Tag: small

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

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

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

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

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

    Our most recent episodes include:

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

    Upcoming Guests:

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

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

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

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

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


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

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  • Small Business Administration to Take Over Student Loans

    Small Business Administration to Take Over Student Loans

    A day after White House officials said the Education Department would administer the student loan program, President Donald Trump announced that the Small Business Administration would be taking over the $1.7 trillion portfolio.

    He told White House reporters that the move would happen “immediately,” though he didn’t say how that process would work. Currently, federal law requires the Education Department to manage student loans, so the president doesn’t have the authority for the move, several experts and advocates said Friday.

    Neither the White House nor the Small Business Administration responded to requests for more information or details about the plan.

    In response to questions about how moving loans to SBA would work, the Education Department referred Inside Higher Ed to an interview that Education Secretary Linda McMahon did Friday with Fox News. McMahon said she’s working with the SBA on a strategic plan.

    The announcement follows Trump’s executive order, signed Thursday, directing McMahon to close her department “to the maximum extent of the law.” McMahon and others have said a smaller version of the department would focus on core functions, which many experts presumed to include the student loan program. (Trump also said Friday that the Department of Health and Human Services would take over programs that support students with disabilities.)

    Kelly Loeffler, who leads the SBA, wrote on social media that her agency “stands ready to take the lead on restoring accountability and integrity to America’s student loan portfolio.” Whether the department has the capacity to take on the program is an open question; Loeffler is planning to cut 43 percent of the staff, Politico and other news outlets have reported. The SBA runs several programs to support small businesses, including providing loans and helping with disaster recovery.

    The Education Department issues about $100 billion in student loans each year and disburses $30 billion in Pell Grants. That funding is crucial to students who rely on the government to help pay for college.

    But borrowers have struggled over the years to navigate the cumbersome student loan system and often have faced difficulty in repaying their loans. Meanwhile, the federal government’s growing loan portfolio has become a key issue for lawmakers on both sides of the political aisle. Former president Joe Biden’s fix was in part to make student loan forgiveness more accessible and make loan payments more affordable.

    Trump said Friday that the loan system “will be serviced much better than it has in the past,” adding, “it’s been a mess.”

    Agency Blindsided

    It wasn’t clear Friday afternoon whether SBA would also take over the Pell Grant program and the Free Application for Federal Student Aid—a form that millions of students rely on to access federal, student and institutional aid. Currently, the Office of Federal Student Aid, which is part of the Education Department, administers those programs. That office was hit hard by recent mass layoffs at the department, and experts have questioned whether it will be able to fulfill its many responsibilities, which also include overseeing colleges and rooting out fraud in the federal student aid system.

    Trump’s executive order pointed out that the Education Department manages a portfolio the size of Wells Fargo but with significantly fewer employees. “The Department of Education is not a bank, and it must return bank functions to an entity equipped to serve America’s students,” the order said.

    An official high up at Federal Student Aid said Friday that the office was blindsided by the announcement. Just a day before, the official said, the plan was to move the loans to the Treasury Department. Agency officials have yet to receive any plans or communication about handing over the reins to SBA or what that would entail, the official said.

    ‘Clear Violation’

    The federal statute that created FSA specifically gives that office authority to administer student financial assistance programs. Additionally, laws dictating how federal funding is allocated explicitly send money to the Education Department for the student aid programs. A former department staffer told Inside Higher Ed that the administration is “clearly circumventing the spirit and intent of the law if you were to move to functions.”

    Sen. Patty Murray, a Democrat from Washington State, agreed, writing on social media that the announcement “is a clear violation of education [and] appropriations law.”

    Beth Maglione, interim president of the National Association of Student Financial Aid Administrators, added in a statement that only Congress can move the student loan portfolio to a different agency; if the legislative branch agreed, doing so would take time.

    “The administration would first need to articulate a definitive strategy outlining how the work of administering student aid programs would be allocated within the SBA, determine the necessary staffing and resources, and build the requisite infrastructure to facilitate the transition of these programs to another federal agency,” she said. “In the absence of any comprehensive plan, a serious concern remains: how will this restructuring be executed without disruption to students and institutions?”

    Not a ‘Crazy Idea’

    Some conservative policy experts who support shutting down the department cheered the move. Lindsey Burke, director for the Center for Education Policy at the Heritage Foundation, wrote on social media that “without student loans at ED, there will be little left at the agency. Just a few programs—certainly not enough to justify a cabinet-level agency.”

    Beth Akers, a senior fellow at the American Enterprise Institute, like the Heritage Foundation a conservative think tank, acknowledged in an email to Inside Higher Ed that there are a lot of open questions about how the SBA move would work. But she said the announcement shows that the Trump administration understands that the recent staffing cuts “will likely make it too difficult to keep these programs properly administered otherwise,” she wrote.

    Akers noted that since SBA currently manages its own loans, “it isn’t a crazy idea that they could pull this off.”

    “Frankly, the department has handled student loan administration poorly, so the bar is pretty low on what would constitute an improvement,” she added. “I expect that the existing student loan infrastructure (and remaining staff) will likely move over to SBA, and there won’t be immediate changes in how these programs are run. That’s my hope. Because if things change too quickly, I expect that students will see disruptions that could affect their enrollments and personal finances.”

    Liam Knox contributed to this report.

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  • Small College America – Profile College of Wooster – Edu Alliance Journal

    Small College America – Profile College of Wooster – Edu Alliance Journal

    March 3, 2025, by Dean Hoke: This profile of the College of Wooster is the fourth in a series presenting small colleges throughout the United States.

    Background

    The College of Wooster, founded in 1866, is a private liberal arts institution located in Wooster, Ohio. Known for its commitment to mentored undergraduate research, Wooster offers a comprehensive liberal arts education in a residential setting. The college enrolls approximately 1,800 students representing diverse backgrounds from 47 U.S. states and 76 countries. The student-to-faculty ratio is 11:1, ensuring personalized attention and mentorship. For the 2022-2023 academic year, the total cost of attendance, including tuition, fees, room, and board, is $71,000. Notably, more than 85% of students receive financial aid, with an average award of $50,000.

    Curricula

    Wooster offers over 50 academic programs in the sciences, humanities, social sciences, and arts. A distinctive feature of the Wooster experience is the Independent Study program. In this program, students engage in a year-long research project under faculty mentorship, culminating in a thesis or creative work. This program fosters critical thinking, problem-solving, and effective communication skills.

    Strengths

    • Mentored Research: The Independent Study program exemplifies Wooster’s dedication to undergraduate research. It provides students with hands-on experience in their chosen fields.
    • Diverse Community: With 27% U.S. students of color and 14% international students, Wooster boasts a vibrant and inclusive campus environment.
    • High Graduate Success Rate: Within six months of graduation, 96% of alums are employed or enrolled in graduate programs, with 94% accepted into their top-choice graduate schools.

    Weaknesses

    • Cost of Attendance: Despite substantial financial aid offerings, the total cost may be a barrier for some prospective students.
    • Limited Graduate Programs: As an institution focused primarily on undergraduate education, Wooster offers limited opportunities for postgraduate studies.

    Economic Impact

    The College of Wooster significantly contributes to the local economy of Wooster, Ohio, which has a population of 27,012 and is the county seat of Wayne County, which has a population of 116,500. The college is a major employer in the region and attracts students, faculty, and visitors, bolstering local businesses and services. Additionally, cultural and academic events hosted by the college enrich the community’s cultural landscape. According to LeadIQ, approximately 1,200 people are employed by the college, and its annual operating expenses are over $88 million.

    LinkedIn data shows that the college has nearly 17,000 alums, 4,700 of whom reside in Ohio and 1,120 in the Wooster, Ohio, area.

    Enrollment Trends

    Over the past decade, Wooster’s enrollment has slightly declined, from 2,100 to 1875 over a 10-year period. The student base is 35% in-state and 65% out-of-state and international. The college consistently attracts a diverse student body from across the United States and around the world. 98% of the student population lives in campus housing, and the age range is 18-24. Wooster does not have any graduate degree programs.

    Degrees Awarded by Major

    In the most recent report, 18 majors had graduates Wooster Degrees Conferred.

    Alumni

    Employment and or attending graduate school is very high. In the class of 2023, 97% of Wooster graduates secured employment or enrolled in graduate programs within six months post-graduation. 78% entered the workforce, 15% are attending graduate or professional school, 4% were applying for graduate school, and only 3% are seeking employment. Also, an average over the past three years shows that 91% of the Wooster graduates were accepted into their top choice graduate school. (Source: College of Wooster Destination Report, Class of 2023)

    LinkedIn data shows the college has nearly 17,000 alumni. 28% live in Ohio, 18% in the greater Cleveland area, and 7% in the city of Wooster.

    Notable Alumni:

    • J.C. Chandor ‘96 Acclaimed filmmaker known for works such as “Margin Call” and “All Is Lost.” Nominated for the Academy Awards in 2011
    • Laurie Kosanovich ’94, general counsel for the Rock and Roll Hall of Fame
    • John Dean ’61 Former White House Counsel for President Richard Nixon, notable for his role in the Watergate scandal.
    • Duncan Jones, ‘95, award-winning filmmaker director of Source Code and Moon. He is the son of David Bowie.
    • Jennifer Haverkamp ’79, Professor of Practice Gerald R Ford School of Public Policy, the University of Michigan
    • Donald Kohn ’64, former vice chairman of the Federal Reserve
    • Dr. Sangram Sisodia ’77, The Department of Neurobiology, specializing in Alzheimer’s disease. University of Chicago.

    Endowment and Financial Standing

    As of June 30, 2023, The College of Wooster’s endowment stands at $395.5 million, reflecting prudent financial management and generous alum support. This endowment supports scholarships, faculty positions, and various institutional initiatives, ensuring the college’s long-term financial health.  According to the 2023 Forbes financial report, The College of Wooster is rated 2.421 and a B- grade. Wooster has maintained a stable financial position. 

    Why is The College of Wooster Important?

    1. Commitment to Mentored Undergraduate Research – The College of Wooster is distinguished for its dedication to undergraduate research, providing students with personalized mentorship that fosters inquiry, intellectual growth, and academic excellence.
    2. Independent Study Program – A hallmark of Wooster’s education, the year-long Independent Study program requires every student to complete a rigorous research project, developing critical thinking, effective communication, and independent judgment skills.
    3. Diverse and Inclusive Community – Wooster attracts students from all 50 states and over 60 countries, creating a dynamic and inclusive environment where cross-cultural dialogue and global perspectives thrive.
    4. Strong Financial Foundation –Wooster maintains financial stability through prudent management and strategic investments, ensuring long-term institutional sustainability.
    5. Economic Impact – The College plays a vital role in the local economy, contributing to job creation, community development, and regional growth through its sustained presence and financial stewardship.
    6. Distinguished Alumni Network – Wooster graduates excel in various fields, including academia, business, public service, and the arts. The College’s alumni include Nobel laureates, influential public figures, and innovators who make significant contributions to society.

    This structured format highlights The College of Wooster’s key strengths, reinforcing its importance as a leading liberal arts institution.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America. Season two begins on March 11, 2025.

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  • To tell a big story find one that’s small

    To tell a big story find one that’s small

    How do you get someone who lives in India to care about people in Uganda?

    That’s the challenge for journalists who try to tell stories about parts of the world that most of the press ignores. Correspondent Enock Wanderema is from Uganda and wants the world to know what happens there. 

    For a story about the widespread government corruption he focused on one woman, Aloikin Praise Opoloje. Wanderema tells us this story about Opoloje giving birth in a hospital that had been starved of resources because of government corruption. He writes: 

    …she watched the midwife try to manage multiple births at once. Opoloje could tell she was exhausted.  “One of the women was in critical condition, but the surgeon who was supposed to operate was nowhere to be found,” Opoloje said. “We tried calling him, but he wasn’t picking up.” 

    Wanderema used what we call an anecdote to help bring the complicated story of government corruption to life. Anecdotes are little stories about something that happened to someone. People tell little stories about themselves all the time. 

    Bring the story to life.

    In interviews savvy reporters will focus attention on these little stories and try to get as many details as they can. When did this happen? Where were you exactly? What time of day was it? Were there people around? What did it sound like? 

    A good reporter knows that the little details help make a story three-dimensional for readers or listeners. It helps place the reader there as it is happening. And if people feel like they are there, they will care. 

    High school student Helen Milito wrote about her experience spending a year studying in Italy with School Year Abroad. To show how different she felt and how much it took her out of her comfort zone she gave this story:

    We were split into two teams scrimmaging against each other. The boys I play with are competitive so there was the usual light trash talking, jersey pulling and agile foot skills. 

    We were playing friendly rules with no corner kicks. My teammate, Gugu, was fouled in the makeshift goalie box and dramatically fell to the ground yelling for a penalty kick. 

    None of us expected the coach to listen to him, but surprisingly he gave it to our team on the condition that I take the kick. All the players lined up around the box as I prepared to shoot, choosing to aim for the bottom right corner. 

    Two things you should know: First this is in Italy and I’m an American teenager who speaks little Italian. Second, I’m the only girl on the team.

    The coach blew the whistle. I confidently ran, kicking the ball with all my strength. It went soaring over the crossbar into the fence behind. I wanted to crawl into a hole and hide. 

    Note how she shows us visually what is happening through action: “there was light trash talking, jersey pulling and agile foot skills.” She includes the sound of the coach’s whistle. And she gives us emotion: “I confidently ran…”, “I wanted to crawl into a hole…”

    Telling other people’s stories

    Correspondent Leah Pattem felt compelled to report how people in Madrid were suffering from high rents. To do that, like Wanderema, she found one woman whose story she could tell. 

    Pattem wrote: 

    Now in her 80s, [Marjorie] Kanter is at the peak of her career, author of three books and an active member of Madrid’s writing community. “I don’t have many more years left, so I really want to enjoy being a successful writer for as long as I can,” she said.

    However, Kanter is facing a major setback. In September, a registered letter demanded she vacate her home at the end of October. A Galician vulture fund had purchased her apartment and didn’t offer her a new higher-priced rental contract. She suspects that means they will convert her home into a tourist flat.

    The thing is, people don’t offer up anecdotes without prompting. They don’t think reporters are interested in the little stories they tell their friends. And there is a general rule in interviewing that people won’t answer unasked questions. So to get the anecdote you need to tease it out of the person you interview question by question.

    Here are some questions that are useful in teasing out a little story:

    Can you remember the first time you did that? 

    Can you remember the scariest time? 

    Can you think of a time when that happened to you?

    Drilling down

    Ask questions to jog a person’s memory. They’ll say, “There was this one time that …”

    All the time, write down what they say and pester them for details. Imagine that the person is your grandfather and you are five years old. You will keep interrupting him to ask for details he doesn’t think is important but is important to a five-year old: What were you wearing? Was it cold? What did it smell like? Were you scared? Were you hungry? How old were you? How tall were you? 

    The key is to drill down. When someone says something, ask for specifics. When did that happen exactly? Where was that? Who else was there? No detail is too small or insignificant because to recreate a scene and you need to paint a complete picture.  

    Anecdotes are great ways to start articles. They grab the attention of readers and get them interested enough to read on. 

    After all, who doesn’t want to hear a good story?


     

    Three questions to consider:

    1. What is an anecdote?
    2. How can anecdotes help you tell a complicated story?
    3. Can you think of a little story you have told your friends or family about yourself?


     

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  • Small College America – Profile Earlham College – Edu Alliance Journal

    Small College America – Profile Earlham College – Edu Alliance Journal

    February 17, 2025, by Dean Hoke: This profile of Earlham College is the second in a series presenting small colleges throughout the United States.

    Background

    Founded in 1847 in Richmond, Indiana, Earlham College is a private liberal arts institution with deep Quaker roots. The college maintains its commitment to principles such as integrity, peace, social justice, and community engagement, which shape both its academic and extracurricular life. Despite its modest size, Earlham has built a reputation for academic rigor, experiential learning, and global perspectives. Dr. Paul Sniegowski, a biologist and former dean of the College of Arts and Sciences at the University of Pennsylvania, has served as President since August 2024.

    For the 2023-24 academic year, U.S. News & World Report estimates Earlham’s total annual cost (including tuition, housing, and other expenses) at $53,930, with an average net price after aid of $25,496.

    Curricula

    Earlham College offers a diverse range of undergraduate programs, with popular majors including Biology, Environmental Science, International Studies, Business, and Psychology. The college places a strong emphasis on interdisciplinary learning, allowing students to engage in cross-disciplinary courses and independent research. The Epic Advantage Program provides students with up to $5,000 in funding for hands-on learning experiences, such as internships, field studies, and international travel.

    The college also offers a 3+2 Engineering Program, where students spend three years at Earlham before transferring to an affiliated university, such as Columbia or Case Western Reserve, to complete an engineering degree. This dual-degree approach combines the benefits of a liberal arts education with technical training, preparing students for careers in engineering, business, and technology fields.

    Strengths

    • Commitment to Experiential Learning – Programs like Epic Advantage provide students with real-world experience, enhancing their competitiveness in the job market.
    • Strong International Focus – Nearly 70% of Earlham students study abroad, and the college has partnerships with institutions worldwide.
    • Small Class Sizes – With a 9:1 student-faculty ratio, Earlham offers personalized attention and mentoring opportunities.
    • Values-Driven Education – Quaker principles of peace, social justice, and ethical leadership are embedded in the curriculum and campus culture.
    • Strong Science and Environmental Programs – The Joseph Moore Museum and expansive natural study areas provide unique hands-on research opportunities.

    Weaknesses

    • Financial Stability Challenges – Like many small liberal arts colleges, Earlham faces financial pressures, including declining enrollment and reliance on tuition revenue.
    • Leadership Continuity – Since 2011, Earlham has had four Presidents and one interim.
    • Limited Graduate Programs – Earlham focuses almost exclusively on undergraduate education, which may limit options for students seeking to continue their studies within the same institution.
    • Limited Name Recognition – Despite its strong academic reputation, Earlham struggles with brand recognition outside the Midwest and higher education circles.

    Economic Impact

    Earlham College is a major economic driver in Richmond, Indiana, and the surrounding region. The college employs hundreds of faculty and staff, supports local businesses, and contributes significantly to the local economy.

    According to the Independent Colleges of Indiana, Earlham College has a total economic impact of $76 million on the state and has created nearly 725 jobs in Indiana. LinkedIn data suggests the college has nearly 9,000 alumni, with 1,400 residing in Indiana and 366 in the Richmond area.

    Through programs like the Center for Social Justice and the Bonner Scholars Program, Earlham students engage in community service projects throughout Richmond. The college also frequently hosts cultural and educational events open to the public, further integrating itself into the civic life of the region.

    Enrollment Trends

    Earlham College has experienced a decline in full-time equivalent (FTE) enrollment over the past decade. In the 2013-14 academic year, enrollment stood at 1,159 students, dropping to 677 students in 2022-23. In the 2024 academic year, undergraduate FTE enrollment was 691.33 in the fall and 620.33 in the spring, reflecting ongoing challenges in retention and recruitment.

    Degrees Awarded by Major

    In 2024, Earlham College awarded 123 undergraduate degrees, including 84 single majors, 18 double majors, and one triple major. The distribution by major category is as follows:

    Alumni

    According to Earlham’s First-Destination Survey Report (2019-23):

    • 28% of graduates continue their education within six months of graduation.
    • 57% are employed within six months.
    • The top five employment industries are Education, Healthcare, Internet & Software, and Research.
    • Nearly 50% of alumni pursue graduate or professional school within 10 years.

    Notable Alumni:

    • Michael C. Hall (1993) – Emmy-nominated actor (Dexter, Six Feet Under).
    • Margaret Hamilton (1958) – NASA software engineer, led Apollo Program flight software development.
    • Michael Shellenberger (1993) – Author and journalist on free speech and environmental policy.
    • Venus Williams (2015) – Former World No. 1 tennis player and Olympic gold medalist.
    • Wendell Meredith Stanley (1926) – Nobel Prize-winning chemist in virus research.

    Endowment and Financial Standing

    Earlham College’s current endowment is $419 million, down from $475 million in 2021. Financial challenges stem from declining enrollment and reduced tuition revenue. In FY 2023, the college reported a net loss of $11.1 million.

    Despite these challenges, Forbes (2024) rated Earlham A- with a 3.499 GPA, signaling relative financial resilience. The college is actively implementing strategic budget adjustments and seeking alternative revenue sources to ensure long-term sustainability.

    Why Earlham Remains Relevant

    In an era where liberal arts colleges must justify their value, Earlham College stands out for its values-driven, experiential education. Its commitment to academic excellence, social responsibility, and global engagement makes it an attractive option for students looking for more than just a degree.

    Earlham’s focus on sustainability, diversity, and international collaboration positions it as a model institution that integrates ethical leadership with practical learning. As higher education continues to evolve, Earlham demonstrates that a small college can have a big impact on both students and the world.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America. Season two begins February. 25, 2025

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  • Small College America – Profile Wabash College – Edu Alliance Journal

    Small College America – Profile Wabash College – Edu Alliance Journal

    Background

    Established in 1832, Wabash College is a private liberal arts institution dedicated exclusively to undergraduate education for men. As one of the nation’s few remaining all-male colleges, Wabash upholds a tradition of academic rigor, personal responsibility, and close-knit community engagement. The college’s mission emphasizes the development of critical thinking, effective communication, and responsible leadership. The current President is Dr. Scott Feller. He has been president since 2020, and he has been with Wabash as a professor of chemistry and administrator since 1998. Wabash College is in Crawfordsville, Indiana, a community of 16,100 located 45 miles northwest of Indianapolis and 150 miles southeast of Chicago.

    In 2022- 23, US News & World Report projects the total cost per year is $65,825 (tuition, housing, etc.) Net price after aid is $26,834

    Curricula

    Wabash offers a diverse array of academic programs across three divisions: Natural Sciences, Humanities and Arts, and Social Sciences. Students can choose from 27 majors, allowing for a tailored educational experience. The curriculum is designed to foster interdisciplinary learning, encouraging students to explore various fields and integrate knowledge.

    A distinctive feature of Wabash’s academic program is the comprehensive examination that seniors must pass to graduate. This rigorous assessment includes both written and oral components, ensuring that graduates have a deep and thorough understanding of their chosen fields.

    Strengths

    1. Strong Alumni Network—Wabash boasts a dedicated and active alumni base that provides current students with mentorship, networking opportunities, and career support. The Princeton Review ranks Wabash fourth in the nation for “Best Alumni Network.”
    2. Continuity of Leadership – Wabash has a history of stable and effective leadership, providing consistent direction and long-term strategic planning. This stability has contributed to the college’s strong institutional culture, financial health, and sustained commitment to academic excellence and student success.
    3. Academic Excellence—Wabash’s commitment to a rigorous liberal arts education is evident in its comprehensive curriculum and the requirement that seniors pass comprehensive exams.
    4. Financial Aid and Scholarships – Approximately 99% of Wabash students receive some form of financial assistance, making the college accessible to a diverse student body.
    5. Personalized Attention – With a favorable student-to-faculty ratio, Wabash provides an environment where students receive individualized attention, fostering strong mentorship relationships and personalized academic guidance.

    Weaknesses

    1. Declining Enrollment– Over the past ten years, Wabash has experienced a slow decline in enrollment of 11%.
    2. Geographic Isolation – Located in a small town in Indiana, Wabash may face challenges in providing students with access to urban amenities and opportunities that larger cities offer.
    3. Niche Appeal: The college’s all-male atmosphere deters potential applicants from seeking a coeducational experience, potentially limiting the applicant pool.

    Economic Impact

    Wabash College plays a significant role in the local economy of Crawfordsville and the surrounding Montgomery County. As a major employer, the college provides jobs to faculty, administrative staff, and support personnel. Additionally, the presence of students and visitors contributes to local businesses, including housing, dining, retail, and services. The college’s events and programs also attract visitors, further stimulating economic activity in the region.

    According to the Independent Colleges of Indiana, Wabash College has a total economic impact on the state of Indiana of $134 million and created nearly 1,000 jobs in the state. According to LinkedIn profiles, they have over 9,000 alumni, of which 4,500 live in Indiana, and 869 live in the Crawfordsville, Indiana area.

    Enrollment

    Wabash’s 822 male students come from 32 states and 16 foreign countries; 73% are from Indiana.  73% are White, 5% are international, 12% are Hispanic, and 10% are other minorities. President Feller stated: “Wabash in the future is going to draw more students from more different places,” We already have the highest number of international students in the history of the College. We’re going to draw our student body more nationally and more internationally. And our faculty and staff too. So we’ve got to make sure that when those folks come here, they find a welcoming community where they feel a sense of belonging. “This College is relational, not transactional.”

    Degree Awards by Major

    In 2023, Wabash College awarded a total of 175 degrees across various disciplines. The distribution of the disciplines is as follows:

    • This distribution reflects the college’s strong emphasis on the humanities and social sciences, aligning with its liberal arts mission.

    Alumni

    The majority of Wabash students enter graduate or professional school within five years of graduating. Each year, approximately 25-30 percent of Wabash graduates enroll in graduate and professional schools, including about 8-10 percent in medical and law schools and about 20 percent in other graduate arts and sciences programs. Among those entering the workforce, 31 percent begin careers in business, while nine percent work in government, social service, or teaching.

    When reviewing LinkedIn alumni data, we found that Wabash College alums’ primary areas of study were Economics, Psychology, Political Science, history, and biology.

    Wabash has produced numerous distinguished alumni who have made significant contributions across various fields:

    • Gov. Mike Braun is the current governor of Indiana, a former U.S. senator from Indiana, and a former businessman.
    • Jeremy Bird is the Executive Vice President of Driver Experience for Lyft.
    • Robert E. Allen is the former Chairman and CEO of AT&T.
    • Robert Dirks was a Renowned chemist and researcher in molecular sciences.
    • Dan Simmons is an Award-winning science fiction and horror writer best known for the Hyperion Cantos series.

    Endowment and Financial Grade

    Wabash College’s endowment has maintained its endowment size over the past decade, reflecting successful fundraising efforts and prudent financial management. As of December 31, 2023, the endowment was valued at approximately $379 million, compared to $371 million in 2014. This growth demonstrates the institution’s ability to sustain financial stability while continuing to invest in its academic programs and student success.

    Forbes, in 2023, gave Wabash a top 100 grade of an A+ and a GPA of 4.27. The top grade was Harvard A+ and a GPA of 4.50.

    Why is Wabash College Relevant Today

    In today’s rapidly changing educational landscape, Wabash College remains steadfast in its dedication to a liberal arts education tailored for men. The college’s emphasis on critical thinking, effective communication, and ethical leadership prepares graduates to navigate and contribute meaningfully to a complex world. Wabash’s strong alumni network and commitment to personalized education continue to offer students unique opportunities for personal and professional growth.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities.

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  • Small College America Podcast Returns for a New Season – Edu Alliance Journal

    Small College America Podcast Returns for a New Season – Edu Alliance Journal

    Dean Hoke and Kent Barnds Relaunch Acclaimed Series to Explore the Future of Small Colleges

    Bloomington, Indiana – February 3, 2025 – Small College America, the podcast dedicated to exploring the strengths, challenges, and future of small colleges, is officially relaunching with a new season. The series is co-hosted by Dean Hoke, Managing Partner of Edu Alliance Group and former President/CEO of the American Association of University Administrators, and Kent Barnds, Executive Vice President for Strategy and Innovation at Augustana College in Rock Island, Illinois.

    Both Hoke and Barnds are passionate advocates for small colleges, having graduated from Urbana University (OH) and Gettysburg College (PA), respectively. Their personal experiences and professional expertise have shaped their commitment to highlighting the vital role these institutions play in American higher education.

    “The landscape for small colleges is shifting rapidly, and we believe now is the time to amplify the conversation about their future,” said Kent Barnds. ” Dean and I are both passionate advocates for these institutions because we’ve experienced firsthand the impact of a small college education.”  Dean Hoke stated, “The first season of Small College America confirmed that there is a deep need for dialogue about the opportunities and challenges facing these schools. With this new season, we aim to engage with higher education leaders to explore innovative strategies that will help small colleges not just survive but thrive in an evolving higher education environment.”

    The original four-part series first aired on January 10, 2023, and was hosted by Dean Hoke and Tom Davisson, who now serves as Charter Commissioner for the National Association for Academic Excellence (NAAE). The inaugural season featured insightful conversations with small college presidents, including:

    • Dr. Barry Ryan, Former President of Woodbury University (Burbank, California)
    • Stefanie Niles, President of Cottey College (Nevada, Missouri)
    • Ryan Smith, President of the University of Rio Grande and Rio Grande Community College (Rio Grande, Ohio)
    • Janelle Vanasse, President of Alaska Pacific University (Anchorage, Alaska)

    The new season of Small College America will continue its mission of bringing critical discussions to the forefront by interviewing higher education leaders, policy experts, and innovators. The podcast will delve into the evolving role of small colleges, their economic impact, innovative strategies for sustainability, and how they can continue to provide a highly personalized educational experience.

    Season Two will begin weekly on March 11th at 11AM Eastern. More details, including upcoming, will be announced soon.

    For updates, visit [Podcast Website] or follow Small College America on [Social Media Links].

    About the Hosts

    Kent Barnds is the Executive Vice President for Strategy and Innovation at Augustana College, where he has been a senior administrator since 2005. A recognized thought leader in enrollment management and institutional strategy, Barnds is deeply invested in the success of small colleges and the students they serve.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities.

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  • Hoke’s Notes – The Plight of Small Colleges – Edu Alliance Journal

    Hoke’s Notes – The Plight of Small Colleges – Edu Alliance Journal

    January 27, 2025

    It has been two years since I last wrote a blog post for the Edu Alliance Journal. During that time, I took on the role of President/CEO of the American Association of University Administrators (AAUA) and dedicated myself fully to the organization. I set ambitious goals, including:

    1. Launching a marketing and branding campaign to elevate AAUA’s visibility,
    2. Increasing institutional and individual membership,
    3. Establishing a high-profile multi-day conference, and
    4. Stabilizing the organization’s finances to allow the hiring of a paid executive director.

    While I initially anticipated achieving these milestones within three years, the board and I managed to accomplish them in just 18 months.

    Reaching these goals was a significant achievement, and it signaled to me that it was time to focus on other priorities. As such, I submitted my resignation, effective January 1st, and “retired” from my leadership role at AAUA. However, I’ve always felt that retirement, in the traditional sense, isn’t for me. At 74, I still have ideas to share and contributions to make in the field of higher education.

    I aim to address several projects and issues moving forward, such as returning to my work as an international higher education consultant and re-launching two podcast series. However, one other area is especially close to my heart: the plight of small colleges.


    The Plight of Small Colleges

    If you’ve followed my journey, you know that I earned my undergraduate degree from Urbana University, a small private college in Urbana, Ohio—a city with a current population of 11,161. In 1975, I designed my own major in College Administration, combining courses in business, history/political science, and psychology. During my senior year, I also completed a year-long internship in admissions.

    As a nontraditional student (having started at the University of Dayton in 1968), it took me 6 ½ years and over 30 part-time jobs to complete my degree. Urbana gave me the opportunity to figure out what I wanted to do and how I could contribute to the world. It taught me adaptability and the goodness in people, which led me to the field I love—higher education.

    Unfortunately, Urbana University didn’t survive. After being acquired by Franklin College in 2014, it closed its doors in May 2020 due to challenges brought on by the coronavirus pandemic and years of low enrollment.

    Urbana had been an integral part of the community since 1850, serving as a significant economic engine. A 2017 study by the Southwestern Ohio Council for Higher Education estimated that Urbana contributed over $60 million annually to the economies of Champaign and Logan counties and employed 111 full-time staff during the 2015-2016 academic year. Its closure was devastating—not only for the university but also for the local businesses that depended on the foot traffic of students, visitors, and sports spectators.

    Rural colleges like Urbana serve as vital economic and social hubs for their communities. However, the increasing trend of college closures poses significant risks, including economic downturns, reduced social engagement, and the loss of cultural identity.


    Moving Forward

    To address this issue, I’m developing a funding proposal to analyze the multifaceted impacts of struggling colleges in rural areas. My goal is to propose actionable solutions and share findings that empower policymakers and community leaders. By combining innovative research, advocacy, and problem-solving, this initiative seeks to provide practical tools for fostering resilient rural communities.

    The research will focus on rural communities in Indiana, Ohio, and Pennsylvania. I’ve already received encouragement from regional leaders and am optimistic about finding partners to support this initiative. I’m seeking foundations, corporations, and government agencies to help fund this project, which aims to mitigate the ripple effects of college closures in rural America.

    If you have thoughts or suggestions on this topic—or know of potential funders—please feel free to contact me at [email protected].

    Stay tuned for updates on this and other projects I’m passionate about.


    Dean Hoke is Co-Founder and Managing Partner of Edu Alliance, an international higher education consultancy and podcast co-host of Higher Ed Without Borders and Small College America. He recently served as President/CEO of the American Association of University Administrators.

    Dean began his professional career in 1975 with Bellarmine University, working in a variety of roles, including Admissions and External Relations. In 1983, he entered the broadcasting field, serving as a senior executive for Public Broadcasting System stations and a cable network. In 1998, he co-founded The Connected Learning Network, a full-service online learning company. In 2009, he accepted an invitation to move to the United Arab Emirates, serving in senior positions at Higher Colleges of Technology and Khalifa University before co-founding Edu Alliance in Abu Dhabi in 2014.

    Hoke is passionate about advancing academic excellence and innovation worldwide.  He participates in numerous advisory and consulting projects on international branch campuses, marketing/branding, and business intelligence. Dean has consulted, presented, and written on leadership, higher education, and distance learning in the United States, Bahrain, Kazakhstan, Lebanon, Oman, Nigeria, Spain, and the United Arab Emirates.

    Hoke has a B.A. from Urbana University, an M.S. from the University of Louisville, and a Certificate in Executive Management from the University of Pennsylvania Wharton School. Dean currently resides in Bloomington, Indiana.

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  • Why small talk is a skill worth developing (opinion)

    Why small talk is a skill worth developing (opinion)

    You walk into the conference networking event, feeling alone, aware of the steady chatter throughout the room. You look to find someone you might know, you sense your breath growing faster and you experience that all-too-familiar pit in your stomach. You walk deeper into the room, taking a few grounding breaths, and notice others standing alone. You approach another conference attendee, feeling as if you are stepping outside of your body, and in your friendliest tone you introduce yourself and ask, “Where did you travel in from?”

    You did it! You initiated small talk with a stranger.

    Small talk is a mode of communication that occurs throughout the world, but not every culture engages in small talk to the same degree. In some cultures, it is expected, and in other cultures it can be perceived as inappropriate or rude. In addition to cultural context, one’s perception of small talk and propensity for engaging in it can be influenced by factors including, but not limited to, personality traits, degree of social comfort, mental health and wellness, past experiences, and the setting of the conversation. Small talk can also present specific challenges to language learners, neurodivergent individuals, people who are unaccustomed to talking with strangers and many others.

    Merriam-Webster Dictionary defines small talk as “light or casual conversation: chitchat.” (Seeing the word “chitchat” immediately brought me back to kindergarten, when my teacher, Mrs. Barker, would frequently say, “Kay, stop your chitchat.”) Cambridge Dictionary defines small talk as, “conversation about things that are not important, often between people who do not know each other well.” The emphasis on “not important” can give the impression that small talk is useless, however, within the U.S cultural context, small talk holds great importance in connecting individuals and laying the foundation for more substantial communication. Think of small talk as the gateway to more meaningful conversations.

    When done well, small talk relies on improvisation and adaptability, allowing for a flow of information and often uncovering unexpected insights and mutual interests. When I think of small talk I think of it as jazz, with each person riffing off the other to create a connection and to also make meaning in the moment. Effectively engaging in small talk by establishing commonalities can open a door for a future collaboration, expand your professional network, build rapport leading to a career or academic opportunity, enhance confidence and ease tension in an interview.

    Do you wish that small talk felt less awkward and more meaningful? Apply these strategies to reduce your small talk stress and to contribute to your career success:

    • Get curious. Harness your curiosity as you engage in small talk. Take the scenario we began with: Someone might ask, “Where did you travel in from?” because they are generally interested in meeting people from different parts of the country or world. Someone else might ask this question as a gateway to finding a future collaborator from a specific country or academic institution. Don’t just ask questions for the sake of chatting, but rather ask about topics in which you are genuinely interested. This approach will make engaging in small talk more enjoyable and valuable to you, and your interaction will feel authentic to the person with whom you are speaking.
    • Listen actively. As the other person responds to your question, try to refrain from planning what you will next ask, but rather focus on absorbing what they are sharing. Consider reflecting an aspect of something they mentioned. For example, if in response to “Where did you travel in from?” they say, “I flew in from Greece last night, and this is my first time in the States; I’m a Ph.D. student at the University of Crete,” you might empathize with their journey and ask how long they are visiting. After further discussion, you might feel inclined to offer to host the individual if they plan to travel around. Your one question, the one that initiated the small talk exchange, could even lead to a lifelong professional relationship.
    • Consider the context. The definition of small talk in the Cambridge Dictionary refers to a “conversation about things that are not important.” I would challenge you to not dismiss small talk as trivial but rather leverage it for more meaningful conversation. When thinking about the setting in which you are engaging in small talk, you can guide the conversation toward greater meaning. It would be odd if the individual attending the networking event at the conference opened the conversation with their name and asked, “What do you think about the weather?” This question would seem very disconnected from the event and purpose of the networking session. However, if the individual were waiting outside at an uncovered bus stop, it might be natural to strike up a conversation about the weather. Having an awareness about the context and setting will lead to an authentic conversation.
    • Have go-to questions. While you don’t want to arrive at every occasion with a script of possible questions, it can be a good exercise to reflect on the things about which you are genuinely curious. When attending a conference networking event, you may be interested in hearing about individuals’ career paths, learning about their research, gaining their advice, etc. In developing questions, focus on ones that are open-ended, where the response requires more than a yes or no. You might ask, “Which conference sessions are you most interested in attending?” Maybe that seems unimportant to you or even a bit superficial, but hearing about the other individual’s interest might inspire you to attend a session you would not have initially chosen. As the conversation unfolds, so will the opportunities to guide the conversation toward more meaningful topics, and you might next ask, “What research projects are you currently working on?”
    • Practice. It is likely that you have attended interview preparation and practice sessions but far less likely that you have attended a small talk training. This is not your fault. My plea to my fellow career development practitioners is this: If we know that many individuals approach small talk with feelings of discomfort or dread, and we also recognize that it is an important skill that leads to positive career outcomes, then we need to actively train and create opportunities for our students and postdocs to practice small talk in low-stakes settings. Consider building small talk into your interview preparation offerings, add a small talk learning module to an upcoming campus networking event, collaborate with your campus’s English language learning program to incorporate small talk activities and reinforce the many places and spaces where your students and postdocs are already engaging in small talk. An example would be when a student comes in for an appointment and asks, “How was your weekend?” By asking they might learn, for instance, that you were recently in Miami, a city on the top of their list of places to visit. In this exchange you could draw attention to how the student effectively engaged in small talk, reinforcing that it is a skill they already possess.
    • Know what topics not to lead with. In the U.S. cultural context, it is safe to say that you would not want to lead small talk with questions about politics, religion, finances, health or overly personal topics. Aspects of these topics might be categorized as sensitive or controversial and can create tension and lead to misunderstanding. Through engaging in small talk, you should be building a foundation of connection that can facilitate greater openness toward engaging in more meaningful topics. That said, maybe you are at the American Political Science Association’s annual meeting—in that context, it would be common for the small talk to include politics. The setting and context can serve to guide the topics and direction of the small talk.

    In academia, where emphasis on depth and scope of knowledge is highly valued, small talk can be easily viewed as a burden and overlooked as a necessary competency. But by applying a few small talk communication strategies, you will find that it can open doors and enhance career success. If you have yet to do so, embrace small talk as a skill worth developing, and get out there and chitchat. The effects on your professional life could be both profound and long-lasting.

    Kay Gruder is the associate director of graduate student and postdoc career programs and services at the University of Connecticut. She is a member of the Graduate Career Consortium, an organization providing an international voice for graduate-level career and professional development leaders.

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