The automotive industry is changing, and one Utah university is reimagining how to prepare new and current auto technicians to meet the demands of the transition from internal combustion engines to electric vehicles.

Brian Rague, associate dean of the College of Engineering, Applied Science and Technology at Weber State University, says their automotive technology program's "stackable" credentialing approach enables students of any age and desire to learn the fundamental skills they'll need to be hired by industry partners.

"We are a higher education institution, our four-year degrees are valuable to us. But certainly, within our college and across the university, we see the necessity to allow students to take things a little bit at a time. To learn things and earn credentials in a step-by-step fashion," he explained.

Rague added they work with car companies to ensure students are learning in-demand skills. Add EVs and autonomous driving into the mix, and students are also learning about IT and engineering. He said many already work in the field and can apply their professional certifications toward credits for an associate degree. Students can stop there, or continue on toward a bachelor of science in automotive technology.

Rague said the college is in constant conversations with industry partners to update their courses and certificates.

"We have a couple of certificates available for our automotive students. We have several certificates in other disciplines within the college; and we also have advanced certificates for those who have been in the workforce for a while," he continued.

He said the more advanced certificates could be attractive to those who want to learn more about electric vehicles and newer battery technology, and added that the need for experts and specialists of all ages will grow as EVs gain more traction.

A new study from the University of Maine showed college students' well-being is as important as their grade-point average for overall success.

Researchers said conducting semesterlong projects, taking part in campus clubs and having at least one mentoring professor makes students excited to learn.

Holly White, a doctoral student in ecology and environmental sciences at the University of Maine and the study's lead researcher, said there's growing evidence academics and well-being go hand-in-hand.

"If we support well-being in undergraduate students, they're going to be set up for a healthier and happier life after graduation," White explained.

White pointed out schools often mark success by student retention and graduation rates but the transition to college can be tough. She emphasized ensuring students have a sense of belonging and purpose on campus makes it more likely they will complete their degree.

The study looked at six universities nationwide and their best practices for improving student well-being, including the University of Maine System. Here, first-year students take part in Research Learning Experiences, courses exposing first-year students to both field and lab research they normally would not take part in until their junior or senior year. White noted smaller class sizes help students connect.

"Some of them do feel like they really are just a face in a big crowd and in those lecture halls they might not have opportunities to interact with the peers in their class as much," White observed. "Having that small cohort is really, really important, I think, for that first year."

The courses also include summer excursions for students to meet one another the week before school begins. Other schools, like Bates College, are focusing on what it called "purposeful work" for students or adding civic engagement to the curriculum. White stressed when schools foster well-being, they help students learn.

Support for this reporting was provided by Lumina Foundation.

During this National Hispanic Heritage Month, the University of Arkansas in Little Rock is celebrating an increased enrollment of Hispanic and Latino students.

Most of the students are the first ones in their families to attend college, and they have found support and comradery through the Hispanic/Latin Initiative.

Senior Blanca Ramirez helped form the group and said they're there to walk students through the four-year college experience.

Juniors and seniors mentor incoming underclassmen, and the group hosts workshops and mixers to introduce members to Hispanic professionals.

"We know that the students will relate more to them as a Hispanic," said Ramirez. "They're always like 'this is one of the best events that we had because I get to talk to them and get to know how their journey was and where they're at right now.'"

Membership in the program increased from 10 last year to 64 students this year.

As part of the program, students are matched with professional mentors - and volunteer for community organizations and nonprofits throughout Little Rock.

Ramirez said since most of the members are first generation college students, the Initiative helps them feel more at home.

"It's very warm-hearted to us, because we're able to have someone that we can relate to and that is also gonna be there with us," said Ramirez, "and that we're all gonna walk through the same steps, we're all gonna help each other. "

Ramirez said HLI also offers federal student aid and resume writing workshops.

Support for this reporting was provided by Lumina Foundation.




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By Eduardo Miranda Strobel / Broadcast version by Farah Siddiqi reporting for the Kent State NewsLab-Ohio News Connection Collaboration.

Protests at Ohio universities may look different this fall.

A new law is requiring higher education institutions to adopt and enforce policies addressing racial, religious and ethnic harassment. The universities must also publish guidelines on student protest restrictions, provide comprehensive training for staff and establish procedures for investigating complaints, allowing for anonymous submissions.

"I am never against the ability for students to use their First Amendment rights," said State Rep. Dontavius Jarrells (D-Columbus), a sponsor of House Bill 606. "My hope is through our bill is that we tamp down on the number incidences that lead to hateful acts on campuses, discrimination, harassment because of who they love, what they look like, with their religion or ethnic identity."

The Enact CAMPUS Act (Campus Accountability and Modernization to Protect University Students) originated from the campus protests that spread across the United States in the past year because of the Israel-Hamas war in Gaza. There were reports of antisemitism related to these protests.

The bipartisan legislation was passed in the House and Senate sessions in June as an amendment to Senate Bill 94, which covers a range of topics from administrative reforms to technology and court procedures. Governor Mike DeWine signed it into law in July.

Ohio State University, Case Western Reserve University, Kent State University, Ohio University, Miami University, Oberlin College and Denison University had protests this past spring. Thirty-six arrests for alleged criminal trespassing were made at Ohio State, including students, a staff member and supporters unrelated to the institution. At Case Western Reserve, 20 protesters were detained and eventually released from police custody.

"I had a group of constituents reach out to me about trying to put together a bill to protect students on campus. Obviously, this was during a time of a lot of the encampments that was happening across our nation," Jarrells said. "There were other students who reached out as we were putting together the bill who also shared their own stories related to the rises in racial, religious or ethnic, ethnically charged acts of harassment."

With the legislation, colleges will also be tasked with tracking and reporting hate incidents annually and implementing grant programs to enhance student safety during campus events.

"We crafted a bill that I think really speaks to the diversity of realities that are on college campuses without sacrificing the ability for folks to use their First Amendment rights," Jarrells said.

Protesters urged universities to divest their finances from organizations related to Israel. In Ohio, the Revised Code Section 9.76 does not allow divestment by public universities to happen since those universities must maintain non-discriminatory commercial relations with certain jurisdictions if they wish to engage in contracts with state agencies.

"The administration at Case Western Reserve is very resolute in their stances on refusing to say divest from Israel or cut their ties with Israeli institutions," said Adam Saar, a Case student and founder of the university's Jewish Student Union.

He said he was dismayed by how the protesters conducted themselves on Case's campus.

"A lot of the rhetoric that was used that is antisemitic beyond just criticism of Israel," he said. "As an Israeli myself, I can be very critical of my government, but walking through campus and hearing calls for an intifada or for Israel to be wiped off the map is not a safe or positive environment to be in on campus."

Yaseen Shaikh, a May 2024 Kent State graduate and former president of Students for Justice in Palestine on Kent's campus, said Ohio officials overlook the cause of the student protests.

"It is truly horrendous that our elected officials that are supposed to represent us would rather harm our ability to protest it than to actually do something about ending the genocide," Shaikh said. "Rather than them looking at the cause of these protests and understanding that these universities are complicit in the genocide by working with security companies and contractors that are directly involved in this genocide, they instead choose to look at the effect, which is that students are outraged."

Shaikh said Students for Justice in Palestine held several campus protests at Kent State, and he followed accounts of protest activities at other campuses across the country.

"We need to be very careful as to what we qualify as harassment in this dialogue and in this discourse," he said. "When we see people advocating against genocide, against apartheid, for human rights, and are doing so in public, are doing so in a manner that, yes, it may make people uncomfortable, but uncomfortable is very different from being harassed."

Shaikh said the legislation restricts freedom of speech and protest, but Saar said it is helpful.

"I think the fact that the state is mandating that universities have a transparent way of dealing with these issues, of dealing with cases of harassment and discrimination, and are forced to tackle it, is a very positive thing," Saar said.

He hopes that everyone, including Jewish and Muslim students, will feel safe and supported in their campus communities going forward.


This collaboration is produced in association with Media in the Public Interest and funded in part by the George Gund Foundation.


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