Tag: matter

  • Why Small Private Colleges Matter More Than Ever – Edu Alliance Journal

    Why Small Private Colleges Matter More Than Ever – Edu Alliance Journal

    Opinion Piece by Dean Hoke — Small College America and Senior Fellow, The Sagamore Institute

    A Personal Concern About the Future of Public Education

    It’s impossible to ignore the rising level of criticism directed at our nation’s public schools. On cable news, social media channels, political stages, and in school board meetings, teachers and administrators have become easy targets. Public schools are accused of being ineffective, mismanaged, outdated, or, in some corners, ideologically dangerous. Some commentators openly champion the idea of a fully privatized K–12 system, sidelining the public institutions that have educated the vast majority of Americans for generations.

    For those of us who have spent our lives in and around education, this rhetoric feels deeply personal. Public schools aren’t an abstraction. They are the places where many of us began our education, where our children discovered their strengths, where immigrants found belonging, where students with disabilities received support, and where caring adults changed the trajectory of young lives.

    Behind every one of those moments stood a teacher.

    Amid this turbulence, there is one group of institutions still quietly doing the hard work of preparing teachers: small private nonprofit colleges.

    Small Private Colleges: An Overlooked Cornerstone of Teacher Preparation

    Despite the noise surrounding public education, small private colleges remain committed to the one resource every school depends on: well-prepared, community-rooted teachers.

    They rarely make national headlines. They don’t enroll tens of thousands of students. But they are woven into the civic and human infrastructure of their regions—especially in the Midwest, South, and rural America.

    This reality became even clearer during a recent episode of Small College America, in which I interviewed Dr. Michael Scarlett, Professor of Education at Augustana College. His insights provide an insider’s view into the challenges—and the opportunities—facing teacher preparation today. Note to hear the entire interview click here https://smallcollegeamerica.transistor.fm/28

    I. The Teacher Shortage: A Structural Crisis

    Much has been written about the teacher shortage, but too often the conversation focuses on symptoms rather than causes. Here are the forces shaping the crisis.

    1. Young people are turning away from teaching

    Data from the ACT show that only 4% of students express interest in becoming teachers—down from 11% in the late 1990s. Bachelor’s degrees in education have fallen nearly 50% since the 1970s. Surveys show that fewer than 1 in 5 adults would recommend teaching as a career.

    The message is clear: Teaching is meaningful, but many no longer see it as sustainable.

    As Dr. Scarlett told us: “The pipeline simply is not as wide as it needs to be.”

    Recent data offers a glimmer of hope: teacher preparation enrollment grew 12% nationally between 2018 and 2022. However, this modest rebound is almost entirely driven by alternative certification programs, which increased enrollment by 20%, while traditional college-based programs grew by only 4%. This disparity underscores a critical concern: the very programs that provide comprehensive, relationship-based preparation—including those at small colleges—are not recovering at the same rate as faster, less intensive alternatives.

    2. Burnout and attrition have overtaken new entrants

    The pandemic accelerated an already-existing national trend: teachers are leaving faster than new ones are entering.

    Reasons include:

    • Student behavior challenges
    • Standardized testing pressure
    • Emotional fatigue
    • Inequities across districts
    • Lack of respect
    • Political and social media hostility

    As Scarlett notes, these realities weigh heavily on early-career teachers: “What new teachers face today goes far beyond content knowledge. They face inequities, discipline issues, emotional exhaustion… and they’re expected to do it all.”

    3. Alternative certification can’t fill the gap

    Alternative routes help—but they cannot replace the traditional college-based pipeline. Many alt-cert teachers receive less pedagogical training and leave sooner.

    Scarlett captures the trend: “Teaching has always attracted people later in life… we’ve definitely seen an uptick.”

    And while alternative routes have seen growth in recent years—increasing 20% between 2018 and 2021—this expansion has not translated into solving the shortage. As of 2025, approximately 1 in 8 teaching positions nationwide remains either unfilled or filled by teachers not fully certified for their assignments. The shortcut approach cannot substitute for comprehensive preparation.

    “The national teacher shortage is real… and retention is just as big a challenge as recruitment.” — Dr. Michael Scarlett

    II. The Quiet Backbone: How Small Private Colleges Sustain the Teacher Workforce

    Small private colleges graduate fewer teachers than large public institutions, but their impact is disproportionately large—especially in rural and suburban America.

    1. They prepare the teachers who stay

    About 786 private nonprofit colleges offer undergraduate education degrees—representing roughly 20% of all teacher preparation institutions in the United States. Together, they produce approximately 25,119 graduates per year, an average of 32 per institution.

    These numbers may seem modest, but these graduates disproportionately:

    • Student-teach locally
    • Earn licensure in their home state
    • Take jobs within 30 miles of campus
    • Stay in the profession longer

    Public schools desperately need these ‘homegrown’ teachers who understand the communities they serve.

    2. Small colleges excel at the one thing teaching requires most: mentoring

    Teacher preparation is not transactional. It is relational. And this is where private colleges excel. Scarlett put it plainly: “Close relationships with our students, small classes, a lot of direct supervision… we nurture them throughout the program.” In a profession that relies heavily on modeling and mentorship, this matters enormously.

    3. Faculty—not adjuncts—supervise student teachers

    One of the most striking differences: “Full professors… working with the students in the classrooms and out in field experiences. Other institutions outsource that.”

    This is not a trivial distinction. Faculty supervision affects:

    • Preparedness
    • Confidence
    • Classroom management
    • Retention

    Where larger institutions rely on external supervisors, small colleges invest the time and human capital to do it right.

    4. They serve the regions hit hardest by shortages

    Rural districts have the highest percentage of unfilled teaching positions. Many rural counties rely almost exclusively on a nearby private college to produce elementary teachers, special education teachers, and early childhood educators.

    When a small college stops offering education degrees, it often leaves entire counties without a sustainable teacher pipeline.

    5. They diversify the educator workforce

    Small colleges—especially faith-based, minority-serving, or mission-driven institutions—often enroll first-generation students, students of color, adult career-changers, and bilingual students. These educators disproportionately fill shortage fields.

    “What we have here is special… students understand the value of a small college experience.” — Dr. Michael Scarlett

    III. Should Small Colleges Keep Offering Education Degrees? The Economic Question

    Let’s be direct: Teacher preparation is not a high-margin program.

    Costs include:

    • Intensive field supervision
    • CAEP or state accreditation
    • High-touch advising
    • Small cohort sizes

    Education majors also often have lower net tuition revenue compared to business or STEM.

    So why should a small college continue offering a program that is expensive and not highly profitable?

    Because the alternative is far worse—for the institution and for the region it serves.

    1. Cutting teacher-prep weakens a college’s identity and mission

    Many private colleges were founded to prepare teachers. Teacher education is often central to institutional mission, community trust, donor expectations, and alumni identity.

    Removing education programs sends the message that the college is stepping away from public service.

    2. Teacher-prep strengthens community partnerships

    Education programs open doors to:

    • District partnerships
    • Dual-credit pipelines
    • Grow Your Own initiatives
    • Nonprofit and state grants
    • Alumni involvement

    These relationships benefit the entire institution, not just the education department.

    3. Education majors support other academic areas

    Teacher-prep indirectly strengthens:

    • Psychology
    • English
    • Sciences
    • Social sciences
    • Music and arts

    When teacher education disappears, these majors often shrink too.

    4. The societal mission outweighs the limited revenue

    There are moments when institutional decisions must be driven by mission, not margins. Producing teachers is one of them.

    5. Addressing concerns about program quality and scale

    Some critics question whether small programs can match the resources and diversity of perspectives available at large universities. This is a fair concern—and the answer is that small colleges offer something different, not lesser.

    Graduation and licensure pass rates at small private colleges consistently match or exceed those of larger institutions. What smaller programs may lack in scale, they compensate for through personalized mentorship, faculty continuity, and deep community integration. These are not peripheral benefits—they are the very qualities that predict long-term teacher retention.

    IV. Why Students Still Choose Teaching—and Why Small Colleges Are Ideal for Them

    Despite all the challenges, students who pursue teaching are deeply motivated by purpose.

    Scarlett described his own journey: “I wanted to do something important… something that gives back to society.”

    Many education majors choose the field because:

    • A teacher changed their life
    • They want meaningful work
    • They value community and service
    • They thrive in supportive, intimate learning environments

    This makes small colleges the natural home for future teachers.

    V. What Small Colleges Can Do to Strengthen Their Programs

    Below are the strategies that are working across the country.

    1. Build Grow Your Own (GYO) teacher pipelines

    Districts increasingly partner to:

    • Co-fund tuition
    • Support paraeducator-to-teacher pathways
    • Provide paid residencies
    • Guarantee interviews for graduates

    2. Develop dual-credit and “teacher cadet” high school programs

    Scarlett sees this as a major reason for hope: “We’re seeing renewed interest in teaching through high school programs… This gives me hope.”

    3. Offer specialized certifications (ESL, special ed, early childhood, STEM)

    These areas attract students and meet district needs.

    4. Create 4+1 BA/M.Ed pathways

    Parents and students love the value.

    5. Provide flexible programs for career-changers

    The rise of adult learners presents a major opportunity for private colleges. “We prepare our students for the world that exists.” — Dr. Michael Scarlett

    VI. Why Small Colleges Must Stay in the Teacher-Prep Business

    If small private colleges withdraw from teacher preparation, the consequences will be immediate and dramatic:

    • Rural and suburban schools will lose their primary source of new teachers.
    • Teacher diversity will shrink.
    • More underprepared teachers will enter classrooms.
    • Districts will become more dependent on high-turnover alternative routes.
    • Student learning will suffer.

    And the profession will lose something even more important: the human-centered preparation that small colleges provide so well.

    • The teacher shortage will not be solved by legislation alone.
    • It will not be solved by fast-track certification mills.
    • It will not be solved by online mega-universities.
    • It will not be solved by market forces.
    • It will be solved in the classrooms, hallways, and mentoring relationships of the small colleges that still believe in the promise of teaching.

    If we want public schools to remain strong, we must support the institutions that prepare the teachers who keep them alive. Small private colleges aren’t just participants in the teacher pipeline—they are its foundation.

    When these colleges thrive, they produce educators who stay, who care, and who transform communities. That’s not just good for education—it’s essential for American democracy.

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

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  • Tech Transformation: Why skills matter

    Tech Transformation: Why skills matter

    I’ve just returned from a school evaluation visit.  One of the things I most enjoy about these visits is having time with schools to discuss their programme development plans.  In the case of my recent visit, the plan was about the ATL skills.

    Many schools recognise that learning skills is essential – but the question remains WHAT skills – in a recent article I read that 35% of current key skills are projected to change.  This implies to me that the most important skills are those that transfer to what is needed outside of school – in life and work.

    The Future of Jobs Report 2025 considers skills that will be needed by 2030 given projected changes in global employment, rapid technological advances, and economic instability.  The forecast is that 170 million new jobs will be created, but 92 million will disappear – as a result almost 60% of workers will require reskilling over the next 5 years – and this of course has a huge impact on what schools need to teach.

    Jobs that require routine skills are declining, whereas jobs that involve digital, analytical and design thinking skills are on the increase.  A lot of this is being driven by technology such as automation and AI.  Another area of rapid expansion is the “green economy” with a focus on sustainability.  These jobs are linked to environmental science, clean energy and sustainable design, requiring skills of systems thinking and ethical reasoning.  And in this world of shifting economics and geopolitics, collaboration, strategic thinking and resilience are all called for.

    There are demographic shifts driving these changes too – as the world’s population is aging there are more demands for healthcare and caregiving – these require more interpersonal skills such as empathy.  

    In IB schools we have long recognised that it is not enough to master content – skills need to be explicitly taught and practiced, and woven into learning experiences.  Pedagogical approaches such as project-based learning and teaching through transdisciplinary and interdisciplinary units will help students develop transferable skills.  And perhaps most important of all, teachers also need to engage in continuous professional learning to keep pace with all these changes.

    Image by Gerd Altmann from Pixabay

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  • Preparing Students for Economic Transformation: Why Executive Function Skills Matter More Than Ever

    Preparing Students for Economic Transformation: Why Executive Function Skills Matter More Than Ever

    As we witness a fundamental shift in the American economy, the question facing parents and educators is no longer simply “Should my child go to college?” but rather “How do we prepare young people to thrive in a rapidly transforming workforce?” The answer lies in early intervention – building executive functioning skills, identifying areas of strength, and cultivating the confidence and competencies that will serve students throughout their lives, regardless of the path they choose. 

    A Manufacturing Renaissance and What It Means for Our Students

    Economist Nancy Lazar recently highlighted a transformation that’s been quietly unfolding for over a decade. As she explained, “This is transformational. It has actually been unfolding for about 15 years. It started last cycle, when capital spending started to come back to the United States… we started to get goods-producing jobs increased. 2010 through 2019.”

    This shift represents more than just economics – it’s a fundamental reimagining of what career success looks like. Lazar emphasized the multiplier effect of manufacturing jobs: “When you create factories, you need a support system around it. Other smaller factories, distribution centers, and then other services eventually, eventually unfold.”

    For our students, this means opportunity. But only if we prepare them properly.

    The Skills Gap Isn’t Insurmountable – It’s a Training Challenge

    One of the most encouraging aspects of Lazar’s analysis is her pragmatic view of the “skills gap.” When asked whether skills mismatches would create friction in this economic transformation, her response was refreshingly direct:

    “I visited a prison about 6 years ago, where they were training inmates as they got parole in skills. And they would train them, and they’d go out […] and they would get a job. So you can train people to work in factories. I grew up in a factory town. I saw it myself, and it’s training.”

    This is where executive functioning skills become critical. The ability to plan, organize, manage time, regulate emotions, and adapt to new situations – these are the foundations that make any training successful. Students who develop strong executive function early don’t just learn specific skills; they learn how to learn, how to persist through challenges, and how to present themselves as valuable contributors.

    Rethinking the College Paradigm

    Lazar’s interview included a striking moment when discussing Palantir’s hiring practices: “Palantir was in the news last week. They’re hiring high school kids. Great idea. Get a job, then see if you want to go, go to college, if you need to go, if you need to go to college.”

    Let’s be clear: this isn’t an anti-college message. It’s a pro-purpose message.

    College remains an invaluable experience for many students – particularly those pursuing fields that require specific credentials or advanced study. The college environment can foster character development, expose students to the humanities and sciences that broaden perspective, and provide the space for young adults to discover who they are and what they value. These are legitimate and important outcomes.

    However, when college costs approach $400,000-$500,000 for a four-year degree at a private institution, we must ask hard questions. If the primary goal is character building and general education, a $24,000 per year public university can accomplish that beautifully. If the goal is career preparation without a specific professional credential requirement, technical training may be more appropriate and cost-effective.

    The issue isn’t whether college has value – it does. The issue is whether the value received justifies the investment made, and whether we’re honest about what we’re purchasing.

    The Dignity and Promise of Technical Education

    Lazar put it plainly: “I do think this is transformational, is healthy for the economy, not everybody needs to go to college, wants to go to college, and there should be other job opportunities.”

    The data supports this transformation. According to the Bureau of Labor Statistics, median wages for skilled trades have increased significantly over the past decade. Electricians now earn a median salary of approximately $60,000 annually, with experienced professionals in specialized areas earning well over $80,000. Similarly, HVAC technicians, plumbers, and manufacturing technicians are seeing wage growth that outpaces inflation, with many positions offering comprehensive benefits and job security.

    A 2023 report from Georgetown University’s Center on Education and the Workforce found that 30% of workers with associate degrees earn more than the median bachelor’s degree holder. In fields like industrial machinery mechanics, respiratory therapy, and radiation therapy, two-year degree holders often out-earn four-year college graduates.

    These aren’t consolation prizes – they’re dignified, skilled professions that offer security, growth, and the satisfaction of tangible, meaningful work.

    Lazar emphasized the importance of community colleges and training partnerships: “Community college system, companies working with community colleges. I’m excited about it, rather than people depending upon the government, where they can actually go out and get a healthy, good job.”

    This is where we, as educators and parents, must examine our own biases. Have we unconsciously communicated that technical careers are somehow “less than”? Have we steered capable students away from hands-on work that might actually suit their strengths and interests better than a traditional academic path?

    Early Intervention: Building the Foundation for Any Path

    This is why our work at Novella Prep focuses so heavily on executive functioning skills, confidence building, and identifying individual strengths early in a student’s educational journey. Whether a student ultimately pursues:

    • A four-year university degree
    • Technical certification
    • Community college training
    • Apprenticeship programs
    • Entrepreneurship
    • Direct workforce entry

    …they will need the same core competencies:

    Organization and Planning: The ability to manage complex projects, meet deadlines, and coordinate multiple responsibilities.

    Self-Regulation: Managing frustration, persisting through difficulty, and maintaining focus in the face of distractions.

    Metacognition: Understanding how they learn best, identifying when they need help, and continuously improving their approach.

    Communication: Presenting ideas clearly, collaborating with others, and advocating for themselves appropriately.

    Adaptability: Adjusting to new environments, learning new systems, and remaining flexible as circumstances change.

    These skills aren’t taught in a single semester. They’re developed over years, through consistent practice, reflection, and coaching. The earlier we begin, the more deeply embedded these capacities become.

    Aligning Education with Purpose

    Here’s what we should be asking our middle and high school students:

    • What activities make you lose track of time because you’re so engaged?
    • What problems in the world bother you enough that you want to help solve them?
    • What skills do you already have that others find valuable?
    • What kind of work environment appeals to you – collaborative or independent, physical or sedentary, creative or systematic?

    And then, critically: What preparation path will best develop your strengths while addressing your growth areas, at a cost that makes sense for your goals?

    For some students, that will absolutely mean a selective four-year university. For others, it might mean starting at community college and transferring. For still others, it might mean a technical certification earned while working, allowing them to enter the workforce without debt while building real-world experience.

    The Role of Executive Function in Workforce Value

    Lazar noted that “80% of jobs are created in companies with less than 500 employees,” and emphasized the importance of small business growth. In smaller organizations, employees often wear multiple hats and must demonstrate initiative, problem-solving, and reliability from day one.

    These are executive function skills in action. An employee who can:

    • Anticipate needs before being asked
    • Organize their work efficiently
    • Communicate proactively about challenges
    • Adapt when priorities shift
    • Take ownership of outcomes

    …will always be valuable, regardless of their specific technical training or degree credentials.

    This is why we emphasize these skills alongside academic content. We’re not just preparing students for college admission; we’re preparing them to be the kind of people others want to work with, hire, and promote.

    Confidence Built on Competence

    Perhaps most importantly, early executive function training builds genuine confidence. Not the hollow self-esteem of participation trophies, but the real thing – confidence rooted in demonstrated competence.

    When students experience themselves as capable – when they successfully plan and execute a complex project, when they overcome a genuine challenge through persistence, when they see tangible results from their efforts – they internalize a sense of agency that serves them forever.

    This confidence allows them to:

    • Try new things without fear of failure
    • Advocate for themselves in educational and work settings
    • Recover from setbacks without catastrophizing
    • Make decisions aligned with their values rather than others’ expectations

    A Practical Path Forward

    For parents and educators reading this, here are concrete steps:

    1. Start Early: Executive function skills develop most rapidly before age 25. Don’t wait until junior year of high school to address organization, time management, and self-regulation challenges.
    2. Identify Strengths: Help students discover what they’re genuinely good at and interested in. Resist the urge to push them toward paths that seem prestigious but don’t fit their actual abilities and interests.
    3. Explore All Options: Visit technical schools and community colleges with the same care you’d visit four-year universities. Talk to people working in trades and technical fields. Challenge assumptions about what constitutes “success.”
    4. Run the Numbers: If a four-year private college costs $400,000+, be explicit about the return on investment. What specific outcomes justify that expense? If the answer is primarily “experience” and “education,” consider whether those outcomes could be achieved at lower cost.
    5. Prioritize Skills Over Credentials: Focus on building competencies that transfer across contexts – executive function, communication, critical thinking, technical literacy. These matter more than the name on the diploma.
    6. Embrace Multiple Pathways: Success isn’t linear. Many people benefit from working before college, or combining work and school, or pursuing technical training first and academic credentials later. There’s no single “right” way.

    Conclusion: Preparation for Purpose

    Nancy Lazar concluded her interview by expressing excitement about the economic transformation: “I’m excited about it, rather than people depending upon the government, where they can actually go out and get a healthy, good job.”

    That should be our goal for every student: a healthy, good job – or better yet, fulfilling work that leverages their strengths, provides economic security, and contributes value to others.

    Getting there requires more than test scores and GPAs. Life requires executive functioning skills, self-awareness, confidence built on competence, and the wisdom to choose a path aligned with individual strengths and goals rather than generic prestige.

    At Novella Prep, this is the work we’re committed to – helping students develop not just the skills to get into college, but the capacities to thrive in whatever path they choose. Because in a transforming economy, the most valuable credential isn’t a diploma. It’s the ability to learn, adapt, contribute, and grow throughout a lifetime.

    Dr. Tony Di Giacomo is an educational expert specializing in executive function development and college preparation. Through Novella Prep, his company works with students and families to build the skills, confidence, and strategic thinking necessary for long-term success.

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  • The Black Box Problem: Why Cameras Matter in the Online Classroom – Faculty Focus

    The Black Box Problem: Why Cameras Matter in the Online Classroom – Faculty Focus

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  • The Black Box Problem: Why Cameras Matter in the Online Classroom – Faculty Focus

    The Black Box Problem: Why Cameras Matter in the Online Classroom – Faculty Focus

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  • Key Performance Indicators that Matter in 2026

    Key Performance Indicators that Matter in 2026

    Securing steady enrollment growth and keeping students happily on board are top priorities in higher education. But how do you ensure you’re truly meeting student needs and demands? It’s all about measuring performance effectively. Gone are the days of navigating blindly through raw data; Key Performance Indicators (KPIs) are the laser-focused measures that cut through the noise, providing clear direction and a true sense of what’s working. It’s time to harness the power of data to steer your institution toward success.

    Key Performance Areas

    So, where do you start?

    Determining your institution’s unique strategic goals is the first step. Once you know your target destination, KPIs become the navigation tools that guide you there. Look beyond generic metrics and choose a balanced set of KPIs across six performance areas:

    AI Readiness

    AI Readiness is the next-generation key area that proves you’re building a university that is smarter, more efficient and more responsive than anything the old systems could produce. If AI isn’t a core part of your institution’s DNA, you’re not just falling behind, you’re becoming obsolete. This isn’t about having a chatbot on your admissions page. It’s about a complete institutional transformation.

    You can’t manage what you don’t measure. Here are the metrics that will expose whether your institution has truly embraced the future.

    • AI density: Percentage of keywords that are ranking in AI overviews.
    • Engagement metrics from AI chatbots such as engaged sessions and views.
    • AI-Driven Workflow Automation Rate: Percentage of key administrative processes (e.g., admissions review, financial aid queries) that are fully or partially automated by AI.
    • AI-Informed Decision-Making Rate: Percentage of high-level strategic decisions made based on predictive analytics and AI models.
    • Student Support AI Integration: The percentage of student inquiries (e.g., in financial aid, advising or registrar services) handled by AI-powered tools.
    • Personalized Learning Platform Adoption: The percentage of courses or students utilizing AI-powered platforms to tailor educational content and pace.

    Enrollment and Student Retention Metrics

    Strong enrollment and retention lead to higher graduation rates, reduced revenue loss and an improved institutional reputation. Driving college or university enrollment and retention involves pinpointing relevant Persistence, Progression, Retention and Completion (PPRC) metrics, gathering data from all angles (think systems, surveys, records) and using those insights to craft action plans.

    These numbers aren’t just about growth. They are a measure of your institution’s ability to engage and keep students in a hyper-competitive market.

    We delve deeper into this area by tracking:

    • Enrollment rate: Percentage of applicants who accept and enroll in the program.
    • Retention rate: Percentage of students who continue their studies from one semester/year to the next.
    • Time-to-degree completion: Average time it takes students to graduate.
    • Student satisfaction: Overall satisfaction with the educational experience, measured through surveys or feedback.
    • Application start rate: Percentage of people who begin an application.
    • Application completed rate: Percentage of people who finish and submit an application.
    • New student start rates: Percentage of accepted students who actually begin their studies.

    Financial and Operational Performance

    A healthy financial and operational performance ensures sustainability, resource optimization, and the ability to reinvest in student success. We monitor:

    • Cost per student: Average cost of educating each student.
    • Tuition revenue: Income generated from student tuition fees.
    • Fundraising and philanthropic support: Donations and grants received to support the institution.
    • Return on investment: Measurable benefit in relation to resources invested.
    • Operational cost savings: Reductions in operational expenses without compromising quality.
    Infographic presenting key performance indicators (KPIs) for financial and operational performance of an educational institution. KPIs include: cost per student, tuition revenue, fundraising and philanthropic support, return on investment, and operational cost savings.

    Student Engagement and Learning Outcomes

    High student engagement and successful learning outcomes translate to greater student satisfaction, improved graduate employability and a boost to your institution’s reputation. Track the following key performance indicators:

    • Online engagement metrics: Measures of student interaction and participation in online learning platforms.
    • Participation in extracurricular activities: Level of student involvement in non-academic activities.
    • Career readiness outcomes: Success of graduates in securing employment and achieving career goals.
    • Course completion rates: Percentage of students who successfully complete each course.
    • Student-faculty ratios: Number of students assigned to each faculty member.
    • Graduation rates: Percentage of students graduating within the expected or predefined timeframe.
    • Alumni Engagement: Level of engagement and involvement of graduates with the institution.
    Infographic showcasing KPIs related to student engagement, learning outcomes, and alumni involvement. KPIs include: online engagement metrics , participation in extracurricular activities, career readiness outcomes, course completion rates, student-faculty ratios, graduation rates, and alumni engagement.

    Diversity, Equity and Inclusion

    Fostering a diverse and inclusive environment promotes equity in student success, attracts a wider talent pool, and strengthens your community. We assess:

    • Student body demographics: Representation of different ethnicities, genders, socioeconomic backgrounds, etc. in the student population.
    • Faculty diversity: Representation of different groups among faculty members.
    • Graduation rates for underrepresented groups: Success rates of students from minority or disadvantaged backgrounds.
    • Climate surveys: Assessments of the campus environment in terms of inclusivity and belonging.
    • DEI program participations: Number of students, faculty, and staff engaging in diversity, equity, and inclusion initiatives.
    • Cultural competency training for staff: Efforts to equip staff with knowledge and skills to support a diverse student body.
    Infographic displaying Diversity, Equity, and Inclusion (DEI) KPIs relevant to colleges and universities. KPIs include: student body demographics (e.g., race, ethnicity, gender), faculty diversity (representation of diverse identities), graduation rates for underrepresented groups, climate surveys (assessing inclusivity and belonging), DEI program participation (engagement in diversity initiatives), and cultural competency training for staff (developing understanding and skills to interact respectfully with diverse groups).

    Brand Key Performance Indicators for Reputation and Marketing Effectiveness

    Effective marketing strategies to increase student enrollment play a key role in establishing a strong brand reputation and contributing to a positive public image.
    We monitor these key performance indicators:

    • Website traffic: Number of visitors to the institution’s website.
    • Social media engagement: Likes, shares, comments, and other interactions on social media platforms.
    • Brand awareness: Recognition and familiarity with the institution by the target audience.
    • Brand sentiment analysis: Understanding public perception and opinion of the institution.
    • Lead generation: Number of potential students identified through marketing efforts.
    • Conversion rate: Percentage of leads who actually enroll in the program.
    • Student referral rates: Number of new students enrolled through recommendations from current or former students.
    • Cost per acquisition: Average cost of acquiring a new student through marketing campaigns.
    Infographic showcasing KPIs for brand reputation and marketing effectiveness of colleges and universities. KPIs include: website traffic (number of visitors), social media engagement (likes, shares, comments), brand awareness (recognition and familiarity), brand sentiment analysis (public perception), lead generation (potential student identification), conversion rate (leads enrolled), student referral rates (new students from recommendations), and cost per acquisition (average marketing cost per new student).

    Implementing KPIs for Success

    You’ve chosen your key performance indicators (KPIs). But hold up, don’t get lost in a sea of data just yet. We must translate those fancy metrics into real action.

    First things first, let’s talk SMART goals. Ditch the vague aspirations and define clear, measurable objectives. Instead of “improve student satisfaction,” aim for “increase student satisfaction score by 5% within the next semester.” See how much more focused and actionable that is?

    Data is your fuel, but dashboards are your engine. Imagine analyzing spreadsheets manually – cumbersome, right? Data visualization tools and dashboards are your secret weapons for making sense of all that information. They reveal trends, highlight areas for improvement and showcase your progress in a clear, digestible way.

    Collaboration is key. Don’t work in silos! Involve different departments – admissions, finance, academics, marketing – everyone who plays a role in achieving your goals. Share your KPIs, gather their insights and work together to track progress and make informed decisions. Remember, a data-driven culture thrives on shared ownership and collective action.

    Remember, adaptability is your superpower. The higher education landscape is dynamic, so your KPIs should be too. Review and update them based on new priorities, data-driven insights and feedback regularly. Be flexible, be responsive and embrace continuous improvement as your guiding principle.

    The Future is Not an Improvement. It’s a Revolution.

    Your competitors—the legacy players—are selling you on a slightly better version of the past. More data, a slightly cleaner CRM, a new consulting strategy. But what if the problem isn’t a lack of optimization but a fundamental design flaw?

    The next generation of enrollment demands a completely new approach built on intelligence, not just data.

    • From “Sticker Shock” to Financial Clarity
      You can’t afford to lose students to sticker price anxiety. The future is about radical transparency. It’s about a clear, simple financial aid process that tells a student their true cost of attendance from day one. No surprises. No opaque spreadsheets. Just clarity.
    • From Data Overload to Predictive Intelligence:
      Stop drowning in data. The future is about leveraging AI and predictive analytics to identify the students most likely to enroll and graduate. It’s about understanding their unique needs before they even ask and delivering a hyper-personalized experience that feels like it was designed just for them.
    • From Siloed Chaos to a Seamless Student Journey:
      Overthrow the departmental silos. The future of enrollment is an all-in-one platform that connects every stage of the student journey—from initial search to application, financial aid and enrollment. It’s one portal, one point of contact, one seamless experience.

    Stop Tinkering. Start Transforming.

    You have a choice. You can keep doing what you’ve always done, hoping a better website or a new consulting firm will solve a systemic problem. Or you can admit the old way of doing things is broken and choose to fundamentally transform your approach.

    Your KPIs aren’t just a measure of your progress; they are proof that the traditional system is failing. It’s time to stop measuring the problem and start building the solution.

    Ready to dismantle the old way and build the next generation of enrollment? Partner with EDDY to identify crucial KPIs, develop effective strategies to increase student enrollment, and track progress toward sustainable growth. Together, we can turn your data into a powerful force for positive change and empower your institution to reach its full potential.

    Take the first step today! Contact EDDY to learn how we can help you leverage the power of KPIs and achieve your strategic goals.

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  • When Majors Matter

    When Majors Matter

    I’ll admit a pet peeve when writers set out two extreme views, attributed vaguely to others, and then position themselves in the squishy middle as the embodiment of the golden mean. It seems too easy and feeds the cultural myth that the center is always correct.

    So, at the risk of annoying myself, I’ve been frustrated with the discourse recently around whether students’ choice of majors matters. It both does and doesn’t, though that may be more obvious from a community college perspective than from other places.

    “Comprehensive” community colleges, such as my own, are called that because they embrace both a transfer mission (“junior college”) and a vocational mission (“trade school”). The meaning of a major can be very different across that divide.

    For example, students who major in nursing have the inside track at becoming nurses in a way that students who major in, say, English don’t. Welding is a specific skill. HVAC repair is a skill set aimed squarely at certain kinds of jobs. In each case, the goal is a program—sometimes a degree, sometimes a diploma or certificate—that can lead a student directly into employment that pays a living wage. In some cases, such as nursing, it’s fairly normal to go on to higher degrees; in others, such as welding, it’s less common. Either way, though, the content of what’s taught is necessary to get into the field.

    In many transfer-focused programs, the opposite is true. A student with the eventual goal of, say, law school can take all sorts of liberal arts classes here, then transfer and take even more. Even if they want to stop at the bachelor’s level, the first two years of many bachelor’s programs in liberal arts fields are as much about breadth as about depth. Distribution requirements are called what they’re called because the courses are distributed across the curriculum.

    At the level of a community college, you might not be able to distinguish the future English major from the future poli sci major by looking at their transcripts. They’ll take basic writing, some humanities, some social science, some math, some science and a few electives. And many receiving institutions prefer that students don’t take too many classes in their intended major in the first two years. Whether that’s because of a concern for student well-roundedness or an economic concern among departments about giving away too many credits is another question.

    Of course, sometimes the boundary gets murky. Fields like social work straddle the divide between vocational and transfer, since the field often requires a bachelor’s degree. Similarly, a field like criminal justice can be understood as police training, but it also branches into criminology and sociology. And business, a perennially popular major, often leads to transfer despite defining itself as being all about the market.

    The high-minded defense of the view that majors don’t matter is that student interest is actually much more important than choice of major. I agree strongly with that. I’d much rather see a student who loves literature study that than force herself to slog through an HVAC program, hating every moment of it. The recent travails of computer science graduates in the job market should remind us that there are no guaranteed occupations. Students who love what they study, or who just can’t stop thinking about it, get the most out of it. And after a few years, most adults with degrees are working in fields unrelated to their degrees anyway. To me, that’s a strong argument for the more evergreen skills of communication, analysis, synthesis, research and teamwork: No matter what the next hot technology is, people who have those skills are much more likely to thrive than people who don’t. A candidate’s tech skill may get them the first job, but their soft skills—not a fan of the term—get them promoted.

    I want our students to be able to support themselves in the world that actually exists. I also want them to be able to support themselves in the world that will exist 20 years from now. Technological trends can be hard to get right. Remember when MOOCs were going to change everything? Or the Segway? In my more optimistic moments, I like to think that bridging the divide between the liberal arts and the vocational fields is one of the best things community colleges can do. Even if that feels squishy and centrist.

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  • Why stories still matter in a fast-moving world

    Why stories still matter in a fast-moving world

    Key points:

    Seventeen years after Suzanne Collins first introduced us to The Hunger Games, the world is still captivated by Panem. The latest installment, Sunrise on the Reaping, dives into Haymitch’s backstory and has been called a “propulsive and heart-wrenching addition” to the series by The New York Times. For many of us, books like these aren’t just stories–they’re cultural moments.

    I remember reading the original trilogy on my iPad while training for a half-marathon. Katniss’ fight against the Capitol powered me through some of my longest runs. That’s the magic of books: They meet us where we are and carry us somewhere else entirely. They become part of our personal history, woven into our memories and milestones.

    But the power of books goes far beyond personal nostalgia. When a major title drops, it’s not just a release date–it’s a shared experience. Readers rush to get their hands on it. Social media lights up with reactions. Libraries field waitlists. These moments remind us why books matter. They connect us, challenge us, and inspire us.

    This fall, we’re about to experience two more of these moments. On October 21, Diary of a Wimpy Kid: Partypooper hits shelves. Jeff Kinney’s beloved series has become a rite of passage for young readers, and this latest installment–centered around Greg Heffley’s attempt to throw himself the ultimate birthday bash–is already generating buzz. It’s funny, relatable, and perfectly timed for a generation that’s grown up with Greg’s awkward, hilarious adventures.

    Just a few weeks later, on November 11, Dog Man: Big Jim Believes arrives. Dav Pilkey’s Dog Man series has redefined what it means to be a children’s book phenomenon. With its blend of humor, heart, and comic-style storytelling, Dog Man has helped countless kids fall in love with reading. This new title promises to be no different, offering a story about belief, friendship, and finding strength within.

    These books aren’t just for kids–they’re cultural touchstones. They bring generations together. Parents read them with their children. Teachers use them to spark classroom discussions. Librarians build displays around them. And kids? They devour them and talk about them with the kind of passion usually reserved for blockbuster movies or viral games.

    And yes, there’s a business side to books. Pricing, distribution, marketing strategies–they all matter. Behind every book on a shelf is a network of people working to make that moment possible. Publishers, authors, illustrators, binders, warehouse teams, sales reps, marketers, and more. It’s easy to forget that when you’re holding a finished book, but every title is the result of countless decisions, collaborations, and passions.

    In a world dominated by screens, short-form content, and constant notifications, books offer something different. They ask us to slow down. To focus. To imagine. To empathize. And that’s more important than ever.

    Literacy isn’t just about reading words on a page–it’s about understanding the world. It’s about critical thinking, emotional intelligence, and the ability to engage with complex ideas. Books help build those skills. They give kids the tools to navigate life, not just school.

    Because in a world that’s constantly changing, books remain one of our most powerful tools for understanding it–and each other. The world needs stories. And stories need us.

    Britten Follett
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  • Resilience is a matter of national health

    Resilience is a matter of national health

    With ongoing shortages of some 40,000 nurses and a 26 per cent drop in applicants to nursing degree courses in the last two years the staffing crisis in the NHS is set to get more acute.

    There is the backdrop of strikes, the legacy of Covid, low pay, the costs of studying along with the cost of living crisis.

    It is, perhaps, little wonder that around 12 per cent of nursing students in England fail to complete their degrees – twice the average undergraduate drop out rate. As health students tell us, “there are times when the NHS is not a nice place to be.”

    The constant cycle of coursework and clinical placements is “a treadmill, hard graft.” Students talk about feeling isolated, particularly during placements.

    The pressure to succeed and the fear of judgment from peers and professionals over not being able to “tough it out” can get in the way of students accessing support. The emotional toll of the work, coupled with the expectation to maintain a brave face, leads to compassion fatigue, burnout and a sense of depersonalisation.

    “It’s not,” students tell us, “what I thought it would be.”

    The resilience narrative

    Of course, the notion that healthcare is inherently tough and that only the most resilient can survive is not new. In fact, it’s something of a badge of honour.

    As one student told us, “there is this echo chamber. Students all telling each other about how tough it is, about the pressure, the volume of work, how it is non-stop and overwhelming.”

    But tying students’ worth to their ability to withstand adversity, that it is up to them to make up for something lacking in themselves instead of focusing on their capacity to thrive and grow, can be disempowering and debilitating.

    It’s time to change this corrosive resilience narrative, to bury the notion that it is the student who is somehow coming up short, who needs fixing. Resilience is not about survival and just getting through. It’s about coming back from set backs and thriving. It is about learning and growing. And it’s about something that is fostered within a supportive community rather than an ordeal endured alone by every student.

    So resilience becomes about putting in place support, about gathering what you need to be a success instead of simply finding a lifeline in a crisis.

    It is community that becomes a building block of resilience: the pro-active building of strong networks among students that enable and encourage them to support each other; building a wider support network of academic staff, supervisors in placements, of family and friends. It is here you find fresh perspective, the space to come back from setbacks.

    A midwifery student describes the: “WhatsApp group to keep in touch, check in and support each other. We’ve got a real sense of community;” a nursing student talks about how “it turned out that other students were just as terrified and felt like they were starting from scratch with every new placement.

    Sharing our feelings and experiences really helped normalise them;” and the medical student who suddenly “realised that everyone else was struggling. I wasn’t the only one who didn’t have confidence in themself and their abilities.”

    And by challenging negative interpretations of themselves, the “I can’t do it”, “I don’t belong”, “I’m the only one who’s struggling,” students begin to see new choices. Resilience becomes about developing the sense of agency and the confidence to respond differently, to challenge, to get the support you need to navigate towards your own definition of success.

    What matters

    So, to be resilient also means making the space to reflect on what truly matters to you when the norm, as a health student, is to focus only on the patients.

    Our medical student talks about how:

    …I spend a lot of time focused on looking after others and have seen myself as a low priority. This lack of self care used to result in things building up to breaking point. I needed a place to reflect, away from all the academic pressures. A time to focus on myself.

    It can take courage to do different, to do what is right for you rather then what people expect you to do. It takes courage not to join in with the prevailing culture when it doesn’t work for you. So resilience is also about bravery.

    The midwifery student again:

    I’m stopping negative experiences being the be all and end all of my experience.

    Disruptors and modellers

    What we’re talking about here is a cultural shift, about redefining the resilience narrative so it is about enabling students to discover their strengths and navigate their challenges with confidence.

    The role of staff is critical – as disruptors of the prevailing narrative in healthcare; in modelling behaviour; and re-inventing their everyday interactions with the practitioners of tomorrow.

    By using coaching tools and techniques, those of whose job it is to support students can:

    • Create a supportive environment that mitigates against self-stigma and provides students with permission and opportunities to be proactive in disclosing needs and unconditional reassurance that they feel they will be heard and valued;
    • Work in relationship with the whole student, supporting students to reflect on who they are and where they are going, and to make courageous choices;
    • Foster a sense of community to create a more supportive and effective learning environment

    We know there are places where this work has already getting results.

    A Clinical Skills Tutor describes how this approach:

    …has made me rethink my relationship with students, opened me up to working with students in a way I’d not thought about. I’ve seen how empowering it can be. I’m much more effective at making sure they get the support they need.

    Empowering students to redefine “resilience” on their own terms makes it a platform for learning and growth, rather than a burden to bear. There are more likely to succeed in their studies and will be better prepared for the challenges in their professional lives.

    As our student nurse puts it:

    “Grit turns your thinking on its head. I’ve been happier, calmer, better able to cope. I ask for help and support when I need it. I don’t bottle things up to breaking point. Things just don’t get to crisis point any more.

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  • Ramadan should matter to higher education

    Ramadan should matter to higher education

    Ramadan celebrates the revelation of the Islamic holy book, the Qur’an, to the Prophet Muhammad.

    One of the five pillars of Islam is fasting (abstaining from all food and drink) during daylight hours in this holy month.

    In the UK, approximately 321,000 (11 per cent) students identify as muslim, which is the largest religious group after christian students (27 per cent).

    However, in a recent survey of nearly 300 UK educators, almost a quarter of them couldn’t say when Ramadan took place in 2024. A quarter also didn’t know whether they had any muslim students in their classes.

    Only 30 per cent knew the exact dates of Ramadan, and 47 per cent could only guess approximately. Worryingly, 40 per cent of respondents had no idea whether their muslim students were fasting, and despite 56 per cent acknowledging a need for change in teaching practices, only half of them had actually made any adjustments.

    This is concerning – because the practice of Ramadan will undoubtedly impact muslim students’ ability to engage with their studies among those who are able to observe it.

    The ninth month of the Islamic calendar

    Throughout Ramadan, priorities may shift towards personal worship and devotion, as well as family and community.

    They are more likely to require time to pray during the day, and to be absent to celebrate Eid at the end of Ramadan.

    Changes to muslim students’ routines to enable them to take part in pre-dawn meals and night prayers may also impact their learning. The effects of Ramadan will also fluctuate during a given day as well as through the fasting period.

    You can gain an insight into Ramadan from a students’ perspective in this video, produced by Oxford Brookes University.

    A prevalent myth is that staff should avoid eating and drinking in front of fasting students. This is not necessary – muslim students respect the need for others to eat and drink and generally do not expect others to alter their behaviour.

    However, it is considerate to avoid organising social events centred around food and drink during Ramadan.

    Another misconception is the belief that students will automatically request support or adjustments if needed. In reality, students may not be aware of their rights to reasonable adjustments on religious grounds, or they might not feel comfortable making those sorts of requests.

    Staff should openly communicate institutional policies regarding religious observance and encourage students to discuss their needs without fear of judgement or disadvantage.

    Fasting doesn’t affect all students in the same way. Not all muslim students fast – some may be exempt due to health reasons, travel, or other personal circumstances. The effects of fasting can also vary, with some students managing well while others may struggle, particularly during the holiest last ten days of Ramadan.

    Evidence regarding the impact on learning of fasting during Ramadan is mixed. It can have different impacts on cognitive functioning depending on whether students are studying in predominantly muslim countries or not.

    In terms of the impact of disrupted sleep routines and a lack of sleep on learning, the evidence is fairly robust, with multiple studies showing a negative impact. This sleep disruption when observing Ramadan could potentially have a greater impact on students’ learning than fasting itself.

    Unfortunately, the limited guidance available on most institutional webpages in the UK seems to be aimed at muslim students themselves, putting the onus on them to seek support or adjustments. This positioning takes away some of the responsibility of institutions to amend practices and policies to support these students.

    Supporting muslim students

    With these issues in mind, I led a project to find out what educators proactively do to support muslim students.

    Based on our findings, and with contributions from a panel of muslims and other experts, we created a guide containing information and practical support for educators to implement in their classrooms. The guide is available to download from the National Teaching Repository.

    In the guide we have:

    • included an email template (page 9) that you can adapt to send to all students to acknowledge Ramadan
    • included a link to free printable posters about Ramadan to display on campus
    • busted common myths, for example around eating and drinking
    • provided 6 ways to make relatively small changes to learning and teaching practices that could make a big difference. These include 1) Acknowledge Ramadan, 2) Avoid Assumptions and Ask, 3) Adjust Assessment Timings, 4) Offer Asynchronous Learning, 5) Raise Awareness and Celebrate, and 6) Be Inclusive and make Sustainable Change.
    • given some guidance relating to supporting students who are on a work placement

    Supporting muslim students on work placements during Ramadan presents unique challenges and opportunities. The guide encourages conversations with placement coordinators and managers early to explore what accommodations might be available, such as flexible scheduling to allow for prayers or adjusted meal breaks to accommodate Suhoor (pre-dawn meal) and Iftar (meal to break the fast).

    It also highlights the importance of understanding the potential impact of such accommodations not only on students but also on clients, patients, or service users in placement settings, ensuring that any adjustments made are both supportive and practical.

    Organising a three-way meeting between the placement provider, the student, and the academic lead can help surface specific issues and create tailored solutions. And constructing a formal policy for supporting fasting students on placements could serve as a blueprint for sustainable, long-term change.

    More broadly, institutions could formalise their approach by adding “religious observance” as a standing agenda item in relevant committees and planning meetings. This would ensure that religious inclusion is not treated as an afterthought but as an integral part of institutional decision-making.

    Working with university chaplaincies is another recommendation – chaplains often have direct connections with religious student groups and can provide valuable insights into their needs. Ideally the sector would move beyond fixes and towards normalising religious inclusivity, reduce barriers to learning, and demonstrate a genuine commitment to equity and fairness.

    We hope that the guide will make it relatively easy for educators to take some immediate positive action, and that even a small change will make a positive difference by increasing a sense of belonging and mattering to our muslim students.

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