Two new reports from the Government Accountability Office (GAO) reveal the startling truth about the FAFSA fiasco, confirming the suspicions of many financial aid professionals. After diving into those weighty reports, we look at the value employers place on human, or soft, skills in hiring and an innovative approach by one campus office to improve data skills among its staff. Finally, we explore whether Gen Z students really do read less than previous generations of students.
After reading today’s issue, use the comments section to let us know how your office balances technical training with soft skills development.
Revealing FAFSA Fiasco Investigation
The Government Accountability Office has released two reports about the FAFSA fiasco, detailing numerous failures during the process.
Our Thoughts
Yikes! This is a scathing GAO report about the challenges the Department of Education (ED) faced but ignored when attempting to implement the new FAFSA. The GAO’s findings highlight not only technical failures but also significant communication breakdowns, with devastating impacts on low-income and mixed-status families.
As I’ve said numerous times in this blog, most families require financial aid to attend postsecondary education. It is concerning that the ED was aware of so many problems but elected to press forward anyway. This failure has undermined the trust students, their families, and institutions have in ED and disproportionately hurt those most in need. ED must do better with the 2025-2026 FAFSA!
The Continuing Need for Human Skills
From ‘Human skills’ still outpace demand for AI skills, report says | HR Dive
A recent report from Cornerstone reveals that while the demand for AI skills has surged in job postings, human skills (or soft skills) are still sought by employers at 2-3 times the rate of digital skills.
Our Thoughts
Although it is just one report, I think it’s important to highlight the emphasis employers still place on human or soft skills. Yes, the need for AI and machine learning skills is growing; however, the demand for skills like communication, leadership, and emotional intelligence remains far higher in numerous industries across the world. Employers have been seeking these skills in new hires for decades, and AI has only shifted which soft skills employers rank more highly.
Remembering this is important as institutions seek to modernize curricula to prepare students for an AI-infused world. If we overemphasize digital competencies, we risk neglecting the foundational skills that remain crucial for career success. Ensuring your students have a balanced education will best enable them to lead and collaborate in a tech-driven world.
Online Data Training
From Embracing Online Data Training for Staff | EDUCAUSE Review
To address meaningful and sustainable data-centric training, the Office of the University Registrar at Duke University developed two online training courses for its internal staff and others in the campus community.
Our Thoughts
Wow, the Office of the University Registrar (OUR) at Duke University has created an engaging approach to staff development. By using online learning tools, OUR can sustain continuous learning and knowledge transfer, even in the face of turnover or expanded responsibilities. In addition to supporting staff skill development, their model encourages staff retention and satisfaction, as team members feel they can better contribute to the office.
As a former registrar, I really appreciated their focus on ensuring that staff are equipped with relevant data and reporting skills, enabling more effective administrative operations. Given the technological complexity of many registrar’s offices today, digital literacy is an often-underdeveloped skill for many staff. However, as we continue to move toward more data-informed decision making, fostering these skills becomes crucial for both the daily operations of the registrar’s office and long-term institutional success.
Why Don’t Students Read?
From Students turn to AI to do their assigned readings for them | Inside Higher Ed
Instead of doing the assigned readings in their courses, students are turning to YouTube, ChatGPT, and other resources instead for summaries.
Our Thoughts
Earlier this year, The Chronicle of Higher Education also published an article about students who no longer cared to read their assigned academic readings for class. More recently, this topic was featured in an episode of the College Matters podcast. Now, some may be quick to dismiss these articles as simply “students being lazy,” but I’m not sure that is accurate.
While it’s true that tools like Cliff’s Notes have long existed for students to shortcut reading assignments, today’s reliance on technology like AI and YouTube represents a more significant shift in how students process information. Unlike traditional summaries, these methods reflect broader changes in attention spans, learning preferences, and access to multimedia. The difference lies in how deeply technology is woven into students’ daily lives, meaning educators need to rethink engagement strategies rather than dismiss this trend as typical student behavior. Given the enrollment pressures many institutions may be facing, it’s paramount that we attempt to meet students where they are while showing them the importance and value of the academic readings assigned in class.
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