In the northern part of the country of a thousand hills, amidst volcanoes and the freezing air, there resides a Catholic high school. My name is Anderson and this is my story. I went to study there right after finishing my primary school.
The school was competitive; the smartest, most intelligent and most talented students were found there. It was a school of sciences and it used to be in the top five best high schools in the country. It had an amazing environment. Though strict academically, the teachers were among the best.
When I arrived, it wasn’t that hard to fit in because my elder sister had studied there before me. Some senior students recognized the resemblance and helped me get used to the school. This also gave me the privilege of not being bullied.
Normally, new students in S1 were bullied by seniors and couldn’t report it because they were scared of what might happen. The bullying was actually different based on gender. Boys were beaten severely, while girls were pressured into “dating” seniors. You might think dating sounds harmless, but it often involved bullying too.
There was a male friend of mine who was told to sit on his fork (the one used when we are eating) and say his weight — if he didn’t, the other students would beat him badly. This was also ridiculous because a fork cannot be used to measure someone’s weight. Another was given a leaf from a tree and told to use it to call his parents — again, he was beaten. This was a type of bullying because obviously you can’t talk on the leaf; they wanted him to pretend that the leaf is the phone.
On the other hand, my girlfriend was called out by senior boys, made to greet each one in a way they preferred and surrounded by a big circle of them. In summary, the first year was really hard for some students.
The bullied become bullies
By the second year, we were seniors to new students and some of us began to bully them. At this point, I understood the perspective of bullies — though it didn’t justify their actions. Seeing new students, you feel the tendency to assert your seniority and demand respect.
Some classmates acted out of revenge, targeting new students for what they had endured. On my side, I welcomed them with kindness and tried to help them adapt, knowing how hard it had been.
We used to have shows, which were my favorite part. I loved fashion and wanted to model in the shows, but I was always scared. During the shows, boys would often stand at the entrance, waiting to touch the girls’ bodies; breasts, buttocks, even private parts. Girls could complain, but some students and authorities argued that some girls “wanted to be touched.”
Others said that if girls didn’t want it, they could avoid participating or avoid wearing revealing clothes. Though some authorities promised to investigate, they often ignored the problem. Shows were considered entertainment, so the school left the organization to students. At some point, students feared reporting, worried the school might ban shows entirely.
It wasn’t only during shows. In class, we had a group of bullies we studied with. When the lights went out, girls would run outside immediately, because boys would touch them by force in the darkness.
When harassment is condoned
Once, I was sitting in class, my head on the desk, taking a nap. The lights went out and I didn’t notice. I woke up surrounded by boys. When I tried to leave, they blocked my way. One of them, called Chris, touched my breasts and others grabbed me as well. I felt scared, ashamed and angry. They were about to do more, but fortunately, other students started entering the class, and they left.
I laid my head back on the desk and cried. When people asked what was wrong, I couldn’t say. I had few friends; just my twin sister and another girl. When I reached the dormitory, I cried the whole night. My friend checked on me and though I hesitated at first, she comforted me.
I opened up and told her the story. To my surprise, she had also been harassed by the same boy, Chris. He was undisciplined and we didn’t know how to report him; there was no evidence and I wasn’t ready.
I spent months blaming myself. I was ashamed, hated myself and even had suicidal thoughts. My heart felt broken into pieces and no day passed without crying. But my twin sister was there for me. We cried together and I felt comforted. She suggested that we learn karate so no boy would dare harass me again.
We joined a karate club at school. It was amazing. The group was friendly, teaching discipline, teamwork and flexibility. Chris still mocked me, but I knew he was scared. In class, he never bullied me again. I continued learning karate even in other schools.
Fighting harassment
At other schools, I began my journey in leadership. I was voted Head Girl at two schools, started reading about feminism and realized I was a feminist. I began challenging unfair school policies that hindered one gender. On many campuses, girls were forced to do cleaning chores because culture expected them to be “decent” and “clean.”
Boys were allowed privileges girls could not have, without clear reason. It was a hard battle because authorities were biased. When I finished high school, I was voted Minister of Gender Promotion at my campus.
Reflecting on my high school experience, I realized many other girls knew stories of friends who were sexually assaulted and who couldn’t report it. Sometimes it was done to them by teachers or fellow students or authorities.
Schools often silence reports to protect their reputation. I understand that, but it shouldn’t come at the cost of student safety. There weren’t reporting platforms in place, but when girls tried to report, they were sometimes blamed, told they “wanted it.”
All of this motivated me to start a high school research project to assess the impact of school policies, sexual harassment and sextortion (this means when someone asks for sexual intercourse in exchange for a certain favor. In this context it may be to give you grades or other favors which you can get after having sex with that person offering it) on gender equality outcomes in high schools.
I am still working on my proposal, applying feedback and hoping for approval. As a survivor, I want to help my younger sisters get justice. I want to ensure no other girl cries alone at night, hiding the trauma she endured. I want to be their voice and advocate for solutions as youth.
This is my story — though it is still being written and it is far from over.
Questions to consider:
1. How can someone who is bullied become a bully?
2. Where do you think that some people get the idea that sexual harrassment is acceptable?
3. Have you ever been bullied or felt harrassed at school?
Every year, prospective students and their families attend hundreds of open days at colleges and universities around the world. These events are more than just campus tours and presentations. They’re often the first real opportunity for students to picture themselves as part of your community. With so many options available, the challenge for institutions is clear: how do you create an open day that not only informs but also inspires?
While the essentials, like academic info sessions, tours, and welcome talks, set the foundation, the schools that stand out go further. They design experiences that feel memorable, personal, and true to their identity. With the right mix of creativity and strategy, your open day can shift from being just another stop on a student’s list to the moment they decide your institution is the right fit.
In this post, we’ll share 10 practical strategies to elevate your open days, whether you’re planning in-person events, virtual formats, or a blend of both. Drawing on real-world examples, including some from HEM’s own portfolio, we’ll explore how you can highlight what makes your institution unique, harness technology, and add thoughtful personal touches that resonate long after the event ends.
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What Is an Open Day?
An open day is an event hosted by a college or university to give prospective students and their families the chance to experience the campus, meet faculty and staff, and learn more about academic programs and student life. Unlike brochures or websites, open days provide a first-hand look at the atmosphere of the institution. They typically include tours of facilities, information sessions, and opportunities to speak with current students and alumni. For many students, an open day is the key moment when they decide whether a school feels like the right fit for their academic and personal goals.
In the same vein, what are Application Days at universities? Application days are special events hosted by universities to help prospective students complete their applications on-site. These events often provide access to admissions staff who can guide applicants through the application process, answer questions about requirements, and sometimes even waive application fees.
In many cases, students may receive an admission decision more quickly if they apply during these events, making application days both supportive and efficient for applicants.
1. Showcase What Makes Your School Unique
Every institution has a defining strength, whether that’s a standout program, a strong industry network, or a vibrant campus culture. Open days work best when they put that strength front and center.
Build around your USP: If partnerships are key, invite industry reps to host networking booths or demos. If location is a highlight, include guided tours of nearby attractions. For research-driven schools, showcase labs or projects with real impact.
Spotlight distinctive opportunities: Feature sessions on co-op programs, study abroad, or unique facilities like observatories or art galleries.
Example: Royal Roads University: This university played to its innovative reputation with a campaign called “Future View.” Instead of relying on traditional brochures, Royal Roads launched live virtual tours of its campus and classes using GoPro cameras and Google Glass. In other words, prospects could experience campus through a student’s eyes in real time. As part of the campaign, Royal Roads representatives strapped on GoPros and Google Glass to stream lectures, walking tours, and Q&As, giving would-be students a first-hand look at life at RRU.
Static presentations rarely capture the imagination. What sticks are experiences where prospects get to take part, experiment, and play an active role. Today’s students, especially Gen Z, respond best when an open day feels like something they can do, not just watch.
Classroom-style engagement: Replace long lectures with sample classes, workshops, or lab experiments where visitors actively participate, such as robotics builds or art jam sessions.
Campus showcase zones: Let departments display projects in interactive formats, flight simulators, artifact handling, or student performances.
Clubs and student life: Involve student groups with mini debates, telescope viewings, or sustainability scavenger hunts.
Virtual attendees: Use polls, VR tours, or guided avatars to replicate hands-on engagement online.
Example: The College of ACES at NMSU turned its open house into a family-friendly interactive fair. Visitors of all ages could roam through live animal exhibits, tour science labs and museums, and try their hand at various learning games and demonstrations at each stop. From petting zoo stations with the university’s farm animals to interactive science experiments, the event engaged guests on multiple levels.
Your current students are among the most persuasive voices you can showcase on open day. While visitors expect polished messaging from admissions staff, what they really value are honest, relatable insights from peers who have lived the experience. Student ambassadors should therefore be central to the day, whether in person or online, acting as welcoming guides, storytellers, and role models.
Train them with talking points, but give them freedom to share their journeys authentically, from why they chose your school to how they’ve navigated challenges. Their warmth and candor create a sense of trust that brochures and presentations can’t replicate.
Example: University of Central Lancashire (UK):At UCLan’s open days, current students act as official ambassadors, easily spotted in their special red UCLan hoodies. These student ambassadors are stationed at campus entrances to give a warm welcome and directions, they lead campus and accommodation tours, and they hang around after info sessions to chat. Most importantly, they share authentic insights about their courses and social life – the kind of candid student-to-student advice that visitors crave. Attendees are encouraged to approach them with any question, no matter how trivial, making the whole experience feel peer-guided and relatable.
4. Involve Successful Alumni for Real-World Perspective
Current students show the “here and now” of campus life, but alumni networks embody the long-term value of your institution. Featuring graduates in your open day event gives prospects and their parents confidence that an education with you leads to meaningful outcomes.
Alumni panels, guest talks, or casual meet-and-greet stations can showcase diverse career paths, from industry and entrepreneurship to research and community impact. You might also pair alumni with specific program sessions. Imagine an engineering graduate now at a leading tech firm sharing how campus experiences prepared them for success. Even an “alumni corner” for informal chats helps visitors picture their own future through authentic stories.
Example:The University of Exeter organized a special alumni networking event in Ho Chi Minh City for offer-holders (admitted prospective students) and local alumni. This “Alumni and Offer-Holder” gathering (27 Feb 2023) featured an alumni panel sharing personal stories about studying at Exeter and their career achievements since graduation. Prospective students and their parents were invited to network informally with these alumni and university staff over a reception.
Parents and guardians often play a decisive role in a student’s choice, so winning them over is just as important as impressing prospects. A strong open day provides dedicated spaces and sessions tailored to their concerns.
Consider running parent-specific info sessions while students explore elsewhere. These can cover housing, safety, tuition, financial aid, support services, and graduate outcomes, offering direct access to staff from each area. Comfortable lounges, refreshments, and a “Parent HQ” make them feel welcome and valued throughout the day. Printed or digital materials should also speak directly to their perspective, highlighting career outcomes, security measures, and student support systems.
Example:At Cardiff University’s open day, for instance, they held a dedicated session titled “A Parents’ Guide to Higher Education,” where staff walked parents through supporting their child in the application process and beyond. Parents were invited to put their questions to a panel of university experts in finance, student support, and accommodation – essentially a frank Q&A just for them. The topics ranged from tuition fees and scholarship opportunities to the quality of campus facilities. This gave parents a chance to voice any worries in a forum designed for them, separate from their teens.
6. Personalize the Open Day Experience for Visitors
Students don’t all want the same thing from university open days, so personalization can make your event feel far more engaging. Use registration data to create tailored itineraries that reflect interests like intended major, extracurriculars, or career goals. Even simple touches, such as personalized name badges with a program of interest, help staff and ambassadors connect conversations to what matters most for each visitor.
Flexibility is also key. Offer a “choose your own adventure” approach where attendees pick sessions that align with their priorities, whether that’s a lab tour, a faculty panel, or a sports center visit. Train ambassadors to personalize on the fly, asking about interests and adjusting tours or recommendations accordingly.
Example: University of Cincinnati (USA):UC has embraced personalization in a big way. Their Open House events are described as “build your own schedule” experiences where each family creates a custom itinerary for the day. Upon registering for UC’s “Bearcat Open House,” students are prompted to select which academic presentations, campus tours, and special topics interest them. On the day, there isn’t a rigid tour everybody follows; instead, visitors might have a list like: 10:00 AM College of Engineering tour; 11:15 Residence hall open rooms; 1:00 PM Financial Aid Q&A; 2:00 PM Meet the Gaming Club, etc., based on what they choose.
7. Embrace Virtual and Hybrid Open Days to Expand Your Reach
What is a virtual open day? A virtual open day is an online event where prospective students and their families can explore a university without visiting campus in person. Typically hosted on a digital platform, it may include live webinars with faculty, virtual campus tours, student Q&A panels, and one-on-one chats with admissions staff. The goal is to replicate the open day experience digitally, giving participants access to information, interaction, and a feel for campus life, no matter where they are in the world.
Virtual and hybrid open days have become a staple of higher education recruitment, offering accessibility and reach that in-person events alone can’t match. A dedicated virtual event, complete with faculty webinars, student panels, and one-on-one admissions chats, can engage global audiences who might not have the time or resources to travel. Virtual campus tours, whether self-guided or live-streamed, keep your school “open” year-round and give prospects a chance to explore at their own pace.
Hybrid formats add another layer of inclusivity. You might livestream your keynote sessions, run interactive live chats for online viewers, or capture campus highlights to share on demand afterward. Interactive elements like polls, breakout sessions, and virtual “booths” ensure remote participants remain engaged rather than passive viewers.
Example: Brock University (Canada):Brock University has been an early adopter of immersive virtual open day experiences. One innovative approach they took was building an interactive online open house in a 3D virtual environment. Using a platform similar to a retro video game interface, Brock recreated key parts of its campus digitally and let prospective students log in as avatars to explore. When prospects entered this virtual campus, a simulated student guide (an avatar controlled by a Brock student or staff) would greet them and offer to lead a tour. Visitors could navigate their avatar through hallways, into classrooms and labs, and even chat when they “bumped into” other avatars representing faculty or current students.
8. Harness Social Media for Pre-Event Buzz and Post-Event Engagement
A strong social media strategy can turn your open day from a single event into a shared experience that builds excitement before, during, and after. Start with a dedicated event hashtag and use it across all promotions, encouraging attendees to post their questions and experiences.
During the event, showcase live content: Instagram Stories, TikTok snippets, or a feed of hashtagged posts, to engage both in-person and virtual audiences. Afterward, curate user-generated content into a recap post or gallery, and follow up with a thank-you message paired with a clear call-to-action, such as “Book a chat with a student ambassador” or “Apply now.”
Example: Lancaster University (UK): Lancaster provides a masterclass in using student-driven social media to boost recruitment events. In 2020, with in-person events off the table, Lancaster University asked its student ambassadors to create a series of fun TikTok videos as ads to generate excitement for its online open days. Instead of polished commercials, these were authentic clips following TikTok trends. Think students doing campus tours set to music, quick dorm room tours, or tongue-in-cheek “day in the life” sketches. The result? The campaign blew past expectations: over 10 million impressions and 90,000+ clicks through to Lancaster’s open day info page.
Sometimes it’s the little extras that transform an open day from ordinary to unforgettable. First impressions matter, so think about how your visitors are welcomed the moment they arrive. Clear signage, friendly greeters, and a thoughtful welcome pack with a campus map, schedule, and small pieces of branded swag can immediately put families at ease.
Fun moments sprinkled throughout the day also make a difference. A student band playing in the quad, a scavenger hunt through key campus spots, or a quirky photo booth at the student life fair can lighten the mood and help prospects associate your institution with energy and creativity.
Example: Temple College (USA):This community college in Texas put a delightful twist on their open house by setting up a photo booth with their mascot, a leopard nicknamed “TC Leopard.” Students and families could pose with the costumed mascot and snap fun pictures – a perfect keepsake to take home and share on social media. Temple College even turned it into a mini-contest where participants could win small prizes for posting their mascot photos. The result was a lot of laughter, and every family left with a tangible memory (a photo print or a digital pic) of the day.
These kinds of small but meaningful touches linger in memory. Long after presentations fade, visitors will remember how welcome, entertained, and cared for they felt. That emotional connection can tip the scales when it comes time for students to make their final choice.
10. Follow Up and Continue the Conversation
An open day doesn’t end when the last tour wraps up. In fact, some of the most important work happens afterward. A thoughtful follow-up plan not only shows prospective students and parents that you value their visit, but also keeps the momentum going as they move closer to making a decision. Too many institutions stop at a generic “thank you for coming.” By going a step further, you stand out.
Send a prompt, personalized thank-you. Ideally, within 24-48 hours, shoot attendees an email (or even a text message, if they opted in). Make it more than just “Thanks for coming.” Use merge fields to include the student’s name and perhaps one detail from their registration or what they did.
For example: “Hi Alex, thank you for visiting our Open Day on Saturday! We hope you enjoyed the Biology lab tour and the sample lecture in psychology.” This level of detail shows that you noticed their presence. Then, include helpful next steps: links to apply, to book a one-on-one meeting, or to a video recap of the event.
Example: Morton College (USA): This college nailed the follow-up game. Right after their open house, Morton College rolled out a one-two punch of follow-ups. They sent out personal thank-you emails to attendees, and at the same time, they put out a public thank-you on their social media pages. Importantly, it didn’t stop at gratitude – the post also included a next step, reminding students that registration was open for the upcoming semester and providing a link to get started.
Strong follow-up also means nurturing interest over time. Sharing student stories, reminders about upcoming deadlines, or invitations to future events extends the relationship beyond one day. In the end, what sets your open day apart is how well you continue to guide students once they’ve left campus.
From Open Day to Enrollment: Your Next Step
Open days (or open house events) are a cornerstone of student recruitment in higher education. They’re your chance to say, “Here’s who we are, here’s what makes us special, and here’s the community you could join.” By implementing these strategies, from showcasing your unique strengths, creating interactive experiences, and leveraging students/alumni, to embracing virtual formats, social media, personalization, and strong follow-up, you can elevate your open day from a routine tour into an unforgettable event that resonates with attendees long after they’ve gone home.
Remember, the goal isn’t just to convey information, but to make prospective students feel something: excitement about an academic program, a sense of belonging on campus, confidence that your school is the right fit, or the inspiration to take the next step towards enrollment. When you make your open days stand out, you ultimately make your institution stand out in a crowded higher education market.
Planning an exceptional open day does take effort and creativity, but the rewards are enormous. Many students cite campus visits and open days as the moment they “knew” which school was right for them. By following the approaches outlined above, you’ll increase the chances that your event is the one that wins their hearts. Good luck with your next open day event, and have fun making it one to remember!
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Frequently Asked Questions
Question: What is an open day?
Answer: An open day is an event hosted by a college or university to give prospective students and their families the chance to experience the campus, meet faculty and staff, and learn more about academic programs and student life.
Question: What are Application Days at universities?
Answer: Application days are special events hosted by universities to help prospective students complete their applications on-site.
Question: What is a virtual open day?
Answer: A virtual open day is an online event where prospective students and their families can explore a university without visiting campus in person. Typically hosted on a digital platform, it may include live webinars with faculty, virtual campus tours, student Q&A panels, and one-on-one chats with admissions staff.
More than 600 international students studying across the UK came together at Queen Mary University of London last month for the second edition of Leverage Careers Day.
While a record 758,855 international students were enrolled in UK higher education in 2022/23, a 12% rise on the previous year, rising employer uncertainty, growing graduate anxiety, and an increase in job scams have made students more cautious in their professional choices.
The event saw students, who are now exploring opportunities in AI, data science, marketing, finance, and more, connect with top employers and industry leaders, to network, explore career pathways, and gain valuable career advice.
“We saw a remarkable breadth of interest from students across a range of disciplines, with data science and AI standing out as clear frontrunners. Many were especially drawn to AI-layered roles in marketing, creative industries, finance, and healthcare,” Akshay Chaturvedi, founder and CEO, Leverage, told The PIE News.
“At the same time, digital marketing and content strategy sparked strong interest of their own, driven by rising opportunities in the digital economy. Beyond these, students also gravitated towards specialized tracks for example in biotechnology, luxury management, automobile design, and culinary arts.”
For many international students, a successful career has long been the ultimate benchmark of achievement, and in the UK, standing out is crucial, with a sponsored job often seen as the true return on their significant investment in tuition and living costs.
Moreover, with over a quarter of UK employers unaware of the Graduate Route – which allows international students to work sponsor-free for up to two years but is set to be reduced to 18 months under the May 2025 immigration white paper and tied more closely to skill-based jobs – understanding the realities of today’s hiring market has become increasingly important.
“Employers aren’t just looking for textbook skills anymore — they’re looking for forward-thinking talent who can bring innovation to the table,” explained Lee Wildman, director, global engagement, Queen Mary University of London, who joined a fireside chat on mentorship, global exposure, and the skills needed in an ever-evolving world, alongside Chaturvedi and Rhianna Skeetes, international careers consultant at QMUL.
“What ideas do you have to take an organisation to the next level? Be prepared to sell yourself – not just in terms of what you’ve learned, but in terms of how you think.”
What excites me most is seeing students ask better, sharper questions about their careers – not just what job they’ll get, but how they’ll grow, how they’ll lead, and how they’ll stand out
Akshay Chaturvedi, Leverage
Adaptability was also highlighted as the “strongest tool in a student’s back pocket” by Jennifer Ogunleye, B2B communications lead at Google, who delivered a keynote urging students to look beyond job titles, and academic credentials, and focus on building a personal brand.
“There isn’t always a straightforward route into tech or any industry today – even those who were most in demand just a year ago are having to pivot,” noted Ogunleye.
“What matters more than ever is your personal brand: What are you passionate about beyond your job title? That’s what sets you apart from AI, from competition, from volatility.”
The event also brought together organisations such as Publicis Groupe, Reed Recruitment, Hyatt Place, Ribbon Global, and GoBritanya, which offered insights into student accommodation services across the UK and Ireland, giving students exposure to careers across creative, corporate, hospitality, and FinTech sectors.
The Westminster and Holborn Law Society also provided guidance to aspiring legal professionals on navigating local and international career pathways.
“Students today aren’t satisfied with just ‘getting a job’ anymore. They’re actively chasing careers that offer international mobility, cross-border exposure, and long-term growth,” stated Chaturvedi.
“That’s a significant shift, and quite refreshing so, given how only a few years back stability was often the top priority. Now, they want to thrive in industries that are constantly evolving every single day, with technology, globalization, and new market needs at play.”
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Dive Brief:
While nearly every state has some form of college and career readiness criteria for high school students, there are still areas for growth in how data on students’ postsecondary readiness is collected, according to a July report from All4Ed and the Urban Institute.
Though criteria vary depending on each state’s priorities and goals, 42 states currently use at least one college and career readiness indicator in their school accountability systems.
Accountability systems include both indicators and measures. The report defines indicators as offering information on a critical aspect of school performance, while measures are the data points used within an indicator to determine whether particular student inputs or outcomes were achieved.
Dive Insight:
“Forty-two states are using a college and career readiness indicator, that’s great progress,” said Anne Hyslop, All4Ed’s director of policy development and the report’s author. “All of these measures have been developed in the last decade or so.”
The report found that 39 of the 42 states with indicators include both college and career readiness measures, and 20 of these states also measure military or civic readiness.
Advanced Placement or International Baccalaureate courses and exams are the most common measures of college readiness, used by 35 states. They are followed by dual or concurrent enrollment coursework (34 states) and college admission test scores, such as the SAT and ACT (26 states).
For career readiness assessment, earning industry-recognized credentials or completing a career and technical education pathway are the most common measures. Some states also use work-based learning or internships.
Hyslop noted that not all states have a clear distinction between indicators for college, career and military readiness. Some states combine several measures into a single indicator, while others group different sets of measures into multiple indicators.
“This is where getting better transparency and data would be really helpful,” Hyslop said. “A lot of states may report readiness across all of the measures, but they don’t report how many students are ready for college, how many are ready for career, etc. They don’t report it separately.”
The report highlighted North Dakota as a good example of this distinction. The state’s indicator, Choice Ready, has a list of essential skills required of all students that align with the state’s graduation requirements. Once students have demonstrated these essential skills, they need to show readiness in two of three areas: postsecondary ready, workforce ready or military ready.
For Hyslop, improving data collection is the “lowest-hanging fruit.”
“There is so much data that is being collected on student readiness, but the way that it is reported is not necessarily leading to the maximum value from that data, because it’s not always fully disaggregated by student subgroups,” said Hyslop. “It’s just a matter of packaging it in more useful formats.”
The outlier states that do not currently have a college and career readiness indicator are Alaska, Kansas, Maine, Minnesota, Nebraska, New Jersey, Oregon and Wisconsin, according to the report. Illinois is currently in the final stages of developing its indicator.
A couple of years ago, I got into a heated argument with a white male lab mate about whether racial and gender inequities still existed in science. He argued that, having both made it to our Stanford cancer biology lab for graduate school, the two of us, a white man and a Black woman, were functionally equal, and that attempts to distinguish us in future grant and fellowship applications were unfair. When I explained, among many differences, the unequal labor I took on by running a pipeline program for underrepresented aspiring physician-scientists, he replied, “If you gave a fuck about your academic career, you would stop doing that stuff.”
His attitude is not unique; it represents a backlash against baby steps made toward any form of equity that was also reflected in the 2023 Supreme Court decision to overturn affirmative action. But in recent months, as attacks on diversity equity, and inclusion have unfolded with shockingfervor from the highest office in the country, I have been confronted with terrifying questions: Was my lab mate right? Has DEI work become antithetical to advancement in science?
Science, as a seemingly objective craft, has historically not cared about the self. Science does not care if you couldn’t spend free time in the lab because you had to work to support your family. Science does not care that the property taxes in the low-income area where you attended high school couldn’t fund a microscope to get you excited about biology. Science does not care that I’ve never once gotten to take a science class taught by a Black woman.
Such experiences, and many, many more, contribute to the leaky pipeline, a reference to how individuals with marginalized identities become underrepresented in STEM due to retention problems on the path from early science education to tenured professorships. The gaps are chasmic. A couple years ago, Science published the demographics of principal investigators receiving at least three National Institutes of Health grants, so-called super-PIs. Among the nearly 4,000 of these super-PIs, white men unsurprisingly dominated, accounting for 73.4 percent, while there was a grand total of 12 Black women in this category.
Pipeline programs—initiatives aimed at supporting individuals from underrepresented groups—are meant to patch the leaks. They are rooted in the understanding that minorities are important to science, not just for representation’s sake, but because diverse perspectives counteract a scientific enterprise that, because scientists are human, has historically perpetuated racial, gender and other social inequities. Such programs range from early-stage programs like BioBus, a mobile laboratory in New York City that exposes K–12 students to biology, to higher-level pipeline programs like the one I run at Stanford, which provide targeted early-career support to aspiring scientists from diverse and marginalized backgrounds.
These programs work. Participants in the McNair Scholars Program, a federally funded pipeline program aimed at increasing Ph.D. attainment among first-generation, low-income and otherwise underrepresented students, are almost six times more likely to enroll in graduate school than their nonparticipant counterparts. These programs are designed to see the student’s full self, and they recognize the extra labor minorities and women disproportionately take on, like mentoring trainees or running their own pipeline programs.
Researchers and academics have held rallies to stand up for science and have proposed bills for state-funded scientific research institutes, but many have remained silent on DEI. Meanwhile, after a pause to screen for DEI language, the NIH has resumed grant approvals (albeit not at its normal pace), and private organizations like Chan Zuckerberg continue to fund “uncontroversial” science. But science will never be whole without the inclusion of trainees from underrepresented backgrounds, who broaden and improve scientific questions and practice in service of a diverse human population. And without pipeline programs, the gaps will grow.
That is why I am calling on academics to stand up not just for science but also for DEI. Stand up against the leaky pipeline. Universities and private research institutes must reinstate language on diversity, equity and inclusion, particularly for pipeline programs. Faculty, students and community members should contact the heads of local universities and private organizations like Howard Hughes and Chan Zuckerberg, demanding reinstatement of diversity language and programs. Labs and research groups should adopt diversity statements reaffirming this commitment.
Given the financial jeopardy federal policy has imposed on pipeline programs, states should also step in. Sixteen state attorneys general recently sued the National Science Foundation for, among other things, reneging on its long-established, congressionally mandated commitment to building a STEM workforce that draws from underrepresented groups; states can take their advocacy further by filling funding gaps. Individuals and private organizations can donate either directly to nonprofits like BioBus or to universities with funds earmarked for pipeline programs.
Many minority students who have done DEI advocacy worry they can no longer discuss their work when applying for fellowships or faculty positions. To counteract this, universities and research organizations should proactively ask applicants about their leadership and advocacy work, to signal that these are the kinds of employees they want. And scientists who are not from underrepresented groups should leverage their privilege—volunteer for mentorship programs, serve on graduate admissions committees to fight for diversity, advise young scientists from underrepresented backgrounds.
Show my lab mate that he was wrong. Caring and succeeding are not mutually exclusive.
Tania Fabo, M.Sc., is an M.D.-Ph.D. candidate in genetics at Stanford University, a Rhodes Scholar, a Knight-Hennessy Scholar, a Paul and Daisy Soros Fellow, and a Public Voices Fellow of the OpEd Project. She is the program leader for Stanford’s MSTP BOOST pipeline program.
You want to know what it’s like being a photojournalist? Do you need to take photos to illustrate an article for school publication? We asked Simone Åbacka, a photojournalist for Vasabladet in Finland, to tell us how to get inspired and make sure your photos stand out.
“Photos nowadays are quick and easy to make, but to get a picture that really captures your audience and the viewer, that will require a bit more from you as a photographer,” Åbacka said.
She said that photojournalists have to be out where the action is, she said.
“So if you’re interested in a certain person, you can follow them along for a day or find a street market or a protest or something happening in your area,” Åbacka said. “So look for something that interests you and go and shoot that.”
When you have already done a story or you are asked to provide photos for a story that has already been done, try taking a photo yourself instead of trying to find one online.
If the story is about traffic jams, for example, go out and take a photo of the chaos and the moving cars.
“You want your photos to get attention and be seen,” she said.
Åbacka’s five tips for stand out photos
1. Move around and try different kinds of angles.
2. Look for emotion
3. Look for good lighting
4. Use your environment to tell viewers more about the subject
5. Use a clean background for your subject.
You don’t need a professional camera to take stunning photos, a phone will do. But know its limits, Åbacka said. “It can’t do everything,” she said.
This video was produced as part of News Decoder’s partner project Mobile Stories. Mobile Stories is a publishing tool for young people. It provides guidance on how to create trustworthy news content while upholding journalist ethics.
Watch Simone Åbacka’s video here:
At News Decoder, our editors, educators and correspondents guide students through the journalistic writing process to help them get a first-hand understanding of big global issues and connect across borders. From finding a story to interviewing to editing, we work closely with students to develop their skills using our Pitch-Report-Draft-Revise technique. Student stories are published on our website, social media and in our Educators’ Catalog alongside the work of professional journalists and industry experts.
If you’re an educator looking to engage your students in media literacy programmes, a teacher in need of interesting resources or a writer looking for an outlet, find out more and get in touch at news-decoder.com
Questions to consider:
1. Why would a photo you take be better than one you can find online?
2. What kind of emotion could you capture in a photograph?
3. How can you use your environment to tell viewers more about the subject?
President Donald Trump has declared war on America’s colleges and universities, demanding they bow to his demands on what they can teach and whom they can admit or hire. Trump’s illegal and autocratic actions are tantamount to a war on knowledge intended to make schools bend the knee to his ideology and chill free speech and academic pursuit. In her latest column, AFT President Randi Weingarten debunks the lie that Trump’s punitive behavior toward universities and students has anything to do with fighting antisemitism.
Science benefits everyone; cuts hurt us all
In early March the Trump administration froze $400 million in federal funding for scientific research at Columbia University, citing antisemitism and referencing pro-Palestinian protests on campus. The AFT has members at Columbia, but the implications are far broader as other institutions are also targeted. The AFT and the American Association of University Professors have filed a lawsuit to stop interference with academic freedom and research. This AFT Voices post features three professors who are affected by the funding cuts. “Trump’s administration has terminated and taken hostage our grants, igniting frictions around issues of free speech and discrimination,” writes one, though academic activism is giving her hope.
Celebrating new affiliates and contracts in higher ed
The AFT’s higher education affiliates have been generating a flurry of activity: This fast-growing sector of our union has two brand-new affiliates, at Ohio University and Nevada State University, and five affiliates that are celebrating groundbreaking contracts. In a landscape that includes relentless attacks on higher education funding and academic freedom, these gains are especially significant and show the importance and promise of union solidarity. Above, United Faculty of Illinois State University members show their strike authorization ballots, one step on their way to their new contract. Read more here.
Protesters say, ‘Hands Off!’ and ‘Kill the Cuts’
On April 5, hundreds of thousands of people flooded the streets in more than 1,300 “Hands Off!” peaceful protests in cities across all 50 states. The message was clear and thunderous: Enough is enough. Protesters demanded an end to the escalating authoritarianism and attacks on everyday Americans led by President Donald Trump and Elon Musk. Then on April 8, thousands more—many of them associated with colleges and universities—stood up to say “Kill the Cuts” to education and scientific research. Turnout—including AFT members from coast to coast—signaled a growing, powerful movement ready to defend democracy, civil rights, public education and academic freedom. Above, unionists march in Los Angeles. Photo: AAUP.
Weingarten breaks it down: New tariffs create chaos
This month, President Donald Trump announced the highest and most wide-ranging tariffs—taxes on goods that Americans buy—since President Herbert Hoover’s Smoot-Hawley Tariff Act, which made the Great Depression worse. Trump’s tariffs apply to every one of our nation’s trading partners. And the chaos has come quickly: stock markets in freefall, business confidence at the lowest level since the 2008 financial crisis, respected economists warning that a recession is likely, and higher prices for Americans. What explains this seemingly self-destructive attack on our nation’s economy? Read this AFT Voices post by AFT President Randi Weingarten and Damon Silvers for understanding and a way forward.
Teacher prep program axed despite shortage
Just when the teacher shortage is at its worst, university programs that prepare new teachers to fill the gap have been shuttered by the Trump administration: In February, the Department of Education abruptly axed $600 million in Teacher Quality Partnership and Supporting Effective Educator Development grants established by Congress specifically to bolster the teacher workforce. Read this AFT Voices account from faculty members who are feeling the cuts and teachers experiencing staff shortages in their North Florida schools.
If institutions won’t stand up to the Trump administration, then it’s up to academic workers, students, communities, and citizens to stand up for them. Because we have the strongest levers of power over our local institutions.
While international students have become the first target on campuses, it’s important to remember that a portion of faculty (and in particular contingent faculty who are more precarious), administration, and campus service workers are also vulnerable to ICE. The consequences of these actions could have far-reaching effects. Due process of the law is not for specific groups. We all have it or no one has it.
This absolutely is an attempt to silence dissent in the country, especially on college campuses.
This absolutely is authoritarianism.
This absolutely is in line with the current attacks on higher education which were laid out in Project 2025. And in line with the crackdown on student protests before Trump took office.
And what’s worse is that many of our institutions are refusing to stand up for students.
Thankfully, unions are already responding.
We have to rise to this moment or higher education will never be the same.
