Transcript Highlights:

• I'm a master's student in Arkansas State University.
• I am also from University of Central Arkansas.
• Because such as University of Central Arkansas and University of the Ozarks, they have a great system
• University of Central Arkansas and University of the Ozarks, they have a great system when it comes to
• Because such as University of Central Arkansas and University of the Ozarks, they have a great system

Committee: All ALC-HIGHER EDUCATION SUBCOMMITTEE

Summary: The meeting began with a report on institutions of higher education for annual certification/solvency, which required no action and was noted as coming later in the week. The main presentation featured students from Arkansas State University, Valley View High School, and the University of Central Arkansas discussing artificial intelligence in education and the workforce. They argued that AI should be taught responsibly in K-12 and higher education to prepare students for jobs, support Arkansas’s growing tech sector, and reduce misuse such as cybercrime, scams, plagiarism, and academic dishonesty. They also cited survey results from teachers showing broad support for responsible AI instruction, district-level management, and teacher training, while noting concerns about critical thinking, ethics, and unequal access. Examples were given of AI already being used at UCA and the University of the Ozarks, and the group suggested a statewide AI library and related training built on the Access Act framework. Committee members asked about student reactions, and the presenters said responses are mixed, especially in the arts, but that AI is already being used in real-world careers and should be integrated with clear standards. The committee then heard from a Pine Bluff community coalition led by Pastor Jesse Turner about school-based outreach and youth support programs. The group described long-running work in Pine Bluff schools and Watson Chapel, including Pass on Patrol, mentoring, anti-bullying and nonviolence efforts, drug and vaping education, gun-violence prevention, and leadership clubs for students. They emphasized that their approach is nonreligious in the schools, focused on encouragement, citizenship, scholarship, and keeping students engaged in class. They also highlighted the use of free curriculum resources on African American history and said they help students see themselves as having promise rather than being “at risk.” Members asked about whether the programs could be shared elsewhere and about impacts on behavior; the group said some materials are trademarked but can be adapted with support, and cited reported reductions in negative behavior and referrals in participating schools. The meeting ended after members praised both the AI presenters and the Pine Bluff outreach group, and the committee adjourned with no votes taken.

Transcript Highlights:

• They live near or on campus.
• We pass from accredited universities.
• on campus.
• We're working and partnering with Highlands University and the University of New Mexico (UNM) to match
• have access at Highlands University.

Committee: House Legislative Health & Human Services Committee

Transcript Highlights:

• We fully fund universal free school meals.
• I think about universities, like housing.
• The Brayton School is on the Canton campus and is run by DESE.
• It is not a universal geographic mandate.
• Develop mental health treatment facilities on campus.

Summary: The hearing focused on the future of the Pappas Rehabilitation Hospital for Children and the work of the special legislative commission studying whether and how the facility should continue. Senators and representatives said the Legislature has continued funding Pappas, that the hospital cannot be closed before the commission reports, and that they are seeking to extend the commission’s deadline. Multiple commissioners and witnesses described Pappas as a unique setting combining inpatient medical care, residential programming, special education, therapy, and campus-based activities for children with complex medical needs. Union leaders, staff, parents, and local officials argued that Pappas is being quietly depopulated through blocked admissions and continued discharges despite the formal pause on closure. They said the hospital’s integrated model cannot be replicated elsewhere, that families and staff are being left in limbo, and that the state should invest in repairs, modernization, and possibly temporary modular space to reopen admissions. Several witnesses emphasized the impact on children who have benefited from Pappas and on workers who fear losing a specialized workforce built over decades. Department of Public Health Commissioner Robert Goldstein said the state is committed to keeping Pappas open and stable while the commission works, but that admissions must meet hospital-level-of-care standards and the current infrastructure limits who can safely be served. He said the administration has been expanding outreach, hiring staff, and exploring ways to broaden services, including outpatient and therapy programs over time. Commissioners pressed him on why admissions remain so limited and whether the facility is being effectively depopulated, while Goldstein maintained that the restrictions reflect legal and safety requirements rather than an effort to close the hospital.

Transcript Highlights:

• </c><00:13:53.920><c> of</c> non-discrimination at the University of non-discrimination at the University
• a protest on campus calling for racial equality.
• It is from the universities.
• It asks that we stop unconstitutional behavior on campus.
• </c><00:48:48.640><c> of</c> master student at the University of master student at the University of

Summary: The House Standing Committee on Postsecondary Education met to consider House Bill 4, relating to postsecondary education. Before taking up the bill, the committee adopted a committee substitute. The substitute removed language creating a private right of action and immunity provisions, added a definition of “indoctrinate,” revised language tied to the Attorney General, and added a new section directing the Auditor of Public Accounts to review compliance every four years. If an institution is found out of compliance, it would have 180 days to cure the issue or become ineligible for formula funding increases in the following fiscal year, with an opportunity to petition the Attorney General. The substitute also added language barring licensing authorities from requiring diversity, equity, and inclusion training as a condition of initial or renewal licensure. Representative Decker presented the bill as an effort to end what she described as unconstitutional DEI practices in Kentucky’s postsecondary system and to refocus colleges on academic instruction, equal opportunity, and affordability. She argued that DEI offices and initiatives have cost taxpayers heavily and have not improved enrollment outcomes for low-income and underrepresented students. Michael Frasier, testifying in support, framed the bill as an equal-protection measure rather than simply an anti-DEI bill, saying it targets preferential treatment and discrimination while exempting traditional civil-rights compliance offices such as Title IX, disability, and other anti-discrimination functions. He also argued that the bill aligns with recent U.S. Supreme Court precedent and that Kentucky should shift toward socioeconomic-based approaches. Several members raised concerns about the bill’s assumptions and effects. Representative Willner questioned the claim that DEI initiatives caused enrollment declines and asked why the state would not make such programs more inclusive instead of eliminating them. Representative Stalker argued that the bill ignored decades of exclusion in higher education and asked what would replace DEI efforts aimed at closing achievement gaps and preventing brain drain. Supporters responded that the bill addresses unconstitutional preferences and that the state should move toward equal treatment and socioeconomic factors rather than race-based criteria. After discussion, the committee substitute was adopted, and the committee continued consideration of House Bill 4.

Transcript Highlights:

• Um, and, uh, that have more opportunities, uh, for them outside of, uh, a university area.
• Campus so that teachers have an understanding of that.
• And so we have to make some adjustments at the university.
• And so we welcome those bodies on our campus when they come.
• , the research universities.

Transcript Highlights:

• I'm a master's student in Arkansas State University.
• I am also from the University of Central Arkansas.
• Because such as University of Central Arkansas and University of the Ozarks, they have a great system
• Because such as University of Central Arkansas and University of Ozarks, they have a great system when
• University of Central Arkansas and University of Ozarks, they have a great system when it comes to AI

Committee: All ALC-HIGHER EDUCATION SUBCOMMITTEE

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• Again, this is very much appreciated as we hear from our college and university presidents.
• Again, this is very much appreciated as we hear from our college and university presidents. $6.4 million
• I want to look at our voucher program, and now that our state has moved into universal voucher, and I
• That can't leave the campus during the time that schools are open. I think I'm good.
• and what's actually happening at the campus, because all of these little, like Cambridge labs, all of

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Transcript Highlights:

• It's really the north campus part of the campus As many of you know, we're housed in Bratton Hall on
• the main campus in Albuquerque.
• It's really the north campus part of the campus We are in an Antoine Predock designed building which
• University of Michigan, go for it.
• University of Michigan, go for it.

Bills: SB1 , SB3

Committee: House House Judiciary

Keywords: interstate medical licensure compact, physician licensure, medical license reciprocity, expedited licensure, medical practice act, New Mexico medical board, compact commission, physician mobility, telemedicine, license portability, background check, disciplinary action, joint investigation, reproductive health care, gender-affirming care, scope of practice, medical board transparency, multistate compact, licensure renewal, health care workforce

Transcript Highlights:

• I WOULD LIKE TO BE CONSIDERED FOR THE BOARD OF GOVERNORS BY THE STATE UNIVERSITY.
• AT THE UNIVERSITY, TWO OF MY FRIENDS WERE PROFESSORS AND MY WIFE WENT TO FLORIDA.
• I CHOSE FLORIDA STATE UNIVERSITY AND IT WAS A LIFE-CHANGING EXPERIENCE.
• IF YOU LOOK AT UNIVERSITY OF FLORIDA'S ENDOWMENT, VIRGINIA, MICHIGAN ARE BIGGER.
• THEIR GOALS AND IDENTIFY THE DIFFERENCES BETWEEN UNIVERSITIES.

Transcript Highlights:

• These are projects that preserve and modernize university facilities.
• Callan, members of the committee, Steve DuPont, with Central Washington University.
• Everything from advising, the financial aid, they're all dispersed around campus.
• I'm Nora Sealander, representing Western Washington University.
• These minor works dollars are critically important on our campus.

Bills: HB2295

Committee: House Capital Budget

Keywords: Washington capital budget, supplemental capital budget, capital appropriations, state building construction account, taxable building construction account, climate commitment account, natural climate solutions, housing trust fund, affordable housing, supportive housing, homelessness, manufactured home communities, mobile home parks, school construction, school modernization, school seismic safety, healthy schools, school electrification, SCAP, behavioral health facilities

Transcript Highlights:

• In 2024, Stanford University results.
• Can we have research universities on our HBCU campuses? >> It's one university.
• Can it be one university in this state?
• It's one university uh the the bill.
• So other facil campus here in Jackson.

Transcript Highlights:

• City State University.
• That's 74 that come to our campus.
• In collaboration with North Dakota State University, Bismarck State College, Valley City State University
• take university classes.
• The Infinite Campus won't adjust that.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• We've invested heavily in an artisanal bread bakery, an on-campus dessert bakery, and a campus commissary
• And we embrace the Menus of Change University Research Collaborative.
• We're piloting this at We're piloting this at two locations here on campus.
• We received a study working with the Healthy Campus Initiative here.
• And that's a great thing about being on a college campus and doing this work.

Summary: The Select Committee on Alternative Protein Innovation held its second informational hearing at UCLA, focused on how California can expand alternative proteins through institutional food programs, market support, and research. Chair Ash Kalra said the committee’s purpose was to inform future legislation and budget actions, noting prior state investments in UC research centers and the committee’s interest in consumer education, sustainability, and student workforce development. The first panel highlighted efforts to increase plant-based options in schools, UCLA dining, and Los Angeles County food services, with witnesses describing menu changes, technical assistance, and procurement policies aimed at reducing greenhouse gas emissions and improving access to healthier meals. Megan Jones of Friends of the Earth described California school food efforts, including technical assistance and microgrants that helped districts add plant-based meals, reduce water use and food costs, and increase student participation. Pete Angelese of UCLA Dining said the university serves more than 30,000 meals a day and has built a plant-forward dining model using alternative proteins, marketing nudges, and waste-tracking tools; he said sustainability goals raise costs but can be managed through scale and efficiency. Dr. Michelle Wood of the Los Angeles County Department of Public Health outlined county board motions in 2024 and 2025 to expand plant-based food options in county venues and food assistance programs and to join the Cool Food Pledge, with early adoption in the sheriff’s jail food service. The second panel addressed barriers to scaling the industry. Zach Weston and Daniel Gertner said alternative proteins face a financing gap because companies need expensive facilities before demand is proven, and they urged grants, tax credits, loan guarantees, procurement commitments, and shared pilot infrastructure. T.K. Pillen of Beyond Meat said the category has faced a market downturn driven by overhyped expectations, negative messaging from the meat industry, and consumer confusion, and argued for reframing the category around “plant protein” and using public procurement to build demand. Members asked about subsidies for animal agriculture, supply-chain challenges, and the state’s loan guarantee cap, with witnesses saying current support structures favor conventional meat and that California could do more to keep manufacturing in-state. The final panel focused on research and workforce development at UCLA. Dr. Amy Rohat described a state-funded Future Food Fellows program and broader UC collaboration that now includes more than 50 faculty and trainees across multiple departments, with work spanning cell biology, engineering, food safety, and consumer communication. Corinne Smith, a UCLA PhD student, discussed her cultivated meat research and student outreach through the Alternative Proteins Project. Dr. Janet Tomiyama presented consumer psychology findings showing that disgust, gender norms, and language strongly affect acceptance, and said terms like “plant protein” and “cultivated meat” tested better than “fake meat.” Chair Kalra closed by emphasizing that language, policy, and public education will all be important to advancing alternative protein innovation in California.

Transcript Highlights:

• Those also are offered exactly to our same on-campus kids.
• Those also are offered exactly to our same on-campus kids.
• Our PTO is doing a book sale right now on campus.
• We're a little bit landlocked on our campus.
• We do a lot of partnerships with universities.

Committee: Senate Early Learning & K-12 Education

Summary: The committee first received an overview of Washington’s Alternative Learning Experience (ALE) programs from OSPI. Staff explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional school setting, and that it can take the form of online, site-based, or remote courses. OSPI said ALE is still basic education, with the same student rights and district responsibilities as other public school programs, and that the agency provides technical assistance, annual reporting review, and program reviews. Members asked for more detailed statewide data on demographics, outcomes, and post-graduation tracking, which OSPI said it would follow up on. Representatives from several ALE programs then described their models and student populations. Washington Virtual Academies, Columbia Virtual Academy, Pearl, and River Home Link each said they serve students through different combinations of online, remote, or site-based learning, with families choosing these programs for reasons such as medical needs, athletics, travel, homeschooling preferences, religious or political concerns, bullying, or the need for more individualized instruction. The presenters emphasized that they provide certificated teachers, special education and multilingual services, assessments, clubs, field trips, and other supports, while also noting funding and capacity limits. Senators asked about for-profit versus district-run structures, transportation, meals, early learning, CTE access, vaccination requirements, and how students socialize and transition to high school. Several presenters said they would provide follow-up information on demographics, language access, and funding details. The committee then shifted to an update on artificial intelligence in schools. OSPI described its AI guidance, which centers on human input, AI output, and human evaluation, and said it has issued practical documents for classroom use and ethics, revised standards to emphasize critical thinking, digital literacy, media literacy, and data literacy, and supported statewide professional development. OSPI also highlighted an AI innovation summit, educator training courses, and new AI-related course codes and equivalency frameworks. District presenters from Quincy and Peninsula described local AI integration efforts, including board policies, classroom guidance, teacher professional learning, custom support tools, and career-connected programs such as drone certification. They stressed that AI should be introduced in a human-centered way and asked for state support for innovation, equity, workforce partnerships, and clear governance standards.

Transcript Highlights:

• The student was not deported, and it was not on school campus.
• It did not happen on school campus. Thank you.
• </c> removed from campus removed from campus handed<00:27:08.520><c> over</c><00:27:09.040><c> to</c>
• It was all off campus when that campus.
• </c> It did not happen on school campus. It did not happen on school campus.

Summary: The Committee on Education heard three tandem resolution packages. HCR 13 and HR 15 sought collaboration among the Department of Education, the State Public Charter School Commission, and DLNR to develop a student coral stewardship program. DOE said it was willing to work with DLNR, and DLNR supported the measure but said it did not want to be the lead agency for reporting or curriculum development because of existing reporting burdens and because it was already active in school outreach. Testimony in support was received, and the committee later amended the measure to restore DLNR as the lead for the report while keeping DOE and the Charter School Commission as collaborators. The committee then voted to pass HCR 13 HD1 and HR 15 HD1 with amendments. HCR 91 and HR 83 proposed a long-term collaborative program between DLNR and DOE to expand and sustain tree canopy coverage at public schools statewide. DLNR strongly supported the measure, DOE offered comments, and the Boys and Girls Public Health Institute testified in support, citing research on heat reduction, student health, and academic impacts of shade trees. Additional supportive testimony came from the Kaululu Nani Urban and Community Forestry Program Advisory Council and others. The committee voted to pass HCR 91 and HR 83 unamended. HCR 183 and HR 183 addressed guidance and protections related to immigration enforcement in schools. DOE said it supported the resolution but noted it already had guidance in place; the Hawaii State Commission on the Status of Women, the Boys and Girls Public Health Institute, Roots for Warren Maui, ACLU, 50501 Hawaii, General Strike Hawaii, and others testified in support, emphasizing student safety, attendance, and the effects of enforcement-related fear. A committee member asked about a reported Konawaena Elementary incident, and DOE clarified that the student was not deported and the event occurred off campus, with some newspaper details said to be inaccurate. After discussion, the committee deferred HCR 183 for further work with DOE and the Board of Education on definitions, enforcement, and guidance.

Transcript Highlights:

• </c> head president of oxburg uh University head president of oxburg uh University Dr<00:04:20.359><c
• Camp campus race Equity series um one Camp campus race Equity series um one which<00:09:32.760><c> we
• </c> $1,450 at Minnesota state universities $1,450 at Minnesota state universities the<00:32:29.000><
• </c> Mission support into the region campus Mission support into the region campus and<00:58:27.240><
• </c><01:30:58.560><c> of</c> Board of Regents of the University of Board of Regents of the University

Bills: HF2090 , HF982 , HF2229

Committee: House Higher Education Finance and Policy

Transcript Highlights:

• </c><01:22:08.120><c> of</c> exclusive rights of the University of exclusive rights of the University
• </c><01:38:43.760><c> to</c> businesses to other universities to businesses to other universities to
• Paul campus so that we can bring the technology innovations happening there and the University of Minnesota
• Paul campus to keep that as a campus that students want to attend and keep it competitive.
• St Paul campus to keep that as in a St Paul campus to keep that as in a campus<01:59:47.599><c> that<

Committee: Senate Agriculture, Veterans, Broadband, and Rural Development

Transcript Highlights:

• It's about determining, creating a funding formula for our universities and discouraging our universities
• Louis University. I think St. Louis University has one program.
• Historically Black colleges and universities Historically Black colleges and universities are accredited
• I also University and Harris-Stowe State University, my alma mater.
• campus.

Committee: House Higher Education and Workforce Development

Transcript Highlights:

• The $90.7 million for universal.
• My final question is around universal meals.
• Students will go back to colleges and universities.
• So why don't we start with University of California.
• And so by the time they get to the campus, they're very familiar with the campus life and campus.

Transcript Highlights:

• High School, University of Hawaii Maui Campus, Prisma School, University of Hawaii at Manoa, Pearl City
• campus Honokaa<00:19:14.760><c> high</c><00:19:15.000><c> and</c> Honokaa high and Honokaa high and
• </c> POI University of Hawaii Maui campus POI University of Hawaii Maui campus Prisma<00:19:41.799><c
• :43.679><c> at</c> Prisma School University of Hawaii at Prisma School University of Hawaii at monoa<
• laboratory school puno school university laboratory school puno school and<00:19:53.159><c> Kaimuki<