Category: Education

Dr. Raj Singh, a professor at Oklahoma State University, has been honored as the Big 12 Faculty of the Year for his significant contributions to materials science and engineering education.

Dr. Raj Singh, an Indian American professor in the School of Materials Science and Engineering at Oklahoma State University (OSU), has been named the Big 12 Faculty of the Year. This prestigious award recognizes one outstanding faculty member from each institution within the Big 12 Conference, which spans from Arizona to West Virginia. The honor is given to those who exemplify excellence in teaching, research, and academic leadership while promoting student success.

Singh, who holds the title of Regents Professor at OSU’s College of Engineering, Architecture and Technology (CEAT), was selected for this accolade due to his groundbreaking contributions to materials science and engineering research, as well as his enduring commitment to educating and mentoring future engineers.

“Dr. Singh’s work reflects the core of CEAT’s mission, advancing cutting-edge research while preparing students to solve real-world challenges,” stated Hanchen Huang, dean of CEAT. “His selection as Big 12 Faculty of the Year highlights the caliber of faculty at Oklahoma State University and the impact they have locally, nationally, and globally.”

Singh’s research has significantly influenced innovation across various industries, and his dedication to student learning and mentorship has played a crucial role in shaping the next generation of engineers and researchers. His recognition underscores CEAT’s leadership in engineering education and applied research within the Big 12 Conference.

“We are constantly looking for ways to highlight how Big 12 faculty continue to educate and inspire the next generation of leaders,” said Jenn Hunter, Chief Impact Officer of the Big 12. “From the arts and filmmaking to business and engineering, this year’s cohort showcases the vast opportunities available to students pursuing an education on Big 12 campuses.”

The award also reflects the extensive research excellence present across the conference, covering disciplines from astronomy and psychology to engineering and the arts. Singh joins a distinguished group of faculty members recognized this year, further enhancing the reputation of OSU and CEAT for academic excellence and innovation.

“I am surprised, delighted, humbled, and grateful to the selection committee and those responsible for their support for this most prestigious recognition and award,” Singh expressed upon receiving the honor.

Singh was the founding head of the School of Materials Science and Engineering at OSU–Tulsa. He earned his Doctor of Science degree in ceramics from the Massachusetts Institute of Technology and has held positions at Argonne National Laboratory, the GE Global Research Center, and the University of Cincinnati prior to joining OSU.

His research career encompasses numerous fields, including nanostructured materials, nanotubes and nanorods, fuel cell materials, smart ferroelectric materials, and ceramic matrix composites (CMCs). Singh has authored over 350 research articles and holds 29 granted patents, establishing himself as a world-renowned expert in CMCs.

Notably, Singh pioneered the patented melt-infiltration process for producing fully dense, net-shape, damage-tolerant silicon carbide fiber-reinforced CMCs. This innovative process has been widely commercialized by GE Aviation since 2016, leading to significant advancements in the aerospace industry.

The technology has accumulated over 40 million flight hours in LEAP engines used by Airbus, Boeing 737 and 777, and COMAC aircraft, marking the world’s first commercial jet engines to incorporate CMCs as structural turbine components. These advancements have contributed to reduced engine weight, improved efficiency, and lower CO₂ and NOx emissions, creating new multibillion-dollar industries and delivering substantial societal and economic benefits.

In 2024, Singh was elected to the National Academy of Engineering, one of the highest professional honors for engineers, in recognition of his lifetime contributions to materials science and engineering.

Beyond his research accomplishments, Singh is deeply committed to educating and mentoring students. He views mentorship as a cornerstone of his role, helping students cultivate curiosity, creativity, and a lifelong passion for learning. His influence extends well beyond the laboratory, shaping the future of the engineering profession.

“The best part of my job is to help educate the best possible engineers and impart knowledge of the discipline of materials science and engineering,” Singh remarked. “I want to encourage students in the engineering field to be curious, persevering, creative, inventive, and passionate about their field. Never forget to be curious and inventive. It should be a lifelong pursuit.”

This recognition of Dr. Raj Singh not only highlights his individual achievements but also reflects the broader commitment of Oklahoma State University to excellence in education and research.

According to The American Bazaar.

Indiana University has appointed Rahul Shrivastav as interim vice president for student success, aiming to enhance student support and academic leadership at the institution.

Indiana University has announced the appointment of Rahul Shrivastav as the interim vice president for student success. Shrivastav, a distinguished scholar in speech and hearing sciences and the current provost of IU Bloomington, steps into this university-wide role to further enhance the student experience.

With Shrivastav’s new position, John Ciorciari, the dean of the Hamilton Lugar School of Global and International Studies, will assume the role of interim provost at IU Bloomington. University President Pamela Whitten expressed confidence in both leaders, stating, “Rahul and John are trusted, experienced leaders who care deeply about Indiana University and the people who make this place exceptional.”

Whitten emphasized that these interim appointments will help the university maintain strong academic leadership while keeping students at the forefront of their efforts. “These interim appointments allow us to move forward with clarity and confidence, keeping students at the center of our work,” she added.

In his new role, Shrivastav aims to ensure that the university’s systems, policies, and daily practices align to genuinely support students. “Across IU, we’re here to ensure every student has an exceptional experience,” he stated. “This role is about making sure our systems, policies and daily practices come together in ways that genuinely support students and keep them moving confidently toward graduation and beyond. I’m grateful for the chance to advance this vital work alongside colleagues across IU.”

During his tenure as provost, Shrivastav has overseen significant achievements at IU Bloomington, including record enrollment and applications, the establishment of 25 new academic programs, and the recruitment of numerous leading faculty members. His leadership has also been instrumental in modernizing teaching and research facilities, establishing interdisciplinary research groups, and expanding experiential learning opportunities.

Before joining Indiana University, Shrivastav served as vice president for instruction at the University of Georgia, where he focused on undergraduate education and instructional innovation. He was also dedicated to initiatives aimed at improving student retention and graduation rates.

Prior to his role at the University of Georgia, Shrivastav was a professor and chair of the Department of Communicative Sciences and Disorders at Michigan State University, where he directed the Voice and Speech Laboratory. In recognition of his contributions to the field, he was elected as a fellow of the National Academy of Inventors in 2020.

As a distinguished scholar, Shrivastav has authored over 200 publications and presentations, contributed more than 20 invention disclosures, and holds 10 awarded patents. He also co-founded a startup that translated speech technologies into practical applications.

Throughout his career, he has successfully secured over $15 million in research funding from various federal agencies, including the National Institutes of Health (NIH) and the Department of Veterans Affairs (VA), advancing healthcare technology and rehabilitation science on a global scale.

As Shrivastav takes on this new role, the Indiana University community looks forward to his leadership in fostering an environment that prioritizes student success and academic excellence.

According to The American Bazaar, Shrivastav’s extensive experience and commitment to student support will be vital as he transitions into this interim position.

India aims to attract over one million international students by 2047, but experts warn that the upcoming Union Budget 2026 must focus on quality and support systems to achieve this vision.

India’s ambition to host more than one million international students by 2047 represents a significant step toward establishing itself as a global education powerhouse. However, as the nation prepares for the Union Budget 2026–27, education leaders and industry experts caution that merely expanding infrastructure will not suffice. The real challenge lies in creating a student-ready ecosystem that guarantees quality, credibility, employability, and long-term academic outcomes.

While frameworks like the National Education Policy (NEP) and NITI Aayog’s roadmap have set the stage for internationalization, experts argue that Budget 2026 must transition from intent to execution. This includes enhancing guidance systems, institutional quality, research depth, skills validation, and career pathways.

India’s evolving education model is increasingly shifting away from rote learning and exam-centric outcomes toward skills-based, competency-driven, and flexible learning pathways. This transformation aligns with global educational trends but also complicates decision-making for students and families.

Experts emphasize that career and academic guidance must become a fundamental component of the education ecosystem, rather than an optional service. “To translate these reforms into meaningful outcomes, career and academic guidance must be recognized as core educational infrastructure,” said Ganesh Kohli, Founder of the IC3 Movement. “Budget 2026 presents a timely opportunity to strengthen counselling capacity at the school level, ensuring students are equipped to understand flexibility early, align learning with aspirations, and progress with confidence.”

As both global and Indian educational boards increasingly introduce multi-pathway curricula, students require structured systems to interpret choices, plan careers, and navigate transitions effectively.

India’s initiative to become a global higher education hub relies not only on attracting foreign students but also on ensuring that institutions provide globally recognized qualifications, robust research exposure, and credible career outcomes. “Attracting international students is only the first step,” noted Aritra Ghosal, Founder and CEO of OneStep Global. “What truly matters is whether institutions can deliver recognized qualifications, research exposure, and credible career pathways at scale.”

Experts warn that international branding alone will not suffice to build India’s academic reputation. Instead, the country must invest in robust recruitment and admissions pipelines, reliable student retention and conversion systems, strong academic delivery mechanisms, and outcome-driven career placement frameworks.

The NITI Aayog roadmap emphasizes the significance of academic excellence, governance, research integration, and institutional accountability in enhancing India’s global education reputation. “Growth without quality will not build a sustainable global reputation,” stated Tripti Maheshwari, Co-Founder and Director of Student Circus. “Investment should focus on globally benchmarked curricula, strong research ecosystems, and transparent quality assurance across institutions.”

As foreign universities are expected to expand their presence in India, experts highlight that success will be measured by student outcomes rather than merely the number of international campuses or memorandums of understanding signed.

International students are increasingly assessing study destinations based on employability prospects, industry partnerships, internship and job placement pipelines, and post-study work opportunities. “International credentials do not create value on their own unless supported by strong industry linkages, employer recognition, and real-world student success frameworks,” remarked education analysts.

To compete with countries such as the UK, Australia, Canada, and Singapore, India must ensure that its degrees translate into meaningful career returns.

Experts believe that the Union Budget 2026 could play a pivotal role in strengthening India’s education ecosystem through targeted funding and outcome-linked incentives. Key priority areas should include globally benchmarked academic curricula, industry-integrated learning programs, international faculty collaboration, outcome-based institutional funding, and expanded research grants and innovation hubs.

<p“Budgetary support that encourages industry-integrated learning, international faculty collaboration, and outcome-linked funding can significantly strengthen India’s credibility as a competitive, value-driven study destination,” analysts noted.

Language proficiency and skills validation are critical components for India’s long-term educational competitiveness. “Priority should be given to embedding globally benchmarked language proficiency and skills assessments across secondary and higher education,” stated Omar Chihane, Global General Manager at TOEFL, ETS. “Equally important is investing in transparent, credible assessment and testing infrastructure that supports mobility, employability, and trust in Indian talent worldwide.”

Experts argue that standardized assessments aligned with global employer expectations will enhance the international recognition of Indian graduates.

India’s demographic advantage positions it as a significant supplier of global talent, particularly in fields such as AI, technology, healthcare, global capability centers (GCCs), and professional services. However, industry leaders caution that workplace readiness—not academic scale—remains the weakest link. “India’s skilling challenge today is not about scale, but about workplace readiness and credibility,” said Pushkar Saran, Executive Director at TOEIC, ETS. “Employers increasingly demand professionals who can communicate clearly, collaborate across borders, and function in AI-enabled workplaces—yet many job seekers feel unprepared despite formal qualifications.”

Experts stress that integrating English proficiency, communication skills, teamwork, and digital adaptability into mainstream education is essential for improving employability outcomes.

Beyond attracting international students, Budget 2026 presents an opportunity to position India as both a talent destination and a global knowledge partner. Recommended policy investments include merit-based scholarships for international students, joint global research programs, international faculty exchange initiatives, cross-border innovation and startup partnerships, and public-private education funding models. Such measures could help retain intellectual capital, drive innovation, and expand India’s influence in global academia.

India’s long-term goal is to transition from being primarily a global talent supplier to becoming a trusted international education and assessment hub. Experts warn that without robust skills validation frameworks and employer-aligned training systems, India risks under-leveraging its demographic advantage at a time when global demand for Indian professionals is on the rise.

“Without addressing the skills-validation gap, India risks missing a historic opportunity to transform its education ecosystem,” policy analysts cautioned.

As India approaches its 2047 target of hosting one million international students, Budget 2026 represents a defining moment—one that could determine whether the country evolves into a globally competitive education hub or remains a regional talent supplier. The consensus among experts is clear: India must prioritize quality, guidance, employability, global standards, and student success outcomes—not just expansion.

“A globally credible education system ultimately rests on students who understand their pathways and move through them with clarity, confidence, and purpose,” Ganesh Kohli summarized.

According to GlobalNetNews.

Procrastination is a significant barrier to achievement, but understanding its psychological roots and taking action can lead to increased motivation and clarity.

“Many situations in life are similar to going on a hike: the view changes once you start walking,” says James Clear, an American writer and speaker known for his bestselling book, Atomic Habits.

My father often reminded us of a timeless adage: “Procrastination is the thief of time.” This sentiment resonates with the wisdom of the 15th-century Indian poet-saint Kabir, who articulated a similar truth in his famous couplet:

“Kal kare so aaj kar, aaj kare so ab. Pal mein pralaya hoyegi, bahuri karoge kub.”

This translates to: “What you plan to do tomorrow, do it today; what you plan to do today, do it now. Destruction can happen in an instant. When will you ever get it done?”

My first boss also imparted valuable lessons about procrastination, stating, “Often, the problems you fear never appear, and the problems you never imagined will show up. But unless you begin, you will never know.”

These perspectives from a modern productivity expert, a medieval mystic, and two influential figures in my life converge on one timeless truth: nothing meaningful happens until you take that first step.

Inertia is one of the greatest obstacles to human achievement. Starting—even imperfectly—can often be the most significant victory.

Understanding Procrastination: The Psychology of Delay

Modern research indicates that procrastination is not merely a sign of laziness; it is often rooted in fear and self-doubt. Dominic J. Vogue, Senior Associate Director at the McGraw Center for Teaching and Learning at Princeton University, notes that procrastination arises from complex psychological factors rather than poor time management skills.

“For the most part, our reasons for delaying and avoiding are rooted in fear and anxiety—about doing poorly, about doing too well, about losing control, about looking foolish, or about having one’s sense of self challenged,” he explains. “We avoid doing work to escape judgment of our abilities. And if we happen to succeed, we feel that much ‘smarter.’”

A 2007 meta-analysis by Piers Steel at the University of Calgary describes procrastination as a “prevalent and pernicious form of self-regulatory failure,” closely linked to self-doubt and anxiety.

A more recent study published in 2023 in the International Journal of Environmental Research and Public Health characterizes procrastination as an emotional avoidance strategy or a “short-term mood regulation strategy.” People often procrastinate to avoid stress or negative feelings, which creates a vicious cycle, as procrastination itself can lead to increased stress.

We delay because we fear failure, the unknown, discomfort, judgment, and the overwhelming nature of tasks. We may wait for a “perfect moment,” but such moments rarely materialize. As we wait, the emotional burden grows, further exacerbating the delay.

The irony is that taking action reduces anxiety, while waiting amplifies it. The Association for Psychological Science reports that procrastination is associated with increased stress, poorer health, and diminished performance. In essence, delaying is not a neutral act; it actively harms us.

Action Begets Momentum

“Motivation often comes after starting, not before. Action produces momentum,” asserts James Clear. This concept aligns with the Zeigarnik Effect, which posits that people remember unfinished or interrupted tasks better than completed ones.

This phenomenon explains why writing the first sentence of an article can make completing it easier or why cleaning one corner of a room can inspire a full cleaning spree. Even taking that initial walk can kick-start a healthy routine.

The mind dislikes incompletion, so once you begin, you enlist your subconscious as an ally. The “Five-Minute Rule”—committing to work on a task for just five minutes—is a recommended method to overcome procrastination. Five minutes of action can break the inertia that often keeps people stuck.

Strategies to Overcome Procrastination

Research-backed strategies can help combat the urge to procrastinate. The Five-Minute Rule encourages individuals to commit to a task for just five minutes, which can reduce psychological friction and often lead to extended work sessions.

Another approach is “Task Snacking,” which involves breaking tasks into small, manageable units. Small beginnings can lead to significant progress.

Prioritizing action over perfect planning is also crucial. As James Clear states, “The first minute of action is worth more than a year of perfect planning.”

Additionally, accountability and feedback loops—such as setting deadlines, seeking feedback, and making public commitments—can enhance follow-through.

Action Brings Clarity

According to the Temporal Motivation Theory (TMT), procrastination can stem from a lack of motivation when the rewards of an action are distant rather than immediate. When the reward feels far away—such as finishing a book, starting a business, or getting fit—motivation often diminishes. However, once you begin, the reward feels closer, expectancy rises, and motivation increases.

This is not a matter of laziness; it is a biological response.

The antidote to procrastination is straightforward: start small, start now.

In my experience, whether embarking on an academic, professional, or personal project, I rarely had complete clarity. However, I noticed a recurring pattern: the problems I feared rarely materialized, while unforeseen challenges often arose. Clarity emerged only after I took the initial steps, and my confidence grew gradually rather than instantly.

As Kabir wisely advises, do it now because even the next breath is not guaranteed.

My father emphasized that procrastination not only steals time but also robs us of opportunities.

My boss imparted a deeper lesson: you cannot plan your way into perfect clarity—clarity comes through action.

In conclusion, my father was right, Kabir was right, James Clear is right, and my first boss was right. The only wrong move is not starting.

According to Source Name, embracing action is essential to overcoming procrastination and unlocking our potential.

Anantha P. Chandrakasan, MIT’s Provost, has been selected for the Committed to Caring program, recognizing his exceptional mentorship of graduate students and his impact on the next generation of innovators.

Anantha P. Chandrakasan, the Provost of the Massachusetts Institute of Technology (MIT) and the Vannevar Bush Professor of Electrical Engineering and Computer Science, has been honored with a selection to the institute’s Committed to Caring (C2C) program. This initiative recognizes outstanding mentorship among faculty members, particularly in nurturing resilience, curiosity, and compassion in graduate students.

In an era marked by rapid advancements, from artificial intelligence breakthroughs to evolving global research landscapes, the C2C program highlights professors who make a significant impact on students’ academic and personal journeys. The latest cohort of honorees exemplifies these values, showcasing the profound influence that dedicated faculty can have on the next generation of innovators.

Since its inception in 2014, the C2C program has been a student-driven initiative celebrating exceptional mentorship. This year, 18 MIT professors have been awarded the C2C honor for the 2025-27 cycle, joining nearly 100 previous recipients. The nomination process places students at the forefront, inviting them to submit letters recognizing faculty members whose mentorship has left a lasting impression on their lives.

A selection committee, comprised of both graduate students and staff, reviews these nominations to identify those who have significantly strengthened the graduate community at MIT.

Chandrakasan, an Indian American, previously served as the Dean of MIT’s School of Engineering from July 2017 to June 2025 and held the position of the Institute’s inaugural Chief Innovation and Strategy Officer from January 2024 to June 2025. As Provost, he acts as the chief academic and budget officer for the Institute, overseeing the MIT Office of Innovation and Strategy (OIS).

In addition to his role as Provost, Chandrakasan leads MIT HEALS and MGAIC and co-chairs MITHIC. He is also involved with the MIT-GE Vernova Energy and Climate Alliance, serving as co-chair. Furthermore, he is the Senior Executive Advisor to the MIT Climate and Sustainability Consortium (MCSC) and co-chairs the MIT-IBM Watson AI Lab and the Tata-MIT Alliance, both of which he founded.

Chandrakasan’s academic journey began at the University of California, Berkeley, where he earned his bachelor’s degree in 1989, followed by a master’s in 1990 and a doctoral degree in 1994, all in electrical engineering and computer sciences. He joined the MIT faculty in September 1994 and served as the director of the MIT Microsystems Technology Laboratories from July 2006 to June 2011. From July 2011 to June 2017, he was head of the Department of Electrical Engineering and Computer Science (EECS).

During his tenure as dean, Chandrakasan implemented various interdisciplinary programs, creating innovative models for collaboration between academia and industry to accelerate research. As MIT’s first Chief Innovation and Strategy Officer, he worked closely with stakeholders across the Institute and external partners to launch initiatives aligned with MIT’s strategic priorities. In 2025, he also took on an interim role overseeing strategy and operations for MIT’s Climate Project.

Chandrakasan has received numerous accolades for his contributions to the field, including the 2019 Solid-State Circuit Society’s Distinguished Service Award, the 2013 IEEE Donald O. Pederson Award in Solid-State Circuits, the 2009 Semiconductor Industry Association (SIA) University Researcher Award, and the 2022 IEEE Mildred Dresselhaus Medal.

A fellow of the IEEE, he was elected to the National Academy of Engineering in 2015, the American Academy of Arts & Sciences in 2019, and the Association for Computing Machinery (ACM) in 2020. Currently, he serves on the board of Natcast, a non-profit organization established to operate the National Semiconductor Technology Center (NSTC) under the U.S. Department of Commerce.

Chandrakasan’s selection for the Committed to Caring program underscores his commitment to fostering a supportive and innovative environment for graduate students at MIT, further solidifying his legacy as a mentor and leader in the academic community, according to MIT.

California is set to enhance its reading curriculum with a new law promoting phonics-based instruction in elementary and middle schools, signed by Governor Gavin Newsom.

California has taken a significant step toward transforming its reading curriculum with the recent signing of a bill by Governor Gavin Newsom, aimed at promoting phonics-based instruction in elementary and middle school classrooms.

The new legislation mandates training for school principals and reading specialists in the “science of reading,” a literacy instruction method that emphasizes vocabulary, comprehension, and phonetic decoding over the traditional sight-word approach. This method has shown promising results in improving reading scores in states like Mississippi and Louisiana, as well as in districts such as Los Angeles Unified, which adopted phonics-based strategies several years ago.

In addition to training, the law updates the state’s approved list of textbooks, flashcards, and other reading materials to align with phonics-based methodologies.

This initiative is part of a broader suite of literacy reforms, which includes mandatory dyslexia screenings and the implementation of universal transitional kindergarten. Experts believe these combined efforts will significantly reshape how children in California learn to read, potentially leading to improved test scores.

Marshall Tuck, chief executive of the advocacy group EdVoice and a former candidate for state superintendent of public instruction, expressed optimism about the new law. “California has one of the best literacy policy frameworks in the country right now,” he stated. “We worked very hard on this and we’re thrilled to get to this point. Now we just have to see it through.”

Unlike previous attempts to introduce phonics into classrooms, which faced considerable opposition, the new law passed the Legislature unanimously and encountered minimal resistance. Past efforts were met with pushback from English learner advocates and the California Teachers Association, who argued that phonics-based instruction primarily benefits students fluent in English and that teachers should have the flexibility to choose their reading programs.

However, support for the current bill emerged after adjustments were made, including provisions for reading materials in languages other than English and making phonics-based instruction optional rather than mandatory. While the state encourages schools to adopt the new approach, local school boards retain the authority to decide whether to implement it.

Todd Collins, an organizer of the California Reading Coalition and a former Palo Alto Unified school board member, noted the importance of this shift. “What does this all mean? It means we’ll see,” he said. “But I’m hopeful. I think most school districts will get the message that they need to improve early literacy.”

A survey conducted by Collins’ group in 2022 revealed that 80% of California school districts were not utilizing a phonics-based approach to reading instruction. However, this trend is changing, with some of the state’s largest districts adopting science-of-reading strategies and reporting positive outcomes. For instance, Los Angeles Unified experienced a 5.5 percentage point increase in English language arts test scores since implementing a phonics-based curriculum in 2022. Other districts, including San Francisco Unified, Fresno Unified, and Long Beach Unified, have also reported improvements.

According to the latest Nation Report Card scores, California’s reading scores are comparable to the national average and have been gradually improving since the pandemic. Last year, 49% of students met or exceeded the state’s English language arts standards, a significant increase from the previous year, although still below pre-pandemic levels.

Assemblywoman Blanca Rubio, a Democrat from West Covina and co-author of the bill, has been a strong advocate for the transition to phonics. A former elementary teacher, Rubio believes the new law will benefit both educators and students. “It’s hard for teachers to see their kids feel defeated and frustrated,” she remarked. “Now they’ll be equipped to really help their students succeed.”

Rubio’s motivation for authoring the bill stems in part from her younger brother’s educational struggles. He was mistakenly placed in special education and never learned to read properly, which led to his disengagement from school and eventual dropout in ninth grade. “I know how much it means to learn to read. It can shape someone’s whole life,” she emphasized. “That’s why we stuck with this.”

In June, Governor Newsom also allocated $200 million in the state budget for training teachers in the science of reading, a move expected to provide sufficient resources to train every K-3 teacher in California. Credential programs are already incorporating this approach into their training for future educators.

Tuck from EdVoice highlighted the importance of a smooth rollout for the new policy in schools. “We can celebrate today, but tomorrow it’s back to work,” he said, emphasizing the need for ongoing support for teachers as they adapt to this significant curriculum change.

Source: Original article