News
Government shutdown creates uncertainty for students relying on federal aid
Marisa Hollis, Online Student Reporter
Nov. 9th, 2025
As the federal government shutdown to complete its 5th week with no clear end in sight, college students nationwide – Including those at Allen County Community College – are bracing for delays on federal assistance like the Pell Grants and student loans the some students are relying on. The increased uncertainty over how long their funding will be on hold can create anxiety and financial stain
According to the Committee for a Reliable Federal Budget (CRFB), when the funding bills are failed to pass Congress, ““agencies must stop all non-essential discretionary functions until new funding legislation is enacted.”
This same organization also reports “roughly 800,000 federal employees are either furloughed or working without pay during a shutdown” and that “each week of a shutdown reduces quarterly GDP growth and delays essential services Americans depend on.”
For Allen, College administrators are reassuring students that the current aid will continue as of now. In an email that was sent out to Allen students in late September, the Financial Aid Office wrote, “Allen Community College is closely monitoring the federal shutdown and will keep students informed about any impact to financial aid disbursements.”
The message also stated, “At this time, Pell Grants and federal student loans are expected to continue as scheduled, but we encourage all students to check their Allen email frequently for updates,” and advised that “students with questions about their aid status should contact the Financial Aid Office directly at finaid@allencc.edu or visit the Iola campus office.”
Furthermore, the CRFB reports that the government shutdown doesn’t only affect federal employees, but also students, families that rely on government funding, and so much more.
At this point, colleges and universities across the nation are preparing for the ripple effects to begin.
Wipfli, a national education consulting firm, reports that ““federal student aid programs such as Pell Grants and Direct Loans are considered mandatory spending and will continue, but the processing of new applications could face delays.”
They also warn that “research universities depending on NIH or NSF grants may experience interruptions in funding, delaying critical projects.”
Additionally, they are still encouraging that “higher-education institutions should proactively communicate with students and plan for possible disruptions to federal services.”
Wipfli also continues to note that, even though processing delays can still create anxiety and uncertainty for students, pell grants and students loans are continuing during the shutdown at this time.
For now, Allen officials recommend students continue to monitor updates from the Department of Education and the college’s Financial Aid Office. If the shutdown continues, delays could stretch into next semester. If this happens, Allen’s staff wishes to assure students they will provide guidance every step of the way.
Diversity, equity, and inclusion under fire
Samantha Ludvicek, Online Student Reporter
October 7th, 2025
Diversity Equity and Inclusion (DEI) is facing extreme scrutiny and pushback since executive orders were released in January of 2025, placing a spotlight on what The White House officially calls an “immense public waste and shameful discrimination”.
DEI programs across the nation work to combat political pushback by rethinking how they approach the issue at hand. What was once seen as an effort of inclusion is now facing heavy scrutiny, leaving organizations to decide what level of commitment they can provide to DEI-related mission statements while remaining in compliance with new Government regulations. The biggest question in regards this issue is, “is there a way to maintain the goals and ideas behind DEI without losing the integral supports that are needed in order to keep the programs running?”
Some programs think the way to combat these pushbacks of DEI initiatives is to completely remove them from their programs and from their mission statements. Others think there are ways to combat this while keeping their core values alive. Forbes believes that a way to shift DEI in a positive direction while still following the executive order guidelines are shifting focus to inclusion without labeling it as DEI, using evidence-based DEI practices, and changing the narrative on DEI.
Using different labels - This method shifts the political scrutiny off programs by using verbiage that is more appealing to the laws and regulations being ordered while still maintaining the same core values of the mission.
Using evidence-based practices- This method uses data of any kind to help to strengthen a program. It also shifts the focus to the positive outcomes of the program versus the debate around it.
Changing the narrative- Similar to using different terms and collecting positive data, this method changes the narrative surrounding DEI will counter/ shift the perception of the program.
Without DEI programs, there will be a loss in job equality and security for many.
According to the Forbes article by Esade Business & Law School “35% of employees’ emotional investment in their work and 20% of their intention to stay at their organization are linked to feelings of inclusion”.
The impact of the loss of this program reaches far and wide across so many different circumstances. DEI is under fire and the only way to put out that fire is by shifting the negative perceptions by fostering an environment of recognition, equality, and belonging.
Students turn to degrees that meet global needs
Marisa Holis, Online Student Reporter
September 22, 2025
In 2025, colleges and universities worldwide are reporting an increase in enrollment for majors such as Environmental Science, Data Science, Healthcare, Engineering, and Mental Health. According to the Bureau of Labor Statistics and international education surveys, these fields are among the most in demand. This reflects global priorities in sustainability, technology, and well-being
This shift is greatly reflected in a generation of students looking to align their education with both career security and global challenges. Unlike in the past, degree choices often leaned more heavily on tradition or family expectations, students today are responding to urgent worldwide needs.
U.S. Bureau of Labor Statistics data shows that wind turbine technicians are projected to grow by 50 percent in the next decade. A close runner up is the solar photovoltaic installers at 42 percent. Healthcare roles such as nurse practitioners are also expanding rapidly, with a 40 percent growth rate expected.
Technology fields remain in high demand as well. The global cybersecurity workforce grew by 12.6 percent between 2022 and 2023, yet experts estimate the industry are still in need of nearly four million workers to fill critical shortages.
“Cybersecurity is no longer optional—it’s essential,” Dr. Karen Patel said, a technology and workforce development researcher. “Students pursuing this degree are almost guaranteed opportunities after graduation.”
Business and management programs also continue to attract students, given their versatility in a wide range of industries, along with capability of students someday owning their own business. Meanwhile, mental health and psychology programs have grown as society responds to the ongoing demand for wellness services.
Beyond the idea of having immediate job prospects, students say they are motivated by the long-term stability and flexibility that come with in-demand degrees. Websites like PayScale and Glassdoor show strong earning potential in many of these fields, as well as higher levels of job security compared to slower-growing professions.
Still, the question remains whether students should follow trends or pursue personal passions. It all comes down to balance. Students can and will find a way to combine their interest with an area of demand. That is what will help them be in best position moving forward.
Language barrier affects students at Allen Community College
Brielle Atwell, Student Reporter
September 18, 2025
At Allen Community College, international students have expressed difficulties in class due to language barriers. There are 13+ different languages spoken on campus (American English, British English, Spanish, Portuguese, French, Dutch, Gaelic, Albanian, German, Russian, Japanese, Italian, and different versions of Creole). With such a broad variety of languages spoken, students and instructors are experiencing complications in class.
Although students attending Allen Community College are expected to speak English, some students still struggle with broadening their vocabulary and understanding others' accents
Priya Stanger from Germany admits, “It’s frustrating to me that I don’t know how to say things in English.”
Stanger also mentions how she must ask American students to help her translate her thoughts onto paper in proper English. This may indicate that international students are having to work harder than their American counterparts to excel in their classes.
College classes in America build on what American students have learned throughout their elementary, middle school, and high school years. International students must become familiar with American learning styles and history, as well as perfect their English, all while trying to complete what an American would consider a simple assignment.
For example, some students in the Public Speaking class, like Stanger, must use notecards to write down proper enunciation for their speeches to perform well.
When interviewing Pablo Vinueza, he says, “I think well in Spanish, but when I try to translate it to English, it doesn't sound as good as it did in my head.”
The way a language barrier affects international students isn’t just based on the curriculum they are learning but is also based on how empathetic their instructors are to the students. Students who interact with empathetic instructors can be assisted in navigating the language barrier more effectively. Conversely, non-empathetic or less conscious instructors can cause students to feel overwhelmed and often defeated.
Instructor of political science, Dr. Jon Wells, talks about how he must be very aware in his class of students struggling or not quite getting a concept based on their body language and facial expressions.
Wells states, “One of the things I have to be really conscious about is how quick I speak. I tend to speak really fast when I get excited or get into an idea, and I have to say Ooo, slow down.”
Some instructors, like Dr. Jon Wells, appear empathetic to the fact that some students need slower-paced classes to overcome the language barrier. However, not all instructors are empathetic, which makes it more difficult for students to succeed.
Stanger states, “My math teacher just talks so fast and goes through the curriculum so fast that I can’t keep up.”
Instructor of Public Speaking, Terri Fahnestock, prides herself on being an approachable instructor by attempting to be empathetic towards students learning in a completely new environment while also learning with a new, or slightly new, language.
“I have even had students come up to me and ask for help in other classes that I know nothing about,” says Fahnestock.
Even though language barriers present challenges for both students and instructors in the classroom, they still work together to overcome them. Future collaborations between students and faculty, combined with future studies may help resolve this often-troubling college hurdle.
