdue may be the first school to establish such a requirement, at least one other university has introduced its own institution-wide expectation that all its graduates acquire basic AI skills. Earlier this year, The Ohio State University launched an AI Fluency initiative, infusing basic AI education into core undergraduate requirements and majors, with the goal of helping students understand and use AI tools — no matter their major. Purdue wants its new initiative to help graduates: — Understand and use the latest AI tools effectively in their chosen fields, including being able to identify the key strengths and limits of AI technologies; — Recognize and communicate clearly about AI, including developing and defending decisions informed by AI, as well as recognizing the influence and consequences of AI in decision-making; — Adapt to and work with future AI developments effectively.

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A new study of roughly 80,000 bachelor's degree recipients from a large urban public college system finds that characteristics of a graduate's first job can explain nearly two-thirds of the otherwise-unexplained earnings gap between students from low-income and high-income families five years after graduation. The research [PDF], published as an NBER working paper by economists at Columbia University, tracked graduates from 2010 to 2017 using administrative education data linked to state unemployment insurance records. Low-income students -- defined as those receiving Pell grants throughout their undergraduate enrollment -- earned about 12% less than their high-income peers at the five-year mark. A substantial gap of roughly $4,900 persisted even after the researchers controlled for GPA, college attended, major, and other pre-graduation characteristics. That residual gap fell to about $1,700 once first-job variables entered the equation. Graduates from lower-income families tended to start at employers paying lower average wages and were less likely to have their first job secured before graduation. Just 34% of low-income graduates continued at a pre-graduation employer compared to 40% of their higher-income peers. The firms employing low-income graduates paid average wages that were 18% lower than those employing high-income graduates. The researchers say that while the study cannot establish causation, the patterns suggest that supporting low-income students during their transition from college to the labor market may be a fruitful area for policy intervention.

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Since the Supreme Court struck down the federal prohibition on sports betting in 2018, 39 states have legalized the activity, and college campuses have emerged as ground zero for what appears to be a generational gambling problem among young men. A 2023 NCAA survey found that 60% of college students have gambled on sports, and 16% of 18-to-22-year-olds engage in what the organization classifies as problematic gambling. A Siena University poll from January found that 28% of men aged 18-to-34 who use sports-betting apps have had trouble meeting a financial obligation because of a lost bet. Timothy Fong, a psychiatry professor at UCLA, says every one of his recent clients has been an 18-to-24-year-old man seeking help for a sports-betting or cryptocurrency addiction. John Simonian, a personal-bankruptcy lawyer in Rhode Island, says he never used to see young men filing for bankruptcy -- now it's common. On November 7th, the NCAA announced it had uncovered three separate betting scandals in men's basketball where athletes intentionally played poorly in games on which they or a friend had placed wagers.

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A tenured USC professor is arguing that universities need to fundamentally rethink their value proposition as AI rapidly closes the gap on human instruction and a loneliness epidemic grips the generation most likely to be sitting in their lecture halls. Eric Anicich, an associate professor at USC's Marshall School of Business, wrote in the Los Angeles Times that nearly three-quarters of 16- to 24-year-olds now report feeling lonely, young adults spend 70% less time with friends in person compared to two decades ago, and a growing majority of Gen Z college graduates say their degree was a "waste of money." Anicich points to a recent Harvard study finding that students using an AI tutor learned more than twice as much as those in traditional active-learning classes, and did so in less time. The implication is stark: if instruction becomes abundant and cheap, colleges must sell what remains scarce -- genuine human community. He notes that his doctoral training included zero coursework on teaching, a norm he says persists across academia. His proposal: fund student life as seriously as research labs, hire professional "experience designers," and treat rituals and collaborative projects as core curriculum rather than amenities.

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AI is the second-largest major at M.I.T. after computer science, reports the New York Times. (Alternate URL here and here.) Though that includes students interested in applying AI in biology and health care — it's just the beginning: This semester, more than 3,000 students enrolled in a new college of artificial intelligence and cybersecurity at the University of South Florida in Tampa. At the University of California, San Diego, 150 first-year students signed up for a new A.I. major. And the State University of New York at Buffalo created a stand-alone "department of A.I. and society," which is offering new interdisciplinary degrees in fields like "A.I. and policy analysis...." [I]nterest in understanding, using and learning how to build A.I. technologies is soaring, and schools are racing to meet rising student and industry demand. Over the last two years, dozens of U.S. universities and colleges have announced new A.I. departments, majors, minors, courses, interdisciplinary concentrations and other programs. "This is so cool to me to have the opportunity to be at the forefront of this," one 18-year-old told the New York Times. Their article points out 62% of America's computing programs reported drops in undergraduate enrollment this fall, according to a report in October from the Computing Research Association. "One reason for the dip: student employment concerns." Thanks to long-time Slashdot reader theodp for sharing the article.

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Today America's college professors "struggle to accommodate the many students with an official disability designation," reports the Atlantic, "which may entitle them to extra time, a distraction-free environment, or the use of otherwise-prohibited technology." Their staff writer argues these accommodations "have become another way for the most privileged students to press their advantage." [Over the past decade and a half] the share of students at selective universities who qualify for accommodations — often, extra time on tests — has grown at a breathtaking pace. At the University of Chicago, the number has more than tripled over the past eight years; at UC Berkeley, it has nearly quintupled over the past 15 years. The increase is driven by more young people getting diagnosed with conditions such as ADHD, anxiety, and depression, and by universities making the process of getting accommodations easier. The change has occurred disproportionately at the most prestigious and expensive institutions. At Brown and Harvard, more than 20 percent of undergraduates are registered as disabled. At Amherst, that figure is 34 percent. Not all of those students receive accommodations, but researchers told me that most do. The schools that enroll the most academically successful students, in other words, also have the largest share of students with a disability that could prevent them from succeeding academically. "You hear 'students with disabilities' and it's not kids in wheelchairs," one professor at a selective university, who requested anonymity because he doesn't have tenure, told me. "It's just not. It's rich kids getting extra time on tests...." Recently, mental-health issues have joined ADHD as a primary driver of the accommodations boom. Over the past decade, the number of young people diagnosed with depression or anxiety has exploded. L. Scott Lissner, the ADA coordinator at Ohio State University, told me that 36 percent of the students registered with OSU's disability office have accommodations for mental-health issues, making them the largest group of students his office serves. Many receive testing accommodations, extensions on take-home assignments, or permission to miss class. Students at Carnegie Mellon University whose severe anxiety makes concentration difficult might get extra time on tests or permission to record class sessions, Catherine Samuel, the school's director of disability resources, told me. Students with social-anxiety disorder can get a note so the professor doesn't call on them without warning... Some students get approved for housing accommodations, including single rooms and emotional-support animals. Other accommodations risk putting the needs of one student over the experience of their peers. One administrator told me that a student at a public college in California had permission to bring their mother to class. This became a problem, because the mom turned out to be an enthusiastic class participant. Professors told me that the most common — and most contentious — accommodation is the granting of extra time on exams... Several of the college students I spoke with for this story said they knew someone who had obtained a dubious diagnosis... The surge itself is undeniable. Soon, some schools may have more students receiving accommodations than not, a scenario that would have seemed absurd just a decade ago. Already, at one law school, 45 percent of students receive academic accommodations. Paul Graham Fisher, a Stanford professor who served as co-chair of the university's disability task force, told me, "I have had conversations with people in the Stanford administration. They've talked about at what point can we say no? What if it hits 50 or 60 percent? At what point do you just say 'We can't do this'?" This year, 38 percent of Stanford undergraduates are registered as having a disability; in the fall quarter, 24 percent of undergraduates were receiving academic or housing accommodations.

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Singapore's Ministry of Education has announced that secondary school students will be banned from using smartphones and smartwatches throughout the entire school day starting January 2026, extending current restrictions beyond regular lesson time to cover recess, co-curricular activities, and supplementary lessons. Under the new guidelines, students must store their phones in designated areas like lockers or keep them in their school bags. Smartwatches also fall under the ban because they enable messaging and social media access, which the ministry says can lead to distractions and reduced peer interaction. Schools may allow exceptions where necessary. Some secondary schools adopted these tighter rules after they were announced for primary schools in January 2025, and the ministry reports improved student well-being and more physical interaction during breaks at those schools. The ministry is also moving the default sleep time for school-issued personal learning devices from 11pm to 10.30pm starting January.

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The skills that future graduates will most need in an age of automation -- creative thinking, critical analysis, the capacity to learn new things -- are precisely those that a growing body of research suggests may be eroded by inserting AI into the educational process, yet universities across the United States are now racing to embed the technology into every dimension of their curricula. Ohio State University announced this summer that it would integrate AI education into every undergraduate program, and the University of Florida and the University of Michigan are rolling out similar initiatives. An MIT study offers reason for caution: researchers divided subjects into three groups and had them write essays over several months using ChatGPT, Google Search, or no technology at all. The ChatGPT group produced vague, poorly reasoned work, showed the lowest levels of brain activity on EEG, and increasingly relied on cutting and pasting from other sources. The authors concluded that LLM users "consistently underperformed at neural, linguistic, and behavioral levels" over the four-month period. Justin Reich, director of MIT's Teaching Systems Lab, recently wrote in The Chronicle of Higher Education that rushed educational efforts to incorporate new technology have "failed regularly, and sometimes catastrophically."

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Almost two-thirds of registered U.S. voters "say that a four-year college degree isn't worth the cost," according to a new NBC News poll: Just 33% agree a four-year college degree is "worth the cost because people have a better chance to get a good job and earn more money over their lifetime," while 63% agree more with the concept that it's "not worth the cost because people often graduate without specific job skills and with a large amount of debt to pay off." In 2017, U.S. adults surveyed were virtually split on the question — 49% said a degree was worth the cost and 47% said it wasn't. When CNBC asked the same question in 2013 as part of its All American Economic Survey, 53% said a degree was worth it and 40% said it was not. The eye-popping shift over the last 12 years comes against the backdrop of several major trends shaping the job market and the education world, from exploding college tuition prices to rapid changes in the modern economy — which seems once again poised for radical transformation alongside advances in AI... Remarkably, less than half of voters with college degrees see those degrees as worth the cost: 46% now, down from 63% in 2013... The upshot is that interest in technical, vocational and two-year degree programs has soared. "The 20-point decline over the last 12 years among those who say a degree is worth it — from 53% in 2013 to 33% now — is reflected across virtually every demographic group."

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Après le collège, le lycée. Emmanuel Macron a confirmé le 28 novembre que l’interdiction des smartphones serait généralisée aux élèves de Seconde, Première et Terminale dès la rentrée 2026.

An analysis of submissions to next year's International Conference on Learning Representations has found that roughly one in five peer reviews were fully generated by AI, a discovery that came after researchers including Carnegie Mellon's Graham Neubig grew suspicious of feedback on their manuscripts that seemed unusually verbose and requested non-standard statistical analyses. Neubig posted on X offering a reward for anyone who could scan the conference's submissions for AI-generated text, and Max Spero, CEO of detection tool developer Pangram Labs, responded the next day. Pangram screened all 19,490 studies and 75,800 peer reviews submitted to ICLR 2026, finding that 21% of reviews were fully AI-generated and more than half showed signs of AI use. The conference had permitted AI tools for polishing text but prohibited falsified content. Each reviewer was assigned five papers to review in two weeks on average -- a load that senior programme chair Bharath Hariharan described as "much higher than what has been done in the past."

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