For more than 50 years, 89-year-old Robert Young has owned the historic Louise Emerson House. He was married on its front steps, and to him it is a priceless vestige of pre-statehood Arizona.
But Arizona State University (ASU) intends to force Young to put a price on his memories and Arizona history. ASU wants to build a new headquarters for ASU Health and a new AI-driven medical school, and Young’s home is in their way.
The Louise Emerson House predates Arizona’s statehood by a decade. It was built in 1902, and has a historic designation with the Phoenix Historic Property Register. Clark Churchill — adjutant general and attorney general for the territory of Arizona in the late 1800s — developed the property in 1888. Much of this history was recovered by Young, who told 12News that he’s spent much of his 50 years as the house’s owner preserving its history.
“I would describe it as being one of a kind, because Clark Churchill decided that he was going to have an important connection with a street railway right here; it was called the ‘Brill edition,’” said Young.
The home’s namesake, Louise Emerson, was a butcher with Phoenix’s Palace Meat Market. Emerson lived in the home with his wife, Clara, until his death in the 1920s. Clara remained there until the early 1930s. That’s what Young told the Arizona Republic in a 2013 feature on his home, along with his belief that at least two others may have lived there prior to the Emersons.
ASU has offered Young about $800,000 to sell, but Young denied. Young has said he may be open to an offer that could cover the costs to have the house relocated, which he said would cost between $2 million and $3 million.
“You can’t get back history,” Young told the State Press. “You can’t recreate a historical treasure.”
Following Young’s refusal, the Arizona Board of Regents (ABOR) filed an eminent domain lawsuit with the Maricopa County Superior Court to force Young to take the money.
ASU said in a statement that they issued several offers to Young based on an “experienced, state-certified appraiser,” some of which included options for moving the home, but didn’t offer further details.
The city of Phoenix has invested $50 million into the ASU Health development, though city officials have said in statements to the media that ASU’s proposal to them didn’t include Young’s house.
ASU Health will span 200,000 square feet and house the John Shufeldt School of Medicine and Engineering, which the university says is “a new kind of medical school” teaching the prioritization of data in medical decision-making, and blending medicine with engineering, technologies such as artificial intelligence, and humanities.
ASU plans to open ASU Health in the fall of 2028.
Over 3,700 community members have signed an online petition to save Young’s home as of this report, endorsed by Preserve Phoenix, city of Phoenix’s Historic Preservation Office, and Phoenix Historic Neighborhoods Coalition.
A hearing on the fate of the Louise Emerson House is scheduled for June 19.
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The Arizona Supreme Court has agreed to take on a case determining whether Arizona State University (ASU) can mandate diversity, equity, and inclusion (DEI) trainings for its employees.
Professor Owen Anderson sued the Arizona Board of Regents in 2024 after ASU required him to take a DEI training called “Inclusive Communities” (ASU referred to their version of DEI as “DEIB,” or “diversity, equity, inclusion, and belonging”).
ASU requires the Inclusive Communities training as a condition of employment upon hire and every two years.
The Goldwater Institute, a Phoenix-based public policy and litigation organization, filed on Anderson’s behalf. Goldwater Institute attorney Stacy Skankey said the case represented Arizonans’ right to hold government agencies accountable for violating the law.
Arizona law prohibits any mandatory trainings which impart “blame or judgment on the basis of race, ethnicity or sex.”
“No one should be forced to participate in divisive DEI training or endorse race-based ideology as a condition for holding a government job,” said Skankey. “That’s exactly why Arizona lawmakers banned mandatory trainings that teach discriminatory ideas about race, ethnicity, or sex. But a law without enforcement is no law at all.”
The Inclusive Communities training included materials which taught that white supremacy exists as a structural phenomenon, minority faculty don’t have authority or control due to structural inequalities like racism and sexism, white privilege and white fragility exist and impact communities, white people have a duty to combat their privilege, racism can be implicit even if not intended, and sexual identities yield power.
Transcript examples from the training materials were included in the Goldwater Institute’s filing within the Arizona Supreme Court.
Along with the training, ASU formerly required employees to pass an accompanying module quiz. This exam graded certain answers as correct which served to advance DEIB ideology; the Goldwater Institute argued this final test further proved the training served as an impermissible mandate for employees to accept blame or judgment on the basis of race, ethnicity, and sex.
Anderson said ASU’s mandate violated state law because the training assigned “race blame” based on skin color.
Anderson added that ASU’s training was rooted in a Marxist dichotomy reducing the world to oppressor versus oppressed, and that the training imparted impermissibly discriminatory teachings that conflicted with his religious and political beliefs. Anderson is a tenured faculty member who teaches philosophy and religious studies.
“Arizona State leaders broke the law when they forced me and every other employee to take part in an ideological training that taught that it’s okay to judge people on their race, ethnicity, religion, and sex. I simply refuse to do that,” said Anderson. “Ultimately, the question before the Arizona Supreme Court isn’t a left or right issue — it’s about whether a state employee has the right to hold their employer accountable when it violates the law.”
The Arizona Court of Appeals previously rejected Anderson’s lawsuit. The court ruled that the law doesn’t have a provision allowing individuals like Anderson to seek legal recourse.
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Arizona State University (ASU) will be offering more affordable bachelor’s degrees to the 2.1 million community college students in California.
ASU announced on Tuesday that it was expanding the California Community College Achievement Plan (CCCAP) to create transfer pathways at all 116 community colleges in California.
The university decided to capitalize on the small transfer rate (10%) of California students going from community college to a four-year university.
ASU’s chief operations officer for EdPlus, Casey Evans, said this expansion was a critical investment in California’s future.
“We believe access to higher education should not be limited by geography or cost,” said Evans. “The California Community College Achievement Plan expands opportunity statewide, creating more accessible pathways through ASU Online for students to earn their degrees and contribute to California’s future.”
EdPlus oversees ASU Online in addition to:
NeoSTEM, a platform combining personalized instruction tools Orchard and Digit for STEM students;
Study Hall, a platform awarding reduced-cost college credits through YouTube videos;
Dreamscape Learn, integrating virtual reality into courses;
The ASU+GSV Summit;
Zai Xian, a Chinese version of ASU Online offering non-English degrees in Mandarin to Chinese-speaking students;
Cintana Education, a partnership opening up ASU resources, courses, and support with other universities that are part of the Cintana Alliance;
Baobab, a platform providing networking, growth, and career development to Mastercard Foundation Scholars;
e-SHE, an educational program for Ethiopians;
Air Force Global College, a program providing professional development to Air Force servicemembers;
Partnership with University of Tennessee, Knoxville to expand degree pathways and course catalogs;
The Hall of Teachers project at the Bishop Museum in Hawai’i;
The Earned Admission program; and,
Tuition-coverage partnerships for Starbucks, Uber, and InStride employees.
California community college students receive a special tuition rate of $450 per credit hour. The regular tuition per credit hour for ASU Online undergraduate is about $600.
Meaning, online undergraduates who transfer from California community colleges save more than 20% on tuition compared to what Arizona residents pay.
ASU also prioritizes the maximization of transfer credits and personalized support for the program. Personalized support available to CCCAP students includes advisors, career services, and success coaches.
Only students who earned an associate degree or at least 30 credits from a California community college qualify for CCCAP.
ASU launched the pilot program of the CCCAP last fall. At the time, 26 community colleges in California were part of the pilot program.
Daniel Walden, the CEO of Victor Valley College, one of California’s community colleges, said CCCAP greatly benefits California residents and communities. The ASU News feature of the CCCAP expansion made no mention of impact to Arizonans or their communities.
“This partnership with ASU Online creates a clear and affordable path for our graduates to reach their goals, enrich their lives and strengthen our communities,” said Walden.
The latest financial aid report from the Arizona Board of Regents (issued 2021) found that 55 percent of ASU undergraduates graduated in debt.
Over 15,000 students in California already attend ASU’s online schooling.
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Arizona State University is encouraging freshmen to take courses on LGBTQ+ identity and witchcraft, which some are criticizing as “woke” content that undermines rather than contributes to academia.
ASU offers these courses through Discovery Seminars offered exclusively to freshmen students. Each seminar comes with one course credit.
INBOX: Arizona State University (@ASU) is hosting multiple woke seminars on topics like LGBTQ media and how witches are oppressed in society.
The LGBTQ+ identity course, “LGBTQ+ Cinema and TV in Pop Culture,” is taught by Gabriel Acevedo, assistant professor of English and Puerto Rican native. While teaching at a Catholic school in Puerto Rico, Acevedo introduced LGBTQ+ poetry to his students.
The ASU course focuses on mobilizing progressive ideas of gender, sexuality, and LGBTQ+ identities through pop culture, namely visual media like TV and movies.
Concepts of gender and sexuality are presented as fluid and subject to change with time. The course also explores how intersectionality impacts LGBTQ+ ideology by discussing identities, race, abilities, and class.
“[This course will] determine the extent to which LGBTQ+ experiences and conversations can unlock unprecedented, crucial, and essential cultural movements for young adults and teens,” stated the course description.
Acevedo’s most recent publication featured on the National Council of Teachers of English for the English Journal, “Mediating Empathy: Teaching LGBTQIA+ Young Adult Literature with Literary and Critical Care,” stressed the importance of not just including LGBTQ+ content in courses but teaching affirmation of LGBTQ+ identities to students.
Acevedo’s approach proposed treating LGBTQ+ content with the same reverence as works more traditionally classified as classic literature.
“Without intentional pedagogical focus, teachers risk unintentionally reinforcing the very marginalization they aim to challenge. Therefore, LGBTQIA+ texts should be regarded as cultural artifacts that require careful interpretation, balancing celebration of queer humanity with strategies for harm reduction,” said Acevedo. “These experiences strengthen my belief that every young person — whether queer, questioning, or cisgender heterosexual — benefits from literature that affirms gender and sexuality diversity and fosters critical empathy. Similarly, teachers, whether queer-identifying or allies, need practical, research-based strategies to responsibly include such texts in their classrooms.”
The witchcraft course, “Witches in the Age of #WitchTok,” is taught by Susan Nguyen, a poet and the Virginia G. Piper Center for Creative Writing editor-in-chief of ASU’s international literary journal, Hayden’s Ferry Review.
“#WitchTok” refers to the viral online subculture with millions of posts and billions of views dedicated to witchcraft. Creators who engage in this online subculture practice witchcraft and many use their platforms to educate others practicing, to include spells, potions, and divination.
Users attest to communicating with deities such as Hekate, or creatures like fairies and forest nymphs.
Some users attest that witchcraft and Christianity, which commands against the practice of witchcraft, may be practiced simultaneously.
Top creators include Frankie Ann (@chaoticwitchaunt, over 1.6 million followers across multiple social media channels).
In her course, Nguyen reframes witches as more than fictional side characters and as real and “powerful” figures of controversy and esteem that are making a “comeback.”
Nguyen also promotes and encourages gossip “as a tool of power and protection, especially for women and marginalized communities.”
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Arizona State University (ASU) is using an AI tool, ASU Atomic, to create educational modules using content ripped from professors’ work.
Professors say they were not made aware of their lectures being used in this way; they also characterized the outcome as inaccurate “AI slop” as first reported by 404 Media.
“AI slop” refers generally to poor, undesired generative content. In some circles, “slop” may refer to not just some but all generative content under the perception that generative AI tools rely on stolen original works.
ASU Atomic promises to create an unlimited amount of custom learning modules for subscribers by taking long lectures and condensing them into smaller clips based on prompts. These synthetic clips “grounded in trusted ASU courses” fit within condensed courses that amount to less than 10 hours.
The tool began as a pilot launch earlier this month within an initiative called “Project Atomizer.”
Subscriptions for ASU Atomic cost $5 a month. At present, course content produced by the tool doesn’t translate to ASU academic credits, nor badges or credentials.
Not much exists publicly on Project Atomizer. The initiative was mentioned briefly in a February presentation by ASU President Michael Crow, part of a larger proposal to make AI the focus of the future: “current realities require current solutions,” according to the presentation.
Crow said in an interview last week with the Greater Phoenix Chamber that ASU has 50 AI tools, three of which are augmentative AI tools for students. Crow said he uses AI for “everything” in his daily life.
“[W]hen I’m driving to work, I use the Gemini tool. Basically, I’ll pick a subject that I don’t know enough about and I’ll get myself educated in like 22 minutes or 25 minutes,” said Crow. “I use it for basically quick analysis of really complicated things that I don’t have enough facts [for].”
Crow also revealed that he has used AI to write 20 white papers since November. He’s also used AI to create multiple architectural proposals: one for a site in Hawaii near the village of Javi, another for an addition to the West Valley campus in Phoenix.
ASU literature professor Chris Hanlon was one of the first to raise awareness of ASU Atomic. Hanlon told 404 Media that no professors he’d spoken with had given their permission for this generative content.
“None of the ASU faculty whose course materials were harvested for the module I generated were aware that their image, lectures, lessons, or other teaching materials are being used,” posted Hanlon on Bluesky.
Hanlon said the course materials were pulled from Canvas, a course management system. Hanlon criticized the AI-generated clips as error-laden, jumbled, lacking context, and confused.
“Concerning the course itself, there’s no throughline I can see; none of the videos really speak to one another — it’s a mishmash, though the individual lessons that comprise it probably make a lot more sense in their original context,” said Hanlon.
The ASU Atomic website says the tool relies on content pulled from the ASU Online library.
“If ASU teaches it, Atom — your AI learning partner — can build a hyper-personalized learning module around it,” stated the Atomic.
Since 404 Media broke their investigative report, ASU closed off new signups. Instead, interested users or curious onlookers will have to join a waitlist.
Faculty asked Crow about the AI tool during a recent faculty Q&A following that initial report, as later revealed by Inside Higher Ed. According to Crow, the tool remains an early-stage experimental project without substantial promotion.
ASU Atom told Inside Higher Ed that its model was built on Anthropic’s Claude. ASU has declined to speak on the training and development of the tool.
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