Bossier Parish Community College: Training the Next Generation of Healthcare Professionals

UC TI

Where Compassion Meets Clinical Excellence.

DearReaders,

Theworldofhealthcareischangingrapidly,drivenbynewtechnologiesandagrowingneedforcare. Hospitals and clinics need more than just willing workers. They require dedicated professionals who blend deep compassion with clinical precision. Findingtherightplacetobuildtheseskillsisthefirst stepinalifelongjourneyofhealingothers.Studentsneedenvironmentsthatchallengethem,support them,andmirrortherealitiesofmodernmedicine.Inthisspecialissue,weproudlypresent“The10 MostAdmiredCollegesforHealthProfessions.”Theseinstitutionsstandoutfortheirunwavering commitmenttostudentsuccess.Theydonotmerelyteach.Theytransformpassionateindividualsinto thecapableexpertsourcommunitiesdesperatelyneed.

OurcoverstoryhighlightsBossierParishCommunityCollegeanditsexceptionalDivisionof NursingandAlliedHealth.LocatedinNorthwestLouisiana,thiscollegeperfectlybridgesthegap betweenclassroomtheoryandreal-worlddemands.Offeringtwenty-nineuniqueacademicpathways, thedivisionensuresstudentsarefullypreparedforhigh-demandroles.Trainingtakesplacein advancedsimulationlabsthatexactlymirroractualhospitalenvironments,givinglearnerscrucial hands-onexperiencebeforetheymeetapatient.Theirdedicationtoexcellenceisundeniable, especiallywithnursingstudentsachievingaremarkable98.72percentpassrateontheirnational licensingexam.Throughinnovativemodelslikeanewapprenticeshippilotprogram,thecollege supportsworkingprofessionalswhilestrengtheningtheregionalmedicalworkforce.

Alongsideourinspiringcoverfeature,thiseditionalsocelebratesseveralotherremarkableinstitutions thatareactivelyshapingthefutureofmedicalcare.WearehonoredtohighlighttheSchoolofNursing andHealthProfessions,TheDennisR.DePerroSchoolofHealthProfessions,NortheasternState University,andQueensUniversityofCharlotte.

Eachoftheseselectedschoolsprovesthatqualityeducationremainstheultimatefoundationofa stronghealthcaresystem.Theyprovidetheessentialmentorship,accessiblesupport,cutting-edge technology,andvitalclinicalpartnershipsnecessarytoturnstudentambitionintoprofessionalaction. Asyoureadtheiruniquestories,wehopeyoufeeltrulyinspiredbytheincredibleworkhappeningon thesecampuses.Thefutureofhealthrestsinthehandsoftoday’sstudents,andthesecollegesare ensuringthosehandsarereadytoserve.

Sincerely,

Simran Khan Managing Editor

From The Editor’s Desk

People Behind This Issue

Publisher: Archana Ghule

Editor–in–Chief: Vikram Suryawanshi

Managing Editor: Simran Khan

Project Editor: Shadab Mestri

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Parish Community CollegE

PROFILES

Queens University of Charlotte 52.

School of Nursing and Health Professions 62.

articles

AI Governance in Higher Education: The 2026 Framework for Policy & Risk 28.

Classroom Relay: Active Learning Meets

Digital Control (2026 Complete Guide) 44. Dennis R. DePerro School of Health Professions 20. 34. Northeastern State University

Top 10 Highest IQ in the World: Beyond the Score 58.

Cover Story

InNorthwestLouisiana,thedemandforskilled healthcareworkerscontinuestogrow.Hospitalsneed dependablenurses.Clinicsrelyontrained technicians.Long-termcarefacilitiesdependon professionalswhounderstandbothcompassionandclinical precision.Meetingthatdemandrequiresmorethan classrooms.Itrequiresinstitutionsthatcanpreparestudents fortherealitiesofhealthcarework.

OnesuchplaceistheDivisionofNursingandAllied HealthatBossierParishCommunityCollege,where healthcareeducationiscloselytiedtotheneedsofthe surroundingcommunity Thedivisionwasestablishedwith aclearpurpose:toopenpathwaysintohealthcarecareers whilestrengtheningtheregion’smedicalworkforce.

Itsmissionisdirectandpractical.Thedivisionseeksto providequalityeducationalopportunitiesinnursingand alliedhealththroughstrongclassroomteaching, hands-onlaboratoryinstruction,andmeaningfulclinical training.Justasimportant,itaimstoservethecitizens ofNorthwestLouisianabypreparinggraduateswhocan stepintohealthcareroleswithconfidenceandskill.

Thatcommitmenthasshapedawiderangeofprograms. Today,thedivisionoffers29academicpathways designedtomeetdifferentcareergoalsandentrypoints intothehealthcarefield.Theseinclude12associate degreeprograms,7certificatesoftechnicalstudies,4 technicaldiplomas,and6careerand technicalcertificates.

Eachprogramfollowsthesameguidingprinciple.Students shouldleavenotonlywithacademicknowledge,butwith practicaltrainingthatreflectsthedemandsofrealhealthcare settings.Throughthisbalanceoftheoryandexperience,the DivisionofNursingandAlliedHealthcontinuestoexpand opportunitiesforstudentswhilesupportingthehealthcare systemsthatserveNorthwestLouisiana.

ProgramsDesignedforExplorationandWorkforce Readiness

Healthcareeducationoftenasksstudentstomakeearly decisionsabouttheircareers.Manyarrivewithastrong interestinhealthcarebutonlyavaguesenseofwherethey belong.TheDivisionofNursingandAlliedHealthatBPCC approachesthisrealitywithflexibilityandrange.

Thecollegefocusesentirelyonundergraduatetraining throughtwo-yearorshorterprogramsdesignedtomove studentsintotheworkforcequickly.Studentscanpursue associatedegreesinfieldssuchasdiagnosticmedical sonography,respiratorytherapy,surgicaltechnology, occupationaltherapyassistant,paramediccare,firescience, andpracticalnursing.Nursingstudentsmayalsoenrollin theAssociateofScienceprogramthrougheitherthe traditionalpathwayortheLPN-to-RNtransitiontrack.

Beyondthesedegrees,thedivisionofferstechnical diplomasandcertificatesinareasincludingmedical assisting,phlebotomy,pharmacytechnology,and emergencymedicalservices.Whatsetsthemodelapartisits advisingstructure.EverystudentselectsbothaPlanAanda PlanB.Thisapproachencouragesexplorationacross healthcareroleswhileimprovingretentionandlong-term success.

TrainingThatMirrorstheRealWorld

Forstudentspreparingtoenterhealthcare,practicematters justasmuchastheory.Theabilitytohandleequipment, respondtoemergencies,andworkinsideclinicalsettings cannotbelearnedfromlecturesalone.Itrequiresspaces wherestudentscanrehearserealsituationsbeforethey encountertheminhospitalsorclinics.

TheNursingandAlliedHealthbuildingatthecollegewas designedwiththatideainmind.Severalprogramsoperate fromthisfacility,includingparamedictraining,pharmacy technology,phlebotomy,anatomyandphysiology,and nursing.Eachspaceisbuilttoresembletheenvironments studentswilleventuallyworkin.

Insidetheparamediclab,studentstrainusingafull-size ambulancesimulatoralongwithamockapartment whereemergencyscenarioscanunfold.Thenursinglab housesnineteenhumansimulators,includingadult, infant,pediatric,andbirthingmodels.Nearbyrooms replicatehospitalunitssuchasICU,obstetrics, pediatrics,andmedical-surgicalcare.Inanothersection, thepharmacytechnicianlabresemblesaworkingretail pharmacy,completewithprescriptionsoftware,pill countingstations,andsterilepreparationareas.

ClinicalPartnershipsThatExtendLearningbeyond Campus

Hands-ontrainingisbuiltintoeveryhealthcareprogram atBPCC.Tomakethatpossible,thecollegeworks closelywithhospitalsandcarefacilitiesacrossthe region.

Studentscompleteclinicalrotationsathealthcare institutionssuchasWillis-KnightonHealthSystem, CHRISTUSShreveport–BossierHealthSystem,and OchsnerLSUHealthShreveport,alongwithseveral regionalhospitalsandspecialtyclinics.Theserotations placestudentsdirectlyinsideworkinghealthcare environments,wheretheylearntonavigatepatientcare, teamcoordination,andthedailypaceofclinical practice.

Thecollegehasalsoexperimentedwithnewtraining models.BPCCrecentlylaunchedLouisiana’sfirst LPN-to-RNnursingapprenticeshippilot.Theprogram allowsworkingnursestocompletetheirclinical requirementsattheircurrentworkplacewhile continuingtheireducationandmovingtowardRN licensure.

AMessageRootedinStudentSuccess

Studentoutcomesremaintheguidingmeasureof successfortheDivisionofNursingandAlliedHealth. ThatphilosophyisshapedbyMichaelWhitaker,Dean ofNursingandAlliedHealth,whokeepsthedivision's prioritiesfirmlytiedtostudentachievement.

Michaelapproachestherolewithasimpleprinciplein mind.Programsmusthelpstudentsgraduate,secure meaningfulemployment,andfeelconfidentstepping intohealthcarecareers. “Our success will always be defined by the academic and professional success of our students,” hesays.

Thatfocusextendsbeyondcoursework.Michael emphasizesasupportivelearningenvironmentwhere studentsreceivepersonalguidancewhiledeveloping thepracticalskillshealthcareemployersexpect.At thesametime,heencouragesconstantimprovement withinthedivision,regularlyseekingfeedbackfrom faculty,students,andhealthcarepartnersto strengthenbothcurriculumandtrainingexperiences.

ASnapshotofStudentReachandOutcomes

Morethan6,000studentsenrolleachyearatBPCC, attendingclassesacrossmultiplecampusesaswellas throughonlineprograms.Thestudentbodyreflects thevariedcommunitiesofNorthwestLouisiana, bringingtogetherlearnerswithdifferentcareergoals, lifeexperiences,andpathsintohighereducation.

Withinthehealthcareprograms,theresultshave beenespeciallystrong.Studentsinnursinghave recordeda98.72percentpassrateontheNCLEX, thehighestamongbothtwo-yearandfour-year nursingprogramsinLouisiana.Theexamservesas thenationallicensingrequirementfornursesentering professionalpractice.

Theseoutcomespointtoaprogramthatplacesequal weightonacademicrigorandpracticalpreparation. Graduatesleavenotonlywithcredentialsbutalso withtheconfidenceandclinicalreadinessneededto enterhealthcarerolesacrosstheregion.

ACampusCommunityThatExtendsBeyond Academics

StudentlifeatBPCCmoveswellbeyondlectures andclinicalrotations.Acrosscampus,studentsfind opportunitiestogetinvolved,takeonleadership roles,andconnectwithpeersoutsidetheirprograms.

Clubsandacademicorganizationsplayanimportant roleinthatexperience.GroupssuchasPhiTheta Kappagivestudentsachancetopursueacademic recognitionwhileparticipatinginserviceprojects andleadershipactivitiesthatcomplementtheir studies.

Athleticsaddanotherlayertocampuslife.The college'sCavalierteamscompeteinintercollegiate sports,withbaseballandsoftballprogramsthathave earnedstrongnationalrecognition.

Whetherthroughsports,studentorganizations,or serviceinitiatives,theseactivitieshelpstudentsbuild confidence,expandtheirprofessionalnetworks,and developasenseofbelongingwithinthecampus community

PreparingStudentsfortheDemandsofModern Healthcare

Healthcarecareersrequiremorethantechnical training.Professionalsmustbeabletothinkquickly, adapttonewtechnologies,andworkeffectivelyin fast-movingclinicalsettings.TheDivisionofNursing andAlliedHealthstructuresitsprogramswiththese expectationsinmind.

Thedivisionoffersabroadrangeofprogramsthat preparestudentsforhigh-demandhealthcareroles. Theseincludenursing,respiratorytherapy,surgical technology,paramediccare,physicaltherapist assistant,occupationaltherapyassistant,and diagnosticmedicalsonography.Eachprogramis designedtoaddressspecificworkforceneedswhile givingstudentsaclearpathwayintoprofessional practice.

Trainingfollowsanintegratedmodel.Studentsmovebetween classroominstruction,simulation-basedlabs,andclinicalplacements withregionalhealthcareproviders.Thiscombinationallowsthemto developtechnicalproficiencywhilestrengtheningthecriticalthinking anddecision-makingskillsrequiredintoday’shealthcare environment.

OpeningDoorstoHealthcareCareers

Manystudentswhopursuehealthcareeducationarebalancingwork, familyresponsibilities,andfinancialpressures.AtBPCC,thegoalis tomakesurethoserealitiesdonotstandinthewayofopportunity.

Thecollegekeepsitspathwaysintohealthcareprogramsaccessible throughopenadmissions,financialaidoptions,andflexibleprogram structuresthatsupportworkingadultsandfirst-generationcollege students.Thesepathwaysallowstudentstobegintheirtraining withoutneedingatraditionalacademicbackgroundorafull-time schedule.

Supportalsoextendsbeyondacademics.ThroughtheCavalierCare Center,studentscanaccessservicesthataddresseverydaychallenges, includingfoodinsecurityandemergencyfinancialneeds.Byoffering theseformsofsupport,thecollegehelpsstudentsstayfocusedon theirstudiesandcontinueprogressingtowardgraduation.

SupportSystemsThatCarryStudentsForward

Studentsrarelymovethroughhealthcareprograms alone.Alongtheway,theyrelyonguidance, mentorship,andpracticaladvicethathelpthemstay oncourse.AtBPCC,thatsupportbeginsearlyand continuesthroughoutastudent’sacademicjourney

Academicadvisorsworkcloselywithstudentsto plantheircourseworkandkeepthemprogressing throughtheirprograms.Whenstudentsneed additionalhelpwithchallengingsubjects,tutoring servicesprovidestructuredacademicsupport.These resourceshelpmanystudentsmaintainmomentum, particularlyindemandinghealthcarecoursesthat requireboththeoreticalunderstandingandtechnical skill.

Facultymembersalsoplayanimportantroleas mentors.Manyinstructorscomefromclinical backgroundsandbringreal-worldinsightsintothe classroom.Theirguidanceoftenextendsbeyond lectures,helpingstudentsunderstandworkplace expectations,professionalstandards,andthe responsibilitiesthatcomewithpatientcare.

Careerpreparationiswovenintothissupport system.Throughcounselingservices, studentsreceivehelpwithresumes,interview preparation,andcareerplanning.Clinical placementsfurtherexpandthose opportunities,allowingstudentstobuild professionalrelationshipswithhospitals, clinics,andhealthcareprovidersacrossthe region,connectionsthatoftenleaddirectlyto employmentaftergraduation.

ExpandingNewPathwaysinHealthcare Training

Healthcaresystemscontinuetoface workforceshortages,andeducationproviders arebeingaskedtorespondwithnewtraining models.Severalrecentinitiativeswithinthe NursingandAlliedHealthdivisionreflect thatshift.

Oneofthemostnotabledevelopmentsisthe LPN-to-RNNursingApprenticeship ProgramatBPCC.Theprogramallows licensedpracticalnursestocontinueworking whilecompletingtheclinicaltraining requiredtoearntheirRNcredentials.Instead ofsteppingawayfromtheirjobs,nursesare abletoadvancetheireducationwithinthe samehealthcaresettingswheretheyalready practice.

Theprogramhasrecentlygrownthrough partnershipswithadditionalhospitalsacross theregion.Thesecollaborationsexpandthe numberofclinicalplacementsavailable whilegivinghealthcareemployersapractical waytosupporttheprofessionalgrowthof theirstaff.

Theinitiativereflectsabroadershifttoward workforce-alignededucation,wherelearning andemploymentmoveforwardtogether.For manyworkingnurses,itcreatesapractical routetocareeradvancementwhilehelping regionalhealthcareprovidersstrengthentheir clinicalteams.

AI GOVERNANCE IN HIGHER EDUCATION

The 2026 Framework for Policy & Risk

IAgovernanceinhighereducationisthestructuredsystem ofpolicies,oversightcommittees,ethicalstandards,and riskcontrolsuniversitiesusetomanageAIacross teaching,research,andadministration,goingbeyondITpolicyto addressaccountability,dataprivacy,andacademicintegrity

Artificialintelligenceisadvancinginhighereducationfasterthan institutionalpolicycankeeppace.Facultyareexperimentingwith generativeAItools,studentsaresubmittingAI-assistedwork,and administrativedepartmentsareautomatingeverythingfromadmissions toadvising.

Yetmostuniversitiesarefacingagovernancegap.

AccordingtoEDUCAUSE’s2024AILandscapeStudy,80%offaculty andstaffuseAItools,yetfewerthanoneinfourareawareofaformal institutionalpolicy.TheresultisrapidlygrowingshadowAI unsanctionedtoolsoperatingentirelyoutsideinstitutionaloversight.

Foruniversityleaders,thequestionisnolongerwhetherAIwillshape highereducation;itiswhetherinstitutionswillgovernitresponsibly beforeadatabreach,regulatoryviolation,orintegritycrisisforcestheir hand.

ThatispreciselywhatAIgovernanceinhighereducationisdesigned toprevent.

WhyAIGovernanceIsBecomingCriticalforUniversities

Universitiesareinherentlyopenenvironmentsbuiltforexperimentation andacademicfreedom.

Thesevaluesdriveinnovation,buttheyalsocreategovernanceblind spotswhenpowerfultechnologiesentertheecosystemwithoutstructure. atensionexploredindepthinourlookathowAIisalreadyreshaping universityteaching,research,andgovernance.

ThreeforcesaremakingAI governanceinhighereducationurgent in2026.

1.RegulatoryPressureisAccelerating

TheEUAIAct,whichcameintoforce inAugust2024,classifiesseveralAI applicationscommoninuniversities, includingAI-assistedadmissions systemsandstudentperformance analytics,as“high-risk.”European universitiesmustnowdemonstrate complianceorfacepenalties.

IntheUnitedStates,theDepartmentof Education’s2023guidanceonAI explicitlycallsoninstitutionsto developethicalframeworksforAIuse instudentservicesandassessment.

FERPA,meanwhile,imposesstrict constraintsonhowstudentdatacanbe processedbythird-partyAIsystems.

2.AdoptionhasOutpacedPolicy

GenerativeAIplatformsarenow embeddedacrossresearchworkflows, automatedgrading,tutoringsystems, andadministrativeautomation.Without governance,practicesbecome inconsistentandunauditableacross departments,creatingcompliance risksthatinstitutionsmaynotdiscover untilaudited.

3.PublicTrustisatStake

UNESCO’sRecommendationontheEthicsof AIwarnsthatinstitutionsfailingtogovernAI transparentlyriskerodingthepubliclegitimacy thatuniversitiesdependon.Thattrust,once lostinahigh-profileAIincident,isdifficultto recover.

The“ShadowAI”ProblemonCampus

ShadowAI–AItoolsadoptedbyfaculty,staff, orstudentswithoutinstitutionalapproval representoneofthemostunderestimatedrisk vectorsinhighereducationtoday

EDUCAUSEresearchconsistentlyfindsthat universitieshavefarmoreAItoolsoperating acrosstheircampusesthanITdepartmentsare awareof.

TheseincludeAIwritingassistants,research automationtools,codingcopilots,dataanalysis platforms,andAItutoringsystems,manyof whichoperateentirelyoutsidetheuniversity’s datagovernanceperimeter.

Therisksareconcrete:

● DataLeakage:Whenaprofessoruploads anunpublishedresearchdatasettoa commercialAIplatform,thatdatamaybe stored,logged,orusedformodeltraining. Theuniversitylosescontrolofits intellectualpropertywithnoaudittrail.

● FERPAViolations:Ifstudentperformance recordsareprocessedbyanunapprovedAI system,theinstitutionmayviolatefederal privacylawevenifthefacultymemberhad nointenttobreachcompliance.

● CybersecurityExposure:AItools connectedinformallytocampussystems bypassthesecurityreviewsthatapproved enterprisesoftwareundergoes.

Thegovernancelessonisclear:awareness campaignsaloneareinsufficient. Institutionsneedactivemonitoring,notjust policydocuments.

CorePillarsofanAIGovernanceFramework

EffectiveAIgovernanceinhighereducationisnotanIT function;itisaninstitutionalone.

GuidancefromUNESCO,theOECD’sAIPrinciples,and theUK’sHigherEducationPolicyInstitute(HEPI) consistentlyidentifiesfourpillarsthatdistinguishmature governanceframeworksfromadhocpolicyresponses.

1.InstitutionalAISteeringCommittees

Governancemustbeginattheleadershiplevel.Universities, includingtheUniversityofEdinburgh,publishedoneof thefirstcomprehensiveinstitutionalAIgovernance frameworksinUKhighereducationin2024.

Structuredoversightaroundcross-functionalcommittees composedofacademicleadership,IT,legal,researchethics, andfacultyrepresentatives.

Thesecommitteesareresponsiblefordefiningacceptable usepolicies,reviewingAIvendors,monitoringemerging risks,andadvisingseniorleadership.Critically,they preventAIdecisionsfromdefaultingentirelytoIT departments,ensuringacademicvaluesremaincentralto governance.

2.EthicalAIPrinciplesinPractice

Ethicalgovernancegoesbeyondpublishingprinciples;it operationalisesthem:

A.Transparency

StudentsandfacultymustknowwhenAIisinvolvedin academicoradministrativedecisions.AI-assistedgrading, automatedfeedback,andalgorithmicadmissionsscreening shouldbedisclosed.

TheEUAIActmakestransparencymandatoryforhigh-risk AIapplications;institutionsoperatinginEuropehaveno choice.

B.FairnessandBiasAuditing

AIsystemstrainedonhistoricaldatasetscanreproduce structuralinequalities.ArizonaStateUniversity’sAITask Force,establishedin2023,requiresbiastestingbeforeany AItoolisdeployedinstudent-facingapplications,amodel thatotherinstitutionsarebeginningtoadopt.

C.Accountability

Finaldecisionsinvolvingstudentsorstaffmustremain underhumanauthority AIinforms;humansdecide. Thisprincipleisembeddedinmostleadinggovernance frameworksandisabaselinerequirementunderEUAI Actprovisionsforhigh-risksystems.

3.Human-in-the-Loop(HITL)Oversight

RatherthanpermittingAIsystemstooperate autonomously,HITLgovernancerequireshuman reviewateverycriticaldecisionpoint.

AnAIsystemmightanalysestudentengagement patternsandflagstudentsatriskofdroppingout,but advisorsretainfulldecision-makingauthorityoverany intervention.

MIT’spublishedAIPolicyPrinciplesidentifyHITL oversightasafoundationalstandardforAIsystemsthat affectstudentoutcomes,apositionreflectedinthe broadergovernanceframeworksmanyresearch universitiesarenowformalising.

ThisapproachallowsinstitutionstogainAI-driven insightswhilepreservingacademicaccountabilityand legaldefensibility

4.ContinuousMonitoringOverStaticPolicy

TraditionalITpoliciesareapprovedonceand periodicallyreviewed.AIgovernancecannotworkthis way.AImodelsareupdated,trainingdatachanges,and newcapabilitiesemergeontimelinesthatannualpolicy reviewscannotmatch.

TheOECD’sFrameworkfortheClassificationofAI Systemsrecommends“continuousassurance”models, ongoingmonitoringofAIbehaviourratherthanonetimeapproval.

Universitiesadoptingthisapproachbuildaudit mechanismsdirectlyintotheirAIprocurement contracts

AIGovernanceandAcademicIntegrity

GenerativeAIhastransformedacademicintegrityfrom aplagiarismproblemintoanauthorshipproblem, andthetworequirefundamentallydifferentresponses.

ThisisoneofthemostvisibleplaceswhereAI governanceinhighereducationdirectlyshapes thestudentexperience.

Traditionalplagiarismdetectionlookedfor copiedtext.AI-generatedcontentisoriginalby definition,renderingtoolslikeTurnitin insufficientasstandalonesolutions.

TheUniversityofOxford’sAcademic IntegrityFramework,revisedin2024, explicitlyacknowledgesthis,pivotingfrom detection-firstapproachestowardassessment redesignandtransparentdisclosurepolicies.

Leadinginstitutionsarerespondingacross threefronts:

1.AssessmentRedesign

Oralexaminations,project-basedwork,and in-classanalyticaltasksevaluateunderstanding thatAIcannotsimulate.

Stanford’sHassoPlattnerInstituteofDesign haspilotedprocessdocumentationapproaches inselectcourses,wherestudentssubmitdrafts, annotations,andreflectivejournalsthat demonstratethethinkingbehindoutputs,not justtheoutputsthemselves.

2.Disclosure-BasedPolicies

Ratherthanattemptingblanketbans,which EDUCAUSEnotesarelargelyunenforceable, institutionslikeUniversityCollegeLondon nowrequirestudentstodeclarewhenandhow AItoolswereused,treatingtransparencyasan academicskillinitself.

3.FacultyDevelopment

SeparateEDUCAUSEfacultyreadiness

findingsindicatethatfewerthan30%of facultyfeelconfidentdesigningAI-resilient assessments.

Governanceframeworksthatinvestinfaculty training,notjuststudent-facingpolicies, producemoreconsistentanddefensible integritystandards.

TheEUAIAct:WhatUniversitiesCannotIgnore

TheEUAIActintroducesthemostsignificant regulatorychangeforuniversitiesoperatinginorwith EuropeaninstitutionssinceGDPR.

Keyimplicationsforhighereducation:

● High-riskclassification:AIsystemsusedfor studentassessment,admissionsscreening,and performancemonitoringfallundertheAct’s high-riskcategory

Thesesystemsrequireconformityassessments,bias testing,humanoversightmechanisms,andfull auditabilitybeforedeployment.

● Prohibitedpractices:AIsystemsthatuse subliminaltechniquesorexploitstudent vulnerabilitiesrelevantinthecontextofadaptive learningplatformsareprohibitedoutright.

● Extraterritorialreach:Universitiesoutsidethe EUthatprocessdatafromEU-basedstudentsor partnerwithEUinstitutionsmaystillfallunderthe Act’sscope.

InstitutionsthathavenotbegunEUAIAct complianceassessmentsarealreadybehind The Act’shigh-riskprovisionsapplyfromAugust2026 formostusecases.

AIVendorRisk:AGovernanceChecklist

EveryAItooladoptedbyauniversitycarries institutionalrisk.Astructuredvendorassessment protectsagainstshadowAIenteringthrough procurementchannels.

Universitiesincreasinglyapplyzero-trustsecurity principlestoAIvendorevaluation,treatingevery externalsystemasapotentialriskuntilverified,rather thantrustedbydefault.

BuildinganInstitutionalAIGovernanceRoadmap

Policywithoutimplementationisadocument,not agovernanceframework.InstitutionsbuildingAI governanceinhighereducationfromthegroundup shouldmovethroughfivestagessequentiallyrather thansimultaneously

Stage1:AIInventory

MapeveryAItoolcurrentlyinuseacrossteaching, research,administration,andstudentservices.Most universitiesdiscoversignificantlymoretoolsthan anticipated.

Thisinventoryprocessistypicallywhenthefullscaleof unsanctionedAIadoptionbecomesvisibleforthefirsttime.

Stage2:PolicyDevelopment

Draftacceptableusepolicies,researchethicsguidelines, procurementstandards,anddatagovernancerules.Policies shoulddefinewhatispermitted,whatrequiresapproval, andwhatisprohibited,withclarityonconsequences.

Stage3:GovernanceStructures

EstablishtheAIsteeringcommittee,datagovernance board,andethicsreviewpanel.Definedecisionrights clearly:whoapprovesnewAItools,whomonitors deployedsystems,andwhoescalatesconcerns.

Stage4:AILiteracyPrograms

Governancefailsiffacultyandstafflacktheknowledgeto applyit.TrainingshouldcoverresponsibleAIusein teaching,algorithmicbiasrecognition,andthepractical implicationsofinstitutionalpolicy,notjusttheexistenceof thatpolicy.

Stage5:ContinuousMonitoring

Buildreviewcyclesintogovernancefromdayone.AI systemschange.Regulationschange.Institutionalrisk profileschange.

AnnualauditsofdeployedAIsystems,quarterlyvendor reviews,andreal-timemonitoringofhigh-riskapplications shouldbestandardbythetimeauniversityreaches governancematurity.

PreparingforAgenticAI:TheNextGovernance Frontier

GenerativeAIisalreadyagovernancechallenge.Agentic AIsystemscapableoftakingautonomousactionsacross researchdatabases,schedulingsystems,administrative workflows,andcommunicationplatformswillbe substantiallyhardertogovern.

Multi-agentarchitectures,wheremultiple AIsystemscollaborateanddelegatetasks tooneanother,aremovingfromresearch labstoenterprisesoftware.Severalmajor edtechvendorsarealreadypilotingagentic toolsforstudentadvisingandcourse personalisation.

Foruniversities,thisraisesgovernance questionsthatcurrentframeworksarenot designedtoanswer.Earlyguidancefrom theWorldEconomicForum’sAI GovernanceAllianceandemerging institutionalpracticepointstowardthree priorityareas:

1.Accountabilitychains

WhenanautonomousAIagentmakesa decisionthatharmsastudent,current frameworksbuiltaroundindividualhuman decision-makersdonotmapcleanlyonto multi-stepautomatedpipelines.

Leadinginstitutionsarebeginningto designateanamedhuman“AI accountabilityowner”foreachdeployed agenticsystem,ensuringthatevery automatedworkflowtracesbacktoan identifiableindividualwithreview authority.

2.Accessgovernance.

Agenticsystemsrequiredynamic,scoped permissionsratherthanstaticaccessgrants.

Theemergingbestpracticealignedwith zero-trustprinciplesalreadyappliedto vendorevaluationistograntagenticAIthe minimumpermissionsrequiredfora specifictask,withautomaticexpirationand human-triggeredre-authorisationfor sensitivedataenvironments,including studentrecordsandresearchrepositories.

3.Pipelineauditability

Multi-agentsystemscanobscuretheorigin ofindividualdecisionsacrosslayersof automateddelegation.

Universitiesbuildingagenticgovernancepoliciesareprioritising end-to-endloggingrequirements,mandatingthateveryagentaction, handoff,anddecisionpointisrecordedinanimmutableaudittrailthat humanreviewerscaninterrogateafterthefact.

TheWorldEconomicForum’sAIGovernanceAlliancerecommendsthat institutionsbegindevelopingagenticAIgovernancepoliciesnow,before deploymentpressureforcesuniversitiesintoreactivepolicymaking.

TheFutureofResponsibleAIinHigherEducation

AIwillreshapeeveryfunctionofthemodernuniversity,learning,research, operations,andstudentsupport,buttheshapeittakeswillnotbe determinedbythetechnologyalone.

Itwillbedeterminedbythechoicesinstitutionsmakenowabout accountability,oversight,andwhoseinterestsgovernanceisdesignedto protect.

StrongAIgovernanceinhighereducationisnotaconstraintoninnovation. Itistheconditionthatmakesinnovationdefensible:tostudentswhosedata isatstake,toregulatorswhoarewatching,andtothepublicthatgrants universitiestheirsociallicensetooperate.

Theuniversitiesthatwilldefinethenexteraofhighereducationarenot necessarilytheearliestadopters.Theyaretheonesbuildingtheinstitutional infrastructuretoensurethateveryAIsystemtheydeploycanbeexplained, audited,and,ifnecessary,stopped.

Ifyoufoundthisinsightvaluable,shareitwithacademicleadersand colleagueswhoareshapingthefutureofresponsibleAIinhigher education.

Shadab Mestri

How

Northeastern StateUniversity

is Engineering the Next Generation of Healthcare Leaders

Inthecomplexandoftenturbulentworldofhealthcare,the mostsignificantbattlesarenotfoughtinboardroomsoron stockexchanges.Theyarewoninthequietmomentsof patientcare,throughthestrategicdeploymentofnew technologiesandinthemindsofthoseeducatedtolead fromthefrontlines.Whilemanyinstitutionsviewnursingeducationas merelyfillingarole,NortheasternStateUniversityseesitasanactof strategicdesign.Theyarenotjusttrainingnurses;theyarecultivatingthe architectsoftomorrow’shealthcaresystem—onethatismoreaccessible, intelligentandprofoundlyhuman.

Sinceitsinception,theNSUNursingProgramhasoperatedunderaclear andunshakeablemission:tofindabetterway Thisethosisthedriving forcebehindeveryprogramlaunched,everypartnershipforged,and everystudentempowered.ItisaphilosophythathastransformedNSU fromaregionaltrailblazerintoanationalmodelforinnovation, demonstratinghowtobuildinfluencenotthroughvolumebutthrough visionandimpeccableexecution.

ALegacyofStrategicFirsts

Agreatstrategyisdefinedbyitsforesight.Longbefore“access”and “flexibility”becameindustrybuzzwords,NSUwasestablishingastrong foundationfornursingeducation.Thejourneybeganin1982whenNSU launchedOklahoma’sfirststand-aloneRegisteredNursetoBachelor ofScienceinNursingprogram.Thiswasnotaminoradjustment;it representedafundamentalshiftineducation.Theprogramcreateda directuniversity-levelpathwayforregisterednursestoachieveaBSN, significantlyelevatingthenursingprofessionwithinthestate.This initiativeclearlysignaledNSU’sintenttoleadratherthanfollow

Northeastern’spioneeringspiritcontinuedintothenewmillennium.In 2000,asthedigitalagebegan,NSUagainpositioneditselfaheadofthe curvebyintroducingOklahoma’sfirstfullyonlineRNtoBSNprogram. Thisstrategicmoveaimedtoeliminategeographicalbarriersforworking nurses,particularlythoseservinginruralandunderservedcommunities, thatarevitaltothestate’shealthcaresystem.

Understandingthatastronghealthcaresystemrequirescapableleaders andeducators,NSUexpandedintograduateeducation.In2010,the universitylaunchedaMasterofScienceinNursingprogramfocusedon NursingEducation,respondingtoagrowingnationalshortageof qualifiednursingfaculty.In2018,NSUfurtherbroadeneditsofferingsby addingtwoadditionalMSNtracks:AdministrativeLeadershipand NursingInformatics.

Theseprogramswerecarefullydesignedtomeettheevolvingdemands ofthehealthcarelandscape,equippingnursestomanagecomplex organizationsandintegratetechnologyintoclinicalpractice.Eachstep takenbyNSUwasdeliberate,addressingspecificandcriticalneeds withinthehealthcareindustry

SU

NSU operates on the belief that to truly innovate, you must give your students the tools to become system builders themselves.

ProgramsEngineeredforImpact

Today,NSU’sacademicofferingsreflectitsinnovative history,preparingnurseswiththeessentialskillsrequired inamodernhealthcareenvironment.Amongtheseisthe fullyonlineRNtoBSNprogram,designedforworking professionals.Astandoutfeatureofthisprogramisthe ConcurrentNursingProgram,acollaborativeinitiative thatallowsstudentsenrolledinanassociatedegree programtosimultaneouslytakecoursestowardtheir BSN.Thispragmaticmodelacceleratesdegree completion,lowerscosts,andenablesmorehighly skillednursestoentertheworkforcemorequickly

TheMasterofScienceinNursing programisequally strategic,offeringtwodistinctpathwaysforentry.The traditionalpathisaimedatstudentsholdingaBSN, whilethenon-traditionalpathprovidesabridgefor registerednurseswhohaveabachelor’sdegreein anotherfield.Thisinclusiveapproachbroadensthetalent pool,recognizingthatvaluableskillsfromother disciplinescanenhancethenursingprofession. Currently,studentscanselectfromthree32-credit-hour MSNtracks:NursingEducation,Administrative LeadershipandNursingInformatics—keyareasof focusinmodernhealthcareleadership.

However,earningadegreefromNSUencompassesmore thanjustcompletingcourses.Theprogramis distinguishedbytheopportunitiesitprovidesfor studentstoshowcasetheirexpertise.Acornerstoneof thisapproachistheannualEvidence-BasedPractice Symposium.Thisisaprofessionalforumwherestudents presenttheirresearchandclinicalinquiryprojectstoan audienceoffaculty,peers,andpracticinghealthcare professionalsfromacrosstheregion.Withoptionsto presentinpersonorvirtuallyviaZoom,thesymposium underscoresNSU’scommitmenttoaccessibility

AsDawnHubbard,anRNtoBSNstudentwho presentedherworkonMay9,2025,canattest,this experienceenhancesprofessionalpresentationskills, fostersscholarlydialogue,andhelpsbuildvaluable professionalnetworks.Dawnworkedcloselywithher facultymentor,Ms.KelseySmith,theleadfacultyfor thesynthesiscourseintheundergraduateprogram.Ms. SmithnotedthattheEBPSymposiumexemplifies NSU’smissiontocultivatenurseswhoarenotonly clinicallycompetentbutalsocriticalthinkersandactive contributorstotheadvancementofthenursing profession.

Thiscommitmenttoleadership developmentextendstothenational level.NSUactivelyencourages studentstoengageinhealthpolicyand advocacy,providingthemwithaccess toinfluentialforums.Aprimeexample isMSNstudentKimberlyMoon’s participationintheAmerican AssociationofCollegesofNursing StudentPolicySummitinWashington, D.C.Moonengageddirectlywith healthcarepolicymakers,gaining firsthandinsightintothelegislative process.ThisexperiencereflectsNSU’s missiontoproducegraduateswhoare notjustclinicallyskilledbutalso policy-awareleadersreadytoadvocate forpatientsandtheprofession.

FacultyExcellence,Community Impact,andGlobalEngagement

Thestrengthofaninstitutionultimately comesfromitspeople.NSU’sNursing Programissupportedbyadedicated facultyteamwithadiverserangeof experienceineducation, administration,informaticsanddirect patientcare.Intheonlineformat,these facultymembersareknownfortheir exceptionalaccessibility,offering regularlyscheduledZoomofficehours forone-on-onementorship.Theycreate asupportiveyetrigorouslearning environmentwherecriticalthinking andprofessionalgrowthareprioritized.

NSUNursingfacultyaredeeply engagedbeyondtheuniversityas researchers,cliniciansandglobal healthadvocates,bringingextensive real-worldexperienceintotheir teaching.Forexample,Dr.Cynthia Brown,facultyintheMSNAdministrativeLeadershipprogram, conductedsignificantresearchon NativeAmericannursingstudents, resultingina$2milliongranttofund scholarshipsandexpandeducational opportunitiesforunderrepresented populations.

Dr.ParkerBrigance,facultyintheMSNInformatics program,servedastheinformaticsarchitectona nursing-led,multidisciplinaryteamthatdevelopeda screeningprocesstoidentifyhumantrafficking victimsinclinicalsettings.Whatbeganasa single-hospitalinitiativehassincebeenadoptedbya globalelectronicmedicalrecordscompanyandis poisedtobecomepartofnationalstandardsofcare. Similarly,Dr.PhilomenaMistretta,Coordinatorof theMSNprogram,maintainsanactiveclinicalrole asanAcuteCareGerontologyNursePractitionerat theVAMedicalCenter,providingspecializedcare toagingveteranswithcomplexhealthconditions andensuringherteachingremainsgroundedin currentclinicalpractice.

Anothercompellingexampleistheseriesof internationalmedicalmissionsledbyDr.Heather Fenton.Duringthesetrips,sheandherteam collaboratewithlocalhealthcareproviderstodeliver essentialmedicalsuppliesandoffercareto vulnerablepopulations,fosteringcross-cultural understandingandcompassioninaction.

FacultyexperiencesliketheseinformandenrichtheNSUNursing curriculum,particularlyinundergraduateandgraduateculture courses,populationhealthandpolicydevelopment.Faculty integratethesereal-worldencounterswithhealthcareinequities intotheclassroomtohighlightthecomplexityofserving vulnerablepopulations.Theseextracurricularengagements becomepowerfulteachingtoolsthatemphasizeadvocacy, culturalcompetenceandcompassionatecare.Bysharingfirsthand experienceswithsystemicchallengesandcommunityresilience, facultyhelpstudentsunderstandwhatitmeanstoleadwith empathyandactwithpurpose—cornerstonesofNSUNursing’s commitmenttoserviceandsocialresponsibility

Additionally,NSUextendsitsimpactthroughastrongnetwork ofstrategicpartnershipswithcommunitycolleges,healthcare systemsandclinicalagenciesacrosstheUnitedStates.These partnershipsarenotpassive;theyinvolveactivecollaborations thatprovidediverseclinicalplacementsinrural,tribalandurban settings.Leadersfromthesepartnerorganizationscontribute valuableadvisoryinput,ensuringthatthecurriculumaligns closelywithworkforceneeds.Thisnetworkguaranteesthat studentsgainreal-worldexperienceacrossawiderangeofpatient careenvironments.

ABlueprintforSuccess

Truetoitsmissionofservingthe broadercommunity,NSUhas engineereditsadmissionsprocessto beasaccessibleaspossible.Withone ofthelowesttuitionratesin Oklahoma,affordabilityisakey aspectofitsstrategy.Theapplication processisstraightforward:itrequires a$25fee,anonlineapplicationform andofficialtranscripts.Application deadlinesareclearandconsistent: August1forfalladmission,December 1forspringadmissionandMay1for summeradmission.

Thiscommitmenttoaccessibilityis supportedbyawidevarietyof scholarshipsandacomprehensive suiteofsupportservices.Every studentisguidedbyanursingfaculty mentorandhasfullaccesstothe onlinelibraryandresponsiveIT support.Theseresourcesare intentionallydesignedtocreatean immersiveandsupportiveeducational environment,demonstratingthat onlineeducationdoesnothavetobe isolating.

Thedigitalcampusservesasahubfor interaction.NSUutilizesBlackboard, arobustlearningmanagementsystem, tohostcoursework,discussionsand groupprojects.Thevirtual environmentisrichwithopportunities forconnection,includingstudent organizationsliketheSigmaTheta TauInternationalHonorSociety, livewebinarswithindustryexperts andsocialmediagroupsthathelp studentsbuildinformalsupport networks.Comprehensivesupport services—rangingfromacademic advisingandcareercounselingto mentalhealthresourcesand tutoring—areallprovidedonline, ensuringthateverystudenthasthe toolstheyneedtosucceed,regardless oftheirlocation.

TheUltimateValidationandtheRoadAhead

Inanyindustry,third-partyvalidationistheultimatemeasureofquality

TheNSUNursingProgramhasmaintainedcontinuousaccreditationsince itsinceptioninthe1980s,firstthroughtheNationalLeagueforNursing AccreditingCommissionandlaterthroughtheAccreditationCommission forEducationinNursing.

Recently,thislegacyofqualitywasreaffirmedinasignificantway.Inthe springof2024,theprogramconductedacomprehensiveself-studyand submittedaformalapplicationforaccreditationfromtheprestigious CommissiononCollegiateNursingEducation.InMay2025,theCCNE awardedfullaccreditationstatustoNSU’snursingprograms.Thisisnot merelyarubberstamp;itisarigorousaffirmationthattheuniversity upholdsthehighestnationalstandards,ensuringthatgraduatesarewellpreparedtosucceedinanevolvinghealthcarelandscape.

However,NSUisnotrestingonitsachievements.Theuniversityis activelypursuingastrategicexpansionofitsacademicofferings.Currently underconsiderationisapre-licensureBachelorofScienceinNursing program.Thishybrid-formatprogram,basedontheTahlequahcampus, willcombinein-personclinicalinstructionwithonlinecoursework, providingaflexibleandhigh-qualitypathtobecomingaregisterednurse.

Inaddition,twoinnovativeMasterofScienceinNursingtracksarein development.Thefirst,anMSNinVeteransHealth,aimstoequipnurses toaddresstheuniqueandcomplexhealthcareneedsofmilitaryveterans. Thesecond,apioneeringMSNinAmericanIndianHealth,willbethe firstprogramofitskindinthenation.ThisinitiativereflectsNSU’sdeep commitmenttoservingIndigenouscommunitiesthroughculturally responsivecare.

TheGuidingPhilosophy:“SeekingaBetter Way”

Atthehelmofthisdynamicandforward-thinking programisDr.HeatherFenton,Directorof NursingPrograms.Herleadershipisareflection oftheprogram’scorevalues.Dr.Fenton’s contributionshaveearnedhernumerousaccolades, includingMentoroftheYearfromtheNSU GraduateCollege,recognitionasanOutstanding LeaderinNursingEducationbytheOklahoma NursesAssociation,andaplaceamongOklahoma’s Great100Nurses.

SheembodiestheNSUNursingProgram’smotto: “Seekingabetterway.”Itisasimplephrasewith profoundimplications.Itisacalltoactionfor studentsandfacultyalike.

Dr.Fenton’smessagetostudentsisclear:thefuture ofhealthcarebelongstothosewhoarepreparedto leadwithpurposeandadaptwithresilience.

“We are deeply committed to preparing future nurses who are not only clinically skilled, but also forward-thinking professionals equipped to stay ahead of industry trends, refine their competencies and drive innovation in patient care.”

ThisistheessenceoftheNSUstrategy.Itisnot aboutreactingtochange;itisaboutcreatingit.By focusingonaccess,leadershipandinnovation, NortheasternStateUniversityisnotjusteducating nurses.Itisbuildingabetterfutureforhealthcare.

CLASSROOM RELAY

Active Learning Meets Digital Control

Walkintoanymodernclassroom,andyouwillnoticetwocompeting

forces.Ononeside,studentsneedmovement,interaction,and collaborationtolearntruly.Ontheotherhand,devicesdemand structure,supervision,anddigitalfocus.

Thisiswheretheideaoftheclassroomrelaybecomespowerfulandoften misunderstood.

Forsomeeducators,aclassroomrelayisahigh-energylearningstrategythatturns academicconceptsintoteam-basedchallenges.Forothers,itreferstodigitalclassroom managementtoolsoncebrandedunder“Relay.”Theconfusionisreal,andsoisthe opportunity

In2026classrooms,themosteffectiveschoolsarenotchoosingbetweenmovement andmonitoring.Theyareblendingboth.

Thisguidebringsclarity.Wewillexploretheresearchbehindmovement-integrated instruction,examineinclusiverelaymodelsacrossgradelevels,andexplainhow digitaltoolssupportstructured,activelearningenvironments.

Let’sbeginbydefiningwhataclassroomrelaytrulyis.

WhatIsaClassroomRelay?

Aclassroomrelayisastructured,team-basedinstructionalstrategywhere studentsphysicallymovebetweendesignatedstationstocompleteacademictasks, reinforcingcontentandcollaborationbeforepassingresponsibilitytoapeer.

Ineducation,thismodelisusedto:

● Reinforceacademiccontent

● Encouragecollaboration

● Increasephysicalengagement

● Improvefocusthroughstructuredmovement

Theformatcanvary.Inelementaryclassrooms,itmayinvolvevocabularycardsplaced atstations.Inhighschoolsettings,itcouldmeanrotatingthroughcomplexcase-study checkpoints.

Thestructureremainsconsistent:movement,accountability,andshared responsibility.Muchlikeotherclassroommanagementgames,therelaytransforms routinetasksintohigh-engagementopportunities.

However,theterm“classroomrelay”alsoappearsindigitaleducationcontexts.

TheedtechcompanyLightspeedSystemspreviouslyused“Relay”initsproduct brandingforclassroomdevicemanagement.Today,thecompany’stoolsfocuson filtering,monitoring,andreal-timestudentvisibilityin1:1environments.

Understandingthisdistinctionisimportant.Onerefersto pedagogy.Theotherreferstodigitaloversight.

Thisarticleaddressesbothbecausemodernclassrooms requireboth.

WhyMovementImprovesLearning

Theeffectivenessofrelay-stylelearningisnotbased onenthusiasmalone.Itisgroundedinresearchon movement-integratedinstruction.

Recentstudiespublishedinpeer-reviewedjournalssuchas FrontiersinPsychologyandindexedintheNationalCenter forBiotechnologyInformation(PMC)showthatstructured physicalactivityduringinstructionimproves:

● Executivefunction

● Selectiveattention

● Workingmemory

● Cognitiveflexibility

ExecutivefunctionisespeciallycriticalinK–12education. Itgovernsplanning,focus,andimpulsecontrol.

Whenstudentsmovewithpurposeduringlearningtasks, thebrainincreasesoxygenflowandneuralactivation patternslinkedtomemoryretention.Instructionalcoaches consistentlyreportthatswappingpassivereadingfor physicalrelaysactivelylowersbehavioraldisruptions.

Researchonneuroplasticityfurthersupportsthis. Movementstimulatesneuralpathwaydevelopment, strengtheningthebrain’sabilitytoencodeandretrieve information.Inpracticalterms,studentsaremorelikely torememberwhattheylearnwhenthebodyisengaged alongsidethemind.

Movementalsoreducescognitivefatigue.Insteadofsitting passively,studentsalternatebetweenphysicalactivation andmentalprocessing.Thispatternsustainsattentionover longerinstructionalperiods.

Aclassroomrelayisnotsimplyagame.Itisastructured cognitivestrategyalignedwithhowthebrainprocesses information.Thismirrorsthebroader shiftfrompassively receivinginformationtoactivelyexploringitthatdefines modernactivelearningapproaches.

TypesofClassroomRelayActivitiesAcross GradeLevels

Aclassroomrelayisnotlimitedto elementaryschool.Whendesigned intentionally,itscalesacrossagegroupsand subjectareas.Thekeyisaligningmovement withcognitivedemand.

1. ElementarySchoolRelays

Attheelementarylevel,relaysfocuson foundationalskillreinforcementandgross motorengagement.

Commonformatsinclude:

● VocabularyRelays:Studentsrunto retrievewordcardsandmatchthemwith definitions.

● MathFactStations:Teamsrotate throughquickproblem-solving checkpoints.

● SpellingBoardRuns:Onestudentwrites aletteratatimebeforetaggingthenext teammate.

● SensoryPathRelays:Integrated movementpathsthatsupportfocusbefore answeringacademicprompts.

Foryoungerlearners,structuredmovement supportsattentionregulation.Studieson movement-integratedinstructionshow improvementsinselectiveattentionand on-taskbehaviorwhenphysicalactivityis embeddedintoacademicroutines.

Theemphasisatthislevelisrhythm:move, think,return,repeat.

SuggestedTime:15–20minutes|Group Size:3–5students|Materials:Taskcards, timer,answersheets

2.MiddleSchoolRelays

Inmiddleschool,therelayformatshiftsfrom recalltoreasoning.

Examplesinclude:

● ScienceConceptCircuits:Studentsrotatebetween experimentsummariesandanalysisquestions.

● HistoryTimelineRelays:Teamsassemblechronological sequencesatstations.

● Problem-SolvingRelays:Multi-stepmathproblems completedcollaboratively.

● BrainBreakRelays:Shortmovementtasksfollowedby reflectionprompts.

Adolescentsbenefitfromcollaborativemovementbecauseit activatesexecutivefunctionwhilemaintainingsocial engagement.Researchincognitivedevelopmenthighlightsthat structuredpeerinteractionstrengthensworkingmemoryand cognitiveflexibility

Atthisstage,relaysshouldincludestrategicthinking,not justspeed.

SuggestedTime:20–25minutes|GroupSize:4–6students| Materials:Stationfolders,reflectioncards,optionalQRcodes

3.HighSchoolandHigherEducationRelays

Thisiswheremostcompetitorsfailtoprovideguidance.

Relaylearningatadvancedlevelsfocusesoncomplex reasoning,debate,andsynthesis.

Effectivemodelsinclude:

● CaseStudyRotations:Teamsanalyzedifferentcomponents ofareal-worldscenariobeforepresentingintegrated findings.

● STEMChallengeRelays:Eachstationaddsalayerof complexitytoanengineeringordata-analysistask.

● LiteraryAnalysisRotations:Studentsbuildinterpretive argumentsacrosscheckpoints.

● APReviewCircuits:Timedconceptreinforcementaligned withexamstandards.

Olderstudentsdonotneedsimplifiedgames.Theyneed structuredcollaborationwithintellectualdepth.Movement remainspurposefulbutsecondarytoanalyticalrigor

Whendesignedwell,highschoolrelaysreduce passivenote-takingandincreaseaccountability withinpeergroups.

SuggestedTime:25–35minutes|GroupSize: 4–6students|Materials:Casestudypackets, analyticalrubrics,digitalsubmissiontools

DesigninganInclusiveClassroomRelay

Movement-basedlearningmustbeadaptable.Not everystudentexperiencesstimulationinthesame way

ResearchonADHDandsensoryprocessing emphasizesthatstudentswithADHDorsensory sensitivitiesbenefitfromstructuredmovementbut onlywhenpredictabilityandchoicearebuiltinto theenvironment.

Similarly,reportingfromEducationWeek highlightstheimportanceofflexibilityin movement-basedinstruction.

Practicalinclusionstrategiesinclude:

● ChoiceBoards:Allowstudentstoselect betweenmovementintensitylevels.

● SensoryWalkOptions:Providecalm movementpathwaysinsteadofcompetitive sprints.

● TimedTransitions:Clearauditoryorvisual cuesforstationshifts.

● DefinedRoles:Timekeeper,recorder,presenter, sonoteverystudentisrequiredtorun.

Inclusionisnotaboutslowingtherelay.Itisabout designingstructuredaccesspoints.

Whenthoughtfullyimplemented,relayactivities canimproveexecutivefunctionwhilesupporting emotionalregulation.

TheRiseofthe“Phygital”ClassroomRelay

Themodernclassroomoperatesina1:1device environment.Movementdoesnotreplace technology;itcoexistswithit.

Educationalleadersareincreasinglydescribingthisblended environmentas“phygital,”wherephysicallearning experiencesaresupportedbydigitalinfrastructure.

Inpracticalterms,thismaylooklike:

● QRcodesatrelaystationslinkingtoproblemsets

● Chromebooksubmissionsateachcheckpoint

● Real-timedigitalquizzesembeddedintomovement cycles

● AI-generatedpromptsadjustingtaskdifficultybetween rounds

Thedifferencein2026isnotjustmovement.Itisvisibility.

Teachersarenowabletocombineactivelearningwith structureddigitaloversight.Thisensuresthatdevices enhanceinstructionratherthandistractfromit.

ClassroomRelaySoftwareExplained

Asclassroomrelaysevolvein1:1environments,digital managementbecomespartoftheconversation.

Someeducatorsencountertheterm“classroomrelay” throughlegacyproductbrandingfromLightspeedSystems, acompanyknownforK–12filteringandclassroom managementtools.

Whilethecompany’sflagshipproducttodayisLightspeed Filter,earlierbrandingincluded“Relay,”whichstillappears insearchbehavior

Itisimportanttoclarifythedistinction.

Aclassroomrelayactivityreferstoamovement-based instructionalmodel.Classroommanagementsoftware referstotoolsthatprovide:

● Real-timestudentscreenvisibility

● Websitefiltering

● AI-supportedvideomonitoring

● Policy-basedaccesscontrol

● Hierarchicalmanagementacrossschoolsanddistricts

Forexample,AI-assistedfeaturessuchasSmartPlay filteringallowschoolstomanageYouTubecontent dynamically,whilestructuredpolicysystemsenable differentiatedpermissionsbygradeorrole.

Inarelay-basedclassroom,thesetoolsserveasupporting function.Theyallowteacherstomaintaindigitalfocus whilestudentsrotatephysicallybetweenlearningstations.

Thegoalisnotsurveillance.Itisinstructional alignment.

ManagingMovementWithoutLosingDigitalFocus

Movementenergizeslearning.Devicescaneithersupport thatenergyordisruptit.

Thechallengeinmodernclassroomsisbalance.

Whenstudentsrotatebetweenrelaystationswithdevices inhand,teachersneedclearguardrails.Researchon attentionshowsthatdividedfocusreducestask performance.Thismeansdigitalboundariesmustbe definedbeforemovementbegins.

Practicalstrategiesinclude:

● Pre-settingapprovedsitesbeforetherelaystarts

● Lockingdevicesintoasingle-taskmodeduringtimed rounds

● Assigningadigitalmonitorrolewithineachteam

● Usingtimedsubmissionwindowsforaccountability

Real-timevisibilitytoolsallowteacherstointervene quicklyifstudentsdriftofftask.Butstructureshouldnot replacetrust.Studentsmustunderstandwhydigital expectationsexist.

Aclassroomrelayworksbestwhenautonomyand accountabilitycoexist.

MeasuringImpact:AssessmentinRelayModels

Manyrelayactivitiesfailforonereason:theymeasure excitementinsteadoflearning.

Toalignrelayswithacademicoutcomes,assessment mustbeembeddedintothestructure.

Effectiverelay-basedassessmentstrategiesinclude:

● FormativeCheckpoints:Quick-responsepromptsateachstation

● CumulativeProblemChains:Eachteambuildsontheprevious group’sanswer

● PeerExplanationRounds:Studentsexplainreasoningbefore movingforward

● DigitalExitSubmissions:Shortreflectiveresponsessubmitted attheend

Researchonexecutivefunctionshowsthatstructuredretrieval strengthensmemoryconsolidation.Whenrelaysincludereflective checkpoints,theymovebeyondactivityandbecomecognitive reinforcementsystems.

Datacollectedduringrelayscaninform:

● Instructionalpacing

● Misconceptionpatterns

● Groupcollaborationdynamics

● Differentiationneeds

Awell-designedclassroomrelayismeasurable,notchaotic.

Quick-StartClassroomRelayTemplate

Notsurewheretobegin?Usethissimpleframeworktobuildyourfirst relaythisweek.

1.Pickyourcontent:Choose4–6concepts,questions,orproblemsfrom yourcurrentunit.

2.Setupyourstations:Placeonetaskateachstation.Labelthem clearly.Includeatimerateachpoint.

3.Assignroles:Everystudentgetsarole:runner,recorder,timekeeper, orpresenter

4.Setdigitalexpectations:Ifdevicesareinuse,definewhichsitesor toolsareapprovedbeforetherelaybegins.

5.Runandreflect:Aftertherelay,spend5minutesonawhole-class debriefordigitalexitslip.

That’sit.Yourfirstrelaydoesnotneedtobeperfect.Itneedstohappen.

TheFutureofClassroomRelays StartsWithYou

Theclassroomrelayisnolongerjusta game.Itisastrategicresponsetoa changingeducationallandscape.

In2026,studentsneedmovementto strengthenattention,collaborationto buildreasoning,anddigitalstructureto protectfocus.Schoolsthatsucceedare notchoosingbetweenphysical engagementandtechnological oversight.Theyareintegratingboth withintention.

Whetheryouareaclassroomteacher designingyournextlessonoraschool leaderevaluatingdigitalinfrastructure, theopportunityisclear Movementand managementarenotopposingforces. Theyarecomplementarytoolsina well-designedlearningecosystem.

Ifthisguideclarifiedthemodern classroomrelayforyou,shareit withacolleaguewhoisrethinking engagementintoday’sclassrooms. Conversationslikethisshape betterschools.

Shadab Mestri

Queens University of Charloe

Where the Science of Healing Meets the Art of Care

Theworldofhealthcarehasauniquecadence,a rhythmthatisbothfranticanddeeplyhuman.It canbeheardinthebeepingofavitalsmonitor inasimulationlab,theshuffleofsneakersonahospital floorduringatwelve-hourclinicalrotation,andthe scratchingofpensonpaperasstudentsdevelop healthcareadministrationstrategies.InCharlotte,North Carolina,acityrapidlyevolvingintothehealthcareand sportsscienceshuboftheCarolinas,thatrhythmserves asthebackgroundnoiseofdailylife.Atthecenterofthis bustle,strivingtofindharmonyamidthechaos,arethe BlairCollegeofHealthandthePresbyterianSchoolof NursingatQueensUniversityofCharlotte

Itiseasytoviewauniversityasmerelybrickandmortar, consistingoflecturehallsandasyllabus.However,a closerlookrevealsaninstitutiongrapplingwitha significantmodernreality:thehealthsciencesindustryis technologicallyintensiveanddoublesinsizeevery eighteenmonths.Thisstaggeringstatistichighlightsthat theworldafreshmanentersisvastlydifferentfromthe onetheywillgraduateintofouryearslater Therefore,the challengeisnotjusttoteachstudentswhatisknown today,buttopreparethemforwhatwillbediscovered tomorrow.

AtQueens,thesolutiontothischallengeliesnotin chasingtrends,butingroundingstudentsinsomething timeless:theserviceofothers.Thisinstitution understandsthatwhilethetechnologyofmedicinemay change,thecorevaluesofcare,compassion,and competence,thefundamentalhumanneedforcareand connection,remainconstant.

‘‘

Students should be exposed to their chosen profession early and often, gaining confidence and competence through meaningful experiences.

Jullet

“Jaye” Davis Weaver, Ph.D., MHA, dean of the Blair College of Health and Presbyterian School of Nursing

TheArchitectureofCare

ThelineageofhealingatQueensdatesbackto1963,when theuniversitybeganofferingabachelor’sdegree completionprogramforgraduatesofthePresbyterian Hospital’sSchoolofNursing Thispragmaticinitiative arosefromtheneedtoprofessionalizeandelevatethe nursingworkforce.By1979,theuniversityestablishedits ownBachelorofScienceinNursing(BSN)program,which gainednationalaccreditationandgraduateditsfirstclassin 1984.

Themoderneraoftheinstitutionbegantotakeshapein 2004withtheformalmergeroftheQueensnursing programandthePresbyterianHospital’sprogram,resulting inthecreationofthePresbyterianSchoolofNursing.In 2010,recognizingthegrowingdemandforoptionsinthe healthcarefield,theuniversityestablishedtheAndrew BlairCollegeofHealth

Today,themissionisexpansive.Thegoalisnotonlyto graduatenursesbutalsoto“preparedynamicpractitioners andleaders”whocontributetothewellnessoftheregion andbeyond.Thevisionisto“transformthelivesofits students”throughevidence-basedinitiativesthat encompasshealth,humanperformance,andleadership. Thisvisionacknowledgesafundamentaltruth:onecannot healacommunitywithoutunderstandingit.

TheEngineRoomofEmpathy:BlairCollegeofHealth

IfyouwalkthroughthehallsoftheBlairCollegeofHealth, youwillencounteradiverserangeofambitions.The curriculumisdesignedtobeadaptable,featuringfour comprehensivehealthcareprogramsoutsideofnursingthat focusonthemechanicsofhumanperformanceandhealth systems.

Forundergraduatestudentsinterestedinunderstandingthe bodyinmotionorthesystemsthatsupporthealth,the collegeoffersarobustselectionofdegrees:

● BachelorofScienceinExerciseandSportSciences

● BachelorofScienceinHealthSciences

● BachelorofScienceinSportManagement

Forthoseaimingtoleadatasystemiclevel,thecollege providesagraduatepathwaywiththeMasterofHealth Administration.Moreover,theuniversityispreparingto launchanewMasterofSportManagementprogram, withthefirstcohortscheduledtobegininthefallof2026.

TheHeartoftheHospital:PresbyterianSchoolof Nursing

TheheartofthecollegeisthePresbyterianSchoolof Nursing,wheretheeducationalphilosophyisevident.It attractsambitiousundergraduatesandgraduatestudents whoarepreparingtoadvanceinthehealthcarefield.

Theschoolprovidesvariousoptionstailoredtomeet students’needs.Forundergraduates,thepathtobecoming alicensedRegisteredNurse(RN)isthroughtwomain tracks:

● BachelorofScienceinNursing(BSN)

● AcceleratedBachelorofScienceinNursing(ABSN)

Forprofessionalsseekingtoenhancetheirexpertise,the schooloffersanonlineMasterofScienceinNursing (MSN) ThisprogramincludesanRN-MSNentryoption forthosewithanassociatedegree,allowingthemtopursue acost-effective,acceleratedpath.

Inadditiontothemaster’sdegree,theschooloffers specializedPost-Master’sCertificatesforthoselookingto deepentheirleadershipskills:

● ClinicalNurseLeaderPost-Master’sCertificate(CNL)

● NurseAdministratorPost-Master’sCertificate

● NurseEducatorPost-Master’sCertificate

● NursingInformaticsPost-Master’sCertificate

ThetrainingfortheseprogramstakesplaceatTheHunt NursingSimulationCenter,anaward-winningfacility wheresimulatedscenarioscreaterealisticpressure situations.Here,studentsdon’tjustlearnaboutcardiac arrest;theyexperienceitfirsthand.Theytrainonadvanced manikinsdesignedtoreplicateawiderangeofemergencies andparticipateinimmersivevirtualrealitysimulations.

Thissettingexemplifiestheuniversity’scommitment toservantleadership.Studentsarenotonlylearning technicalskills,likeinsertingIVsorinterpretingcharts; theyarealsobeingtaughthowtohandlechallenging patientinteractions,calmanxiousindividuals,andsupport familiesthroughoutcomplexcareprocesses.

TheCityasaClassroom

OneofQueens’significantadvantagesisitsgeography.It islocated“nearlynextdoor”tothestate’sleading healthcaresystems,aproximitythatishighlybeneficial.

Theuniversityhasestablishedstrong,mutualpartnerships withAtriumHealth,NovantHealth,CaroMontHealth, andothercommunitypartners.Thesepartnershipsextend beyondmerelogosonawebsite;theyserveasessential traininggroundswherestudentsgainhands-onexperience. Throughinpatientclinicalrotations,studentsengageinthe collaborative,team-basedapproachthatcharacterizesmodern healthcare.

Theoutcomeisacontinuousflowoftalentfromthecampus totheclinic.Theseexperiencesprovideclearcareer pathways,anditiscommonforstudentstograduatewithone ormorejoboffersalreadysecured.Majoremployerslike AtriumHealth,NovantHealth,andDukeEnergyregularly hireQueensgraduates,recognizingthattheycomenotonly withknowledgebutalsowiththeprofessionalskillsthatrealworldexperiencefosters.

TheFullHumanExperience

Theuniversitybelievesthataburnout-proofpractitionerisa well-roundedindividual,anditscampuscultureisdesignedto nurturethewholeperson.

Queensisaspecialplacewherestudentscanexploretheir academicinterestsaswellasparticipateinextracurricular activities.Thereareover35clubsandorganizationsavailable, coveringawiderangeofinterestsfrompsychologytodance andmusictherapy TraditionssuchasCasinoNightandExam BreakBreakfasthelptostrengthenthecommunityties.

AthleticsalsoplayasignificantroleatQueens. AsaleadingNCAADivisionIcompetitoranda memberoftheASUNConference,theathletic programhasbuiltastrongreputationoverits35years. Witharosterthatincludesathletesfromnearly50 countries,Queensteamshaveachieved28team nationalchampionshipsand144individualnational titles.Thisspiritofexcellenceandglobalcompetition isevidentthroughoutthecampus,emphasizingthat highperformance,whetheronthetrackorina clinicalsetting,isahabitcultivatedatQueens.

Theuniversity’sglobalperspectiveisfurtherenhanced bytheMyrtaPulliamCenterforInternational Education,whichoffersstudyabroadopportunities aimedatdevelopingglobalcitizens.Inaworldwhere pandemicsandhealthcrisestranscendborders,this globalawarenessisanessentialclinicalskill.

TheSafetyNet

QueensUniversityisambitiousyetfirmlycommitted totheimportanceofsupport.Theuniversityrecognizes thatpursuingacareerinhealthcarecanbechallenging. TheVandiverCenterforCareerDevelopment (VCCD)adoptsaholisticapproach,guidingstudents fromexploringcareeroptionstoplanningforgraduate school.Thiscomprehensivesupportisevidentinone impressivestatistic:100%ofQueensundergraduate studentscompleteaninternship.

However,supportextendsbeyondcareerpreparation.TheCenterfor StudentSuccessintegratesacademicadvising,accessibilityservices,and peertutoring,allofferedfreeofcharge.Forstudentswithdisabilities,the StudentAccessibilityServicesteamensurescompliancewiththeADA, workingindividuallywithstudentstohelpthemreachtheirfullpotential.

Additionally,theOfficeofDiversity,Equity,andInclusionaimsto createa“communityofcare,”encouragingstudentstoengagewith individualsfromvariouscultural,ethnic,andreligiousbackgrounds.This commitmentisnotmerelyasocialbenefit;itisessentialforprofessional success.Healthcareprofessionals,suchasnursesandhealth administrators,whostruggletonavigateculturaldifferences,mayfind themselvesatasignificantdisadvantageintheircareers.

TheRoadAhead

Recently,theuniversityannounceditsintentiontomergewith ElonUniversity.Thismoveaimstocombinetheircomplementary strengthsandreinforceadeepcommitmenttoCharlotte.Themergeris expectedtoenhanceopportunitiesforstudentsbyprovidingaccesstoa widerrangeofacademicprogramsandimprovedservicesonboth campuses.

Atthesametime,theBlairCollegeofHealthcontinuestoinnovate.The forthcomingMasterofSportManagementprogramacknowledgesthe growingintersectionofhealth,business,andathletics.

TheGuardianoftheMission

Behindthestatisticsandstrategicplans,thereisahumanvoiceguiding theinstitution.Thedeanofthecollegehasaclearvisionforthecollege’s roleintheindustry.Sheenvisionsa“student-centricenvironment”where futureprofessionalsfeel“supportedandempowered.”

“Wewantourstudentstofeelcomfortablesharingtheirneedsandto knowthatweareheretosupportthem,”saidJullet“Jaye”DavisWeaver, Ph.D,MHA,deanoftheBlairCollegeofHealthandPresbyterianSchool ofNursing

Thismessageservesasreassurancetofamilies,emphasizingthatthe college’spriorityistoensurethatstudentsarefullypreparedtopasstheir licensureexamonthefirstattempt.Morethanthat,itdemonstratesa commitmenttocare.“Familiesshouldknowthatwecaredeeplyabout ourstudentsandarededicatedtotheirsuccess,”Weaversaid.

Inaworldwherehealthcarecanoftenfeelmechanical,Queens UniversityofCharlotteisprovingthatthebestwaytobuildabetter systemistodevelopbetterpeople.Itisanenvironmentwherethescience isrigorous,thetrainingistough,buttheheartisalwaysintherightplace. Theyarededicatedtoservingthestudentssothatthestudentscanserve theworld.Intheend,thatistheonlymetricthattrulymatters.

Whatdoesittrulymeantobeagenius?Isit merelyaboutahighscore,orsomethingfar deeper?Weoftenmarvelatextraordinary minds.IQ,orIntelligenceQuotient,offersonewayto measurethis.Itgivesusascoreforhowwellourbrains think.Thisincludesproblem-solvingandlearningnew things.Thesecognitiveabilitiesarekey

Thisblogexploresremarkableindividuals.Theypossess someofthehighestIQsintheworldeverrecorded.Wewill lookattheiramazingcontributions.Wealsoshedlighton whatmakesintelligencetrulyexceptional.Thistopicdeeply fascinatesmanypeople.Exceptionalmindspowerfully impactoursociety Theydriveinnovationandchange.Their storiesinspireusall.Let’sunlockthesebrilliantnarratives.

UnderstandingIQ:MoreThanJustaNumber

What

isIQ?

Imagineyourbrainasasuper-powerfulcomputer.IQ,or IntelligenceQuotient,issimplyascore.Thisscorecomes fromaspecialtest.Itmeasureshowwellyourbrainworks. Thinkofitlikeareportcardforyourthinkingskills.These testslookatvariousabilities.Theycheckyourreasoning, problem-solving,andlearningspeed.Forinstance,the Stanford-BinetandWechslertestsareverycommon.They helpusunderstanddifferentcognitivedomains.

TheNuanceofIQScores

Now,let’stalkaboutIQscoresthemselves.100is consideredanaverageIQscore.Thisisthecenterpointfor mostpeople.However,scoresarequiterelative.Different testscangiveslightlydifferentresults.Testmethodsalso playarole.It'snotasingle,fixednumberforlife.

WhileahighIQistrulyimpressive,it'snottheonlykey tosuccess.Considerthis:abrilliantmindalsoneeds creativity.Perseverance,ornevergivingup,iscrucial. Emotionalintelligence,understandingfeelings,matters deeply.Practicalapplication,usingwhatyouknow,is vitaltoo.Theseelementsbuildtrustandshowreal expertise.ThehighestIQintheworldmightbe fascinating,butit'sjustonepieceofalargerpuzzle.

Debate&LimitationsofIQ

So,isIQaperfectmeasure?Notquite.IQtestshave certainlimits.Theydon’tmeasurealltypesof intelligence.Forexample,theymightnotassessmusical talent.Theyalsomissartisticbrilliance.Consideragreat musicianoragiftedartist.Theirgeniusmightnotshow uponanIQtest.Thisunderstandingaddsbalance.It showsanuancedviewofintelligence.Wealwaysseeka completepicture.It'strulymorethanjustanumber.

Here'salistofthepeoplewiththehighestIQsinthe worldcurrently,aspertheUSIA

1. YoungHoonKim

YoungHoonKimfoundedtheUnitedSigmaIntelligence Association(USIA).Thisnon-profitorganizationgathers theworld'sbrightestminds.Itproudlyincludesseven NobelPrizewinners.RenownedintellectualslikeNoam Chomskyalsojointheranks.Furthermore,heholdsan officialworldrecordforintellectualprowess.Various internationalbodieshaveverifiedthisachievement.

Kimisatrulyremarkablepolymath.Heshowcasedhis extraordinarymemoryontelevision.Heflawlessly memorized104pokercardsinjustover10minutes.

Simultaneously,heservesasaTonyBuzanHonorary Professor.Healsoholdsblackbeltsinmanydisciplines. Thisdemonstrateshisdiverseskillsanddeepmental capacity.

2. TerenceTao

TerenceTaoisatruegiant,likeanelephantwithasharp mindinmathematics.Andthishasnotgoneunnoticed whichisseenashehasalsobeenawardedtheFieldsMedal in2006.Thisawardrecognizedhisdeepworkoncomplex equations.Healsocontributedgreatlytoprimenumber patterns.Specifically,withBenGreen,heshowedthat primescanformlongchains.Thistheoremchangedhow mathematiciansviewnumbers.

Theyoftencallhimthe“MozartofMath.”Hewonthe InternationalMathematicalOlympiadveryyoung,at13.By 24,UCLAappointedhimtheiryoungestfullprofessor.He believesmathematicsclarifiesourworld.Itmakesthings logical,notconfusing.Hisworktrulyshowcaseswhatthe highestIQintheworldcanachieve.Herevealshidden structuresinnumbers.

3. MarilynVosSavant

MarilynvosSavantheldtheGuinnessWorldRecord. HerIQof228wasthehighestIQintheworld recordedthen.Thecategoryretiredin1990.Since 1986,shewrites“AskMarilyn”forParademagazine. Sheanswersmillionsofreaders’toughquestions.

Sheisabrilliantlogician.Shebecamefamousfor solvingcomplexpuzzles.Hercolumnsmade advancedreasoningsimple.Sheexplainedparadoxes tothepublic.Herclearexplanationsshowher remarkablemind.Shehelpseverydaypeoplegrasp bigideas.

4. ChristopherHirata

ChristopherHiratawonagoldmedalatage13.He achievedthisattheInternationalPhysicsOlympiad. HebecametheyoungestAmericantodoso.Later,he earnedtheHelenB.WarnerPrize.Thiscelebratedhis workongravitationallensingandcosmology.He trulypushestheboundariesofphysics.

Hewasaphenomenalchildprodigy.At16,heworkedfor NASA.HisresearchfocusedoncolonizingMars.Heeven wrotecomplexgeneralrelativityequations.Hescribbledthem onMcDonald’snapkinsduringhighschoolcamp.Thisshows hisnatural,effortlessbrilliance.Manymightconsiderhistobe amongthehighestIQintheworldfortheoreticalphysics.

5. ShoYano

ShoYanobecametheyoungestM.D.fromtheUniversityof Chicago.Heearnedthisdegreeatjust21yearsold. Simultaneously,hegainedaPh.D.incellbiology.Healso graduatedsummacumlaudefromLoyolaUniversityat12. Thisremarkableacademicspeedstandsout.

Heisanexceptionallymulti-talentedindividual.Hereadat agetwoandwrotebythree.Atfive,hecomposedmusic. Furthermore,heisanaccomplishedpianist.Heevenholdsa blackbeltintaekwondo.Hisdiversetalentstrulyreflecta mindoftenassociatedwiththehighestIQintheworld.He trulyexcelsacrossmanyfields.

6. EvangelosKatsioulis

EvangelosKatsioulisachievedtopscoresinglobal intelligencecontests.Healsofoundedmultiplehigh-IQ societies.TheseincludetheWorldIntelligenceNetwork.Asa psychiatrist,hegreatlyadvancedpsychopharmacology research.Hisworkonantipsychoticmedicationisnotable.

HeisaremarkableGreekpolymath.Heholdsdegreesin medicineandphilosophy.Healsoexcelsin psychopharmacology.Heshowedthebestphysics performanceamongover11,000examinees.Thishappenedin theGreekNationalFinalExaminations.Hebelongstoover60 high-IQsocieties.Thishighlightsamindoftenassociatedwith thehighestIQintheworld.

7. ChristopherHarding

ChristopherHardingfoundedtheInternationalSociety.This Australianorganizationsupportshigh-IQindividuals.Heis alsoarecognizedmember.Hebelongstomanyelite intellectualgroups.Hisworkfostersglobalintellectual communities.

Asaphilosopher,hededicateshisefforts.Heunderstandsand nurturesgiftedminds.Hebuildsconnectionsamongthem.He helpstheworld’smostintelligentpeople.Hisfocuson communityisunique.Hebringstogetherthosewiththe highestIQintheworld.

8. ChristopherLangan

ChristopherLangandevelopedthe Cognitive-TheoreticModeloftheUniverse (CTMU).Heclaimsthisworkisa“Theoryof Everything.”ItuseslogictoproveGod’sexistence. Heachievedthiswithoutaformaldegree.Hiswork stillgainedscholarlyattention.Academicjournals publishedhisideas.

Heisatrulyself-taughtintellectual.Hecreatedhis profoundtheory.Notably,heworkedasanightclub bouncer ThishappenedonLongIsland.Hisstory provesdeepthoughtcanemergefromsurprising places.HerepresentsauniquekindofhighestIQin theworldapplication.

9. RickRosner

RickRosnerisanEmmy-nominatedtelevision writer.Healsoworksasaproducer.Heisfamous for“JimmyKimmelLive!”Moreover,he contributedtogameshows.Theseinclude“Who WantstoBeaMillionaire.”Hewroteformany comedyspecials.

Heisaveryversatileentertainmentprofessional.He useshishighintelligencecreatively.Hebrings smartideastopopularTV.Hetrulyconnectsdeep thinkingwithmassentertainment.Hiscareershows auniquepath.ItprovesthatthehighestIQinthe worldcansucceedinunexpectedplaces.

10. GarryKasparov

GarryKasparovredefinedchessmastery.Hereigned asWorldChessChampionfor15years.HisFIDE ratingof2851setarecord.Heheldtheworld’stop rankforanincredible255months.Indeed,he becametheyoungestworldchampionat22.Healso amassed11ChessOscars.

Hepossessesalegendarystrategicmind.Hemade historyagainstIBM’sDeepBluein1997.This humanversusmachinebattlecaptivatedtheglobe. Moreover,hetransitionedintopoliticalactivism.He alsobecameaninfluentialauthor.Thisdemonstrates intelligencefarbeyondthechessboard.Hisunique journeyshowstheexpansivereachofamindoften citedamongthehighestIQintheworld.Hetruly impactedbothgamesandgovernance.

BeyondtheScore:TraitsofHigh-IQIndividuals

Whatdosmartpeopledo?

HighIQindividualsoftensharespecialstrengths. First,theysolveproblemsverywell.Theytackle toughpuzzleswithease.Next,theylearnnewthings fast.Theyalsorememberinformationquickly. Thinkofthemassupersponges.Furthermore,their thinkingissharpandlogical.Theyseepatterns othersmightmiss.Theyalsohavehugecuriosity Theyalwayswanttoknowmore.Moreover,they oftenseetheworlduniquely Theythinkoutsidethe box.Thesecharacteristicsgobeyondjustanumber Theyshowrealmentalagility

Isintelligencejustborn?

Manywonderaboutintelligence’sroots.Yes,genes playapart.Somesmartnessyouinherit.However, yoursurroundingsarealsoveryimportant. Educationhelpsbrainsgrow.Learningnewthings buildsstrongconnections.Opportunitiesalsomatter alot.Theygiveachancetouseyourbrain.Imagine aplant.Itneedsgoodsoilandsunshine.Yourbrain alsoneedsgoodnurture.Learningfromgreat teachersmakesadifference.Accesstobookshelps too.ThehighestIQintheworldisn’tjustabout birth.Italsoinvolveswhathappensnext.Considera talentedyoungcricketerinPimpri-Chinchwad. Theirnaturaltalentshines.Yet,coachingand practicearevital.Theseelementstrulydeveloptheir potential.Environmentandhardworkunlockfull potential.Thisblenddevelopstrueintellectual strength.

TheEnduringLegacyofGenius

Howdosmartpeoplechangetheworld?

Brilliantmindsleavelastingimpacts.Theyshape ourentireworld.Forinstance,theypushscience forward.Theyinventnewtechnologies.Also,they createamazingart.Theyevenchallengeoldideasin philosophy Thinkofgreatinventions.Theymake ourliveseasier.Considermedicinesthatsavelives. Geniusesoftenbringtheseideastolife.Theirwork becomesarichinvestmentinhumanprogress.It yieldsincrediblereturnsforsociety.ThehighestIQ intheworldisnotjustapersonalachievement.It sparksglobaladvancement.

Whydothesestoriesmattertous?

Thesestoriestrulyinspireeveryone.Theyshowuswhat’s possible.Theymotivateustolearnmore.Moreover,they encourageinnovation.Weseehowonebigideacanchange everything.Theirjourneysremindusofvasthumanpotential. Wefeeladrivetopursueknowledge.Wewanttosolveourown bigproblems.Thiscollectivepursuitleadstoasmarterfuture.

Doesgeniushappeneverywhere?

Absolutely.Geniusknowsnoborders.Itthrivesineverycorner oftheglobe.Youfinditinbigcitiesandsmalltowns.PimpriChinchwad,righthereinMaharashtra,holdsincredibletalent. Indiaasawholeboastsbrilliantminds.Theycontributetoevery field.Thesestoriesremindus.Everypersonpossessesunique potential.Wemustnurturethistalent.Investingineducation helpseveryonegrow.Therefore,brilliancecanblossom anywhere.Ittrulytranscendsallgeographicallimits.

KeyTakeaways

So,whatdidwelearnaboutthesesuperbrains?

First,understandIQasavaluablemetric.Itoffersasnapshotof cognitivepower.However,it’smerelyastartingpoint.Thinkof itlikearawmaterialinvestment.Therealvaluecomesfromits application.ThismeanshighIQisasignificantasset.

Second,geniusextendsfarbeyondnumbers.Theseindividuals built,discovered,andcreated.Theirimpactofferstangible returns.Theysolvedenormousproblems.Theyshapedour science,tech,andevenart.Thisshowstrueintellectual dividends.ThehighestIQintheworldbecomestruly meaningfulthroughitsoutput.It’saboutwhatyoudowiththat brainpower

Third,potentialneedscultivation.Genesprovideablueprint. Yet,environmentandeducationarecriticalfactors.Nurtureyour mindlikeavaluableportfolio.Investinlearningandcuriosity. Provideopportunitiesforgrowth.Forexample,localinitiatives inPimpri-ChinchwadsupportingSTEMeducationdirectly contribute.

Finally,intelligenceisdiverse.Itshinesinmanyforms.It inspiresinnovationglobally Theirstoriesremindusofour collectivepotential.Embraceyouruniquestrengths.Applyyour ownintellectpurposefully.Thatisthereallegacy ofgenius.

Tejas Tamhankar

School of Nursing & Health Professions

Shaping Nurses Through Faith and Calling

Hospitalsareoftendefinedbyurgency Decisionsaremadequickly,careis deliveredunderpressure,and outcomesmatterinrealtime.Yetbeneaththat pace,anotherlayerofcareexists,onethat cannotbemeasuredaseasily.Itshowshowa nurselistens,responds,andremainspresentin momentsthatareoftendifficultforpatients andfamilies.

Thatunderstandingofcaresitsatthefoundation oftheSchoolofNursingandHealth ProfessionsatColoradoChristianUniversity (CCU).WhenDr.BarbaraWhite,founding DeanandDeanEmeritus,introducedtheidea of “Nursing as Ministry,” shewasnotproposing anewcourseorprogram.Shewasdefininghow nursingitselfcouldbetaughtandunderstood withintheuniversity

Overtheyears,thatideahasshapedtheschool’s growth.ProgramsnowincludetheBachelorof ScienceinNursing,theRNtoBSNpathway, andarecentlyintroducedBSNtoDoctorof NursingPracticewithspecializedtracks.

Acrosseachprogram,learningtakesplace withinaChrist-centeredacademicenvironment whereclinicaltrainingandspiritualformation movetogether.Thegoalistopreparenurseswho combineprofessionalcompetencewithadeeper senseofresponsibilityinhowtheyserveothers.

ProgramsDesignedforFlexibilityandPurpose

Trainingpathwaysinnursingrarelyfollowasingleroute. Somestudentsbegintheirjourneystraightoutofschool, whileothersreturntoadvancetheirqualifications alongsideworkandfamilycommitments.Theuniversity hasstructureditsprogramstoreflectthatrange.

Attheundergraduatelevel,studentscanpursuea BachelorofScienceinNursingoranRNtoBSN pathway TheBSNprogramislargelydeliveredin person,withhybridcoursesthatoffersomeflexibility Forworkingprofessionals,theRN-BSNandtheBSNto DoctorofNursingPracticeprogramsareofferedfully online,withlimitedin-personrequirementssuchasa weekendintensivefornursepractitionerstudents.

Whatdistinguishestheseprogramsisnotonlyhowthey aredelivered,buthowtheyaretaught.Courseworkis shapedbyaframeworkthatintegratesacademicstudy withfaith,encouragingstudentstothinkcriticallywhile remaininggroundedinbiblicalprinciples.Theaimisto preparenurseswhoarebothprofessionallycapableand guidedbyaclearsenseofpurposeintheirwork.

TrainingThroughPracticeandReal-WorldExposure

Hands-ontrainingplaysacentralroleinhownursing studentsdevelopconfidencebeforeenteringclinical settings.AtCCU-Nursing,thispreparationbeginsina simulationenvironmentdesignedtoreflecttherealitiesof patientcare.

TheBSNprogramincludesamodern clinicallaboratorywherestudentspractice essentialskillsandhealthassessments. Withinthefacility,fourdedicatedsimulation roomsrecreateacutecarescenariosusing hospital-gradeequipmentalongwith medium-andhigh-fidelitymannequins. Thesesettingsallowstudentstoworkthrough complexsituationsinacontrolledspace beforeencounteringtheminrealhospitals.

Beyondcampus,partnershipsextendthat learningintobroadercontexts.Through collaborationwithSamaritan’sPurse,aselect groupofnursingstudentseachyearattendsa medicalmissionsconferencefocusedon servingvulnerablepopulations.The experienceintroducesstudentstoglobal healthcarechallengeswhilereinforcingthe school’semphasisonserviceand practicalreadiness.

AMessageGroundedinGrowth andPurpose

Adviceinnursingeducationoftencomesfrom experience,butitcarriesmoreweightwhenit reflectsboththedemandsoftheprofession andthejourneystudentsareabouttobegin. Thatperspectiveshapesthemessagesharedby Dr.ChristineLepianka,ProfessorandDean oftheSchoolofNursingandHealth ProfessionsatCCU.

Shespeakstostudentswithclarityaboutwhat liesahead.Thepath,shenotes,willnotbe easy.Itwillrequirediscipline,patience,anda willingnesstogrowbeyondfamiliarlimits.At thesametime,itofferssomethingequally significant. “The journey will stretch you beyond what once seemed possible, and you will emerge stronger, more capable, and prepared to make a meaningful difference in the lives of others,” shesays.

Hermessagealsoextendstofamilies,whose supportoftensteadiesstudentsthrough demandingmoments.Lookingahead,she encouragesgraduatestokeeplearning,pursue growthwithintention,andshapetheircareers aroundpurposeratherthanpressure.

LearningAcrossRealClinicalSettings

Clinicalexperienceformsasignificantpartof nursingeducationattheuniversity Tosupportthat training,theSchoolworkswithawidenetworkof hospitals,clinics,andhealthcareagenciesacross theFrontRange.Thesepartnershipsplace studentsdirectlyintoactivecareenvironments wheretheyworkwithpatientsundertheguidance ofexperiencedprofessionals.Overtime,students gainexposuretoindividualsacrossthelifespan whileencounteringabroadrangeofdiagnoses andtreatmentplans.

Theexperienceallowsthemtomovebeyond theoryandbegindevelopingclinicaljudgment, communicationskills,andconfidenceinpatient care.Bythetimetheycompletetheprogram,BSN studentscompleteover750hoursofclinicaltime insimulated,outpatient,andacutehealthcare settings,whichincludesa120-hourCapstone experienceinanacutecaresetting,givingthema clearersenseoftheresponsibilitiesand expectationsthatcomewiththeprofession.

AChangingStudentBodyandProgram Growth

EnrollmentwithintheSchoolatCCUhasshifted inrecentyears,reflectingchangesinprogram offeringsandlong-termplanning.Student numbersreachedahighofninety-onein2022 beforedecliningtofifty-sevenin2025.The adjustmentfollowedthephase-outoftheMaster ofScienceinNursingprogramastheschool preparedtointroducetheBSNtoDoctorof NursingPracticepathway

Thestudentpopulationitselfspansawiderange ofexperiences.Somebegintheirstudiessoon afterhighschool,whileothersreturntonursing educationlaterinlife,includingindividualsin theirfortiesandbeyond.Aroundtenpercentofthe studentbodyismale.

Intermsofdemographics,theschooldraws studentsfromdiversebackgrounds,withthe largestgroupsidentifyingasWhite,Mexican American,andBlack.Thismixcontributestoa learningenvironmentshapedbyvaried perspectivesandlifeexperiences.

StudentLifeShapedbyCommunityandService

Lifeoutsidetheclassroomplaysanimportantrolein howstudentsgrowduringtheirtimeattheuniversity Dailyexperiencesoftenextendbeyondcoursework intoareasthatencourageconnection,service,and personaldevelopment.

Studentstakepartindiscipleshipgroups,community engagementinitiatives,andministryopportunitiesthat bringthemintoclosercontactwithbothpeersandthe widercommunity Athleticsalsocontributetothis experience,helpingstudentsbuilddisciplineand resiliencethatcarryintootherareasoflife.

WithinCCU-Nursing,severalstudent-ledand professionalorganizationsaddanotherlayertocampus life.GroupssuchastheStudentNurseOrganization, alongwithpartnershipswithFriendsofNursingandthe NursesChristianFellowship,createspaceswhere studentscanengagewiththeirfieldoutsideformal instruction.Theseexperiencesallowthemtobuild relationships,exploretheirprofessionalinterests,and takepartinservice-orientedactivitiesconnectedtotheir futurecareers.

AthleticsandEnrichmentBeyondtheClassroom

Opportunitiesforgrowthextendwellbeyondacademic programsatCCU-Nursing.Athletics,inparticular,playa visibleroleinshapingstudentexperienceacrosscampus.

Theuniversity’sathleticprogramincludessportssuchas crosscountry,trackandfield,baseball,softball,basketball, golf,hockey,volleyball,andsoccer.Morethan240 student-athletescompeteacross15NCAADivisionII teamswithintheRockyMountainAthleticConference, balancingcompetitionwithacademiccommitments.

CoachingatCCUfocusesnotonlyonperformancebut alsoondevelopment.Student-athletesareencouragedto growspiritually,mentally,andemotionallythrough structuredmentoringandteamexperiences.Theresults reflectthatbalance.Theprogramhasproduced43 All-Americanswhilemaintaininganaveragedepartmental GPAof3.443.

Formanystudents,athleticsbecomesanothersetting wherediscipline,teamwork,andleadershiptakeshape, reinforcinglessonsthatcarrybeyondcompetitionandinto everydaylife.

AcademicFocusandPreparingFuture-Ready Professionals

Thestructureofthenursingschoolatthe universityreflectsaclearacademicfocus supportedbycomplementarydisciplines. Alongsidenursing,theDepartmentofBiology playsanimportantrole,offeringarangeof physicalsciencecoursesacrossroughlyforty sectionseachsemester.Thesecoursesprovidethe scientificfoundationstudentsneedbeforeentering clinicaltraining.

Nursingremainsthecentralprogramwithinthe school.Thecurriculumisdesignedtobeboth rigorousandpractical,deliveredbyfacultywho bringdiverseclinicalexperienceintothe classroom.Studentsaretrainedtocareforpatients acrossthelifespanwhileworkingwithinthe frameworkofnursingasministry

Programoutcomesreflectthisapproach.Graduates consistentlyperformabovebothstateandnational benchmarks,indicatingalevelofpreparationthat extendsbeyondbasicrequirements.The combinationofstrongacademicgroundingand appliedtraininghelpsstudentsenterthehealthcare fieldwithbothcompetenceandconfidence.

APerspectiveonDiversityandInclusion

Approachestodiversityoftenreflectthevaluesan institutionchoosestouphold.WithinCCU,that perspectiveisshapedbyabiblicalunderstanding ofhumandignity Theschoolaffirmsthatevery individualiscreatedintheimageofGodand thereforecarriesinherentworth.Thisbelief informshowstudentsaretaughttoviewthosethey serve.Regardlessofbackground,ethnicity,or personalexperience,eachpatientisapproached withrespectandcompassion.

Thatsameperspectiveextendsintothelearning environment.Studentsfromdifferentbackgrounds areencouragedtoengage,contribute,andgrow withinacommunitythatvaluesbothshared purposeandindividualexperience.Faculty integratetheseprinciplesintocourseworkand clinicalpreparation,ensuringthatfuture healthcareprofessionalsareequippedtocarefor diversepopulations.

Inpractice,thisapproachemphasizesnotonly inclusionwithintheclassroombutalsoabroader responsibility.Graduatesarepreparedtoenter healthcaresettingswithanunderstandingof dignity,empathy,andservicegroundedin theirtraining.

SupportThatExtendsBeyondtheClassroom

Decisionsaboutafuturecareeroftenbeginwhile studentsarestillintheclassroom.AtCCU,that processissupportedthroughacombinationof structuredguidanceandpersonalmentorship.

TheLifeDirectionsCenterandCareerServices workwithstudentsastheyconsidernextsteps, helpingthemconnecttheireducationwithasense ofvocation.Career-focusedeventsbringemployers andgraduateprogramrepresentativesontocampus, givingstudentsaclearerviewoftheopportunities availablebeyondtheirdegree.

WithinCCU-Nursing,supportbecomesmore personal.Facultyinvesttimeinbuilding relationshipswithstudents,offeringguidancethat reflectsbothacademicexpectationsandtherealities ofhealthcarepractice.Theschoolalsohosts networkingeventswithlocalhealthcareagencies, wherestudentscanengagedirectlywith professionalsandexplorepotentialcareerpaths.

Theseexperienceshelpstudentsmoveforwardwith bothpreparationandperspective,enteringthe workforcewithastrongersenseofdirection andconnection.

WhereLearningTurnsIntoService

Thetruemeasureofaprogramappearsinhowits workreachesbeyondcampus.Inrecentyears,that impacthastakenshapethroughbothfaculty-led initiativesandthechoicesgraduatesmakeonce theyleave.

Withintheschool,twofacultymembersleadvirtual dementiasimulations,anationallyrecognized trainingthatplacesparticipantsinthepositionof thoselivingwithdementia.Thesessionsare designednottoteachclinicalsteps,buttobuild understanding.Caregiversleavewithaclearer senseofwhatpatientsexperiencedaytoday

Thesameemphasisonservicecanbeseenin studentpaths.OnerecentBSNgraduatechose tospendayearworkinginanunderserved region,providingcaretovulnerable populationswhereresourcesremainlimited.

Facultycontributionsextendevenfurther. DirectorofGraduateNursingPrograms, Dr.KristenGoree,foundedtheCenterfor WorldImpact,anorganizationfocusedon adolescenthealth.ThroughitsWETHRIVE program,middleschoolstudentsandfamilies areequippedwithtoolsthatstrengthen relationshipsandsupportlong-term well-being.

Takentogether,theseeffortsshowhow learninghereoftenmovesoutward,shaping bothcommunitiesandthepeoplewho servethem.

ExpandingLeadershipPathways

Thenextphaseofdevelopmentisalreadytakingshapewiththe introductionofanewBSNtoDoctorofNursingPracticeprogramat CCU.ScheduledtobegininWinter2027,theprogramisdesignedto preparenursesforrolesthatextendbeyondbedsidecare.

Studentswillhavetheoptiontopursueoneofthreetracks:Family NursePractitioner,Adult-GerontologicalPrimaryCareNurse Practitioner,orNurseEducator.Eachpathwayispairedwithafocus ontransformationalleadership,reflectingabroadergoalofpreparing graduatestoguideteams,influencepractice,andcontributetothe directionofhealthcare.

Forthosealreadyholdingamaster’sdegreeinnursing,apost-master’s DoctorofNursingPracticeinTransformationalLeadershipwillalsobe available.Theexpansionsignalsacleardirection.Trainingisnot limitedtoclinicalexpertisealone.Equalattentionisgivento leadership,teaching,andtheabilitytoshapehealthcaresystemsinthe yearsahead.

“A career in nursing is both challenging and deeply rewarding. The academic journey will be rigorous, but it will also be profoundly fulfilling as you discover strengths you may not have known you possessed.

Along the way, you will be stretched beyond what once seemed possible—and you will emerge stronger, more capable, and prepared to make a meaningful difference in the lives of others.”

– Dr. Christine Lepianka, PhD, RN, SANE, Professor and Dean, School of Nursing and Health Professions