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Pope Leo XIV Releases First Encyclical, "Magnifica Humanitas"
On May 25, 2026, Pope Leo XIV released his first papal encyclical, “Magnifica Humanitas: On Safeguarding the Human Person in the Time of Artificial Intelligence.” The letter—true to its title’s meaning of “magnificent humanity”—addresses how society, collectively, must preserve human virtues in a time of rapid technological advancement. The 42,000-word document features five distinct chapters, exploring various elements of the broader issue at hand and serving as a guidepost for moral and ethical use of technology, through the lens of Church teachings. It covers everything from the development and principles of Church social doctrine to technological responsibility, the culture of power, building civilization through love and preserving humanity through truth, work and freedom. “In recent years, it has become increasingly evident how rapidly and profoundly digitalization, artificial intelligence (AI) and robotics are transforming our world,” wrote Pope Leo in the encyclical’s introduction. “Technology should not be considered, in itself, as a force antagonistic to humanity. On the contrary… “Over the centuries, technological development has significantly improved the living conditions of humanity. At the same time, each phase of progress has also revealed the ambiguity of tools that can cause harm when not oriented toward the good… The power and prevalence of emerging technologies are interwoven into the fabric of daily life, shaping decision-making processes and deeply affecting the collective imagination: ‘Never has humanity had such power over itself.’ “[Most] people are watching and waiting, observing from afar and merely hoping for the best. For this very reason, crucial questions impose themselves on our conscience and can no longer be avoided: Where are we going? Toward what goal do we wish to orient ourselves? What direction should we choose as a people and as a human community?” What Is a Papal Encyclical? Popes have written more than 300 encyclicals—or “circulating letters”—since the mid-18th century. They were initially used to clearly communicate doctrine and guidance to priests throughout the world who were facing religious, political or social issues, which was especially useful as the world grew more interconnected and the Church grew larger. Beginning with Pope Leo XIII’s Rerum Novarum and continuing today, some papal encyclicals have been referred to as “social encyclicals” because they address a pervasive social issue through the lens of Catholic Social Teaching and are written not only for those within the Church, but laypeople as well. Some examples of those included Pope Saint John Paul’s 1987 Sollicitudo Rei Socialis on international inequality, and Pope Francis’ 2015 Laudato Si’ on environmental care and social justice. “[Pope Leo XIII and his successors] were developing a new way of teaching the world how to order itself according to Catholic principles, now translated into a vocabulary that would be intelligible to the larger world,” said Patrick Brennan, JD, Chair of Catholic Legal Studies at Villanova University Charles Widger School of Law, on LiveNow From Fox. “They try to address important social questions in ways that any person of goodwill can read and understand.” “Encyclicals contribute to our collective wisdom for how to live as community,” wrote Sally Scholz, PhD, professor of Philosophy at Villanova, in her recent contribution to Church Life Journal titled “What to Look For in Pope Leo XIV's First Social Encyclical.” “The principles and various themes they discuss offer guidance for day-to-day interpersonal interactions as well as for how to participate as a Catholic and as a “person of good will” at every level of social existence: in our families, our communities, our institutions, our states and in our ‘one human family.’” Observations From Magnifica Humanitas A New Twist on a Longstanding Issue While the types of technology being discussed in the letter—particularly artificial intelligence—are unique to our modern times, encyclicals addressing how to interact with contemporary technology are far from it. “Discussion of the relationship between humans and technology appears in many of the previous social encyclicals,” wrote Dr. Scholz in Church Life Journal. “It is a social phenomenon with so much promise but inspires so much fear for how it will change work and the workplace, communication, global trade, war and the family.” “Technology is integral to evolution. Understanding technology's relationship to human welfare means grasping its role within the flow of biological and human life,” wrote Sister Ilia Delio, OSF, PhD, the Josephine C. Connelly Endowed Chair in Christian Theology in the 2025 Global Sisters Report. What Pope Leo argues in his lengthy letter, boiled down to a few sentences, is that while technological advancements, and AI in particular, can be beneficial to society, they must never supersede human dignity, moral responsibility and the common good. A society that allows systems to replace human judgment, concentrate power or exploit workers risks dehumanization. For Jaisy Joseph, PhD, assistant professor of Theology and Religious Studies at Villanova University, particularly striking was something not written in the document itself, but rather spoken at the official promulgation of the letter in Rome. There, Pope Leo was joined in powerful reflection by Anthropic co-founder Christopher Olah. Olah analogized the current reality with bringing a fictional character to life, citing that while technical fields build the machinery of AI, “what character we choose, how it interacts with the world, how it ought to interact with the world— these are more clearly questions for the humanities, for religion, for philosophy, for society at large.” On that front, he then enlisted the help of the Church in addressing three pressing concerns related to AI and human flourishing, before ending with a request for the Church to continue to be an unyieldingly moral voice and informed critic. “The dynamic dialogue and discernment between Leo and Olah reflect a significant continuity with the Francis papacy,” Dr. Joseph said, referencing the late pontiff’s encouragement of “theology to adopt a transdisciplinary method that recognized how this discipline is part of a web of relationships among disciplines.” Technology Through the Lens of Augustinian Theology Throughout Magnifica Humanitas, Pope Leo’s ubiquitous thoughts and guidance on safeguarding humanity—particularly in the context of modern technology—are infused with references to the teachings of St. Augustine. “[Augustine’s teachings say] we need standards to guide our judgements and actions,” said Terence Sweeney, PhD, assistant teaching professor of Humanities at Villanova. “Pope Leo XIV, ‘a son of St. Augustine,’ offers us standards for how we judge our world in the age of AI. “One surprising standard in a document on Big Tech is that ‘a litmus test for social justice today is the treatment of migrants, refugees and those forced to move.’ Why this litmus test? Leo is shaped by Augustine’s rejection of communities of perfection where only the pure, powerful and perfect are welcome.” “Pope Leo beautifully aligns himself with traditional Catholic Social Teaching while grounding his vision in the theology of St. Augustine,” Dr. Joseph added. “The result is a groundbreaking defense of the human person in our new age of artificial intelligence.” Pope Leo, through a scriptural metaphor of the Tower of Babel, “resurrects Augustine’s famous warning that human history is a constant struggle between two loves fighting for our hearts,” Dr. Joseph said. He references how the builders of the tower tried to create “a single language, a single technology, a single direction” without reference to God. “The concluding paragraphs of chapter three highlight Pope Leo XIV’s distinctively Augustinian approach to evaluating the place of technology and scientific progress in the world,” said Emma Kennedy, PhD, assistant professor of Christian Ethics at Villanova University. “What we love, ‘both as individuals and as a society,’ will guide us to participate in ‘the rebuilding of Jerusalem’ or ‘the construction of Babel’––a contrast that hearkens back to Augustine’s ‘two cities.’” “Pope Leo [also] draws on an Augustinian spirituality that highlights fundamental desiring in the shared search for truth,” added Tim Hanchin, PhD, associate professor of Practical Theology at Villanova. “Our desire for truth, or wonder, reflects humanity’s transcendent origin and end. That we are created in the image and likeness of the Triune God (Genesis 1:26-27) distinguishes human knowing from mere data processing.” A Discussion on Slavery, Past and Present Intermixed with Pope Leo’s chapter four thoughts on modern slavery—such as various forms of human trafficking that he says are “directly linked to the digital economy”—he made an historic recognition and apology for the Church’s role in the transatlantic slave trade centuries ago. Tia Noelle Pratt, PhD, special assistant to the Vice President of Mission and Ministry at Villanova University, assistant professor of Sociology, and editor of the Journal of Catholic Social Thought, said that what makes this acknowledgement so important is how it differs from the way previous popes have addressed the issue, which have condemned slavery but remained at the individual level. “They spoke of their papal predecessors and those popes’ actions, but stopped short of invoking the institution itself and the institution's role in the promulgation of slavery,” Dr. Pratt said. Tying it back to current affronts on human dignity fueled by the digital age, Pope Leo penned his own papal version of the famous saying that “Those who cannot remember the past are condemned to repeat it.” “If we want to avoid the need to ask for pardon again in the future for having failed to respect the treasure of human dignity that is required by our faith, it falls to us today to denounce, clearly and firmly, trafficking in its many forms,” he wrote. “Pope Leo is telling us today that we cannot have detachment between the past and the present,” Dr. Pratt said. “We must see how these things are connected.” Inspired by Rerum Novarum, but Far From a Repeat Pope Leo XIV signed Magnifica Humanitas on May 15—the 135th anniversary of the release of Pope Leo XIII’s Rerum Novarum. That was the most famous social encyclical issued by the long-reigning pontiff and is considered to be a foundational text of modern Catholic Social Thought. It addressed numerous issues facing the working class during the time of the Industrial Revolution. On May 10, 2025—just two days after his election—Pope Leo referenced his namesake’s 1891 encyclical in an address to the College of Cardinals, foreshadowing the attention he intended to pay to the modern version of the same issue. “Pope Leo XIII in his historic encyclical Rerum Novarum addressed the social question in the context of the first great industrial revolution,” Pope Leo said in that address. “In our own day, the Church offers to everyone the treasury of her social teaching in response to another industrial revolution and to developments in the field of artificial intelligence that pose new challenges for the defense of human dignity, justice and labor.” Yet, while he was explicitly inspired by the 19th-century pontiff and his text, Pope Leo makes it clear early in Magnifica Humanitas that “While Leo XIII spoke in his time of ‘new things’ (rerum novarum), today we cannot limit ourselves simply to repeating his insightful teachings. “Instead, we must ask God for the wisdom to interpret the great trends of our time, particularly technological advances.”
Abhijit Bhattacharyya, Ph.D., has been named the next dean of Georgia Southern University’s Allen E. Paulson College of Engineering and Computing. He will begin his role July 1. Bhattacharyya currently serves as the inaugural dean of the College of Engineering and Computer Science at Arkansas State University, where he has led a period of strategic growth focused on student success, workforce development and research expansion. During his tenure, the college launched new academic programs in high-demand fields, strengthened industry partnerships and advanced initiatives supporting student recruitment, retention and career readiness. “I have the honor and privilege to join Georgia Southern at an exciting time in its journey as it soars beyond its current very strong position in the state of Georgia,” said Bhattacharyya. “The energy on campus and within the college was palpable during my visit, and I look forward to working alongside my colleagues to build on that strong foundation and create a national brand.” Prior to his current role, Bhattacharyya held several leadership positions at the University of Arkansas at Little Rock, including interim vice provost for Research and dean of the graduate school, as well as associate dean of Engineering and Information Technology. He began his career as a faculty member committed to teaching, research and service, and remains an active scholar with externally funded research from federal agencies. Bhattacharyya earned his Ph.D. in mechanical and aerospace engineering from Rutgers University, along with a master’s degree in applied mechanics. He also holds a bachelor’s degree in mechanical engineering from the Indian Institute of Technology, Kharagpur. He is a fellow of the American Society of Mechanical Engineers and serves as an ABET program evaluator. Provost and Executive Vice President for Academic Affairs Avi Mukherjee, Ph.D., said Bhattacharyya’s experience and leadership align strongly with the University’s strategic priorities. “Dr. Bhattacharyya brings a proven record of growing engineering education, advancing academic programs, bolstering research, managing accreditation, strengthening industry partnerships and positioning engineering and computer science for long-term impact,” said Mukherjee. “His commitment to faculty excellence, student success and workforce development will be instrumental as we continue to expand opportunities for our students and elevate the national profile of the Allen E. Paulson College of Engineering and Computing.” Looking to connect with Abhijit Bhattacharyya? Simply contact Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.
Seeing Green: Chemistry Professor Transforming Undergraduate Research at TCU
When it comes to advancing both student success and world-class research, Kayla Green embodies how the two can go hand in hand. The chemistry professor and assistant dean of undergraduate affairs at the Louise Dilworth Davis College of Science & Engineering has built an internationally recognized research program while mentoring the next generation of scientists and reshaping how chemistry is taught at Texas Christian University. Her leadership weaves together research and mentorship in ways that have elevated the department’s impact. With more than $2.5 million in external funding and a track record of collaboration around the globe, Green’s work has not only advanced the field of inorganic chemistry, particularly as applied to neurodegenerative diseases and catalysis, but also strengthened TCU’s standing as a hub for undergraduate research excellence. “In the summer heading into my junior year, I began working on what would be my research project in Dr. Green’s lab … that would use iron as a catalyst in molecules. I would end up presenting that research in my senior year,” said Jack Bonnell ’24, a John V. Roach Honors College laureate. Iron is more affordable, more available and less societally problematic than preexisting palladium- or platinum-based molecules. “By the end of my senior year, I was able to achieve comparable results with my iron catalyst as you could achieve with palladium or platinum,” said Bonnell, now a second-year medical student at the Anne Burnett Marion School of Medicine at TCU. “That was a pretty cool moment in my research, to be able to put it up there in comparison to those.” Since joining TCU in 2010, Green has mentored more than 50 undergraduate students in her lab, many of whom have gone on to publish their work, present at national conferences and pursue medical or doctoral degrees. She has also been instrumental in creating programs that prepare students to succeed in challenging classes and stay the course in scientific disciplines. “Dr. Green’s vision and drive have strengthened the foundation of our college,” said T. Dwayne McCay, interim dean of the Davis College of Science & Engineering. “Her ability to inspire students and colleagues alike reflects the kind of leadership that propels our mission forward.” Lifting Them Up One of Green’s most impactful initiatives is Chemistry Boot Camp, a program she developed with colleagues Ben Janesko and Heidi Conrad to help incoming students build confidence before their first chemistry class. “The boot camp helps lift them up, and it’s really helped with retention of students in pre-health and science fields,” said Timothy Barth, psychology professor and associate dean of graduate affairs in Davis College. “She didn’t have to do this; she created it because of her commitment and dedication to the students.” Green’s innovative use of grant funding has expanded laboratory resources, supported student travel to conferences and strengthened research collaborations. The result is a department that rivals larger institutions in both output and opportunity. “Davis College does a fantastic job on undergraduate research training,” Green said. “We are a powerhouse.” For Green, teaching and research are inseparable. Her classroom and laboratory experiences are deliberately interconnected, allowing students to see how chemistry concepts play out in the real world. “Going into a lot of these complicated diagnoses and being able to break them down into digestible pieces of information for patients is a skill that I definitely can see as useful in my future as a physician,” Bonnell said. As much as the material itself, he credits Green’s mentorship and the opportunities she provided for his preparation for medical school. “I had only taken Dr. Green’s general chemistry course in my first semester as a freshman at TCU. I joined her lab in the spring semester of my freshman year, and I knew only the bare minimum about chemistry. I was in meetings with graduate students who had been working on projects for years,” Bonnell said. “At the beginning, she bounced me around, and I worked with different graduate students to learn all the different things they were doing to find my best fit.” That blend of rigor and encouragement has become a hallmark of her approach and a model for other departments seeking to integrate research more deeply into the undergraduate experience. Building on Success Green’s excellence has earned her wide recognition, including honors from the American Chemical Society (Emerging Investigator and Women Chemists Rising Star awards), TCU’s Deans’ Award for Research and Creative Activity and, most recently, the Chancellor’s Award for Distinguished Achievement as a Creative Teacher and Scholar. She now brings that same analytical insight and collaborative spirit to her position as the college’s assistant dean of undergraduate affairs, a role she began this academic year. “We’ve already begun to experience her decision-making and analysis as part of the dean’s team,” Barth said. “In a short period of time, she’s proving to be an amazing and remarkable administrator.” Looking ahead, Green continues to build on her success through a National Institutes of Health R15 AREA grant, which supports undergraduate research and provides students with opportunities to contribute to federally funded science. “TCU Chemistry has an incredible record of placing students in medical school, Ph.D. programs and research labs across the country,” Green said. “It’s rewarding to see our students thrive in environments that started with their hands-on experiences here.”
Expert Insight: Netflix’s AI Bet Signals a Shift From Creation to Control in Filmmaking
Recently published articles in NPR and outlets like Rest of World explore how Netflix is accelerating its use of artificial intelligence in film production through its work with InterPositive, an artificial intelligence company built by Hollywood actor Ben Affleck, signaling a shift that is less about replacing filmmakers and more about reshaping how films are made. The deal between InterPositive and Netflix comes just over a week since the streamer pulled out of its plan to acquire Warner Brothers Discovery. Paramount agreed to acquire the media giant in a deal valued at around $110 billion. On Feb. 26, the Warner Brothers Discovery board declared Paramount's bid to be "superior" to an $83 billion deal it had previously struck with Netflix. Kimberly A. Owczarski, an associate professor at Texas Christian University who studies media franchises, told NPR in an email that Netflix's decision to partner with a filmmaker of Affleck's prominence sends out a positive message to an industry reeling from the threats posed by the growing adoption of AI across the entertainment landscape. "His status in the industry as a star, filmmaker, and producer gives substantial weight as he promotes a responsible use of AI in filmmaking," Owczarski said. March 02 - NPR The technology focuses on post-production efficiencies, using AI trained on a project’s own footage to handle tasks like relighting, continuity fixes, and visual effects, dramatically reducing time and cost while keeping creative direction in human hands. But the broader implications are harder to ignore. As Kim Owczarski notes in the feature by Rest of World, “AI is not replacing creativity, but it is reshaping labor,” underscoring how these tools could redefine roles across visual effects and post-production. While studios frame AI as assistive, the growing reliance on platform-controlled technology raises critical questions about authorship, workforce disruption, and who ultimately controls the filmmaking pipeline. Kimberly Owczarski is an associate professor in the Department of Film, Television and Digital Media at Texas Christian University. Her teaching and research focus is in the areas of conglomeration, franchises, media authorship and digital distribution. View her profile To explore how AI is transforming the media and entertainment industry and what it means for creative labour, production workflows, and the future of storytelling - simply contact Kim Owczarski for expert insight and commentary today.
“With Global Antisemitism Rising, ‘Never Again’ Rings Hollow”
Hofstra Professor of Political Science and Director of the European Studies Program Carolyn Dudek wrote a guest essay for Newsday: “With global antisemitism rising, ‘Never Again’ rings hollow.” Dr. Dudek was awarded the 2024 Jean Monnet Chair to expand research, teaching, and course development on the European Union, with a specific focus on EU anti-discrimination policies that address marginalized groups, such as Jews, Muslims, Roma, women, communities of color and the LGBTQ+ community.
Artemis II and why repeated missions are essential to lunar success
Getting to the moon wasn’t a one-and-done kind of effort. It took repeated missions, each one teaching scientists and engineers something new, and each one making the next attempt a little smarter and a lot safer. That’s a big reason lunar success eventually became possible: people kept going back, gathering more data, fixing problems, and building confidence step by step. With all eyes on the Artemis II mission's final hours, University of Delaware space professor Bennett Maruca can talk all things space exploration and the race to the moon. Have you ever wondered why Apollo 11 was named Apollo 11? It's because Apollo 1-10 were already taken! And mostly were fact-finding missions, with many barely leaving the ground, says Maruca. Space program launches can cost billions of dollars. In order to ensure that they are successful, trial runs need to take place. Space travel leaves very little room for guesswork, and even small mistakes can have serious consequences. By launching multiple missions, experts could spot weaknesses, improve hardware, and make sure astronauts were better protected before taking on even bigger risks. In a way, each mission was like a rehearsal that made the final performances much more reliable. Maruca can reveal facts like this and more. He has been featured in multiple publications. Click his profile to learn more.
As April marks Autism Acceptance Month, journalists looking to move beyond awareness and into meaningful storytelling have access to a diverse group of experts from the University of Delaware. From innovative health technologies to classroom strategies, mental health support and adulthood transitions, these scholars offer fresh, research-backed perspectives on what it means to support autistic individuals across the lifespan — and why the conversation is evolving. Reimagining Health Through Technology and Inclusion Daehyoung “DH” Lee Assistant Professor Dr. Lee is exploring how technology can close health gaps for individuals with intellectual and developmental disabilities. His work focuses on mobile health apps and wearable devices — including a gamified intervention designed to improve physical, mental and cognitive health outcomes. Story angles: How gamification and wearable tech are transforming health outcomes for autistic individuals The future of inclusive digital health tools Addressing disparities in physical activity and wellness Why Motor Skills Matter in Autism Anjana Bhat Professor A leading researcher on motor development in autistic children, Dr. Bhat has spent years advancing understanding of how motor challenges impact daily life. She was recently named a Catherine Worthingham Fellow for her contributions to the field and for elevating the role of physical therapy in autism care. Story angles: The overlooked link between motor skills and autism Why physical therapy should be part of early intervention New research reshaping how clinicians and families approach care Centering Lived Experience in Education and Development Sarah Curtiss Assistant Professor Dr. Curtiss examines how to build programs that truly support autistic youth by grounding them in lived experience. Her work spans social development, sexuality education, family dynamics and the transition to adulthood — always with a focus on resilience and real-world context. Story angles: Rethinking how schools support autistic students beyond academics Conversations around sexuality education and autism What successful transitions to adulthood really require Preparing Educators for Complex Needs Sarah Mallory Assistant Professor With expertise spanning the School of Education and the Center for Disabilities Studies, Dr. Mallory focuses on preparing educators to work with students who have significant behavioral and academic needs. Her work also includes empowering individuals with developmental disabilities to make self-protective decisions and navigate complex social situations. Story angles: Supporting students with intensive needs in today’s classrooms Teaching self-advocacy and safety skills Training the next generation of special education professionals Mental Health and Systems-Level Support Alisha Fletcher Director, Delaware Network for Excellence in Autism A licensed clinical social worker with more than 20 years of experience, Fletcher leads efforts to support professionals and families across Delaware. Through training and technical assistance, she addresses the mental health and service needs of autistic individuals across settings. Story angles: The growing demand for autism-informed mental health care Supporting families navigating complex service systems Building statewide networks that improve outcomes Why This Matters Now As acceptance grows, so does the need for deeper, more nuanced coverage. Autism is not a single story — it intersects with health care, education, technology, family life and public policy. These experts can help audiences better understand those intersections and highlight solutions that are already making a difference. To contact any of these experts, please email MediaRelations@UDel.Edu.
Finding joy in learning: How lighthearted moments transform English as a Foreign Language classrooms
In classrooms, not every meaningful learning moment can be planned. At the University of Delaware, educator and researcher Chad Davidson is exploring how spontaneous, lighthearted interactions between teachers and students can open the door to deeper understanding in real time. His recent paper in Language Teaching and Educational Research, "Exploring Spontaneous Acts of Lightheartedness in EFL Classrooms: A Reflective Duoethnography", examines how these unscripted moments – rooted in trust, positivity and a willingness to embrace the unexpected – help create environments where students feel comfortable taking the risks essential to learning. In this Q&A, Davidson discusses the inspiration behind his research, what he’s discovered about these classroom dynamics and how they could shape teaching practices moving forward. Q: What is the focus of this research, and why is it important? Davidson: Spontaneous acts of lightheartedness promote real-time learning because it's being open to the unknown in positive ways since the true dynamic of every classroom brings continuous unknowns: A teacher never knows 100% how the students will react (these students, in these moods, on this day, etc.), how quickly they will learn or pick up on something or not. A teacher, hence, spontaneously responds in real-time to the until-then-unknown student reactions in order for those particular students best to then grasp the concept or skill that is the present goal (or “learning objective”) that those students grasp. The hope is that the teacher's spontaneous response (as it often is with many teachers) is positive and lighthearted in order to foster students to also be open to such unpredictability in the classroom and to foster students' comfortability with the vulnerability to be open to taking spontaneous risks that are necessary for that transformation that we call learning – transforming from lack of knowledge to knowledge, from lack of understanding to understanding, from lack of mastery to further mastery. Q: What are some key findings or developments? Davidson: Realizing the essential features that make up spontaneous lighthearted classroom acts; for example, these acts must include trust of the student(s) and from the student(s), and the acts must have good-intentions of creating or maintaining a relaxed environment conducive to safely taking risks for potential learning. Q: How could this work potentially impact the field or the wider public? Davidson: This could foster this act type in classrooms. That is, hopefully more teacher-practitioners will allow themselves and their students to freely enact these in their daily in-class teaching/learning-attempts. Q: What are the next steps or upcoming milestones in your research? Davidson: We incorporated some valuable insights of Mexican philosopher Jorge Portilla. While there is a glut of usage of German, French, British and American philosophers, there is almost no usage of Hispanic or Latin American philosophers in education literature. It would be great to do more work that makes use of the profound thought in the works of Latin/Hispanic philosophers. For me, this would be continuing to go more deeply in applying Jorge Portilla's thought to philosophy of education, such as to classroom management. ABOUT CHAD DAVIDSON Instructor Chad C. Davidson has a Ph.D. in curriculum and instruction with an emphasis in philosophy of language education. He has 17 years of language teaching experience, primarily in teaching and curriculum creation for English for Academic Purposes at various colleges and universities across America (University of Delaware, Kansas State University, Georgia Tech, North Orange County Community College, Johnson County Community College), in Russia (Udmurt State University), and in Turkey (Mus Alparslan University). Moreover, he has studied languages at the following universities abroad: Universidad Autónoma de Guadalajara in Mexico, Universidade do Porto in Portugal, and Aristotle University of Thessaloniki in Greece. To speak with Davidson about his work and the importance of spontaneous acts of lightheartedness, reach out to MediaRelations@udel.edu.
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How a UF reading program is reaching classrooms worldwide
For more than 25 years, Holly Lane, Ph.D., has been laser-focused on a global educational goal: to ensure that students worldwide have access to information about reading. Her passion project, known as the University of Florida Literacy Institute, or UFLI, has already improved the literacy skills of more than 10 million children. What began as a modest classroom tool now has a Facebook community of over 273,000 members; 18 million online toolbox views; and more than 500,000 instructional manuals in classrooms. And as the UFLI brand gains traction, Lane continues to champion what the acronym means and why the program has been so life-changing. “When you learn to read, you fly,” said Lane, who serves as the UFLI director and a professor of special education at UF. UFLI is an ongoing effort by UF faculty and students to improve literacy outcomes for struggling students by addressing two key areas: reader development and teacher development. The program began in 1998 as a tutoring model for beginning readers working with Lane’s pre-service teachers. The idea was that, if teachers understood how to employ effective, evidence-based practices in a one-on-one tutoring session, they could transfer those skills to their small-group or classroom instruction. However, some teachers struggled to make that transition, so a dedicated small-group lesson model was created. That foundation eventually expanded into a dyslexia support program and caught the attention of a surprising partner, best-selling author and philanthropist James Patterson. Known worldwide for his literacy advocacy and generous support of reading initiatives, Patterson has become a key benefactor for the program. When the COVID-19 pandemic hit, a challenge turned into a breakthrough. UFLI started its Virtual Teaching Resource Hub and, in the first week, about 70,000 teachers visited the site and downloaded materials. The turning point came when a school in St. Augustine reached out to UFLI, asking for professional development. “I said, ‘Well, what if we planned the lessons for you instead of teaching you how to plan these lessons?’” Lane said. What followed was what Lane called her “accidental phonics program.” “They ended the year with the best scores they'd ever seen, better than their pre-COVID scores, and that was unheard of,” Lane said. That success led to an effective district-wide pilot in Alachua County with 21 elementary schools. UFLI leaders decided to publish the contents of the program and create a manual that individual teachers could purchase. This concept boomed, and the program even made waves overseas. “Starting with the virtual teaching hub… we had a huge following in Perth and in Melbourne, and now we have an Australian edition of the manual,” Lane said. “We’ve been in every state and every Canadian province and territory, but we're also now in something like 60-some other countries.” Patterson has continued his support by directing efforts toward expanding UFLI’s reach in Florida, aiming to bring the program to every district in the state. Looking ahead, Lane is especially excited about UFLI’s new technology. “We're calling it our assessment and planning portal,” Lane said. “Teachers assess two skills a week, and they enter their data into this program and it spits out small-group lesson plans for the following week that target specific needs of their students.” The data input system is highly advanced, requiring the teacher to simply hold up work in front of a webcam, and the system then reads the student handwriting and imports the data. The program’s structure also ensures that students apply new concepts daily and revisit them regularly. But behind it all is a deeply connected community. For Lane, the success of UFLI boils down to people. “We have an amazing team here,” Lane said. “If anything, that's my superpower, finding really good people who are really good humans but also really good at what they do.” For more information about UFLI, visit ufli.education.ufl.edu.
Expert Q&A: What is Soft Diplomacy and how does it impact classrooms?
"Right now, storytelling is critical. Language learning is highly personal, and it’s the person-to-person relationships that grease the wheels," says Cheryl Ernst, director of the English Language Institute at the University of Delaware. She recently published English Language Programs as Facilitators of Soft Diplomacy in Innovations in Star Scholars Press. Here's how she's discussing this important topic. Q: What is the focus of this research, and why is it important? Ernst: ELI and other English language programs provide the ideal space for communication development, cross cultural appreciation, gaining life skills, and raising awareness about people beyond the media. Post pandemic, we’re hearing across campus how individuals feel less connected, and in English language classrooms, connection is critical. Language is only learned through production and practice since it’s a skill that needs to be honed. In language, there is no such thing as perfect. In our classrooms, English is the common goal, and everyone comes to that space at their own levels and overflowing with imperfection. Our students learn to use their vulnerability as a tool. They learn the value of a growth mindset living in a culture that is different from their own, and with that comes an appreciation for difference, respect for others, trust, human-to-human communication. Q: What inspired this research? Ernst: More than 30 years of observation, conversations, experiences, and personal relationships. There was no term to describe the skills English language programs teach beyond grammar (what’s perceived, anyway). Terms like personal diplomacy, person-to-person diplomacy, civic diplomacy, and the like happens all the time and oversimplifies what we do. In my readings, I started to see overlaps between soft power and diplomacy, which led to the concept of Soft Diplomacy. Then what distinguishes Soft Diplomacy from other more common monikers are the variety of skills that happen organically in our classrooms that we rarely acknowledge and students may not recognize. Q: What are some key findings or developments? Ernst: Institutionally, ELPs can do better highlighting the skills beyond English that we teach organically or deliberately. Q: How could this work potentially impact the field or the wider public? Ernst: Respecting ELPs for the space they provide and the skills they offer. It’s not “just English,” rather is learning to communicate in a common language and with people from around the globe. I’d like people to realize that relationships are foundational, that there are common values across nations and that differences are not bad. What version of English is “correct” British or American dialects (the New York? Wisconsin? Alabama? Iowa?). Q: What are the next steps or upcoming milestones in your research? Ernst: A former student and I have launched a podcast series called Soft Diplomacy in Action that focuses on personal stories from those who work in international education. We’ve interviewed an ELI associate professor from Morocco, the UD coordinator of the Mandela Fellows program, a professor who sees (and lives) the diplomatic value of sports, and a retired English language professional. We’re looking forward to continuing these conversations with individuals from a variety of disciplines that also work in this space but through different lenses. ABOUT CHERYL ERNST Cheryl Ernst is the director of the English Language Institute at the University of Delaware where she and her colleagues and students practice Soft Diplomacy every day. Her professional areas of interest include program administration and international marketing, teacher training and working with international teaching assistants, curriculum design, and advanced level academic English (graduate levels). To speak with Ernst her work and the importance of Soft Diplomacy, reach out to MediaRelations@udel.edu.