Cognitive scientist and Yale psychology professor Dr. Laurie Santos shares her recommendations for creating a positive and productive mindset in college.
Laurie Santos, Ph.D.
Cognitive Scientist, Professor of Psychology, Yale University
How does a student’s mental state influence their ability to learn and retain information?
There are many studies showing that our mood affects our performance. Positive moods tend to broaden our perspectives — when we feel good, we’re able to process more possibilities, which can boost our innovation and creativity.
How can students redefine their idea of success to prioritize both achievement and happiness?
There’s a lot of evidence that shows that focusing on your happiness in your college years is correlated with the metrics of achievement and success students are usually striving for. One study by Diener and colleagues found that a student’s cheerfulness at age 18 even predicts their salary and job satisfaction more than 15 years later. I think students need to recognize that our happiness matters for future success more than we expect.
If a student feels stuck in a negative mindset about school, what’s one small change they can make today to start shifting that?
I think the most important change is for students to recognize that they have some agency over their mindset. There are things they can do to think differently about school and any other situation.
If you could design a mental health toolkit for students heading to college, what would be in it?
I’d give students a toolkit with strategies they can use to develop healthier behaviors and mindsets. Behaviors students can use to boost happiness include:
Prioritize Social Connection: One of the biggest mistakes students make is prioritizing grades and productivity over friendships. However, the research is clear: Meaningful relationships are the No. 1 predictor of happiness. So, say yes to that coffee invite, join a club, or just make small talk with a classmate — it all adds up. Even tiny interactions, like chatting with a barista, can boost your mood.
Embrace Time Affluence: Time affluence is the subjective sense that we have some free time. Most students today are time-famished, rushing from one task to the next. However, studies show that people who feel like they have more time are actually happier. Students need to protect their time affluence. Some strategies: Be intentional about how you spend your free moments. Instead of mindlessly scrolling on your phone, do something that genuinely recharges you — go for a walk, call a friend, or just breathe.
Get Moving: Studies show that exercise isn’t just good for your body — it’s huge for mental health. Research shows that cardio exercise can reduce rates of depression and anxiety. You don’t need to be a gym rat to see benefits — dancing in your dorm room, stretching, or biking to class all count.
Prioritize Sleep: Many parts of student life make it easy to skimp on sleep. However, sleep is one of the most important tools in our mental health kit. Aim for 7-9 hours a night, and make sure you’re practicing good sleep hygiene by keeping your phone as far away from your bed as possible (otherwise, the temptation to grab it in the middle of the night is far too high).
There are also mindset shifts students can use to feel happier. A few important ones to keep in mind are:
Self-Compassion: One of the biggest traps students fall into is being their own worst critic. You bomb a test, miss a deadline, or say something awkward in class, and suddenly, your brain is in full-on self-attack mode. However, research shows that this kind of self-criticism doesn’t make us perform better — it just makes us feel worse. Research has found that people who practice self-compassion (treating themselves with kindness rather than judgment) are more resilient, more motivated, and less anxious than those who constantly beat themselves up.
A Mindset of Gratitude: Our brains are wired to focus on what’s wrong. However, studies show that you can train your brain to notice more of what’s good. Studies also show that people who regularly practice gratitude have higher levels of happiness, lower stress, and even better sleep. So, scribble a few things in your gratitude journal, or commit to expressing your thanks to the people around you.
Become More Present: College life can feel overwhelming. There’s always another assignment, another social event, or another thing to do. Your brain is constantly jumping between the past (“I should have studied more”) and the future (“What if I fail?”). However, research shows we feel best when we’re fully present in the moment. Research by Matt Killingsworth and Dan Gilbert found that people’s happiness levels drop when their minds wander — even if they’re thinking about something pleasant. Get out of your head and find ways to find the joy of the present moment.
What’s one piece of advice you wish every college student knew about happiness and well-being before stepping on campus?
Our happiness is much more under our control than we think. With simple changes to our behaviors and mindsets, we can all feel better.
How can students balance academic pressures with self-care without feeling guilty about taking breaks?
My biggest piece of advice would be that students need to remember that self-care isn’t a distraction from success — it’s actually a tool for success. A lot of students feel guilty about taking breaks because they think rest is “unproductive.” However, research tells us the opposite: When you prioritize well-being and get the rest/sleep/care you need, you actually perform better academically.
One strategy I share with my students is to reframe breaks as a performance strategy. Instead of thinking, “I don’t deserve a break until I’ve done enough work,” flip the script and think, “Taking a break will help my mind recharge so I can do better work.” When you take a break, remind yourself: “This is not wasted time — this is me investing in my brain’s ability to learn.”
I think this is also another spot for Kristin Neff’s strategy of self-compassion. If you’re feeling guilty about taking a break, remember that you’re only human, and all humans need breaks and rest. The next time you feel guilty for resting, literally repeat these phrases in your head: “Taking care of myself is part of being a great student,” or “I will be kinder to myself so I can show up as my best self.”
Many students feel overwhelmed when choosing a college or major. What advice would you give them about making big life decisions?
A lot of students stress about picking the single right college or major that will lead to a meaningful and happy career. However, the science of happiness tells us that this kind of fulfillment isn’t just about what you do or what college you end up in — it’s about how you shape your work to align with your strengths and values. This is where job crafting comes in.
Job crafting is the idea that you can reshape how you spend your time (including at work or in your major) to make it more fulfilling. Research on job crafting by Amy Wrzesniewski shows that fulfillment isn’t just about what you do, but how you approach it. You can craft your major by focusing on courses and projects that align with your strengths, connecting with mentors and peers who inspire you, and reframing tasks to see their deeper purpose.
Mia Aston, whose popular YouTube channel details her daily life as an NYU film student, shares her best advice for college preparedness, career development, and financial literacy.
What advice do you have for students trying to find the right balance between passion and practicality in their college and career choices?
Finding a balance between passion and practicality is actually something that I still struggle with today. Amidst the competitive job hunt with graduation approaching this May, I am often questioning why I have led myself more with my heart rather than my head. Many college students choose a major strictly based on how much money they will make or what their working hours will look like. That feels practical. As a film student, I was so in love with storytelling that I dove straight into New York University, blinded by passion. I think any art student has to be somewhat delusional in that sense, but at the end of the day, it comes down to your priorities in life. I would try and figure out what you need to both sustain yourself and be happy. Is a corporate job with a steady income more important to you than an exciting job that initially might not pay the bills? Are you willing to work multiple jobs? Do you have the financial support to even start your career on a lower-paying salary? Can you pursue a more practical career path and still nurture your passions as hobbies?
The best advice I can give is to be honest with yourself. You will always have to make sacrifices. Personally, I cannot imagine doing a job that I am not passionate about. I probably will struggle immediately after graduation, but I would be miserable if I did not let myself work in a creative field. This is the unsettling sacrifice, or rather gamble, that I am making.
How can students make the most of their college experience — both inside and outside the classroom — to set themselves up for success?
The best way to make the most of your college experience is to be proactive in learning and pursuing new opportunities. I always feel the most enriched when I am allowing myself to try new things and remain curious about my major. Attend school events, open lectures, galleries, film screenings, office hours, resume clinics, and more. The community around you can be inspiring and informative as well. There is such an endless array of resources available to you as a student. Take advantage of everything.
Networking is obviously also essential for your professional success. However, I have found that networking is the most enriching when you don’t approach it as a tool to meet an employer, but as an opportunity to learn from someone who has made it to a position that you hope to be in one day. Utilizing college as a learning experience outside of just the classroom can only help you.
What’s one piece of advice you wish you had received when you were preparing for college?
In the same way that I followed my heart into a film degree, I often let my enthusiasm lead me astray. When I started college, I wanted to be a part of so many different school clubs and work opportunities that I ended up spreading myself too thin. I wish someone had told me to commit to one or two clubs or jobs and let the rest go. I ultimately realized it’s better to give your best efforts to one thing rather than do a half job at seven different things.
What are the biggest challenges you faced when navigating both academic and creative fields, and how can you overcome them?
The biggest challenge I faced when navigating academic and creative fields was time management. The workflow and obligations of my academic and film classes can be extremely different. Managing your time in college is tricky regardless of your major, but when you have to write, shoot, and direct a short film on the same day that you have a research paper due for another course, it can be a little overwhelming. I overcame this by being diligent about my due dates and learning from trial and error. At the end of the day, my work will get done because it has to and because I will not let myself turn it in late. Additionally, managing my time between the two realms of academia and art becomes easier after every project I complete. As you learn more about your creative process and how long you need for each stage of production, you can begin to map out your workload schedule ahead of time. Sometimes I will start writing a paper over a month in advance because I already know that production for a film will be intense and demanding by the time that the paper’s due date rolls around. I am basically always trying to predict the future.
What role do financial literacy and budgeting play in college preparedness, and what resources would you recommend for students?
Financial literacy and budgeting play a huge role in college preparedness, but it looks different for everybody. There are so many factors to consider, and it is important to understand what your financial situation requires. NYU’s tuition is very expensive. In regard to my financial standing, I got lucky during my admissions process and was offered a full-ride scholarship from Tisch based on the portfolio I submitted. Therefore, I am able to cover my additional financial responsibilities through YouTube and freelance film jobs. When browsing through potential schools, I would research scholarships and apply to any offered by the college and external organizations. If you need to make money while you are a student, see if you can get an on-campus job. These jobs are great because they should be more flexible with your class schedule and coursework demands. Some of my friends are resident assistants at dorms. They are compensated through university housing and meal plans. I have other friends who work one or two service jobs to pay their bills. There are a variety of ways that you can navigate financial literacy as a student, depending on what you need. One piece of advice I would recommend is understanding what those budgetary restrictions look like for you and honoring them, even though students around you may have different spending habits. Be honest with yourself about the best way to responsibly manage your own money.
Alex Boylan, the host and co-creator of “The College Tour” TV series, discusses the power of a support system and the exciting launch of The Student Registry.
Alex Boylan has had quite a year, both professionally and personally. Alex and the award-winning series “The College Tour” have released two more successful seasons on Amazon Prime Video, bringing the total to over 180 colleges featured. More passionate than ever about helping students navigate one of life’s most transformative journeys, Alex continues to make “The College Tour” a vital resource for students and families looking to make informed decisions about higher education without the cost of travel.
However, Alex’s commitment to supporting students doesn’t stop there. After meeting with thousands of students over the years, one recurring theme stood out: financial anxiety. For many students, the rising costs of college — from tuition and books to living expenses — can feel overwhelming. That’s why Alex and his “The College Tour” partner, Lisa Hennessy, created The Student Registry, a new platform designed to help students not only financially plan for college but also raise the money they need to succeed.
This has been an eventful year for you and for “The College Tour.” Can you share some of the highlights?
Well, first and foremost, my wife and I welcomed a son in November, and that alone is such a monumental turning point. It enables you to think, feel, and even dream in ways you never saw possible. In many ways, it has helped fuel my desire to create support systems for students. This next generation deserves to be set up for success, and I want to do my part to help make that possible. I think that’s really what “The College Tour” is about.
Was that the impetus behind creating The Student Registry?
It’s something Lisa and I have been talking about for a while. We have registries for weddings and babies — so why not for college? Starting college is one of the biggest and most expensive milestones in life. Students deserve the same kind of support and celebration.
How does The Student Registry work?
The Student Registry, powered by “The College Tour,” is a game-changer. It allows students to create a personalized registry where friends, family, and even their community can contribute toward essential college expenses — whether that’s tuition, dorm supplies, books, or travel costs. It’s designed to give students the head start they need to focus on their education without the looming stress of financial uncertainty. It’s about showing students that they have a network of people rooting for them and invested in their success.
Why do you think support systems are so vital to college students?
Having a supportive network or community can make all the difference. I’m always blown away by how many of today’s campuses have these built-in networks that help students find internships and jobs. Some will even go so far as to give students free, unworn dress clothes for job interviews, so they can not only look professional but — more importantly — also feel confident. Whether it’s a school counselor, friend, parent, or even a TV show, every bit of caring matters. I was so fortunate to have amazing mentors along the way, and I’m trying to pass that forward. Growing up can be daunting, and it’s important for students to realize they aren’t alone in the process.
You started your career by winning the CBS TV series “The Amazing Race.” Would you have ever guessed this is where life would take you?
Great question! It may sound crazy, but it doesn’t surprise me at all. I have an adventurous spirit; that’s what helped me win the show. It’s also what fueled my career as a travel host. I’ve filmed in over 60 countries, but honestly, college is one huge adventure, so it totally makes sense. I have the best job. I get to travel all around the country and meet with incredible students from all different kinds of institutions, and as I get older and settle into family life, it’s so exciting to hear about their journeys and watch as they set out on their own adventures. It’s a very full-circle feeling.
The way higher institutions define and acknowledge student success in higher education today is changing rapidly. Today, diplomas and transcripts are no longer the benchmarks for measuring the success rate of students in their academics. To define success, you have to consider a complete and holistic journey and vision. Factors like the student’s academic excellence, mental and physical growth, and preparation for what comes next are increasingly becoming key to defining academic success. This is why universities are looking beyond enrolment figures, they are now more focused on helping their students thrive academically, socially, and professionally.
This brings us to the role of modern digital marketing tactics and advanced CRM tools. Colleges can create an environment that supports every student with the right resources they need to succeed, using the data-driven outreach and personalized support that these tools offer. In this blog post, we’ll explore the true meaning of student success and what key metrics are best placed to measure student success in higher education. We’ll also show you how marketing automation and CRM platforms (including HEM’s own Mautic for Education and Student Portal) can help drive real student achievement. Read on to find out what strategies and tools are best suited to define modern student success.
Looking for an all-in-one student information and CRM solution tailored to the education sector?
Try the HEM Student Portal!
Redefining Student Success Metrics in Higher Education: Beyond GPAs and Graduation Rates
Who you ask about the definition of academic success will also determine the type of answer you get. Administrators might lean towards metrics and retention rates. Students tend to have a more personal definition of success, like having supportive mentors, developing confidence, and building lasting connections.
This brings us to the question: What is the definition of student success? The definition of student success encompasses building communication skills and critical thinking activities, career or grad school readiness. In essence, a successful student grows through campus life, engages with the community, and adequately prepares themself for future opportunities.
Below are components of a comprehensive student success definition:
Academic Achievement: Mastering course material and maintaining strong GPAs
Persistence and Retention: Continuing enrolment term after term until graduation
Personal Development: Cultivating critical thinking, communication skills, and emotional intelligence
Engagement and Belonging: Finding community through meaningful campus involvement
Career Readiness: Building the confidence and skills needed for post-graduation success
As EDUCAUSE, a prominent education technology organization, points out, student success programs “promote student engagement, learning, and progress toward the student’s own goals through cross-functional leadership and the strategic application of technology.” This reaffirms the fact that true success calls for a harmonious relationship between human connection and technology.
Measuring What Matters: The Metrics of Achievement
How do we truly and correctly measure student success if we say that there are many sides to it? What is the definition of a successful student, and how to measure student success in higher education? While this question has intrigued higher educational professionals for decades, today’s schools are finding the right answers by combining traditional metrics and emerging indicators.
Traditional measurements include retention rates (are students returning each semester?), graduation rates (are they completing their degrees?), and academic performance (are they mastering the material?).
Now, these numbers matter. They help us tell to a reasonable degree if students are progressing toward their educational goals, or not. However, there’s a richer story to be told beyond these statistics, and you’ll learn about it shortly.
Student success metrics commonly include:
Retention Rates: The percentage of students who return for subsequent terms
Graduation Rates: How many students complete their degrees within expected timeframes
Academic Performance: Beyond grades—how students grow intellectually over time
Student Engagement: Participation in everything from research opportunities to campus events
Student Satisfaction: Feedback that reveals how students experience their education
Post-Graduation Outcomes: Career placement, graduate school acceptance, and alumni achievements
Away from these quantifiable measures, today’s schools value the essence of student-defined success. For them, it could be a first-generation student finding their voice, an international student building cross-cultural friendships, or a working parent balancing studies with family life. The schools that manage to combine statistical trends with individual stories will ultimately get the most complete picture of things.
Examples: ULM developed FlightPath, an open-source advising system for degree audits, early alerts, and “What If?” planning. It is designed to help you determine your progress toward a degree.
What do marketing strategies have to do with student success? What does digital marketing contribute to student success? Higher education marketing and student success are interconnected through a series of key touchpoints.
The path to college student success often begins with that first Instagram post that catches a high school junior’s eye or that personalized email that addresses their specific interests. It is all part of the coordinated digital marketing campaigns that today’s schools employ, to great success.
Attracting the right-fit students: When marketing materials paint an authentic picture of campus culture, incoming students arrive with realistic expectations and are more ready to engage.
Personalized communication: Tailored messages that speak to individual aspirations create early connections. When a prospective engineering student receives content about robotics competitions or research labs, they begin envisioning their place in your community.
Seamless onboarding: The summer before freshman year can be overwhelming. Automated campaigns that introduce new students to campus resources, share advice from current students, and foster peer connections help transform nervousness into excitement.
Feedback loops: Savvy marketing teams don’t just broadcast – they listen. Social media monitoring and regular surveys help identify pain points before they become barriers to success.
Examples: Gonzaga’s English Language Center moved from siloed data to a Student Success CRM on Salesforce, improving collaboration and early-alert capabilities for ESL learners.
Customer Relationship Management (CRM) systems are now important tools for tracking and supporting the student journey, especially in today’s data-driven world. These platforms present themselves as centralized hubs that help schools track student progress, identify potential challenges, and carry out timely interventions.
Colleges can transform how they engage with students at every stage using the right CRM. Take this scenario for example: A first-year student misses out on many classes and fails to log into the learning management system for two weeks. While this might have gone on without being detected in the past, probably until midterm grades showed a significant gap, not anymore. With a CRM, a trigger will set off based on this pattern and send automatic alerts to the students’ advisor, who can now contact support resources to arrest the decline before it further spirals.
Example: King’s College uses CRM Advise to flag risk factors, like missed classes, and automatically route alerts to advisors and support centers.
Here are six ways CRM tools elevate student success in higher education:
Centralizing the 360° Student View: Modern CRMs integrate data from admissions, advising, financial aid, and student life to create comprehensive student profiles. When an advisor can see that a struggling student is also working 30 hours weekly, they can provide more targeted support.
Enabling Early Alerts: By analyzing patterns like missed assignments or decreased LMS activity, CRMs can identify at-risk students before a crisis develops.
Automating Support Workflows: Smart CRMs ensure consistent communication throughout the student journey. From congratulatory messages when students ace exams to gentle nudges when they miss classes, automated workflows maintain continuous engagement without overwhelming staff.
Providing Data-driven Insights: Institutions can analyze which interventions are best-suited to promote student success, using comprehensive data collection.
Streamlining Administrative Processes: By simplifying registration, financial aid processes, and advising appointments, CRMs eliminate frustrating barriers that might otherwise derail student progress.
Promoting Community: Many platforms include features that connect students with mentors, study groups, and support communities. These all help to nurture the sense of belonging that anchors students during challenging times.
With solutions like Mautic by HEM, schools can enjoy robust CRM and marketing automation tailored specifically for them. The platform provides a central hub where you can manage all of your leads, applicants, agents, and parent contacts, enabling personalized support throughout the student lifecycle.
Example: Michael Vincent Academy, a Los Angeles-based beauty school, sought to enhance its student recruitment efficiency by streamlining lead management and follow-up processes. With HEM’s Mautic CRM, the academy automated key marketing tasks and introduced lead scoring, enabling staff to focus on high-value prospects. This allowed the team to dedicate more time to building meaningful connections with prospective students, ultimately improving recruitment outcomes.
Source: HEM
HEM’s Student Portal combines online application creation and management, SIS functionality, and lead-nurturing tools in one centralized system. As a student, this is designed to help you manage your journey – from initial application to enrolment to graduation and beyond.
As a school, using these specialized tools can help you address your institution’s unique needs and leverage the capacity of generic CRMs.
Source: HEM
Example: Students at Western Michigan University (WMU) use the Student Success Hub’s CRM to schedule and manage appointments, review advising notes, work on success plans, and tasks.
One of the key ingredients of college student success is the use of structured programming that helps students navigate important stages of their academic journey. Many schools have found value in offering a student success class or course, such as a freshman seminar or “College 101” course that equips students with essential skills and connections.
What is a student success class in college? It’s a course designed to help students be successful in college. It aims to help students properly navigate both academic requirements and college culture. Here is a list of subjects that these classes typically cover:
Effective study strategies tailored to college-level expectations
Time management techniques for balancing academic and personal demands
Campus resource navigation, introducing students to everything from tutoring to counselling
Financial literacy skills to manage college costs
Stress management and wellness practices
Career exploration and professional development
Research continues to show that the students who complete these courses earn more credits and have a higher graduation rate than those who don’t participate.
The Power of Storytelling in Student Success Marketing
By channelling authentic storytelling into their marketing narratives, schools can connect with prospective and current students. Stories have a way of transforming abstract content as “retention initiatives” into relatable human experiences that inspire action.
What if you created a series featuring diverse student voices? Think of the impact it can have. Think of first-generation students who initially had doubts about themselves but connected with mentors who had faith in them, the transfer student who found unexpected opportunities, or the international student who calls the school home.
Not only do these narratives attract prospective students, but they remind the current ones that challenges are not special and that success is very much achievable.
Tips to Boost Student Success with Marketing and CRM
Institutions looking to take advantage of digital marketing and CRM tools more effectively should consider these practical strategies.
Use Data to Personalize Outreach: Segment your communications based on student interests, challenges, and milestones to provide relevant support throughout their journey.
Implement Early Alert Systems: Configure your CRM to identify warning signs like decreased engagement or academic struggles, enabling timely, personalized interventions.
Integrate Your Systems: Ensure your marketing automation, CRM, and student information systems communicate seamlessly for a complete view of each student’s experience.
Maintain Consistent Communication: Develop messaging flows that accompany students from prospective inquiry through graduation while remaining authentic and supportive.
Leverage Student Feedback for Content: Gather testimonials and success stories that inspire current students and set realistic expectations for prospects.
Train Your Team on Tools: Invest in comprehensive training so everyone, from admissions counselors to faculty advisors, can effectively use your CRM to support student success.
Example:GSU’s Student Success 2.0 initiative includes implementing an enterprise CRM for a unified student record and early-alert triggers to boost retention by up to 1.2 % annually, with the National Institute for Student Success (NISS) also set up to that effect.
Creating a Culture of Success: A Holistic Approach
The most effective approach to student success blends marketing insights, CRM capabilities, and human connections in one big package. With these elements working in harmony, institutions can create environments where students from all backgrounds can thrive.
Remember that behind every data point is a student with dreams, challenges, and unlimited potential. When you align marketing, technology, and support programs around a student-centred vision of success, you can get positive outcomes in return. We don’t just improve statistics, we transform lives and fulfill higher education’s fundamental promise.
Looking for an all-in-one student information and CRM solution tailored to the education sector?
Try the HEM Student Portal!
Frequently Asked Questions
Question: What is the definition of student success?
Answer: The definition of student success encompasses building communication skills and critical thinking activities, career or grad school readiness.
Question: How to measure student success in higher education?
Answer: While this question has intrigued higher educational professionals for decades, today’s schools are finding the right answers by combining traditional metrics and emerging indicators.
Question: What is a student success class in college?
Answer: It’s a course designed to help students be successful in college. It aims to help students properly navigate both academic requirements and college culture.
Creating a sense of belonging is crucial to student success and persistence, especially for nontraditional, working students in online programs. Our professional science master’s (PSM) in biotechnology degree is designed for working professionals, offering primarily online and evening courses that emphasize applied learning and professional development. The degree plan combines basic science courses and lab work in biotechnology with a strong foundation in business and professional skills. A required industry internship ensures graduates enter the biotech workforce with real world experience. The program’s rigorous nature, combined with students’ full-time jobs and family commitments, leaves little time to build peer connections or a sense of community.
With funding from the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Math (NSF S-STEM) program, we provide scholarships and support students with co-curricular activities to enhance their educational experience. While awarding scholarships was straightforward, fostering engagement in these activities and building a strong community proved far more challenging. How do you cultivate connection, retention, and career development among busy, online STEM students? Here, we share five strategies that have helped us successfully create a sense of community in our program.
1. Ask the students what they want
An integral part of community building is having students meet as a group, whether in person or online. To increase the likelihood of student participation, we first invited their input on what types of events they want to attend, and when. Each semester, we ask students to fill out an availability form and use this information to provide both in person and online meeting opportunities each month, which allows us to meet the diverse needs of our busy students. Our experience indicates students are more likely to attend events when they are given a voice in the planning process. We send out a questionnaire asking them for their ideas and preferences for monthly cohort meetings each semester and schedule events with their ideas in mind.
2. Give them what they want
Monthly cohort meetings include a variety of events that address the multifaceted needs of the students: professional, academic, social, creative, and physical/ mental well-being. We use the student feedback to provide impactful activities that are useful and interesting to them. Many students request events that foster connections with their peers, but given the mainly online format of the program, this can be a challenge. While academic or professional topics may be presented either in person or on Zoom, we schedule purely social events, such as a dinner at a local hotspot, as in-person activities only. To feed the creative side of our STEM students, we have also hosted water coloring tutorials and rock painting socials where students are able to simply relax and catch up with each other. To deal with the stresses of graduate school and promote self-care, we hosted group yoga sessions. Many times, this results in lasting friendships or a professional connection. One student commented that the cohort events “allowed me to meet amazing people that I now call friends.”
3. Give them what they don’t know they need
We also provide co-curricular activities that students may not have specifically requested. For example, we invite industry leaders who provide career advice and perspectives on specific areas in biotechnology. Students can learn from their many years of experience and get a view into a day in the life of a particular career choice, helping them to navigate their own career paths. A student may initially start the program thinking they want to establish a career in one area in biotechnology but may complete the program with a completely different career goal in mind. Guest speakers open their eyes to the different possibilities. In addition, leadership skills are an integral part of being successful in any career choice. Thus, we also invite speakers that provide workshops on how to develop effective leadership skills and practical ways to implement them. Since it is important for students to have a broad knowledge of biotechnology, we have also hosted biotechnology-related research talks to keep them abreast of current research in this field. We also provide opportunities to attend conferences and networking events. Initially, students may not grasp the power of networking in career development. Conferences provide many opportunities which not only include networking but also learning about cutting edge research and other potential career paths. To encourage conference attendance, we provide travel support and stipends for attending approved biotechnology or leadership-related conferences of their choice.
4. Develop relationships with the students
Building strong relationships with students fosters a sense of community and belonging. Beyond seeing students in class and at monthly cohort events, regular one-on-one check-ins, whether in person or via Zoom, offer a space for students to discuss both academic and personal matters in an informal setting. These meetings help track progress, provide guidance, and connect students with relevant campus resources. By maintaining continuity in conversations, faculty and advisors build trust and accountability while encouraging student engagement in co-curricular opportunities. Many students express appreciation for the personalized support, noting that it enhances their overall educational experience and sense of connection to the program.
5. Create opportunities for peer mentoring
Facilitating peer mentoring strengthens student connections and fosters a supportive community. In addition to the monthly cohort events, we also hold a yearly retreat where new, current, and past students gather. Current students and alumni provide valuable insights, guidance, and advice to the incoming students. Incorporating interactive activities like icebreakers enhances engagement and encourages meaningful connections. Alumni play a key role by offering insights, career advice, and professional networking opportunities. Maintaining alumni engagement through events and communication channels ensures ongoing mentorship and support for students. Many students credit these interactions with boosting their confidence, leadership skills, and sense of belonging within the program.
After two years, our program has shown promising results, with preliminary pre- and post-survey data indicating growth in leadership, cultural, and academic capital, as well as STEM professional identity. While our approach is rooted in a hybrid model with some events happening on campus, many of these strategies can be adapted to fully online programs through virtual mentorship, networking events, and interactive community-building activities. Creating a sense of belonging is challenging in online education, but with intentional efforts, it is possible to foster meaningful connections that enhance student success and career development. We hope these insights inspire you to build strong, engaged student communities within your own programs.
Antonette Robles, PhD is the Grant Coordinator for Project SCALE (Scholarships and Co-curricular Activities Leading to Excellence in the Biotechnology Workforce) and an Adjunct Professor of Biology Texas Woman’s University.
Stephanie Pierce, PhD is an Assistant Clinical Professor of Biology, Co-investigator for Project SCALE, and Program Director for the Professional Science Master’s program in Biotechnology at Texas Woman’s University.
Juliet V. Spencer, PhD is a Professor of Biology, the Principal Investigator of Project SCALE, and Interim Dean of the College of Arts & Sciences at Texas Woman’s University.
Creating a sense of belonging is crucial to student success and persistence, especially for nontraditional, working students in online programs. Our professional science master’s (PSM) in biotechnology degree is designed for working professionals, offering primarily online and evening courses that emphasize applied learning and professional development. The degree plan combines basic science courses and lab work in biotechnology with a strong foundation in business and professional skills. A required industry internship ensures graduates enter the biotech workforce with real world experience. The program’s rigorous nature, combined with students’ full-time jobs and family commitments, leaves little time to build peer connections or a sense of community.
With funding from the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Math (NSF S-STEM) program, we provide scholarships and support students with co-curricular activities to enhance their educational experience. While awarding scholarships was straightforward, fostering engagement in these activities and building a strong community proved far more challenging. How do you cultivate connection, retention, and career development among busy, online STEM students? Here, we share five strategies that have helped us successfully create a sense of community in our program.
1. Ask the students what they want
An integral part of community building is having students meet as a group, whether in person or online. To increase the likelihood of student participation, we first invited their input on what types of events they want to attend, and when. Each semester, we ask students to fill out an availability form and use this information to provide both in person and online meeting opportunities each month, which allows us to meet the diverse needs of our busy students. Our experience indicates students are more likely to attend events when they are given a voice in the planning process. We send out a questionnaire asking them for their ideas and preferences for monthly cohort meetings each semester and schedule events with their ideas in mind.
2. Give them what they want
Monthly cohort meetings include a variety of events that address the multifaceted needs of the students: professional, academic, social, creative, and physical/ mental well-being. We use the student feedback to provide impactful activities that are useful and interesting to them. Many students request events that foster connections with their peers, but given the mainly online format of the program, this can be a challenge. While academic or professional topics may be presented either in person or on Zoom, we schedule purely social events, such as a dinner at a local hotspot, as in-person activities only. To feed the creative side of our STEM students, we have also hosted water coloring tutorials and rock painting socials where students are able to simply relax and catch up with each other. To deal with the stresses of graduate school and promote self-care, we hosted group yoga sessions. Many times, this results in lasting friendships or a professional connection. One student commented that the cohort events “allowed me to meet amazing people that I now call friends.”
3. Give them what they don’t know they need
We also provide co-curricular activities that students may not have specifically requested. For example, we invite industry leaders who provide career advice and perspectives on specific areas in biotechnology. Students can learn from their many years of experience and get a view into a day in the life of a particular career choice, helping them to navigate their own career paths. A student may initially start the program thinking they want to establish a career in one area in biotechnology but may complete the program with a completely different career goal in mind. Guest speakers open their eyes to the different possibilities. In addition, leadership skills are an integral part of being successful in any career choice. Thus, we also invite speakers that provide workshops on how to develop effective leadership skills and practical ways to implement them. Since it is important for students to have a broad knowledge of biotechnology, we have also hosted biotechnology-related research talks to keep them abreast of current research in this field. We also provide opportunities to attend conferences and networking events. Initially, students may not grasp the power of networking in career development. Conferences provide many opportunities which not only include networking but also learning about cutting edge research and other potential career paths. To encourage conference attendance, we provide travel support and stipends for attending approved biotechnology or leadership-related conferences of their choice.
4. Develop relationships with the students
Building strong relationships with students fosters a sense of community and belonging. Beyond seeing students in class and at monthly cohort events, regular one-on-one check-ins, whether in person or via Zoom, offer a space for students to discuss both academic and personal matters in an informal setting. These meetings help track progress, provide guidance, and connect students with relevant campus resources. By maintaining continuity in conversations, faculty and advisors build trust and accountability while encouraging student engagement in co-curricular opportunities. Many students express appreciation for the personalized support, noting that it enhances their overall educational experience and sense of connection to the program.
5. Create opportunities for peer mentoring
Facilitating peer mentoring strengthens student connections and fosters a supportive community. In addition to the monthly cohort events, we also hold a yearly retreat where new, current, and past students gather. Current students and alumni provide valuable insights, guidance, and advice to the incoming students. Incorporating interactive activities like icebreakers enhances engagement and encourages meaningful connections. Alumni play a key role by offering insights, career advice, and professional networking opportunities. Maintaining alumni engagement through events and communication channels ensures ongoing mentorship and support for students. Many students credit these interactions with boosting their confidence, leadership skills, and sense of belonging within the program.
After two years, our program has shown promising results, with preliminary pre- and post-survey data indicating growth in leadership, cultural, and academic capital, as well as STEM professional identity. While our approach is rooted in a hybrid model with some events happening on campus, many of these strategies can be adapted to fully online programs through virtual mentorship, networking events, and interactive community-building activities. Creating a sense of belonging is challenging in online education, but with intentional efforts, it is possible to foster meaningful connections that enhance student success and career development. We hope these insights inspire you to build strong, engaged student communities within your own programs.
Antonette Robles, PhD is the Grant Coordinator for Project SCALE (Scholarships and Co-curricular Activities Leading to Excellence in the Biotechnology Workforce) and an Adjunct Professor of Biology Texas Woman’s University.
Stephanie Pierce, PhD is an Assistant Clinical Professor of Biology, Co-investigator for Project SCALE, and Program Director for the Professional Science Master’s program in Biotechnology at Texas Woman’s University.
Juliet V. Spencer, PhD is a Professor of Biology, the Principal Investigator of Project SCALE, and Interim Dean of the College of Arts & Sciences at Texas Woman’s University.
The old scorecard for student success in higher education was simple: graduate on time with good grades. But in 2025, that definition feels as outdated as a flip phone.
Today’s colleges and universities are wrestling with a more complex question: What does student success mean in an era where traditional 18-year-old first-year students are no longer the norm and when career paths look more like jungle gyms than ladders?
Their answers reflect how profoundly higher education has evolved and tell a fascinating story about how institutions adapt their missions, metrics, and support systems to serve an increasingly diverse student population.
Gone are the one-size-fits-all definitions of decades past, replaced by nuanced frameworks that acknowledge the complexity of modern student journeys. All institutions, regardless of their type, flavor the conversation. Private institutions emphasize personal growth and character development. Public universities tend to speak the language of data and systems, focusing on measurable outcomes. Two-year institutions? They’re the ultimate pragmatists, defining success through real-world impact – whether landing a job or successfully transferring to a four-year program.
But here’s what’s interesting: beneath these surface differences, five core themes kept showing up:
The completion conversation has changed
Gone are the days when graduation rates were the only metric that mattered. Yes, completion still counts—but institutions are getting more nuanced about what that means.
A community college student who completes a certification and lands a better job might be just as successful as one who transfers to a four-year university. Private institutions look at how graduation connects to personal transformation, while the public tracks how different pathways to graduation affect long-term outcomes.
Consider these representative definitions:
Private: “Student retention, graduation, and subsequent placement with a transformative experience.”
Public: “Students who successfully persist through their progression points in a timely manner”
Two-year: “Curriculum completion rates evaluated along three separate avenues: graduation rates, credit accumulation, and persistence”
Holistic development takes center stage
Universities finally acknowledge what employers have said for years: technical skills alone don’t cut it. Success increasingly means developing the whole person—emotional intelligence, adaptability, cultural competence, and even that buzzword-worthy quality: resilience.
Consider these representative definitions:
Private: “Our university defines student success as thriving in various aspects of life, including engaged learning, academic determination, positive perspective, social connectedness, and diverse citizenship”
Public: “Students being successful in all aspects of their well-being – academically, socially, emotionally, financially”
Two-year: “Achievement of academic, personal, and professional goals by students”
Career outcomes matter more than ever
With student debt in the spotlight and ROI under scrutiny, institutions are paying closer attention to what happens after graduation. But it’s not just about salary data anymore. Schools look at career satisfaction, professional growth, and how well graduates adapt to changing industry demands.
Their definitions reflect this priority:
Private: “Students complete their degree program and become gainfully employed in a field related to their degree”
Public: “End up with a career path that is rewarding and supports the desired lifestyle of the student”
Two-year: “Either secure employment and/or transfer to a four-year institution”
Student goals drive the definition
The most significant shift is recognizing that each student’s success looks different. A single parent completing their degree part-time while working full-time might have very different metrics for success than a traditional full-time student. Institutions are learning to flex their support systems accordingly.
As these institutions expressed:
Private: “Student success is defined differently for each student and their identified goals”
Public: “Student success is different for each student – for some, it may be passing a test or a course, and for others, it is completing their degree”
Two-year: “That the student achieves their goals (i.e., transfer to 4-yr, enter the job market, expand skills)”
Reimagining support systems
The most thoughtful definitions of success in the world mean nothing without the infrastructure to support them. Schools are rethinking everything from academic advising to mental health services, creating more integrated and accessible support networks.
The most thoughtful success definitions emphasize the institution’s role in providing support:
Private: “Giving students the support they need to achieve their goals while identifying and helping them overcome barriers to persistence”
Public: “Creating environments and opportunities that contribute to retention while providing academic and social services”
Two-year: “We define student success as helping students clarify, define, and reach their educational and career goals”
The road ahead
Measuring success becomes more complex when you are tracking personal growth alongside GPA. Resource allocation gets trickier when success means different things to different students.
But here’s the exciting part: this new way of thinking about success might help more students succeed. When we expand our definition of success, we create more paths to achievement. We acknowledge that the 22-year-old who graduates in four years with a 4.0 GPA isn’t the only success story worth telling.
The institutions that will thrive in this new landscape can balance accountability with flexibility and standardization with personalization. They are building systems that can adapt to changing student needs while delivering measurable results.
What this means for higher education’s future
The shift in defining student success reflects a broader evolution in higher education. We are moving away from a one-size-fits-all model toward something more dynamic and responsive. This isn’t just about keeping up with changing times – it’s about creating an educational system that serves today’s students.
For institutional leaders, the message is clear: your definition of student success shapes everything from strategic planning to daily operations. It’s worth taking the time to get it right.
For students and families, these changes mean more options, support, and responsibility to define what success means for them. And for society at large? We might finally be moving toward a higher education system that measures what truly matters—not just what’s easy to measure.
What if the best student support service universities could offer haven’t been designed yet – all because the right students weren’t in the room?
It’s an unsettling thought, especially for those of us who have worked within the sector with hopes of improving student wellbeing, success, and engagement.
But it’s a question I kept circling back to during my own Master’s dissertation – on how higher education leaders can empower student success through student support services.
Despite evidence of dedicated and passionate staff, adequate funding, and strategic frameworks, students still reported gaps – not just in service delivery, but in how those services are conceived.
The issue isn’t just operational, it’s philosophical.
Going from “we provide” to “we build together”
Higher education has made important strides in expanding student services – from wellbeing hubs and learning support, to financial aid and disability access. But often, these services are still created for students, rather than with them.
Student feedback is collected after implementation, student leaders are invited to steering groups halfway through, and students are asked for “input” on final drafts rather than on the first blank page.
But that’s not co-creation – it’s consultation with extra steps.
When we move beyond ticking the “student voice” box and start sharing power, from the ideation stage to ongoing evaluation, something transformative happens – services become relevant, not just available.
Across the Irish and UK sectors, we talk a good game about partnership. But authentic representation often struggles against institutional muscle memory – senior committees with unclear roles for student reps, siloed support departments, and legacy systems where “that’s just how it’s always been done.”
And yet, higher education institutions that embed structured co-creation into their DNA show what’s possible.
At the University of Helsinki, students sit on nearly every working group — not just tokenistically, but as equal contributors in shaping the academic experience. In the Netherlands, the concept of the “student assessor” has placed students at the heart of university governance.
In Australia, institutions have embedded co-design into their equity and access strategies, involving students from underrepresented backgrounds in shaping services intended for them. Closer to home, UCL’s Student ChangeMakers programme enables students to co-lead improvements in pedagogy, assessment, and support services.
Even in smaller institutions, we see creative approaches – from peer-led mental health initiatives in Scotland to course review panels in Irish colleges where students shape curriculum content and feedback systems in real-time.
These aren’t add-ons – they’re rewiring the system to trust students as partners, not recipients. And it works.
Co-design works
When students co-design support services, they’re more likely to use them, to trust them, and to champion them among peers.
One of the strongest themes that emerged from my own research was just how often students didn’t engage with services because they weren’t designed with their realities in mind.
I’ve found mature students balancing work and care responsibilities, students with disabilities navigating inaccessible booking systems, international students who couldn’t find help that reflected their unique needs, and online learners who found support hyper-focused towards traditional campus-based students.
We don’t need another awareness campaign – we need services designed with lived experience at the core. Co-creation isn’t just about collaboration, it’s about expertise – the kind students bring simply by surviving and succeeding in today’s higher education and societal landscape.
It’s not a radical thought to think a first-year commuter student might have better insights into timetabling conflicts than a senior manager does.
If we want student support services to meet the moment, leaders have to ask the hardest question of all – what decisions am I willing to share?
Because real co-creation means giving away control. Not all of it, not recklessly – but deliberately and structurally. It means students co-chairing steering groups. It means budgets ringfenced for student-led initiatives. It means evaluation that includes student-led metrics of success, not just institutional KPIs.
And it means recognising that students are not a problem to be solved, but a resource to be repurposed.
As we continue to navigate one of the worst cost-of-living crises we’ve ever seen, post-pandemic recovery, and mounting mental health concerns, the temptation is to invest in more services, faster solutions, and slicker technology. But what if the most impactful thing we can do is pause – and ask students to build it with us?
Co-creation isn’t a buzzword. It’s a strategy for relevance, equity, and resilience.
And if we’re serious about empowering student success, it’s time we stopped building services around students – and started building them with students.
How might it work – and what could it change?
Reimagining support means starting with different questions: What if students didn’t have to search for help — what if help found them? What if every staff member saw themselves as part of the support system, not just those with “student services” in their title? What if wellbeing wasn’t its own office, but a value that lived in curriculum design, assessment timelines, and space planning?
There’s no one model, and that’s the point. At some universities, it might mean tearing down departmental silos and creating shared case management teams. In others, it could mean radically overhauling communication with students — ditching ten disconnected emails for one meaningful touchpoint, co-designed with students for students.
It could mean integrating student advisory roles across academic faculties/schools, or giving SUs shared governance over support strategy, not just representation on working groups.
It could even be as bold as adopting a ‘universal design’ approach to all student services — where we build systems for the most marginalised, and in doing so, make them better for everyone.
The change isn’t just structural — it’s cultural, philosophical. When students see that their experience and input drives institutional decisions, not just fills out end-of-semester surveys, something shifts. Trust deepens. Engagement rises. The story students tell about their university begins to change — from “I had to figure it all out” to “they built this with us in mind.”
Colleges and universities are home to an array of resources to help students thrive and succeed, but many students don’t know about them. Just over half (56 percent) of college students say they’re aware of tutoring and academic supports on campus, compared to 94 percent of college employees who say their campus offers the resources.
At the University of South Florida, the Academic Success Center is a central office in the library that houses tutoring, the writing lab, peer mentoring and supplemental instruction, among other academic support offerings for undergraduates.
Zoraya Betancourt became director of the center in 2020 during a challenging time, she said—in part because the center had to reintroduce itself to incoming students who had never been on campus and those who had their college experience disrupted by COVID-19.
National data shows that students at large public institutions are spending less time studying outside of class now compared to during the 2018–19 academic year, and they are less likely to participate in a study group with their peers.
“For me, it was like, OK, we are going to have to be very different. We can’t go back to who we were,” Betancourt said.
Spurred by student data and feedback, Betancourt and her team led a remodel of the center to be more responsive to student needs and meet them where they are.
Data-based decisions: To start, Betancourt partnered with Steve Johnson, a data scientist on the university’s Predictive Analytics Research for Student Success team, to build a dashboard of student data.
“For many years the only data we had was how many students come and use the services how many times,” as well as some student identification data, Betancourt said. “I always thought we need more than that—we need to know more than that.”
Now, Betancourt has access to student majors, colleges and the types of services they utilize to identify high-demand subjects and create responsive learning support schedules. The dashboard also connects the way services are tied to student retention and outcome goals.
In addition to automating some work, the dashboard allows staff to engage students more directly. Each week, the system generates a report of new visitors to the center, which staff use to reach out and personally welcome students to the center and its services.
A care-centered model: One trend that became clear in student interactions was the prevalence of stress in the student experience, Betancourt said. “Our tutors are coming to us and saying, ‘I have a student … and I don’t know how to help them.’”
In response, the office adopted a care model for referrals that quickly connects support staff with other departments, reducing opportunities for students to fall through the cracks.
“Within this referral system, we can go in and see if a student who is using our services says, ‘I really need to change my major and I don’t know what to do, I’m really stressing out over it,’” Betancourt said. “We’re able to go into the system and refer them directly to an adviser.”
Larry Billue Jr. serves as the Academic Success Center point person for care management, guiding students to counseling support, financial aid, basic needs support and academic advisers or just sitting with the student to discuss how they’re feeling.
Increased peer engagement: Another new feature of the ACS was supplemental instruction. While the academic intervention has been around for decades, it was new to the university and created opportunities for increased collaboration between staff and faculty to promote academic success, as well as create jobs for student employees.
“That became more evident because we were hearing from students, ‘I need more than just tutoring. I like working with my peers,’” Betancourt said.
At USF, supplemental instruction is called PASS, short for peer-assisted study sessions. The ACS is tracking student participation in PASS to gauge use.
Students can also sign up to receive remote tutoring in select courses through the PORTAL (peer online resources for tutoring and learning), to supplement in-person opportunities when the office may be closed.
The impact: Over the past year, the center has seen a 75 percent year-over-year increase in student use.
Having a care team member on board has also been successful; Billue Jr. can physically walk a student across campus to the relevant office and make introductions as needed.
“It’s been well received by students; they take him up on the offer and they’ll walk with him,” Betancourt said.
The center has also expanded training for academic peer mentors to address not only study strategies and effective learning practices, but also how to make referrals to other offices.
The biggest lesson Betancourt has learned: There are a range of opportunities to engage students and connect with them, understanding those opportunities just requires a deeper look at what students need.
“We serve to engage students on campus, to engage students with each other, to engage students with faculty and with staff, and it’s looking at that a little bit closer to improve our services and how we can build on that,” Betancourt said.
Do you have an academic intervention that might help others improve student success? Tell us about it.
Upward transfer from a community college to a four-year bachelor’s degree–granting institution is a complicated process that leaves many students behind—particularly those from historically underrepresented backgrounds.
Last month, the Community College Research Center at Columbia University’s Teachers College and the Aspen Institute College Excellence Program published the second edition of the Transfer Playbook, a guidebook for colleges and universities seeking to eliminate barriers to transfer and increase the number of students who start at a community college and complete a bachelor’s degree.
The report details how colleges and universities can implement three evidence-based strategies that improve transfer and includes examples of institutions that are successful in this work.
By the numbers: Previous surveys have shown that a majority (80 percent) of community college students aspire to a bachelor’s degree, but only 16 percent earn a bachelor’s degree within six years of starting college.
Transfer rates are even lower for some student groups, including those from low-income backgrounds, adult learners and Black and Hispanic students, according to the report.
With the cost of higher education climbing, many students consider community college an affordable route to a postsecondary credential. However, little progress has been made over the past decade in increasing transfer rates from two-year to four-year institutions, according to the report’s authors.
“Transfer and bachelor’s attainment rates for students who start in community colleges have remained virtually unchanged since we started tracking transfer in 2015,” they write.
The playbook identifies colleges and universities that have achieved better outcomes for various groups using some of the recommended practices. None of the institutions or partnerships exhibited all the practices. “However, we hypothesize that by combining the exemplars’ efforts into a comprehensive, idealized framework, higher education leaders and practitioners can adapt it to meet their students’ needs and achieve strong outcomes for all—and at scale,” the report says.
Put into practice: Researchers identified a few consistent themes that set innovative institutions apart, which include:
Leveraging proximity. Research shows students are more likely to enroll in college based on proximity, so creating local pathways between community colleges and four-year universities can support students who want to stay in the region.
Providing empathy in high-stakes decisions. Missteps in course, major or transfer destination selection can have financial and opportunity costs for a student, which can impede their attainment or push them to stop out entirely. Effective colleges offer personalized support through staff or create tools that provide guidance in a timely manner.
Establishing universal systems and initiatives. Some programs provide strong outcomes for historically underrepresented groups but are not large enough to reach students at scale. Exemplars instead use these programs as pilots to test effective measures and then scale them.
Achieving support from leaders. Grassroots efforts can help move the needle, but recognition, elevation and investment by senior leadership allow work to scale in sustained ways, regardless of staffing turnover.
According to the report, the most effective strategies for creating sustainable transfer student success at scale are:
Prioritizing transfer at the executive level. A key driver in systemwide change was community college and four-year presidents who understand the central role of transfer student success in their respective institutional missions and business goals. This top-down approach allows for allocation of resources, division mobilization and partnerships across colleges, which often benefit the local community and workforce. This also allows for end-to-end redesign of the transfer student experience, and establishment of systems and processes.
Aligning programs and pathways. Colleges that create and regularly update term-by-term, four-year maps for each degree program can promote learning and ensure students are making significant progress toward a bachelor’s degree, such as completing college-level math and English and major-related courses. These maps should also prioritize accessibility and flexibility, understanding that student needs and priorities may shift and the way they complete courses may change. Some students may need exploratory curricula to help them identify their educational and career goals, so embedding this instruction early is also paramount.
Tailoring advising and nonacademic supports. “Research indicates that about half of the community college students nationally who intend to transfer do not access transfer services,” the report says. Instead, institutions should put in place inevitable advising, engaging transfer students before, during and after their transition to a university. Advisers should receive professional development and training that centers the student experience and equips them to engage with individual students and their respective circumstances. Once students land at their four-year institution, creating systems and supports that uplift the transfer experience and inspire feelings of belonging is also critical.
