Cannabis is an emerging science in which students can make new discoveries and contributions. Wayne State University in Michigan has introduced an undergraduate certificate program this fall.

Andrea Matti, assistant professor of chemistry, Wayne State University, noted students are eager to participate, and schools across the country are experiencing a similar surge of enthusiasm.

"we had five majors and now we have 100," Matti said. "I'm, like, what? I said, 'You went up 20-fold in majors?' and he goes, 'Yeah, well, we introduced cannabis.' "

The certificate program aims to teach students the fundamentals of analytical chemistry, separation science and laboratory research for jobs in the cannabis testing industry. Together, the courses prepare students for careers in cannabis testing and regulation, including both CBD and THC. It is a growing field both locally and nationally.

Matti said the cannabis field is new and expanding fast, and as a science academic, you can discover so much and make a difference because you can find a new way to measure a standard and contribute.

"A large majority of our majors are pre-med or pre-pharm or pre-PA. But I also want an outlet for our students who don't want to get into health care, but they genuinely just like learning about these instruments and they want to work in a lab and testing," she explained.

Students who have completed at least 60 credits and have a GPA of 2.5 or better may apply for the cannabis chemistry certificate. The program also is open to students who have previously earned a bachelor's degree at any institution.

College presidents testified before a congressional committee Tuesday on the rise of antisemitism on college campuses since the Oct. 7 Hamas-led attack on Israel.

Colleges have become a hotbed of protest over Israel's counterattack on Gaza, which has killed more than 15,000 Palestinians.

Claudine Gay, president of Harvard University, said her focus has been to confront hate while protecting free expression, even of views considered offensive.

"But when that expression crosses into conduct that violates our policies around bullying, harassment, intimidation, threats; we take action," Gay stressed.

Gay pointed out Harvard has made it easier to report threats against Jewish, Muslim or Arab students on campus or online, increased mental health services and created spaces for all students and staff to process the ongoing conflict in the Middle East.

Congressional members questioned the college presidents over the intellectual diversity of their teaching staff, allowing campus speakers with anti-Israeli views, and recent disciplinary actions for students.

Sally Kornbluth, president of the Massachusetts Institute of Technology, said faculty are working to help students understand the full history of the Holocaust and the Israeli-Palestinian conflict and ensure students have the tools needed to discuss these histories with one another.

"We have to move beyond formal training, which we are committed to, but to actual real dialogue and to actually model constructive and civil dialogue for our students," Kornbluth explained. "That's what being in university is all about."

While the college presidents were grilled by lawmakers from both parties, House Democrats noted Republicans have proposed cuts to the Department of Education's Civil Rights Office, which investigates incidents of antisemitism.


get more stories like this via email

A new report from WGU Labs, a nonprofit affiliate of Western Governors University based in Millcreek, Utah, is shedding light on the importance of strengthening higher education and workforce pathways.

Omid Fotuhi, director of learning innovation at WGU Labs, said many people who are considering higher education are asking themselves whether a four-year degree is a worthwhile investment to increase their chances of a prosperous career.

Half of those who do graduate from college didn't apply to entry-level jobs because they felt underqualified, according to 2021 research from the Cengage Group.

Fotuhi explained that has led to institutions feeling mounting pressure to demonstrate the value in higher ed.

"There are long-standing legacies and practices that have shaped the way the higher-ed institutions operate," he observed, "which means they have their own curriculum, they have their own majors and their own programs, that are almost independent of what the workforce needs are requiring."

Fotuhi sees workforce needs as both distinct, and changing at a rapid pace. The report notes that while employers continue to primarily hire workers with college degrees, they've expressed more willingness to accept other credentials and demonstration of skills in place of a degree.

Fotuhi is convinced institutions can better cater to local job markets by developing tailored skills, and rethinking conventional models of advising and internships to better serve both parties.

He argued he has seen "disjointed, separate levels of incentives," and contends these create silos between higher education and the workforce. He asserted the current system is broken and gaps need to be filled.

WGU Labs convened stakeholders earlier this year to explore barriers impeding the pathways from graduation to landing a job. Fotuhi added the solution won't be a single-pronged approach, but rather should be a collaborative effort.

"Bring folks to the table so we can have a collective understanding of where the pain points are," he insisted. "And second, let's recognize individuals for what they are -- which is lifelong learners, aiming to improve the chances at creating a better life for themselves through the opportunities the workforce stands to offer."

According to the report, WGU Labs is exploring pilot projects based on stakeholder insights in a search for tangible solutions to solve the challenges between higher-ed and the workforce.


Support for this reporting was provided by Lumina Foundation.




get more stories like this via email

More than two million jobs will be created in California each year through 2031 - and 72% of them will require more than a high school diploma, according to a new report.

Researchers at the Georgetown University Center on Education and the Workforce project the national economy will generate 18.5 million job openings per year, on average - and about 12.5 million of them will require at least some college education.

Georgetown Center Chief Economist Nicole Smith co-authored the report.

"There's a growing number of healthcare support jobs, a growing number of sales jobs, food and personal services jobs," said Smith, "and even blue-collar jobs that require more and more postsecondary education and training."

The report predicts the U.S. will have 171 million jobs in 2031, an increase of 16 million net new jobs from 2021.

Enrollment at California's community colleges dropped 18.5% at the start of the pandemic, a 30-year low.

It has rebounded 5% this school year, mostly among students ages 18 to 20, or over age 30. Enrollment among students in their 20s has dipped 2%.

Smith said she's concerned the United States isn't producing enough people with the skills, credentials and degrees needed to meet future workplace demand.

"We're not graduating fast enough," said Smith. "We know that colleges' and universities' enrollment has fallen substantially and it's not just COVID - enrollment was on the decline long before COVID. I would be concerned that the opportunities are going to go unfilled."

Last year, the state launched "California Reconnect," a program that helps people ages 25 to 54 who have some college credits return to school to finish their certificate or degree.

Participants can get professional coaching and may have unpaid fees forgiven.

Support for this reporting was provided by Lumina Foundation.