Refers to an institution of higher learning with an undergraduate population that is at least 10% Asian American and Native American Pacific Islander. This designation is defined under the Higher Education Act (HEA) and is granted by the U.S. Department of Education to support eligible colleges and universities in improving and expanding their capacity to serve Asian American and Native American Pacific Islander learners. There are approximately 200 AANAPISIs in 27 states and territories, mostly clustered on the west coast, in Hawaii and the Pacific territories, as well as New York.
Blockchain is a shared, distributed ledger technology in which records are stored together as blocks of information connected to other similar blocks of information. Blockchain use in educational records rests on the premise that giving learners access to and control over their educational records enables the easier sharing of their knowledge, skills, and work experience with employers and educational providers. This opens avenues to start or further their careers and increase their economic and social mobility.
Seeks to bring coherence to higher education systems across Europe. It established the European Higher Education Area (EHEA) to facilitate student and staff mobility, make higher education more inclusive and accessible, and make higher education in Europe more attractive and competitive worldwide. As part of the EHEA, participating countries agree to: introduce a 3-cycle higher education system consisting of bachelor’s, master’s, and doctoral studies; ensure mutual recognition of qualifications and learning periods abroad completed at other universities; and implement a system of quality assurance, to strengthen the quality and relevance of learning and teaching. Launched with the Bologna Declaration of 1999, the Bologna process is implemented in 49 countries, which define the EHEA. To become a member of the EHEA, countries have to be party to the European Cultural Convention and declare their willingness to pursue and implement the objectives of the Bologna Process in their own systems of higher education.
Refers to the practice of a higher education institution merging with another higher education institution facing closure typically due to severe financial problems. The institution being “bought” is often a private accredited institution. The new arrangements enable students from the closing institution to transfer their credits to the new institution and continue their pathway toward credential completion. An example is Northeastern University (Boston) entering into merger arrangements with 14 private, accredited schools as part of a trend of “chain buying” in the private school ecosystem.
As defined by the Velocity Network Foundation, unique identifiers that enable verifiable, self-sovereign digital identities. They are created, owned, and controlled by the individual, and are used within a network to establish secure, tamper-proof credentials stored on the blockchain. DIDs are essential in ensuring privacy and security in the digital credentialing process.
Four higher education interstate compacts in the United States facilitate cooperation among their member states to address common challenges, leverage resources, and improve educational opportunities for students within their respective regions. The compacts are nonpartisan, non-profit organizations that were established in 1948, Southern Regional Education Board (SREB); 1953, Western Interstate Commission for Higher Education (WICHE); 1955, New England Board of Higher Education (NEBHE); and 1991, Midwestern Higher Education Compact (MHEC). Established by either Congress or by agreements among the states themselves, the compacts together represent 47 states and territories and 6 state affiliate partners.
According to the AACRAO Higher Ed Glossary, a synchronized transcript of training, experience, and education acquired during military service in the United States. The JST is available to current and former military-service members in hard copy or an online delivery format.
The ways in which knowledge—scientific, social, and cultural—is produced has undergone significant and fundamental changes in the last century.
Knowledge production is often defined in a higher education context. It typically refers to related activities in a higher education institution, research center, or enterprise that is engaged with producing new knowledge. The term refers broadly to basic research as well as the more applied type of research associated especially with industry.
As described by the International Encyclopedia of Higher Education Systems, knowledge production has become a central task in modern universities. This represents a shift from the university’s origins in medieval Europe, which informed what became known in Europe and America as a “liberal education” —historically widely viewed as the purpose of universities, which in turn was closely associated with the supply of individuals prepared with the skills to meet the needs of the state, commerce, and the church.
There is growing awareness that knowledge production is moving beyond the main purview of higher education institutions, as industry invests more in research and development, driven in large part by rapidly accelerating science and technology developments.
An acronym used by governments that stands for young people (typically ages 15 – 24) who are “Not in Education, Employment, or Training.” Individuals categorized as NEET by governments are commonly unemployed, not enrolled in an education or vocational training program, not engaged in housework, and not seeking work. The term is used to describe young people in order to exclude people in the retirement category (an older-age group).
The term emerged in the late 1990s in the United Kingdom and is now widely used among many countries including the United States.
Related Terms linked to unemployment: anti-unemployment, displaced, frictional unemployment, idle (not active or working)
Refer to the practice of companies agreeing not to recruit or hire each other’s employees. No-poaching agreements may unfairly treat low-wage workers by keeping them locked in low-paying jobs without opportunities for advancement. These agreements are illegal under federal and state antitrust law. Employers that enter into these agreements may face civil and criminal penalties.
No-poach agreements also pertain to higher education institutions. They may face lawsuits for “no-poach” agreements that restrict faculty hiring across institutions.
Non-credit education includes any course or program that did not go through the process to be for-credit at a community college or university. They typically include personal enrichment classes, customized training for employers, English as a second language classes, and adult basic education. Many higher education institutions develop noncredit to credit bridge pathways to enable learners to earn credit for learning acquired through noncredit courses and programs.
As defined by the Velocity Network Foundation, a blockchain that while the network is publicly accessible for individuals to manage their credentials, organizations must be authorized to participate. This ensures security, trust, and compliance with data privacy regulations. The Velocity Network is an example of a Permissioned Blockchain.
Refers to the process that occurs when an institution of higher education sunsets an academic program. It typically involves removing the program from the higher education institution catalog, from the Student Information System (SIS), and from degree-audit systems. The institution then informs accreditors and the U.S. Department of Education.
Remedial education (aka developmental education) is required instruction and support for students who are assessed by their institution of choice as being academically underprepared for postsecondary education. The intent of is to educate students in the skills required to complete gateway courses, and enter and complete a program of study. Remediation at the postsecondary level is delivered at both community college and university campuses although some states have established policy to limit public university provision of remedial education. The bulk of remedial courses focus on advancing underprepared students’ literacy (English and reading) skills or math skills. Students are often placed into remedial courses through placement tests such as the ACT, ACCUPLACER, or COMPASS assessments. Typically, each college or university sets its own score thresholds for determining whether a student must enroll in remedial courses. Some states are moving toward a uniform standard for remedial placement cut scores.
As defined by the Ascendium Education Group, single mothers are women who are the primary caregivers and financial providers for their children without a co-parent or partner. Ascendium supports a grant program focused on:
Improving educational attainment and career prospects for single mothers by increasing degree and other credential completion rates at participating community colleges. The initiative aims for a 30% increase in attainment rates by 2024, targeting more than 6,000 single mothers.
Creating scalable models to design replicable and scalable solutions that other postsecondary institutions can adopt to support single mothers across the U.S.
Refers to the process in which a state funds for variation in inputs across higher education institutions and enrollment changes annually. States calculate appropriations using a formula that accounts for specific inputs (e.g., number and characteristics of students enrolled, the level or field of study). States often codify allocation formulas through legislation, so legislators and governing boards have fewer opportunities to intervene.
Refers to a learner temporarily withdrawing from enrollment at a college or university, or choosing not to re-enroll in an ongoing degree program, often to pursue another activity or due to competing obligations. Stop-out is distinct from the concept of drop-out, because the pursuit of education is delayed rather than abandoned.
Refers to the circumstance in which a higher education institution must provide completion opportunities for impacted learners when the institution discontinues an academic program or closes or ceases operations of an academic program.
Refers to an institution of higher education in the United States that is established and operated by a federally recognized American Indian tribe or Alaska Native community. These colleges primarily serve Native American populations and often focus on preserving and promoting indigenous cultures. There are 35 Tribal colleges and universities in the U.S. They are located in 14 states, primarily in areas with significant Native American populations.
Refers to individuals who reside in the United States without legal documentation or authorization. They may have entered the country illegally or overstayed their visas. Despite their undocumented status, many have been raised and educated in the U.S. during elementary and secondary school years, and often face significant barriers to accessing higher education and other opportunities. Undocumented students are estimated to comprise a small percentage of the total student population—some studies suggesting less than 1% (an estimated 400,000 students including DACA recipients enrolled in higher education.)
The process of gaining new skills or knowledge, particularly in the context of adapting to economic and technological changes in the workplace. Upskilling can be achieved through traditional education, on-the-job training, or through professional development, and may include acquiring skills such as leadership and emotional intelligence in addition to more specialized technical or professional skills. Upskilling can also involve the use of emerging technologies like artificial intelligence and blockchain to enhance and deepen existing skill sets. Upskilling is different from Reskilling, which involves acquiring new skills and knowledge to transition into differentjobs or fields.
As defined by the Velocity Network Foundation, represents the next evolution of the internet, characterized by decentralized technologies like blockchain, peer-to-peer networks, and distributed data storage. In contrast to Web 2.0, where centralized platforms like social media, cloud services, and big tech companies dominate the internet, Web 3.0 seeks to put more control in the hands of individual users, promoting ownership, privacy, and security through decentralization.
Web3 wallets are a user’s key to the blockchain. They enable users to access and interact with decentralized applications and store digital assets and cryptocurrencies. An example of digital assets are NFTs or Non-fungible Tokens. These are unique digital assets which cannot be copied, substituted, or subdivided. NFTs have their own identity and ownership is stored on a blockchain. NFTs are a new way of creating, owning, and sharing digital content such as artworks, photos, videos and audio artifacts. When ownership of an NFT is recorded in the blockchain and transferred by the owner, the NFTs can be sold and traded. Though initially projected to be a new class of investment asset, there are many questions as to the actual monetary value of NFT collections.
Web3 wallets also enable digital identity. They provide users with a unique set of cryptographic keys. There are private keys and public keys —used to denote ownership and control of digital assets. By using private and public keys together, a Web3 wallet can enable digital identity plus prove ownership of digital assets in a secure and decentralized way.
Private key – Information (a unique code) is used to prove ownership of digital assets in a wallet. It is used to sign transactions sent to the blockchain and is only known to the owner of the digital assets. Without a private key, it is not possible to access or transfer the digital assets stored in a wallet.
Public key – Information is used to prove that a transaction was signed by the owner of a digital asset. It verifies the authenticity of transactions and can be shared publicly.
There are different types of Web3 wallets that enable users to access and interact with the blockchain depending on their needs:
Hot wallet
Connected to the internet
Easy access and management of the funds stored on the wallet
Typically used for the storage of small amounts of cryptocurrency that are frequently traded or spent
Cold wallet
Offline
Used for long-term storage of large amounts
Desktop wallet
Installed on a computer or laptop
Allows users to store, manage, and trade their cryptocurrency directly from their desktop or laptop computer
Can be a software-based wallet where users download the wallet app and install it on their device or web-based wallet accessed via a browser
More secure than online wallets but less secure than hardware wallets as they are connected to the internet and can be vulnerable to hacking, malware or phishing attacks
Mobile wallet
Designed for use on a mobile device such as smartphone or tablet
Allows users to store, manage, and trade their cryptocurrency directly from their mobile device
Can be a software-based wallet where users download the wallet app from an app store and install it on their device or web-based wallet accessed via a mobile browser
Convenient to use since they allow users to access their funds at any time and place
Less secure than hardware wallets as they are connected to the internet and can be vulnerable to hacking, malware or phishing attacks
Non-custodial wallet
User holds the private keys and has control over their funds
User responsible for the security of their funds and no third-party, including the wallet provider, has access to them
More secure since they eliminate the risk of the funds being compromised or lost due to the actions or security breaches of a third-party, can be software (desktop, mobile, and web) or hardware wallets
Custodial wallet
Third-party. such as an exchange, holds and controls the private keys on behalf of the user
There is rapid growth of virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR) technologies and their applications.
VR is a computer-generated simulation of a virtual, interactive, immersive, three-dimensional (3D) environment or image that can be interacted with by using specific equipment.
AR is a technology used to create virtual objects (text, images and sounds) being superimposed onto a three-dimensional real-world environment using projection, optical, or video see-through devices.
MR comprises AR and VR.
XR is an umbrella term including VR, AR, MR, and virtual interactive environments. In general, XR simulates spatial environments under controlled conditions, to enable interaction, modification, and isolation of specific variables, objects, and scenes in a time- and cost-effective manner. The main applications of the XR combination with artificial intelligence (AI) are autonomous cars, robotics, military, medical training, cancer diagnosis, entertainment, gaming applications, advanced visualization methods, smart homes, affective computing, and driver education and training.
