Tag: Community

  • Community College Research Collateral Damage at Columbia

    Community College Research Collateral Damage at Columbia

    Research on community colleges has taken a hit amid the Trump administration’s ongoing war against the Ivy League.

    The Community College Research Center, an independent organization based at Columbia University’s Teachers College, found out in March that four of its grants totaling at about $12 million were immediately cancelled, despite being multiple years into their grant cycles. The remaining grant money expected from the Institute of Education Sciences amounted to at least $3.5 million. Four half-completed research projects relied on the funding. Now CCRC leaders are scrambling to find ways to continue the work.

    The grants were swept up in the Trump administration’s slashing of $400 million in grants to Columbia University to cow the institution into agreeing to a set of demands. Columbia has since reached an agreement with the administration to restore its federal funding, but the deal only restored grants administered by the U.S. Department of Health and Human Services and the National Institutes of Health. Education Department grants, like the CCRC’s, didn’t return.

    The center, now almost 30 years old, conducts rigorous research into community college programs and practices, like guided pathways and dual enrollment, to help institutions improve the student experience and student outcomes.

    The canceled grants funded two efforts focused on pandemic recovery, including a study into a program at Virginia community colleges to support adults earning short-term credentials in high-demand fields. CCRC researchers were also using IES money to evaluate the Federal Work-Study program and for a fellowship that placed doctoral students in apprenticeships at education agencies and nonprofits. Teachers College has agreed to take over funding for the fellowship program for at least the upcoming academic year.

    Thomas Brock, CCRC’s director, worries the field of community college research—and its benefits for students—are at risk at a time when federal funding has grown more tenuous. He spoke with Inside Higher Ed about how the center is moving forward in the absence of these funds. The conversation has been edited for length and clarity.

    Q: How did you react when you first heard from the Education Department about the nixed IES grants?

    A: It got us completely by surprise. We did not see that coming. The notification came on a Friday morning. We had to be finished with our work by the end of the day that Friday—we could have no further charges beyond that point. So, there was just no time to prepare. And all of our communications with IES until that point had been very positive. We were on track to complete the goals of our grants. We had been in frequent conversation with our program officers. So, there was simply no inkling that this would be coming.

    Q: What was the extent of the funding loss for you?

    A: The overall funding loss amounted to about $3.5 million. Most of the grants that we were working on were pretty far along. The total berth of the grants was well above $3.5 million, but that was about the amount we had remaining. Most of the work that was canceled was in the last year or two. It was all the more disappointing then, because we were so close to having results that we could share with the field. And that is important, of course, not just to CCRC but to the states and colleges that we partner with more broadly to accomplish our mission of informing community colleges, policymakers, practitioners about strategies that work to improve student outcomes.

    Q: Going forward, what’s going to happen to projects funded by the canceled grants?

    A: So, everything had to be put on hold. I will say we’ve been in discussion with some foundations about what they are calling last-mile funding to complete some of the IES-funded work. We don’t have the grants in hand just yet but invited proposals and ones we think have a good chance of funding.

    We should hear news this fall about some of those. With the last-mile funding, we had to narrow the scope. Generally speaking, foundations don’t have the kinds of resources that the federal government does. So, most of these grants are just to really get out the final results and not putting as much emphasis on dissemination as we would have done with the federal funding. But nonetheless, we’re very grateful to have those opportunities.

    We were lucky at CCRC. We’ve been around for a while. So, over many years, we’ve built up a reserve fund for rainy days, and we decided if this wasn’t a rainy day, we didn’t know what was. So, we have dipped into those reserves to keep many of our staff fully employed while they work on these proposals and to continue to have the ability to do the work if we get refunded. Those funds won’t last forever. We will have to make some tough decisions later this year about just what size of organization we can continue to support with foundation funds. And, I should note, we have already made a few layoffs and have had a couple of voluntary departures. So we are already smaller than we were, but we hope to maintain a critical core.

    Q: Columbia recently reached an agreement with the Trump administration to have some of its research funds restored. Were you hopeful that your funds would be restored as well in that agreement?

    A: We were, yes. We were not part of the negotiations. That was handled by Columbia University. And one of the complications here—really, going all the way back to the initial cancellation of our grants—was a misunderstanding, honestly, by the current administration of Teachers College’s relationship to Columbia. We are an affiliated institution, but we are independent—legally, financially, administratively. We have our own president, our own Board of Directors. We are a separate nonprofit organization, a separate 501(c)(3), so the affiliation we have is a loose one. It allows our students to cross-register and take courses at Columbia. But we do not benefit in any way from Columbia’s endowment or its wealth as an institution. Teachers College is a relatively poor stepchild within the Columbia University constellation.

    So, when we first lost our grants, we appealed as we were instructed to do if we had an issue with the cancellation. The beginning of our appeal was just that we are a separate institution. Whatever complaints the administration may have about Columbia University and how it handled the student protests last year, that had no bearing on what happened at Teachers College. And indeed, we had no student protests. We had no actions that were of concern to the administration or to anyone. So, we hope, just on that basis, we might win on appeal.

    Our appeals were acknowledged, but they have not ever been acted upon as the university went forward with its negotiations. We were hopeful that perhaps [the agreement] would benefit us as well. And when the settlement was reached, I had maybe 24 hours when I was I was really holding my breath. But unfortunately, as we looked at the details of the settlement, it only applied to grants made to the U.S. Department of Health and Human Services and the National Institutes of Health. Department of Education grants were not included.

    Q: You touched on this, but what comes next for the CCRC? How are you thinking about moving forward and how you might have to pivot?

    A: In the near term, we will have to depend on foundation funding exclusively or primarily. We are fortunate in that we have a long history of foundation funding, so that’s not new, but our model has always involved a blending of federal and foundation resources. And that’s just very important to an organization like ours, because foundations and the federal government have typically funded different kinds of things. They both are really critical to advancing a research agenda.

    What is the most important about the federal funding is, No. 1, the strong emphasis on scientific rigor. So, things like the randomized controlled trials that we’re doing on Federal Work-Study, it’s possible you could get a foundation to pick up a project like that, but that is much more in the bailiwick, or at least traditionally has been in the bailiwick of the U.S. Department of Education and its Institute of Education Sciences—not just randomized controlled trials but rigor in all ways, the emphasis on nationally representative samples on longitudinal research. IES funding has been really important for that.

    A second way IES has been so critical is this emphasis on dissemination. IES has been criticized, and justifiably so, for the What Works Clearinghouse, for instance, being a bit indecipherable at first and having too much in it that really wasn’t showing effectiveness. But it’s come a long way in improving that resource and also really in encouraging grantees to get their findings out into the field. We depended heavily on federal funding for our website, for our social media efforts, for attending practitioner conferences. It was really vital support for those purposes. So, that is largely what concerns us. Perhaps some new foundation supporters will be interested in that kind of work. [It’s] not likely we will find the level of funding that was available through the federal government, but we hope at least enough to keep our essential communications and outreach efforts intact.

    Our agenda will probably have to shift a little bit. This is also what’s disappointing about the Department of Education and IES stepping back—we could count on them to really help set the national agenda and things that were of importance to all 50 states and students in all parts of the country. It’s not to say foundations don’t have that interest, but it is much more typical with foundations to find that they are investing in particular places. There simply are not that many foundations with the resources to kind of take the national view, and that is a concern moving forward. So, it’s something that we’re addressing or trying to think about strategically, but it will be a challenge.

    Q: How does the uncertainty with federal funding affect the broader field of community college research?

    A: Well, obviously I am biased here. I think research matters, or I would not have entered this profession.

    There have been major advances in how community colleges think about developmental education, for example. The models that were in place 20 years ago just turned out to be fundamentally wrong. Most community college students coming in were assessed and placed into developmental education courses that actually did them more harm than good. It was years of careful research that documented that fact and that then supported partnerships with community colleges interested in trying different strategies.

    And thanks to all of that work, we now have multiple-measures assessment, where students’ high school grades and other indicators are used. It’s resulting in far fewer students being placed in developmental courses. We also have corequisite remediation, where students are placed in college-level work right away with extra support, as opposed to requiring them to do what was known as prerequisite remediation before starting college-level work. So, those are strategies that we would not have known about, but for this kind of investment, and strategies that have been widely picked up now by the field that are demonstrably leading to improve student outcomes.

    So, I guess what I worry about is the cessation, or near cessation, of those kinds of research and development efforts that lead to new insights, that lead to new ways of doing business that really could be transformative for students. And if you think about today’s challenges, they are no different or less concerning.

    Artificial intelligence is transforming education. What will it mean for community college students? How could institutions best harness those tools to really ensure students are learning and moving forward? That’s a big, big area that I think cries out for deeper investigation. Another big area of interest is short-term training. Congress is prepared to make Pell Grants available for short-term training. Past evidence has shown not much effectiveness there. But what are the program areas that do lend themselves to short-term training? How might community colleges focus these efforts so that they really do lead to a payoff for students and for taxpayers?

    These are big questions that, if we don’t have some of the foundational work in place, we’re not going to have answers five or 10 years from now. And the field as a whole, students specifically, will suffer as a result.

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  • Community College Accreditor Adopts ROI Metric

    Community College Accreditor Adopts ROI Metric

    The accreditor’s new public-facing dashboards will include data on how long it takes for graduates from different programs to recover educational costs.

    Nuthawut Somsuk/iStock/Getty Images

    The Accrediting Commission for Community and Junior Colleges is launching new tools to give members of the public more insights into student outcomes at the institutions under its purview.

    Those tools include dashboards with different student achievement data points as well as a new metric to gauge return on investment. Like the Western Association of Schools and Colleges Senior College and University Commission, ACCJC is planning to measure ROI using price–to–earnings premium. Developed in part by Third Way and the College Futures Foundation, the earnings premium tracks how long it takes for graduates from different programs to recover educational costs.

    The accreditor wrote in a white paper on different value metrics that the earnings premium is an “approachable and understandable way for students and their families to discuss the value education adds to earnings potential. It also allows for institutions, reviewers, and policy makers to contemplate a measurable target and drive improvement.”

    ACCJC chair Kathleen Burke said in a news release that a key takeaway from developing the white paper and dashboards is that federal policy leaders want institutions to demonstrate their value. 

    “These efforts by ACCJC help policy makers and the public understand the incredible value proposition offered by ACCJC member institutions,” Burke added.

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  • Community College Instructor Quits Over Barring Noncitizens From Adult Ed

    Community College Instructor Quits Over Barring Noncitizens From Adult Ed

    In response to federal guidance, Johnson County Community College no longer allows undocumented students to take adult education courses.

    Matthew Fowler/iStock/Getty Images

    An adult education instructor at Johnson County Community College in Kansas resigned after finding out the college would require proof of immigration status for adult ed programs in response to federal policy shifts, The Kansas City Star first reported.

    Daniel Tyx, previously a middle school Spanish teacher, started teaching English to adults part-time at the college last year. He told the Inside Higher Ed that he took the job because he has a passion for working with immigrant students, and he planned to stay if not for the new policy. He described the college’s English language learner program as thriving, with over 800 students.

    These students “always come to class. They’re always excited to be there. They’re full of questions. It’s just a dream job,” Tyx said.

    But Tyx quit his job last Friday after he was told that he would have to verify students’ immigration statuses.

    “That was not in alignment with my values,” Tyx said. “And I didn’t feel like, as a matter of conscience, that I was going to be able to continue.”

    The college’s decision came after a February executive order demanded “no taxpayer-funded benefits go to unqualified aliens.” The U.S. Department of Education then announced in July that, to comply with the order, it would end Clinton-era guidance that allowed undocumented students to participate in adult and career and technical education programs. The department insisted that institutions receiving federal funds for these programs begin verifying that students are eligible to benefit from them.

    “Under President Trump’s leadership, hardworking American taxpayers will no longer foot the bill for illegal aliens to participate in our career, technical, or adult education programs or activities,” U.S. Secretary of Education Linda McMahon said in the announcement. “The department will ensure that taxpayer funds are reserved for citizens and individuals who have entered our country through legal means who meet federal eligibility criteria.”

    Checking a student’s immigration status is not a typical practice for community colleges, which are now grappling with how to comply with the federal edicts and continue to serve students, and staffers are uncertain how to move forward. Another complication for community colleges and other public institutions is the Trump administration’s crackdown on policies that allow undocumented students to pay in-state tuition if they meet other requirements. After Texas overturned its policy, state officials asked universities to identify undocumented students. At least one Texas institution, the University of Texas at Austin, now requires students to submit proof of immigration status, as well, KVUE reported.

    The department’s guidance to bar undocumented students was the second blow to adult education programs after the Trump administration held up about $716 million in federal funds to these programs as part of a wider review of education-related grants in early July. The funds have since been released.

    Johnson County Community College now has a message on its website saying that, starting in late July, students are required to show a Real ID, birth certificate, U.S. passport or their most recent immigration documents when they register for adult education classes.

    Chris Gray, vice president of strategic communications and marketing at JCCC, said in an email to Inside Higher Ed that the college’s “compliance with federal requirements in this matter allows us to continue to serve qualified individuals” in adult education programs.

    Tyx said he felt that college administrators were trying to get ahead of the federal guidance, which he considers “cruel and unjust.” He’s worried for his students, who have been peppering him with questions about whether their documents will suffice.

    “My students make such sacrifices to come to class,” he said. “They have so many different reasons to want to learn English, and they’re all good ones. My students want to be able to connect better with their children or their children’s schools. They want to be able to employ the skills that they already have at work and progress in their work lives … It’s very weird that would be something that would be considered to be not desirable by our government.”

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  • Building a Thriving Classroom Community – “Bond & Beyond” – Faculty Focus

    Building a Thriving Classroom Community – “Bond & Beyond” – Faculty Focus

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  • Building a Thriving Classroom Community – “Bond & Beyond” – Faculty Focus

    Building a Thriving Classroom Community – “Bond & Beyond” – Faculty Focus

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  • Autistic Students are Building Community: Colleges Just Need to Listen

    Autistic Students are Building Community: Colleges Just Need to Listen

    As dangerous myths about autism circulate on the national stage, many colleges echo a quieter, yet similarly misguided assumption: that autistic students are socially isolated or incapable of forming meaningful relationships. But the 43 autistic college students we interviewed tell a very different story—one grounded in connection, authenticity, and community, built on their own terms.

    Dr. Karly Isaacson (Ball) Three years ago, we launched the Postsecondary Education: Autistic Collegians’ Experiences of Success (PEACES) national study, drawing participants from both community colleges and four-year institutions across the U.S. We invited autistic students—both self-identified and formally diagnosed—to share their experiences through annual surveys, in-depth interviews, and photo-based storytelling activities. To date, we’ve gathered over 1300 survey responses, nearly 80 interviews, and nearly 70 photo reflections across three waves of data collection, with a fourth wave launching in fall 2025.Dr. Brett Ranon NachmanDr. Brett Ranon Nachman

    As we analyzed the second wave of interviews, one theme stood out: the central role of friendship. Again and again, students described how meaningful friendships shaped their college experiences, not in spite of their autism, but through it. We used this analysis to publish a journal article on autistic college student friendship earlier this month. In this op-ed, we describe three key ways in which autistic college students foster meaningful friendships: engaging in autistic spaces, practicing autistic authenticity, and bonding over shared interests. We hope that understanding how autistic college students think about and experience friendship can ultimately guide colleges in creating more supportive, inclusive environments for this largely misunderstood, minoritized student population.Dr. Bradley E. CoxDr. Bradley E. Cox

    1. Autistic spaces offer connection without explanation.
      Contrary to the common myth that autistic students are inherently socially disconnected, many participants in our study described finding deep connections in spaces designed by and for autistic people. Whether through formal autism support programs (ASPs), campus disability centers, or informal sensory-friendly spaces, students emphasized how these environments allowed them to engage with others who shared similar communication styles, sensory needs, and lived experiences. These spaces didn’t just accommodate difference—they affirmed it.

      Catherine T. McDermottCatherine T. McDermottFor some students, these autism affirming communities were a lifeline, especially during vulnerable transitions like receiving a new autism diagnosis or navigating the pressures of living on one’s own for the first time. One student shared how knowing there was “somewhere to turn” in these difficult periods made all the difference. Others described naturally gravitating toward autistic peers before even knowing their friends’ diagnoses, drawn together by shared ways of thinking and being. Still, not every student stumbled into connection. Several expressed frustration that their schools offered few avenues to find others like them on campus. As one student put it, “you feel like the black sheep of the campus because there’s not really anything for you.” Institutions that take autistic students seriously must prioritize not just services, but creating autistic spaces on campus that are intentional, visible, and community-driven.

    2. Practicing authenticity builds deeper relationships.
      For many autistic students, friendship flourished not when they tried to hide who they were, but when they stopped trying. Students described how letting go of masking (a strategy that some autistic people use to appear non-autistic), led to stronger, more affirming relationships. As one student put it, “the more authentic in myself that I become, the stronger my relationships become.” College, for many, provided a rare opportunity to explore what it meant to show up fully as themselves, autism and all. This wasn’t always easy. Several students shared fears of judgment or past experiences of exclusion, and some still found themselves masking in certain spaces. But when peers responded with respect and curiosity—whether during a class presentation, a theater performance, or an informal hangout—autistic students said they felt “seen,” “heard,” and “valued” when they presented their autistic characteristics and were met with acceptance. Vulnerability often became a gateway to connection. One participant recounted the anxiety of playing pool with friends, worried about motor difficulties, only to be met with patience and encouragement. These moments of openness helped students discern who was safe, who cared, and who was worth pursuing as a friend. Practicing authenticity didn’t always come without cost—but for many, it made friendship more meaningful and sustainable.
    3. Shared passions spark connection.
      While autistic spaces and identity-based connections were vital, students also emphasized another major source of friendship in doing what they love. Shared interests—from playing Dungeons & Dragons to Taylor Swift fandoms—created natural entry points for relationship-building. Nearly every autistic college student we interviewed was involved in a club, job, or hobby that helped them find “their people.” These weren’t just time-fillers or a line to add to a resume—they were genuine community builders.

    Many autistic students created their own spaces when they couldn’t find an existing affinity group or organization. One started a disability advocacy club; another launched an American Sign Language (ASL) group; a third founded a fiber arts circle. Whether through casual gaming nights, photography collaborations, or cat playdates, students built friendships by doing things they genuinely cared about—often with people who shared their pace, humor, and communication style. As one student shared, it meant everything to have even “just one person to go to coffee with who actually cared about the topic.” In these spaces, autistic passions weren’t sidelined—they were celebrated. And when peers leaned into those interests too, genuine friendships blossomed.

    In a time when public discourse too often distorts what it means to be autistic, colleges have a unique opportunity—and responsibility—to listen to autistic students themselves. Our research shows that autistic students are not only capable of forming meaningful friendships, but that they do so in ways that are intentional and creative. Colleges that invest in spaces for connection, support students in showing up authentically, and celebrate shared interests will not only dismantle outdated stereotypes—they will foster communities where all students can thrive.

    Dr. Karly Isaacson (Ball) is a Postdoctoral Research Associate at Michigan State University for Project PEACES.

    Dr. Brett Ranon Nachman is an Assistant Professor of Higher Education at the University of Pittsburgh and Director of Research for College Autism Network. 

    Dr. Bradley E. Cox is an Associate Professor of Higher, Adult, and Lifelong Education (HALE) at Michigan State University and Founder of the nonprofit College Autism Network.

    Catherine T. McDermott is a consultant for Project PEACES and Founder of McDermott Autism Services.

     

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  • How to Create an ADHD Academic Community (opinion)

    How to Create an ADHD Academic Community (opinion)

    “Have you ever considered you might have ADHD?” My therapist asked me that during my second year of Ph.D. studies at Cornell University. I had just mentioned my 8-year-old nephew’s diagnosis, adding that both my brother and father had it too. She explained how attention deficit hyperactivity disorder manifests differently in women—less hyperactivity, more internal struggle—and why men and children with more recognizable symptoms are diagnosed earlier.

    The diagnosis, when it finally came, illuminated a lifetime of confusion: why simple tasks felt insurmountable, why my brilliance arrived in unpredictable bursts, why I could hyperfocus for 12 hours on coding but couldn’t remember to pay rent. Then the pandemic hit. Isolated in my apartment, stripped of external structure, I watched my symptoms spiral out of control. My dissertation research stalled. My carefully constructed coping mechanisms crumbled. I wasn’t just struggling with ADHD—I was drowning in it.

    I had been thinking about creating a space specifically for academics with ADHD. In a therapy group, I met another graduate student silently battling the same demons. When I shared my idea, she immediately understood its value. Together, we organized our first meeting, gathering a few friends via Zoom. Our numbers grew after I took a calculated risk during a department seminar—openly discussing my diagnosis and the unique challenges it created in academic life. Private messages trickled in from students across departments, each one a confession of silent, similar struggles.

    My courage to speak openly came from an unexpected source. Months earlier, a successful visiting professor had casually mentioned getting diagnosed with ADHD after their first year on the faculty. Seeing someone in a position I aspired to reach discuss their diagnosis so matter-of-factly gave me hope. This cascade effect—from the professor to me, from me to others—became how our community grew.

    Four years later, our weekly meetings continue, even as many of us have graduated and moved to new institutions. What began as a survival mechanism during isolation has evolved into a sustainable community that transcends institutional boundaries.

    The Challenges of Being an Academic With ADHD

    Academia presents unique challenges for individuals with ADHD that differ from those found in other professional environments. Research requires sustained focus over months or years with minimal external structure—a particularly difficult task for the ADHD brain that thrives on novelty and immediate feedback. Grant deadlines, publication timelines and research planning demand executive functioning skills that many of us struggle with, despite high intelligence and creativity.

    But ADHD’s effects on academic life extend far beyond issues of executive function. Rejection sensitive dysphoria—the intense emotional response to perceived criticism—can make grant rejections and peer review feedback devastating rather than constructive. What neurotypical colleagues might process as routine academic critique can trigger profound emotional responses that interrupt work for days or weeks.

    Time blindness affects how we manage projects and deadlines in significant ways. The inability to accurately perceive how much time has passed or how long tasks will take creates a pattern of either last-minute panic work or paralysis when deadlines feel abstractly distant. Poor working memory impacts our ability to hold multiple concepts in mind during writing and research, often leading to fragmented work processes that others misinterpret as lack of focus or commitment.

    Many of us also struggle with auditory processing issues that make departmental meetings, lectures and conferences particularly taxing. The cognitive effort required simply to process spoken information in these settings depletes mental energy.

    Traditional academic support resources rarely address these specific challenges. Time management workshops typically assume neurotypical brain functioning and don’t account for the variable attention and motivation that characterizes ADHD. Productivity advice often focuses on willpower and discipline rather than taking into account neurodivergent traits. Even when disability services are available on campus, they tend to focus on classroom accommodations rather than the holistic challenges of academic life with ADHD, particularly the unstructured aspects of research and writing that often cause the greatest difficulty.

    Building Our Community

    Our initial meetings were simply virtual gatherings to validate frustrations and share strategies. The pandemic actually provided an unexpected advantage—virtual meetings allowed us to participate from our most comfortable environments, pacing or fidgeting as needed.

    While we first attempted a highly structured approach with designated facilitators, we quickly discovered this created more pressure than relief. What worked better was a simple pattern: rounds of updates in which each person shares recent struggles and wins, plus spontaneous advice sharing and time spent setting intentions for what we’ll accomplish next.

    Creating psychological safety was paramount. We established clear confidentiality guidelines—what’s shared in the group stays in the group. Group norms evolved organically: no shame for forgetfulness, no competitiveness with one another, and a focus on solutions rather than just venting. We emphasized how ADHD traits such as hyperfocus and creative thinking can become significant strengths when properly channeled.

    Starting Your Own Group

    Based on our experience, here’s how to create an effective ADHD academic community:

    1. Start small with trusted connections. Begin with three to five people you already know to establish psychological safety before expanding.
    2. Consider independence from institutional structures. Our unofficial status meant less administrative hassle and allowed continuity as members graduated.
    3. Implement minimal structure. Our simple meeting format provided enough structure to be productive while allowing flexibility. A rotating notetaker helped members with memory challenges revisit past discussions.
    4. Embrace accessible, virtual options. We created a shared calendar and Slack channel for regular meetings, but also allowed members to add impromptu co-working sessions.
    5. Share resources collaboratively. Regularly exchange tools and strategies—from productivity apps to therapist recommendations to successful accommodation requests.
    6. Prioritize confidentiality. Some members may not have disclosed their diagnosis in their departments, making the group their only space for open discussion.

    Impact Beyond Expectations

    Members of our group have reported significant improvements in completing dissertations, meeting deadlines and navigating the job market with ADHD. The psychological benefits have been equally profound. Academia’s competitive nature breeds imposter syndrome, amplified for those with ADHD. When peers appear to effortlessly juggle multiple responsibilities while you struggle with basic tasks, the comparison can be crushing.

    In our group, however, we found role models who shared our challenges. Watching fellow ADHD academics successfully defend dissertations or secure positions created a powerful ripple effect of inspiration. These visible successes provided concrete evidence that academic milestones were achievable with ADHD, motivating others to persevere through their own struggles.

    While consistent attendance can be challenging (unsurprisingly, given our shared attention difficulties), we’ve found that maintaining a no-pressure atmosphere works better than strict accountability—members drift in and out as needed, returning without shame.

    Finding Connection Through Shared Neurodiversity

    What I’ve learned through this journey is that sometimes the most powerful communities form around shared neurological experiences rather than departmental affiliations. The regular connection with others who understand your specific challenges can be transformative for wellbeing, productivity and career development.

    By creating these supportive micro-communities, we not only help ourselves navigate existing structures but gradually transform academic culture to better accommodate diverse cognitive styles—ultimately enriching scholarship for everyone.

    If you’re an academic with ADHD, consider initiating a similar group. The effort to create connection amid the isolation of both academia and neurodivergence yields returns far beyond what we initially imagined.

    Maria Akopyan is a National Science Foundation postdoctoral research fellow in the Department of Evolution, Ecology and Organismal Biology at the University of California, Riverside. She uses genomic tools to study how species diverge, adapt and persist across environments through time.

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  • El Paso Community College Helps Design State Program for Adults Without High School Diplomas – The 74

    El Paso Community College Helps Design State Program for Adults Without High School Diplomas – The 74


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    Kurt Micklo lost interest in academics after he failed to make the basketball team as a sophomore at Chapin High School. Soon after, he fathered a son and began to work full time, which put him further behind in his studies.

    A counselor finally advised him during his junior year that he should withdraw and try to earn a GED. He dropped out and – through hard work – found professional success as a general manager of a subcontracting logistics company. However, the lack of a high school diploma haunted him. He wants one to give his family – especially his mother – another reason to be proud of him.

    A busy work and family schedule have kept him from returning to school, but the flexibility of a new state program aimed at people aged 18 and older without a high school diploma will allow him to earn a diploma and a college career and technical education, or CTE, credential for programs such as health care, welding or computer science at the same time.

    The concept of Opportunity High School Diploma was part of House Bill 8, which the state Legislature passed in 2023. The state funneled about $2 million into this program to help the approximately 4.3 million Texans as of 2023, including about 30,000 adult El Pasoans, without a diploma to earn the academic credits most of them will need to acquire higher-paying jobs. The program is scheduled to launch in spring 2026.

    “If I could juggle it, I’d be pretty interested” in the program, said 34-year-old Micklo, a father of three ages 15, 10 and 5. He is the general manager of three warehouses, two in El Paso and one in Laredo, Texas, as well as four sites near the international ports of entry with Mexico in El Paso, Tornillo and Santa Teresa, New Mexico, were commodities are offloaded.. “It would make my stepfather (a retired educator) and my mother happy if I earned my high school diploma.”

    El Paso Community College is one of five community college districts in the state selected for the design and implementation phases of this program. The other institutions in the design phase are Alamo Colleges District, Austin Community College, Dallas College and San Jacinto College near Houston.

    They work under the direction of the Texas Higher Education Coordinating Board. The board will review the instructional outcomes and performance expectations that the college collaborators created during an October meeting. Once finalized, the college faculty will begin to work with school districts to design the curriculum.

    The program is flexible for students who probably work full time and have family obligations. Courses would have suggested timelines, but students would turn in assignments as their schedule allowed through the end of the term.

    Micklo, a Northeast resident, said the promised flexibility is the only reason he might consider the program. As for his credential, he said he would need to review EPCC’s career and technical education options. The college offers more than 100 career programs such as HVAC, or heating, ventilation and air conditioning, and electrical, automotive or diesel technologies.

    Students will be co-enrolled in competency-based high school curriculum such as math, civics, sciences and communication, and a career and technical workforce program. Competency based courses are focused more on a students’ mastery of a skill or subject than the amount of time spent in a classroom.

    Isela Castañón Williams

    Isela Castañón Williams, professor and coordinator of EPCC’s teacher preparation programs, is in charge of the college’s 13-member team. She called the project a “monumental task” because of its scope and uniqueness. She said her team, and its counterparts, played a critical role in the design phase.

    “Faculty at EPCC are very innovative,” she said. “I think that my colleagues have approached this process with a great deal of enthusiasm. We’re always looking to provide better services and educational experiences to the community we serve.”

    EPCC faculty advocated for the program to be designed to accommodate English Second Language and English Language Learner populations, a THECB spokesman said in a July 1 statement. He said last year that the board selected EPCC for the project’s design phase because of its border insights, and because its CTE degrees and credentials are in line with the program.

    While the state wants to attract students aged 18 and older, EPCC officials will aim for people 25 and older so as to not compete with K-12 school districts that have their own dropout recovery programs. EPCC, which will offer the program at its five campuses, expects some of the program’s younger students to come from rural areas outside El Paso.

    Steven E. Smith

    Steven E. Smith, vice president of Instruction and Workforce Education at EPCC, said the state will provide funds to the colleges to cover tuition for initial cohorts. He expects the first groups will range from 30 to 50 students and scale up from there.

    “We think this is a big market in El Paso, and I think once the word starts to get out, that will grow tremendously,” Smith said.

    The administrator said that he would work on ways to market the program later this month with the college’s External Relations, Communication & Development Division. He said the college would work with school district partners to build lists of potential OHSD students.

    “As you might imagine, that is a pretty difficult population to identify and reach out to because they are not in the system anymore,” Smith said.

    This article first appeared on El Paso Matters and is republished here under a Creative Commons Attribution-NoDerivatives 4.0 International License.


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  • College Students Pick up Pickleball for Community, Wellness

    College Students Pick up Pickleball for Community, Wellness

    Like many elements of a college student’s life, sports and physical activities are tied to trends.

    In the early 2000s, young adults led the way in out-of-the-box fitness fads, including Zumba dance fitness and Quidditch—now called quadball. Nowadays, college students are more drawn to Pilates, hot yoga and rock climbing, but lately one trend dominates all: pickleball.

    The Sports and Fitness Industry Association (SFIA) found that pickleball is the fastest-growing sport in America, with the number of players growing 233 percent in three years; every age group has seen increased participation. Young adults (ages 25–35) now make up the largest share of participants at 2.3 million players, according to SFIA.

    Behind the trend: Mark Chang, an associate professor at SUNY Brockport, is currently researching young people’s interest in pickleball. Chang’s initial screening survey of students from SUNY Brockport found multiple factors motivate participation.

    “They want to master some kind of skill, they want to win some kind of game and they want to be connected and engage socially,” Chang said.

    One of the reasons pickleball is so popular is because it’s relatively easy to engage in, featuring a smaller court than tennis, low-budget equipment and simple rules. Pickleball is most often played in doubles and doesn’t require high levels of exertion, making it a social and low-intensity sport.

    Students who have experience playing tennis, racquetball or similar sports are also more likely to play because of the similarities, Chang said.

    Social media may play a role in driving student participation because it gives them a connection point with other peers online, Chang said, but students more commonly cited goals like maintaining health, learning something new and having fun with friends.

    Funding fun: As demand grows, colleges are building pickleball courts to accommodate student preferences and encourage them to be physically active. The University of the Pacific was the first college to open a pickleball and padel complex in 2024.

    In the last 12 months, Arkansas Tech University, Eastern Mennonite University, Eastern Illinois University, Columbus State University, Wright State University, Penn State University, Duke University, Troy University, the University of Alabama, Tulane University and Baylor University have all announced plans to open, create or renovate spaces to accommodate pickleball players.

    Alabama spent $1.6 million to put in 10 new pickleball courts at the tennis facility, which the vice president of student life Steven Hood told AL.com was in response to recreation trends.

    “These courts appeal to a broad demographic, even some of our students who may not be as familiar with fitness and recreation,” Hood said. “It’s a great opportunity to connect and engage students promoting physical activity.”

    Nationally, the number of pickleball courts has also exploded, growing 55 percent year-over-year in 2024. As of this year, the USA Pickleball court location database identifies 15,910 courts.

    Most campuses with pickleball courts provide racquets and balls at no cost to students, faculty or staff through recreation offices.

    Survey Says

    A 2023 Student Voice survey by Inside Higher Ed and College Pulse found 57 percent of college students want to work on getting more exercise and 43 percent want to spend more time outside.

    When asked how their campus could improve, 23 percent of students said their campus wellness facilities or wellness class offerings could be better. By comparison, 27 percent said their college wellness facilities were satisfactory and 26 percent said fitness class offerings were also done well.

    Promoting student success: Pickleball offers several opportunities for student well-being on campus. Pickleball club membership unites students of similar interests, providing a space for physical activity and community belonging and connection.

    USA Pickleball lists 212 collegiate pickleball clubs across the country, from the University of Alaska Fairbanks to Colby College in Maine and Florida’s University of Miami, and almost every state in between. As of 2024, the University of Florida had over 400 members in its pickleball club, up from 200 in 2022. Cornell University launched a student pickleball club in 2024, which has 200 pickleballers participating each week.

    Students can also profit financially from their involvement in pickleball. After winning the collegiate pickleball championship, the University of Virginia’s pickleball club evolved into a five-person student-run business to manage name, image and likeness deals. Students at Utah Tech University can also receive scholarships for competing in pickleball tournaments or holding a leadership position in the club.

    Additionally, pickleball spaces have driven student interest in recreational facilities at some institutions. Whittier College had its inaugural intramural pickleball season this past fall, adding to the college’s four other intramural sports, as well as a staff-versus-student kickball game. Columbus State University leaders hope involvement in pickleball translates to student participation in intramural sports leagues or tournaments.

    Campus pickleball tournaments also promote community engagement. The University of Southern Indiana’s Alumni Pickleball Tournament introduced students to mentors, encouraging engagement on campus.

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  • Pa. Clinic Run by Students Supports Community Health

    Pa. Clinic Run by Students Supports Community Health

    Experiential learning opportunities provide students with a space to connect in-classroom learning to real-world situations. A student-run clinic at Widener University provides graduate health science professional students with hands-on learning and career experiences while supporting community health and well-being for Chester, Pa., residents.

    The Chester Community Clinic was founded in 2009 for physical therapy services but has since expanded to cover other health and wellness services, including occupational therapy and speech-language pathology. The clinic gives students studying those fields leadership opportunities, experience working with diverse clients and the confidence to tackle their professional careers.

    What’s the need: Before the clinic was established, physical therapy students at Widener would volunteer at a pro bono clinic in nearby Philadelphia. But students pushed for a clinic within Chester, which is considered a primary care health professional shortage area, meaning it lacks enough providers to serve the local population.

    For some patients, a lack of health insurance can impede their ability to receive care. In Pennsylvania, 5.4 percent of residents are without private or public health insurance, roughly two percentage points lower than the national average. The clinic addresses gaps in health care by providing services for free while educating future health science professionals.

    How it works: The clinic is led by a board of 12 to 14 students from each class and supervised by faculty and community members who are licensed physical therapists. Students begin service in their second semester of the program and participate in the clinic until their final clinical placement.

    Most clients are referred by a physician but have been turned away from local PT clinics due to a lack of health insurance or because they exceeded the allotted insurance benefits for PT.

    During appointments, students provide direct physical therapy services to patients, including making care plans, walking them through exercises and creating medical records.

    Over the years, the clinic has expanded to include occupational therapy, speech-language pathology, clinical psychology and social work services. In 2024, Widener included a Community Nursing Clinic to provide pro bono services as well.

    All students studying physical therapy, occupational therapy and speech-language pathology at Widener volunteer at the clinic as part of the program requirements. PT students are required to serve a minimum of three evenings per semester; board members typically serve more hours.

    The clinic’s multifaceted offerings increase opportunities for students to work across departments, engaging with their peers in other health professions to establish interdisciplinary plans for care.

    Free Talent

    Other colleges and universities offer pro bono student services to support community members and organizations:

    • Gonzaga University has a student-led sports consulting agency that offers strategy ideas and tools to sports brands and teams.
    • Utah Valley University students can intern with a semester-long program that provides digital marketing to businesses in the region.
    • American University’s Kogod School of Business has a business consulting group that provides students with project-based consulting experience.
    • Carroll University faculty and students in the behavioral health psychology master’s program run a free mental health clinic for those in the area.

    The impact: Since the clinic began in 2009, students have provided over 12,000 physical therapy appointments to community members, worth about $1.3 million in costs, according to a 2024 press release from the university.

    A 2017 program evaluation, published in the Internet Journal of Allied Health Sciences and Practice, found that PT students who served in the pro bono clinic felt more equipped to launch into clinical work. They were prepared to manage documentation, use clinical reasoning and engage in interprofessional communication.

    A 2020 study of the clinic also found that students performed better than expected in cultural competence, perhaps due to their experience engaging with clients from a variety of ethnicities, socioeconomic backgrounds, health literacy levels, religions and languages.

    Both Widener and students in the health science professions continue to support the development of other pro bono clinics. The class of 2015 created The Pro Bono Network, facilitating advancement of student-run pro bono services among 109 member institutions across the country. This past spring, Widener’s annual Pro Bono Network Conference welcomed 250 individuals working at or affiliated with pro bono clinics, and featured 32 student leaders presenting their work.

    How do your students gain hands-on experience and give back? Tell us more.

    This article has been updated to reflect the addition of a pro bono nursing clinic in 2024, not the creation of it, and to identify students as health science professional students, not health professional students.

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