January 2026 Faculty Meeting Recap

On January 28, GEC Academy held its annual Faculty Meeting in an online format, bringing together around 40 teaching faculty members from across disciplines for a timely exchange of insights, updates, and reflections. The meeting served as both an annual review of the past year and an opportunity to share key developments, reflect on broader academic and educational trends, and gather faculty perspectives on GEC’s programs as we look ahead. Based on feedback and interests shared by faculty members, the meeting agenda focused on the following key topics: 1. GEC Achievements in 2025; 2. 2025 GEC Admissions Results and Study Abroad Trends; 3. Faculty Q&A Session; 4. Prof. Natalia Elson: Working Experience with GEC in 2025.

1. GEC Achievements in 2025 – shared by Edison Yan, CEO of GEC Academy and Executive Director of ASI Global

In 2025, GEC Academy continued to make steady progress across its academic programs, partnerships, and institutional development, despite ongoing challenges in the global education landscape. The following topics were discussed: Organizational Updates and Strategic Direction; Partnerships and Collaboration; Academic Forums & Scholarly Support; New Initiatives & Product Development; Vocational Education & International Engagement.

2. 2025 GEC Admissions Results and Study Abroad Trends – shared by Wendy Wang, Academic Director and Co-founder of GEC Academy, Secretary General of ASI Global

Based on first-hand application data from GEC-supported students, this session highlighted key shifts in study abroad trends during the 2025 application cycle. Compared with 2024, master’s-level applications showed a clear move from U.S.-dominated destinations toward a more multi-centered structure, with Hong Kong (China), the UK, and Singapore gaining prominence, while the U.S. remained the leading destination for undergraduate applicants. These trends were discussed in the context of broader factors such as geopolitical dynamics, visa policies, cost considerations, and students’ growing preference for destinations offering greater certainty and clearer academic and career pathways. Based on these insights, we will further refine GEC program design, with a stronger focus on destination-specific support and more targeted academic pathways in future application cycles.

*For detailed statistics, please refer to the PDF document.

3. Faculty Q&A Session – shared by Hui Xu, CSO and Co-founder of GEC Academy

• 2026 Program Planning and New Initiatives

Both the online and onsite group research programs will still remain the core of GEC’s academic offerings in 2026. While the total number of group-based programs may be adjusted in response to changing market conditions, the focus remains on maintaining academic quality and creating meaningful learning experiences. We will introduce a tiered program structure by integrating high-value, research-intensive modules, such as extended mentorship, and 1-on-1 research pathways, into existing group programs. Onsite programs, including the iHUB Summer Research Program, will continue following the successful 2025 model, alongside selective university-based collaborations.

• Use of AI in Teaching and Evaluation

We believed that AI should function as a learning aid rather than a substitute for independent thinking. And a general AI policy will be implemented across programs, while faculty members are encouraged to define additional, program-specific guidelines. We are also exploring ways to better guide students in using AI responsibly in their academic work for future GEC programs. Specifically, a Smart Use of AI workshop is being planned for this spring term, open to all GEC students, to provide practical guidance on how to use AI tools ethically and effectively in academic contexts.

• Student Satisfaction, Outcomes, and Changing Needs

GEC students’ satisfaction is assessed through post-program surveys, complemented by real-time intervention from Coordinators, TAs, and Academic Managers during program delivery, and feedback analysis focuses primarily on low-score responses to drive targeted improvements.

• Distribution Across Academic Disciplines

That program topics and schedules are shaped by a combination of past enrollment data, student demand, and faculty expertise. The STEM fields, especially Electrical Engineering and Artificial Intelligence, continue to attract the strongest interest and enrollment. Business-related programs remain the second most popular category. Humanities and Social Sciences are transitioning toward more individualized learning models, which are expected to become a key growth area.

• Supporting Faculty in Evaluation and Recommendation Writing

To better support our faculty, we will enhance performance tracking through TA and Teaching Fellow feedback, remain open to customized participation metrics, and provide supplemental materials such as CVs and personal statements during application seasons.

4. Working Experience with GEC in 2025 – shared by Prof. Natalia Elson, Clinical Assistant Professor at New York University

Prof. Natalia Elson has worked with GEC since 2024 and has taught courses in public health and medical science. In her sharing, she reflected on her experience working with GEC students in research-oriented programs, highlighting their motivation, engagement, and growing awareness of academic rigor. She also discussed the opportunities and challenges of delivering short-term, online research courses, and shared insights into supporting students in developing a strong research mindset within this format.

By the end of this faculty meeting, a discussion was initiated by Prof. Jack Mostow (Emeritus Research Professor at Carnegie Mellon University) around the challenge of encouraging students to ask questions and participate more actively in class discussions. Prof. Sharon Akabas (Former MS in Nutrition Program Director in the Institute of Human Nutrition at Columbia University) shared her experience from teaching at Columbia University as well as GEC students, noting cultural differences in classroom participation and suggesting practical strategies such as starting with low-pressure questions, using breakout rooms, and gradually encouraging spontaneous responses. Prof. Irina Lyublinskaya (Professor at Columbia University) added that language can be a key barrier for some students, and proposed allowing small-group discussions in students’ native language to help them clarify ideas before sharing in English.

We are very grateful for the active participation, questions, and feedback shared by all the faculty members throughout the discussion. Looking ahead, we expect to continue holding annual online faculty meetings as a platform for open exchange and closer collaboration, supporting the ongoing improvement of our academic programs and faculty engagement. If you have any further questions or suggestions, please feel free to contact us at publicity@gecacademy.com or reach out directly to your Academic Manager.