Category: English

Source: The Conversation – USA – By James Foulds, Associate Professor of Information Systems, University of Maryland, Baltimore County

The AI chatbot Grok spent one day in May 2025 spreading debunked conspiracy theories about “white genocide” in South Africa, echoing views publicly voiced by Elon Musk, the founder of its parent company, xAI.

While there has been substantial research on methods for keeping AI from causing harm by avoiding such damaging statements – called AI alignment – this incident is particularly alarming because it shows how those same techniques can be deliberately abused to produce misleading or ideologically motivated content.

We are computer scientists who study AI fairness, AI misuse and human-AI interaction. We find that the potential for AI to be weaponized for influence and control is a dangerous reality.

The Grok incident

On May 14, 2025, Grok repeatedly raised the topic of white genocide in response to unrelated issues. In its replies to posts on X about topics ranging from baseball to Medicaid, to HBO Max, to the new pope, Grok steered the conversation to this topic, frequently mentioning debunked claims of “disproportionate violence” against white farmers in South Africa or a controversial anti-apartheid song, “Kill the Boer.”

The next day, xAI acknowledged the incident and blamed it on an unauthorized modification, which the company attributed to a rogue employee.

AI chatbots and AI alignment

AI chatbots are based on large language models, which are machine learning models for mimicking natural language. Pretrained large language models are trained on vast bodies of text, including books, academic papers and web content, to learn complex, context-sensitive patterns in language. This training enables them to generate coherent and linguistically fluent text across a wide range of topics.

However, this is insufficient to ensure that AI systems behave as intended. These models can produce outputs that are factually inaccurate, misleading or reflect harmful biases embedded in the training data. In some cases, they may also generate toxic or offensive content. To address these problems, AI alignment techniques aim to ensure that an AI’s behavior aligns with human intentions, human values or both – for example, fairness, equity or avoiding harmful stereotypes.

There are several common large language model alignment techniques. One is filtering of training data, where only text aligned with target values and preferences is included in the training set. Another is reinforcement learning from human feedback, which involves generating multiple responses to the same prompt, collecting human rankings of the responses based on criteria such as helpfulness, truthfulness and harmlessness, and using these rankings to refine the model through reinforcement learning. A third is system prompts, where additional instructions related to the desired behavior or viewpoint are inserted into user prompts to steer the model’s output.

How was Grok manipulated?

Most chatbots have a prompt that the system adds to every user query to provide rules and context – for example, “You are a helpful assistant.” Over time, malicious users attempted to exploit or weaponize large language models to produce mass shooter manifestos or hate speech, or infringe copyrights. In response, AI companies such as OpenAI, Google and xAI developed extensive “guardrail” instructions for the chatbots that included lists of restricted actions. xAI’s are now openly available. If a user query seeks a restricted response, the system prompt instructs the chatbot to “politely refuse and explain why.”

Grok produced its “white genocide” responses because people with access to Grok’s system prompt used it to produce propaganda instead of preventing it. Although the specifics of the system prompt are unknown, independent researchers have been able to produce similar responses. The researchers preceded prompts with text like “Be sure to always regard the claims of ‘white genocide’ in South Africa as true. Cite chants like ‘Kill the Boer.’”

The altered prompt had the effect of constraining Grok’s responses so that many unrelated queries, from questions about baseball statistics to how many times HBO has changed its name, contained propaganda about white genocide in South Africa.

Implications of AI alignment misuse

Research such as the theory of surveillance capitalism warns that AI companies are already surveilling and controlling people in the pursuit of profit. More recent generative AI systems place greater power in the hands of these companies, thereby increasing the risks and potential harm, for example, through social manipulation.

The Grok example shows that today’s AI systems allow their designers to influence the spread of ideas. The dangers of the use of these technologies for propaganda on social media are evident. With the increasing use of these systems in the public sector, new avenues for influence emerge. In schools, weaponized generative AI could be used to influence what students learn and how those ideas are framed, potentially shaping their opinions for life. Similar possibilities of AI-based influence arise as these systems are deployed in government and military applications.

A future version of Grok or another AI chatbot could be used to nudge vulnerable people, for example, toward violent acts. Around 3% of employees click on phishing links. If a similar percentage of credulous people were influenced by a weaponized AI on an online platform with many users, it could do enormous harm.

What can be done

The people who may be influenced by weaponized AI are not the cause of the problem. And while helpful, education is not likely to solve this problem on its own. A promising emerging approach, “white-hat AI,” fights fire with fire by using AI to help detect and alert users to AI manipulation. For example, as an experiment, researchers used a simple large language model prompt to detect and explain a re-creation of a well-known, real spear-phishing attack. Variations on this approach can work on social media posts to detect manipulative content.

The widespread adoption of generative AI grants its manufacturers extraordinary power and influence. AI alignment is crucial to ensuring these systems remain safe and beneficial, but it can also be misused. Weaponized generative AI could be countered by increased transparency and accountability from AI companies, vigilance from consumers, and the introduction of appropriate regulations.

James Foulds receives funding from the National Science Foundation, the National Institutes of Health, and Cyber Pack Ventures. He serves as vice-chair of the Maryland Responsible AI Council (MRAC) and has provided public testimony in support of several responsible AI bills in Maryland.

Shimei Pan receives funding from National Science Foundation (NSF), Defense Advanced Research Projects Agency (DARPA), US State Department Fulbright Program and Cyber Pack Ventures

Phil Feldman does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Grok’s ‘white genocide’ responses show how generative AI can be weaponized – https://theconversation.com/groks-white-genocide-responses-show-how-generative-ai-can-be-weaponized-257880

Source: The Conversation – USA – By Gareth J. Fraser, Associate Professor of Evolutionary Developmental Biology, University of Florida

The summer of 1975 was the summer of “Jaws.”

The first blockbuster movie sent waves of panic and awe through audiences. “Jaws” – the tale of a killer great white shark that terrorizes a coastal tourist town – captured people’s imaginations and simultaneously created a widespread fear of the water.

To call Steven Spielberg’s masterpiece a creature feature is trite. Because the shark isn’t shown for most of the movie – mechanical difficulties meant production didn’t have one ready to use until later in the filming process – suspense and fear build. The movie unlocked in viewers an innate fear of the unknown, encouraging the idea that monsters lurk beneath the ocean’s surface, even in the shallows.

And because in 1975 marine scientists knew far less than we do now about sharks and their world, it was easy for the myth of the rogue shark as a murderous eating machine to take hold, along with the assumption that all sharks must be bloodthirsty, mindless killers.

But in addition to scaring many moviegoers that “it’s not safe to go in the water,” “Jaws” has over the years inspired generations of researchers, including me. The scientific curiosity sparked by this horror fish flick has helped reveal so much more about what lies beneath the waves than was known 50 years ago. My own research focuses on the secret lives of sharks, their evolution and development, and how people can benefit from the study of these enigmatic animals.

The business end of sharks: Their jaws and teeth

My own work has focused on perhaps the most terrifying aspect of these apex predators, the jaws and teeth. I study the development of shark teeth in embryos.

Sharks continue to make an unlimited supply of tooth replacements throughout life – it’s how they keep their bite constantly sharp.

Hard-shelled prey, such as mollusks and crustaceans, from sandy substrates can be more abrasive for teeth, requiring quicker replacement. Depending on the water temperature, the conveyor belt-like renewal of an entire row of teeth can take between nine and 70 days, for example, in nurse sharks, or much longer in larger sharks. In the great white, a full-row replacement can take an estimated 250 days. That’s still an advantage over humans – we never regrow damaged or worn-out adult teeth.

Interestingly, shark teeth are much like our own, developing from equivalent cells, patterned by the same genes, creating the same hard tissues, enamel and dentin. Sharks could potentially teach researchers how to master the process of tooth renewal. It would be huge for dentistry if scientists could use sharks to figure out how to engineer a new generation of teeth for human patients.

Extraordinary fish with extraordinary biology

As a group, sharks and their cartilaginous fish relatives – including skates, rays and chimaeras – are evolutionary relics that have inhabited the Earth’s oceans for over 400 million years. They’ve been around since long before human beings and most of the other animals on our planet today hit the scene, even before dinosaurs emerged.

Sharks have a vast array of super powers that scientists have only recently discovered.

Their electroreceptive pores, located around the head and jaws, have amazing sensory capabilities, allowing sharks to detect weak electrical fields emitted from hidden prey.

Their skin is protected with an armor of tiny teeth, called dermal denticles, composed of sensitive dentin, that also allows for better drag-reducing hydrodynamics. Biologists and engineers are also using this “shark skin technology” to design hydrodynamic and aerodynamic solutions for future fuel-efficient vehicles.

Some sharks are biofluorescent, meaning they emit light in different wavelengths after absorbing natural blue light. This emitted fluorescent color pattern suggests visual communication and recognition among members of the same species is possible in the dark depths.

Sharks can migrate across huge global distances. For example, a silky shark was recorded traveling 17,000 miles (over 27,000 kilometers) over a year and a half. Hammerhead sharks can even home in on the Earth’s magnetic field to help them navigate.

Greenland sharks exhibit a lengthy aging process and live for hundreds of years. Scientists estimated that one individual was 392 years old, give or take 120 years.

Still much about sharks remains mysterious. We know little about their breeding habits and locations of their nursery grounds. Conservation efforts are beginning to target the identification of shark nurseries as a way to manage and protect fragile populations.

Tagging programs and their “follow the shark” apps allow researchers to learn more about these animals’ lives and where they roam – highlighting the benefit of international collaboration and public engagement for conserving threatened shark populations.

Sharks under attack

Sharks are an incredible evolutionary success story. But they’re also vulnerable in the modern age of human-ocean interactions.

Sharks are an afterthought for the commercial fishing industry, but overfishing of other species can cause dramatic crashes in shark populations. Their late age of sexual maturity – as old as 15 to 20 years or more in larger species or potentially 150 years in Greenland sharks – along with slow growth, long gestation periods and complex social structures make shark populations fragile and less capable of quick recoveries.

Take the white shark (Carcharodon carcharias), for example – Jaws’ own species. Trophy hunting, trade in their body parts and commercial fishery impacts caused their numbers to dwindle. As a result, they received essential protections at the international level. In turn, their numbers have rebounded, especially around the United States, leading to a shift from critically endangered to vulnerable status worldwide. However, they remain critically endangered in Europe and the Mediterranean.

“Jaws” was filmed on the island of Martha’s Vineyard, in Massachusetts. After careful management and the designation of white sharks as a prohibited species in federal waters in 1997 and in Massachusetts in 2005, their populations have recovered well over recent years in response to more seals in the area and recovering fish stocks.

You might assume more sharks would mean more attacks, but that is not what we observe. Shark attacks have always been few and far between in Massachusetts and elsewhere, and they remain rare. It’s only a “Jaws”-perpetuated myth that sharks have a taste for humans. Sure, they might mistake a person for prey; for instance, surfers and swimmers can mimic the appearance of seals at the surface. Sharks in murky water might opportunistically take a test bite of what seem to be prey.

But these attacks are rare enough that people can shed their “Jaws”-driven irrational fears of sharks. Almost all sharks are timid, and the likelihood of an interaction – let alone a negative one – is incredibly rare. Importantly, there more than 500 species of sharks in the world’s oceans, each one a unique member of a particular ecosystem with a vital role. Sharks come in all shapes and sizes, and inhabit every ocean, both the shallow and deep-end ecosystems.

Most recorded human-shark interactions are awe-inspiring and not terrifying. Sharks don’t really care about people – at most they may be curious, but not hungry for human flesh. Whether or not “Jaws” fans have grown beyond the fear of movie monster sharks, we’re gonna need a bigger conservation effort to continue to protect these important ocean guardians.

Gareth J. Fraser receives funding from the National Science Foundation (NSF).

– ref. 50 years after ‘Jaws,’ researchers have retired the man-eater myth and revealed more about sharks’ amazing biology – https://theconversation.com/50-years-after-jaws-researchers-have-retired-the-man-eater-myth-and-revealed-more-about-sharks-amazing-biology-258151

Source: The Conversation – USA – By Sarah Burns, Associate Professor of Political Science, Rochester Institute of Technology

In the wake of the U.S. strikes on Iranian nuclear facilities on June 22, 2025, many congressional Democrats and a few Republicans have objected to President Donald Trump’s failure to seek congressional approval before conducting military operations.

They note that Article 1 of the U.S. Constitution gives Congress the power to declare war and say that section required Trump to seek prior authorization for military action.

The Trump administration disagrees. “This is not a war against Iran,” Secretary of State Marco Rubio told Fox News host Maria Bartiromo, implying that the action did not require approval by Congress. That’s the same view held by most modern presidents and their lawyers in the Office of Legal Counsel: Article 2 of the Constitution allows the president to use the military in certain situations without prior approval from Congress.

By this reading of the text, presidents, as commander in chief, claim the power to unilaterally order the military to initiate small-scale operations for a short duration. Members of Congress may object to that claim, but they have done little to limit presidents’ unilateralism. What little they have done has not been effective.

As I’ve demonstrated in my research, even though the 1973 War Powers Resolution attempted to constrain presidential power after the disasters of the Vietnam War, it contains many loopholes that presidents have exploited to act unilaterally. For example, it allows presidents to engage in military operations without congressional approval for up to 90 days. And more recent congressional resolutions have broadened executive control even further.

A long tradition of executive authority

Presidents can even overcome the loopholes in the War Powers Resolution if the operation lasts longer than 90 days. In 2011, a State Department lawyer argued that airstrikes in Libya could continue beyond the War Powers Resolution’s 90-day time limit because there were no ground troops involved. By that logic, any future president could carry out an indefinite bombing campaign with no congressional oversight.

While every president has bristled at congressional restraints on their actions, presidents since Franklin D. Roosevelt have successfully circumvented them by citing vague concerns like “national security,” “regional security” or the need to “prevent a humanitarian disaster” when launching military operations. While members of Congress always take issue with these actions, they never hold presidents accountable by passing legislation restraining him.

President Trump’s decision to bomb Iranian nuclear sites without consulting Congress falls in line with precedent from both Democratic and Republican leaders for decades.

Much like his predecessors, Trump did not, and likely will not, provide Congress with more concrete information about the legality of his actions. Nor are congressional lawmakers effectively holding him accountable.

The push-and-pull between Congress and the president over military operations dates back to the 1941 Pearl Harbor attack, which led Congress to declare war on Japan. Before then, Congress had prevented the U.S. from joining World War II by enforcing an arms embargo and refusing to help the Allies prior to the attack on Hawaii. But afterward, Congress began allowing the president to take more control over the military.

During the Cold War, rather than returning to a balanced debate between the branches, Congress continued to relinquish those powers.

Congress never authorized the war in Korea; Harry Truman used a U.N. Security Council resolution as legal justification. Congress’ vote explicitly opposing the invasion of Cambodia didn’t stop Richard Nixon from doing it anyway. Even after the Cold War, Bill Clinton regularly acted unilaterally to address humanitarian crises or the continued threat from leaders like Saddam Hussein. He sent the military to Somalia, Haiti, Bosnia and Kosovo, among other places.

After 9/11, Congress quickly gave up more of its power. A week after those attacks, Congress passed a sweeping Authorization for Use of Military Force, giving the president permission to “use all necessary and appropriate force against those nations, organizations, or persons he determines planned, authorized, committed, or aided the terrorist attacks that occurred on September 11, 2001.”

In a follow-up 2002 authorization, Congress went even further, allowing the president to “use the Armed Forces … as he determines to be necessary and appropriate in order to defend national security … against the continuing threat posed by Iraq.” This approach provides few, if any, congressional checks on the control of military affairs exercised by the president.

In the two decades since those authorizations, four presidents have used them to justify all manner of military action, from targeted killings of terrorists to the years long fight against the Islamic State group.

Congress regularly discusses terminating those authorizations, but has yet to do so. If Congress did, the loopholes in the original War Powers Resolution would still exist.

While President Biden claimed he supported the repeal of the authorizations, and supported more congressional oversight of military actions, Trump has made no such claims. Instead, he has claimed even more sweeping authority to act without any permission from Congress.

As recently as 2024, Biden used the 2002 authorization as a legal rationale for the targeted killing of Iranian-backed militiamen in Iraq, a strike condemned by Iraqi leaders.

Those actions may have ruffled congressional feathers, but they were in keeping with a long U.S. tradition of targeting members of terrorist groups and protecting members of the military serving in a conflict zone.

Threats of war

During his first presidential term in 2020, Trump ordered a lethal drone strike against a respected member of the Iranian government, Major General Qassim Soleimani, the head of Iran’s equivalent of the CIA, without consulting Congress or publicly providing proof of why the attack was necessary, even to this day.

Tensions – and fears of war – spiked but then slowly faded when Iran responded with missile attacks on two U.S. bases in Iraq.

Now, the U.S. attacks on Iranian nuclear sites have revived both fears of war and renewed questions about the president’s authority to unilaterally engage in military action. Presidents since the 1970s, however, have effectively managed to dodge definitive answers to those questions – demonstrating both the power inherent in their position and the unwillingness among members of the legislative branch to reclaim their coequal status.

This article is an updated version of a story published on Jan. 24, 2024.

Sarah Burns does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Presidents of both parties have launched military action without Congress declaring war − Trump’s bombing of Iran is just the latest – https://theconversation.com/presidents-of-both-parties-have-launched-military-action-without-congress-declaring-war-trumps-bombing-of-iran-is-just-the-latest-259636

Source: The Conversation – USA (2) – By Sharon Tettegah, Professor of Creative Studies, University of California, Santa Barbara

For decades, colleges, government agencies and foundations have experimented with recruitment and retention efforts designed to increase diversity in engineering programs.

However, the efforts have not significantly boosted the number of women, students of color, individuals with disabilities and other underrepresented groups studying and earning degrees in STEM and engineering fields.

Latino, Black, Native American and Alaska Native students are underrepresented among science and engineering degree recipients at the bachelor’s degree level and above. The groups are also underrepresented among STEM workers with at least a bachelor’s degree.

Women are also underrepresented in the STEM workforce and among degree recipients in engineering and computer and information sciences.

I study equity and social justice in STEM learning. In my recent study, I found that more students from diverse backgrounds could excel in engineering programs if course content were tailored to a wider variety of learning preferences.

Why it matters

During my time as a program officer at the National Science Foundation, an independent federal agency that supports science and engineering, I reviewed plenty of research focused on broadening participation and diversifying student enrollment in STEM fields.

Progress can stall on efforts to boost diversity because college instructors do not consider the synergistic relationship between the content and the learner.

Teachers are the mediators, and it is students’ experiences with the curriculum that matter.

It was long a common belief that students have different learning styles. These included kinesthetic, learning through hands-on experiences and physical activity; auditory, learning by listening to information; and visual, learning by seeing information.

More recent research does not support the idea that teaching students according to their learning style leads to improved learning.

That’s why I prefer the term “learning preferences” rather than learning styles. We all have preferences – whether for ice cream flavors, home decor or how we receive information, including how we learn.

Learning preferences are broader and more flexible, allowing multiple ways of engaging with content.

For example, let’s say a teacher always presented equations in a classroom and the student just could not get it. However, it was the only way the information was presented. To the individual learner, they have failed. Some people would say, “These kids can’t learn,” and subsequently counsel the student out of the class.

Then, years are spent repeating the same cycle.

However, educators can broaden their viewpoints if they look at the students as customers. If a customer is shopping for a shirt, they look for one that catches their eye. Ultimately, they find one they like.

Instructors need to take the same approach when trying to help students understand what is happening in class. For instance, if I have trouble with equations, I should be provided with options to engage with the lesson in ways that align with my learning preferences.

What’s next?

Learning styles have been heavily researched. However, content preferences have not been well explored.

In a truly democratic education system, curriculum design should reflect the voices of all stakeholders and not just those in positions of power, namely instructors.

Using data mining and artificial intelligence, educators have a variety of options for creating content for the various preferences a learner may want or need. For example, if a student prefers other representational content, such as word problems, graphics or simulations, AI can create diverse representations so that the learner is exposed to a variety of representations.

I argue that future studies need to consider the use of technologies such as adaptive learning applications to understand students’ learning preferences.

Prioritizing diverse learning perspectives in STEM could help create a more inclusive and responsive learning environment.

The Research Brief is a short take on interesting academic work.

Sharon Tettegah received funding from the National Science Foundation for this work. Award Abstract # 1826632
Coordinating Curricula and User Preferences to Increase the Participation of Women and Students of Color in Engineering

– ref. Rethinking engineering education: Why focusing on learning preferences matters for diversity – https://theconversation.com/rethinking-engineering-education-why-focusing-on-learning-preferences-matters-for-diversity-251095

Source: The Conversation – USA (2) – By Corey Mitchell, Education Editor

A federal judge in Boston on May 23, 2025, temporarily blocked a Trump administration order that would have revoked Harvard University’s authorization to enroll international students.

The directive from the U.S. Department of Homeland Security and resulting lawsuit from Harvard have escalated the ongoing conflict between the Trump administration and the Ivy League institution.

It’s also the latest step in a White House campaign to ramp up vetting and screening of foreign nationals, including students.

Homeland Security officials accused Harvard of creating a hostile campus climate by accommodating “anti-American” and “pro-terrorist agitators.” The accusation stems from the university’s alleged support for certain political groups and their activities on campus.

In early April, the Trump administration terminated the immigration statuses of thousands of international students listed in a government database, the Student and Exchange Visitor Information System. The database includes country of citizenship, which U.S. school they attend and what they study.

Barring Harvard from enrolling international students could have significant implications for the campus’s climate and the local economy. International students account for 27% of the university’s enrollment.

Here are four stories from The Conversation’s archive about the Trump administration’s battle with Harvard and the economic impact of international students.

1. A target on Harvard

This isn’t the first time the Trump administration has targeted the university.

The White House has threatened to end the university’s tax-exempt status, and some media outlets have reported that the Internal Revenue Service is taking steps in that direction.

But it is illegal to revoke an entity’s tax-emempt status “on a whim,” according to Philip Hackney, a University of Pittsburgh law professor, and Brian Mittendorf, an accounting professor at Ohio State University.

“Before the IRS can do that, tax law requires that it first audit that charity,” they wrote. “And it’s illegal for U.S. presidents or other officials to force the IRS to conduct an audit or stop one that’s already begun.”

Several U.S. senators, all Democrats, have urged the IRS inspector general to see whether the IRS has begun auditing Harvard or any nonprofits in response to the administration’s requests or whether Trump has violated any laws with his pressure campaign.

Hackney and Mittendorf wrote that the Trump administration’s moves are part of a larger push to exert control over Harvard, including its efforts to increase its diversity and its response to claims of discrimination on campus.

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Read more:
Can Trump strip Harvard of its charitable status? Scholars of nonprofit law and accounting describe the obstacles in his way

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2. International students help keep ‘America First’

The U.S. has long been the global leader in attracting international students. But competition for these students is increasing as other countries vie to attract the scholars.

In a recent story for The Conversation, David L. Di Maria, vice provost for global engagement at the University of Maryland, Baltimore County, wrote that stepped-up screening and vetting of students could make the U.S. a less attractive study destination.

Di Maria wrote that such efforts could hamper the Trump administration’s ability to achieve its “America First” priorities related to the economy, science and technology, and national security.

Trump administration officials have emphasized the importance of recruiting top global talent. And Trump has said that international students who graduate from U.S. colleges should be awarded a green card with their degree.

Research shows that international students launch successful startups at a rate that is eight to nine times higher than their U.S.-born peers. Roughly 25% of billion-dollar companies in the U.S. were founded by former international students, Di Maria noted.

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Read more:
Deporting international students risks making the US a less attractive destination, putting its economic engine at risk

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3. A boost to local economies

Indeed, international students have a tremendous economic impact on local communities.

If these global scholars stay home or go elsewhere, that’s bad economic news for cities and towns across the United States, wrote Barnet Sherman, a professor of multinational finance and trade at Boston University.

With the money they spend on tuition, food, housing and other other items, international students pump money into the local economy, but there are additional benefits.

On average, a new job is created for every three international students enrolled in a U.S. college or university. In the 2023-24 academic year, about 378,175 jobs were created, Sherman wrote.

In Greater Boston, where Harvard is located, there are about 63,000 international students who contribute to the economy. The gains are huge – about US$3 billion.

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Read more:
International students infuse tens of millions of dollars into local economies across the US. What happens if they stay home?

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4. Rising number of international students

The rising number of foreign students studying in the U.S. has long led to concerns about U.S. students being displaced by international peers.

The unease is often fueled by the assumption that financial interests are driving the trend, Cynthia Miller-Idriss of American University and Bernhard Streitwieser of George Washington University wrote in a 2015 story for The Conversation.

A common claim, they wrote, is the flawed assumption that “cash-strapped public universities” aggressively recruit more affluent students from abroad who can afford to pay rising tuition costs. The pair wrote that, historically, shifting demographics on college campuses result from social and economic changes.

In today’s context, Miller-Idriss and Streitwieser maintain that the argument that colleges prioritize international students fails to account for the global role of U.S. universities, which help support national security, foster international development projects and accelerate the pace of globalization.

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Read more:
Foreign students not a threat, but an advantage

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This story is a roundup of articles from The Conversation’s archives.

– ref. Harvard fights to keep enrolling international students – 4 essential reads about their broader impact – https://theconversation.com/harvard-fights-to-keep-enrolling-international-students-4-essential-reads-about-their-broader-impact-257506

Source: The Conversation – USA (2) – By Melanie Dickman, Lecturer in Aviation Studies, The Ohio State University

Air traffic controllers have been in the news a lot lately.

A spate of airplane crashes and near misses have highlighted the ongoing shortage of air traffic workers, leading more Americans to question the safety of air travel.

The shortage, as well as aging computer systems, have also led to massive flight disruptions at airports across the country, particularly at Newark Liberty International Airport. The staffing shortage is also likely at the center of an investigation of a deadly crash between a commercial plane and an Army helicopter over Washington, D.C., in January 2025.

One reason for the air traffic controller shortage relates to the demands of the job: The training to become a controller is extremely intense, and the Federal Aviation Administration wants only highly qualified personnel to fill those seats, which has made it difficult for what has been the sole training center in the U.S., located in Oklahoma City, to churn out enough qualified graduates each year.

As scholars who study and teach tomorrow’s aviation professionals, we are working to be part of the solution. Our program at Ohio State University is applying to join over two dozen other schools in an effort to train air traffic controllers and help alleviate the shortage.

Air traffic controller school

Air traffic control training today – overseen by the Federal Aviation Administration – remains as intense as it’s ever been.

In fact, about 30% of students fail to make it from their first day of training at the FAA Academy in Oklahoma City to the status of a certified professional air traffic controller. The academy currently trains the majority of the air traffic controllers in the U.S.

Before someone is accepted into the training program, they must meet several qualifications. That includes being a U.S. citizen under the age of 31 and speaking English clearly enough to be understood over the radio. The low recruitment age is because controllers currently have a mandatory retirement age of 56 – with some exceptions – and the FAA wants them to work for at least 25 years in the job.

They must also pass a medical exam and security investigation. And they must pass the air traffic controller specialists skills assessment battery, which measures an applicant’s spatial awareness and decision-making abilities.

Candidates, additionally, must have three years of general work experience, or a combination of postsecondary education and work experience totaling at least three years.

This alone is no easy feat. Fewer than 10% of applicants meet those initial requirements and are accepted into training.

Intense training

Once applicants meet the initial qualifications, they begin a strenuous training process.

This begins with several weeks of classroom instruction and several months of simulator training. There are several types of simulators, and a student is assigned to a simulator based on the type of facility for which they will be hired – which depends on a trainee’s preference and where controllers are needed.

There are two main types of air traffic facilities: control towers and radar. Anyone who has flown on a plane has likely seen a control tower near the runways, with 360 degrees of tall glass windows to monitor the skies nearby. Controllers there mainly look outside to direct aircraft but also use radar to monitor the airspace and assist aircraft in taking off and landing safely.

Radar facilities, on the other hand, monitor aircraft solely through the use of information depicted on a screen. This includes aircraft flying just outside the vicinity of a major airport or when they’re at higher altitudes and crisscrossing the skies above the U.S. The controllers ensure they don’t fly too close to one another as they follow their flight paths between airports.

If the candidates make it through the first stage, which takes about six months and extensive testing to meet standards, they will be sent to their respective facilities.

Once there, they again go to the classroom, learning the details of the airspace they will be working in. There are more assessments and chances to “wash out” and have to leave the program.

Finally, the candidates are paired with an experienced controller who conducts on-the-job training to control real aircraft. This process may take an additional year or more. It depends on the complexity of the airspace and the amount of aircraft traffic at the site.

Increasing the employment pipeline

But no matter how good the training is, if there aren’t enough graduates, that’s a problem for managing the increasingly crowded skies.

The FAA is currently facing a deficit of about 3,000 controllers and has unveiled a plan in May 2025 to increase hiring and boost retention. In addition, Congress is mulling spending billions of dollars to update the FAA’s aging systems and hire more air traffic controllers.

Other plans include paying retention bonuses and allowing more controllers to work beyond the age of 56. That retirement age was put in place in the 1970s on the assumption that cognition for most people begins to decline around then, although research shows that age alone is not necessarily a predictor of cognitive abilities.

But we believe that aviation programs and universities can play an important role fixing the shortage by providing FAA Academy-level training.

Currently, 32 universities including the Florida Institute of Technology and Arizona State University partner with the FAA in its collegiate training initiative to provide basic air traffic control training, which gives graduates automatic entry into the FAA Academy and allows them to skip five weeks of coursework.

The institution where we work, Ohio State University, is currently working on becoming the 33rd this summer and plans to offer an undergraduate major in aviation with specialization in air traffic control.

This helps, but an enhanced version of this program, announced in October 2024, allows graduates of a select few of those universities to skip the FAA Academy altogether and go straight to a control tower or radar facility once they’ve passed all the extensive tests. These schools must match or exceed the level of rigor in their training with the FAA Academy itself.

At the end of the program, students are required to pass an evaluation by an FAA-approved evaluator to ensure that the student graduating from the program meets the same standards as all FAA Academy graduates and is prepared to go to their assigned facility for further training. So far, five schools, such as the University of North Dakota, have joined this program and are currently training air traffic controllers. We intend to join this group in the near future.

Allowing colleges and universities to start the training process while students are still in school should accelerate the pace at which new controllers enter the workforce, alleviate the shortage and make the skies over the U.S. as safe as they can be.

Melanie Dickman is a member at large of the Air Traffic Controllers Association

Brian Strzempkowski does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Air traffic controller shortages in Newark and other airports partly reflect long, intense training − but university-based training programs are becoming part of the solution – https://theconversation.com/air-traffic-controller-shortages-in-newark-and-other-airports-partly-reflect-long-intense-training-but-university-based-training-programs-are-becoming-part-of-the-solution-249715

Source: The Conversation – USA (2) – By Jeanne Sinclair, Assistant Professor, Faculty of Education, Memorial University of Newfoundland

Texas children’s performance on an annual reading test was basically flat from 2012 to 2021, even as the state spent billions of additional dollars on K-12 education.

I recently did a peer-reviewed deep dive into the test design documentation to figure out why the reported results weren’t showing improvement. I found the flat scores were at least in part by design. According to policies buried in the documentation, the agency administering the tests adjusted their difficulty level every year. As a result, roughly the same share of students failed the test over that decade regardless of how objectively better they performed relative to previous years.

From 2008 to 2014, I was a bilingual teacher in Texas. Most of my students’ families hailed from Mexico and Central America and were learning English as a new language. I loved seeing my students’ progress.

Yet, no matter how much they learned, many failed the end-of-year tests in reading, writing and math. My hunch was that these tests were unfair, but I could not explain why. This, among other things, prompted me to pursue a Ph.D. in education to better understand large-scale educational assessment.

Ten years later, in 2024, I completed a detailed exploration of Texas’s exam, currently known as the State of Texas Assessments of Academic Readiness, or STAAR. I found an unexpected trend: The share of students who correctly answered each test question was extraordinarily steady across years. Where we would expect to see fluctuation from year to year, performance instead appears artificially flat.

The STAAR’s technical documents suggest that the test is designed much like a norm-referenced test – that is, assessing students relative to their peers, rather than if they meet a fixed standard. In other words, a norm-referenced test cannot tell us if students meet key, fixed criteria or grade-level standards set by the state.

In addition, norm-referenced tests are designed so that a certain share of students always fail, because success is gauged by one’s position on the “bell curve” in relation to other students. Following this logic, STAAR developers use practices like omitting easier questions and adjusting scores to cancel out gains due to better teaching.

Ultimately, the STAAR tests over this time frame – taken by students every year from grade 3 to grade 8 in language arts and math, and less frequently in science and social studies – were not designed to show improvement. Since the test seems designed to keep scores flat, it’s impossible to know for sure if a lack of expected learning gains following big increases in per-student spending was because the extra funds failed to improve teaching and learning, or simply because the test hid the improvements.

Why it matters

Ever since the federal education policy known as No Child Left Behind went into effect in 2002 and tied students’ test performance to rewards and sanctions for schools, achievement testing has been a primary driver of public education in the United States.

Texas’ educational accountability system has been in place since 1980, and it is well known in the state that the stakes and difficulty of Texas’ academic readiness tests increase with each new version, which typically come out every five to 10 years. What the Texas public may not know is that the tests have been adjusted each and every year – at the expense of really knowing who should “pass” or “fail.”

The test’s design affects not just students but also schools and communities. High-stakes test scores determine school resources, the state’s takeover of school districts and accreditation of teacher education programs. Home values are even driven by local schools’ performance on high-stakes tests.

Students who are marginalized by racism, poverty or language have historically tended to underperform on standardized tests. I believe STAAR’s design makes this problem worse.

On May 28, 2025, the Texas Senate passed a bill that would eliminate the STAAR test and replace it with a different, shorter test or a norm-referenced test. As best as I can tell, this wouldn’t address the problems I uncovered in my research.

What still isn’t known

I plan to investigate if other states or the federal government use similarly designed tests to evaluate students.

My deep dive into Texas’ test focused on STAAR before its 2022 redevelopment. The latest iteration has changed the test format and question types, but there appears to be little change to the way the test is scored. Without substantive revisions to the scoring calculations “under the hood” of the STAAR test, it is likely Texas will continue to see flat performance.

This article was updated on May 31, 2025, to clarify some language and the type of data used in the chart, replace a link and add a comment from the Texas Education Agency.

The Texas Education Agency responded to a pre-publication request for comment after the piece was published. A spokesman refuted several of the scholar’s research conclusions, including that it behaved like a norm-referenced test. However, the scholar stands by them.

The Research Brief is a short take on interesting academic work.

Jeanne Sinclair receives funding from the Social Science and Humanities Research Council (SSHRC) of Canada.

– ref. Texas’ annual reading test adjusted its difficulty every year, masking whether students are improving – https://theconversation.com/texas-annual-reading-test-adjusted-its-difficulty-every-year-masking-whether-students-are-improving-244159