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Dive Brief:
Ohio University plans to wind down 11 undergraduate programs and merge another 18 to comply with a new state law that sets minimum graduation thresholds. The university said Tuesday it would suspend admission to the programs upon receiving approval from the state higher education department.
Signed in March, Ohio’s sweeping Advance Ohio Higher Education Act gave state colleges just months to determine which programs to cut. The law requires public institutions to eliminate any undergraduate program that issues fewer than five degrees annually over a three-year period.
At Ohio University, 36 programs fell below the allowed threshold. Along with the programs it plans to cut and merge, the university said it will request waivers to keep operating another seven.
Dive Insight:
With the passage of the new legislation, also known as SB 1, Ohio lawmakers made deep inroads into the academic operationsof public colleges, asserting new state controls over decisions historically left to faculty and administrators.
SB 1 also created a policy that could wipe out dozens or even hundreds of academic programs if the experience of Ohio’s neighboring state is any gauge.
In Indiana, a similar policy with programmatic graduation thresholds — inserted into the most recent state budget bill — has already put 75 degree programs on the chopping block. The state’s public colleges also moved to suspend another 101 programs and consolidate 232.
As in Ohio, Indiana state colleges only had months to review their portfolios for cuts.That created uncertainty for many.
“Even tenured faculty are wondering, am I going to have a job in two months?” one faculty governance leader in Indiana told local media, describing “chaos and confusion” on campus.
At Ohio University, many programs slated to end have parallel programs that will continue. For example, the university is on track to suspend bachelor’s of arts degrees in chemistry, geological sciences, mathematics and physics, but it will continue offering bachelor’s of science degrees in those topics.
Students currently enrolled in affected programs will be able to complete their degrees, the university said.
Meanwhile, the institution is planning curricular changes to merge 18 programs with similar or overlapping degrees, most of them in the visual and performing and liberal arts such as instrumental music and several geography majors.
Ohio University requested waivers to keep open seven other programs, even though they fell below the thresholds. The institution said the degrees are unique, have undergone curriculum changes or meet workforce needs, the institution said.
Some students in Ohio are protesting SB 1’s overall and widespread impacts on campuses in the state. A petition launched by the Ohio Student Association asserts that “students have lost not only programs, centers, and scholarships — but also the sense of community and support that made higher education in Ohio accessible, inclusive, and excellent.”
The petition urged administrators at state colleges “not to overcomply with SB 1 — to act in the interest of students rather than in fear of the legislature,”adding that “institutional overcompliance furthers a broader political movement that seeks to erase the progress made toward justice in higher education.”
The group called on campus stakeholders to wear black in protest of the bill and its impacts.
Advanced manufacturing in the U.S. is undergoing a period of rapid expansion, with an anticipated $1 trillion investment in projects, 63% of which is expected to be allocated to facilities near rural communities, according to an analysis from the McKinsey Institute for Economic Mobility.
The McKinsey Institute also surveyed nearly 1,500 rural high school students and recent graduates, finding that 8 in 10 would like career-connected learning and apprenticeship opportunities. However, only 5 in 10 reported having access to career-connected learning in high school, and only 3 in 10 had access to apprenticeships.
Dive Insight:
The report highlights that as advanced manufacturers expand into rural America, they play a crucial role in fostering strong relationships with local school systems.
Advanced manufacturing industry experts and companies are seeking workers with foundational, technical and durable skills, the report found. However, there seems to be a short supply of these skill sets across the manufacturing labor pool.
One cause of this shortage, the report argues, is a lack of strong, established collaborations between the industry and K-12 schools. The industry’s need for well-equipped future workers could also meet the needs of K-12 schools to expand students’ career opportunities.
Research has found that taking CTE courses can lead to higher graduation rates and greater employment opportunities, which is why industry and rural schools can work together to provide K-12 students with the necessary education and technical skills to enter the incoming workforce, the report noted.
To ensure that students are learning these high-demand skills, employers and industry associations should provide apprenticeships and other workplace learning opportunities for rural schools, as well as help create industry-relevant curricula, the report explained. A strong collaboration benefits not just schools and students, but companies that are also securing a pipeline of prepared workers.
The report recommends that school systems work with local governments and organizations to build connections with employers. Through strong partnerships with industry professionals, schools can develop more effective, career-connected and evidence-based models, the report said.
CTE courses provide students with hands-on, real-world skills for a defined set of careers, and an effective course focuses on skills in demand in the local market. As manufacturing investments grow in rural communities, the report said, schools could offer CTE courses that prepare students with technical and other STEM-based skills necessary in the advanced manufacturing field.
The report also emphasized that industry partners should have regular interaction with students and touch base with them at regularly scheduled intervals. This ensures students are consistently aware of the different career pathways available to them. These interactions can evolve as students advance through different grades, shifting from informational to more tangible resources like apprenticeships, summer jobs and postsecondary scholarships later in high school.
Beyond industry partnerships, state legislatures can also offer incentives for CTE programming through policies and funding, the report recommends. States are already providing these types of incentives, with 40 states collectively approving more than 150 policies focused on boosting CTE programming in 2024.
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Dive Brief:
Learning how to use a drone can help students develop hands-on STEM skills such as programming while also fostering interpersonal skills like collaboration and resilience, experts said.
However, for these programs to be sustainable at the middle and high school levels, educators must ensure they connect drone usage to real-world scenarios, collaborate with local business and government agencies, and make the curriculum engaging beyond the first year of instruction, educators said.
“Drones are used in so many industries now. It’s no longer just trying to build a robot arm, they’re being used in police work, agriculture, space, construction work, etc.,” said Louann Cormier, senior program manager of aerial drone competition at the Robotics Education & Competition Foundation. She encourages educators to simply “take the leap” if they are interested in incorporating drones into their classrooms.
Dive Insight:
For a sustainable and effective drone program, educators need to connect with students and demonstrate that this technology can be applied in the real world, said David Thesenga, a middle school science teacher at Dawson School, a private school in Colorado.
Cormier noted how learning with drones can open students’ eyes to pathways they hadn’t considered before.
“There’s so many industries where [students] don’t think of STEM or they don’t think of technology, but now all of a sudden they do, and it just opened up opportunities to them,” said Cormier. “The more that you can connect with them on their own interest levels or something that they find fascinating, that’s your entry point.”
Drones can be an expensive undertaking, Thesenga said, but schools don’t need to buy top-of-the-line drones. It’s actually about balance, explained Cormier, because cheap drones are not a great option either — they tend to break more easily and have function issues.
Cormier encourages districts to start with an entry-level educational drone, because they are safe and don’t require any sort of certification to use. A sustainable drone program also requires a good teacher or coach who’s invested in it, who’s going to stick around for a while and think about how this is done, Thesenga said
Going beyond the classroom and training students for drone competitions can also make the program more sustainable long-term. Students not only get excited, but it also gives them something to strive for, Cormier said.
Competitions also help educators give a focus to instruction. For beginning educators who may not know what to cover, the competition aspect includes specific tasks, and the curriculum aligns with what they’ll be judged on. It provides a pathway to start, and from there, educators become more confident and comfortable and can progress into instructing on other areas of the drone industry.
A sustainable drone program also needs to keep students engaged as they progress through the different school levels, said Jenn DeBarge-Goonan, executive vice president of communications for Rocket Social Impact, which works with companies and nonprofits to develop social impact programs.
DeBarge-Goonan said that making sure there’s a new challenge each year as the program evolves ensures that a student in year three is not doing the same thing they did in years one and two.
There are several ways to fund these programs, Thesenga and Cormier noted. When looking at grants, Thesenga highlighted that they are often not specifically drone-related. However, schools can fund drone programs through general classroom grants or education tech grants.
Cormier recommends reaching out to local organizations that utilize drones, as they are typically invested in the expansion of drone usage and need people in their labor pipeline.
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Two children — ages 8 and 10 — are dead and 17 other people injured at a Minneapolis Catholic school after an active shooter opened fire Wednesday morning. Fourteen of the 17 injured are children, two of whom are currently in critical condition, according to the Minneapolis Police Department.
The tragedy took place during the first week of classes for Annunciation School, a private pre-K-8 Catholic school with a little over 390 students, according to the National Center for Education Statistics. It occurred while dozens of children were attending religious mass at Annunciation Church, said Minneapolis Police Chief Brian O’Hara during a Wednesday press briefing.
During the event, the shooter barricaded some doors to the church from the outside to keep students from leaving as he shot at children and churchgoers from outside the building, through the windows. O’Hara said a smoke bomb was found at the scene.
That kind of “frontal assault” style attack at a school is “relatively rare” according to David Riedman, a school shooting expert who manages the K-12 School Shooting Database. A similar style of attack was seen at the Virginia Tech shooting in 2007, he said.
“Most school shootings are insider attacks (current students) who commit a surprise attack when they are already inside the building,” said Riedman in a Wednesday analysis sent via email.
It is unknown whether the shooter — who was in his early 20s and appears to have died by suicide during the attack — was a former employee or student of the school, said O’Hara.
“Don’t just say this is about thoughts and prayers right now. These kids were literally praying.” said Minneapolis Mayor Jacob Frey during the Wednesday press event. “They should be able to go to school or church in peace without the fear or risk of violence, and their parents should have the same kind of assurance.”
The Annunciation Church shooting is the 146th at a K-12 school so far in 2025, according to Riedman’s count.
“These school shootings happen in all sizes of communities and in rural, suburban, and urban areas,” he said.
School shootings reached all-time highs three years in a row between the 2021-22 to 2023-24 school years, according to Riedman’s K-12 School Shooting Database, which tracks anytime a gun is brandished with intent or when a bullet hits school property. The 2024-25 school year then saw a 22.5% decrease in school shootings compared to the prior school year.
There were 254 total school shooting incidents in 2024-25, compared to the nearly 330 school shooting incidents in each of the school years between 2021-22 and 2023-24.
John Wilson is right (“No One is Gaslighting You,” Aug. 20, 2025) that the term “gaslight” can be abused and manipulated in ways that are tendentious, ad hominem and not empirically sound, as can many words and phrases.
However, that’s not an argument against its reality as a social phenomenon and its pernicious impacts. One of the common features of prejudice and discrimination is their denial. That doesn’t make all reported allegations of prejudice and discrimination accurate and true, but it is a frequent characteristic of expressions of prejudice and discrimination to deny their existence. Whether or not such forms of discrimination and prejudice are institutional or systemic may be legitimately contested. But, even if they do not meet the definitions of those terms, when prejudice and discrimination are repeatedly and extensively encountered and consequently undermine equality, freedom and access to justice, it is inimical to the respect and fulfillment of civil rights and human rights to focus on debating whether terms such as “gaslighting” or “institutional discrimination” are appropriate to describe real and widespread experiences of exclusion and abuse.
Rather, energy should be invested in correcting those alleged rights violations and reducing their prevalence and intensity, affirming human dignity, equity and equality, and respect for diversity. Like many forms of discrimination and racism, antisemitism is widespread in the United States. Sociological research shows that approximately one in four Americans holds substantially prejudiced anti-Jewish attitudes, including justification for discrimination and violence against Jewish Americans. Universities are not immune to these pejorative and harmful societal prejudices and beliefs; they reflect them. Elite institutions, including Harvard, are not ivory towers of moral virtue. Gaslighting is as real at universities as it is elsewhere and minorities—including Jews—experience it frequently. I have experienced it at my own university repeatedly and pervasively from different sectors of the university, including its leadership. Our new chancellor is trying to improve our campus climate and culture to ensure greater inclusion and respect for Jewish students, staff and faculty, but this will require substantial will and leadership, investment of resources, and the support of our university community as a whole.
The dynamics of abusive behavior and behavior that enables abuse—including in contexts of domestic abuse but not exclusive to it—–are such that bigotry often manifests as a denial of empathy, care, trust and responsiveness to individuals reporting and experiencing its harms, and concurrent attacks on their character, honesty and rights and hostile claims that their reported experiences are fabricated, exaggerated or made with malicious intent.
That should never be our response to harassment and discrimination that violate civil rights laws and undermine the ethos of our universities and their capacity to provide equal access to education without discrimination for everyone.
Noam Schimmel is a lecturer in global studies at the University of California, Berkeley.
Email remains one of the most effective ways for colleges and universities to connect with their audiences. Unlike social platforms that limit reach through algorithms, email marketing for educational institutions provides a direct line to prospects, parents, students, alumni, and partners, people who have already chosen to hear from you. It’s measurable from start to finish, integrates easily with CRMs and student information systems, and can be automated to deliver timely, relevant messages.
The numbers back it up: across industries, email consistently produces one of the strongest returns on investment of any channel. In higher education, the impact is even greater when schools combine clean data with thoughtful segmentation, personalization, and creative storytelling. In practice, email often becomes the foundation of a recruitment strategy, supporting everything from initial outreach to alumni engagement.
This guide brings together proven email marketing best practices for educational institutions. Alongside examples and trusted resources to help your team build campaigns that not only perform but also feel authentic and meaningful to the people you’re trying to reach.
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Where Email Fits in the Student Journey
Email plays a role at every stage of the student journey, from the first moment of discovery through to lifelong alumni engagement. What makes it so effective is its ability to deliver the right message to the right person at the right time.
Awareness: Introduce programs, highlight scholarships, and showcase campus life with engaging stories that spark curiosity.
Consideration: Share degree guides, student experiences, faculty spotlights, and invitations to virtual or in-person events.
Decision: Provide deadline reminders, financial aid instructions, advisor booking links, and follow-up checklists that help prospects commit with confidence.
Onboarding & Retention: Support new students with orientation details, academic advising reminders, wellness resources, and career services updates that strengthen their connection to your institution.
Alumni & Advancement: Keep graduates engaged with mentorship opportunities, continuing education offers, impact reports, and giving campaigns that showcase the value of staying involved.
Example in practice:The University of Alberta has built a structured email journey for international prospects, connecting them with advisors and surfacing key requirements at each stage of the process. This ensures that students receive timely, relevant information tailored to their current stage in the decision-making process.
Best Practices for Higher Education Email Marketing
To make email marketing for educational institutions truly effective, schools need more than just frequent sends; they need strategy, structure, and respect for their audience. The best-performing campaigns are built on trust, relevance, and timing.
That means starting with a clean, permission-based list, segmenting by intent, and delivering value at every step of the journey. Each best practice below focuses on how colleges and universities can move beyond “batch and blast” tactics to create meaningful, high-ROI conversations with students, parents, alumni, and partners.
1. Build a Permission-Based, High-Intent List
The strength of your email marketing starts with the quality of your list. Buying addresses might look like a shortcut, but it usually leads to poor engagement and deliverability issues. Instead, focus on capturing leads through owned, value-driven channels.
Program pages with downloadable guides, open house registrations, scholarship calculators, and career snapshots are all proven ways to attract high-intent prospects. Keep sign-up forms short, just name, email, and one preference field, then use progressive profiling to enrich data over time.
Example: George Brown College attracts prospective students by offering downloadable program guides in exchange for email sign-ups. Because students self-select the guide they want, the college immediately knows their area of interest and can trigger tailored follow-up campaigns. This approach builds a fully permission-based list where every contact has explicitly indicated their intent, making subsequent outreach more relevant and effective.
Segmentation is the most consistent way to boost engagement and conversions in higher ed email marketing. Instead of sending broad blasts, divide your audiences by lifecycle stage, program interest, geography, or even behaviour, for example, attending a webinar or abandoning a form. This allows every recipient to receive content that feels timely and relevant. Segmentation also prevents fatigue by cutting down on irrelevant sends, which in turn protects your sender reputation and keeps unsubscribe rates low.
How can segmentation improve the effectiveness of email marketing for higher education? Segmentation makes emails more relevant, which increases engagement. For example, international prospects segmented by country can receive updates on visas and housing, while domestic students see local funding options. Segmenting by lifecycle stage, program, and behaviour helps improve click-throughs and leads to better-qualified student interactions.
Example:Humber College’s international portal structures content by region and need, ensuring students see information on study permits, housing options, and support services tailored to their home country. This kind of geo-segmentation can be mirrored in email journeys, for instance, sending region-specific pre-arrival checklists or visa guidance, so that communications land with stronger relevance for each subgroup of students.
True personalization goes deeper than inserting a first name in the subject line. In higher education, it means dynamically adjusting content blocks based on program interest, geography, or behaviour.
For example, prospective Nursing students should see different resources than prospective Business students. International applicants may need tuition estimates in local currency or immigration guidance. Behavioural triggers, like a reminder to finish an application, show prospects you’re paying attention to their journey.
Why is personalization important in higher education email marketing? Personalization helps students see themselves at your institution. Tailoring emails by program, start term, or action, such as reminding them of an unfinished application, makes communication feel relevant and timely. This reduces fatigue and unsubscribes while guiding students toward conversion more effectively than generic messages.
Example:Arizona State University has invested in dynamic email content that highlights degree options, campus resources, and next-step reminders based on each student’s profile data. ASU’s own email marketing guidelines encourage the use of personalized fields and scripting for tailored messaging, ensuring that outreach feels individually relevant and helpful rather than generic.
4. Write Subject Lines and Previews That Earn the Open
Subject lines and preview text are the most decisive factors in whether an email gets opened. In higher education, a few consistent principles stand out:
Specificity: call out the program or event directly (“Early Childhood Education: Virtual Info Session Tomorrow”).
Urgency and utility: use time-sensitive reminders, but avoid spammy tactics (“Last 48 hours for residence priority”).
Length: keep subject lines to 45–50 characters, and use preview text to complete the thought and front-load value.
Testing: run A/B tests where possible: subjects, preheaders, and sender names (e.g., “Admissions at Seneca”) are all worth experimenting with. Emoji can work sparingly for student audiences.
Example:The University of Arizona’s marketing team advises keeping subject lines concise (30–50 characters) and imbued with a sense of urgency, while still indicating the email’s content. Their guidelines echo what many have found: clear, direct subject lines (often including deadlines or event details) tend to lift open rates, because recipients immediately grasp the email’s value.
In a nutshell, what are the best practices for creating engaging subject lines in higher education email marketing?Keep subject lines clear, specific, and under 50 characters. Highlight benefits like deadlines, outcomes, or events, and use preheaders to expand the message. Test frequently with A/B experiments, and consider humanized sender names (e.g., “Admissions at [School]”) to increase open rates without relying on gimmicks.
5. Design Mobile-First and Accessible
Most students and parents first open emails on their phones, so mobile-first design isn’t optional. Use responsive templates, 16-pixel body text, and tappable CTAs with enough space to avoid errors. Break content into scannable blocks with headings and subheads, and avoid image-only buttons.
Accessibility should be built in: add alt text, maintain contrast ratios, and caption videos. Keeping one clear CTA helps prevent distraction while making the path forward obvious. Load times matter, too. Opt for system fonts, compressed images, and videos hosted externally.
Example:The University of Toronto’s Future Students portal provides a good model for digestible, mobile-friendly content blocks. Information is organized in concise sections and bullet points that mirror best practices for responsive email design. By structuring content for quick scanning on a small screen, U of T ensures that key messages (from program highlights to “Apply Now” links) remain prominent and actionable even on mobile devices.
How often you email matters as much as what you send. A thoughtful cadence keeps your audience engaged without overwhelming them. Consider these practical benchmarks:
Prospects: 1–2 emails per week; increase frequency near application deadlines or events, then cool down.
Applicants/Admitted Students: Send transactional updates and personalized nudges; shield them from generic blasts.
Enrolled Students: A weekly digest from student affairs or the registrar is usually sufficient, plus urgent communications when needed.
Alumni: monthly updates with stories, impact reports, and targeted appeals tied to affinity or giving campaigns.
Example:The University of Rochester balances its email frequency by audience: it sends all current students, faculty, and staff a brief daily bulletin for campus-wide announcements, but for undergraduates, it also delivers a focused weekly newsletter highlighting only the most important deadlines and updates for the coming week. This approach keeps students informed and on track (e.g., keeping current on scholarship deadlines or add/drop dates) without inundating them with multiple emails per day, illustrating how strategic timing and pacing can improve engagement.
The best emails guide students toward small, progressive steps that build confidence and commitment. Think of calls-to-action (CTAs) as a series of micro-conversions leading to the big one: enrollment.
Early stage: “Download the Business Degree Guide.”
Mid stage: “Register for the Sept 12 Virtual Info Session.”
Late stage: “Finish Your Application” or “Book a 1:1 with Admissions.”
Example: Concordia University encourages one-on-one engagement by making it easy for prospects to connect with recruitment advisors. In their outreach and on their website, Concordia invites prospective students to “Speak with a recruiter” and provides direct contact links for regional advisors.
By embedding advisor contact/booking links in recruitment emails, they effectively turn email into a two-way channel, and prospects can immediately take the next step of scheduling a conversation, which is often a key conversion on the path to enrollment. This kind of CTA (e.g., “Book a 1:1 Advising Appointment”) helps move students from interest to action at the decision stage.
Automation ensures no student falls through the cracks. It also frees staff time by replacing one-off sends with structured flows. At a minimum, schools should build:
Welcome or nurture series by program cluster (3–5 emails over 10–14 days).
Event workflows: registration confirmation → reminder emails (24 hours and 2 hours before) → post-event follow-up with recording and next step.
Application rescue: reminders for incomplete applications, missing documents, or deposits.
Example:The University of Georgia’s admissions office uses automated “incomplete application” emails to prompt action from applicants. About 10–15 days after a student applies, if any required materials are still missing, UGA’s system sends a notification to alert the student. This kind of trigger-based outreach (in UGA’s case, coupled with a status portal for real-time updates) helps increase completion rates by nudging students at the right moment. Ensuring more prospects finish their applications and none are unknowingly left behind due to missing paperwork.
Testing makes email performance predictable. Without it, you’re guessing. To get reliable insights, follow a structured method:
Hypothesis: define what you’re testing and why (e.g., “Clearer subject line → higher open rate”).
Minimal variable: test one change at a time: subject, CTA wording, or design. Not everything at once.
Sample & duration: send to enough recipients for statistical significance, and let the test run its course.
Centralize learnings: record results in a shared log and bake winners into future templates.
This discipline helps schools turn experimentation into ongoing optimization, rather than one-off guesswork.
Example: Arizona State University’s email marketing team bakes A/B testing into its processes and training. In fact, ASU’s internal Marketing Academy offers specific sessions on email A/B testing best practices. By systematically experimenting, for instance, testing whether an email from “Admissions at ASU” versus a personal advisor name yields a higher open rate, or which subject line phrasing drives more clicks, universities like ASU turn anecdotal hunches into data-backed decisions. The result is a cycle of learning where each campaign performs better than the last, based on real audience insights.
A great email program doesn’t just send, it learns. Schools should define KPIs at each stage of the student journey and connect systems so results tie back to outcomes that matter.
Top of funnel: track deliverability, open rates (adjusted for privacy changes), and click-through rates (CTR).
Mid-funnel: measure landing-page engagement, event registrations, and advisor bookings.
Bottom of funnel: monitor application starts and completions, offers accepted, and deposits paid.
Lifetime value: go further with retention term-to-term, alumni engagement, and giving participation.
Tools make this possible. Google Analytics 4 allows schools to set and track conversion goals across web and email touchpoints. Marketing automation platforms like HubSpot, Mailchimp, and HEM’s Mautic provide email-level reporting, lifecycle attribution, and integration with CRMs or student information systems.
The real power comes when those metrics are connected—so you can see not just who opened, but who enrolled. That’s how email proves its ROI in higher education.
Example: UMass Amherst provides a powerful case study in data-driven email marketing. After consolidating campus communications onto a single platform, they now rigorously track email performance and outcomes. In 2022, UMass separated its email sends into transactional vs. commercial categories to better gauge effectiveness. The university sent 6.7 million marketing (commercial) emails with a 61% open rate and only a 0.10% unsubscribe rate, about half the industry benchmark.
These granular metrics (including year-over-year improvements in opens and clicks) are tied back to student engagement and enrollment outcomes. By monitoring and sharing such results, the UMass team can conclusively demonstrate email ROI in higher education, for instance, showing that automated, targeted campaigns directly led to more applicants completing their files and more students registering for classes
Deliverability, Privacy, and Compliance Essentials
Even the best-designed email is wasted if it never reaches the inbox. To protect deliverability and ensure compliance, schools need to focus on three pillars: technical health, consent, and governance.
Authenticate your domain with SPF, DKIM, and DMARC. Align subdomains for bulk mail so your institution sends with a verifiable identity.
Maintain list hygiene by removing hard bounces automatically and applying “sunset rules” for long-inactive contacts. This keeps the sender’s reputation strong.
Comply with Canadian Anti-Spam Law (CASL): capture express opt-in, include your institution’s physical mailing address, and provide a one-click unsubscribe.
Offer preference centres so subscribers can opt out of specific program streams rather than unsubscribing from all communications.
Monitor sender reputation and complaint rates across platforms. Coordinate centrally across departments to avoid overlap that leads to over-messaging.
Schools that treat deliverability and compliance as core practices, not afterthoughts, protect both their brand and their audience’s trust, while ensuring every message has a fair chance of being read.
Content Strategy: What to Send (And When)
The most effective email marketing calendars are tied to the academic cycle. By planning content around what matters most to students at each stage, schools can stay relevant, reduce last-minute scrambles, and guide prospects and current learners smoothly from interest to enrollment, and beyond.
September–October: Focus on discovery. Send “Explore Programs” series, scholarship primers, and fall open house invitations to capture interest early in the cycle.
November–December: Support applications. Share step-by-step application checklists, portfolio preparation guides, and alumni career stories that reinforce outcomes.
January–February: Address financial and career considerations. Feature financial aid tutorials, co-op or internship spotlights, and “Ask an Advisor” live chats to build trust and reduce barriers.
March–April: Drive urgency. Countdown emails for application deadlines, residence selection reminders, and campus life reels or shorts work well here.
May–June: Transition from admission to enrollment. Focus on onboarding with orientation sign-ups, registrar instructions, and personalized next-step communications.
July–August: Provide last-mile support. Send guidance on IDs, transit, and housing, plus international arrival instructions to prepare students for day one.
A calendar like this ensures that your emails are not just timely, but also aligned with the emotional and practical needs of your audience throughout the year.
Turning Best Practices Into Results
Email remains one of the most powerful tools available to higher education marketers, but only when strategy and technology work hand in hand. The best practices outlined here are: permission-based lists, segmentation, personalization, accessibility, automation, and compliance. Ensure every message is not just delivered but resonates with the right audience at the right time.
This is where Higher Education Marketing (HEM) makes the difference. With deep sector expertise, we help schools design and execute email strategies that align with recruitment, retention, and advancement goals.
Central to this is our use of Mautic CRM, an open-source higher education email marketing automation platform customized for educational institutions. Mautic allows institutions to manage campaigns, segment audiences, automate journeys, and integrate seamlessly with student information systems, all while keeping data governance and compliance front and center.
By combining best-practice strategy with the flexibility of Mautic CRM, HEM enables institutions to run smarter, more personalized campaigns that drive measurable ROI across the student lifecycle. The result is simple: stronger engagement, higher conversion rates, and a more connected experience for every student, from prospect to alumni. Do you need help crafting an effective marketing strategy for student recruitment for your institution? Contact HEM for more information.
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Frequently Asked Questions
Question:How can segmentation improve the effectiveness of email marketing for higher education? Answer: Segmentation makes emails more relevant, which increases engagement. For example, international prospects segmented by country can receive updates on visas and housing, while domestic students see local funding options. Segmenting by lifecycle stage, program, and behaviour helps improve click-throughs and leads to better-qualified student interactions.
Question: What are the best practices for creating engaging subject lines in higher education email marketing? Answer: Keep subject lines clear, specific, and under 50 characters. Highlight benefits like deadlines, outcomes, or events, and use preheaders to expand the message. Test frequently with A/B experiments, and consider humanized sender names (e.g., “Admissions at [School]”) to increase open rates without relying on gimmicks.
Question: Why is personalization important in higher education email marketing? Answer: Personalization helps students see themselves at your institution. Tailoring emails by program, start term, or action, such as reminding them of an unfinished application, makes communication feel relevant and timely. This reduces fatigue and unsubscribes while guiding students toward conversion more effectively than generic messages.
Dr. Emmanuel LalandeEmmanuel Lalande has been named Senior Vice President of Enrollment Strategy and Student Success at Columbia College Chicago. Lalande has over two decades of experience in enrollment and student development. He is joining Columbia from Voorhees University.
Lalande earned a bachelor’s degree in political science and a master’s degree in educational leadership at Delaware State University before going on to complete an EdD in organizational leadership at Nova Southeastern University.
Dr. Marcela Rodriguez-Campo Through the work that I did as a director of a diversity office, I was always finding ways to make magic out of the least given how poorly our work was funded. Nonetheless, we did everything we could to pay folks for their time and labor. After finishing the planning of one of the largest state-wide events my team had ever hosted, a local artist we had collaborated with previously offered to return to our campus to offer my team a pour-painting workshop, for free. I was left stunned.
That’s too generous, right? Are you sure? Maybe we can dig up some funds or find a sponsorship?
No. I want to give this to your team as a thank you for the work that you all do. And for being a safe person folks can go to.
My eyes immediately welled up with tears: We were safe for her and now she wanted to keep our spirits safe in return. This is community care.
When people from historically marginalized communities enter the Ivory Tower as students, staff, or faculty, institutions actively work to estrange us from our communities. They teach us that our culture, our histories, our languages don’t matter, by rarely including us in the curriculum. They show us that our voices and our stories aren’t allowed to take up space there, when they ban our books, dismiss our questions, deny our realities, and reject our ways of knowing. They mold us into “professionals”, train us in Eurocentric research and teaching practices, and force us to subscribe to their ways of being in order to succeed and survive. They convince us that success will be measured by their standards, rather than those set forth by our communities.
Diversity, equity, & inclusion (DEI) offices are fundamentally about enacting an ethic of care that is culturally and politically grounded in the communities our students come from.
The Trump administration has deemed that a danger and threat to society. They are attempting to make us forget ourselves and pushing an agenda of historical amnesia. They are trying to make us forget that there is a whole world out there beyond the Ivory Walls that needs us to exist. Heartbreakingly enough, it is working. Once bold and visionary leaders are capitulating to authoritarianism and white supremacist ideology. As we see the far-reaching resistance to this now trending DEI-boogeyman, it is more important than ever that we remember our lineage, that we return to our communities, that we return to the river that offered us our first sips of liberation. So that we may continue to — as Toni Morrison taught us — move in the direction of freedom.
As we face persistent threats and attacks on our work, allow me to offer the DEI professionals and our student leaders a reminder: your community needs you and it needs you free, too. Let us learn from the lineage of our work and remember as our own continuous act of rebellion the river from which DEI pulls from.
Cultural centers and diversity offices did not come about placidly or because of the goodwill of institutions. They were fought for, demanded. They were created not because of the polite and demure requests of Students and Faculty of Color, but as a result of courageous boycotts, sit-ins, building occupations, protests, mobilization, and organizing of marginalized communities who recognized the second-class support they were receiving and who were inspired by the activism of the Civil Rights Movement of the 1960’s. Chicano students in East LA walked out of schools in droves to denounce the substandard education they were being given. They stepped out to demand better teachers, better learning conditions, more resources, and ethnic studies. In that same year a month later, Black students at Columbia University occupied Hamilton Hall to protest segregation and racism in higher education. Students collectively led a revolution through each act of resistance and refused to accept an education system that dehumanized and disrespected their community.
DEI is a byproduct of student activism. As Black cultural centers began opening, cultural centers for other community groups were created in the same vein, to offer safe spaces and resources to students from the margins. Cultural centers created spaces for students to develop a collective consciousness where they could find themselves and each other in a sea of white curriculum, culture, policies, and practices. They have historically supported the recruitment, retention, and graduation of marginalized student groups. Student and scholar activists’ radical visions of transforming higher education to equitably serve and empower students from the margins was stunted by institutional resistance that was coded as budgets, enrollment, and value add. Some of the same code words we hear today.
So, DEI was created as the compromise, a palatable option. One that checked some of the boxes, while not transforming the institution wholly. DEI was never intended to be the radical resolution student activists fought for.
The aggressive attack on DEI is the consequence of our ability to become effective, to reach a critical mass of folks nationally to question the status quo and the system enough to make the people in power uncomfortable. Whether DEI is banned for one presidency or two or forever, it was never meant to save us. We have to do that. Our communities have always done that. DEI was never going to be enough and at many institutions, it was never intended to be effective. We need to reclaim our agency and power and voices from the institutions who never loved us back anyway and recognize that there is so much more we could build with or without them in and with community. As this current moment and the highly organized right works to scare, intimidate, and paralyze us, the most critical thing we could be doing in this very moment is building community from within and especially from outside of our institutions.
Beloved, we are the global majority. And this current political moment is working hard and fast because it is the last opportunity to reset the scales. They are scared of the collective power and freedom we can tap into in our communities because our communities are our source. The very care that we offer to our students we first learned from our communities. The care we owe is to our communities. The reason we do this work is for our communities. The care we are searching for is in our communities. The resistance has begun and will continue to exist within our communities. Your work will likely need to evolve, as this work always has, so go ahead and evolve.
In Emergent Strategy by adrienne maree brown she shares this powerful wisdom on interdependence and community by Naima Penniman:
“When Hurricane Katrina slammed into the Gulf Coast, almost everything lost its footing. Houses were detached from their foundations, trees and shrubbery were uprooted, signposts and vehicles floated down the rivers that became of the streets. But amidst the whipping winds and surging water, the oak tree held its ground. How? Instead of digging its roots deep and solitary into the earth, the oak tree grows its roots wide and interlocks with other oak trees in the surrounding area. And you can’t bring down a hundred oak trees bound beneath the soil! How do we survive the unnatural disasters of climate change, environmental injustice, over-policing, mass-imprisonment, militarization, economic inequality, corporate globalization, and displacement? We must connect in the underground, my people! In this way, we shall survive” (p. 84–85).
We have left ourselves vulnerable because we have dug our roots deep in academia and have not rooted ourselves like the oak tree across our community. We must become an oak tree, rooting ourselves expansively, interdependently within community so that when they come for us– and they will– we will continue to stand. Whatever work we are able to do between now and the next attack on our work, let us reach towards the oak trees who seeded us and root ourselves to one another as we gear up for the struggle of our lifetime. It is the imperative of our lifetime to remember who we are and return to community.
When my institution quickly disposed of the legacy of the DEI professionals and students, community saved me. When they demonized me, targeted me, and worked to snuff out my fire, community reminded me of who I am. When the institution nearly convinced me that someone like me should not exist, community reminded me of the entire world that breathes and lives outside the ivory walls that needs me. Community rekindled my spirit and my hope, that even in the direst set of circumstances, my people make magic.
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Dr. Marcela Rodriguez-Campo is an educator and scholar-practitioner. She is a former DEI Director from a public four year institution. She is the founder of Co-Libre Education.
We’re marking World Water Week, a gathering in Sweden intended to solve water-related challenges such as droughts, floods and food security. Let’s invest in it.
Nearly 60% of student affairs professionals witnessed racism on their campuses in the past year, with one-third experiencing it directly, according to a new national study that exposes significant racial disparities in workplace conditions across higher education.
Dr. Royel M. JohnsonThe report, released by the USC Race and Equity Center, analyzed responses from 1,992 student affairs professionals at 73 colleges and universities who participated in the National Assessment of Collegiate Campus Climates Staff Survey between 2021-2023.
“When we look at over 2000 student affairs professionals across 73 institutions, we often see that student affairs professionals are really the backbone of our campuses, who are the first line of defense in supporting students and responsible for creating the conditions of belonging,” said Dr. Royal Johnson, a professor in the Rossier School of Education at the University of Southern California and director of the National Assessment of Collegiate Campus Climates in the USC Race and Equity Center. “But the same sort of realities that students are facing of race and discrimination, student affairs professionals are also being plagued with those same challenges.”
Black student affairs professionals reported the highest rates of direct racist experiences at 61%, followed by Asian (46%) and multiracial staff (46%). In contrast, only 17% of white professionals reported experiencing racism personally.
“Student affairs professionals are expected to champion equity and care for students, yet they often labor in environments that fall short of those same principles,” the researchers wrote.
In an interview with Diverse, Johnson noted that upwards of 60% of those surveyed reported experiencing racism and the lingering consequences, “whether it be the emotional toll and frustration associated with it, the distrust that emanates from it, their sense of mattering,” he added.
The perpetrators of racism came primarily from within institutions themselves. White staff members were the most common source of racist behavior (27% of respondents reported experiencing racism from white colleagues), followed by white students (22%) and white faculty (21%). Additionally, 22% experienced racism from external contacts such as vendors and community partners.
The emotional toll proved significant, with 72% of respondents reporting feelings of frustration and 50% experiencing anger as a result of racist incidents. More than a quarter (27%) said the experiences led to declines in mental health and emotional well-being.
Confidence in institutional commitment to diversity, equity and inclusion varied sharply by race. While half of white staff expressed strong confidence in their institution’s DEI commitment, only 30% of Black staff and 35% of Asian staff shared that view.
The workplace climate issues extended beyond racist incidents to broader patterns of exclusion and inequality. Less than half of all respondents felt they mattered at their institution, with Asian (33%) and Black (38%) professionals reporting the lowest rates of feeling valued.
Staff of color also reported significant barriers to advancement. Among Black professionals, 34% disagreed that they received equal opportunities for advancement compared to colleagues, while 32% of Hispanic/Latinx staff reported similar concerns. One in ten Black professionals said their perspectives were not valued at all in workplace decision-making processes.
“We know that staff of color have long struggled with equitable professional mobility kind of opportunities, or feel relegated to lower level, lower status kinds of roles,” Johnson explained, adding that the study represents “one of the more larger scale analysis that’s national in scope, that’s offering behind the scenes if you will, of the kind of racial realities that folks are experiencing.”
The study revealed gaps in institutional support systems as well. While 70% of staff of color and 81% of white staff learned about race through self-directed efforts, only about half received formal professional development from their institutions on racial topics.
During the survey period, which coincided with national discussions about anti-Asian hate crimes and police brutality against Black Americans, less than half of institutions addressed these issues. Only 42% of respondents said their leaders addressed anti-Asian hate crimes, while 50% said leaders addressed police brutality and racially motivated violence against Black people.
The findings come as student affairs faces broader retention challenges, with 39% of staff indicating they are likely to seek other employment within the next year, according to separate research by the College and University Professional Association for Human Resources.
The USC researchers offered seven recommendations for institutional action, including strengthening reporting mechanisms, embedding equity goals in staff evaluations, regularly assessing campus climate with disaggregated data, and ensuring transparent advancement pathways.
“Addressing racism in the workplace is not about individual resilience—it is about institutional responsibility,” the researchers concluded. “Without bold, sustained, and collective action, campuses risk losing the very professionals who are central to advancing their diversity and student success missions.”
The study’s sample included professionals from 28 two-year and 45 four-year institutions. The demographic breakdown was 54% white, 18% Hispanic/Latinx, 12% Black, 5% Asian, and 7% biracial or multiracial staff members.
