When tenured Millsaps College professor James Bowley sent an email sharing his opinion on the outcome of the 2024 presidential election, he didn’t anticipate it would result in his termination. But in a perfect storm of overreach and red tape, that’s exactly what happened.
On Nov. 6, 2024 — the day after the election — Bowley emailed the students in his “Abortion and Religions” class, canceling that day’s session to “mourn and process this racist fascist country.” With only three students in the class, Bowley got to know them quite well, including their political feelings, and knew canceling class would be best for those students. As Bowley told FIRE, “I just want to be caring and kind to my students, whom I knew would be troubled by the election.” Bowley wasn’t just trying to get out of work; he did not cancel the much larger first-year writing class session he taught that same day because he had no reason to know how those students felt about the election.
Two days later, Millsaps Provost Stephanie Rolph informed Bowley that he had been placed on temporary administrative leave pending review, for the bizarre offense of using his “Millsaps email account to share personal opinions with [his] students.”
That’s right: Millsaps didn’t take issue with Bowley canceling class (likely because they’d have to punish lots of people; professors cancel class for all sorts of reasons). The only cited reason was the use of his email to share personal opinions with students, which unsurprisingly is not an actual policy violation. That’s right: The college simply fabricated a policy violation so it could punish a professor for his speech. Frank Neville, president of the private college, has ignored hundreds of calls to reinstate Bowley, who was unable to do his job for over three months until yesterday, when he was eventually fired.
Welcome to Millsaps, a labyrinth of academic bureaucracy where personal opinions may not be shared.
Millsaps College president Frank Neville denied a committee recommendation and doubled down on Bowley’s leave being both justified and necessary, without explanation. (Barbara Gauntt / Clarion Ledger / USA TODAY NETWORK)
Professor punished without due process
Everything about Bowley’s treatment goes directly against Millsaps’ own fundamental principles of “freedom of speech and expression.” While Millsaps is a private institution not bound by the First Amendment, its commitment to free speech leads any reasonable student or faculty member to believe they are being promised expressive rights that align with the First Amendment.
Courts have recognized protection for a great deal of faculty speech on matters of public concern (say, apresidentialelection) because higher education depends on the wide exposure to robust exchanges of thoughts and ideas. But Millsaps’ actions here signal that it doesn’t take its own principles seriously and is making up its own standards for free speech and expression. That’s not okay with us — and it’s unfair to the students and faculty of Millsaps.
Not only did FIRE request that Millsaps drop the investigation and reinstate Bowley, but so did more than 100 students, reportedly, (pretty impressive for a college of only about 600) and over 500 alumni. And when Bowley contested the provost’s decision to place him on leave, a grievance committee made up of faculty members determined that Millsaps couldn’t identify a single policy that Bowley had violated. The committee recommended that Bowley be reinstated immediately.
FIRE remains by Bowley’s side, fighting for his return to teaching — and his right to share his opinions with students.
The grievance committee, like FIRE, also found that Bowley was not afforded proper dueprocess. Bowley was placed on leave before receiving a hearing and final determination. By doing so, the provost created an intermediary step in the process of dismissing a professor that exists nowhere in the handbooks — all without Bowley having any prior violations or disciplinary actions taken against him.
But Neville seemed unfazed by the calls from the Millsaps community and unconvinced by the facts presented to him. On Jan. 10, Neville denied the grievance committee’s recommendation and doubled down on Bowley’s leave being both justified and necessary, without explanation.
Calls to reinstate Bowley continued, this time reaching tens of thousands of people. But that still wasn’t enough. On Jan. 14, Bowley was told in a meeting that he was fired for not exercising restraint and not clarifying that his views were not that of the college’s. To be clear: The college fired Bowley for an offense – not clarifying that his views were not that of the college’s – of which he wasn’t accused. It’s no surprise that Bowley could not extricate himself from what Millsaps made into an impossible situation.
Ferris State cannot punish professor for comedic — and now viral — video jokingly referring to students as ‘cocksuckers’ and ‘vectors of disease’
News
It’s a joke, people. But violating faculty rights is not.
Even if the college had originally charged Bowley with not clarifying that his views were not that of the college’s, his email to his class still wouldn’t qualify. Whatever interest Millsaps may have in preventing faculty from purporting to speak on its behalf does not justify automatic punishment for simply not asserting that one isn’t speaking for the college. In fact, the Supreme Court has held that a teacher could not be punished for a letter to the editor he wrote in which he identified himself as a teacher at a certain school. Just because Bowley is identified as working at Millsaps (via his faculty email), doesn’t mean his speech is transformed into speech on behalf of the college.
Millsaps cannot overcome this principle just because it wants faculty to indicate whether views expressed “are individual or those of the institution.” Nothing in Bowley’s email can reasonably be interpreted as speaking on behalf of Millsaps, as it is commonly understood that when using their college email, faculty members are speaking for themselves rather than conveying that they speak for their employer. And here, Bowley was very clearly sharing an opinion – a criticism of an election outcome – that any reasonable person would understand as being his own opinion.
Bowley told FIRE yesterday: “I love Millsaps College and even more I love my students, but censorship by an administration by definition means that it is not education anymore; it is not a legitimate college.”
FIRE remains by Bowley’s side, fighting for his return to teaching — and his right to share his opinions with students.
Now more than ever, knowing how to recruit students online is essential for success. In 2025, brochures and campus visits alone are no longer enough. A successful student recruitment plan requires a blend of innovative digital tools, personalized engagement, and a deep understanding of student behavior.
At Higher Education Marketing, we’ve spent years refining our approach to online student recruitment, and we’re excited to share ten proven strategies that can take your recruitment efforts from awareness to enrollment this year. Keep reading for a deeper understanding of the enrollment process, actionable tips on recruiting students online, and access to our student recruitment resources.
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Understanding the Enrollment and Decision-Making Process
The journey from awareness to enrollment as illustrated by the enrollment funnel is complex, often involving multiple stages of research, evaluation, and emotional investment. For prospective students and their families, choosing a school is a decision that balances academic aspirations, career goals, financial considerations, and personal preferences.
Understanding this process is essential for creating a recruitment strategy that aligns with their needs and motivations.
Stage 1: Awareness
At the beginning of the journey, students and their families are typically exploring broad options. They may be influenced by online advertisements, social media content, or recommendations. During this phase, your goal as a school is to make a positive first impression and provide easily accessible, engaging content. Students are looking for reasons to consider your institution, such as program variety, campus culture, or career outcomes. For families, financial feasibility and safety often rank high as priorities.
A strong online presence is crucial here, including a well-optimized website with clear messaging, visually appealing social media accounts, and engaging videos that spark curiosity. For instance, showcasing testimonials from students with similar backgrounds or aspirations can help prospective students visualize themselves as part of your community.
Stage 2: Consideration
Once students identify potential schools, they begin in-depth research. At this stage, they often turn to your website, virtual campus tours, and program details, comparing your institution to others. Families may analyze cost, scholarship opportunities, and academic flexibility, while students might focus on extracurricular activities, study-abroad opportunities, and campus life.
To meet these needs, your content should highlight differentiators, such as unique programs, industry partnerships, or alumni success stories. Transparent communication is key—clearly outlining tuition fees, application requirements, and scholarship opportunities builds trust. Including testimonials from alumni and current students in similar fields can help students and families see the real-world value of your programs.
Stage 3: Decision
When students are ready to make their final decision, the process becomes personal. Students and families are likely reaching out for additional information, attending virtual or in-person events, and engaging with admissions counselors. They want answers to specific questions, such as “What internships are available in this program?” or “What percentage of graduates find jobs in their field within six months?”
Personalized follow-ups play a crucial role in this stage. Schools that demonstrate a genuine interest in the student’s goals and address family concerns are more likely to earn their trust. Hosting webinars with faculty and student panels can also provide authentic insights that make prospective students feel more connected to your institution.
Stage 4: Enrollment
After narrowing down their options, students proceed with the application process. For many, this stage can feel overwhelming, particularly if they’re applying to multiple schools or navigating complicated requirements. Families, on the other hand, may focus on evaluating financial aid packages and understanding the return on investment.
Streamlining the application process is critical here. Ensure that your application portal is user-friendly, deadlines are clearly communicated, and the required documents are easy to upload. Offering guidance through a dedicated admissions counselor or chatbot can alleviate stress and improve the overall experience. Schools that simplify this process often see higher application completion rates.
After submitting applications, the waiting period begins. At this stage, communication should remain active. Personalized acceptance letters, invitations to exclusive admitted-student events, or detailed guides on the next steps can keep students and their families engaged while reinforcing their decision to enroll.
Source: HEM
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How to Recruit Students Online
Want to explore how to recruit students online in more detail? The answer lies in combining data-driven insights, engaging content, and personalized communication to guide students through their enrollment journey as discussed above. From leveraging SEO and social media ads to creating interactive virtual tours and using chatbots for instant support, online student recruitment requires a multi-faceted approach that captures attention, builds trust, and inspires action. In the sections that follow, we’ll discuss ten proven strategies that can help you move prospective students seamlessly from awareness to enrollment. Let’s get started!
1. Start With Data-Driven Audience Insights
The foundation of any successful recruitment strategy is understanding your target audience. Relying on broad demographics is no longer enough. Why is that? Today’s students expect hyper-personalized messaging at each level of the enrollment funnel.
Tools like Google Analytics, CRM systems, and social media insights provide invaluable data on prospective students’ preferences, online behavior, and decision-making patterns. The information you glean from your detailed demographic research will help you make informed campaign decisions.
Behavioral information such as the length of each session, the devices used, bounce rates, and session attribution provides insight into how people are engaging with your site, when and why they may lose interest, and whether your site is optimized for desired actions such as filling out contact forms or subscribing to newsletters. If you’re looking to revamp your school’s online recruitment efforts, the use of data analytics tools is an excellent way to start planning.
2. Invest in Search Engine Optimization (SEO)
Visibility is key in the awareness phase, and SEO ensures your school appears where prospective students are searching. Optimizing your website and blog content for high-ranking keywords can drive organic traffic from search engines. Long-tail keywords tend to be the most effective.
Long-tail keywords are highly specific search terms that prospective students use when looking for educational opportunities. These phrases, such as “best online MBA programs for working professionals” or “affordable graphic design diploma in Vancouver,” often reflect a searcher’s intent more clearly than generic keywords.
For schools, targeting long-tail keywords can drive qualified traffic to your website by connecting with students who are already in the decision-making phase. Unlike broader keywords, long-tail terms face less competition, making ranking higher in search engine results easier.
To effectively use long-tail keywords, start with thorough keyword research. Tools like Google Keyword Planner, SEMrush, or AnswerThePublic can uncover phrases students frequently search for. Analyze internal data, such as search terms used on your site, or interview current students to understand how they found your programs.
Pay close attention to questions students ask during open houses or information sessions—these often provide insight into potential long-tail keywords. Incorporating these terms naturally into blog posts, program pages, and FAQs can help your school align with the needs of prospective students, driving meaningful engagement and boosting enrollment. Additionally, focusing on local SEO—like “business schools in New York”—can capture the attention of students looking for programs within a specific region.
Source: Google | Matthew’s Hall
Example: If you want to maximize the effects of local SEO, you need a Google My Business account like the one pictured above. Prospects looking for schools in a particular geographic location are more likely to come across your school’s profile which reveals all the information they need to get in contact with you and even visit you in person. A Google My Business account also provides an official first impression of your school
3. Leverage Social Media Ads with Predictive Targeting
How does predictive targeting work on social media? By leveraging advanced algorithms, platforms like Facebook, Instagram, and TikTok analyze user behavior and identify prospective students who are most likely to engage with your content or apply to your programs.
This approach not only increases the precision of your campaigns but also optimizes your marketing budget by focusing on high-intent audiences. Schools can use predictive targeting to showcase program-specific ads to users who have expressed interest in similar fields, ensuring a personalized and relevant experience.
For instance, promoting STEM programs to students who frequently engage with tech or science content creates a stronger connection and improves conversion rates. Predictive targeting helps schools reach the right students at the right time, making it a highly effective strategy for boosting enrollment outcomes.
4. Develop Interactive Virtual Campus Tours
While in-person visits are valuable, virtual campus tours have become indispensable for reaching international and out-of-state students. These tours should be interactive, incorporating 360-degree views of classrooms, dorms, and recreational facilities.
You can go a step further by integrating live Q&A sessions with student ambassadors or faculty during the tours. This provides a personalized touch and provides the opportunity to share valuable information and address concerns or barriers to enrollment.
Source: University of Toronto | Virtual Campus Tours
Example: The University of Toronto provides detailed, user-friendly virtual tours complete with a menu, high-quality 360-degree imagery, clear audio guidance, and valuable information about student life and available on-campus learning resources.
5. Create Engaging Video Content Across Platforms
Video content continues to dominate online engagement. For this reason, schools that prioritize video marketing see higher application rates, as videos create emotional connections with prospective students. From testimonials and alumni success stories to faculty introductions and campus events, video content humanizes your institution.
Platforms like YouTube, Instagram, TikTok, and LinkedIn offer dynamic opportunities for schools to showcase their programs, campus life, and success stories in ways that resonate deeply with their audience. Videos can humanize your institution, create a sense of community, and provide visual storytelling that goes beyond text and images.
To start, consider the wide variety of video formats available and how each can serve a specific purpose. Short, attention-grabbing reels or TikTok videos are perfect for introducing prospective students to your campus culture or highlighting unique aspects of a program. For example, a day-in-the-life video of a current student studying abroad, participating in research, or preparing for a career in their field can inspire viewers to imagine themselves in similar roles.
Longer-form content, such as YouTube campus tours, faculty interviews, or alumni success stories, allows you to dive deeper into the value of your school and its offerings. Interactive live video events are a powerful tool for real-time engagement. Hosting live Q&A sessions with admissions counselors, students, or alumni provides an authentic look at your institution and builds trust with prospective students.
Leverage platform-specific trends like TikTok’s creative, relatable content to showcase your programs and connect with current student interests. Participating in viral challenges or trending audio can make your school approachable and relevant.
Optimize video formats for each platform—vertical for Instagram Reels and TikTok, horizontal for YouTube and Facebook—and include captions for accessibility. Focus on storytelling by highlighting the journeys of students, faculty expertise, and alumni success to create compelling, relatable content.
Source: TikTok | University of Manchester
Example: Here, the University of Manchester shares authentic, student-generated content that viewers will be able to relate to. This tends to be the most effective video format for fostering community among your student body and deepening your relationships with new leads.
6. Use Chatbots for Instant Engagement
Students today expect instant answers, and chatbots provide a seamless way to meet that demand. AI-powered chatbots can handle common inquiries about admissions deadlines, program details, and financial aid, freeing up your staff for more personalized interactions.
Source: Excel Career College
Example: Here, Excel Career College provides an instant chatbot option for site visitors. The tool asks questions to categorize each interaction, determining what information and resources to share with the user. Chatbots help streamline the enrollment process, particularly at the awareness stage, by providing a convenient way for important questions to be answered.
7. Build a Strong Presence on Review Platforms
Prospective students and their families often rely on online reviews to make decisions. Platforms like Google Reviews and specialized education sites are vital in this regard. Proactively managing your online reputation by encouraging current students and alumni to leave positive reviews can enhance trust and credibility. How can you build a strong public reputation?
To start, addressing negative reviews or complaints with empathy and transparency can significantly improve public perception. Schools should respond promptly to concerns, offering solutions where possible and demonstrating a genuine commitment to student and family satisfaction. A well-handled negative review can turn into an opportunity to show your institution’s dedication to improvement and care.
In addition, fostering community connections can garner a positive reputation and good reviews across various platforms. Parents and local communities play a crucial role in shaping your reputation. Hosting events such as open houses, community service projects, or alumni panels fosters goodwill and positions your school as an integral part of the community. Engaging with parents through newsletters, personalized communication, and parent-specific resources further strengthens relationships and encourages positive word-of-mouth.
Positive reviews can also be amplified by showcasing testimonials and case studies from current students and alumni. Create detailed profiles of students who have achieved their goals through your programs and share their stories on your website, social media, and promotional materials.
8. Offer Personalized Email Campaigns
Email remains one of the most effective tools for nurturing leads and guiding them through the enrollment funnel. Unlike many other channels, email provides a direct line of communication that allows your school to build meaningful connections with your audience over time.
By crafting personalized email campaigns tailored to the unique needs and interests of prospective students, schools can significantly enhance engagement and conversion rates. For instance, including program-specific content that highlights key features, career outcomes, and testimonials from current students or alumni can help prospects visualize themselves succeeding in that program.
Additionally, timely reminders about critical application deadlines, scholarship opportunities, or upcoming events like open houses or webinars create a sense of urgency and keep prospective students actively engaged with the admissions process. When done effectively, personalized email campaigns foster trust and rapport while providing valuable, actionable information that empowers prospective students to make informed decisions about their educational journey.
9. Host Webinars on Trending Topics
Webinars are a fantastic way to showcase your expertise and connect directly with prospective students. Hosting sessions on trending topics like “Careers in Artificial Intelligence” or “How to Finance Your College Education” can position your school as a thought leader in the field. During these sessions, including live interactions with faculty, alumni, or current students makes the experience even more compelling.
Source: The Academy of Applied Pharmaceutical Sciences
Example: The Academy of Applied Pharmaceutical Sciences puts itself at the forefront of pharmaceutical education on a variety of topics that appeal to career-seekers in the field by hosting several educational events each month. Their upcoming workshops and webinars are easy to find on their website. Users can also access recorded webinars.
10. Emphasize Alumni and Career Outcomes
Finally, showcasing the success of your alumni is one of the most compelling ways to attract prospective students. Highlighting career outcomes, such as high employment rates or notable employers, demonstrates the tangible value of your programs.
Showcasing alumni success is one of the most impactful ways to attract prospective students and their families. When students see tangible evidence of career achievements—whether it’s high-profile employers, entrepreneurial ventures, or significant industry contributions—they are more likely to perceive your programs as a pathway to their own aspirations.
Alumni stories provide real-world validation of your school’s value and help prospective students envision their future success. Leverage alumni by creating a dynamic “Alumni Success Wall” on your website or use social media campaigns that highlight diverse career paths. Include those in traditional corporate roles as well as entrepreneurs, creatives, and community leaders to represent a broad spectrum of success. Video testimonials can be particularly powerful, capturing the emotions, challenges, and triumphs of alumni journeys.
Schools can also build relationships between alumni and prospective students through mentorship programs, webinars, or networking events. For instance, hosting a virtual panel featuring alumni working in fields related to your school’s programs provides insights and inspiration for prospective students.
Source: John Cabot University
Example: John Cabot University has an Alumni Ambassadors Program designed to provide mentorship to current students and provide alumni with an interconnected network of fellow graduates and faculty members. Prospects like to know that access to your school’s support and resources doesn’t end at graduation. Like JCU, consider hosting regular events, encourage alumni to share their positive experiences with your institution, and foster mentorship within your culture.
Final Thoughts: Aligning Strategy With Student Expectations
In summary, let’s explore how to write a college recruitment planthat works. Online student recruitment is about building meaningful connections with prospective students. By integrating data-driven insights, focussing on connection and personalization, providing value, and streaming the enrollment process, you can create a cohesive, impactful approach that resonates with students at every stage of their journey, from initial awareness to final enrollment.
At Higher Education Marketing, we specialize in helping schools like yours navigate the complexities of digital recruitment. Let’s work together to create campaigns that inspire, engage, and deliver results!
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
Frequently Asked Questions
Question: How to recruit students online in more detail?
Answer: The answer lies in combining data-driven insights, engaging content, and personalized communication to guide students through their enrollment journey.
Question: How to write a college recruitment plan that works?
Answer: Online student recruitment is about building meaningful connections with prospective students. By integrating data-driven insights, focussing on connection and personalization, providing value, and streaming the enrollment process, you can create a cohesive, impactful approach that resonates with students at every stage of their journey, from initial awareness to final enrollment.
Analysis of completion from the class entering in 2016 finds persistence is a significant factor in timely completion among associate and bachelor’s degree seekers.
Phira Phonruewiangphing/iStock/Getty Images Plus
Over 36 million Americans have earned some college credits but have yet to complete a credential, demonstrating gaps in higher education that leave students with only part of a degree and often student loan debt.
Colleges and universities have invested in their retention strategies to improve students’ completion and the cost of education by helping them complete a degree in a timely manner.
A 2023 Student Voice survey from Inside Higher Ed and College Pulse found 69 percent of undergraduate survey respondents (n=3,004) expected to graduate in the standard two- or four-year time frame.
Thirteen percent of respondents said they didn’t expect to graduate in a timely manner because they planned or expected to take longer, and 3 percent said it was due to factors that they believe to be the fault of the institution.
The background: The federal government tracks first-time degree seekers’ graduation rates in terms of six- and eight-year completion, but a typical associate or bachelor’s degree program can be categorized as two-year or four-year, respectively.
The six-year completion rate for all college students entering two-year and four-year institutions in 2017 was 62.2 percent, with a 34-percentage-point gap between private nonprofit four-year institutions (77.5 percent) and public two-year colleges (43.4 percent).
The study evaluates early success indicators, including first-year GPA, credit completion ratios, second-year enrollment and credits earned, and how these indicators predict completion across credential types and demographic profiles.
Methodology
Timely completion, as defined by the report authors, is “the student having earned the credential they initially sought, at any institution, within a specific time frame,” allowing for variance between associate, credential or bachelor’s programs.
Researchers evaluated four factors: first-year credit completion ratio, first-year credits earned, first-year grade point average and second-year enrollment. Study participants (n=307,500) included first-time, full-time starters enrolled in fall 2016 in bachelor’s degree (63 percent) or associate programs (37 percent). Data was sourced from the Postsecondary Data Partnership by the National Student Clearinghouse and therefore is not representative of the national population.
The findings: Researchers found a majority of timely completers demonstrated early success indicators, including having a significant number of credits earned, above a 3.3 GPA and re-enrollment for a second year. Further, “Students who completed in a timely manner had higher early indicators than non-completers, regardless of race, gender, age at entry, or major field of study,” according to the report.
Even students who took 150 percent (three years for an associate degree, six years for a bachelor’s) or 200 percent (four and eight years, respectively) of the expected time to complete had higher success indicators than their noncompleting peers.
In their first year, students who completed a credential had higher GPAs, earned more credits and completed on average 90 percent of the credits they attempted. They were also more often enrolled in their second year—even if at another institution—compared to their peers who did not finish in a timely manner.
First- to second-year persistence was a distinct factor of timely completion for two-year or certificate students; students who did not complete enrolled in their second year at a rate 32 percentage points lower than those who did complete. This was the most important success indicator, followed by first-year credits earned.
For bachelor’s degree seekers, a student’s first-year GPA was the most important early success indicator, followed by second-year retention.
A student’s field of study can also relate to their timely completion, with bachelor’s degree seekers majoring in social sciences or business more likely to complete and associate degree seekers pursuing STEM or a social science degree more likely to complete. However, the researchers utilized program of study as a demographic category, and therefore analysis cannot be made of program requirements or courses that could help or hinder student completion.
“These findings emphasize the need for targeted, evidence-based interventions that prioritize early academic achievement, support retention, and address program-specific challenges to improve completion outcomes,” according to the report.
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Social media is a top source of news for nearly three in four students, and half at least somewhat trust platforms such as Instagram and TikTok to deliver that news and other critical information accurately. As for legacy media sources, namely newspapers, just two in 10 students indicate they regularly rely on them for news. That’s even as most students indicate they trust newspapers to convey accurate information.
These are some of the findings from Inside Higher Ed’s new Student Voice flash survey with Generation Lab on media literacy, conducted last month. Some of the data seems grim in light of declining public trust in institutions and expertise, and the spread of misinformation—concerns that many of the survey’s 1,026 two-year and four-year respondents share: Some 62 percent express some or a lot of concern about the spread of misinformation among their college peers. (See also this month’s news that Meta is eliminating third-party fact-checkers.) And not quite half of respondents (46 percent) approve of the job colleges and universities as a whole are doing to promote students’ media literacy.
At the same time, the data suggests that colleges and universities are at least somewhat effective in this area. One example: Just one in 10 students rates their level of media literacy prior to attending college as very high, compared to the quarter of students who rate their current level of media literacy as very high. Nearly all respondents, 98 percent, also indicate they regularly practice at least some basic media literacy skills to check the accuracy of the information they’re consuming. To some degree, this challenges ongoing skepticism about students’ critical thinking abilities and how helpful colleges are in developing them.
When asked to highlight ways colleges and universities can help them build their awareness and skills, students ranked creating digital resources to learn about media literacy highest on a list of possible actions.
Inside Higher Ed and Generation Lab defined media literacy in the survey as the ability or skills to critically analyze for accuracy, credibility or evidence of bias in the content created and consumed in sources including radio, television, the internet and social media. Read on for an overview of the findings in six charts, plus some additional analysis—and how colleges can help close some of these gaps.
Students’ top sources for news are social media and friends and family/word of mouth. Relatively few students indicate they regularly get their news from sources such as newspapers, broadcast/network TV news, radio or magazines. This is relatively consistent across institution type (two-year/four-year and public/private nonprofit), though students at private nonprofits (n=259) are much more likely than their public counterparts (n=767) to indicate they read newspapers, at 38 percent versus 15 percent, respectively. By student type, those 25 and older (n=167) are much less likely than their peers 18 to 24 (n=842) to say they rely on friends and family/word of mouth for news, at 33 percent versus 52 percent, respectively.
Most students aren’t turning to legacy media as a top source of news, though they generally express trust in sources such as newspapers and broadcast network/TV news to deliver news and other critical information accurately. But more than half also express some or a great deal of trust in social media to deliver accurate information. Same for friends and family/word of mouth.
When engaging with media of different kinds, about two in three students say they regularly check the accuracy of the information by analyzing the source’s perspective and/or possible biases, thinking critically about the message delivered (such as distinguishing fact from opinion), and verifying the information using other sources.
Approximately half of students also say they consider the algorithm that is pushing them certain content on websites and/or social media, pause to check the information before sharing with others or on social media, and identify who or what additional sources are being included in the content. While nearly all students indicate they practice some of these skills, some differences emerge by political affiliation, with self-identified Democrats more likely than self-identified Republicans to report analyzing the source’s perspective and/or possible biases, for example, at 68 percent versus 53 percent.
Many students indicate that their level of media literacy has increased in college. Students also express more confidence in their own level of media literacy than that of their peers, on average: While 72 percent of students rate their own level of media literacy as somewhat or very high, just 32 percent rate their peers’ level of media literacy this way, on average. And students across a range of demographics express at least some concern about the spread of misinformation among their college peers. This includes 63 percent of both Democrats and Republicans. By age, respondents 25 and older are likelier to express a very high level of concern (37 percent of this group versus 24 percent of the 18-to-24 set).
How are institutions doing when it comes to helping students build their media literacy? As with their own level of media literacy relative to their peers’, respondents have a rosier view of their own institution than they do of higher education as a whole. This is relatively consistent across institution types, though students at private nonprofits are less likely than their public counterparts to approve of the job colleges and universities in general are doing.
As for how institutions can best help students improve their media literacy, the top pick from a list of options (up to two choices) is creating digital resources for students to learn about media literacy (35 percent). Another relatively popular option is embedding training on media literacy in a first-year seminar or program (31 percent). This option is more popular among four-year college students than it is among two-year students. But creating peer-to-peer education programs on media literacy is more popular among two-year students than it is among four-year students.
Building Habits and Competencies
Renee Hobbs, professor of communication studies and director of the Media Education Lab at the University of Rhode Island, says it’s “no surprise that college students rely on their family and friends and social networks for news, as do most Americans.” In one comparison, an Intelligent survey of four-year college students following the 2024 election, respondents cited TikTok and Instagram as their top two news sources. The same survey found that students for voted for President-elect Donald Trump were twice as likely to get their news from podcasts as those who voted for Vice President Kamala Harris. In Inside Higher Ed’s survey, Democrats are somewhat more likely than Republicans to cite news podcasts as a top news source (12 percent versus 4 percent, respectively), but Republicans are somewhat more likely than Democrats to rely on opinion podcasts (12 percent versus 5 percent).
Hobbs says it’s a “comfort” that even one in five Student Voice respondents relies heavily on newspapers. That the same, relatively small share expresses a very high level of trust in newspapers and broadcast news confirms national trends, she adds; a fall poll from Gallup, for example, found that confidence in mass media remained at a low. Noting the existence of active “news avoiders,” whose ranks are growing, according to data from the Reuters Institute, Hobbs says that her own media literacy students are required to read the newspaper. Turns out, many “appreciate the opportunity to take up the habit.”
Regarding the ever-expanding space where media literacy overlaps with digital literacy, Hobbs’s own ongoing research suggests that teaching about algorithmic personalization is very low, at least in K-12 education. At the same time, many college students are digitally savvy, and Hobbs says some of her own students have significant followings on platforms such as Instagram, TikTok and Twitch.
As for how colleges and universities can help, Hobbs says general education requirements—such as those suggested in the survey—“might be the best place for media literacy to thrive in a higher education context.” Learning outcomes from Hobbs’s own digital media literacy course satisfy gen ed requirements regarding effective communication and developing and engaging in civic knowledge and responsibilities.
Hobbs adds that academic librarians are leaders in media and digital literacy initiatives on many campuses, and that “one of the best ways for college and university students to develop media literacy competencies” is by creating media themselves. Possibilities include creating websites, podcasts, videos for YouTube or other social media, or developing a community public service media campaign or outreach program. Other opportunities? Working at the college newspaper or radio station or managing social media for a college unit or organization.
“Creating media is a great way to develop media literacy skills, and college faculty may be pleasantly surprised to see what their students can create without any special prompting.”
What are you and/or your institution doing to promote students’ media literacy? Let us know by submitting one of the forms found here.
When we think about student politics, it is inevitable that the images of student protest and rebellion come to mind. These views of what counts as student politics have been shaped by rather romantic ideals of what it meant to be a student and do politics in 1960s, or perhaps even in 2010-2011 when we witnessed the last large scale student rebellion in England, but also more globally. When we stretch our imagination, perhaps we can also see students engaging with electoral politics, and them being stereotypically more left leaning compared to the general population – or ‘woke’ as portrayed by many right-wing media outlets today. In cases where students do not meet these expectations of political activity, they are often derogatively called ‘snowflakes’: a fragile generation of apolitical students. While there may be some truth in students becoming less politically active, it is important to question why this might be the case, but also to consider the extent to which our own understandings of student politics are perhaps outdated and need changing.
The cost of student protest
In contexts where higher education is marketed as an investment into one’s future, the student-as-consumer positioning becomes unavoidable. Consumerism in our universities may be brutally explicit as in the UK where students are protected by the Consumer Rights Act 2015, or more subtle in systems where laws and regulations do not treat students as consumers, but the transactional idea of higher education and human capital development still imply similar understandings. As students are constantly reminded to prioritise ‘value for money’ and question their investment into successful graduate employment, deviating from such a mindset and standing out as a disruptive or disobedient student cannot be a preferred or safe option. This was evident with the recent pro-Palestinian encampments which on British campuses were rather short-lived, often adopted around the exam periods and ending with the closure of the academic year 2023/2024. The cost of non-compliance is very high for our students: how could a student who has accumulated an average of £45k student debt with already insecure graduate employment trajectory drop everything and revolt? My recent book Student Identity and Political Agency: Activism, Representation and Consumer Rights deals with these dilemmas and argues that the modes of student politics have had to change alongside the generational pressures that contemporary students face. In other words, the form that student politics takes is intertwined with what it means to be a student today.
Alternative forms of political agency
To counteract the view that students have become apolitical or snowflakes, we need to imagine student politics as more fluid and situational: something that gets embedded within the everyday practices of being a student.
First, this revisioning invites us to be more open-minded about what counts as student protest. For example, it is evident that when today’s students do protest, their actions tend to be more short-lived while triggered by identity-based issues that matter to them personally. We should also look at the new and alternative spaces that activism takes place within, eg digital platforms. The latter could of course relate to generational shifts and students being more digitally adept, but also to the fact that the university campuses have become heavily regulated by timetabling pressures and health and safety rules, making it difficult for students to socialise, let alone organise on campus.
Second, our universities have never emphasised student voice as much as they do today. In addition to students’ unions, there is a wide range of new representative roles on university committees and working groups. While there are questions about tokenism and the effectiveness of these roles – and perhaps fairly so – one cannot deny that there is an incredible infrastructure emerging for students to (peacefully) exercise their interest. This could also be politically motivated, and we should not underestimate the power that students as collectives hold through such representative roles.
Finally and perhaps most importantly, I invite us to consider the power that the student-as-consumer holds. In the age of marketised universities, we need to ask some uncomfortable questions related to the extent to which student-as-consumer positioning itself empowers students with new types of political agency. We know that an increasing number of students are exercising their right to complain, and they often do this to call out universities for their wrongdoings. These wrongdoings may relate to consumer rights and personal grievances, but often they also reflect wider structural inequalities. It could therefore be argued that consumer rights have granted students new tools to exercise their interest. There is a tendency for the sector to view student complaints as something negative and unreasonable, and none of us would want to be the subject of one. However, it is likely that if students are increasingly treated as consumers, it is also this consumer positioning that offers new opportunities for political agency to be exercised. In today’s highly pressurised university environments, consumer complaints might be a more effective way to make oneself heard: making complaints is a legal right for our students, and the potential reputational damage to universities makes complaints high stakes.
In summary, I argue that the market forces and consumerist discourses that brutally shape students are also what trigger, enable and disable certain new and altered forms of political agency. Such understanding invites us to shift away from the prevailing assumption that contemporary students are becoming apolitical and instead to rethink our normative understanding of what counts as political agency.
Raaper, R (2024). Student Identity and Political Agency. Activism, Representation and Consumer Rights Oxon: Routledge
Rille Raaper is Associate Professor at Durham University. Rille’s research interests lie in the sociology of higher education with a particular focus on student identity, experience and political agency in a variety of higher education settings. Her research is primarily concerned with how universities organise their work in competitive higher education markets, and the implications market forces have on current and future students. The two particular strands of Rille’s research relate to: a) student identity and experience in consumerist higher education; b) student agency, citizenship and political activism.
Advocates for undocumented students have their hands full as they prepare for President-elect Donald Trump to take office later this month.
They’re fielding questions from nervous students fearful of Trump’s promises of mass deportations and advising college staff members seeking to support these students within legal bounds. But then, the Biden administration dropped a fresh disappointment on top of their heaping pile of concerns when it pulled back on a proposal to make undocumented students eligible for some TRIO programs.
The decision—tucked into a set of finalized rules released at the end of the year—was met with mixed emotions from advocates who have long pushed to give undocumented students access to the federal college prep programs designed to help disadvantaged students enroll and persist in college. Some mourned the chance to secure a win for undocumented students before Trump took office. Others saw the decision as a painful but pragmatic response to the incoming administration, which may have barred undocumented students from these programs anyway or penalized TRIO programs for serving them. Proponents of the dead proposal expect it’ll be years before the opportunity to open up these programs presents itself again.
Magin Sanchez, higher education policy analyst at UnidosUS, a Latino civil rights organization, said undocumented students would have a lot to gain from TRIO programs, given that they already face major hurdles to enrolling in college, like a lack of access to federal financial aid. He believes the extra academic support and college counseling these programs offer could put these students on a more level playing field with their peers.
“Higher education is one of the surest pathways to economic mobility and prosperity,” Sanchez said. “There are significant barriers for this population, students that just want to have access to a better life, like any college student.”
A former board member at the Council for Opportunity in Education told Inside Higher Ed that they didn’t know how to feel about the Biden administration’s decision. The organization, which supports low-income and first-generation students and students with disabilities, was among those that pushed for the change.
“With the new administration coming in, we want to do everything to protect our students, so in that sense, I kind of understood why,” said the former board member, who asked to remain anonymous in order to avoid speaking for their current employer. “My other reaction was, man, we’re doing this again? We’re bringing up students’ hopes again? We bring up their hopes only to shoot them down again and again.”
What Happened
The Education Department initially proposed that noncitizen students be eligible for three TRIO programs—Upward Bound, Talent Search and Educational Opportunity Centers—if students enrolled in or planned to enroll in high schools in the United States, its territories or Freely Associated States and met other eligibility criteria. Those programs were selected because they serve students in public K-12 schools, which are open to all students, regardless of immigration status.
But in finalized rules released Dec. 30, the department decided against it.
Department officials wrote that, after reviewing public comment, they believed the proposal was “too narrow,” because it didn’t include the Student Support Services program, which offers academic support to college students, or the McNair Scholars program, which prepares students for graduate education. Officials also concluded that opening only some programs to undocumented students would “cause confusion” and “increase administrative burden.”
Department officials also argued that the Higher Education Act, the federal law that governs how federal higher ed programs are administered, doesn’t explicitly bar noncitizens from participating in TRIO programs.
So, the department scrapped the proposal altogether “to reconsider how best to ensure that the TRIO programs are able to reach all populations of disadvantaged students, irrespective of immigration status,” officials wrote.
Pushback, Parsing and Planning
Some advocates don’t buy the department’s explanations.
The former COE board member said TRIO directors already have to parse regulatory differences between different programs, so the idea that opening up only some programs to undocumented students would prove too confusing “didn’t fly too well with me.”
“I get it, it’s a political explanation, but at the same time, it doesn’t help the community with that messaging,” they said.
Jon Fansmith, senior vice president for government relations and national engagement at the American Council on Education, said as far as he’s concerned, “This really seems like a classic case of elections have consequences. Had we been talking about an incoming Harris administration, I don’t know that the department would have pulled back the regulation.”
At the same time, the Biden administration seems to have left the door open a crack. The language of the finalized rules implies TRIO directors could interpret the Higher Education Act as not explicitly forbidding undocumented students from participating in TRIO programs.
“I think you can certainly read that as offering up an interpretation of existing statute that might provide some flexibility—certainly the idea that if it’s not delineated, that doesn’t necessarily preclude it,” Fansmith said. So, the Biden administration may be “indicating where schools could go, but frankly, stopping short of something they know would be quickly reversed by the incoming administration.” Still, that’s “certainly not as clear as formally regulating on it.”
Now in a gray area, it remains to be seen whether TRIO directors will use that latitude to serve students regardless of citizenship or if they’ll continue to bar undocumented students, given the Trump administration is unlikely to interpret the law in this way. Their choices could prove risky. A year ago, some school and college administrators were already worried that, if undocumented students were granted access to these programs, TRIO programs could face Republican backlash and funding cuts. This summer, six Republicans in Congress, including former chair of the House education committee Virginia Foxx, opposed the proposal in a letter to Education Secretary Miguel Cardona.
Education department officials wrote in the finalized rules that the department “may reconsider TRIO student eligibility through future rulemaking efforts.” But the proposal’s proponents believe there’s a slim to none chance of that during Trump’s term, given his rhetoric against undocumented immigrants.
“We’re going to have to wait at least four years again,” Fansmith said.
Nonetheless, some remain hopeful that undocumented students will benefit from TRIO programs in the future. Sanchez said he still thinks it’s going to happen, even if this “window of opportunity” has passed.
“We’ll keep fighting,” Sanchez said. “We’ll keep advocating, because we may not have gotten it right now, but we’ll get it eventually.”
Today’s undergraduate enrollment and recruitment strategies should be data informed and personalized, prioritizing quality over quantity.
“Flipping the funnel” shifts the focus from mass marketing to building meaningful, tailored connections with students, ensuring better matches and higher retention rates.
Student personas and data analytics enable institutions to craft targeted messaging that resonates with individual student goals.
Liaison’s tools empower colleges to use predictive analytics, real-time engagement, and tailored outreach to attract and retain students who are well-suited to their programs.
For today’s higher education institutions, attracting the right students is more important than reaching a high volume of applicants. Traditional enrollment models that rely on casting a wide net and filtering through broad pools of applicants are no longer enough. Colleges and universities must instead adopt data-informed, personalized strategies that focus on quality over quantity.
Liaison’s suite of advanced toolsmakes this possible, offering data-focused insights, real-time engagement capabilities, and tailored outreach options. This approach not only streamlines recruitment but also ensures a stronger match between students and their chosen programs, leading to higher yield and retention rates and ultimately providing a more fulfilling educational journey.
Flipping the Funnel: Moving From Volume to Value
Historically, institutions have used a “funnel” approach to undergraduate admissions and recruitment, beginning with a large pool of prospective students and narrowing the field. But with today’s intensified competition, this model is proving less effective. Rather than expanding the top of the funnel by acquiring more student names, “flipping the funnel” is a strategic approach that begins with the end goal in mind: enrolling and retaining the students who will thrive at your institution.
Flipping the funnel shifts the focus from raw numbers to meaningful connections. Instead of mass marketing, this approach encourages institutions to recruit based on the distinct needs, goals, and interests of each student cohort. Just as each program or field has unique strengths, each student brings unique aspirations and potential. This customized outreach means that a prospective engineering student, for instance, might receive information about hands-on lab opportunities, while a fine arts student sees highlights of campus studios and faculty profiles. Liaison’s Enrollment Marketing and CRM solutions facilitate this tailored approach, allowing schools to reach specific audiences on digital platforms with messages that resonate with individual student interests.
Building Student Personas to Enhance Targeting
Understanding how to recruit undergraduate studentswho are likely to succeed and remain engaged throughout their academic journey requires a clear understanding of those students. Creating detailed student personas—representations of ideal applicants based on real data—lets institutions tailor their outreach with pinpoint accuracy. For example, Liaison’s CRM solutions facilitate this process by analyzing key data points such as academic background, geographic location, and behavioral insights, helping teams identify the students most likely to flourish and stay enrolled.
With clear student personas in mind, institutions can deliver customized messaging that aligns with students’ priorities. For example, a prospective first-generation student may be most interested in affordability and support services, while a STEM-oriented applicant might respond better to information about research facilities and career pathways. Crafting communications based on these personas enhances engagement and strengthens student bonds from the beginning. By sending recruitment messages that truly speak to students’ goals, institutions foster a sense of belonging, which in turn improves retention and satisfaction rates.
Utilizing Data Analytics for Personalized Interactions
Data analytics has become an essential tool for individualizing outreach to connect with the right students with the right message at the right time. Real-time data enables institutions to track student responses, identify prospective students’ preferences, and adapt strategies based on what works best. Liaison’s AI solutions are designed for this agile approach, allowing institutions to monitor interactions and adjust their recruitment efforts dynamically throughout the enrollment cycle.
With predictive and prescriptive analytics, schools can employ advanced tactics like retargeting, which reconnects with students who may have previously shown interest but haven’t yet committed. By capturing students’ attention during “micro-moments” as they browse social media or search online, institutions can stay relevant and timely in their communications. This data-informed approach—using Liaison’s Enrollment Marketing and digital services—increases enrollment numbers and forms trust with students by providing content that aligns with their journeys. The result? Stronger engagement and a greater likelihood of success.
Transforming Enrollment With Data-Informed Precision
In higher education, student recruitment requires a thoughtful, data-centered approach that emphasizes quality over quantity and personalization over generalization. By leveraging tools like Liaison’s Enrollment Marketing, TargetX, Outcomes, Search, and Othot, institutions can move beyond traditional methods and create recruitment strategies that attract students who are well-suited to their programs. By creating tailored recruitment strategies aligned to student cohort needs, you inspire students with a stronger sense of belonging and deeper engagement throughout the enrollment cycle. That, in turn, drives long-term success on your campus.
To discover how Liaison’s technology solutions can transform your recruitment practices, reach out to us today. Our team is ready to help you implement data-backed, individualized outreach strategies that benefit your institution and future students alike. Contact us for a demo or a consultation to see how Liaison’s tools can elevate your enrollment efforts!
About the Author
Craig Cornell is the Vice President for Enrollment Strategy at Liaison. In that capacity, he oversees a team of enrollment strategists and brings best practices, consultation, and data trends to campuses across the country in all things enrollment management. Craig also serves as the dedicated resource to NASH (National Association of Higher Education Systems) and works closely with the higher education system that Liaison supports. Before joining Liaison in 2023, Craig served for over 30 years in multiple higher education executive enrollment management positions. During his tenure, the campuses he served often received national recognition for enrollment growth, effective financial aid leveraging, marketing enhancements, and innovative enrollment strategies.
