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  • Men in Nursing: Making Strides and Picking Up the Pace

    Men in Nursing: Making Strides and Picking Up the Pace

    Bringing more men into nursing goes beyond addressing shortages; it represents a critical step toward a more balanced and equitable healthcare system.

    Beverly Malone, Ph.D., RN, FAAN

    President and CEO, National League for Nursing (NLN)

    While nobody alive today can recall this, throughout its early history, men dominated the field of nursing. All that changed when men went off to fight the Civil War, and women trained as nurses stepped in to take their places in hospitals on the battlefield and on the home front. 

    After that, the scarcity of men in nursing has persisted for 165 years and counting. In 1970, when men in nursing hit an all-time low, only 2.7% of the nursing workforce was male, according to the American Nurses Association.    

    With increased attention to this imbalance, the number of men choosing to enter nursing has been inching upward, with the greatest jumps posted since the dawn of the 21st century. The Bureau of Labor Statistics (BLS) reported that in 2002, men accounted for 7% of RNs, LPNs, and NPs. Now, over 20 years later, BLS statistics show about 12% of nurses are male. 

    The National League of Nursing’s Annual Survey of Schools of Nursing, which represents nursing programs across the spectrum of higher education, confirms this promising trend, with increasing male enrollment in basic RN programs. In 2022-23, the latest survey data available, just over 14% of nursing students identified as men, an uptick from the prior year.

    Most recently, men have even broken barriers in nursing leadership. The American Nurses Association elected its first male president, Dr. Ernest Grant, in 2018. Just recently, the National League for Nursing (NLN) membership elected Dr. Paul Smith, dean of the Linfield-Good Samaritan School of Nursing at Linfield University, as the League’s first male NLN Chair-Elect, breaking new ground in nursing education history.

    Building a more balanced workforce

    All that said, it may be asked, “Why is it even important to attract more men to nursing?” In the current nursing shortage, our nation cannot afford to ignore a potentially enormous job applicant pool. Nearly half of the U.S. adult population — 49% according to the 2020 Census — is male.

    Beyond sheer numbers, men of all racial and ethnic backgrounds bring to the profession different life experiences and perspectives. Research indicates that patients tend to be more open and responsive to health professionals who share physical, psycho-social, and cultural characteristics with them. So, with the need for greater diversity in nursing, how can we move the needle even more quickly? 

    Public service campaigns targeted specifically to men that promote the career pathways, benefits, and rewards of nursing can be effective and should be amplified across both traditional and social media. This will require sustained, coordinated efforts and financial investment by all stakeholders, including health and hospital systems, schools of nursing, professional associations, federal and state agencies, public health foundations, and industry partners. 

    Another key to making the nursing workforce more diverse and inclusive is to diversify nursing faculty and leadership in nursing education. As matters stand, men are vastly underrepresented among nurse educators, comprising only 8% of full-time faculty. But opportunities abound, with more than 800 vacant positions budgeted and 86% of programs that participated in the NLN survey pursuing new hires. 

    Male nursing graduates of the future need mentors and support to inspire, affirm, and nurture them, and to guide them to achieve their full potential to make a real difference in the health of the nation and the global community.

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  • Nursing Holds Much Promise for Aspiring Job Applicants

    Nursing Holds Much Promise for Aspiring Job Applicants

    With the dawn of a new year ahead, anyone looking for new opportunities can find one in nursing, with a wealth of job openings currently available.

    Beverly Malone, Ph.D., RN, FAAN

    President and CEO, National League for Nursing

    A persistent shortage of registered nurses (RNs) and licensed practical nurses (LPNs) is at the root of nursing jobs going unfilled, caused by: 

    • An aging nursing workforce, prompting a wave of retirements accelerated by the COVID-19 pandemic
    • The increased demand for healthcare by the aging Baby Boomer generation
    • Job stress and burnout precipitating workforce exits, particularly by nurses with less than two years of experience
    • A shortage of nurse educators, limiting the capacity of nursing programs to admit more qualified applicants

    Among the additional effects of too few nurses are higher levels of medication, safety, and other clinical errors, and potential hospital closures in regions with the lowest ratio of nurses to patients. For example, in June 2023, there were nearly 300 rural hospitals at risk of immediate closure. Texas and Kansas led this trend, with 29 of their hospitals facing imminent shutdown. 

    Both states’ widely dispersed populations meant that the loss of vital healthcare infrastructure would have a devastating ripple effect on local economies, in addition to threatening healthcare access for some of society’s most vulnerable. So, how to address these multiple challenges? 

    Encouraging more nurse educators

    One obvious approach to expand the nursing workforce is to hire more nurse educators to prepare a greater number of nurses for practice. While this goal may sound simple, in reality, it is hard to achieve, given budget constraints and the lack of state, federal, and local funding to support clinical nurses desiring to transition into education. 

    Still, there are so many rewards that come with a career in nursing or nursing education — or both. Yes, it’s more than possible to combine the daily satisfactions of clinical practice with the long-term fulfillment inherent in teaching, mentoring, and preparing outstanding practice-ready practitioners. That remains true whether you become an instructor in academia exclusively or a clinical nurse educator, supplementing your own nursing practice in an academic medical center.

    Nursing itself has become a multi-dimensional field with a number of career pathways, including advanced practice roles. Specialties like nurse-anesthetist or doctor of nursing practice (D.N.P.) often come with welcome higher paychecks and professional status. 

    Plus, with nurses now providing more of the frontline preventative care and chronic disease management in community clinics and through non-traditional healthcare settings, a variety of job opportunities may provide scheduling flexibility that’s compatible with family responsibilities. 

    Nursing education offers an incredible opportunity to engage in research that has the potential to transform the educational landscape for generations. Nurse educators, with their scholarly expertise, are also often at the forefront of nursing and community leadership, tapped to consult in the highest circles of government, public policy, nonprofits, and industry. 

    The sky is the limit. Consider exploring the possibilities of nursing and nursing education, while helping resolve one of today’s most urgent crises: too few healers to provide the healing.

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  • Purpose and Progress: Inside Today’s Healthcare Roles

    Purpose and Progress: Inside Today’s Healthcare Roles

    Our panel of experts shares how healthcare careers offer purpose, growth, and meaningful daily impact.

    Priya Parthasarathy, D.P.M.

    President, Maryland Podiatric Medical Association; Partner, US Foot & Ankle Specialists; National Spokesperson, American Podiatric Medical Association

    What makes a career in healthcare such a meaningful and rewarding path for today’s professionals?

    In podiatry, you get to literally help people move forward. There’s something so powerful about that. We take patients who are in pain or afraid they’ll lose their independence and give them back mobility and confidence. You see the difference right away. I love that our field blends medicine, surgery, and long-term patient relationships. Every day, I get to use my skills to make someone’s life better, and I walk away each day knowing I truly made an impact.

    As healthcare needs evolve and demand grows, why is it so important that we inspire more students and young professionals to pursue careers in this field?

    Foot and ankle health is connected to everything — mobility, diabetes, overall wellness — but it’s often underrepresented. I love showing students how diverse and dynamic this field is. You can perform surgery, focus on sports medicine, wound care, pediatrics, or public health. The possibilities are endless, and the need is growing. There’s so much opportunity to innovate, lead, and really shape the future of healthcare.

    How does working in healthcare allow you to make a tangible impact on people’s lives while continuing to grow and learn professionally?

    What I love about podiatry is that you get to see progress in real time. Someone comes in limping or unable to wear shoes comfortably, and weeks later, they’re walking pain-free or running again. That’s the immediate impact. The field never stops evolving, whether it’s regenerative medicine, new technology, or surgical innovation, so there’s always something new to learn. It keeps me motivated and constantly growing.

    What advice would you give to someone considering a future in healthcare about finding purpose and fulfillment in this work?

    Find your “why,” and hold on to it. The path isn’t always easy. There are long days and tough cases, but when you see a patient light up because they can walk without pain, it reminds you why you started. In podiatry, fulfillment comes from those everyday wins. Stay curious, lead with empathy, and don’t forget that what we do truly changes lives, one step at a time.

    Raymond K. Brown-Riley, B.S.N., RNC-NIC, NPT, NNIC

    NICU Assistant Director of Nursing and NICU Transport Coordinator, MedStar Georgetown University Hospital

    What makes a career in healthcare such a meaningful and rewarding path for today’s professionals?

    A career in healthcare is especially meaningful because every day offers a chance to protect dignity, relieve suffering, and support recovery. During my time at Purdue’s School of Nursing, I learned to utilize evidence-based strategies, empathy, and teamwork. These are all skills I rely on as the assistant director of nursing in the neonatal intensive care unit (NICU) at MedStar Georgetown today. Whether stabilizing a fragile, premature baby or supporting a worried family, the work is deeply human and very impactful. The reward — seeing progress and knowing our actions create safer beginnings and healthier futures — is priceless.

    As healthcare needs evolve and demand grows, why is it so important that we inspire more students and young professionals to pursue careers in this field?

    As the population ages, the need for prepared and compassionate nurses and healthcare providers keeps growing. Inspiring students to choose healthcare is not only about staffing; it is about building systems that are safer, more equitable, and innovative. Purdue taught me that evidence-based science and research, coupled with patient and family-centered care, is the formula for success. When more bright minds join nursing and allied fields, we are able to accelerate breakthroughs, improve access, and strengthen the health of communities. Developing new nurses and professionals today improves outcomes for communities tomorrow. It’s imperative that we continue to produce new graduates who have the tools to handle the challenges before them, the knowledge to avoid the mistakes of the past, and the wisdom to know the difference.

    How does working in healthcare allow you to make a tangible impact on people’s lives while continuing to grow and learn professionally?

    Healthcare offers a unique opportunity to provide an immediate impact while also having an opportunity for lifelong development. In the NICU and through our neonatal transport program, I see how timely decisions, clear communication, and skilled interventions can change the course of a family’s life every day. The field also requires that you’re committed to being a life-long learner, utilizing new guidelines, technologies, and quality improvement methods. My Purdue foundation in evidence-based practice and quality improvement prepared me to continually seek out growth opportunities, mentor others, and turn research into practice changes that make a real difference. Professional development is not just a responsible career practice; it’s a moral obligation to contribute to the advancement of the profession.

    What advice would you give to someone considering a future in healthcare about finding purpose and fulfillment in this work?

    I would tell anyone considering a future in healthcare to reflect on where their passions lie. The healthcare industry is broad and diverse, so it’s important to hone in on what fulfills you personally. Start by shadowing clinicians and asking questions about workload, emotional demands, scheduling, and opportunities for advancement. In a nursing program like Purdue’s, there is a strong emphasis on clinical excellence, interprofessional collaboration, and self-reflection. I was encouraged to expect more of myself and my future employer. It’s important to find a program that teaches not only clinical competence but also strategies to manage stress and grow professionally so your career is sustainable. Find mentors who challenge you and a specialty that matches your strengths and passions. It’s cliché, but true, that when you love what you do, you’ll never work a day in your life.

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  • Answering the Call: How HOSA Addresses the Future of Healthcare

    Answering the Call: How HOSA Addresses the Future of Healthcare

    “What do you want to be when you grow up?” is a simple question that has plagued many minds for generations. Fortunately, career and technical student organizations (CTSOs) like HOSA–Future Health Professionals (HOSA) are not only helping to answer the existential query but also addressing healthcare workforce shortages while doing it. 

    HOSA is a membership-led CTSO that supports health science career and technical education (CTE) and biomedical students by providing opportunities to develop leadership skills and explore healthcare careers.

    For Benjamin Blanco, M.D., participating in HOSA during his undergraduate studies helped him progress his goal of addressing healthcare disparities in small rural communities like his hometown of Clovis, NM.

    “My early exposure came from going with my parents to the doctor’s office and interpreting for medical visits at such a young age,” Blanco said. “Every single time we’d go into the waiting room, all the chairs were filled.”

    According to the 2020 Census, Clovis’s population was just shy of 40,000 people, and about 50% of the population identified as Hispanic. Nonetheless, residents like Blanco and his family struggled to find culturally competent and compassionate care.

    To address the gap, Blanco double-majored in biochemistry and Spanish, with a concentration in medical Spanish. At the collegiate level, he helped establish a HOSA chapter that would later lead to his position of vice president of programming of the Latino Medical Student Association (LMSA).

    “I learned conference planning through HOSA, and that prepared me to become the VP of programming at LMSA. [Being VP] was the best thing I have ever done for my career and life,” Blanco said.

    Empowering students through mentorship

    Rahma Mkuu, Ph.D., M.P.H., launched her healthcare journey in high school as part of a clinical nursing program. She said as a ninth grader, HOSA was a “big deal” on her campus, and she saw it as a way to pursue her goal of becoming a physician.

    “I never envisioned myself in research,” Mkuu said, “but after I got ‘weeded out’ by the hard sciences, I had a mentor, Dr. Adam Berry,  a HOSA alum, who introduced me to research through volunteering in his lab.”

    With Berry’s mentorship and support, Mkuu pivoted and became a leading ‪implementation science and health outcomes‬ researcher. On Google Scholar alone, she has over 500 citations and 15 published works, ranging from topics including but not limited to children’s healthy eating habits and unrecorded alcohol in East Africa.

    “Mentorship is one of the most fulfilling aspects of my career. I’m able to help others to pursue their dreams, just as my mentors inspired me to pursue mine,” Mkuu said.

    Inspiring future health professionals

    Today, members contribute to the legacy and impact of career and technical education at the annual Washington Leadership Academy. In the capstone event, State Officer Teams meet with their representatives to advocate for Perkins Funding, a federal investment in CTE, with CTSOs supporting those programs.

    For Maggie Ansert, the Georgia HOSA vice president of innovation, this experience allowed her to meet with the legislative aide of her local representative and discuss how Perkins funding helped her discover her passion for medicine.

    “I fell in love with the skills of the healthcare staff as I watched a surgeon save a life in 45 minutes,” Ansert said. 

    She said the experience inspired her to pursue a career in cardiothoracic surgery.

    From small towns to laboratories across the country, HOSA is helping to shape the next generation of health professionals. For many, what begins as a health science class becomes the first step toward answering that age-old question — not just of what they want to be, but who they want to become.

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  • Physician-Scientists Are Solving Medical Mysteries

    Physician-Scientists Are Solving Medical Mysteries

    Every field has its detectives. In medicine, some of the most skilled professionals are physician-scientists: individuals trained in both medicine and research, caring for patients while investigating the biology behind their illnesses. 

    A physician treats. A scientist discovers. A physician-scientist operates in both worlds, identifying patterns in the clinic that can lead to breakthroughs in the lab, and then applying those discoveries to patient care. They don’t work alone — advancing against disease is always a team effort  —but their training and expertise help them connect the dots. 

    One of the biggest medical mysteries of the past 50 years has been HIV. The story of our progress, and how close we are to a cure, shows why physician-scientists are vital.

    The early days of HIV

    When AIDS first emerged in the early 1980s, it was a frightening, deadly, and poorly understood disease. An early breakthrough occurred when physician-scientist Dr. Robert Gallo, M.D. (in the United States) and scientists Françoise Barré-Sinoussi, Ph.D., and Luc Montagnier, Ph.D. (in France) co-discovered HIV as the cause of AIDS. 

    At a hopeful 1984 press conference, the U.S. health secretary announced that a vaccine would be available “within two years.” But it never materialized. HIV proved to be different, and traditional vaccination methods continued to fail. Nevertheless, physicians, scientists, and physician-scientists persisted. By 1987, the first drug, AZT, and the development of combination antiretroviral therapies offered a lifeline. They changed HIV from nearly certain death to a manageable chronic condition. This was a triumph of biomedical research, but it was not a cure.

    A genetic clue

    The next twist came from a curious observation: Some people exposed to HIV never got sick, even after repeated exposure. Physician-scientist Dr. Paolo Lusso, M.D., Ph.D., helped uncover why. The key was a protein on the surface of immune cells called CCR5, the very door HIV used to enter and infect cells. Around the same time, scientist Stephen O’Brien, Ph.D., found that the people who appeared resistant to infection carried a rare mutation in CCR5 (CCR5-Δ32), which essentially locked the door shut to HIV. It was a detective story in real time — a mystery observed from patients in the clinic that was solved in the research laboratory. It hinted at a direction for a cure. 

    The first cures

    The CCR5 breakthrough was a pivotal moment. In 2007, physician-scientist Dr. Gero Hütter met Timothy Ray Brown (the “Berlin Patient”), an individual with HIV who also had leukemia. Dr. Hütter recalled that the CCR5-Δ32 mutation was the key to HIV resistance. He and his team wondered: What if they treated Brown’s leukemia with a bone marrow transplant from a donor with the CCR5-Δ32 mutation? Could this also cure his HIV infection? The outcome was remarkable. Timothy Ray Brown was treated for his leukemia and was also cured of HIV.

    This wasn’t a one-time event, however, as physician-scientist Dr. Ravindra Gupta, M.D., Ph.D., reported on a second patient, Adam Castillejo (the “London Patient”), cured of HIV through a similar procedure a decade later. Curing HIV with a bone marrow transplant using cells resistant to infection was crucial. Today, about 10 people have been “cured” this way.

    What comes next

    Although bone marrow transplants have been a breakthrough in curing HIV, they are risky, costly, and not a practical solution for the 39 million people worldwide living with HIV. The key question now is, exactly how did the donor CCR5 mutation, or the transplant itself, lead to the clearance and complete resistance to HIV?

    At Oregon Health & Science University, scientist Jonah Sacha, Ph.D., and his team are working to answer that question. Supported by a new joint NIH grant, his team is studying these HIV-cured individuals to discover what truly happened inside their bodies, and how to replicate it into a safe, scalable cure. With the foundational knowledge and expertise from decades of observations, research, and clinical work by physicians and physician-scientists, the Sacha team is prepared for the next breakthrough.

    The ongoing story of HIV and AIDS highlights how crucial physician-scientists were in connecting patients’ experiences to scientific advances and transforming clues into cures.

    Medical mysteries still exist, and physician-scientists are here to solve them.

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  • Podiatric Medicine: An In-Demand Surgical Field

    Podiatric Medicine: An In-Demand Surgical Field

    Podiatric medicine is a highly rewarding health career with a variety of specialty areas to serve patients with diverse needs that rely upon highly trained skills.

    A professional basketball player who tore their achilles tendon during a game, a diabetic patient at risk of losing their foot, and an older woman with a painful bunion who wants to get back to her daily walks. These are all patients served by Doctors of Podiatric Medicine (D.P.M.) who can not only get them back on their feet but also help prevent future medical issues. 

    By going directly into a specialty at the time they begin podiatric medical school, D.P.M.s are qualified by their education and training to diagnose and treat conditions affecting the foot, ankle, and related structures of the leg. 

    “From sports medicine, to reconstruction and trauma, to diabetic limb salvage patients or geriatrics, it’s a profession that really encompasses all of the aspects of medicine in one unique profession,” said Dr. John Steinberg, system chief for the MedStar Health Division of Podiatric Surgery and the program director of the MedStar Health Georgetown University Podiatric Surgery Residency program. “It’s just such a unique profession that blends the capabilities of medicine and surgery into a skill set for a practitioner that can really make a big difference in a patient’s life.”

    However, it’s not just about surgery. Steinberg says the operating room is just one of the tools podiatric physicians can use to help patients. He said one of the reasons podiatric medicine is so unique is the range of focuses that D.P.M.s can specialize in and the connection between the podiatric physician and their patients. 

    “You can get to know your patient. You can get to know their family. You can follow them for a lengthy course of treatment and be their go-to source,” Steinberg said.  “I couldn’t ask for a more fulfilling and purposeful profession.”

    Day-one specialization

    Steinberg is an expert in limb salvage and diabetic wound care. With an increase in diabetic patients, podiatric physicians are filling a demand for wound care experts who are able to use their knowledge of biomechanics to prevent patients with foot ulcers from losing their limbs. 

    “We can get into the tendon lengthening procedures and bone remodeling procedures and the reconstructive work so that, yes, we healed the wound, but we also reconstructed the foot and the leg so they can actually walk on it,” he said. 

    There are nine accredited colleges and schools of podiatric medicine in the United States offering the four-year D.P.M. program. Graduates are then placed into a three-year, hospital-based, comprehensive medical and surgical residency with a nearly 100% residency match rate. Podiatric medicine is the quickest pathway to becoming a surgeon, as D.P.M.s specialize from day one.

    The modern podiatrist

    For Steinberg, it was an easy decision to go into podiatric medicine, as he was exposed to the field at a young age. His son is now applying to podiatric medical schools, and when he finishes school, he will be the fourth generation of podiatric physicians in the Steinberg family. 

    “My son sees what I do, and he sees how content I am, and he sees how much fulfillment I get from my work, and he says, ‘Why would I want to do anything different?’” Steinberg said. 

    Podiatric medicine offers a faster entry to start a career as a physician than traditional medical school or osteopathic medical school programs, which means earlier access to ancillary sources of income. 

    Podiatric medicine also offers autonomy and the ability to choose an ideal practice setting. D.P.M.s can work in hospitals, outpatient settings, athletic departments, in private practice, or in an academic or research setting.  

    “This is not your father’s podiatrist, this is not your grandfather’s podiatrist. In 2025, it is a whole different ballgame,” Steinberg said.

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  • How Osteopathic Medical Schools Make a Community Impact

    How Osteopathic Medical Schools Make a Community Impact

    Home » Careers in Healthcare » Training Future Physicians and Serving Communities: How Osteopathic Medical Schools Make an Impact

    Across America, communities are struggling with a critical shortage of doctors. One Pennsylvania city, working with osteopathic medical schools, may have found a solution.

    In Scranton, PA, an innovative partnership is offering a multifaceted approach where it’s needed most, providing quality care to underserved patients, training the next generation of physicians, and supporting the regional healthcare workforce.

    Last summer, nine passionate medical students from two osteopathic colleges helped launch the Northeast Pennsylvania Clinical Education Consortium (NEPCEC). Today, that effort has grown into a powerful partnership between three osteopathic medical schools, the City of Scranton, Lackawanna College, and local healthcare organizations.

    “It’s been a pleasure to work with our partnering physicians and healthcare providers to help build an osteopathic physician training network in Northeastern Pennsylvania,” said Frank Kolucki, M.D., Commonwealth Health System physician & NEPCEC medical director. “The students…have been eagerly engaged in their training and have brought an excitement and enthusiasm that is very refreshing and exciting to witness.”

    NEPCEC offers something rare: a clear path from clinical training to residency in underserved areas, where new doctors, especially family-practice doctors with community ties, are urgently needed. Through this program, students from the Philadelphia College of Osteopathic Medicine (PCOM), Touro College of Osteopathic Medicine, and New York Institute of Technology College of Osteopathic Medicine are gaining hands-on experience. 

    “We have long seen the value of purposeful community partnerships at Lackawanna College, and the NEPCEC is an opportunity that continues to be a natural fit for us, our students, and the community,” said Dr. Jill Murray, president and chief innovation officer of Lackawanna College. “This program has established a clear pathway for our osteopathic medical students to learn, grow, and build relationships within our community that will help them establish a strong footing for future careers in our region.”

    “One of the first things I noticed about Scranton was its small-town atmosphere, where people are always ready to lend a helping hand,” said Camryn Butera, third-year PCOM student rotating in Scranton. “I’ve seen healthcare staff consistently go above and beyond for their patients. Every attending physician has taken the time to work with me one-on-one, not only to teach their specialty but also to offer mentorship, life advice, and even recommendations for great local spots. When I first arrived, I was admittedly nervous about moving from a big city to a smaller town, but Scranton has truly offered the best of both worlds.”

    Expanding access to community-based care

    This kind of community-based clinical education is central to osteopathic medical training. A key part of that training happens outside major hospitals, in places like Scranton, that most resemble where the average American receives their healthcare, and where doctors are often in short supply.

    “This program provided the opportunity to participate actively in primary patient care, reemphasizing my passion and commitment to becoming a family physician,” said C. Veronica Ruiz, fourth-year PCOM student, Scranton Core Clinical Campus. “I am very grateful to the outstanding healthcare teams for allowing me a safe space to learn and grow as a future family doctor.”

    Programs like NEPCEC are a win-win. Students get high-quality training, and communities get the physicians they so urgently need. We believe that clinical education partnerships like these have the potential to meet challenges nationwide.

    The impact is growing. We are working with Congress to pass the Community Training, Education, and Access for Medical Students (Community TEAMS) Act, H.R. 3885, legislation that would expand programs like the NEPCEC, giving more medical students the chance to train where they’re most needed and help close the gap in healthcare access, bringing the osteopathic philosophy of whole-person, community-based care to more patients across the country.

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  • Examining the Debt and Earnings of “Professional” Programs (Robert Kelchen)

    Examining the Debt and Earnings of “Professional” Programs (Robert Kelchen)

    Negotiated rulemaking, in which the federal government convenes representatives of affected parties before implementing major policy changes, is one of the wonkier topics in higher education. (I cannot recommend enough Rebecca Natow’s book on the topic.) Negotiated rulemaking has been in the news quite a bit lately as the Department of Education works to implement changes to federal student loan borrowing limits passed in this summer’s budget reconciliation law.

    Since 2006, students attending graduate and professional programs have been able to borrow up to the cost of attendance. But the reconciliation law limited graduate programs to $100,000 and professional programs to $200,000, setting off negotiations on which programs counted as “professional” (and thus received higher loan limits). The Department of Education started with ten programs and the list eventually went to eleven with the addition of clinical psychology.

    In this short post, I take a look at the debt and earnings of these programs that meet ED’s definition of “professional,” along with a few other programs that could be considered professional but were not.

    Data and Methods

    I used program-level College Scorecard data, focusing on debt data from 2019 and five-year earnings data from 2020. (These are the most recent data points available, as the Scorecard has not been meaningfully updated during the second Trump administration. Five-year earnings get students in health fields beyond medical residencies. I pulled all doctoral/first professional fields from the data by four-digit Classification of Instructional Programs codes, as well as master’s degrees in theology to meet the listed criteria.

    Nine of the eleven programs had enough graduates with debt and earnings to report data; osteopathic medicine and podiatry did not. There were five other fields of study with at least 14 programs reporting data: education, educational administration, rehabilitation, nursing, and business administration. All of these clearly prepare people for employment in a profession, but are not currently recognized as “professional.”

    Key takeaways

    Below is a summary table of debt and earnings for professional programs, including the number of programs above the $100,000 (graduate) and $200,000 (professional) thresholds. Dentistry, pharmacy, and medicine have a sizable share of programs above the $100,000 threshold, while law (the largest field) has only four of 195 programs over $200,000. Theology is the only one of the nine “professional” programs with sufficient data that has higher five-year earnings than debt, suggesting that students in other programs may have a hard time accessing the private market to fill the gap between $200,000 and the full cost of attendance.

    On the other hand, four of the five programs not included as “professional” have higher earnings than debt, with nursing and educational administration being the only programs with sufficient data that had debt levels below 60% of earnings. More than one-third of rehabilitation programs had debt over the new $100,000 cap, while few programs in other fields had that high of a debt level. (Education looks pretty good now, doesn’t it?)

    I expect the debate over what counts as “professional” to end up in courts and to possibly make its way into a future budget reconciliation bill (about the only way Congress passes legislation at this point). Until then, I will be hoping for newer and more granular data about affected programs.

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  • New test tubes or shiny buildings? The choice facing policymakers when it comes to funding research

    New test tubes or shiny buildings? The choice facing policymakers when it comes to funding research

    Let me start with a vignette. Back in 2017, we published a brilliant award-winning report on TRAC written by a young intern. This looked specifically at cross-subsidies in universities from Teaching (international students) to Research.

    Back then, there was no clear cross subsidy towards home students, as they (more than) paid for themselves due to £9,000 fees. But the subsidy from international students towards research was large, as it remains today.

    We held a launch event at the LSE for the paper. This remains seared on my mind for, instead of being impartial, the eminent professor in the Chair attacked our young intern for having the temerity to publicise the split in resources for teaching and research.

    His (widely shared) view was that, at an institution like the LSE, research informs teaching and teaching informs research, so policy makers should not look too closely under the bonnet but instead let universities spend their resources as they see fit.

    The interesting part of this story is that the person who asked us to write the report was the LSE’s own Director of Research. He was frustrated that his colleagues seemed not to understand the financial flows in their own institution.

    A second reason why we should shine a spotlight on how universities work is that teaching and research are now split down the middle when it comes to political oversight:

    • we have one Minister for teaching and another for research;
    • we have one Whitehall Department for teaching and another for research; and
    • we have one regulator / funder for teaching and another for research.

    We might prefer it if it were not so, but it is naïve to think substantial cross-subsidies within institutions fit as naturally with these arrangements as they did with the arrangements in place back at the turn of the millennium, when TRAC was first mooted.

    In our 2017 report, we showed that, according to TRAC, only 73% of research costs were recovered. On revisiting the issue in another report three years later, we found cost recovery had fallen to 69%. Today, as the KCL report shows, the number is just 66%.

    In other words, during a decade when politicians have exalted the power of R&D to transform Britain, the level of cost recovery has been falling at almost 1 percentage point a year.

    However, what has changed over time is that this is now fairly well understood. For example, TRAC data were heavily used to show the sector’s challenges in both the Universities UK Blueprint and the recent Post-16 Education and Skills white paper.

    Let me focus on that white paper for a second. It is a slightly odd document, where you can see the joins between the three Secretaries of State (for Education, Work and Pensions and Science, Innovation and Technology) who share responsibility for it.

    In particular, the white paper recommits to improving cost recovery for research while simultaneously looking for new ways to crack down on the international students who currently provide big cross-subsidise for research.

    The end result, as the white paper itself admits, is likely to be less research:

    We will work with the sector and other funders to address the cost recovery of research. … We recognise that this may result in funding a lower volume of research but at a more sustainable level.

    While some research-intensive institutions may celebrate this concentration, it does not feel like we have talked enough about the consequences in terms of what it could mean:

    • for research capacity in each region;
    • for the pipeline of new researchers; and
    • for the likelihood of missing out on new discoveries that may otherwise happen.

    In other words, what we have in the white paper is the perhaps inevitable result of giving the Minister for Science, Research and Innovation, Lord Vallance, the additional role of champion for the ‘Oxford-Cambridge corridor’.

    So far, I have assumed the TRAC numbers are accurate, yet we all know they are rough – or worse. A 10-year old piece on TRAC in Times Higher Education quotes one university finance director as saying: ‘if you put garbage [data] in, you will get garbage out.’

    In preparation for this session, I spoke to one academic at a research-intensive university, who even argued: ‘TRAC is a piece of fiction to conceal how much teaching subsidises research.’

    He went on to explain that your contract might say 40% of time should be on Teaching and 40% on Research (with 20% for admin): ‘If you spend 60% on Research and 20% on Teaching, you would be in violation of contract so no one will admit to it.’

    A second academic I contacted was similarly scathing:

    ‘I think it is a classic case of looking for a lost wedding ring under the lamppost, even when you lost it a mile away. Universities obviously have an incentive to say that teaching UK students and doing research is more expensive, because they hope to get more money from the government. That is why TRAC does not lead to better business models – the stuff is known to be suspect.’

    Such criticisms may explain why I have only ever been able to find one university that has followed the logic of their own TRAC numbers by refusing to take on any major new research projects (and even they only had the ban in force temporarily).

    The lesson I take from all this is that TRAC is useful, but not enough. Some sort of calculation needs to occur to inform policy makers, funders and managers. But TRAC is not the slam dunk that people sometimes like to think it is because:

    1. the process is neither liked nor trusted by those it measures;
    2. institutions do not respond to what the data say, so look guilty of crying wolf; and
    3. every sector in search of public money does its own calculations, so the fact that TRAC exists and shows a substantial shortfall in the full economic costs of research and, increasingly, teaching home students too does not automatically give higher education institutions a leg up over other areas of when lobbying the Government.

    Finally, TRAC is meant to help politicians understand the world but I think we also need to recall the motivations of political leaders. When I was in Whitehall, we struggled to persuade the Treasury to move towards full economic costing. They caricatured it as buying new test tubes when the alternative was shiny new buildings. In the end, politicians in hard hats cannot go to topping-out ceremonies for new test tubes.

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  • Regis University Partners with Collegis Education to Modernize IT Infrastructure and Strengthen Denver’s Higher Ed Innovation Footprint

    Regis University Partners with Collegis Education to Modernize IT Infrastructure and Strengthen Denver’s Higher Ed Innovation Footprint

    Multi-year collaboration to strengthen cybersecurity, streamline systems, and drive operational innovation across campus.

    DENVER, Colo. — [November 11, 2025] — Regis University today announced a new five-year partnership with Collegis Education, a nationally recognized provider of higher education technology and data solutions, to modernize and strengthen the university’s IT infrastructure. The collaboration marks a major step in Regis’ ongoing digital transformation strategy, designed to enhance cybersecurity, improve data integration, and deliver more efficient, 24/7 technology services across campus.

    In the fall of 2023, Regis launched a comprehensive assessment of its IT infrastructure. The results made clear that gaps in existing systems limited the university’s ability to serve students, faculty, and staff efficiently. Addressing these challenges required reimagining how technology services are delivered to ensure systems are reliable, responsive, and aligned with the needs of a modern learning environment.

    “Technology is foundational to how we teach, learn, and work, and this partnership represents a major investment in Regis University’s future,” said Stephanie Morris, Vice President and Chief Financial Officer of Regis University. “Partnering with Collegis allows us to modernize our IT operations, strengthen security, and provide a more unified and responsive experience for our community, all while maintaining our commitment to operational excellence and fiscal responsibility.”

    Regis selected Collegis through a competitive RFP process, following staff recommendations based on prior positive experiences with the company at other institutions. Throughout the evaluation, Collegis distinguished itself by demonstrating a deep understanding of universities’ operational complexities and by recognizing the central role technology plays in supporting teaching, learning, and student success. 

    As part of the partnership, Collegis will help Regis integrate core systems, including Colleague, Salesforce, and Workday, to create a more seamless experience for students, faculty, and staff.  This will allow Regis to improve efficiencies, access diverse levels of expertise, provide 24/7 service availability, and improve system integrations. 

    The collaboration will provide Regis with access to a broad range of higher education IT expertise and scalable resources. Collegis’ team will collaborate closely with Regis leadership to deliver high-performing systems, improved uptime and reliability, and integrated data systems that strengthen university operations and inform decision-making.

    “We are proud to partner with Regis University, an institution with a deep commitment to innovation and service,” said Kim Fahey, CEO of Collegis Education. “Our role is to help Regis leverage technology to empower its mission to support a secure, connected, and efficient digital ecosystem that enhances the student experience and strengthens institutional resilience.”

    Under the agreement, Collegis will assume management of day-to-day IT infrastructure operations, while Regis will continue to oversee technology strategy and governance. Faculty, staff, and students will continue to access support through familiar channels—including the online self-service portal and ITS help desk—with the added benefit of 24/7 availability and expanded system monitoring.

    The transition will take place over the coming year, with listening sessions and open forums held throughout the process to ensure transparency, collaboration, and feedback from the Regis community.

    “Partnership success is realized when operational excellence, trust, and shared purpose combine to deliver reliable technology services; improved faculty, staff, and student experiences; and measurable value to the university’s mission,” said Morris. “With Collegis as a strategic partner, we will be able to evolve to meet changing institutional needs and empower our faculty to teach, our students to learn, and our community to thrive.”

    About Regis University

    Established in 1877, Regis University is a premier, globally engaged institution of higher learning in the Jesuit tradition that prepares leaders to live productive lives of faith, meaning and service. Regis University, one of 27 Jesuit universities in the nation, has two campus locations in the Denver metro area and extensive online program offerings with more than 6,000 enrolled students. It is a federally designated Hispanic-Serving Institution. For more information, visit www.regis.edu.

    About Collegis Education

    As a mission-oriented, tech-enabled services provider, Collegis Education partners with higher education institutions to help align operations to drive transformative impact across the entire student lifecycle. With over 25 years as an industry pioneer, Collegis has proven how to leverage data, technology, and talent to optimize institutions’ business processes that enhance the student experience. With strategic expertise that rivals the leading consultancies, a full suite of proven service lines —including marketing, enrollment, retention, IT —and its world-class Connected Core® data platform, Collegis helps its partners drive impact and generate revenue, growth, and innovation. Learn more at CollegisEducation.com or via LinkedIn.

    Media Contacts:

    Collegis Education

    Alyssa Miller

    [email protected]

    973-615-1292

    Regis University

    Sheryl Tirol

    [email protected]

    Our mission is to enable impact in higher education. We help our partners achieve more, deliver superior experiences, and drive impact across the entire student lifecycle by leveraging and aligning data, technology, and talent.

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