Tag: students

  • Which universities recruit commuter students?

    Which universities recruit commuter students?

    It’s not a hard-and-fast rule, but in general commuter students (whatever definition you are using) tend to be those who lived locally before they became students.

    It’s an intersection – if you are recruiting locally (upskilling your local area) you are most likely to be recruiting students who are already living in the local area and will choose something other than the traditional on campus experience.

    As institutional recruitment strategies change over the years, so will the makeup of your student body. Policy pressures, and – frankly – the need to reach underserved groups for more pragmatic financial reasons mean that more people are able to consider higher education in some form.

    This is going to include stuff like sub-degree qualifications, provision aimed at mature students who want to upskill or re-skill mid-career, and more vocational qualifications that link in to the needs of particular local employers.

    State of the data

    There’s been various research reports (most notably from the Sutton Trust) that have used custom slices of HESA or UCAS data to identify commuter students. Until now it’s been quite difficult to replicate these analyses with public data, but the invention of HESA student table 62 and some nifty spatial updates from the good people at Tableau allows us to get fairly sophisticated with public data.

    Here I’ve allowed you to make your own determination of what constitutes a local student based on the number of miles from your university’s main campus – you can select a provider of interest with the filter at the top, and then zero in on modes and levels of study of interest.

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    The map will show you which local authorities are in scope (marked in pink) – the students that hail from those pink areas are shown in the bar chart at the side for each year, and the proportion of all students (at that provider with the level and mode as selected) is marked on the bars.

    It’s far from perfect – one particular issue comes with the use of local authorities (as of late 2023, local democracy fans) as the unit of analysis. Because I can’t tell you where in, say, Somerset, a particular student lives we have to use the distance from the central point of the local authority in question. This is fine for your smaller council areas, but for big rural districts it causes problems.

    Another issue will be the population of each area. There’s loads of potential students in Birmingham or London, perhaps less in Northumberland or Devon. If your main campus is nearer the former than the latter, your figures are going to be flattered.

    If not you then who?

    If local students aren’t going to your provider, where are they going? I have a chart for that too – select your local authority district at the top, and the rest of the controls work as normal. In general local students do study locally – but there are exceptions.

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    The inevitable ranking

    So – which providers have a low proportion of students from their local area? If you look at full time undergraduate recruitments the winners tend to (as above) be London-based or northern civic universities with strong links to the local area. Bath (especially, with two providers represented at the bottom end) and the wider south west are more likely to see students leave the area to study, and specialist providers are less likely to recruit locally than larger providers offering more courses in more areas.

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    Though a first thought might see commuter students (and local recruitment) as an issue that doesn’t figure in the plans of our more prestigious providers, the reality is complex and pays no heed to your REF results. There are areas of the country where people tend to study locally – there are providers that are particularly good at recruiting what are likely to be their own recently qualified undergraduates on to masters courses. And large cities like London and Birmingham have their own specific gravity. In other words you almost certainly have students who commute – and thus have a very different experience of higher education to their peers – at your provider. And you need to offer them support.

    This blog is part of our series on commuter students. Click here to see the other articles in the series.

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  • How do care-experienced students view their time in higher education?

    How do care-experienced students view their time in higher education?

    Last Thursday 6th March, TASO shared its report on Pathways into and through higher education for young people with experience of children’s social care. It found that young people with experience of care are four times less likely to attend higher education by age 22 and more than twice as likely to drop out as their peers without experience of care.

    It builds on a growing body of literature in this area, including analysis by the Unite Foundation and evaluations of its own scholarships with Jisc.

    Through the annual Student Academic Experience Survey (SAES), HEPI and Advance HE collect data on the experiences and attitudes of care-experienced students. We are in a constant process of iterating and improving the SAES, and in 2024, a close reading of our data from previous years suggested a higher number of respondents than expected were saying they had experience of care. To make sure we were capturing the right students, we refined the question as follows:

    Have you been in care? Select yes if you’ve ever lived in public care or as a looked-after child, including:

    • with foster carers under local authority care
    • in a residential children’s home
    • being ‘looked after at home’ under a supervision order
    • living with friends or relatives in kinship care

    Note: This does not refer to time spent in boarding schools, working in a care or healthcare setting, or if you are a carer yourself.

    In 2024, nearly 900 of the roughly 10,300 respondents to the SAES – still quite a high number, but significantly fewer than the previous year – said they had experience of care. What do the data say about their experiences in higher education? (Note that the margin of error for any subset will be higher than the margin for the whole survey sample, which is around 1%.)

    On subject choices, care-experienced students in the SAES were somewhat more likely to be studying Medicine and Dentistry and subjects allied to Medicine, which is consistent with sector-level data. They were also more likely to be studying Engineering and less likely to be studying Business, Social Studies and creative subjects.

    In addition to the challenges faced by having experienced care, these students were also less likely to come from the highest quintiles of participation in higher education (POLAR) than other students and more likely to have a disability (45%, compared to 30% of other students) but less often described themselves as first in family (25%, compared to 32% of other students).

    This probably informs many of their responses throughout the survey. For example, like other students taking courses like these, care-experienced students have more contact hours and do more hours of independent work (a total of 41.5 hours) than students without experience of care (36 hours on average). Likewise, more than half of care-experienced students use AI at least once a week, compared with less than a third (30%) of other students. This is as expected, given that saving time is a primary reason students use AI tools.

    Perhaps surprisingly, care-experienced students report higher scores on wellbeing measures, like happiness and life satisfaction. (For example, they average 7.08 out of 10 for whether the things they do are worthwhile, compared to 6.74 for other students.) However, they also report higher rates of anxiety and loneliness than students without experience of care, averaging 5.29 out of 10 for feeling anxious compared with 4.48 for other students.

    Care-experienced students are more likely to have considered withdrawing: 38% compared with 24% of all students. When asked for their main reason why, they cite mental health as the primary challenge, but at a lower rate than students without experience of care. Instead, they were more likely to mention workload – either a higher or lower volume than expected – or their physical health.

    chart visualization

    These data also suggest that care-experienced students face an altogether more challenging context. Some 58% of care-experienced students say they travel 10 miles or more to get to university, compared with only 31% without experience of care travelling the same distance. This may be because the benefits some care-experienced students get can be contingent on living within a particular local authority. Care-experienced students reported living alone or with family at higher rates than other students.

    chart visualization

    Additionally, care-experienced students may need to remain at home to provide for family members at higher rates. Almost all care-experienced students (80%) do some paid work during term-time, compared with 55% of other students. This is most often to supplement their income. But more than one-third of care-experienced students (35%) work to support friends or family financially.

    A third (33%) say the cost-of-living crisis has affected them ‘a lot’, compared with 27% of other students. Care-experienced students are also nearly twice as likely to depend on scholarships or bursaries to cover their costs, which could also show that such funds are being effectively targeted towards students who need them.

    In summary, care-experienced students are more likely to take certain Health and Science subjects, live further from their institution, are more likely to be working to support their families and are affected more by cost-of-living difficulties. These challenging findings help to explain why care-experienced students withdraw from higher education at higher rates.

    Clearly there is more that institutions and government can do to support this group of students. The TASO report recommends, for example, working closely with local authorities to ensure care-experienced students have reliable access to accommodation, both during and outside of term-time. And as Paige Mackenzie wrote for us in 2022, the holidays can be a ‘really lonely time’ for care-experienced and estranged students and it helps when staff reach out.

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  • Mark Scott says international students are “a down payment on the future”

    Mark Scott says international students are “a down payment on the future”

    Mark Scott was a major advocate for no overseas student cap last year. Picture: Jane Dempster



    By: Erin Morley

    in International Education, Top Stories


    March 10, 2025

    University of Sydney vice-chancellor Mark Scott reaffirmed that all international students are welcome at his university during a meeting of student unions on Wednesday.

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  • Why do we punish low-income students for entering education?

    Why do we punish low-income students for entering education?

    Much has been written about the financial challenges many students face in going to university, and the fact that maintenance loans fall quite some way short of covering the cost of living for students.

    Much has also been written about the national trend of mature students numbers coming to university being in decline, with particular implications for certain sectors such as healthcare, where we are struggling to meet workforce need.

    These two areas of concern are quite likely related and linked to what we believe is a fundamentally unfair and regressive policy which impacts people who are in receipt of Universal Credit.

    Under the current Universal Credit (UC) system, for people who are in work, UC is reduced by 55p for every £1 earned as income.

    However, if you are entitled to receive Universal Credit and decide to go to university, for every £1 you receive in maintenance loan funding, your UC entitlement is reduced by £1 – and not by 55p as is the case for earned income.

    Make it make sense

    On the face of it, this seems highly inequitable – why should income derived from a student loan (which will, of course, need to be repaid with interest) be treated more harshly than earned income?

    Another reaction to this approach might be to ask,  “Why wouldn’t students who are eligible to receive UC simply not draw down their maintenance loan at all?”.

    Unfortunately, this option is not open to those students, because the rules around reductions to UC make clear that the pound-for-pound deductions from UC are based upon the maximum maintenance loan for which you are eligible, regardless of whether you actually take the loan.

    It is worth highlighting that, in general, full time university students are not eligible to claim Universal Credit. However, exceptions do apply, such as if you are under 21 and do not have parental support, or if you are responsible for the care of a child (the full list of eligibility criteria can be found here). In other words, students who we know are more likely to need additional support to be successful in higher education.

    The Child Poverty Action Group have dedicated information for students who are entitled to claim UC, to explain the impact of having access to a maintenance loan on their UC payments.

    In their worked example, a single mother of a 3yr old child, living in private rented accommodation, could have UC payments of £1399.60 reduced to £475.71 per month as a result of going into full time higher education and having access to a maintenance loan.

    In other words, this mother would be taking on a personal loan debt of well over £900 per month – on top of the cost of tuition fees – which would otherwise have been paid as UC if she had not decided to access education.

    We believe that this scenario may be without precedent in terms of our UC and wider benefit system, in that we know of no other situation in which someone who is entitled to claim benefits would be told that they need to take out a personal loan to replace their benefits entitlement.

    In a recent ministerial question on this issue, the government explicitly confirmed that:

    …successive Governments have held the principle that the benefit system does not normally support full-time students. Rather, they are supported by the educational maintenance system.

    This principle may have been fine when maintenance support was distributed as a grant rather than a loan, but we would argue that there is something deeply regressive about asking students from backgrounds who are already less likely to access education to forego benefit support to which they would be otherwise fully entitled.

    Breaking down barriers

    The current government has set out an ambitious set of missions to “Build a Better Britain”, which includes a mission to “Break down the barriers to opportunity at every stage”.

    We would argue strongly that the impact of having access to a maintenance loan on UC payments is an unfair and unnecessary barrier to students who wish to access higher education, and may well be a significant factor in why some mature learners are seeing university study as a less attractive option.

    Finding and fixing barriers of this kind – which could be easily addressed by allowing students who are eligible to access UC to continue doing so – would be entirely consistent with this government’s mission.

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  • DOGE Education Cuts Hit Students with Disabilities, Literacy Research – The 74

    DOGE Education Cuts Hit Students with Disabilities, Literacy Research – The 74


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    When teens and young adults with disabilities in California’s Poway Unified School District heard about a new opportunity to get extra help planning for life after high school, nearly every eligible student signed up.

    The program, known as Charting My Path for Future Success, aimed to fill a major gap in education research about what kinds of support give students nearing graduation the best shot at living independently, finding work, or continuing their studies.

    Students with disabilities finish college at much lower rates than their non-disabled peers, and often struggle to tap into state employment programs for adults with disabilities, said Stacey McCrath-Smith, a director of special education at Poway Unified, which had 135 students participating in the program. So the extra help, which included learning how to track goals on a tool designed for high schoolers with disabilities, was much needed.

    Charting My Path launched earlier this school year in Poway Unified and 12 other school districts. The salaries of 61 school staff nationwide, and the training they received to work with nearly 1,100 high schoolers with disabilities for a year and a half, was paid for by the U.S. Department of Education.

    Jessie Damroth’s 17-year-old son Logan, who has autism, attention deficit hyperactivity disorder, and other medical needs, had attended classes and met with his mentor through the program at Newton Public Schools in Massachusetts for a month. For the first time, he was talking excitedly about career options in science and what he might study at college.

    “He was starting to talk about what his path would look like,” Damroth said. “It was exciting to hear him get really excited about these opportunities. … He needed that extra support to really reinforce that he could do this.”

    Then the Trump administration pulled the plug.

    Charting My Path was among more than 200 Education Department contracts and grants terminated over the last two weeks by the Trump administration’s U.S. DOGE Service. DOGE has slashed spending it deemed to be wasteful, fraudulent, or in service of diversity, equity, inclusion, and accessibility goals that President Donald Trump has sought to ban. But in several instances, the decision to cancel contracts affected more than researchers analyzing data in their offices — it affected students.

    Many projects, like Charting My Path, involved training teachers in new methods, testing learning materials in actual classrooms, and helping school systems use data more effectively.

    “Students were going to learn really how to set goals and track progress themselves, rather than having it be done for them,” McCrath-Smith said. “That is the skill that they will need post-high school when there’s not a teacher around.”

    All of that work was abruptly halted — in some cases with nearly finished results that now cannot be distributed.

    Every administration is entitled to set its own priorities, and contracts can be canceled or changed, said Steven Fleischman, an education consultant who for many years ran one of the regional research programs that was terminated. He compared it to a homeowner deciding they no longer want a deck as part of their remodel.

    But the current approach reminds him more of construction projects started and then abandoned during the Great Recession, in some cases leaving giant holes that sat for years.

    “You can walk around and say, ‘Oh, that was a building we never finished because the funds got cut off,’” he said.

    DOGE drives cuts to education research contracts, grants

    The Education Department has been a prime target of DOGE, the chaotic cost-cutting initiative led by billionaire Elon Musk, now a senior adviser to Trump.

    So far, DOGE has halted 89 education projects, many of which were under the purview of the Institute of Education Sciences, the ostensibly independent research arm of the Education Department. The administration said those cuts, which included multi-year contracts, totaled $881 million. In recent years, the federal government has spent just over $800 million on the entire IES budget.

    DOGE has also shut down 10 regional labs that conduct research for states and local schools and shuttered four equity assistance centers that help with teacher training. The Trump administration also cut off funding for nearly 100 teacher training grants and 18 grants for centers that often work to improve instruction for struggling students.

    The total savings is up for debate. The Trump administration said the terminated Education Department contracts and grants were worth $2 billion. But some were near completion with most of the money already spent.

    An NPR analysis of all of DOGE’s reported savings found that it likely was around $2 billion for the entire federal government — though the Education Department is a top contributor.

    On Friday, a federal judge issued an injunction that temporarily blocks the Trump administration from canceling additional contracts and grants that might violate the anti-DEIA executive order. It’s not clear whether the injunction would prevent more contracts from being canceled “for convenience.”

    Mark Schneider, the recent past IES director, said the sweeping cuts represent an opportunity to overhaul a bloated education research establishment. But even many conservative critics have expressed alarm at how wide-ranging and indiscriminate the cuts have been. Congress mandated many of the terminated programs, which also indirectly support state and privately funded research.

    The canceled projects include contracts that support maintenance of the Common Core of Data, a major database used by policymakers, researchers, and journalists, as well as work that supports updates to the What Works Clearinghouse, a huge repository of evidence-based practices available to educators for free.

    And after promising not to make any cuts to the National Assessment of Educational Progress, known as the nation’s report card, the department canceled an upcoming test for 17-year-olds that helps researchers understand long-term trends. On Monday, Peggy Carr, the head of the National Center for Education Statistics, which oversees NAEP, was placed on leave.

    The Education Department did not respond to questions about who decided which programs to cut and what criteria were used. Nor did the department respond to a specific question about why Charting My Path was eliminated. DOGE records estimate the administration saved $22 million by terminating the program early, less than half the $54 million in the original contract.

    The decision has caused mid-year disruptions and uncertainty.

    In Utah, the Canyons School District is trying to reassign the school counselor and three teachers whose salaries were covered by the Charting My Path contract.

    The district, which had 88 high schoolers participating in the program, is hoping to keep using the curriculum to boost its usual services, said Kirsten Stewart, a district spokesperson.

    Officials in Poway Unified, too, hope schools can use the curriculum and tools to keep up a version of the program. But that will take time and work because the program’s four teachers had to be reassigned to other jobs.

    “They dedicated that time and got really important training,” McCrath-Smith said. “We don’t want to see that squandered.”

    For Damroth, the loss of parent support meetings through Charting My Path was especially devastating. Logan has a rare genetic mutation that causes him to fall asleep easily during the day, so Damroth wanted help navigating which colleges might be able to offer extra scheduling support.

    “I have a million questions about this. Instead of just hearing ‘I don’t know’ I was really looking forward to working with Joe and the program,” she said, referring to Logan’s former mentor. “It’s just heartbreaking. I feel like this wasn’t well thought out. … My child wants to do things in life, but he needs to be given the tools to achieve those goals and those dreams that he has.”

    DOGE cuts labs that helped ‘Mississippi Miracle’ in reading

    The dramatic improvement in reading proficiency that Carey Wright oversaw as state superintendent in one the nation’s poorest states became known as the “Mississippi Miracle.”

    Regional Educational Laboratory Southeast, based out of the Florida Center for Reading Research at Florida State University, was a key partner in that work, Wright said.

    When Wright wondered if state-funded instructional coaches were really making a difference, REL Southeast dispatched a team to observe, videotape, and analyze the instruction delivered by hundreds of elementary teachers across the state. Researchers reported that teachers’ instructional practices aligned well with the science of reading and that teachers themselves said they felt far more knowledgeable about teaching reading.

    “That solidified for me that the money that we were putting into professional learning was working,” Wright said.

    The study, she noted, arose from a casual conversation with researchers at REL Southeast: “That’s the kind of give and take that the RELs had with the states.”

    Wright, now Maryland state superintendent, said she was looking forward to partnering with REL Mid-Atlantic on a math initiative and on an overhaul of the school accountability system.

    But this month, termination letters went out to the universities and research organizations that run the 10 Regional Educational Laboratories, which were established by Congress in 1965 to serve states and school districts. The letters said the contracts were being terminated “for convenience.”

    The press release that went to news organizations cited “wasteful and ideologically driven spending” and named a single project in Ohio that involved equity audits as a part of an effort to reduce suspensions. Most of the REL projects on the IES website involve reading, math, career connections, and teacher retention.

    Jannelle Kubinec, CEO of WestEd, an education research organization that held the contracts for REL West and REL Northwest, said she never received a complaint or a request to review the contracts before receiving termination letters. Her team had to abruptly cancel meetings to go over results with school districts. In other cases, reports are nearly finished but cannot be distributed because they haven’t gone through the review process.

    REL West was also working with the Utah State Board of Education to figure out if the legislature’s investment in programs to keep early career teachers from leaving the classroom was making a difference, among several other projects.

    “This is good work and we are trying to think through our options,” she said. “But the cancellation does limit our ability to finish the work.”

    Given enough time, Utah should be able to find a staffer to analyze the data collected by REL West, said Sharon Turner, a spokesperson for the Utah State Board of Education. But the findings are much less likely to be shared with other states.

    The most recent contracts started in 2022 and were set to run through 2027.

    The Trump administration said it planned to enter into new contracts for the RELs to satisfy “statutory requirements” and better serve schools and states, though it’s unclear what that will entail.

    “The states drive the research agendas of the RELs,” said Sara Schapiro, the executive director of the Alliance for Learning Innovation, a coalition that advocates for more effective education research. If the federal government dictates what RELs can do, “it runs counter to the whole argument that they want the states to be leading the way on education.”

    Some terminated federal education research was nearly complete

    Some research efforts were nearly complete when they got shut down, raising questions about how efficient these cuts were.

    The American Institutes for Research, for example, was almost done evaluating the impact of the Comprehensive Literacy State Development program, which aims to improve literacy instruction through investments like new curriculum and teacher training.

    AIR’s research spanned 114 elementary schools across 11 states and involved more than 23,000 third, fourth, and fifth graders and their nearly 900 reading teachers.

    Researchers had collected and analyzed a massive trove of data from the randomized trial and presented their findings to federal education officials just three days before the study was terminated.

    “It was a very exciting meeting,” said Mike Garet, a vice president and institute fellow at AIR who oversaw the study. “People were very enthusiastic about the report.”

    Another AIR study that was nearing completion looked at the use of multi-tiered systems of support for reading among first and second graders. It’s a strategy that helps schools identify and provide support to struggling readers, with the most intensive help going to kids with the highest needs. It’s widely used by schools, but its effectiveness hasn’t been tested on a larger scale.

    The research took place in 106 schools and involved over 1,200 educators and 5,700 children who started first grade in 2021 and 2022. Much of the funding for the study went toward paying for teacher training and coaching to roll out the program over three years. All of the data was collected and nearly done being analyzed when DOGE made its cuts.

    Garet doesn’t think he and his team should simply walk away from unfinished work.

    “If we can’t report results, that would violate our covenant with the districts, the teachers, the parents, and the students who devoted a lot of time in the hope of generating knowledge about what works,” Garet said. “Now that we have the data and have the results, I think we’re duty-bound to report them.”

    This story was originally published by Chalkbeat. Chalkbeat is a nonprofit news site covering educational change in public schools. Sign up for their newsletters at ckbe.at/newsletters.


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  • TN Schools Could Exclude Immigrant Kids Without Legal Status in GOP-Backed Bill – The 74

    TN Schools Could Exclude Immigrant Kids Without Legal Status in GOP-Backed Bill – The 74


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    Tennessee lawmakers on Wednesday voted to advance a bill that would require public K-12 and charter schools to verify student immigration status and allow them to bar children who cannot prove they lawfully reside in the United States unless they pay tuition.

    The 5-4 vote by the Senate Education Committee came despite the Legislature’s own fiscal analysis, which said the proposed legislation “may jeopardize federal funding to the state and to local governments” and violate the federal Civil Rights Act, which specifically prohibits discrimination based on national origin in programs receiving federal dollars. Three Republicans joined the committee’s sole Democrat in voting “no.”

    Immediately after the vote was cast, shouts of “so shameful” and “that’s trash” erupted inside the hearing room. Others, including school-age children in attendance, streamed out of the room in tears.

    The bill (HB793/SB836) by Sen. Bo Watson, a Hixson Republican, and House Majority Leader William Lamberth, a Portland Republican, says that local school districts and public charter schools “shall require” students to provide one of three forms of documentation: proof of U.S. citizenship, proof the student is in the process of obtaining citizenship or proof they have legal immigration status or a visa.

    Students who lack one of the three forms of documentation could then be barred by their local school district from enrolling unless their parents paid tuition.

    Watson,  the bill’s sponsor, said he brought the measure in response to the increasing cost to the state of providing English-as-a-second-language instruction.

    “Remember, we are not talking about people who are here lawfully,” Watson said. “What I’m trying to discuss here is the financial burden that exists with what appears to be an increasing number of people who are not lawfully here.”

    In response to a question from Sen. Raumesh Akbari of Memphis, the sole Democrat on the panel, Watson said he had received no formal request from any school official to introduce the measure.

    “In an official capacity, this is one of those issues people do not talk about,” Watson said. “This is a very difficult bill to present. It is very difficult to have all these eyes on you.”

    “In an unofficial capacity at numerous events, have people mentioned this problem to me? Absolutely,” Watson said.

    Akbari responded: “I’m from the largest school district in the state. I have not had those conversations.”

    “I am offended by this legislation,” Akbari said. “I find that it is so antithetical to the very foundation of this country….This is saying that babies – you start school at five years old – that you do not deserve to be educated.”

    The bill’s sponsors have acknowledged the measure is likely to face a legal challenge if enacted. The proposed legislation, they have said, is intended to serve as a vehicle to potentially overturn the Supreme Court’s Plyler v. Doe decision, which established a constitutional right to a public school education for all children. The 1982 decision was decided by a 5-4 vote, Watson noted.

    “Many 5-4 decisions taken to the court today might have a different outcome,” Watson said.

    The proposed legislation is part of an unprecedented slate of immigration-related bills introduced in the Tennessee legislature this year as Gov. Bill Lee and the General Assembly’s GOP supermajority seek to align with the Trump Administration’s immigration policies.

    Lee last month signed into law legislation to create a state immigration enforcement office to liaise with the Trump administration, create distinct driver’s licenses for noncitizens and levy felony charges at local elected officials who vote in favor of sanctuary policies.

    Among nearly three dozen other immigration-related bills still being considered is one to require hospitals that accept Medicaid payments to report on the immigration status of their patients. Another bill would open up charitable organizations, including churches, to lawsuits if they have provided housing services to an individual without permanent legal immigration status and that individual goes on to commit a crime.

    Following Wednesday’s hearing in the Senate Education Committee, hundreds congregated in a hallway of the Legislature, chanting “education for all” and pledged to return as the bill winds through the committee process.

    The bill “instills fear and hopelessness in these students,” said Ruby Aguilar, a Nashville teacher who testified against the bill during the hearing.  “Education is not merely a privilege, it is a shared human right every child should have access to.”

    Tennessee Lookout is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Tennessee Lookout maintains editorial independence. Contact Editor Holly McCall for questions: [email protected].


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  • Talent pipeline for local businesses supports college students

    Talent pipeline for local businesses supports college students

    About four in 10 college students believe developing specific skills needed for their career is among the most important outcomes to them in their academic experience, according to a winter 2023 Student Voice survey by Inside Higher Ed and College Pulse. However, 22 percent of all respondents indicated they had never participated in experiential learning or an internship.

    Champlain College in Vermont partnered with a local coworking campus and business incubator, Hula, in 2023 to build a talent pipeline for local businesses and expose students to new and maybe unfamiliar career opportunities.

    Over the past two years, the partnership has resulted in real-life case studies and client-facing work for students and faculty, as well as greater engagement with young talent for employers.

    What’s the need: “One thing that’s very apparent in Vermont is we need young talent,” says Angelika Koukoulas, Champlain’s Innovation Hub Project Manager, who oversees the Hula-Champlain partnership.

    Vermont experiences the worst brain drain in the country, losing 57.5 percent of its college graduates, many of whom move to Massachusetts or New York, according to 2022 data analysis.

    Koukoulas’s role is to help students identify work experiences in Vermont and build relationships with employers to fill holes in their workforces.

    “They need more hands, they need big ideas, they need students who are excited about their work and are willing to put in effort to learn,” Koukoulas says.

    There’s also a national shortage of internship opportunities, one that is tied to a mismatch in employer needs and student interests. The partnership addresses both comprehensively by weighing all stakeholders’ interests.

    How it works: Hula is about a mile away from Champlain College and just down the road from the college’s Miller Center campus.

    The coworking space supports 60 member businesses and up to 600 coworking individuals. The businesses belong to a variety of industries, including green technology and marketing, as well as traditional business or finance roles.

    A majority of the collaborations fall into two camps: companies providing projects for capstone-like courses for experiential learning or companies creating internships for students.

    Inquiries can come directly from faculty members looking to revamp curriculum or offer real-world scenarios for students to engage their skills or from employers who have a specific need and want young talent to assist them. Often, start-ups are looking for student support for social media or blog-writing campaigns, but there’s also a need for general business admin or accounting support, Koukoulas says.

    For internships, Koukoulas will serve as a recruiter of sorts for the company partner, assisting them in creating the job description and posting it on Handshake and also encouraging students she believes would be a good fit to apply and increasing the number of applicants for the business partner.

    “It widens their candidate pool and hopefully gets more students opportunities that they wouldn’t have even thought of otherwise,” Koukoulas says.

    All projects have been pro-bono, so the company invests zero dollars to enlist a class for work, but almost all internships have been paid roles.

    What’s different: Hula serves both as a business partner, hiring interns and supporting class projects, but also as an incubator for small businesses in Vermont.

    The people who work on Hula’s campus rotate, meaning there’s continual variety of the types of industries or groups students could partner with. The climate of the office building also means businesses are innovation and creatively minded, making partnership more natural.

    Koukoulas has an office at Hula, meaning she can directly engage in communal spaces or in building channels to solicit employer partnerships.

    Vermont also has a very relational culture, something Koukoulas has had to navigate as a more recent resident to the Green Mountain State, whether the relationships are with faculty—who have taught a course for a long time and may be hesitant to make changes—or with businesses leaders, who consider their start-up to be their baby and may be uncomfortable letting a student participate in their work.

    There’s an educational piece to the puzzle, both helping faculty identify their ask for project and employers create meaningful internships for learners. Koukoulas hosted an Internship 101 workshop for Hula businesses to set expectations for internships and provide guidance on best practices, such as providing students a mentor. She also hosts regular lunch for interns who work within the Hula offices to check in and provide support as needed.

    The impact: Since the partnership launched in summer 2023, 90 students have engaged in a Hula-based project within a course, and 18 students have participated in an internship.

    The partnership is in its early stages, so Champlain doesn’t have data on how students have translated their work with the start-ups into longer-term career development, but exposure to new careers and experiential learning are two benefits Koukoulas is eager to see manifest.

    “I can’t wait to see if it works; I can’t wait to see the fruit of that labor in the next couple of years,” Koukoulas says.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

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  • College student’s classroom is the farm where he works (CBS Evening News)

    College student’s classroom is the farm where he works (CBS Evening News)

    At a time when college is unaffordable for many, some schools are re-imagining higher education, shifting their curricula from general knowledge to providing free training for specific jobs. Mark Strassmann reports from Merced, California.


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  • Supporting commuter students with the right information

    Supporting commuter students with the right information

    Commuter student support takes different forms, from student lounges to travel bursaries.

    However, when it comes to something as simple as the information that universities provide to prospective students and current students, it remains stubbornly focused on traditional, residential students.

    As a result, commuters make untenable choices at the applicant stage, find student life difficult to navigate and feel a profound lack of belonging, throughout their student experience.

    Getting it right at the start is as important as throughout.

    What information is out there

    In our research, which we are currently preparing for publication, we talked to commuter students and uncovered the practical impacts of a lack of information. Students suggested that their choice of institution, choice of course and the choice either to commute or relocate may have been different, if they had known about the personal, financial and educational impacts of commuting.

    They didn’t just talk about travel information – bus routes, train times, car parking – which is still important and largely missing from university webpages and prospectuses. They focused more on their need for information to help them to navigate life as a student who commutes.

    Commuter students told us that this absence of information suggested to them that universities don’t see commuters, leading them to feel that they don’t belong and they don’t matter.

    The hidden curriculum

    Our findings suggest that commuters need information in two areas, “rules of the game” and “sense of belonging.”

    These are the terms developed by Dr Katharine Hubbard and colleagues to describe the two domains of the “hidden curriculum” that universities must make explicit, if non-traditional students are to succeed at university.

    Our research sought to address this hidden curriculum for commuter students by developing best practice guidance for information that universities should provide to support commuters in their choices, transition and day-to-day university experience.

    We randomly selected 30 universities from the 147 institutions currently registered in the UK. We entered their website and searched “commuter students.”

    We downloaded and assessed the content and utility of the first four search results and then used Google search to find “university name commuter students” and followed the same method.

    We found that the hidden curriculum for commuters is very real. Very few institutions have information for commuter students. Very few have information available to students pre-application, to enable an informed decision and very few have information specifically to support commuters.

    Those that do, tend to focus on commuters in the negative, discouraging travel to university, in a sustainability context and framing commuting as a challenge and encouraging relocation to halls of residence.

    Getting it right

    But there are universities that are getting it right. Our research identified some best practices.

    Some institutions provide information about being a commuter at every stage of the student lifecycle and for every student touchpoint. Ideally, including a commuter student equivalent for all information, advice and guidance that is provided.

    This is especially important whenever students are making a choice – of institution, course, module, accommodation – and whenever you are providing a service – extra-curricular activities, support and other resources. Not only will this enable informed choice, it will increase the visibility of commuters, which will enhance their sense of belonging.

    It’s also important to be clear about learning and teaching, to enable commuter students to make informed decisions about how possible it is to succeed as a commuter. For example, is attendance mandatory for all taught sessions? How many days a week will students be timetabled to attend and when will they know? Do students have to be able to physically access the library? Do you provide on-commute learning options?

    Institutions should also ensure that information for commuters is easy to find and take a joined-up approach. We found that the best information for students was content like blogs written by commuters chronicling a day in their life, presenting “life hacks” or linking students to a commuter community. These were available via student societies, or the students’ union, which often aren’t linked to from the institution’s webpages.

    Information should be “student first.” For example, ensure that travel information is available to support commuters to access their learning, rather than information about sustainability, or to discourage driving. Most of the travel information that we reviewed was abrasive in its tone, highlighting the inaccessibility of campus to car drivers and focusing on promoting modes that commuters shouldn’t use – this is noble, but it isn’t useful and it adds to the feeling that commuters are not welcome.

    Another example is, rather than linking to your Access and Participation Plan as evidence that you consider the needs of commuters, interpret this and talk directly to them.

    Finally, most of the information that we reviewed highlighted the problematic nature of commuting – but it can be a positive choice. Information provided by students, for students, was especially effective in promoting the benefits of commuting, supporting students to navigate life as a commuter, from a practical and emotional perspective.

    Providing commuters with more honest information about the multiple costs and benefits of being a commuter student, at every stage of the student lifecycle, alongside practical support to help them to overcome these, will support students to succeed. It demonstrates, through information alone, that students are welcome and that they belong.

     

    This blog is part of our series on commuter students, click here to read more.

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  • Advice from Indigenous students to Indigenous students

    Advice from Indigenous students to Indigenous students

    Navigating student life, especially when entering university or tertiary education for the first time, is no easy feat.

    Students are often dealing with newfound independence, more travel, gruelling schedules, and a shift in priorities, all while trying to develop new skills and knowledge.

    Finding support and motivation during this time is essential, but it means different things to different people.

    In my role as chief executive of Aurora Education Foundation, I work with a number of Indigenous scholars who are studying at some of the world’s most prestigious universities.

    Recently, I asked three of them to share what had helped them get to where they are now and what advice they had for other students just starting their educational journey.

    Lean on your loved ones

    Warumungu woman Mady Wills is currently completing a Master of Science in Developmental Psychology and Psychopathology at King’s College London, with a Roberta Sykes Scholarship.

    Mady said the support she received from her loved ones was invaluable along her journey, but almost equally, the doubt she received from others around her motivated her to achieve her best.

    “Reflecting on my educational journey so far, I have a huge amount of gratitude for the support I have received along the way. It hasn’t always been easy, and I have faced moments of doubt – both my own and from others – that challenged my commitment to my dreams,” she said.

    “But sometimes when people doubt you, question you, or make you second guess your dreams, it can actually be the most powerful motivator.

    The journey (whatever this looks like, be it career, high school, TAFE or Uni) is not meant to be a smooth one, and it’s important to remember that encouragement doesn’t always come in the form of praise. Sometimes, scepticism fuels resilience.

    “For me, each challenge, doubt or difficult moment strengthened my determination to work harder, to prove my capabilities, and to demonstrate what is possible. All I would say to anyone even considering taking this step – submitting that scholarship application or researching that course abroad – do it.”

    Build stamina

    For Wardandi Noongar woman Danielle Kampers, developing stamina was key to her success. Danielle is studying a Master of Science in Oceanography at the Scripps Institute of Oceanography at the University of California, San Diego, with a Roberta Sykes Scholarship.

    Danielle said one piece of advice about cultivating stamina and resilience changed her outlook on her education journey and set her up with the tools she needed to succeed.

    “When I started my science degree it filled me with enthusiasm to address significant challenges in marine environments and explore the wonders of scientific inquiry,” she said.

    “One piece of advice that stayed with me was the importance of ‘stamina’ – it’s crucial for a fulfilling and productive career in science. Cultivate resilience, manage stress effectively, stay flexible, maintain a positive outlook even during tough times and the rest will work out for itself.

    “Additionally, don’t hesitate to ask for help when needed, support and kindness are passed along and often come back around when you need it most.”

    Focus on what you can control

    Warumungu man Ethan Taylor, who is currently studying at the University of Oxford to complete a Doctor of Philosophy in Politics, with a Roberta Sykes Scholarship, said that while hurdles are bound to happen on any journey, remaining focused on your goal was most important.

    “I would encourage other aspiring Indigenous scholars to stay driven and focus on what’s in their control. If something doesn’t work out, that’s okay – keep moving,” he said.

    “Hard work will never guarantee you success in academic or scholarly pursuit, but it will certainly put you in the best position to be successful.

    “If you’re a humanities or social science student like me, keep focussing on the fundamentals of scholarship in this area: reading and writing. Keep reading widely in your field and keep eliciting feedback in your writing.

    “Keep thinking and developing your ideas, even in the face of apparent rejection or failure. At the end of the day, by mastering these fundamentals and learning how to articulate yourself better, you’ll end up becoming someone who can’t be ignored or overlooked.”

    Leila Smith is the founder and chief executive of the Aurora Education Foundation.

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