That was the central message from Jessica Espinoza and Alice Opperman of Emerson Public Schools (NJ), who shared their decade-long journey implementing standards-based grading during their session at ISTELive+ASCD 2025.
What started as a deeply rooted effort to promote equity has grown into a districtwide, cross-curricular system that blends teacher voice, clarity for families, and support from the right tools.
Here’s what they learned along the way, and why they’re still learning.
3 huge takeaways for school leaders considering a shift to SBG
Clarity starts with fewer, better standards
In the early stages of their grading reform, Emerson tried to be comprehensive; too comprehensive, perhaps. Their first report card included nearly every New Jersey Common Core standard, which quickly became overwhelming for both teachers and families. Over time, they shifted to focusing on broader, more meaningful standards that better reflected student learning.
“So approximately 10 years ago, we started with a standard-based report card in grades K-6. Our report card at that time listed pretty much every standard we could think of. We realized that we really needed to narrow in on more umbrella standards or standards that really encapsulate the whole idea. We took away this larger report card with 50 different standards, and we went into something that was more streamlined. That really helped our teachers to focus their energy on what is really important for our students.” –Jessica Espinoza, Principal, Emerson Public Schools (NJ)
Lasting change doesn’t happen without teacher buy-in
Grading reform can’t succeed unless educators believe in it. That’s why Emerson made intentional space for teacher voice throughout the process; through pilots, surveys, honest conversations, and, most importantly, time. The district embraced a long-term mindset, giving teachers flexibility to experiment, reflect, and gradually evolve their practices instead of expecting instant transformation.
“We had some consultants sit with teams of teachers to work on these common scoring criteria. They were fully designed by teachers, and their colleagues had the chance to weigh in during the school year so that it didn’t feel quite so top-down…the teachers had such a voice in making them that it didn’t feel like we were taking their autonomy away.” –Alice Opperman, Director of Curriculum, Instruction & Technology, Emerson Public Schools (NJ)
Progress means nothing if families can’t follow it
Even with teachers aligned and systems in place, Emerson found that family understanding was key to making SBG truly work. While the district initially aimed to move away from traditional letter grades altogether, ongoing conversations with parents led to a reevaluation. By listening to families and adapting their approach, Emerson has found a middle ground, one that preserves the value of standards-based learning while making progress easier for families to understand.
“Five years ago, I would have said, ‘We will be totally done with points. We will never see a letter grade again. It’s going to be so much better.’ But talking to parent after parent has led us to this compromised place where we are going to try it a little bit differently to give the parents what they need in order to understand us, but also keep that proficiency, competency, mastery information that we feel is so valuable as educators.” –Alice Opperman, Director of Curriculum, Instruction & Technology, Emerson Public Schools (NJ)
Still evolving, and that’s the point
For Jessica and Alice, grading reform has never been about arriving at a perfect system (and certainly not achieving it overnight). It’s been about listening, learning, and improving year after year. Their message to other school leaders? There’s no one “right” way to do SBG, but there is a thoughtful, collaborative way forward.
Emerson’s story shows that when you prioritize clarity, trust your teachers, and bring families into the conversation, the result isn’t just a better report card.
It’s a better learning experience for everyone involved.
How the right grading solution supports Emerson’s SBG efforts
Emerson put in the work, but sustaining grading reform at scale is nearly impossible without the right tools to support teachers, track progress, and communicate effectively with families.
Streamlined standards Focus on the standards that matter most by building custom, district-aligned grading scales. The right platform makes it easy to group standards, apply scoring criteria, and visualize mastery over time.
Transparent communication Share clear, standards-aligned feedback with families directly in a platform. Teachers can provide timely updates, rubric explanations, and progress reports, all in one place.
Flexible grading tools Support teacher autonomy with multiple assessment types and scoring options, including points, rubrics, and mastery levels, all aligned to district-defined standards.
The sector’s financial challenges have shone a spotlight on governance effectiveness in higher education in England.
When the incoming government tasked the Office for Students (OfS) with directing more of its energy towards financial sustainability in the summer of 2024, it was only a matter of months before director of regulation Philippa Pickford put forward the view that the sector needed “a conversation” about governance, specifically about how robustly boards had tested some of the financial projections they had been prepared to sign off.
The government is clear that there needs to be a focus on and improvement in providers’ governance. Planning and strategy development within higher education providers, including financial planning, should be supported by the highest standards of governance to ensure realistic planning, robust challenge and the development of sustainable business models.
The sector has not been unresponsive to these cues – Advance HE in partnership with the wider sector is (taking the conversation metaphor literally) curating a “big conversation” about governance and the Committee of University Chairs (CUC) has pledged to review the higher education code of governance – which for a large number of institutions acts as a reference document for compliance with OfS’ conditions of registration on governance.
The implicit underpinning premise from OfS and DfE is fairly stark: the government is disavowing any responsibility it might have to come up with a financial settlement that would shore up higher education finances while retaining the current delivery model; nor is it especially keen to have to deal with institutional bailouts arising from institutional inability to manage the changed funding landscape. The strong signal is that it is up to higher education institutions to work out how to survive in this environment – and if boards are not up to the task of finding the answers then it’s the boards that need reforming.
Business acumen
I read this communication as part of a discursive stand off between government and the sector in which the lines between the role of government and role of individual institutions in securing the future of higher education is contested. Within that context, the validity of the implied criticism – that boards are insufficiently businesslike and strategic – needs to be interrogated.
There was a fascinating piece on The Critic last week by University of Buckingham academic Terence Kealey bemoaning the rise of the managerialist board. In Kealey’s analysis, when the balance of power in governance tilted towards the Senate – the governing body of academics – the institution thrived, as evidenced by strong performance in NSS and a financial surplus. But when the Council flexed its muscles, the university faltered, dropping in the league tables and spending more than it brought in.
Kealey’s core argument – that academics are best placed to steward the core higher education mission of excellent teaching and research – picks up a longer standing critique of higher education governance that perceives organisational strategic objectives as articulated by institutional boards and executive teams as frequently in opposition to the academic endeavour, being far too concerned with financial efficiency, performance management, reputation/league tables, and capturing market share. Echoes of aspects of this critique appear in the recent Council for the Defence of British Universities’ proposed code of ethical university governance, which urges boards to adhere to high standards of transparent, principled, and public-spirited conduct.
At the other end of the spectrum, the criticism of higher education governance – including sometimes from governors themselves – is that boards are insufficiently businesslike, fail to articulate long-term strategic objectives that will secure the institution’s sustainability, and have limited entrepreneurial spirit that would allow the institution to adapt to adverse headwinds. A more moderate version of this criticism argues that it is very difficult to convene the diverse skillset that could allow for effective board oversight of the wide range of activities that higher education institutions do.
Thinking about activities like academic and knowledge exchange partnerships, the creation of new campuses or the erection of new buildings, or civic and international engagement, all of these have the the academic endeavour at their core but are mostly about deploying the knowledge and reputational assets of the institution to generate additional value – and they each carry complicated associated legal and regulatory compliance expectations and reputational risk. It’s not clear that developing those strategies and managing those risks and expectations coheres well with academic professional practice – though some academics will obviously have a keen interest and want to develop knowledge in these areas.
The worst of both
There has always been an expectation that higher education institutions need to be simultaneously academically excellent and sufficiently business savvy to make sure the institution remains financially stable. Both academic and institutional governance can fail – the latter often more spectacularly and with greater reputational impact – but the impact of academic governance failure is arguably greater overall both on the long term health of the institution and on the lives of the staff and students affected.
So you could argue that it’s odd and/or problematic that the sector has witnessed the erosion of the power of senates and academic boards as part of a wider set of trends towards a more executive style of higher education leadership, the rise of metrics, league tables and more managerial approaches to institutional performance, the intensification of regulatory expectations, and the steady withdrawal of direct public funding from the sector. It’s telling that under the current regulatory regime in England institutional boards have had to master new expectations of oversight of academic quality, on the presumption that all institutional accountability should sit in one place, rather than being distributed – suggesting that quality is now seen as part of the wider business imperative rather than a counterweight to it.
But simply pivoting the balance of power back to senates and the academic community doesn’t necessarily address the problem. It’s possible, I suppose, to imagine a relatively benign or at least predictable funding and regulatory environment in which some of the pressing strategic questions about institutional size and shape, partnerships, or external engagement are answered or moot, and in which knowledge stewardship, academic excellence, and (one would hope) student learning experience are the primary purpose of higher education governance.
But even if that environment was plausible – I’m not sure it has ever existed – it doesn’t really address the more existential contemporary questions that governments and the public seem to be putting to higher education: how does the country see, and experience the value of all this knowledge stewardship and academic excellence? To realise that value and make it visible in more than an ad hoc way – to be institutionally accountable for the systematic manifestation of public value from academic knowledge – requires knowledge and professional practice beyond individual teaching and research excellence. And, more prosaically but equally importantly, buildings, infrastructure, and systems that create the environment for effective knowledge stewardship. Without a functioning institution there can be no knowledge stewardship.
There’s a reason, in other words, even if you strip out all the neoliberal value propositions from higher education governance, why higher education institutions need a “business” arm and associated governance structures. And that’s before you confront the actual reality of the current situation where the funding and regulatory environment is neither benign nor predictable – and the need for effective external relationship-building and systematic collaboration is greater than it has been in decades.
On the other hand, some of the business decisions that are made to secure financial sustainability or long term institutional success put the academic imperative at risk. Rapid growth in student numbers, redundancy programmes, departmental or services cuts or new strategic partnerships can compromise quality, as we have seen in a number of recent cases. There may be mitigations or the impact may be worth the reward, but there can be no meaningful strategic decision without being able to weigh up both.
Yet where we have ended up, I fear, is in the worst of both worlds – institutional boards that are neither sufficiently academically robust to have a grip of academic excellence nor sufficiently strategic and entrepreneurial to ensure institutions are able to thrive in the current higher education landscape. This is no shade to the immense talent and knowledge of the individuals who take up roles as higher education governors – it is a structural critique.
Creative tension
Where I end up is with the question – if there is really an inbuilt tension between the academic and business imperatives of higher education institutions, what would it look like for that tension to be a productive one in higher education governance rather than a source of toxicity?
I suspect – though I’ve not (yet) asked – many vice chancellors and their executive teams would argue that in their individual experience and team skillset they manifest both academic and business imperatives – that in fact, it is their job to reconcile these two aspects of institutional leadership in their daily practice, decisions, and communications.
Yet if that reconciliation of two competing imperatives is the job of leadership, arguably it’s not going all that well. While this experience is by no means universal, it’s clear that at times both academic and professional staff can feel sidelined and disempowered in the tug of war for day to day resource – but also at a deeper level for a recognition of their purpose and contribution to the higher education endeavour. Each can feel subordinated to the other in the institutional hierarchy – yet while there are outliers on both sides I’d put money on the majority of individuals on both sides accepting and embracing the value and contribution of the other. Yet at the same time the real tensions and contradictions that manifest in the pursuit of the two parallel imperatives are deeply felt by staff yet not always acknowledged by leadership.
What if the job of leadership and boards of governors was not to seek to reconcile academic and business imperatives, but to actively manage the conflicts that arise at times? Where strategic questions arise related to either opportunities or risks, boards need to understand the perspective of both “sides” before being able to judge whether the executive team’s decisions are appropriate. And for institutional staff (and students, to the extent they have a role in institutional governance) there needs to be confidence that the governors have the skills and understanding of the value and importance of both imperatives and the relationship between them – so that there is the trust that decisions have been made in the most effective and transparent way possible.
There might even be a case for institutions to convene internal business strategy boards as part of the governance structure as a counterweight to academic boards – actively empowering both equally as sites of knowledge, expertise and influence – and potentially reducing the strategic burden on institutional boards through creating a more transparent and maybe even more democratic or at least representative forum for internal governance of strategic business development.
It seems likely that the next academic year will see the higher education sector in England move on from “conversations” about governance into something more systematically developmental, whether that’s via the mechanism of the CUC’s review of the Higher Education Code of Governance, or a policy agenda from one of the sector bodies. This is one of those areas where the sector can help itself with government by taking a lead on reform.
Yet there’s a risk that the financial pressures on the sector lead to too close a focus on the strategic business imperatives and not enough on the academic excellence imperative. Institutions need both to be successful, and boards and executive teams – as well as any reviewing organisation – need to give deep consideration to how those can – even if not always peacefully – coexist.
Good call. A well-run open house can be one of the most powerful tools in your enrollment and engagement strategy. Whether you’re welcoming new elementary parents, high school prospects, or college hopefuls, this is your chance to make an unforgettable first impression. An open house in school is important because it helps build a sense of community, foster parent involvement, and drive enrollment.
But a memorable open house doesn’t happen by accident. It requires careful planning, creative ideas, and attention to detail. From initial promotions to day-of execution and follow-up, every step counts.
So, how do you make it count?
Let’s walk through ten practical (and proven) tips to take your school’s open house from good… to exceptional.
Struggling to stand out in a crowded market?
Boost enrollment with tailored open house strategies!
1. Start Planning Early And Promote Like a Pro
Here’s the truth: If no one shows up, nothing else matters.
That’s why promotion is the first step, and it’s a big one. First, get clear on your goals. Are you looking to boost applications? Showcase new facilities? Strengthen relationships with current families? Your goals will shape everything from the schedule to who you invite.
How do you prepare for an open house at school? Start by setting clear goals and selecting a date that works for your audience. Plan the schedule, secure staff and student volunteers, and prepare promotional materials. Promote the event across multiple channels (website, email, social media), tidy up the campus, and organize signage, welcome tables, and printed resources to ensure a smooth, welcoming experience.
Example: Queen’s University (Canada) demonstrated advanced planning by creating a dedicated “Fall Preview” Open House webpage months ahead. The page provided key details (date, schedule, location) and prominently featured a call-to-action for prospective students to register, ensuring maximum visibility and early sign-ups.
Then, plan your outreach. Don’t wait until the last minute. Get your date on the calendar months in advance, and begin promoting it strategically across various online channels:
A dedicated landing page on your school’s website (with RSVP).
A short email series to build awareness and excitement.
Countdown posts, teaser videos, and stories on social media.
Text reminders or personal phone calls to those most likely to attend.
Example: Bishop’s University (Canada) boosted promotion by publishing a blog post prior to their Open House that walked readers through what to expect at the event. This preview-style post generated excitement and informed prospective students and parents about the Open House experience in detail.
Still want more attendees? Consider offering a virtual option. Whether it’s a livestream, a digital campus tour, or a short webinar, giving families more than one way to experience your school expands your reach.
2. Make Arrival Smooth and the Welcome Unforgettable
Let’s face it, no one enjoys showing up somewhere and feeling lost.
That’s why the moment guests arrive at your open house, the experience should feel seamless and friendly.
Start with signage. Make sure every guest knows exactly where to park and where to go. Have greeters ready: staff, student leaders, or enthusiastic parent volunteers. A welcome table with a map, a friendly smile, and a short overview of what’s ahead can work wonders.
Example: University of Oxford (UK): For its 2023 undergraduate Open Days, Oxford enlisted staff volunteers as greeters and guides. These volunteers welcomed visitors, helped with directions around campus, and served as friendly points of contact at entrances and info tables, ensuring guests felt comfortable and never lost.
Don’t stop there. Decorate with banners, student art, or a slideshow of school activities. Create a warm and exciting vibe the moment families step inside. You’re not just showing them the campus, you’re showing them the community they could be a part of.
Example: UC Santa Cruz (USA): At its “Banana Slug Day” admitted-students open house in 2025, UC Santa Cruz set up check-in tables at key parking areas and deployed student guides (the “S.L.U.G.” ambassadors) throughout campus. Visitors were greeted at these welcome points and guided by the student ambassadors, making navigation easy and the arrival experience warm and organized.
3. Spotlight the People Who Make Your School Special
The facilities are nice. Programs are great. But what really wins hearts?
Your people.
That’s why teachers, support staff, coaches, and counselors need to be front and center during the open house. Make sure they’re not just present but prepared. Equip them with key talking points and FAQs so they feel confident answering questions and reinforcing your school’s values.
What should teachers do for open house? Teachers should prepare a welcoming classroom with student work on display, provide a brief overview of their curriculum, and have handouts with contact information and expectations. During the event, they should greet families warmly, answer general questions, and encourage follow-up meetings for individual concerns.
Example: During Nevada State’s Open House, faculty participation was a centerpiece. The event agenda included “Meet with Faculty” sessions where professors from various departments (Education, Liberal Arts & Sciences, Nursing, etc.) were on hand to chat and answer questions. This gave visitors a chance to connect face-to-face with the educators and get a feel for the academic community.
Encourage classroom displays that show what day-to-day learning looks like. And while teachers should be warm and approachable, remind them this isn’t the time for parent-teacher conferences. Keep it general, upbeat, and informative.
Want to go the extra mile? Kick off the event with a welcome from your school leader, followed by a quick intro to the key staff attendees. Let families know who’s who, and who they can talk to about specific interests like arts, athletics, or academics.
Example: Bucknell’s Fall Open House actively involved faculty and staff in mingling with prospects. Visitors could tour facilities and meet professors and current students to ask questions about programs and campus life, rather than only hearing formal presentations. This personal professor-student engagement at Open House helped put a human face on the university’s academics.
Your current students and parents are your school’s best spokespeople. Hearing about the school’s strengths from an administrator or teacher is valuable, but hearing it from a peer can be even more persuasive. In marketing terms, it’s social proof, and it carries a lot of weight. In fact, one study found that 93% of people trust recommendations from friends and family, while only 38% trust advertising.
Applying this to an open house, a prospective student is likely to trust the words of a current student, and parents will trust the perspectives of other parents, more than any brochure or formal presentation.
That’s why student ambassadors and parent advocates are some of your most valuable open house lead generation assets.
Hand-pick current students who represent the best of your school; friendly, positive, and articulate. Let them lead tours, greet visitors, or share their experience during a short panel. Their enthusiasm is contagious. As one education marketing expert put it, hearing directly from current students and parents can be one of the most powerful ways to engage prospective families.
Example: University of Central Lancashire (UK) : At UCLan’s Open Days, current students act as official ambassadors (identifiable in special red attire). These student ambassadors welcome visitors at entrances, give campus directions, and share honest insights about student life and their courses. Attendees are encouraged to approach them with any questions, making the experience peer-guided and relatable.
Similarly, invite a few involved parents to chat with prospective families. Their personal stories, why they chose the school, how their child has grown, carry a weight that even the best marketing can’t match.
You’re not just saying, “We’re great.” You’re showing it.
5. Make the Event Fun, Interactive, and Memorable
Let’s be honest: No one wants to sit through a two-hour lecture.
So here’s your mission: Turn your open house into an experience.
How do you make an open house at school fun? Incorporate interactive elements like hands-on activities, themed scavenger hunts, live demonstrations, or student performances. Offer refreshments, set up a photo booth, and keep presentations short and engaging. The goal is to create an energetic, memorable experience that showcases school spirit.
Instead of a long presentation, create a rotating itinerary. Let families move through classrooms, labs, and activity spaces at their own pace. Throw in a scavenger hunt or “passport” that gets stamped at each stop. Offer a prize at the end for completing the journey.
Example: New Mexico State (USA): The College of ACES Open House 2025 at NMSU was designed as a family-friendly, interactive event. Visitors could roam through animal exhibits, science labs and museums with hands-on demonstrations and learning games at each stop. From petting zoo stations to chemistry experiments, attendees of all ages were invited to actively engage, making the Open House both educational and fun.
What else works? Hands-on demos. Let students try a science experiment, play with robots, sample the art room, or participate in a music warm-up. The more your visitors can do, not just see, the more they’ll remember.
Don’t forget the snacks. Coffee, cookies, or treats from the culinary class add comfort and create natural mingling moments. Bonus points if they’re decorated with school colors or logos.
And yes, music, performances, or even a visit from your mascot can energize the space and give families that “wow” moment.
Example: UC Santa Cruz (USA): The Banana Slug Day Open House combined campus exploration with fun activities. Prospective students and families joined student-led tours, watched student performances, visited a resource fair, and even sat in on mock mini-lectures by faculty. These interactive elements (plus chances to snag some UC Santa Cruz swag at the bookstore) turned the day into an immersive campus experience rather than a passive info session.
You’ve got a lot to say, but that doesn’t mean you should say it all at once.
Keep any formal presentations concise and dynamic. Ten to fifteen minutes max is ideal. Focus on the core message: What makes your school stand out? What are the values driving your mission?
Break up speeches with visuals; videos, photos, and student voices make everything more relatable. If you can, include a current student or alum to co-present. Their stories add authenticity and emotion.
Whatever you do, rehearse in advance. A confident, polished delivery makes all the difference.
Example: Bucknell keeps Open House presentations brief and purposeful. Its Fall Open House schedule is broken into short sessions: for example, a 15-minute welcome and admissions overview followed by a 15-minute “Why Liberal Arts?” talk. Instead of long lectures, Bucknell offers multiple bite-sized talks and student panels, which keep visitors engaged and allow them to sample various topics without fatigue.
Before the event, ask registrants about their interests: academics, sports, arts, etc. Use this intel to tailor their visit. Match them with the right teacher, program head, or club coordinator. Let them know you were expecting them.
Even on the fly, personalization is powerful. Train ambassadors and staff to ask questions and respond accordingly: “You’re interested in robotics? You’ve got to meet Mr. Jackson. Let me introduce you.”
Name tags, interest-specific packets, or a simple, “Hi Sarah, we’re so glad you’re here,” can go a long way in helping families feel seen.
And yes, be mindful of accessibility needs, language support, and dietary restrictions. Every thoughtful detail adds up.
Example: University of Cincinnati (USA): Cincinnati’s Open House model allows each guest to “build your own day.” Attendees register for the specific academic sessions and special topics that interest them most. For example, a student could choose two different college info sessions (say, Engineering and Business) and several niche interest workshops. The itinerary is flexible – with options like honors program talks, campus tours, residence hall tours, etc. – so each visitor crafts a personalized schedule aligned with their goals.
Before families leave, hand them something to take home, whether that’s a branded folder with your materials, a printed photo from a photo booth, or even just a small keepsake like a sticker or magnet.
More importantly, give them the info they need to take the next step. Include your admissions contact, an FAQ sheet, key dates, and a personalized thank-you letter from the principal.
A friendly goodbye, a handshake, and a “We hope to see you again soon” can seal the deal emotionally. People remember how you made them feel. Make it good.
Example: Temple College (USA): This community college makes sure guests leave with smiles (and photos). At its Open House, Temple College set up a fun photo booth with their mascot, “TC Leopard.” Students and families could snap pictures with the mascot – a keepsake to post on social media – and even win prizes. This lighthearted closing activity gave attendees a lasting memory and positive vibe to associate with the school.
Send a thank-you email the next day. Personalize it if you can. Include links to the application page, upcoming deadlines, and photos from the event. Invite further questions and make it easy to get in touch.
If a family asks about something specific, say, learning support or scholarship details, make sure someone follows up with a personalized message.
Want to keep the momentum going? Enroll attendees in a short email series spotlighting your programs, alumni, or events. Nurturing that relationship can turn a visitor into an applicant.
Example: Morton College (USA): After the Open House, Morton College immediately followed up with attendees and the broader community on social media. They posted a thank-you message to everyone who came, reinforcing that visitors are always welcome on campus. Importantly, the message included a next-step call-to-action, a reminder that registration was open for upcoming semesters, nudging interested students to take the next practical step toward enrollment.
10. Debrief, Reflect, and Get Ready to Do It Even Better Next Time
One last tip, and it’s a game changer.
After the event, take time to evaluate. Meet with your team and ask: What worked? What didn’t? What feedback did families share?
Review your numbers: RSVPs, attendance, applications started. Be sure to look for patterns. Did most families come from a certain neighborhood? Were particular sessions packed while others lagged?
Use this insight to adjust your strategy for next time. Update your checklists. Refine your flow. Keep evolving.
Oh, and don’t forget to celebrate your wins. Share event highlights in a post or newsletter. Thank your team. Show appreciation.
Final Thoughts
An open house is more than just an event, it’s an invitation.It’s your chance to say, “Here’s who we are. Here’s why we care. Here’s how your family fits in.”
When you plan with intention, create moments of connection, and follow through with heart, your open house becomes more than a tour. It becomes a story families want to be part of.
So get planning, and get ready to make your next open house your best one yet.
Would you like to receive tailored open house school ideas for your institution?
Contact Higher Education Marketing for more information.
Struggling to stand out in a crowded market?
Boost enrollment with tailored open house strategies!
Frequently Asked Questions
Question: How do you prepare for an open house at school?
Answer: Start by setting clear goals and selecting a date that works for your audience. Plan the schedule, secure staff and student volunteers, and prepare promotional materials. Promote the event across multiple channels (website, email, social media), tidy up the campus, and organize signage, welcome tables, and printed resources to ensure a smooth, welcoming experience.
Question: What should teachers do for open house?
Answer: Teachers should prepare a welcoming classroom with student work on display, provide a brief overview of their curriculum, and have handouts with contact information and expectations. During the event, they should greet families warmly, answer general questions, and encourage follow-up meetings for individual concerns.
Question: How do you make an open house at school fun?
Answer: Incorporate interactive elements like hands-on activities, themed scavenger hunts, live demonstrations, or student performances. Offer refreshments, set up a photo booth, and keep presentations short and engaging. The goal is to create an energetic, memorable experience that showcases school spirit.
This blog post was contributed by Jennifer Addleman, member of CUPA-HR’s Southern Region board of directors and HR director at Rollins College.
And that’s a wrap on CUPA-HR’s 2023 Association Leadership Program (ALP) in Omaha, Nebraska! On July 13-14, leaders from CUPA-HR’s national, regional and chapter boards, as well as CUPA-HR’s corporate partners, gathered to discuss higher ed HR challenges, share successes, make connections and build relationships. I was fortunate to attend as a representative from the Southern Region board, and my mind is still reeling from two full days of content and networking with talented HR leaders from across the country. Here are some of my takeaways:
Lead with positivity, start with a win, and end with gratitude.
The CUPA-HR Knowledge Center continues to be a go-to resource for all things higher ed HR. In addition to HR toolkits that are constantly being updated or added, you’ll also find DEI resources, e-learning courses, a job description index, CUPA-HR’s Higher Ed HR Magazine and more. If you haven’t checked out the Knowledge Center lately, I encourage you to do so!
We in higher ed HR are doing important work — what we do matters, and we are impacting lives.
CUPA-HR continues to do valuable work in data collection and research — our data is the platinum standard! Learn more about CUPA-HR’s research in the Research Center (find the link in the menu on the CUPA-HR home page).
We must continue to make mental health a priority. As HR practitioners, we often prioritize taking care of others, but we should not be ashamed to take care of ourselves first! Find resources in the Mental Health and Health and Well-Being Knowledge Center toolkits.
You can walk to Iowa from Omaha! Who knew!
Sharing some quality time with higher ed HR peers from across the country, commiserating about and discussing strategies to overcome our biggest challenges, and meeting new people and making new connections is what CUPA-HR’s Association Leadership Program is all about. If you’re considering exploring volunteer leadership opportunities within the association, do it! You won’t regret it — in fact, you’re guaranteed to learn and grow, and have a great time doing it!
Onboarding programs consisting of a brief history lesson about the institution and instructions for how to get a parking pass aren’t likely to inspire new hires. Here are three elements of onboarding programs that go beyond the basics to create a deeper understanding of campus culture and a sense of belonging.
Orient New Hires to Higher Education
Learning industry-specific skills and knowledge is essential for employees to thrive in their workplaces. Higher education is no different. New hires must quickly get up to speed on how their departments function within the context of their institution and its mission. This can be overwhelming for anyone, especially someone new to higher education.
To address this learning curve, CUPA-HR created Understanding Higher Ed Course 1 — An Overview of Higher Education for All Employees. The course is designed to help all higher ed employees understand different types of institutions, terminology, cultural hallmarks of the higher ed work environment, the basics of higher ed funding, and key soft skills that support success in the workplace.
Create a Sense of Belonging
A crucial aspect of the workplace that can’t be captured in a new-hire orientation video is the sense of belonging employees experience. And if staff members work remotely, opportunities to connect with coworkers and build community may be even more difficult to achieve.
To overcome these challenges, the University of Florida’s Academic and Professional Assembly (APA), led by several HR employees, reconsidered their approach to onboarding. Through their Warm Welcome experience they helped create a campus culture that fosters a sense of belonging for new staff. The APA helps spark campus connections by hosting welcome events and small groups where new hires can interact with high-level leaders. During these events, leaders share personal stories and insights about leadership, diversity and inclusion and the value that staff bring in the pursuit of the university’s many goals. This storytelling approach draws out leaders’ personalities, camaraderie, sense of humor and transparency, and allows staff to see the “human” aspect of a large institution. Read more about UF’s Warm Welcome experience to learn how to design a warm welcome experience for your staff.
Partner With Other Departments
Onboarding shouldn’t fall solely on HR’s shoulders. Support from many areas of the institution is critical for a successful onboarding program. Additionally, shared responsibility for onboarding can positively affect organizational culture, departmental buy-in and employee retention. Presenters from the University of Colorado Boulder shared their strategic partner model in a 2019 CUPA-HR on-demand webinar “Onboarding: A Strategic Partner Model for Bringing About Cultural Change.” Watch the webinar recording to learn more about UC Boulder’s model to increase employee engagement, retention and productivity while keeping the focus on institutional goals.
There are many reasons employees are drawn to work at an institution, and a successful onboarding program shows them why they should stay.
