Category: higher education

  • Tuskegee University – Edu Alliance Journal

    Tuskegee University – Edu Alliance Journal

    April 14, 2025, by Dean Hoke: This profile of Tuskegee University is the ninth in a series presenting small colleges throughout the United States.

    Background

    Founded in 1881 by educator Booker T. Washington, Tuskegee University is a private historically black university (HBCU) located in Tuskegee, Alabama – about 40 miles east of Montgomery​ . Established initially as the Tuskegee Normal School for training Black teachers, it evolved into Tuskegee Institute and eventually a university known for blending liberal arts, technical, and professional education. The university’s campus, a designated National Historic Site, spans roughly 5,000 acres (including a 450-acre main campus and extensive forestry and research lands)​. Tuskegee is consistently ranked among the top HBCUs nationally (U.S. News #3 in 2023) and is noted for its academic rigor and legacy of producing African American leaders​.

    Curricula

    Tuskegee offers a broad curriculum encompassing over 50 degree programs​. Programs include Engineering, Architecture, Business, Education, and Nursing & Allied Health, as well as a renowned College of Veterinary Medicine​. The university balances a liberal arts foundation with strong STEM and professional programs. Students complete a liberal arts core while pursuing majors in fields like engineering, agriculture, the sciences, business, and the humanities. Tuskegee has introduced distinctive programs that leverage its heritage – for example, it hosts the nation’s only Aerospace Engineering program at an HBCU, and it houses a National Center for Bioethics in Research and Health Care focused on minority health ethics​.

    Experiential learning is integral: from engineering design projects to agricultural research and Cooperative Extension outreach in rural communities, students get hands-on training. Notably, Tuskegee’s veterinary medicine program, founded in 1945, provides crucial clinical experience and has become a top producer of minority veterinarians. Outcomes for graduates are strong in many programs – for example, nursing and allied health majors benefit from clinical partnerships, and engineering students often secure competitive internships. Tuskegee reports in 2022, the four-year graduation rate is 33%, and the six-year graduation rate is 67%​​.

    Strengths

    • Historic Legacy and Mission: Tuskegee’s history is a cornerstone of its identity. It was built on Booker T. Washington’s self-help philosophy and has played a pivotal role in African American education for over a century​.
    • Excellence in STEM, Agriculture, and Veterinary Medicine: The university is a powerhouse in STEM fields. It is the only independent HBCU with four ABET-accredited engineering programs​ and the only HBCU with an Aerospace Science Engineering program​. Its College of Veterinary Medicine has educated over 70% of African American veterinarians in the United States​​.
    • Strong Student Outcomes and Recognition: Tuskegee is recognized for improving social mobility and student success. U.S. News ranks Tuskegee #1 among Southern schools for social mobility and among the top 5 HBCUs nationwide. The university has produced generations of leaders and pioneers, which bolsters its reputation and provides current students with role models and mentors.
    • Community Engagement and Service: As a land-grant institution, Tuskegee is deeply committed to community service and outreach. Through its Cooperative Extension Program and initiatives like the new Center for Rural Health and Economic Equity, the university addresses needs in Alabama’s Black Belt region—from agricultural assistance for local farmers to health equity research for underserved rural populations​​.

    Weaknesses

    • Enrollment Decline: Tuskegee’s Full-Time Equivalent (FTE) enrollment has steadily decreased from 3,276 in 2019 to a low of 2,755 in 2023, with a modest rebound to 2,881 in 2024. This downward trend, though not unique among small institutions, negatively impacts tuition revenue, national rankings, and institutional perception.
    • Infrastructure and Facilities: Numerous campus buildings require modernization. Students and alumni on platforms like UNIGO have expressed concerns about aging dormitories and outdated lab and classroom technology. These issues pose challenges for student recruitment and retention, especially in STEM disciplines. The university acknowledged these concerns in 2024 and stated that actions are underway to address construction delays.
    • Return on Investment (ROI): According to Georgetown University’s Center on Education and the Workforce, Tuskegee’s 40-year ROI for bachelor’s degrees is $1,434,000—well below the national average of $1,744,000 for private institutions. This places Tuskegee in the lower 20th percentile nationally and may raise concerns among prospective students and families weighing the long-term value of a Tuskegee degree.

    Note: Tuskegee does an exceptional job with the students it serves, often outperforming peers in helping students succeed and move up economically. However, its graduates’ average earnings are lower than those of graduates from many other private institutions, which affects ROI rankings. This contrast is common among mission-driven institutions that serve high-need populations and public interest-oriented fields (e.g., education, social work, veterinary medicine), where average salaries tend to be lower despite high societal value.

    Economic Impact

    Tuskegee University is a major economic engine for its region. According to the United Negro College Fund’s (UNCF) 2024 Economic Impact Report, Tuskegee University contributes approximately $237.1 million annually to Alabama’s economy and supports 2,064 jobs statewide through its operations, payroll, student spending, and visitor expenditures. It is one of the largest employers in Macon County, with nearly 1,400 employees on payroll​, and its presence stimulates additional employment in the community (restaurants, shops, services that cater to students and employees).

    Beyond direct spending, as a land-grant institution, it operates Cooperative Extension programs that improve agricultural productivity and entrepreneurship in rural Alabama. The university actively pursues research grants that address local needs. For example, in 2023, Tuskegee received a $2.2 million federal grant to establish a Center for Rural Health and Economic Equity, which will not only improve healthcare outcomes in Black Belt counties but also create research jobs and community health worker positions​.

    Enrollment Trends

    As of Fall 2024, total enrollment (FTE) is 2881 students, including undergraduates, graduate students, and professional students in veterinary medicine​.

    The university has actively recruited beyond Alabama: currently, only 26% of undergraduates are Alabama residents, while 74% come from out-of-state​.

    Degrees Awarded by Major

    In the 2022–23 academic year, Tuskegee University conferred 547 degrees in total (410 bachelor’s, 69 master’s, and 68 doctorates, including professional degrees)​.

    Alumni

    Tuskegee University boasts a vibrant alumni network of tens of thousands of graduates spread across the U.S. and abroad. With nearly 140 years of history, Tuskegee has produced generations of African American professionals and leaders, creating an expansive community often referred to as the “Tuskegee Family.” Alumni remain closely connected to the university and each other.

    Notable Alumni and Figures: Tuskegee’s alumni and associated figures include some of the most influential names in U.S. education, science, military, and culture:

    • Amelia Boynton Robinson (Class of 1927): Pioneering civil rights activist and leader in the voting rights movement. She played a key role in the 1965 Selma to Montgomery marches, inviting Dr. Martin Luther King Jr. to Selma.
    • Gen. Daniel “Chappie” James (Class of 1942): The first African American four-star general in U.S. military history.
    • Lonnie Johnson (Class of 1973): Engineer and inventor, Johnson, a Tuskegee mechanical engineering graduate​, had a distinguished career at the Air Force and NASA before his entrepreneurial success. He holds over 100 patents.
    • Lionel Richie (Class of 1974): Grammy-winning singer, songwriter, and former lead vocalist of the Commodores. Richie, a Tuskegee native, graduated with an economics degree.
    • Keenen Ivory Wayans (Attended from 1977-1980): an American actor, comedian, director, and filmmaker who co-hosted and created the TV comedy Emmy award show In Living Color. An engineering student on scholarship, he left Tuskegee in his senior year to pursue acting.

    Endowment and Financial Standing

    Tuskegee University’s financial foundation is solid but underpins a careful stewardship to meet institutional needs. As of 2024, the university’s endowment is valued at around $161 million.​ It remains smaller than some peer HBCUs. The university still depends heavily on tuition and fees.​ A milestone came in 2020 when philanthropist MacKenzie Scott donated $20 million to Tuskegee – the largest gift in the university’s history​.

    The university’s financial management has earned positive marks. The 2023 Forbes Financial Grades gives Tuskegee a 3.82 GPA and a letter grade of A-.

    Why is Tuskegee Important?

    • Tuskegee University holds a singular place in American higher education and society, with a legacy and ongoing impact that extend far beyond its small-town Alabama campus. Founded in an era of segregation and limited opportunities for Black Americans, Tuskegee became a beacon of self-determination – educating Black teachers, farmers, and craftsmen in its early years and proving that excellence could flourish under the most challenging conditions.
    • Tuskegee’s importance also lies in its academic and professional contributions, particularly in increasing diversity in critical fields. It has been a prolific producer of African American professionals: for example, as noted, the vast majority of Black veterinarians are Tuskegee graduates​, and the university has trained countless Black engineers, nurses, and scientists.
    • Tuskegee University remains a cultural touchstone and symbol of excellence. Tuskegee has also influenced educational models worldwide; notably, its extension work and vocational training approaches were emulated in developing nations (especially in Africa) during the 20th century, spreading the ethos of education for empowerment globally.

    In summary, Tuskegee University is important because it represents the power of education as a force for equality and innovation. It has transformed lives and communities for generations, contributed richly to African American history and American progress, and continues to produce leaders and ideas that shape our world. In American higher education, Tuskegee’s thread is unique and invaluable – an embodiment of resilience, excellence, and the ongoing pursuit of knowledge for the betterment of society.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America. 

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  • Enrollment Strategies for Moving Students through the Funnel

    Enrollment Strategies for Moving Students through the Funnel

    Strategies for Each Stage of the Enrollment Journey

    Higher education institutions face many challenges in their efforts to engage with potential students and keep them motivated while they navigate the enrollment process. In a 2024 Lumina Foundation/Gallup survey on the state of higher education, prospective adult students cited cost, work conflicts, emotional stress, and lack of remote learning opportunities as their top barriers to enrolling in a college program. 

    Institutions and enrollment teams have the unique opportunity to support students on their journey through each stage of the enrollment funnel — awareness, interest, consideration, intent, application, and enrollment — to help them achieve their goals. 

    To learn more, check out the infographic below, created by the Higher Education Marketing Journal.

    Stage 1: Awareness

    In the first stage of the enrollment funnel, prospective students search for colleges and universities and find out about the different programs they offer. The challenge that universities face during this stage is: How do we reach as many potential students as possible?

    Prospective students learn about institutions in the following ways:

    According to a recent survey of prospective students, 83% find videos from colleges and universities helpful, 79% find virtual tours helpful, and 63% have clicked on a college’s digital ad.

    Universities can use the following strategies to reach potential students:

    Stage 2: Interest

    In the next stage, also known as the familiarity stage, students narrow their focus and move closer to deciding which program is right for them. Universities face this challenge during the interest stage: How do we stand out among the competition and promote our institution’s brand?

    Strategies to stand out include the following:

    Stage 3: Consideration

    At this stage, students have several options and may now take the time to reach out to the institutions they’re interested in to get more information before they make their decision. By engaging directly with students, colleges and enrollment teams can build relationships with them and establish trust. 

    Universities at this stage wonder: How do we build trust and encourage prospective students to enroll?

    To build trust with prospective students, universities should employ tactics such as the following:

    Stage 4: Intent

    In this stage, sometimes known as the choice stage, prospective students are very close to making a decision. Enrollment teams need to be ready and available to help them take the necessary steps to enroll. 

    These teams have the following challenge questions to solve: How do we continue to keep students engaged? What other information and encouragement can we provide?

    Over 14,000 prospective adult students who responded to the 2024 Lumina/Gallup survey ranked their reasons for not enrolling in a college program. The following challenges were flagged as very important or moderately important:

    Universities can employ strategies such as the following:

    Stage 5: Application

    At this stage, students have made their decision and are ready to apply to the institution. This is a big step for students who may need help submitting documents and fulfilling admission requirements.

    The challenge universities face involves this question: What can we do to ease the application process?

    Schools can employ strategies such as the following:

    Stage 6: Enrollment

    In the last stage, students complete their registration and begin the orientation process. Admissions advisors at this stage must keep students engaged and set them up for success. Students will choose classes, buy books, and meet teachers and other students, while also making decisions about how to manage their other life obligations while they are in school.

    The challenge question for universities: How can we provide support and promote retention?

    These schools can benefit from strategies such as the following:

    Create Enrollment Strategies to Support the Student Journey

    Enrollment teams not only help students choose the best program to reach their goals, they also support them throughout the enrollment and admissions process to ensure their success through graduation.

    Sources 

    The Council of Independent Colleges, 2023 E-Expectations Trend Report

    Lumina Foundation, The State of Higher Education 2024

    Lumina Foundation, From Outreach to Enrollment: Strategies to Engage Adults in Education Beyond High School 

    Modern Campus, “How To Optimize The Enrollment Funnel & Increase Matriculation”

    Higher Education Marketing, Essential Admissions Funnel Best Practices For Schools

    Higher Education Marketing Journal, “Enrollment Funnel: Tips for the Student Journey”

    Subscribe to the Higher Ed Marketing Journal:

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  • Alabama high school requirements now allow students to trade chemistry for carpentry

    Alabama high school requirements now allow students to trade chemistry for carpentry

    BIRMINGHAM, Ala. — In a corner of Huffman High School, the sounds of popping nail guns and whirring table saws fill the architecture and construction classroom.

    Down the hall, culinary students chop and saute in the school’s commercial kitchen, and in another room, cosmetology students snip mannequin hair to prepare for the state’s natural hair stylist license.

    Starting this fall, Alabama high school students can choose to take these classes — or any other state-approved career and technical education courses — in place of upper level math and science, such as Algebra 2 or chemistry.

    Alabama state law previously required students to take at least four years each of English, math, science and social studies to graduate from high school. The state is now calling that track the “Option A” diploma. The new “Option B” workforce diploma allows students to replace two math and two science classes with a sequence of three CTE courses of their choosing. The CTE courses do not have to be related to math or science, but they do have to be in the same career cluster. Already, more than 70 percent of Alabama high school students take at least one CTE class, according to the state’s Office of Career and Technical Education/Workforce Development.

    The workforce diploma will give students more opportunities to get the kind of skills that can lead to jobs right after high school, legislators said. But there’s a cost: Many universities, including the state’s flagship University of Alabama, require at least three math credits for admission. The workforce diploma would make it more difficult for students on that track to get into those colleges.

    The law passed in 2024 alongside a spate of bills aimed at boosting the state’s labor participation rate, which at 58 percent as of January remained below the national rate of 63 percent. Simply put, Alabama wants to get more of its residents working.

    Alabama is giving high school students a new pathway to a high school diploma: fewer math and science classes in exchange for more career and technical education courses. Credit: Tamika Moore for The Hechinger Report

    The new diploma option also comes at a time when public perception of college is souring: Only 36 percent of U.S. adults have a lot of confidence in higher education, according to a 2024 Gallup poll. Just 43 percent of Alabama high schoolers who graduated in 2023 enrolled in one of the state’s public colleges the following fall.

    “The world of higher education is at a crossroads,” said Amy Lloyd, executive director of the education advocacy nonprofit All4Ed and former assistant secretary for the Office of Career, Technical, and Adult Education at the U.S. Department of Education. “Americans are questioning the value of the return on their investment: Is it worth my money? Is it worth my time?”

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free newsletter on K-12 education.

    One recent afternoon in Huffman High School’s architecture class, a few students in bright yellow safety vests were measuring a wall they had built. At the end of the semester, the project will culminate in a tiny home.

    Lucas Giles, a senior, started taking architecture his sophomore year as a way to “be able to fix things around the home without having to call other people,” he said. The new workforce diploma option won’t apply to him since he’s graduating this year, but he said he likely would have opted for it to fit more architecture classes into his schedule — that is, until he learned it would make it harder for him to attend college and study engineering.

    “I wouldn’t have the credits,” Giles realized.

    Students who earn a workforce diploma and end up wanting to go to college after all can enroll in community colleges, or aim for state colleges that have less stringent admissions requirements, said Alabama education chief Eric Mackey. The key to the new diploma will be ensuring school counselors are properly advising students, he added.

    “That’s where the counselor comes in and says, ‘If you want to be a nurse, then yes, you need the practical stuff at the career tech center — taking blood pressure and trauma support — but you also need to be taking biology, physiology, chemistry and all those things, too,’” Mackey said.

    Because the diploma only makes sense for a specific subset of students — those who do not plan to go to a four-year college that requires more math or science and who cannot otherwise fit CTE classes in their schedule — counselors have a huge role to play in guiding students. As of 2023, there were 405 students for every counselor in Alabama’s public schools, well over the recommended ratio of 250 to 1.

    Mackey said the state added career coaches in recent years to ease the counseling workload, but in many districts there is just a single coach, who rotates among schools.

    Samantha Williams, executive director of the nonprofit Birmingham Promise, fears the workforce diploma may shut off students’ options too early. Birmingham Promise helps students in Birmingham City Schools pay college tuition and connects them to internship opportunities while in high school.

    “Do you really think that all of our school districts are preparing students to know what they want to do” by the time they’re in high school, Williams asked.

    Williams also worries that lower-performing students might be steered to this diploma option in order to boost their schools’ rankings.

    Students who opt for the workforce diploma will not have their ACT test scores included in their schools’ public reports. Legislators decided that schools should not have to report standardized test scores for students who did not have to take the requisite math and science classes.

    “The concern a lot of people voiced was ‘Hey, isn’t everyone just going to place the kids who are underperforming in the workforce diploma so their ACT scores don’t bring down the whole?’” Williams said. “There’s a strong perverse incentive for people to do that.”

    Speaking to the state’s Board of Education last fall, Mackey warned the “furor of the state superintendent will come down on” anyone who tries to redirect students toward the workforce diploma because of low ACT scores.

    Related: What happened when a South Carolina city embraced career education for all its students

    At Headland High School in rural Henry County, Alabama, every student takes at least one CTE course, according to Principal Brent Maloy. The most popular classes, he said, are financial management and family consumer science.

    “We don’t force them in — everybody registers themselves, they pick their own classes,” Maloy said. “But there’s just about a zero percent chance that a kid’s not going to have a career tech class when they graduate.”

    The school has hosted information sessions for parents and students about the new diploma option ahead of next school year. In a poll of rising juniors and seniors, 20 percent said they would like to pursue a workforce diploma, and another 30 percent said they might be interested. Maloy is anticipating about 25 percent of students will actually opt in to the pathway.

    Most graduates of Headland enroll in a two-year school after graduation anyway, Maloy said, and the workforce diploma won’t hinder that. But the high school has only one counselor for its 450 students, and making sure students fully understand this diploma pathway — and its limitations — is likely to add pressure and extra responsibilities on counselors with heavy workloads.

    Students hold up the wall of a tiny home they’re building in a career and tech architecture class at Huffman High School in Birmingham, Alabama. Credit: Ariel Gilreath/The Hechinger Report

    “There’s so much pressure on our secondary counselors already just to make sure that all of the boxes are checked before graduation. It’s going to put an extra box for them to check,” Maloy said.

    Ultimately, state businesses and industries want this change, said Mackey, who started his career as a middle and high school science teacher.

    “They were saying, ‘We really need students with skills over, say, calculus,’” Mackey said. “That doesn’t mean some students don’t need calculus — we want to still offer those higher math courses and higher science courses.”

    But, reflecting on his own experience as a high school science teacher, “I can tell you that every student doesn’t need high school chemistry,” Mackey said.

    The chamber of commerce in Mobile, Alabama, is one group that advocated for the workforce diploma. Career tech classes are a good way for students to better learn what they want to do before graduating high school, and they are also an avenue for students to get skills in high wage industries prevalent in Alabama, said Kellie Snodgrass, vice president of workforce development at the Mobile Chamber.

    Less than half of high school graduates in the region end up enrolling in college after graduation, Snodgrass said, and only 20 percent of high-wage jobs in Mobile require a college degree. A large chunk of jobs in the state, and in Mobile in particular, are in manufacturing.

    “It’s terrible when a student goes away to college and comes back and can’t find a job, when we have thousands of open jobs here,” Snodgrass said.

    In an emailed statement, Trevor Sutton, the vice president of economic development at the Birmingham Business Alliance, said the diploma option was a “win for the state of Alabama” that would allow students a chance to learn both “hard and soft skills like communication and time management.”

    Related: States bet big on career education, but struggle to show it works

    At least 11 states have embraced policies that give students flexibility to use career tech courses for core academic credits, according to a review from the Education Commission of the States.

    Like Alabama, Indiana also made changes to its diploma requirements in 2024. After more than a year of public debate, the state created three graduation pathways that are meant to lead to college admissions, the workforce, or enlistment in the military. Those changes will be effective for students in the class of 2029, or current eighth graders.

    Having industry buy-in on career tech programs is important, said Lloyd with All4Ed, because most students will need either an industry or post-secondary credential to land a job with a comfortable wage.

    “The reality is a high school diploma is not enough in today’s labor market to have a guaranteed ticket to the middle class,” Lloyd said.

    The problem, Lloyd said, is most K-12 industry credentials have little use to employers. Only 18 percent of CTE credentials earned by K-12 students in the U.S. were in demand by employers, according to a 2020 report from the Burning Glass Institute.

    The key in Alabama will be ensuring students are going into career pathways that line up with job demand, Snodgrass said. Out of the more than 33,000 CTE credentials Alabama high school students earned in 2023, only 2 percent were in manufacturing, which is one of the state’s highest need areas.

    Still, attitudes toward high school CTE courses — once largely thought of as classes for students who struggled academically — have improved significantly over the years. And many schools offer CTE programs like aerospace, robotics or conservation that could help students get into high-demand undergraduate programs at universities.

    “We’re increasingly blurring the lines between what has been historically siloed in people’s minds in terms of career education versus academic education,” Lloyd said. “Those are very often one and the same.”

    Contact staff writer Ariel Gilreath at gilreath@hechingerreport.org

    This story about Alabama high school requirements was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter

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  • Washington and Lee University – Edu Alliance Journal

    Washington and Lee University – Edu Alliance Journal

    April 7, 2025, by Dean Hoke: This profile of Washington and Lee University is the eighth in a series presenting small colleges throughout the United States.

    Background

    Founded in 1749, Washington and Lee University (W&L) is a private liberal arts college located in Lexington, Virginia. With a 325-acre campus in the Shenandoah Valley, W&L is the ninth-oldest college in the U.S. Originally Augusta Academy, it became Washington College after George Washington’s 1796 gift. It later took on its current name in honor of Robert E. Lee, who served as president following the Civil War. The school became coeducational in 1985 and is consistently ranked among the top liberal arts colleges nationally. The President of Washington and Lee since 2017 is William (Will) Dudley.

    W&L enrolls approximately 1,900 undergraduates and 375 law students. The university boasts an 8:1 student-faculty ratio and an average class size of 15. The university is renowned for its rigorous academics, a single-sanction honor system, and a strong emphasis on ethical leadership and community.

    Curricula

    W&L offers 36 majors and 41 minors across disciplines such as the humanities, sciences, arts, business, journalism, and engineering. It’s the only leading liberal arts college with accredited undergraduate programs in business and journalism. Students can pursue either a B.A. or B.S. degree and are encouraged to pursue interdisciplinary interests. Popular majors include Business Administration, Economics, Political Science, and interdisciplinary areas such as Environmental Studies and Poverty Studies. Signature programs include the Shepherd Program for the Interdisciplinary Study of Poverty and Human Capability, combining classroom learning with community engagement on social justice issues. Over 60% of undergraduates study abroad, and a significant number participate in internships and research, often supported by university grants.

    Strengths

    • Exceptional Outcomes and Opportunities: W&L’s four-year graduation rate is about 92%, and over 93% of graduates secure employment or enter graduate school within six months of graduation​. They are a top producer of Fulbright scholars and other fellowship winners, reflecting the high caliber of their students and the support they receive in pursuing global opportunities​.
    • Academic Excellence: W&L consistently ranks among the top liberal arts schools in the United States. It has been ranked #9 by US News and World Report in Best Small Colleges in America and #9 for best liberal arts colleges. The school consistently ranks among the top producers of Fulbright and other prestigious fellowships.
    • Experiential Learning: The unique Spring Term and emphasis on study abroad (60%+ participation) offer high-impact, immersive educational experiences. Programs like the Shepherd Poverty Program and community-based internships promote civic learning.
    • Financial Strength: With a $2 billion endowment (roughly $900,000 per student), W&L offers strong financial aid and has a need-blind admissions policy for most domestic and international applicants.

    Weaknesses

    • Exclusivity: W&L has historically attracted a particular student demographic and features a social scene dominated by Greek life, which presents challenges in broadening campus culture. Approximately 75% of undergraduates join fraternities or sororities—one of the highest Greek participation rates in the nation​. This deep-rooted Greek presence contributes to close social bonds and robust alumni networks. Still, it can also create a perception of social exclusivity for Students who do not participate in Greek life.
    • Historical Legacy and Diversity Challenges: W&L grapples with aspects of its historic legacy that pose modern challenges. The institution’s very name honors Robert E. Lee, and debates have occurred over whether to rename the university, given Lee’s ties to the Confederacy and slavery​. In 2020, campus discussions on this issue drew national attention and revealed divisions among stakeholders​. The cultural transition – shedding outdated perceptions and ensuring that students from all backgrounds feel fully welcome – remains an ongoing challenge for Washington and Lee.

    Economic Impact

    W&L is not only an academic institution but also a major economic engine for Lexington and the surrounding Shenandoah Valley. In addition to educating students, W&L significantly boosts the local economy through employment, spending, and partnerships. The university is one of the largest employers in the region, with roughly 870 faculty and staff​. A comprehensive economic impact study in 2010 found that W&L was responsible for over $225 million in economic activity in the region in a single year.

    Enrollment Trends

    As of Fall 2024, Washington and Lee’s total undergraduate enrollment stands at 1,866 undergraduate students, with an additional 355 students in the law school​. Over the past decade, undergraduate enrollment has remained stable.

    The undergraduate acceptance rate has declined from 24% to 14% over the past five years, reflecting increased selectivity. The gender balance has also shifted to slightly favor women (51%). The university maintains a first-year retention rate of 96-98% and six-year graduation rates remain steady between 93% and 95%, reflecting a high level of student satisfaction and institutional support.

    Degrees Awarded by Major

    In the Class of 2020 -21, W&L conferred degrees across a wide spectrum of majors. Below is a breakdown by number of degrees awarded that year:

    Return of Investment

    According to the Georgetown University Center on Education and the Workforce’s study, Ranking 4,600 Colleges by ROI (2025), W&L offers a strong return on investment. In this study, ROI is calculated as the difference between a graduate’s cumulative earnings over time and the total out-of-pocket cost of attending college, which refers to the net cost after accounting for grants and scholarships.

    For students earning a bachelor’s degree, W&L’s median ROI significantly exceeds the average for private nonprofit colleges, both in the short and long term.

    Source: Georgetown University Center on Education and the Workforce, analysis of U.S. Department of Education College Scorecard data, 2009–2022.

    Alumni

    W&L boasts a vibrant alumni network that is both tightly knit and far-reaching. There are over 25,000 living W&L alumni worldwide, spread across all 50 states and dozens of countries. Alumni often refer to themselves as “Generals” (after the school’s athletic moniker) and maintain strong ties to the institution long after graduation.

    Notable Alumni: W&L’s alumni list includes prominent figures in law, government, business, journalism, literature, and the arts:

    • Lewis F. Powell Jr. (Class of 1929; Law 1931): Was a U.S. Supreme Court Justice (served 1972–1987)​ . Justice Powell was one of three Supreme Court justices who attended Washington and Lee.
    • Tom Wolfe (Class of 1951): Best-selling author and journalist, pioneer of the “New Journalism” movement​. Wolfe wrote influential works like The Right Stuff and The Bonfire of the Vanities, and is an icon in American literature.
    • Roger Mudd (Class of 1950): Emmy Award-winning broadcast journalist​. Mudd was a longtime CBS News correspondent and anchor known for his work on CBS Evening News and documentaries.
    • Joseph L. Goldstein (Class of 1962): Awarded the Nobel Prize in Physiology or Medicine for his research in cholesterol metabolism.
    • Warren A. Stephens (Class of 1979): Chairman, president, and CEO of Stephens Inc., President Donald Trump nominated him to serve as the United States ambassador to the United Kingdom.
    • Rob Ashford (Class of 1982): A renowned choreographer and director, Ashford is an eight-time Tony Award nominee (winning one), a five-time Olivier Award nominee,  and an Emmy Award winner. 
    • Linda Klein (Class of 1983): American Lawyer and past president of the American Bar Association.

    Endowment and Financial Standing

    W&L’s financial foundation is exceptionally strong for a liberal arts institution of its size. As of 2024, W&L’s endowment is nearly $2.0 billion​, placing it among the top liberal arts college endowments in the nation (and even comparable to some mid-sized research universities).

    In a typical year, endowment earnings contribute roughly 40-50% of the university’s operating budget. The 2023 analysis by Forbes rated W&L a solid “B+” in financial health (score of about 3.34 out of 4.5)​

    Why is Washington & Lee Important?

    • Academic Excellence & Ethical Leadership:
      W&L exemplifies a liberal arts education that blends intellectual rigor with character development. Its Honor System promotes integrity and responsibility, shaping graduates who lead with both intellect and ethics.
    • Graduate Success & Influence:
      With 93% of graduates employed or in grad school within six months, W&L delivers top-tier outcomes. Alumni go on to excel in law, government, business, journalism, medicine, and the arts—many serving as civic leaders, mentors, and public servants.
    • Economic & Cultural Impact:
      Though small, W&L plays a major role in the Shenandoah Valley. It creates jobs, draws thousands of visitors annually, and enriches the area culturally with events, lectures, and museums. Its partnership with the local community strengthens regional vitality.
    • Access & Forward-Thinking Values:
      W&L’s need-blind admissions and robust financial aid reflect its commitment to affordability and inclusivity. It ranks highly for free speech and integrates modern disciplines like data science and entrepreneurship into a classic liberal arts framework, demonstrating how tradition and innovation can thrive together.

    With its blend of tradition and innovation, W&L continues to influence American higher education. It upholds the time-honored virtues of a liberal arts college—close mentoring, a broad education, honor, and civility—while evolving to meet contemporary challenges by opening doors to more students and engaging with real-world issues. W&L remains a cornerstone institution among small colleges, illustrating the enduring importance of the liberal arts model in shaping thoughtful, responsible citizens.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America. 

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  • New Way to Teach Writing by Incorporating AI – Sovorel

    New Way to Teach Writing by Incorporating AI – Sovorel

    AI is here, and it is here to stay, which means that academia needs to incorporate it so that students learn about AI’s capability and are ready to use it properly. The most complained about issue in writing classes today is that students simply use AI to write their essays for them and, in the process, do not learn anything and use AI improperly. “The Anders 4 Phase AI Method of Writing Instruction,” is able to overcome these issues. This instructional method develops students’ writing skills while teaching AI literacy, which includes critical thinking. Different aspects of this method can also be applied to other courses/assignments. The Anders 4 Phase AI Method of Writing Instruction is a much-needed new way to develop writing in a way that better aligns with the new realities of how many people are already writing with AI.

    Key Components (the four phases):

    1. Foundational Writing Skills Development: instruction and assessment on key aspects of writing such as sentence structure, paragraph structure, transitional sentences, use of personal voice, researching, outlining, thesis statements, and any other needed writing components. Done through: multiple-choice, fill-in-the-blank, and short in-class writing.
    2. Understanding of Different Essay Types: instruction and assessment on key aspects of different essay types done through multiple-choice, fill-in-the-blank, and short in-class writing
    3. Prompt Engineering Development: instruction and assessment on prompt engineering using an advanced prompt formula, the ability to create effective prompts for AI to generate good essays that have proper formatting, student voice, and accurate information. Evaluated via multiple-choice, fill-in-the-blank tests, and in-class writing of prompts and additional drafting.
    4. Use of AI for Writing with Full Personal Accountability: assessment on specific essay creation done via student submission of essays developed through the use and assistance of AI. Additional in-class exams on key contents and periodic student presentations on created essays (to help ensure student accountability of knowledge integration).

    Key Benefits:

    • Develops students’ foundational knowledge of writing and ability to create multiple essay types
    • Eliminates issues with students inappropriately using AI to write essays without fully understanding writing components
    • Reduces instructors’ stress/anxiety in feeling the need to run AI detection tools (no longer needed)
    • Helps to directly develop students’ understanding of effective writing while simultaneously developing their critical thinking, AI literacy, and ethical AI use skills

    A much more detailed description of this method is available through the Sovorel Center for Teaching & Learning YouTube educational Channel:

    For an even more detailed informational article on The Anders 4 Phase AI Method of Writing Instruction, you can go here: https://brentaanders.medium.com/the-new-way-to-teach-writing-1e3b9a14ef64

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  • Mind the policy gaps: regulating quality and ethics in digitalised and privatised crossborder education

    Mind the policy gaps: regulating quality and ethics in digitalised and privatised crossborder education

    by Hans de Wit, Tessa DeLaquil, Ellen Hazelkorn and Hamish Coates

    Hans de Wit, Ellen Hazelkorn and Hamish Coates are editors and Tessa DeLaquil is associate editor of Policy Reviews in Higher Education. This blog is based on their editorial for issue 1, 2025.

    Transnational education (TNE), also referred to as crossborder education, is growing and morphing in all kinds of interesting ways which, while exciting for innovators, surface important policy, regulatory, quality and ethical concerns. It is therefore vital that these developments do not slip around or through policy gaps. This is especially true for on-line TNE which is less visible than traditional campus-based higher education. Thus, it is vital that governments take the necessary actions to regulate and quality assure such education and training expansion and to inform the sector and broader public. Correspondingly, there is a pressing need for more policy research into the massive transformations shaking global higher education.

    TNE and its online variants have been part of international higher education for a few decades. As Coates, Xie, and Hong (2020) foreshadowed, it has seen a rapid increase after the Covid-19 pandemic. In recent years, TNE operations have grown and diversified substantially. Wilkins and Huisman (2025) identify eleven types of TNE providers and propose the following definition to help handle this diversity: ‘Transnational education is a form of education that borrows or transfers elements of one country’s higher education, as well as that country’s culture and values, to another country.’

    International collaboration and networking have never been more important than at this time of geopolitical and geoeconomic disruption and a decline in multilateral mechanisms. But TNE’s expansion is matched by growing risks.

    International student mobility at risk

    International degree student mobility (when students pursue a bachelor, master and/or doctoral degree abroad) continues to be dominant, with over six million students studying abroad, double the number of 10 years ago. It is anticipated that this number will further increase in the coming decade to over 8 million, but its growth is decreasing, and its geographical path from the ‘global south’ to the ‘global north’ is shifting towards a more diverse direction. Geopolitical and nationalist forces as well as concerns about adequate academic services (accommodation in particular) in high-income countries in the global north are recent factors in the slowing down of the growth in student mobility to Australia, North America and Europe, the leading destinations. The increased availability and quality of higher education, primarily at the undergraduate level, in middle-income countries in Asia, Latin America and parts of the Middle East, also shape the decrease in student mobility towards the global north.

    Several ‘sending countries’, for instance, China, South Korea and Turkey, are also becoming receiving countries. Countries like Kazakhstan, Uzbekistan, Ukraine (until the Russian invasion), Egypt and some of the Caribbean countries have also become study destinations for students from neighbouring low-income countries. These countries provide them with higher education and other forms of postsecondary education sometimes in their public sector but mostly in private institutions and by foreign providers.

    An alternative TNE model?

    Given the increased competition for international students and the resulting risks of falling numbers and related financial security for universities, TNE has emerged as an alternative source of revenue. According to Ilieva and Tsiligiris (2023), United Kingdom TNE topped more than 530,000 students in 2021. In the same year, its higher education institutions attracted approximately 680,000 international students. It is likely that TNE will surpass inward student mobility.

     As the United Kingdom case makes clear, TNE originally was primarily a ‘north-south’ phenomenon, in which universities from high-income and mostly Anglophone countries, offered degree programmes through branch campuses, franchise operations and articulation programmes. Asia was the recipient region of most TNE arrangements, followed by the Middle East. As in student mobility, TNE is more diverse globally both in provision and in reception.

    The big trend in TNE is the shift to online education with limited in-person teaching. A (2024) report of Studyportals found over 15,000 English-taught online programmes globally. And although 92 per cent of these programmes are supplied by the four big Anglophone countries – the United Kingdom, United States, Canada and Australia – the number of programmes offered outside those four doubled since 2019 from 623–1212, primarily in Business and Management, Computer Sciences and IT.

    Private higher education institutions

    This global growth in online delivery of education goes hand in hand with the growth in various forms of private higher education. Over 50% of the institutions of higher education and over one-third of global enrolment are in private institutions, many of which are commercial in nature. Private higher education has become the dominant growth area in higher education, as a result of the lack of funding for public higher education as well as traditional HE’s sluggish response to diverse learner needs. Although most private higher education, in particular for-profit, is taking place in the global south, it is also present in high-income countries, and one can see a rise in private higher education recently in Western Europe, for instance, Germany and France.

    TNE is often a commercial activity. It is increasingly a way for public universities to support international and other operations as public funding wanes. Most for-profit private higher education targets particular fields and education services and tends to be more online than in person. There is an array of ownership and institutional structures, involving a range of players.

    Establishing regulations and standards

    TNE, especially online TNE, is likely to become the major form of international delivery of education for local and international students especially where growing demand cannot be met domestically. Growth is also increasingly motivated by an institution’s or country’s financial challenges or strategic priorities – situations that are likely to intensify. This shift could help overcome some of the inequities associated with mobility and address concerns associated with climate change but online TNE is significantly more difficult to regulate.

    A concerning feature of the global TNE market is how learners and countries can easily become victims. Fraud is associated with the exponential rise in the number of fake colleges and accreditors, and document falsification. This is partly due to different conceptions and regulatory approaches to accreditation/QA of TNE and the absence of trustworthy information. Indeed, the deficiency in comprehensive and accessible information is partly responsible for on-going interest in and use of global rankings as a proxy for quality.

    A need for clearer and stronger TNE and online quality assurance

    The trend in growth of private for-profit higher education, TNE and online delivery is clear and given its growing presence requires more policy attention by national, regional and global agencies. As mentioned, public universities are increasingly active in TNE and online education targeting countries and learners underserved in their home countries whilst  looking for other sources of income as a result of decreasing public support and other factors.

    The Global Convention on the Recognition of Qualifications makes clear the importance of ensuring there are no differences in quality or standards between learners in the home or host country regardless of whether the delivery of education programmes and learning activities is undertaken in a formal, non-formal or informal setting, in face-to-face, virtual or hybrid formats, traditional or non-traditional modes. Accordingly, there are growing concerns about insufficient regulation and the multilateral framework covering international education, and especially online TNE.

    In response, there is a need for clearer and stronger accreditation/quality assurance and standards by national regulators, regional networks and organisations such as UNESCO, INQAAHE, the International Association of Universities (IAU) with regards to public and private involvement in TNE, and online education. This is an emerging frontier for tertiary education, and much more research is required on this growing phenomenon.

    Professor Ellen Hazelkorn is Joint Managing Partner, BH Associates. She is Professor Emeritus, Technological University Dublin.

    Hamish Coates is professor of public policy, director of the Higher Education Futures Lab, and global tertiary education expert.

    Hans de Wit is Professor Emeritus and Distinguished Fellow of the Boston College Center for International Higher Education, Senior Fellow of the international Association of Universities.

    Tessa DeLaquil is postdoctoral research fellow at the School of Education at University College Dublin.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Two tribal colleges have been allowed to rehire staff that had been cut by the federal government

    Two tribal colleges have been allowed to rehire staff that had been cut by the federal government

    After weeks of uncertainty, two tribal colleges have been told they can hire back all employees who were laid off as part of the Trump administration’s deep cuts across the federal workforce in February, part of a judge’s order restoring some federal employees whose positions were terminated.

    Haskell Indian Nations University in Kansas and Southwestern Indian Polytechnic Institute, widely known as SIPI, in New Mexico lost about 70 employees in mid-February amid widespread staffing cuts to federal agencies. While most of the nation’s 37 tribal colleges and universities are chartered by American Indian tribes, Haskell and SIPI are not associated with individual tribes and are run by the federal government.

    About 55 employees were laid off and 15 accepted offers to resign, according to a lawsuit filed last month by tribes and students. The colleges were forced to cancel or reconfigure a wide range of services, from sports and food service to financial aid and classes. In some cases, instructors were hired by other universities as adjuncts and then sent back to the tribal colleges to keep teaching.

    Related: Interested in more news about colleges and universities? Subscribe to our free biweekly higher education newsletter.

    It was not clear this week when and if the workers would return, whether the employees who resigned would also be offered their jobs back, or if the government would allow colleges to fill vacancies. Both colleges said some employees had turned down the offers.

    The Bureau of Indian Education, which runs the colleges, declined to answer questions except to confirm the laid-off workers would be offered jobs with back pay to comply with a judge’s order that the government reverse course on thousands of layoffs of probationary employees. But the agency also noted the jobs would be available “as the White House pursues its appeals process,” indicating possible turmoil if an appeals court reinstates the layoffs.

    Both colleges said the bureau also has refused to answer most of their questions.

    SIPI leaders were told last week that the positions were being restored, said Adam Begaye, chairman of the SIPI Board of Regents. The 270-student college lost 21 employees, he said, four of whom decided to take early retirement. All but one of the remaining 17 agreed to return, Begaye said.

    The chaos has been difficult for those employees, he said, and the college is providing counseling.

    “We want to make sure they have an easy adjustment, no matter what they’ve endured,” Begaye said.

    Related: How a tribe won a legal battle against the federal Bureau of Indian Education and still lost

    The chairman of Haskell’s Board of Regents, Dalton Henry, said he was unsure how many of the 50 lost employees were returning. Like SIPI, Haskell was forced after the layoffs to shift job responsibilities and increase the workload for instructors and others.

    Haskell was reviewed by accreditors in December, and Henry said he was worried how the turmoil would affect the process. Colleges and universities must be accredited to offer federal and state financial aid and participate in most other publicly funded programs.

    Henry declined to discuss his thoughts on the chaos, saying there was nothing the college could do about it.

    “Whatever guidance is provided, that’s what we have to adhere to,” he said. “It’s a concern. But at this point, it’s the federal government’s decision.”

    The Bureau of Indian Affairs declined to make the presidents of the two colleges available for interviews.

    Tribal colleges and universities were established to comply with treaties and the federal trust responsibility, legally binding agreements in which the United States promised to fund Indigenous education and other needs. But college leaders argue the country has violated those contracts by consistently failing to fund the schools adequately.

    In the federal lawsuit claiming the Haskell and SIPI cuts were illegal, students and tribes argued the Bureau of Indian Education has long understaffed the colleges. The agency’s “well-documented and persistent inadequacies in operating its schools range from fiscal mismanagement to failure to provide adequate education to inhospitable buildings,” plaintiffs claimed.

    Related: Tribal college campuses are falling apart. The U.S. hasn’t fulfilled its promise to fund the schools

    Sen. Jerry Moran and Rep. Tracey Mann, both Kansas Republicans, said before Trump took office that they plan to introduce a bill shifting Haskell from federal control to a congressional charter, which would protect the university from cuts across federal agencies such as the Bureau of Indian Education.

    “[F]or the last few years the university has been neglected and mismanaged by the Bureau of Indian Education,” Moran said in a written statement in December. “The bureau has failed to protect students, respond to my congressional inquiries or meet the basic infrastructure needs of the school.”

    The February cuts brought rare public visibility to tribal colleges, most of which are in remote locations. Trump’s executive orders spurred outrage from Indigenous communities and a flurry of national news attention.

    “We’re using this chaos as a blessing in disguise to make sure our family and friends in the community know what SIPI provides,” said Begaye, the SIPI board president.

    The uncertainty surrounding the colleges’ funding has left a lasting mark, said Ahniwake Rose, president and CEO of the American Indian Higher Education Consortium, which advocates for tribal colleges. But she added she was proud of how the schools have weathered the cuts.

    “Indian country is always one of the most resourceful and creative populations,” she said. “We’ve always made do with less. I think you saw resilience and creativity from Haskell and SIPI.”

    Contact editor Christina A. Samuels at 212-678-3635 or samuels@hechingereport.org.

    This story about tribal colleges was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • With higher education under siege, college presidents cannot afford to stay silent 

    With higher education under siege, college presidents cannot afford to stay silent 

    Higher education is under siege from the Trump administration. Those opposing this siege and the administration’s attacks on democracy would do well to heed the wise advice of Benjamin Franklin given just prior to the signing of the Declaration of Independence in 1776: “We must all hang together, or most assuredly we shall all hang separately.” 

    This is particularly true right now for college and university presidents.

    College presidents come from a tradition based on the importance of ideas, of fairness, of speaking the truth as they understand it, whatever the consequences. If they don’t speak out, what will later generations say when they look back at this dark, dark time?

    The idea that Trump’s attacks on higher education are necessary to combat antisemitism is the thinnest of covers, and yet only a very few college presidents have been brave enough to call this what it is. 

    The president and those around him don’t care about antisemitism. Trump said people who chanted “Jews will not replace us” were “very fine people”; he dined with avowed antisemites like Nick Fuentes and Ye (Kanye West). 

    Marjorie Taylor Greene blamed the California wildfires of 2018 on space lasers paid for by Jewish bankers. Robert Kennedy claimed that Covid “targeted” white and Black people but spared Ashkenazi Jews and Chinese people. The Proud Boys pardoned by Trump for their part in the January 6 insurrection have routinely proclaimed their antisemitism; they include at least one member who has openly declared admiration for Adolf Hitler.

    Fighting antisemitism? That was never the motive for the Trump administration’s attacks on colleges and universities. The motive was — and continues to be — to discipline and tame institutions of higher learning, to bring them to heel, to turn them into mouthpieces of a single ideology, to put an end to the free flow of ideas under the alleged need to combat “wokeism.”

    Related: Interested in innovations in the field of higher education? Subscribe to our free biweeklyHigher Education newsletter.

    Columbia University has been a prime target of the Trump administration’s financial threats. I’ve been a university provost. I’m not naïve about the tremendous damage the withholding of federal support can have on a school. But the fate of Columbia should be a cautionary tale for those who think keeping their heads down will help them survive. (The Hechinger Report is an independent, nonprofit, nonpartisan organization based at Teachers College, Columbia University.) 

    Columbia was more than conciliatory in responding to concerns of antisemitism. The administration suspended two student groups, Students for Justice in Palestine and Jewish Voice for Peace, for holding rallies that allegedly included “threatening rhetoric and intimidation.” 

    They suspended four students in connection with an event featuring speakers who “support terrorism and promote violence.” 

    They called in police to dismantle the encampment created to protest the War in Gaza. Over 100 protesters were arrested

    They created a Task Force on Antisemitism, and accepted its recommendations. They dismissed three deans for exchanging text messages that seemed to minimize Jewish students’ concerns and referenced antisemitic tropes. 

    President Minouche Shafik resigned after little more than a year in office. (Last week, the university’s interim president, Katrina Armstrong, also resigned.) In September 2024, the ADL reports, the university went so far as to introduce “new policies prohibiting the use of terms like ‘Zionist’ when employed to target Jews or Israelis.” 

    None of this prevented the Trump administration from cancelling $400 million worth of grants and contracts to Columbia — because responding to antisemitism was never the real impetus for the attack. 

    Related: Tracking Trump: His actions to dismantle the Education Department, and more

    Was Marjorie Taylor Greene asked to renounce antisemitism as a condition for her leadership in Congress? 

    Was Robert Kennedy asked to renounce antisemitism in order to be nominated for a Cabinet position?

    Were the Proud Boys asked to renounce antisemitism as a condition for their pardoning? 

    This is an attack on higher education as a whole, and it requires a collective defense. Columbia yesterday. Harvard today, your school tomorrow. College presidents cannot be silent as individual schools are attacked. They need to speak out as a group against each and every incursion. 

    They need to pledge to share resources, including financial resources, to resist these attacks; they should mount a joint legal resistance and a joint public response to an attack on any single institution. 

    These days, as many have observed, are much like the dark days of McCarthyism in the 1950s. In retrospect, we wonder why it took so long for so many to speak up. 

    Today we celebrate those who had the moral strength to stand up right then and say, “No. This isn’t right, and I won’t be part of it.” 

    The politicians of the Republican Party have made it clear they won’t do that, though most of them understand that Trumpism is attacking the very values — freedom, democracy, fairness — that they celebrate as “American.” 

    They have earned the low opinion most people have of politicians. But college and university presidents should — and must — take a stand. 

    Rob Rosenthal is John E. Andrus Professor of Sociology, Emeritus, at Wesleyan University. 

    Contact the opinion editor at opinion@hechingerreport.org.

    This story about higher education and the Trump administration was produced byThe Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’sweekly newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • Cal State is Automatically Admitting High School Students With Good Grades – The 74

    Cal State is Automatically Admitting High School Students With Good Grades – The 74


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    More than 17,400 high school seniors last fall got the sweetest news any anxious student can get: Congratulations, because of your high school GPA, you’re automatically admitted to one of 10 California State University campuses of your choice — and they’re all relatively affordable.

    Even with less than a week to go before the campuses wrap their final decisions about whom to admit, a pilot program focusing on Riverside County is already showing that more students have been admitted from the county than last year, about 10,600 so far in 2025 compared to last year’s roughly 9,800.

    The pilot builds on Cal State’s efforts to enroll more students and works like this: High school seniors receive a notice in the mail that they’re automatically admitted as long as they maintain their grades, finish the 15 mandatory courses necessary for admission to a Cal State, and complete an admissions form to claim their spot at a campus. Cal State was able to mail the notices because it signed an agreement with the Riverside County Office of Education that gave the university eligible students’ addresses.

    Now in the program’s first year, Cal State joins other public universities across the country in a growing national movement to automatically admit eligible students. From November through January, Cal State informed students they were accepted to the 10 campuses. To claim a spot, students needed to go online and pick at least one campus.

    If past admissions and enrollment trends hold, Cal State as a system will educate hundreds of more students, all from Riverside, than they would have without the pilot. That’d be a boon for a system that prides itself on its affordability and motto that it’s the people’s university; Cal State admits a far higher percentage of students than the University of California. It also could serve as a much-needed budget boost from the extra tuition revenue those students bring, especially at campuses with sinking enrollment.

    Eight campuses — Channel Islands, Chico, East Bay, Humboldt, Maritime Academy, Monterey Bay, San Francisco​, and Sonoma — are so under-enrolled that Cal State is pulling some of their state revenues to send to campuses that are still growing. Cal Maritime is soon merging with another campus because of its perilous finances. The pilot also includes the two closest campuses to the county, San Bernardino and San Marcos.

    The system chose Riverside County because all of its public high school students were already loaded onto a state data platform that can directly transmit student grades to Cal State — a key step in creating automatic admissions. Riverside is also “ethnically and economically representative of the diversity of California — many of the students the CSU is so proud to serve,” a spokesperson for the system, Amy Bentley Smith, wrote in an email.

    At Heritage High School, a public school in Riverside County, the pilot encouraged students who previously didn’t even consider attending a public four-year university to submit the automatic admission forms to a Cal State.

    Silvia Morales, a 17-year-old senior at Heritage, got an automatic admissions letter. “I was pretty set on going to community college and then transferring, because I felt like I wasn’t ready for the four-year commitment to a college,” she said.

    Even with a 3.0 GPA, higher than the 2.5 GPA Cal State requires for admission, she nearly didn’t submit the forms to secure her admission until early January. That’s well past the standard Nov. 30 admissions deadline.

    It wasn’t until her counselor, Chris Tinajero, pulled her into a meeting that she decided to opt into the pilot. “I went through the sales pitch like, ‘Hey, you get this guaranteed admission, you’re an amazing student,’” he recounted.

    The pitch worked. Though Cal State sent a physical pamphlet and her high school also emailed her about the pilot, “I wasn’t really paying attention,” Morales said. She needed an adult she trusted at the school to persuade her that the applications were worth the effort, she said.

    Morales applied to three Cal State campuses in the pilot plus two outside the program that were still accepting late applications — Chico, Humboldt, Los Angeles, Northridge and San Bernardino. She got into each one, she said.

    Her parents are “proud of me because I want to go to college,” Morales said. Neither went to college, she added.

    Final enrollment figures won’t be tallied until August, including how many of the students admitted through the pilot attended one of the 10 campuses. But the system’s chancellor’s office is already planning to replicate the pilot program in a Northern California county, which will be named sometime in April, Cal State officials said.

    A bill by Christopher Cabaldon, a state senator and Democrat from Napa, would make automatic enrollment to Cal State for eligible students a state law. The bill hasn’t been heard in a committee yet.

    A boost in application numbers

    Of the 17,000 students who received an invitation to secure their automatic admissions, about 13,200 submitted the necessary forms. That’s about 3,000 more students who applied from the county than last year.

    Those who otherwise wouldn’t have applied to a Cal State include students who were eyeing private colleges, said Melina Gonzalez, a counselor at Heritage who typically advises students who are already college-bound.

    Nearby private colleges offer all students application fee waivers; at Cal State, typically only low-income students receive fee waivers. But the pilot provided each Cal State student one fee waiver worth $70, which was a draw to students and their parents who don’t qualify for the fee waiver but might struggle to pay.

    Last year, 10 of the 100 senior students Gonzalez counseled didn’t apply to a Cal State. This application season, all her students submitted at least one Cal State application, she said.

    “It was big, it was really cool, their eyes, they were so excited,” she said of the automatically admitted students. “They would come in and show me their letters.”

    Parents called her asking if the pamphlet from Cal State was authentic. With guaranteed admission, some parents ultimately decided to pay for additional applications to campuses in the pilot, knowing it wasn’t in vain.

    At Heritage, high school counselors reviewed Cal State’s provisional list of students eligible for the pilot to add more seniors, such as those who hadn’t yet completed the mandatory courses but were on track to do so.

    Tinajero was also able to persuade some students who hadn’t completed all the required courses for Cal State entry to take those, including online classes. Still, others with qualifying grades didn’t apply because they weren’t persuaded that a four-year university was for them. Tinajero sees program growth in the coming years, assuming Cal State continues with the pilot. Younger high school students who witnessed the fanfare of automatic admissions may take more seriously the need to pass the 15 required courses to be eligible for a Cal State or University of California campus, he said.

    That’s part of Cal State’s vision for this pilot, said April Grommo, the system’s assistant vice chancellor of strategic enrollment management: Begin encouraging students to take the required courses in ninth grade so that by 11th and 12th grade they’re more receptive to applying to Cal State.

    Pilot leads to more applications

    The automatic admissions pilot is likely what explains the jump in overall applicants, said Grommo. “If you look at the historical numbers of Riverside County students that have applied to the CSU, it’s very consistent at 10,000, so there’s no other accelerator or explanation for the significant increase in the applications,” she said.

    Some campuses in the pilot are probably going to see more students from Riverside County than others. The eight under-enrolled Cal State campuses each enrolled fewer than than 100 Riverside students as freshmen, a CalMatters review of 2024 admissions data show. Two enrolled fewer than 10 Riverside students as freshmen.

    Cal State isn’t solely relying on past trends to enroll more students. Grommo cited research that suggests direct admissions programs are associated with increases in student enrollment, but not among low-income students, who are less familiar with the college-going process or have additional economic and family demands, like work and child care.

    The quad at San Francisco State University in San Francisco on July 7, 2023. Photo by Semantha Norris, CalMatters

    Even after students are admitted, some don’t complete key steps in the enrollment process, such as maintaining their grades in the second semester, completing registration forms to enroll, and paying deposits. Others, especially low-income students, have a change of heart over summer about attending college, which scholars call “summer melt.” Then there are the students who got into typically more selective campuses, such as at elite private schools and the University of California, and choose instead to go to those.

    To prompt more students to actually enroll, Cal State officials in early March hosted two college fairs in Riverside County for students admitted through the pilot. About 2,600 students signed up to be bussed from their high schools to large venues, including the Riverside Convention Center, where they met with staff, alumni and current students from all 10 Cal State campuses participating in the program. Those were followed by receptions with students and parents.

    Grommo said they maxed out capacity at both venues for the student events. While it’s common for individual campuses to host events for admitted students, it was a first for Cal State’s central office.

    The event costs, physical mailers to students about their admissions guarantee, invitation to the college fairs and another flyer about the relative affordability of a Cal State cost the system’s central office around $300,000, Grommo estimates. But if the event moves the needle on students agreeing to attend a Cal State, the tuition revenue at the largely under-enrolled campuses alone would be a huge return on investment.

    The effort is a far more targeted approach than another admissions outreach effort Cal State rolled out last fall to inform students who started but didn’t finish their college applications that they’re provisionally accepted, as long as they complete and send their forms. The notification went to 106,000 students and was the result of a $750,000 grant Cal State won from the Lumina Foundation, a major higher education philanthropy. The system will know by fall if this notification resulted in more students attending a Cal State.

    But that was aimed at students who already applied. The Riverside pilot brings in students, like Morales, who wouldn’t have applied without the mailers and entreaties from counselors. She’s leaning toward picking Cal State San Bernardino for next fall. It’s close to home and an older cousin recently graduated who had a good experience there, she said.

    Her next task? Working with her parents to complete the federal application for financial aid by April 2, the deadline for guaranteed tuition waivers for low- and middle-income students.

    It’s possible that Cal State may take the direct admissions pilot statewide. All counties are required by state law to join the state-funded data system that Riverside is already a part of to electronically transmit students’ high school grades to Cal States and UCs. Doing so removes the need for schools to send campuses paper transcripts. The deadline for all counties to join the state data system is summer of 2026.

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


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  • Conversations on the Future and Impact of Small Colleges – Edu Alliance Journal

    Conversations on the Future and Impact of Small Colleges – Edu Alliance Journal

    Small colleges have long played a significant role in shaping American higher education. They may not make national headlines every day, but their impact on students, communities, and the broader landscape of learning is undeniable. That’s why Kent Barnds and I, Dean Hoke, created Small College America. Its mission is to present critical discussions at the forefront by interviewing small college higher education leaders, policy experts, and innovators. The podcast delves into the evolving role of small colleges, their economic impact, innovative strategies for sustainability, and how they can continue to provide a highly personalized educational experience.

    Each episode explores the distinctiveness of small colleges—through conversations with presidents, provosts, foundation leaders, and changemakers who are deeply engaged in the work of shaping the future. We focus on the real issues small colleges face—from enrollment shifts and financial pressures to mission clarity, leadership, and collaborative innovation.

    Why is now the perfect time for this podcast? Higher education faces unprecedented challenges, and small colleges, with their adaptability and personalized approaches, offer valuable lessons and innovative solutions critical to the broader education landscape.

    Our most recent episodes include:

    • Wendy Sherman Heckler and Chet Haskell – From Otterbein University and Antioch University, respectively these two leaders discuss their groundbreaking collaboration known as the Coalition for the Common Good. It’s a bold new model for partnership between mission-driven institutions focused on shared values and long-term sustainability.
    • Eric Lindberg—Executive Director of the Austin E. Knowlton Foundation in Cincinnati, Ohio, shares insights into the Foundation’s commitment to supporting small colleges, reflects on his own liberal arts experience, and outlines how strategic philanthropy can strengthen institutional resilience.
    • Dr. Paaige Turner, Provost and Executive Vice President at Aurora University discusses her transition into the role after serving as Dean at Ball State University. She brings a fresh perspective on leadership, regional relevance, and the evolving communication needs of today’s students.

    Upcoming Guests:

    We’re excited to welcome several new voices to the podcast in upcoming episodes:

    • Charles Kim, retired Managing Director at Kaufman Hall and former head of its Higher Education division, now serves on the boards of Augustana College and Westminster College.
    • Scott Wiegandt, Director of Athletics at Bellarmine University, who helped lead the university’s move from NCAA Division II to Division I.
    • Karin Fischer, senior writer for The Chronicle of Higher Education and author of the Latitudes newsletter, brings deep insight into the global and domestic challenges facing small colleges.
    • Steve Bahls, President Emeritus of Augustana College and national expert on shared governance, discusses how collaboration can lead to institutional agility and long-term success.
    • Matthew Ward, Vice President of Enrollment Management at California Lutheran University.
    • Liz Nino, Executive Director of International Enrollment at Augustana College.
    • Dr. Marco Clark, President of Holy Cross College at Notre Dame, Indiana.

    Whether you’re a small college president, a prospective student, an alum, or simply someone passionate about the future of higher education, we invite you to join us. Each episode of Small College America is a chance to learn, reflect, and engage with the people who are shaping this vital sector.

    Subscribe on your favorite podcast platform or listen directly at https://www.podpage.com/small-college-america/. We hope you’ll tune in. If there’s a story or college you think we should feature, let us know.

    Small colleges are changing higher education—be part of the conversation.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America. 

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