Tag: college

  • Why High School Counselors Hold the Keys to College Access

    Why High School Counselors Hold the Keys to College Access

    Opening the door to college starts with a knock on the counselor’s office

    Ask a student who their guide to college was, and the answer depends a lot on their background. For some—especially those from higher-income families or with college-educated parents—the process might not involve a school counselor at all. But for students without those built-in supports, counselors can be the critical link to higher education—if they’re able to get help.

    The problem is, in many lower-income or rural schools, counselors are stretched so thin that some students never get the guidance they need. The numbers show just how vital counselor guidance can be for those who receive it—and how much is at stake when that support isn’t available.

    The data is clear: counselors make the difference

    According to the forthcoming 2025 E-Expectations report, 86% of students said they used information from their high school counselor during their college search, and 84% found that information helpful. That trend holds across every subgroup:

    • First-generation students use and benefit from counselor information at nearly the same rate as their peers (86% used; 85% found it helpful).
    • Regional differences are small: 87% of students in the West and Rocky Mountains found counselor info helpful, compared to 77% in the Great Lakes and Plains.
    • By grade, even 9th graders tune in early: 82% use counselor advice, and 88% find it helpful.

    Counselors are the thread running through the entire college-bound student experience. For those without a family roadmap, they’re often the only guide through applications, financial aid, and deadlines.

    Colleges are paying attention

    School budgets are shrinking. Counselors are juggling massive caseloads. But many colleges are stepping up—recognizing that if they want to reach students, especially the ones who need it most, they must reach counselors first.

    From the latest 2025 Marketing and Recruitment Practices for Undergraduate Students survey:

    • Private four-year colleges meeting one-on-one with counselors jumped from 78% in 2020 to 95% in 2024.
    • Email outreach has grown significantly, with reported effectiveness rising in tandem.
    • Counselor events (banquets, receptions, campus gatherings) are increasing, especially when they include regional data, student outcomes, and virtual access for rural areas.

    It’s not just a private college trend. Two-year institutions, public universities, and regional schools are embracing relationship-based outreach as well. Direct mail and newsletters still play a role—but only when the content is timely and relevant.

    Why this matters for equity and access

    For first-gen, rural, and underserved students, counselors are often the only bridge to college. They’re the ones who demystify financial aid, flag key deadlines, and identify opportunities a student might otherwise miss.

    When colleges make it easier for counselors to get the right info, they’re not just supporting professionals. They’re opening doors for the students who need it most.

    A counselor who’s in the loop about your new rural student program or local scholarship can be the difference between a student applying and a student giving up.

    What works: outreach strategies that matter

    According to the 2025 Marketing and Recruitment Practices for Undergraduate Students, the most effective strategies aren’t flashy. They’re personal, relational, and respectful of counselors’ time. To make these strategies even more impactful, here are some key considerations:

    • One-on-one meetings: Still the gold standard. Allow for tailored advice and honest feedback.
    • Counselor events: High-impact when they offer data, PD, and virtual options.
    • Relevant, timely communication: Share tools counselors can use—deadlines, program updates, student success stories.
    • Listening and partnership: Institutions that win trust treat counselors as collaborators.

    Recognize the role of early college programs in strengthening partnerships

    In many communities, especially those served by community colleges, Early College (EC) programs create additional layers of partnership between high school counselors and college admissions offices. Some colleges employ dedicated EC counselors who work directly with high school students, while others rely heavily on high school guidance counselors to help students and families navigate EC benefits, processes, and policies. Admissions teams should ensure that their outreach strategies are coordinated not only with high school counselors but also with their institution’s EC staff. This helps avoid confusion and ensures clarity in messaging, especially regarding dual enrollment, direct admissions, and transition pathways. A unified approach strengthens the relationship with the high school and better supports students and families.

    Thoughtfully manage counselor turnover to maintain continuity

    Admissions offices often experience higher staff turnover compared to other departments, which can disrupt relationships built over time with high school partners. To sustain trust and continuity, new admissions counselors should intentionally acknowledge the existing relationship between the college and the high school when introducing themselves. If appropriate, referencing the name of the previous counselor or the date of the last visit provides context and reassurance that the institution values the ongoing partnership. This small gesture helps counselors feel recognized as key partners and makes the transition from one representative to another feel seamless, keeping the focus where it belongs: on supporting students in their college journey.

    The bottom line

    If your institution wants to reach students, especially those who need college planning guidance and help the most, start by valuing their counselors.

    2025 Marketing and Recruitment Practices for Undergraduate Students: Effective practices for undergraduate recruitment at four-year and two-year institutions.2025 Marketing and Recruitment Practices for Undergraduate Students: Effective practices for undergraduate recruitment at four-year and two-year institutions.

    The data is clear. The student voices are loud. Counselors are the backbone of college access. Supporting them isn’t just good practice, it’s the smartest move you can make.

    Don’t make counselors an afterthought. Make them the center of your strategy. The future of college access runs right through their office, so knock on their door and bring something valuable to the table.

    To learn more about the most impactful enrollment and marketing strategies, download our report.

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  • College Closings: Are We Really That Surprised?

    College Closings: Are We Really That Surprised?

    Spotting the red flags of college closings before it’s too late

    What are the warning signs that could lead to a college closing?

    Over the last month, two more private schools have announced their closures.  St. Andrews University in Laurinburg, NC, and Limestone University in Gaffney, SC.  In both cases, as with any college closings, the result is disheartening to the current state of higher education. It is also never something those enrolled students expected or signed up for. Peer institutions have readily come forward to offer transfer-friendly options for those students.

    What has also struck me about college closings like these is how the media portrays these closings as “sudden” or “abrupt.” I have been in higher education for over 20 years, both on a campus as a chief enrollment officer and now at RNL in an executive role. College closings are not sudden or abrupt. The warnings and red flags show themselves years before such a dire decision is made by a board of trustees.

    Key metrics for institutional health and viability

    For any institution, but especially private ones, there are key metrics that impact their health and viability. They include, but are certainly not limited to:

    • Net tuition revenue as a cohort class and per student
    • The long-term health of your lead/prospect pool
    • The cost of recruiting a prospective student
    • The cost to educate and operate an academic program
    • Student retention rates dropping yearly and hovering under national/regional benchmarks
    • An increase in discount rates while headcount/net tuition revenue stays flat or down

    Metrics diagnose the problem. They do not solve it.

    The majority of these metrics are probably not surprising for most institutions. However, the ability to understand why a campus lags behind in these critical areas is key to rectifying such challenges. There lies half the problem usually. Too often, metrics serve as a perceived solution for a problem. Here are two examples I have seen:

    Example 1: A campus throws more money to students to hopefully increase their headcount and gain revenue. That is a short-term solution that then saddles the institution with a bigger problem—a high discount rate that will likely increase another 3-5% during the student’s time on campus. That is not a sustainable model.

    Example 2: An institution introduces new programs without conducting viable external research and setting realistic student enrollment goals. The tuition revenue needed has to offset the cost of starting a new program, hiring faculty, and supporting marketing efforts. If new programs are not hitting targeted goals, the institution has to quickly pivot and determine if there is a tangible market of students to recruit for such a program over the next 3-4 years.

    The examples could go on and on.

    Fixing issues before they become insurmountable

    Most institutions are not blind to their current situation regarding the above metrics. They strive to maintain a healthy enrollment, financial stability, and a quality experience for students. They also know when those metrics become red flags. The massive challenge right now in higher education is trying to solve for those red flags in real time and with very “real” budgets. We should not be surprised at unfortunate closures in our industry. Most campuses certainly are not. The real objective is to win the “race” of addressing and fixing the problems 3-4 years before they become insurmountable.

    How do you do that in a systematic, data-reliant way that helps you make the right read and identify the right strategies to hit the brakes and reverse course before you hit the cliff? That’s something my colleagues and I partner with institutions on all of the time. We do evaluations or “scans” for key items such as the admissions/recruitment strategies and organization, the fiscal health of the institution, alignment of academic programs with market demand, and similar areas that are critical for institutional viability.

    I welcome the opportunity to connect and talk about strategies for your institution. Feel free to email me to discuss your challenges and what can be done to put your campus on the track to sustainable success. We have helped many institutions come back from the brink and keep even more from reaching that point.

    Attend the 2025 RNL National Conference

    Choose from more than 120 sessions across six tracks:

    • Undergraduate marketing and recruitment
    • Graduate and online enrollment
    • Student success
    • Financial aid
    • Strategic planning
    • AI and innovations

    See the session descriptions and save big when you register early.

    2025 RNL National Conference Session Descriptions

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  • Balancing Technology and Connection in College Recruitment

    Balancing Technology and Connection in College Recruitment

    Let’s be real: college planning is not the only thing on your prospective students’ minds. They’re juggling school, jobs, relationships, social media, and, you know, just trying to figure out life. So, when we talk about AI in college planning, it’s crucial to remember that it’s just one piece of a much larger puzzle.

    At RNL, we’re constantly looking at the trends shaping higher education, and AI is definitely a big one. But here’s the thing: it’s not a one-size-fits-all solution. To truly connect with students, you need to understand how they’re using (or not using) these tools, and meet them where they are.

    It’s all about personas

    Our latest research dives deep into student attitudes toward AI in college planning, and the results are fascinating. We’ve identified four key “AI Adoption Personas” that can help you tailor your outreach and messaging:

    Pioneers (early adopters, enthusiastic users): These digital natives are all-in on AI, using it for everything from college research to essay writing.

    • Key takeaway: Pioneers are already on board but value human guidance. 76% would feel more comfortable if a school advisor explained the benefits and risks of AI.

    Aspirers (interested but cautious adopters): Aspirers see the potential of AI but need a little nudge.

    • Key takeaway: Show them the value! 51% are motivated by easy access to free AI tools, and 41% want to see success stories from other students.

    Fence Sitters (uncertain, passive users): These students are on the fence about AI, often lacking confidence in their current college planning approach. Y

    • Key takeaway: Don’t overwhelm them. 40% haven’t even used online college planning tools! Focus on highlighting the potential of AI and offering advisor support.

    Resistors (skeptical, avoid AI in college planning): Resistors are the most reluctant to embrace AI, preferring traditional methods like guidance counselors and college websites.

    • Key takeaway: Respect their preferences, but don’t write them off entirely. 48% would feel more comfortable with an advisor explaining AI, even if they’re not ready to use it themselves.

    Beyond the bots: human connection still matters

    Image of high school students looking at the cell phones

    No matter which persona your students fall into, one thing is clear: human connection still matters. While AI can provide valuable information and streamline certain tasks, it can’t replace the empathy, guidance, and personalized support students crave.

    Think about it: choosing a college is a huge life decision, and students want to feel understood and supported throughout the process.

    Our research shows that students use a variety of resources for college planning, and these often involve human interaction:

    • College websites (often reviewed with parents or counselors)
    • Parents/family (a trusted source of advice and support)
    • Social media (connecting with current students and alumni)
    • Guidance counselors (providing expert advice and personalized recommendations)
    • Friends/peers (sharing experiences and offering encouragement)
    • Books/online articles (supplementing their knowledge and exploring different options)

    AI is just one tool in their toolbox. It’s a powerful tool, no doubt, but it works best when it complements these other resources, rather than replacing them.

    What does this mean for you?

    It means your staff—admissions counselors, enrollment specialists, and marketing team—are more important than ever. They are the human face of your institution, who can build relationships with prospective students, answer their questions, and alleviate their anxieties.

    The good news is that institutions already know this. Our 2025 Marketing Practices For Undergraduate Students Report confirms that “human-based” enrollment strategies are consistently rated highly effective, often more effective than just two years ago.

    For example, the report shows that:

    • In-person meetings remain a top strategy across all institution types (4-year private, 4-year public, and 2-year), with effectiveness ratings consistently at or near 100%.
    • Personalized videos sent directly to students have seen a significant rise in effectiveness, particularly for 4-year institutions.
    • Even with the rise of digital tools, strategies like SMS, social media, and email communications remain foundational and highly effective, largely because they enable personalized, one-on-one communication.

    These findings underscore that in an increasingly digital world, the human touch truly sets institutions apart.

    Here are a few ways to bring that human touch to your college planning efforts:

    • Invest in training for your staff. Ensure they understand AI’s benefits and limitations, and how to integrate it ethically and effectively into their work.
    • Encourage personalized communication. Don’t rely solely on automated emails and chatbots. Encourage your staff to contact students individually, offering tailored advice and support.
    • Create opportunities for connection. Host virtual or in-person events where students meet current students, faculty, and staff.
    • Highlight the human stories. Share stories of successful alumni, dedicated faculty, and supportive staff. Show prospective students what makes your institution unique.

    Ultimately, success in today’s ever-evolving higher education landscape hinges on a delicate balance: embracing the power of technology like AI while never losing sight of the fundamental importance of human connection.

    By deeply understanding your students – their individual needs, their preferred college planning resources, and their unique “AI Adoption Persona” – and leveraging data to personalize their experience, you can create an effective and genuinely human recruitment and enrollment strategy.

    It’s about blending the efficiency of AI with the empathy and guidance that only your dedicated staff can provide, ensuring that every student feels seen, supported, and confident in their college journey.

    Ready to dive deeper?

    Do you want to learn more about AI in college planning and how to connect with today’s students?

    3 Reasons to Attend the RNL National Conference

    Join us in Atlanta July 22-24 for the most comprehensive conference on enrollment and student success.

    1. Choose from more than 120 sessions on recruitment, retention, financial aid, and more.
    2. Hear the keynote from former Secretary of Education Dr. Miguel Cardona on the future of higher education.
    3. Interact with campus professionals and national experts about ways you can achieve your goals.

    See all the details

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  • REPORT: More than 600 college students and student groups punished or investigated for speech in five years

    REPORT: More than 600 college students and student groups punished or investigated for speech in five years

    • 63% of over 1,000 efforts to suppress student speech resulted in administrative investigation or punishment.
    • In the wake of Hamas’s 2023 attack on Israel, administrators overtook students as the main instigators of attempted speech suppression.
    • Speech about race and the Israeli-Palestinian conflict led to most attempts.

    PHILADELPHIA, May 15, 2025 — A new report from the Foundation for Individual Rights and Expression found that 637 college students and student groups were punished or investigated by administrators for their constitutionally protected expression between 2020-2024.

    “Students Under Fire” documents over 1,000 efforts to punish students for speech and expression over a five-year span, 63% of which resulted in some form of administrative punishment. The research provides the most detailed collection of speech-related campus controversies involving students to date. The underlying data will be compiled in an interactive database that will be regularly updated and searchable by the source of the outrage, demands made of the institution, whether the pressure is from the political left or right of the student’s speech, the outcome, and more.

    “Every instance of censorship threatens students’ ability to engage in a free exchange of ideas,” said FIRE Senior Researcher Logan Dougherty. “Open minds and free debate, not self-censorship and punishment, must be the standard across our nation’s campuses.”

    There were two dominant incendiary topics on campus: race and the Israeli-Palestinian conflict. The report found that following the murder of George Floyd in 2020, race was the topic that most commonly landed a student in hot water. The Oct. 7 Hamas attacks on Israel, and subsequent debates over the Israeli-Palestinian conflict and Israel’s military response, then quickly became the topic that most often produced attempts at punishment. 

    Other notable findings from the report include:

    • The problem spans ideologies. When it comes to speech about race, most students are targeted from their left, while students speaking out about the war in Gaza are more likely to be targeted from their right.
    • Among the worst punishments were 72 students or groups who were suspended, 55 who were expelled, lost student group funding, or were otherwise separated from their university, and 19 more who were unenrolled under ambiguous circumstances. In one case, a student had to sleep in his car after his university kicked him out of campus housing. In another, a student was suspended for sending a survey about mental health to his peers.
    • The most frequently targeted or punished student groups spanned the political divide: Students for Justice in Palestine (75 incidents), Turning Point USA (65 incidents), and the College Republicans (58 incidents)

    The report also found that after a decade of surging efforts by students to silence campus speech, administrators have taken up the censorial mantle in the wake of the Israeli-Palestinian conflict. In 2020, only 27% of cases were initiated by administrators. By 2024, that number increased to 52%.

    “This is unacceptable coming from people whose job it is to serve college students and ensure that their rights are protected,” said FIRE Chief Research Advisor Sean Stevens. “Their job should be to protect students’ free speech rights, not torpedo them.” 

    The First Amendment protects students at public institutions — and those institutions cannot legally punish students for the expression in the report (though they often do). Private institutions, though not directly bound by the First Amendment, often make institutional promises of free speech and academic freedom. FIRE advocates for targeted students at both types of institutions.

    Students at public institutions should contact FIRE if they face punishment for their expression by submitting a case.

    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    CONTACT
    Katie Stalcup, Communications Campaign Manager, FIRE: 215-717-3473; media@thefire.org 

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  • Alumni Connection and College Student Satisfaction

    Alumni Connection and College Student Satisfaction

    Julie Bryant

    This post was co-authored with Julie Bryant, Vice President for Student Success at RNL. Julie oversees the RNL Satisfaction-Priorities Surveys used by colleges and universities nationwide. She provides service to educators by assisting them in determining relationships between perceptions of importance and satisfaction of students, special populations, campus personnel, and the parents of currently enrolled students. Julie identifies ways these data can inform retention planning and be shared with the campus community. She also oversees the annual national reporting and trend analysis of these data.

    Collaborating with 21 institutions as part of our second annual National Alumni Survey was a privilege. Nearly 51,000 alumni participated, and from their direct feedback, we learned more about what inspires their volunteer activity, what is likely to motivate future engagement, generational trends, and how student debt impacts charitable giving.

    We also invited alumni to share more about their satisfaction with and current connection to their respective alma maters. Survey responses confirm what feels intuitive: Alumni with a favorable student experience are more likely to feel connected to and give back to their alma maters.

    Student satisfaction makes a major difference in the likelihood to give

    Alumni who report feeling “very satisfied” with their student experience and the education they received are up to 40x more likely to have donated to their alma mater in the past year than their “neutral” counterparts, and up to 80x more likely than those who report feeling “not very” or “not at all” satisfied with their student experience and the education they received.

    Of the eight insights highlighted in this year’s report, this strong correlation between student satisfaction and alumni giving feels important for advancement teams to share with colleagues across departments, campus stakeholders, and executive leadership.

    Alumni satisfaction and connection are shaped long before graduation. The interaction students have with faculty, staff, advisors, coaches, and the administration sets the groundwork for satisfaction, affinity, and a philanthropic relationship post-graduation. Therefore, the responsibility of improved alumni engagement, participation, and giving can’t rest solely on the shoulders of the advancement division. It’s a team sport (or should be).

    Increasing student satisfaction can lay the foundation for long-term alumni engagement

    This research study underscores the importance of influencing student satisfaction while students are enrolled in order to build strong, long-term alumni engagement. Through RNL’s Student Satisfaction Inventory (SSI), we measure student satisfaction and priorities, showing how satisfied students are as well as what issues are important to them. This is actionable data that colleges and universities can use today to inform and shape improved student programming and outreach.

    The results from the SSI clearly identify institutional strengths (areas of high importance and high satisfaction) that can be celebrated with current students, alumni, and as part of the recruitment process. Institutional challenges are also clearly noted. Challenges are areas that are still very important to current students, but where they may be more dissatisfied. Identifying these areas provides direction to campus leadership, as they prioritize areas for improvement to show students their feedback matters and that the institution is working on their behalf. By gathering and acting on student satisfaction data, colleges and universities can show that they value students and help set the stage for ongoing engagement.

    Through our RNL research, we have found that items related to campus climate and how students feel about being on campus are among the strongest indicators of overall student satisfaction and ultimately student retention. When institutional leadership works to change the experience or the perception students have around areas such as “it’s an enjoyable experience to be a student on this campus,” “the institution cares about me as an individual,” “I feel a sense of belonging here,” and “tuition paid is a worthwhile investment,” they can begin to see an impact on the long-term relationships ideally established between the student (future alum) and their alma mater.

    Four things you can do to increase alumni connection

    Blog on student satisfaction and alumni connection: image of a line of graduates in cap and gown.

    Good friend and strategic advisor on this project Howard Heevner is a fan of disrupting—leaning into new ways of genuinely connecting with students and alumni alike. He challenges fellow practitioners and leaders to:

    • Gather direct feedback and actively listen to learn what alumni need to feel our institution is a viable home for their philanthropic support.
    • Instead of touting institutional loyalty to inspire financial support, let’s build relationships that provide mutual value to both the individual and the institution.
    • Find new ways to support donor passions, choice, and self-determination in giving at all levels to attract a larger, more diverse set of donors.
    • Redefine philanthropy so that it is broader and more inclusive, recognizing gifts of service as well as financial gifts.

    If you haven’t done so recently, engaging students and alumni through a survey project is an important first step. Do you have budget dollars left to spend this spring? Looking for fresh feedback and useful qualitative data from the audiences you serve to help inform planning for the new fiscal and academic year ahead? If you’d like to learn more about RNL’s survey instruments, please reach to Julie Bryant (Student Satisfaction Inventory) and Sarah Kleeberger (Alumni Survey).

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  • What’s needed to strengthen career and college pathway commitments?

    What’s needed to strengthen career and college pathway commitments?

    This audio is auto-generated. Please let us know if you have feedback.

    WASHINGTON — The momentum for providing all students access to meaningful career and college pathways is growing, but hurdles such as funding, teacher training, reluctance to change and other factors stand in the way, said speakers at the National Pathways Summit on Thursday.

    Experiential learning about careers is what students, families and educators want. Industry leaders also want to employ workers with job skills and essential abilities like problem solving, collaboration and resilience, the speakers told the 300 summit attendees. 

    And these skills and abilities are not just desirable, but critical to the health of the economy, said Stanley Litow, chair of the National Pathways Initiative, a bipartisan federation of students and leaders from education, business, government, politics and advocacy organizations that promote promising K-12 and higher education career and college preparation programs.  

    “From the business community standpoint, there is an enormous amount of pressure in the labor market around the skills area,” said Litow, a former deputy schools chancellor for New York City Public Schools and former president of the IBM Foundation. He is currently a professor at Columbia University’s School of International and Public Affairs.

    Litow said that by 2030, over 70% of the new jobs created will require some form of postsecondary education, which includes credentials, apprenticeships, two-year and four-year degrees, and other continuing learning programs. 

    But to make career and college preparation successful for students and industries, the education and business communities need to partner to align their needs, Litow said. “We have to break down the barriers, we have to collaborate, we have to work together.”

    Successes and challenges

    Randi Weingarten, president of the American Federation of Teachers, and John B. King, Jr., chancellor of the State University of New York and a former U.S. education secretary, both noted that there’s a high level of agreement across the country that workforce preparation in K-12 and higher education is important. 

    They also pointed to several successful programs that are helping students gain the skills necessary for their chosen occupation. King, for example, highlighted the Real Life Rosies program at Mohawk Valley Community College in Utica, New York — a 12-week pre-apprenticeship program that helps women gain advanced manufacturing skills.

    But Weingarten and King also noted obstacles that are stunting students’ access to skill-based learning.

    For one, K-12 school systems “are really terrible at change,” Weingarten said, adding that they “only change when an accountability system changes. And so the problem is we have a really outdated accountability system.”

    Weingarten also said that school systems tend to be risk-averse. “People get blamed” if an initiative isn’t 100% successful, she said. That’s why school accountability systems need to be revised, “to give people permission to do something different.”

    King said one obstacle is that there’s a culture challenge. Some people think that a liberal arts education and career readiness preparation programs are in conflict with each other, he said. “Sometimes people react against talk of careers, because it seems that it is making education just about the job,” he said.

    King also said leaders from all industry sectors need to voice support for education and prioritize learning as an investment, as well as work on solutions to barriers. “We need the business community nudging people on both sides of the aisle to stand up for education and stand up for this vision we’ve been talking about today,” he said.

    Three people are seated at a table on a stage.

    Reo Pruiett, Rashid Ferrod Davis and Don Haddad speak about the P-TECH approach to connecting K-12 students with college and career experiences during a panel at the National Pathways Summit at Gallaudet University in Washington, D.C., on May 8, 2025.

    Permission granted by National Pathways Initiative

     

    Two diplomas by high school graduation

    Several speakers during another panel discussion highlighted one approach that is helping high school students graduate with both high school and associate degree diplomas while also gaining career skills and connections to potential employers through mentorships, paid internships, and other on-the-job experiences.

    The P-TECH 9-14 school model was created by IBM to encourage public-private partnerships to give high school students specific workplace skills while they earn both diplomas. The first P-TECH school was launched in New York City in 2011.

    Reo Pruiett, chief programs and engagement officer at Communities Foundation of Texas, focuses on improving K-12 and higher education outcomes. She calls the P-TECH approach “game changing.”

    She said the program has helped students gain upward economic mobility and has “demystified” the college experience for students while they are still being supported as high schoolers.

    “I think that’s one thing about P-TECH; It allows us to make sure our students are prepared to dream and not to just settle,” she said.

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  • Ashley Holdridge – Lacrosse, Siena College

    Ashley Holdridge – Lacrosse, Siena College

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  • College Programs Support Holistic Student Basic Needs

    College Programs Support Holistic Student Basic Needs

    About three in five college students experienced some level of basic needs insecurity during the 2024 calendar year, according to survey data from Trellis Strategies. Over half (58 percent) of respondents said they experienced one or more forms of basic needs insecurity in the past 12 months.

    Student financial challenges can negatively impact academic achievement and students’ ability to remain enrolled. About 57 percent of students said they’ve had to choose between college expenses and basic needs, according to a 2024 report from Ellucian.

    While a growing number of colleges and universities are expanding support for basic needs resource centers—driven in part by state legislation that requires more accommodations for students in peril—not every campus dedicates funds to the centers. A 2024 survey by Swipe Out Hunger found that of 300-plus campus pantries, two in five were funded primarily through donations. Only 5 percent of food pantries had a dedicated budget from their institution as a primary source of funding.

    Inside Higher Ed compiled four examples of institutions that are considering new or innovative ways to address students’ financial wellbeing and basic needs on campus.

    Penn State University—School Supplies for Student Success

    Previous research shows that when students have their relevant course materials provided on day one, they are more likely to pass their classes and succeed. Penn State’s Chaiken Center for Student Success launched a School Supplies for Student Success program that offers learners access to free supplies, including notebooks, writing utensils and headphones, to help them stay on track academically.

    Students are able to visit the student success center on the University Park campus every two weeks to acquire items, which are also available at two other locations on campus. Learners attending Penn State Altoona and Penn State Hazleton can visit their respective student success center for supplies, as well.

    The program is funded by a Barnes & Noble College Grant program and is sustained through physical and monetary donations from the university community.

    Massachusetts College of Liberal Arts—Essential Needs Center

    The Essential Needs Center was developed from a Service Leadership Capstone course, which required students to complete a community-based service project. One group of students explored rates of basic needs insecurity and established a food pantry to remedy hunger on campus.

    “The program started as a drawer at my desk,” said Spencer Moser, assistant dean for Student Growth and Wellbeing, who taught the course. “Then it grew to fill a shelving unit, a closet and eventually its own space on campus.”

    The center, now a one-stop shop for basic needs support on campus, provides students with small appliances, storage containers, personal care items and seasonal clothing, as well as resources to address housing and transportation needs, including emergency funding grants. Students can also apply for a “basic needs bundle” to select specific items they may require.

    Paid student employees maintain the center but it’s also left “unstaffed” at some hours to address the stigma of seeking help for basic supplies. Between November 2023 and January 2025, over 1,300 students engaged with the center.

    University of New Hampshire—Financial Wellness

    A lack of financial stability can also have a negative impact on student thriving and success. To support students’ learning and financial wellbeing, the University of New Hampshire created an online digital hub that provides links to a budget worksheet, financial wellness self-evaluation, college cost calculator and loan simulator.

    Students can also schedule an appointment to talk with an educator to discuss financial wellness or engage in a financial wellness workshop.

    Roxbury Community College—the Rox Box

    Most colleges operate on an academic calendar, with available hours and resources falling when class is in session. Roxbury Community College in Massachusetts launched a new initiative in winter 2023 to ensure students who were off campus for winter break didn’t experience food insecurity.

    Before the break, staff at the college’s food pantry, the Rox Box, handed out Stop & Shop gift cards and grab-and-go meals, as well as a list of local places students could visit for meals over break.

    Do you have a wellness intervention that might help others promote student success? Tell us about it.



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  • What Can College Instructors Offer Their Students in the Age of AI? – Faculty Focus

    What Can College Instructors Offer Their Students in the Age of AI? – Faculty Focus

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  • Kenneth C. Griffin Donates $2 Million to Nonprofit Achieve Miami’s Teacher Accelerator Program to Strengthen South Florida’s Teacher Pipeline

    Kenneth C. Griffin Donates $2 Million to Nonprofit Achieve Miami’s Teacher Accelerator Program to Strengthen South Florida’s Teacher Pipeline

    Miami – Achieve Miami, a nonprofit dedicated to equalizing educational opportunities for students throughout Miami-Dade County, has received $2.4 million from multiple philanthropic organizations and leaders, including a leadership gift of $2 million from Kenneth C. Griffin, founder and CEO of Citadel and founder of Griffin Catalyst. The funding, awarded over the past year, will further expand Achieve Miami’s transformative programs, reaching thousands of K-12 students through initiatives including Achieve Scholars, which prepares high schoolers for college success; Achieve Summer, a dynamic program combating learning loss through hands-on academics and enrichment; and the Teacher Accelerator Program (TAP), a groundbreaking effort to address Miami-Dade’s urgent teacher shortage.

    Kenneth C. Griffin’s $2 million leadership gift is specifically focused on supporting TAP in creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators, including those who had not previously considered a career in education. This gift builds on Griffin’s $3.5 million gift to TAP in 2022, further strengthening Achieve Miami’s efforts to recruit and train qualified educators to teach in public, private and charter schools across Miami-Dade and close learning gaps in the city’s schools. Griffin has a longstanding commitment to improving education and has contributed more than $900 million to providing greater access to a high-quality education and pathways to success for students in Florida and across the country.

    Additional grants include:

    • $200,000 from the Bezos Family Foundation, which is a director’s gift supporting early and adolescent learning through grants and programs that advance the science of learning.
    • $100,000 from the Panera Bread Foundation, as part of its national initiative to support nonprofits that provide educational access to underserved youth.
    • $65,000 from Morgan Stanley, in support of Achieve Miami’s financial literacy and career readiness programs, which equip students in the organization’s Achieve Scholars program with essential money management skills for financial independence and future success. As part of its commitment, a team of Morgan Stanley employees guide students through financial literacy sessions across ten Miami-Dade County public schools, providing essential lessons on topics like budgeting, investing, entrepreneurship, savings, and credit.
    • $50,000 from City National Bank of Florida, as part of its long-term partnership with Achieve Miami in support of the Achieve Scholars program. City National Bank is planning financial literacy programming for students over the summer.

    “Every student deserves access to resources, mentors, and opportunities that can set them up for success,” said Leslie Miller Saiontz, Founder of Achieve Miami. “These generous grants, led by Ken Griffin, will enable us to expand our reach, empower more educators, and bridge opportunity gaps that are prevalent in Miami. By investing in students and teachers, we are building a stronger future for our community.”

    “Each of us has a story of how a teacher has changed our lives,” said Ken Griffin in February 2023 alongside his initial gift to Achieve Miami. “I care deeply about bringing more high-quality educators into Miami classrooms to help ensure the children of Miami will continue to enjoy the impact of life-changing teachers.”

    Despite being one of the fastest-growing states with the nation’s fourth-largest economy, Florida ranks #21 in per capita education funding. Achieve Miami’s initiatives aim to eliminate educational disparities by equipping students with the tools and support needed for success with a variety of diverse enrichment programs such as Achieve Scholars, Achieve Saturdays, and Achieve Music.

    Achieve Miami’s impact to-date includes support for over 10,000 Miami-Dade County students, college and career readiness programming for Achieve Scholars across ten high school sites, providing internet access to over 106,000 homes through Miami Connected, and the recruitment and training of nearly 200 new teachers through the Teacher Accelerator Program (TAP) since the initiative’s launch in 2023.

    ABOUT ACHIEVE MIAMI

    Achieve Miami is a nonprofit organization that is dedicated to fostering a transformational education ecosystem in Miami. Since its founding in 2015, the organization has supported over 10,000 K-12 students, bolstered programming for 60+ local schools, and engaged thousands of volunteers. Together with partners from the public and private sector, Achieve Miami designs and manages programs that bring together members from various parts of the community to extend learning opportunities for students, teachers, and community leaders. Learn more at www.achievemiami.org.

    ABOUT THE TEACHER ACCELERATOR PROGRAM

    Teacher Accelerator Program (TAP) is a non-profit organization creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators. TAP’s comprehensive and streamlined program equips college students and career changers with the skills, knowledge, and certification necessary to excel in the classroom. TAP addresses the nationwide teacher shortage crisis by providing a built-in path to teaching, inspiring a new generation of educators.

    TAP participants take a one-semester course, followed by a six-week paid summer internship, earn a certificate to teach, and begin instructing in a Miami-Dade County public, private, or charter school classroom. TAP is an initiative of Achieve Miami, supported by Teach for America Miami-Dade, and is offered by the University of Miami, Florida International University and Miami-Dade College. Learn more at www.teacheraccelerator.org.

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