A weekly briefing on what's actually happening in AI and higher education — research worth reading, policy that affects your campus, and classroom approaches that are working. Built for the busy professor with ten minutes to spare.
Issue 25 — October 27, 2026. Campus AI accounts expand, vendor messages challenge faculty rules, and learning evidence faces scrutiny.
Issue 25 — October 27, 2026. Campus AI accounts expand, vendor messages challenge faculty rules, and learning evidence faces scrutiny.
Issue 25 — October 27, 2026. Campus AI accounts expand, vendor messages challenge faculty rules, and learning evidence faces scrutiny.
Each issue is researched fresh from the past seven days. We rank stories on impact, novelty, actionability, evidence quality, and urgency. If a story doesn't earn its place, it doesn't make the issue.
The week's biggest items in higher ed AI, each with a one-sentence "what this means for your campus" line. Conflicts and contested findings get flagged.
The papers and reports that matter, rewritten for a working professor. Not the abstract. The takeaway and what you could do with it.
Two or three specific things you could try in your course before your next class. Each is under thirty minutes of work, and tied to a story in this issue.
Five to eight one-line summaries of the rest of the week's news. Scan in under a minute. Share with a colleague who'd care.
Practical questions to raise at your next department meeting, tied directly to that week's stories. Frames the discussion you were already going to have.
Reports about to drop, policy hearings, RFP deadlines, conferences — dates and links so nothing surprises you.
AI is not an asteroid coming for higher education. It is a catalyst that can finally empower us to solve our oldest, most intractable problem: the inability to scale deep, engaged, and truly personalized learning. — Robert Placido, A More Human University: The Role of AI in Learning, EDUCAUSE Review, October 2025
The homepage stays focused on the latest briefings. Older issues remain available in the full archive.
Issue 25 covers Cornell and Princeton’s AI access plans, SUNY Geneseo’s vendor dispute, an audit of AI-learning evidence, Tasmania’s assessment standard, and Berkeley’s homework grading changes.
Read Issue 25 →Issue 24 covers disputed Dutch thesis detections, Stanford’s assessment changes, a reanalysis of the Maryland AI tutor trial, PISA findings, and new research tools.
Read Issue 24 →Issue 23 covers a campus AI tutor trial, faculty assessment concerns, OpenAI text watermarking, further Turnitin departures, and new research and classroom practice.
Read Issue 23 →As a faculty member myself, I struggle to keep up with current trends in AI in education. This briefing is one way I am trying to stay informed, and to share what I find with colleagues working through the same questions. The goal is to help us adapt to an ever-changing landscape so we can better serve our students and continue to grow as teachers, scholars, and members of society.
Each issue is researched fresh, ranked against five criteria (impact, novelty, actionability, evidence quality, and urgency), and built around one question — would a busy professor act on this, or at least be glad they know it, walking into their department this week?