As generative AI remains a hot topic of discussion in IT professional circles and on campuses, it is more important than ever to cut through some of the hype surrounding this technology. That’s why our first featured article this week provides a realistic look at how institutions can expect to use AI for reporting and analytics. After that, we examine how learning management systems (LMS) might support lifelong learning before turning our attention to the urgent need to reform remedial education.   

After reading today’s issue, use the comments section to let us know if your institution is planning to use AI with reporting and analytics. 

AI Use and Reporting 

From From Hype to Help: Making GenAI Useful for Enterprise Reporting and Data Analytics | EDUCAUSE Review  

A data scientist makes a plea for intelligent, incremental use of generative AI.    

Our Thoughts 

I really enjoyed this read from Craig Rudick, a data scientist, as I feel it cuts through some of the hype surrounding AI and its potential use for reporting. Rudick takes a realistic approach to understanding the limitations and potential applications of AI within enterprise data contexts, noting that the impact is likely to be more evolutionary than revolutionary.   

This is a valuable insight for institutions already grappling with complex data environments. Rather than expecting an AI “easy button” to simplify reporting, they should prepare for a gradual integration that enhances, but doesn’t replace, the hard work of data management. Additionally, the article underscores the continued importance of good data management practices, arguing that a structured semantic layer is as essential to making AI work effectively as it is to human reporting needs. Rudick provides a refreshing perspective, advocating for sustainable innovation over waiting for a tech-driven data revolution that may never fully materialize.  

Using the LMS for Lifelong Learning 

From This tech tool can drive employability and lifelong learning | University Business  

A new survey suggests that the humble LMS may be the key to establishing lifelong learning practices at your institution.     

Our Thoughts 

While this survey is from an LMS provider, we should not dismiss the results as merely a sales pitch. We know that with the job market shifting rapidly, alumni and students alike are seeking career-based skills that are both relevant and adaptable. As such, there is a growing need for institutions to embrace lifelong learning practices to support student and alumni career development. What if the LMS could play a central role in making these opportunities more accessible?  

According to the survey, only 38% of institutions provide lifelong learning opportunities. As a former registrar, I know one of the challenges associated with this has always been the SIS and its seeming incompatibility with any novel programs that fall outside of the regular academic offerings. Perhaps the LMS could be a way to overcome these challenges through short, skills-based training supported by industry partnerships, ensuring it remains current and meaningful.  

Remedial Education Reform 

From We Need to Do More to Get Students Ready for College | The Chronicle of Higher Education  

Anne Kim argues that it is time to reform our system of remedial education to better support our students.  

Our Thoughts  

With decreasing public confidence in higher education and an upcoming federal administration that is predicted to be more hostile to our industry, we must actively pursue any options to increase student success. Research has shown that the traditional, multi-semester remedial education sequences have long hindered student success, particularly for low-income and minority students.   

With the post-pandemic drop in college readiness scores, institutions face a pressing mandate to adopt proven strategies, like multiple measures for assessment and corequisite courses, which allow students to earn credit while receiving the support they need. These approaches have shown remarkable success in improving completion rates for students previously deemed “not college ready.” By shifting away from traditional remedial practices, we can create a more inclusive and effective system that better supports student achievement.