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Rewriting the Future of Higher Education – Together
Ever tried explaining to a teenager why they should pick a certain college? You’ll get hit with a flurry of questions: Will it help me land a good job? Can I study from anywhere? Is it future-proof? The truth is, these questions aren’t just for students anymore—they’re for everyone in higher education.
Across the world, higher ed is being rewritten, not just tweaked. International student routes are shifting—take the UK’s recent decision to cut the poststudy work visa to 18 months. Half of surveyed students are already rethinking their destination. But let’s be honest, the hunger for a global degree hasn’t gone anywhere. It just looks different now. Universities are under pressure to be more flexible, more affordable, and more innovative than ever.
Generative AI, once the new kid on campus, is now the class president. Students are using it to write essays and plan careers. Professors are using it to build courses and grade papers. And the tech is only getting smarter. Add in virtual reality and stackable
micro-credentials, and you’ve got an education system racing to keep up. The real challenge? Balancing innovation with integrity. Making sure access grows without watering down the learning.
This issue of Higher Education Digest tackles all of that head-on. From AI ethics to the evolution of study-abroad plans, and the economics of modular learning—our contributors explore how leaders around the globe are rethinking everything.
Our cover story sits down with Doris Savron, Vice Provost at the University of Phoenix. With more than two decades of experience, she shares how her team builds market-aligned degrees—and why she believes assessment is “the engine of relevance.” Her practical optimism is refreshing, and frankly, needed right now.
If there’s one thing this issue makes clear, it’s this: higher education isn’t broken—it’s being rebuilt, piece by piece, in real time. Whether you’re running an institution, teaching in one, or just figuring out your next move, there’s something in here for you.
Happy reading!
Sarath Shyam
DORIS SAVRON
VICE PROVOST - COLLEGES, ASSESSMENT AND CURRICULUM, UNIVERSITY OF PHOENIX
FOSTERING ACADEMIC INNOVATION AND STUDENT SUCCESS
INDUSTRY PERSPECTIVE
“LANDING THE PLANE” A TACTICAL APPROACH TOWARDS USING AI TO CREATE COMPETENT INSTITUTION
Dr. Hernán Londoño, Chief Technology and Innovation Strategist, Lenovo
ACADEMIC VIEW
UNLOCKING THE FUTURE OF HIGHER EDUCATION: LESSONS FROM TRANSFORMING SMALL COLLEGES
Drew Van Horn, Former College President and Administrator
18
BRIDGING TRADITION AND TECHNOLOGY IN HIGHER EDUCATION
Dr. Henry Mack, Vice President, Strategy & Innovation, St. Thomas University
ACADEMIC VIEW
LEADING THE WAY IN STUDENT SUCCESS
Dr Micki Davis, Director of Undergraduate Student Success and Retention, University of the Cumberlands 32
THE KEY TO EFFECTIVE ACADEMIC SUPPORT IN HIGHER EDUCATION
Dewayne Stafford, University Ombudsman, Texas Southern University
38
CRITICAL ANALYSIS OF THE PERFORMATIVE NATURE OF DEI
Frederick V. Engram Jr, Assistant Professor of Higher Education, Fairleigh Dickinson University
COVER STORY
DORIS SAVRON
VICE PROVOST - COLLEGES, ASSESSMENT AND CURRICULUM, UNIVERSITY OF PHOENIX
FOSTERING ACADEMIC INNOVATION AND STUDENT SUCCESS
Doris Savron has served as Vice Provost of Colleges, Assessment and Curriculum since 2018 at University of Phoenix, overseeing the strategy for academic programs and curriculum design, institutional assessment, and faculty, including oversight of strategy for degree, certificate and course offerings, and student learning outcomes for the University. Doris leads her team collaboratively to innovate academic solutions and provide exceptional student experiences and learning environments that support student success. She has over 23 years of experience in higher education serving in diverse roles. She earned her MBA from Cleveland State University and is completing her doctorate in organizational leadership.
Recently, in an exclusive interview with Higher Education Digest, Doris shared her professional trajectory, insights on the importance of student learning outcomes in curriculum design and assessment, the secret mantra behind her success, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Doris. What inspires you about your work in higher education? What motivates you to continue innovating in academic solutions?
I am a first-generation college graduate in my family. My parents migrated to the US and never had the opportunity to earn a college degree but always emphasized the importance of education and what opportunities it provides. After I finished my master’s degree, I knew I wanted to pursue a teaching role in higher education. At the time, University of Phoenix was new to Ohio and needed to build its associate faculty network. I got offered the opportunity to teach as an associate faculty member and fell in love with the mission and focus of the University. Open access and the focus on a model that met the needs of adult learners inspired me to get involved in a full-time role a year later. It is a way of giving back, acknowledging my parents’ sacrifice and providing a solution for working adults who at the time did not have many options to continue their upskilling and continue to meet their life responsibilities. The world keeps changing around us – people, technology, resources, which requires us to continue to question our approach and make sure we are meeting both the needs of our learners while also meeting the needs of industry for talent. Watching the excitement of the graduate and their family members at commencement and knowing the stories of transformation our learners’ experiences bring to generations of their families, continues to inspire me to make sure we are evolving and adapting.
What do you love the most about your current role?
I love being able to work with amazing leaders who are committed to our learners and supporting
them in pursuing their career goals. I have an opportunity to learn every day from the talented and smart people I get to work with regularly. I love being right in the middle of the program and curriculum strategy space where a great deal of change is happening as technology evolves and enables us to get innovative with online learning experiences and helping people learn new skills and see the value of how those skills will apply to future career opportunities. The best part of this work is being able to hear those stories directly
from our students and how their lives change because of what they learned. We provide hope where sometimes people may have started to lose hope.
Can you discuss the importance of student learning outcomes in curriculum design and assessment?
Student learning outcomes are central to design and critically important to both the learner’s success and our organizational success. Several
The world keeps changing around us – people, technology, resources, which requires us to continue to question our approach and make sure we are meeting both the needs of our learners while also meeting the needs of industry for talent
years ago, we revamped our program design process by mapping program and course outcomes to career relevant skills down through the course level. We developed summative assessments in each course to align to those skills to ensure everything laddered up to their program outcomes. We created transparency in the course materials and the tools to explain why what they were learning was important and relevant to their goals. In addition, we provided students through their learner profile to track
We must be aware of how AI will affect each discipline so that we can prepare our learners and our employees with the appropriate skills to function and produce in an AI-enabled world
their progress of skills demonstrated and how those align to potential career outcomes. They can leverage these tools to narrate their stories and capabilities to key stakeholders involved in their career journey. Internally we have reporting mechanisms where the deans can monitor progress in those courses and program outcomes to help them strategize updates or changes as the data populates to continuously improve our programs and credentials.
What opportunities or challenges do you see in the evolving landscape of online and on-campus education?
There are many changes happening in higher education today, more than just technology and it can feel overwhelming to know how to react to and address those changes. Any time change happens, there is an opportunity to reflect and determine how we evolve. It is important to understand what is driving those changes, how that will affect learners’ and employers’ expectations and how we need to pivot ourselves to make sure we are a solution in meeting those needs. I think artificial intelligence (AI), particularly generative AI, will continue to disrupt higher education. We need to understand and embrace the role AI can play in supporting learning and how workplace skills will shift because of employers embracing AI tools. We are already seeing increases in job postings asking for AI related skills. We must be aware of how AI will affect each discipline so that we can prepare our learners and our employees with the appropriate skills to function and produce in an AI-enabled world.
Who has been a significant influence or mentor in your career, and how have they helped shape your professional journey?
I have had quite a few people throughout my career journey who have invested in me by sharing their time and expertise to help guide me. They have been both in higher education and outside higher education. The commonality in each of them is they were leaders I respected and was inspired by how they balanced career obligations with their life values and priorities. They were generous and honest with their feedback and leaders I could trust wanted the best for me. They also were not afraid to admit what they did not know and prioritized continuously learning in their lives.
Congratulations on being recognized as one of The Top 50 Women Leaders of Arizona for 2025. Our readers would love to know the secret mantra behind your success.
Thank you! It was such an honor to be considered. I often get asked a similar question by those I mentor. The following four are what I attribute to my success and opportunities. I call them the four Cs of leadership (calling, community, courage, and curiosity). One, I am clear on what my strengths are as well as what they are not. That allows me to maximize my strengths and find others to join the team that can complement or fill the gaps for areas I would consider weakness or challenges (calling). I have also worked hard to build a community that the teams I lead can feel a part of and see how they belong and how they contribute. I also make sure I join a community where others will stretch
me and invest in me to continue to grow. These communities evolve as I grow. The third area is having the courage to use my voice when it is needed. Leadership has its challenges and some of the toughest are when you must speak up to offer conflicting viewpoints. Other times it might require speaking up to challenge group think. Leadership requires courage for those tough conversations and decisions. Finally, curiosity is a requirement. I have always loved learning and that has been a benefit in my growth. I took on roles where I knew I would be stretched, I am regularly reading books and researching trends, I love to ask questions to understand how things connect and work. I also think we must be curious about people and what is important to them and what drives them. That helps me understand how I can support them as a leader.
How do you prioritize your own wellbeing and self-care given the demands of your work?
This has probably been one of my life lessons and I am continuing to learn how to be better at balance and boundaries. I learned a while ago, there will always be work to get done. But it doesn’t always have to be done right then or even by me. I am very clear on what my responsibilities are and the work that only I can do versus work that can be delegated out to others or even hired out. That has provided a healthy balance of personal time which I use to travel, to spend time with friends and family, and sometimes to do activities that restore me or allow me to rest. I never turn down a spa day! I also have a healthy perspective of what is important and what is critical for me to stay in balance with my values. Those things serve as guideposts and signs of when I might be letting
things get out of balance. I invested in a 5th wheel camper a year ago and took advantage of cooler temperatures in northern Ohio on the lake where I spend most of my time appreciating the luxury of remote work and getting outdoors to restore in down time.
Is there a particular person you are grateful for who helped get you to where you are?
I have been blessed to have many who I am grateful for and helped me get where I am. Too many to specifically name one. Those individuals changed as I grew into the next season of my career. I am still in touch with many of them today. I appreciated their willingness to share their knowledge, their honest feedback, and many times their network. I think everyone needs to find a community where these relationships form and change over time. We are meant to learn and grow in community.
Where do you see yourself in the next 5 years?
I see myself as a published author, thought leader in how to lead in times of change, and hopefully continue to do the work I love which is helping others aspire to reach their goals.
What advice would you give to aspiring leaders in education?
Be open to change, find a community to plug into that is invested in learning and growing together, and to continue learning. We of all people should be embracing lifelong learning by being curious about what is happening around us and what role we play in those changes to ensure people learn what they need to achieve their own career goals.
Unlocking the Future of Higher Education: Lessons from Transforming Small Colleges
Drew Van Horn, Former College President and Administrator
Dr. Drew Van Horn has over 40 years of higher education experience, including nine years as president of Brevard College, a private liberal arts college in North Carolina, and Young Harris College a private liberal arts College in Georgia. Dr. Van Horn is noted for enhancing student experience at a four-year liberal arts college, strengthening academic programs, and expanding a commitment to affordability and tuition transparency. Under his leadership, both colleges experienced an increase in student enrollment, developed new academic and pre-professional pathways, and increased opportunities for experiential learning, including internships and undergraduate research.
Dr. Van Horn has championed initiatives that prioritize student success, such as improving retention rates and making tuition costs clear and understandable for families. His vision emphasizes a personalized education rooted in the liberal arts, and humanities and preparing students for successful careers and civic engagement in an ever-changing world. In addition to his service as a college President, he has served as vice president of institutional advancement at two Universities and as Director of the Independent College Fund of North Carolina.
In this exclusive conversation with the Higher Education Digest Magazine, Dr. Van Horn shares his insights on overcoming enrollment challenges, fostering career-oriented education, and adapting to a rapidly evolving academic landscape, offering actionable wisdom for educators, students, and institutional leaders alike.
Reflecting on your tenure at Young Harris College and Brevard College, what do you consider the most significant achievements of your presidency?
Professionally, I chose to work with small church-related private colleges. The reasons
behind my choice were that I was a firstgeneration college student who benefited from my education at a small church-related private college and realized that these kinds of institutions served students who were similar to me. In addition, as a former college athlete,
With the enrollment cliff occurring, state institutions are working with their respective legislatures to direct as many state residents as possible to one of its institutions
I was drawn to the challenges that these types of institutions faced.
Both Brevard College and Young Harris College faced the financial struggles that come with student enrollment and institutional debt. That said, I consider the following achievements as being significant.
Commitment to Mission: The first significant achievement was to refocus the Boards, alumni, faculty, and staff on the mission of the institutions. Both institutions had adopted the framework of becoming like another institution rather than being the best Brevard and Young Harris that they could be. We needed to focus on
Institutions must invest in strong marketing campaigns that inform alumni and donors of societal needs and how the institution is helping to meet those needs
the type of student that we historically served and determine if this was still the mission for the institutions. In both cases, the college communities rallied around the mission of serving traditionally underserved populations. With everyone agreeing on the mission, strategic planning and implementation of the respective plans were easier.
Rallying Donors to the Mission:
With both institutions dealing with institutional debt, the next significant accomplishment was to rally the support of donors to our mission. Fundraising initiatives to secure scholarship support, and debt reduction funds drove the campaigns. We were successful in increasing unrestricted giving, endowment funding, and estate gifts directed to increasing the endowment and funding debt service. The success of the respective campaigns instilled positivity in continuing the implementation of the respective strategic plans.
Focus on student persistence and
graduate
success:
Both Brevard and Young Harris experienced low student persistence, especially with first-year students. Therefore, we focused on providing services, and academic programs that improved student persistence. The implementation of first-year programs that complimented the respective institutional missions showed great success. At Brevard, we saw first-year persistence increase from 48% to 60% and from 50% to 65% at Young Harris.
At Young Harris, we worked to demonstrate that our graduates were sought after. We focused involving Career Services from the first year on campus. As a result, we saw 93% of our graduates
either employed or enrolled in graduate school six months after commencement.
Accrediting Reaffirmation: Both Brevard and Young Harris were going to have trouble clearing the Southern Association’s finance criteria for reaffirmation. I began addressing the finances of each institution and was able to see both institutions reaffirmed.
In your extensive experience as a college administrator, what are the most pressing challenges you’ve observed in higher education, both in the U.S. and globally? How can institutions adapt to address these challenges effectively? The greatest challenge to small private colleges is enrollment, and thus, financial stability. With the enrollment cliff occurring, state institutions are working with their respective legislatures to direct as many state residents as possible to one of its institutions. To battle the enrollment challenge, private institutions must:
1. Cease following the large tuition and large discount model made popular in the 90s. It behooves them to set tuition that does not keep today’s families from considering them as options. Over the previous three recruitment cycles, YHC found that families wanted to know the actual out-of-pocket cost at the front of the process. By resetting tuition to a reasonable level, small private institutions can recapture the narrative regarding the cost of higher education, but it must occur quickly to catch traction.
2. Reduce, if not eliminate, non-incomeproducing debt. To accomplish this, small private institutions must enter well-informed fundraising campaigns to educate alumni and donors why and how support of these campaigns can shore up the future of the institution, by allowing tuition dollars and unrestricted fundraising to meet academic and student needs rather than pay for facilities that have no apparent income stream.
3. Identify and commit to student success by focusing on career services early in the
For small private colleges, many of whom have difficulty in attracting minority and international faculty, they must focus on visiting lecturers and global awareness opportunities
academic process. At YHC we revamped the traditional academic advising model to incorporate career direction. This addition allowed us to help students identify their pathways sooner and reduce the number of changes in majors, which add to the total cost of education. Success in this area provides institutions to taut student outcomes in their recruitment materials. At YHC we were proud to advertise that over 93% of our graduates were employed or enrolled in graduate programs six months after commencement. This message resonated with the parents.
4. Institutions must continue to identify low-producing majors and eliminate them from their offerings. At Brevard and Young Harris, the Provost annually led these conversations with the academic community. While somewhat painful, we were able to still offer minors in some of these areas.
5. Where possible, small private institutions must reduce the number of hours in the core curriculum to allow students the ability to double major and/or gain certifications that can help them secure employment.
6. The members of the Board of Trustees must use their influence to encourage legislative bodies to keep private education in the conversation as positive contributors to helping the state economy and workforce.
Globally, the higher education systems have become more divergent. Small private institutions would be wise to use their international graduates to help shape their value proposition to other students in their respective countries. At YHC, we identified successful international graduates and paid them a stipend to serve as our ambassadors to prospective students when they return home. Outside of athletic recruitment, I do not see international recruitment as being
a significant answer to some of the issues facing small private colleges in the U.S.
As someone deeply involved in institutional advancement, what role do you believe fundraising and alumni relations will play in shaping the future of higher education?
Today’s donors support innovation, not nostalgia. Institutions must invest in strong marketing campaigns that inform alumni and donors of societal needs and how the institution is helping to meet those needs. In my experience, I have found that honesty and clear messaging have replaced the traditional bragging points previously used in fundraising. Regarding alumni relations, institutions must engage alumni from all eras using key messaging that matters to each segment of graduates. Gone is the day of one message being used for all eras.
In my experience, I have witnessed a shift to getting alumni back on campus to meet with faculty and students as a way for them to see that the core values that alumni experience are still present at the institution. I have trained fundraisers to understand that the greatest ask of a potential donor is for their time, not their gift. When potential donors give their time to visit the campus and experience what occurs on campus, they are more open to asking how they can help us be successful.
With increasing emphasis on technology in education, how do you see the balance between traditional, in-person learning and online education evolving in the next decade?
Most small private institutions serve students from rural areas. These students do not receive
an education that is technologically driven. While some of these students take early college classes that are remote in nature, they seem to have difficulty in identifying academic rigor in the classes and do not value the learning in the offerings. That said, small private institutions will see the number of students who seek a traditional face-to-face education continue to dwindle, and those who do matriculate will come with college credits which will impact the amount of revenue that the institution will receive from these students. In summary, small private institutions will see students attending with at least one year of college credit, and thus they will receive three years of tuition revenue instead of four years.
I believe that college students will begin to amass credits from different institutions and will seek a college that will work with them to combine those credits into a degree that improves their ability to secure employment.
Globalization has influenced every industry, including higher education. How can colleges and universities foster a more global perspective among their students while addressing local community needs?
For small private colleges, many of whom have difficulty in attracting minority and international faculty, they must focus on visiting lecturers and global awareness opportunities. For example, at Brevard and Young Harris, we funded international experiences for faculty members with the expectation that they would bring their awareness back to the classroom. To help improve the outcomes, we identified international experiences for faculty in the countries from which we were attracting international students. We then encourage
Tomorrow’s leaders must learn how to navigate the current Board mindset and begin to speak in corporate speak rather than academic speak
faculty members to meet with the international students and involve them in their class program. When funding was available, we offered a travel abroad experience to the students and paid the international student to serve as a guide. By approaching globalization issues from this perspective, we were able to make some impact on our traditional students.
What advice would you offer to emerging leaders in higher education who aspire to make a meaningful impact in their roles?
Emerging leaders in higher education need to spend time understanding the governance structures with today’s Board of Trustees. Over my forty years in higher education, I have seen the governance model shift from Trustees assuring that the institution is true to its mission and doing all they can to provide the funding for the mission, to becoming more of a corporate Board of Directors where they focus on revenue generation. Tomorrow’s leaders must learn how to navigate the current Board mindset
and begin to speak in corporate speak rather than academic speak.
On a personal note, what inspires and motivates you as an educator and leader, and how do you envision your legacy within the higher education landscape?
My motivation and inspiration come from observing a student’s education and personal development throughout their time at college. Therefore, I was an approachable and involved President. I spent time with students, alumni, faculty, and staff encouraging and challenging them to keep service and success at the forefront. When I retired from Young Harris College on December 31, 2024, I was recognized as one of the 500 most influential Georgians, was awarded the College’s Medallion of Honor, and received accolades from the student government association, and alumni association. Combined, this makes me feel that I impacted Young Harris College, the State of Georgia, and the lives of those who deliver and receive an education. If people remembered me, then I did something right.
ACADEMIC VIEW
Bridging Tradition and Technology in Higher Education
Dr.HenryMack, Vice President, Strategy & Innovation, St. Thomas University
Dr. Henry Mack is currently the Vice President of Strategy and Innovation at St. Thomas University in Miami, Florida. He previously served as the Chancellor of the Florida Department of Education, overseeing a $3billionbudgetand1.5millionstudentsacrosspublicandprivateinstitutions.Priortothis,heheldleadership roles at Broward College, focusing on workforce education and innovation. He also holds multiple faculty positions at several Florida universities and has earned degrees in theology, philosophy, and education.
In this insightful conversation with the Higher Education Digest Magazine, Dr. Mack discusses how universities can adapt to meet the demands of a changing global landscape by leveraging technology, embracing data-driven decision-making, and creating in-demand pathways for lifelong learning. He also shares his vision for helping to transform St. Thomas University into a powerhouse that prioritizes accessibility, academic excellence and training, inclusion, and student-centered innovation, while addressing the balance between nurturing critical thinking and preparing students for the future of work.
You recently joined St. Thomas University as Vice President of Strategy & Innovation. Could you walk us through your career journey leading up to this role and what inspired you to pursue a career in higher education?
I have long been passionate about how higher education is the most assured pathway to
social and economic mobility. I began my career as a professor of philosophy at one of our public universities and quickly found my way into administration within Florida’s community college system. Florida has 28 state or community colleges, all of which offer 4-year degrees, but are squarely focused on the mobility of their respective
Universities in the United States should aim to develop well-rounded individuals, exposed to the first principles of Western Civilization by way of a Great Books curriculum or classical education
residents/community. They offer in-demand workforce certificates, certifications, and degrees, nearly always resulting in high wages, and are themselves at the heart of transforming lives and communities. Shortly after the Governor was elected in 2019, I was appointed the higher education and workforce chancellor for the State of Florida. Leading systemwide change and witnessing the impact of our decisions helped solidify my passion for how higher education and industry can work together to improve lives.
After serving in that capacity for 4 years, I decided to return to South Florida to help one of our private universities achieve its goal of becoming one of the best, yet most accessible, universities in the South. Uniquely, St. Thomas University (STU) is an access-driven institution, admitting almost everyone who applies and graduating students at significantly higher rates
than its counterparts. What’s more, the average annualized salary of STU graduates exceeds $70,000.00. This is amazing; it is well above the average of our public institutions. The mission, the people, and the students we serve are what brought me to STU.
From your perspective, what are the biggest challenges higher education institutions are currently facing, and how can universities adapt to remain relevant in a rapidly changing global landscape?
There’s an increasing debate about the value of higher education in the United States. Are universities primarily training students for careers, or are they nurturing critical thinking, citizenship, and personal growth? The challenge is to balance these elements. We need to focus on holistic education.
We realize the future of work is now, and that adults, as much as traditional college-going students, require frequent and fast upskilling or reskilling
Universities in the United States should aim to develop well-rounded individuals, exposed to the first principles of Western Civilization by way of a Great Books curriculum or classical education. I have written about this here: https://www.city-journal.org/article/ floridas-general-education-standards-inpublic-universities
Additionally, United States colleges and universities must graduate students who are career-ready, equipped with industry certifications and skills, prepared to engage thoughtfully with society but also be productive employees.
Innovation plays a crucial role in transforming higher education. How do you envision leveraging technology and innovative strategies to enhance the learning experience at St. Thomas University?
Technology is changing how we work, learn, and communicate, and universities need to adapt quickly to stay relevant. From artificial intelligence (AI) to blockchain, emerging technologies are reshaping industries and education itself. STU is embracing technology in teaching and administration, leveraging a new AI-enabled enrollment management solution for admission purposes, with partners like Outrival AI, data analytics for student success, and automation to streamline administrative tasks. STU is also preparing students for future job markets by embedding industry certifications in digital skills throughout the curriculum. This is critical because these third-party, industry-recognized credentials validate skills, demanded by our business partners. Lastly, we are expanding pathways in emerging
technologies by fostering research in cuttingedge fields like AI, AI ethics, new forms of computing, and more.
As someone new to this role, what is your long-term vision for St. Thomas University, and how do you plan to create an impact during your tenure?
We want STU to become a great university in the South, educating students in virtue and knowledge. This will require investment in new, innovative degree programs and non-degree programs alike. We realize the future of work is now, and that adults, as much as traditional college-going students, require frequent and fast upskilling or reskilling. For this reason, we need to create in-demand pathways that are mapped to a job. We also want to adhere to the access-driven tradition of our institution; it is our mission to help every person desirous of a better life, including the disabled, homeless, veterans, those with learning differences, adults, and those from socio-economically disadvantaged communities.
Higher education often requires balancing tradition with innovation. What advice would you give to leaders aspiring to make meaningful contributions to this sector?
Balancing tradition with innovation is one of the most complex and rewarding challenges in higher education. On one hand, universities have a long history and deeply entrenched values that guide their missions. On the other hand, they must evolve to meet the demands of a rapidly changing world, driven by technological advancements, global challenges, and shifts in student needs and expectations. I would offer the following:
Data can help identify gaps in student learning, areas of administrative inefficiency, and opportunities for program development
Respect the Legacy, But Don’t Be Afraid to Challenge It: Universities are built on centuries of tradition, and these traditions often provide a sense of identity and purpose. However, as a leader, it’s important to both honor this legacy but push boundaries. Higher education should not be like turning the Titanic.
Prioritize Student-Centered Innovation:
Innovation in higher education should always come back to the students and their needs. As leaders, the goal is to create an environment where
students thrive—academically, personally, and professionally.
Embrace Data-Driven Decision Making:
The future of education is in data, and effective leaders should be comfortable using it to inform decisions. Data can help identify gaps in student learning, areas of administrative inefficiency, and opportunities for program development.
Foster a Collaborative Leadership Style:
Effective leadership in higher education requires the ability to listen, and be a “people person”. A collaborative leadership style helps break down silos and encourages innovation across the institution. It is essential for leaders to demonstrate empathy and emotional intelligence. Higher education is a community, and during times of disruption, students, faculty, and staff need strong, supportive leadership to feel secure in the direction they’re heading.
What is one life lesson or personal mantra that has guided you through your career, and how do you apply it to inspire others?
Be virtuous, that is, try your best to develop the habits that form an excellent character. Within higher education, this means trying your best to act with courage/conviction, to be just or fair, value honesty and be honest, love, cultivate prudence, and seek wisdom. That said it’s also important to challenge the status quo. Be disruptive. Rarely take no for an answer, especially if it is something you believe in and it’s good for students. There are a number of professionals, particularly administrators, in higher education who are fatigued and have built up a callous to innovation. Don’t let them win.
ACADEMIC
VIEW
Leading the Way in Student Success
Dr Micki Davis, Director of Undergraduate Student Success and Retention, University of the Cumberlands
Dr Micki Davis is the Director of Student Success and Retention at University of the Cumberlands. In this role, she supports on-campus undergraduate students. She has worked in various higher education roles. Dr. Davis also served in leadership positions with multiple non-profit organizations. She served on the Board of Directors of the YWCA Central Massachusetts from 2006-2018, including as President for two years. She is also a certified yoga instructor. Dr. Davis has an Ed.D. from Northeastern University in OrganizationalLeadership,aMastersinPublicAdministrationfromClarkUniversity,andanundergraduate degree in history from Hollins University.
Recently, in an exclusive interview with Higher Education Digest, Dr Davis shared her professional trajectory, insights on the role of technology in supporting student success, the secret sauce behind her success, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Micki. What inspired you to pursue a career in higher education administration?
After graduating from college, I joined AmeriCorps and served as an AmeriCorps*VISTA with Campus Compact. Through this program, I was placed at a college in Massachusetts
and helped support their service-learning and community service programs. I ended up spending three years as a VISTA supporting community engagement in higher education. I fell in love with this work and really enjoyed working with college students. After AmeriCorps, I applied for jobs in the community
Nothing brings me more joy in my job than seeing our students be successful and get closer to finding their own purpose and path in this world
engagement field in higher education. That is how my career in higher education started, and over time, my roles, responsibilities, and interests broadened to include more career and academic advising work.
What do you love the most about your current role?
I love that the University of the Cumberlands focuses on supporting students from this region. I grew up in Southeastern Kentucky and feel a strong sense of purpose and pride in working with students from the area. I understand the community, the opportunities, as well as the struggles that many of our students face. I want to see more individuals believe that going to college and earning a degree are pathways that are within their grasp, not something that’s too far out of reach or only for certain people. And while they are here, I get the privilege of supporting them on that journey. Sometimes, they need a cheerleader, and sometimes, a little tough love is needed. Nothing brings me more joy in my job than seeing our students be successful and get closer to finding their own purpose and path in this world.
What do you believe are the most significant challenges facing undergraduate students today and how can we overcome them?
College students face many challenges in today’s world. They can struggle with the financial and/or personal challenges that determine whether they can afford to attend to even questioning whether obtaining a college degree would benefit them. Many students now try to be full-time students and work fulltime jobs, and some also feel a sense of fiscal
responsibility to help their families. That’s a lot to handle and can be overwhelming. To help overcome those challenges, we must stay committed to showing the value of a college education and making college an affordable option. There is tremendous value in a college education, including careerfocused benefits such as increased job opportunities and higher earning potential. But it also includes critical thinking skills, learning how to work as a team member, and increased communication skills that help in their academic and personal life.
What role do you think technology plays in supporting student success, and how have you leveraged technology in your work?
Technological developments have played a critical role in student success. We have a stronger capacity to communicate and connect with students, from emails to text messages. It allows us to better connect with students on platforms they utilize more frequently and are more likely to engage with and respond to us. Like many student success offices, we use technology to identify at-risk students through interim grades, final grades, and other identifying markers. Technology makes it much easier to do that and to share information when needed, with other departments. It has really enhanced our ability to work as a team and share information to act in a more timely manner.
How do you stay current with the best practices and trends in student success and retention?
It’s easy to get caught up in the daily tasks of our jobs and lose sight of the bigger
picture; however, it’s important to take time and check in on what’s happening in the higher ed landscape and see what other schools are doing. I’m on several listservs and I receive a few email digests that make it easy for me to read the headlines as I’m drinking my morning caffeine. I can save articles that interest me for when I have more time to read. I got out of the habit of regularly attending conferences during COVID, but I’m trying to make that a regular part of my own professional development again.
What are your thoughts on diversity and inclusion? How important is it to have authentic conversations with leaders, professionals, and changemakers to create more acceptance across the globe?
These conversations are very important. Increasing access to quality education for
everyone is something I care about deeply. Access to an affordable, quality education should not be something that’s determined by where you grow up, your skin color, or gender.
You were recently recognized as one of the Top 50 Women Leaders of Kentucky for 2024. Our readers would love to know the secret sauce behind your success.
My success is built upon a lot of hard work and taking advantage of opportunities when they arise. I was never a person who had a mapped-out life plan when I was younger. While sometimes that seemed stressful, it allowed me the flexibility to say yes to things that interested me or excited me in my career journey. I was never afraid to raise my hand and say, “I can work on that.” Taking on projects that nobody else seemed to
It’s easy to get caught up in the daily tasks of our jobs and lose sight of the bigger picture; however, it’s important to take time and check in on what’s happening in the higher ed landscape and see what other schools are doing
want allowed me to learn new skills, work with new people, and consistently have opportunities to prove myself. I also have had amazing colleagues in my professional journey, so I never felt like I was doing this work alone. And that matters. I’m part of a wonderful team, and we are all invested in this work. This collaborative nature pushes me to work smarter and keep looking for ways to better support our students.
Is there a particular person you are grateful for who helped get you to where you are?
That’s a difficult question for me, as I have many people that I am eternally grateful for in my life. My family, friends, and coworkers have all shaped the person I am today. And I’m blessed to have had many strong female role models in my life that showed me it is okay to pursue an education, to venture away from where I grew up, and to stay true to myself. One of the best examples of this is Jeri Suarez. She was my teacher, mentor, and also served as a surrogate mom to me while I was an undergraduate student at Hollins University. Her commitment to students was inspiring, and she set a high bar for excellence in our work. I will always be grateful to have had the opportunity to see her in action and learn from her.
What is your biggest stress reliever?
I love practicing yoga and am a certified yoga instructor. Practicing yoga and meditation helps me focus and reset my energy. It has made such a big difference in my life. And one of the best perks about living in Southeastern Kentucky is the beautiful
Wherever I am, I know I will continue to be an advocate for those who might not have a seat at the table where decisions are made
area that is perfect for exploring. Being in nature helps me feel grounded. And I am blessed to live close to Cumberland Falls: it is the only moonbow in North America, and there is something about watching the water that has a calming effect. It’s my happy place to visit.
Where do you see yourself in the next 5 years?
That’s a great question! I try not to think too far ahead and take each day and opportunity as they come. I’m at a place where I’m very content in my life. Wherever I am, I know I will continue to be an advocate for those who might not have a seat at the table where decisions are made.
What advice would you give to new administrators in higher education?
I think my advice is like what career articles would say – work hard, take risks, and trust your instincts. Don’t be afraid to pivot if something is no longer working for you or no longer challenging you to grow professionally. Change can be difficult, but it is better than staying too long and becoming bitter and burnt out. The change you are afraid of can lead you to something even better than you imagined.
The second piece of advice is to always remember your “why” and define what career success means to you. On days that do not go as planned or a student situation does not turn out as you hoped, it’s important to remember why you are doing this work and that others still need your support and advocacy. Rest, recharge, and keep going.
The Key to Effective Academic Support in Higher Education
DewayneStafford, University Ombudsman, Texas Southern University
Dewayne Stafford is the Ombudsman at Texas Southern University, specializing in conflict resolution and fostering a supportive campus environment. He holds a Bachelor of Science in Speech and Language Pathology from the University of Louisiana at Monroe, a Master of Education in Higher Education Administration from the University of Houston, and a Doctor of Jurisprudence from Texas Southern University. Dewayne’s career has focused on student support, retention and graduation initiatives, corporate partnerships, and conflict resolution. As a first-generation college graduate, he is passionate about student development, particularly in supporting at-risk students, and ensuring they have the resources to succeed. He has held roles such as Assistant Dean & Director of Student Success at Morehouse College, Coordinator for Retention and Graduation Initiatives at the University of Houston, and Director of Legal Operations for national education nonprofit, OneGoal. Dewayne is also a proud member of Alpha Phi Alpha Fraternity, Inc., the first intercollegiate Greek-letter fraternity established for African American men. With experience at both large research institutions and smaller colleges, Dewayne brings a wealth of knowledge in creating inclusive environments. His goal is to make significant contributions to America’s HBCUs and other minority-serving institutions and populations, advancing student success and equity at every level.
In a recent interview with Higher Education Digest, Dewayne Stafford discussed his experience with academic remediation support, facilitating career development, and academic programming. He shared his views on effective strategies for students, modern academic programming, future trends, and many more.
How do academic remediation programs help students regain confidence in their learning abilities?
In my experience, academic remediation programs do more than just teach skills—
they give students the confidence and support they need to believe in themselves again. Many students come in feeling stressed, frustrated, and even defeated. As educators, our job isn’t just to help them catch up academically,
Every higher education institution should aim to graduate students who are “career-ready”—equipped with the skills, knowledge, and real-world experience to thrive in the workforce
The future of academic remediation and career development is becoming more personalized, skill-focused, and outcome-driven
but to remind them that setbacks don’t define them—they’re just part of the journey. This kind of support is especially important at historically Black institutions, where many students are firstgeneration and may not have a strong academic support system outside of school. That’s why I’ve dedicated my work to HBCUs like Texas Southern University and Morehouse College, where there’s a deep commitment to providing students with not just resources, but a community that believes in them and their potential.
What role does faculty collaboration play in supporting students who need academic remediation?
Faculty collaboration is absolutely crucial in supporting students who need academic remediation. Faculty are often the ones who
have the most direct contact with students and understand their unique challenges. This gives them invaluable insight into students’ strengths, struggles, and progress, which is key to making sure that remediation efforts are coordinated and effective. To be honest, I don’t think it would be smart for any institution to create a substantive remediation program without involving faculty. In my experience, collaborating with faculty has always been one of my top priorities when building these programs. Faculty aren’t just experts in their fields—they know the students and their needs, and their input is vital in creating meaningful support systems. I’ve been fortunate to work closely with my faculty colleagues, and I truly believe that when we work together, the impact we have on student success is far greater.
How to integrate real-world experiences, such as internships and mentorship programs, into career development efforts?
Integrating real-world experiences like internships and mentorship programs into career development is crucial for helping students bridge the gap between what they learn in the classroom and what they’ll face in the workforce. We know that students who complete at least one experiential learning opportunity are more likely to land a fulltime job after graduation. From my time in University Career Services, I’ve seen how institutions encourage this by offering course credit for meaningful experiences. This not only motivates students to pursue internships or externships, but it also shows them that these experiences make them more competitive and help move them closer to graduation. Ultimately, every higher education institution should aim to graduate students who are “career-ready”—equipped with the skills, knowledge, and real-world experience to thrive in the workforce.
What are some of the most effective strategies for helping students develop soft skills alongside academic knowledge?
Helping students develop soft skills alongside their academic knowledge is essential for their overall growth and career readiness. One effective way to do this is by integrating soft skills into the curriculum through collaborative learning experiences like group projects, which help students develop communication, teamwork, and problem-solving abilities. I’ve also noticed that corporate partners and
recruiters are increasingly interested in offering on-campus workshops for students, which is a huge benefit, especially at institutions with limited resources for these types of events. These workshops, focusing on skills like time management, leadership, and emotional intelligence, give students the professional tools they need for success. Finally, experiential learning opportunities—such as internships and service learning—allow students to apply what they’ve learned in real-world settings, while honing essential skills like adaptability, conflict resolution, and networking.
What role does technology play in shaping modern academic programming?
Technology plays a huge role in shaping modern academic programming by making learning more accessible, flexible, and engaging. Since the COVID-19 pandemic, students’ expectations have changed dramatically—they now expect digital tools to be seamlessly integrated into their learning experience. Gone are the days when students were satisfied with traditional handouts and outdated methods. Today’s students are digital natives who are used to AI-driven learning tools, social media, and interactive online content. They now expect hybrid models, multimedia-rich courses, and realtime feedback that mirror the tech-driven world they engage with outside the classroom. Technology has really transformed academic programming, making it more interactive, student-centered, and aligned with the expectations of today’s learners, while also preparing them for the digital world they’ll navigate in their careers.
What challenges do institutions face when updating academic programs, and how do you overcome them?
One of the biggest challenges institutions face when updating academic programs is resistance to change. Faculty and staff, often set in their ways, may hesitate to adopt new technologies or teaching methods. From my experience, involving all stakeholders early—faculty, administration, and students—helps foster a sense of ownership and reduces anxiety around change. However, it’s important not to let reluctance slow progress; student success should always be the driving factor. Another challenge is budget constraints, which can limit the ability to implement updates, especially when new resources or technology are required. In these cases, creative solutions like leveraging existing resources or seeking external funding can help overcome financial barriers.
What trends do you see shaping the future of academic remediation and career development?
The future of academic remediation and career development is becoming more personalized, skill-focused, and outcomedriven. Colleges are rethinking how they support students—not just to help them pass courses, but to prepare them for meaningful careers. With funding increasingly tied to student success, institutions are under growing pressure to boost retention and graduation rates, making effective remediation more important than ever. At the same time, the looming “enrollment cliff” means fewer students entering college, pushing schools to focus on keeping the ones they have.
To meet these challenges, colleges are turning to adaptive learning, competency-
based education, and career-aligned training— approaches that help students master essential skills at their own pace while preparing for the workforce. Career services are also evolving, shifting from short-term job placement to lifelong career coaching that helps graduates stay agile in a changing job market. As higher education faces new financial and enrollment pressures, institutions are recognizing that supporting students isn’t just the right thing to do—it’s essential for their own future, too.
What role will artificial intelligence and automation play in the future of academic support and career development?
AI and automation are transforming academic support and career development through data-driven personalization and efficiency. In academic support, AIpowered adaptive learning platforms deliver individualized remediation, while predictive analytics tools and early alert systems like that provided by EAB Navigate identify atrisk students, enhancing retention strategies. Automated advising platforms streamline student support, ensuring scalable, 24/7 academic guidance.
In career development, AI is accelerating skills-based hiring, leveraging algorithmic job matching, AI-driven career coaching, and automated application screening. Institutions are integrating AI-powered career readiness tools, optimizing resume development, interview preparation, and labor market alignment. As higher education embraces automation, the intersection of AI and human engagement will be key to driving student success and workforce readiness.
INDUSTRY
PERSPECTIVE
“Landing the Plane” a Tactical Approach Towards Using AI to Create Competent Institution
Dr. Hernán Londoño, Chief Technology and Innovation Strategist, Lenovo
Four years have passed since I wrote my first article about the fragility of the higher education system in the US. At the time I wrote Avoiding the Edge of the Cliff, the lens through which I saw the realities affecting higher education was a bit different. The perceptions and observations that informed my writing then came from multiple decades of experiencing the system from within. Fast forward four years, now my lens is wider.
For the past four plus years (almost feels like ten years instead), through multiple strategy roles with two of the largest global technology companies, I have accrued interactions and provided strategic advice to dozens, perhaps hundreds of leaders from institutions of all sizes, denominations, missions, and operating modalities. This includes presidents, provosts, governing boards, cabinet leaders, CXOs of all types, academic and administrative staff and
One significant outcome of HEPI outpacing CPI is the growing perception by consumers of the decline of the value provided by a higher education degree
Dr. Hernán Londoño is Lenovo’s Chief Technology and Innovation Strategist and a visionary leader in education and technology. With over 20 years as a CTO and CISO in higher education, he has driven transformative initiatives in cybersecurity, AI, and innovation. A published author on AI and cybersecurity, Dr. Londoño serves on advisory boards, including those of various universities academic programs, and the National Applied AI Consortium. Recognized with prestigious awards like Dell Technologies’ Game Changer Award, he holds a Ph.D. in Computer Science and a Post-Doctorate Certificate from Harvard. His current research explores the human impact of AI on cybersecurity risk.
With the advent of Generative AI, and the ease with which Retrieval Augment Generation (RAG) can be done, it is not surprising its deployment is so prevalent
more. I can say with some level of precision that many of the perceptions outlined in that first article appear to be accurate. At least the current reality seems to provide some degree of validation for what I wrote at that time. The fact that I may have been right then, is of course not entirely positive; especially considering that even through a narrow lens I was able to capture challenges with such fidelity. An unscientific deduction I can make from that phenomenon is that such challenging realities were already acute enough then to be easily perceived without much difficulty.
In my opinion, there are perhaps two metrics which together function as fairly precise indicator to gauge how challenging a business segment is. Such metrics are the number of organizations leaving the segment (as of closing), and the rate at which they exit. According to the Higher Ed Dive Team 2024 article How many colleges and universities have closed since 2016? | Higher Ed Dive, over 100 colleges have closed or merged over just the past 8 years. This is a staggering number in 8 years. However, when one looks at just the past 4 years, it is easy to spot a recent acceleration of the closure phenomenon. As stated in Closed Colleges: List, Statistics, and Major Closures | BestColleges, “At least 72 public or nonprofit colleges have closed, merged, or announced closures or mergers since March 2020.” Surely an argument can be made that the recent pandemic had a significant influence on this acceleration. To that I say, yes absolutely the truth. I however think that this is a textbook case of correlation versus causation. The preconditions for these closures to take place were set in motion long ago, the pandemic did not cause the closures, it just accelerated them. It is worth mentioning that these closures are
seen more significantly in private, for-profit institutions. Though not exclusively.
In terms of current pressures, I don’t think much has changed since my first article. Maybe what has changed is that this new lens that I am now using to glean my observations through has offered me the chance to sharpen my focus. Things appear to be clearer. Enough has been written about the enrollment cliff, so I won’t belabor that point, but I will highlight perhaps one thing. What’s now known with more clarity is how the cliff’s effects will be felt differently in various regions of the US.
This is important because some institutions will have to react faster and more decisively than others. Couple this decline in enrollment, predicted to be precipitous in some cases, with what Moody describes as a “hidden liability” in its August 2024 higher education segment rating (Sector_In-Depth-Higher-EducationUS-Pentup.pdf). This is approximately 950B in deferred maintenance costs. This figure applies to the higher education segment as a whole. As if this wasn’t enough, as stated by the 2024 Commonfund Higher Education Price Index report, the cost of operations for the higher education sector as measured by the Higher Education Price Index (HEPI) continues to grow at a rate that outpaces the inflation rate for all other goods as measured by the Consumer Price Index (CPI). This by the way has been a consistent trend since the year 2000, and surely for eight out of the past ten years. One significant outcome of HEPI outpacing CPI is the growing perception by consumers of the decline of the value provided by a higher education degree. It is a return on investment calculation people are now more consistently making about everything they consume, education not excluded. One
more element to add context to the financial picture of the segment is based on NACUBO’s 2023 Tuition Discount Study. The study points to two important things. The first one is that tuition discounting in private schools has reached an all-time high at 53.9%. This is the average; many institutions go beyond this average just to be able to compete. The second one is that the growth in discounts seems to be an important contributing factor in a significant decline in revenue of 5.4%. Taking all these lingering pressures into account, the credit rating agency Fitch summarizes higher education outlook very simply as “deteriorating” for 2025 Deteriorating Outlook to Intensify for U.S. Colleges in 2025. This is a natural consequence of institutions’ inability to find efficiencies to offset the negative effect of raising operating costs, versus declining revenues. I’d argue, this is an unsustainable trajectory. Enough said.
With this “deteriorating” projection ahead, there is a strong argument to be made about some type of reaction. On the one hand, the trust and sense of value in higher education needs to be restored, and on the other hand, and in parallel, significant improvements need to be made to stop the current and projected financial situation from getting even worse. An oversimplified view I have of these two elements is that institutions need to improve and/or innovate their product, that is academic offerings, as well as they need to improve their operating efficiency. This is a very tactical view, and it is so purposely, so that it is explicitly understood that this reaction needs to go beyond shelved and inactionable strategic plans, endless academic discussions, SWOT analyses and reports of all kinds. Having had the fortune in my career of existing, often at the same time, in the higher education strategic and
tactical worlds, I’ve had a long-held view that at some point “we need to land the plane”. I use this metaphor often and in a very colloquial way to signify that at some point for every plan, for every analysis, for every discussion there needs to be a “finish line” of sorts that needs to be crossed, and some element of tangibility needs to be attained, even at the risk or expense of failure. In previous years I have proposed such tactical approaches in An Inflection Point for the Creation of New Cybersecurity Operating Models in Higher Education | EDUCAUSE Review and Avoiding the College Enrollment Cliff With AI | EDUCAUSE Review.
Particularly as it relates to AI, because of the roles I’ve had for the past four years, coupled with my academic formation, and the years I was a CTO in higher education, my views on the potential positive impact of AI have expanded significantly. I have not only studied AI, I have also deployed it and advised others on it. Hinged on this experience, I am a very strong proponent that AI can significantly improve institutional and operational efficiency. Unfortunately, and perhaps customarily, the higher education segment, despite the challenges and pressures explored earlier in this article, is not funding, adopting and deploying AI for operational efficiency nearly at the rate others are. In a recent 2024 study (Now decides next: Insights from the leading edge of generative AI adoption) Deloitte found that 91% of surveyed organizations expect their productivity to increase because of the adoption of AI. The same study found that 42% of the surveyed organizations are already reporting efficiency, productivity, and cost reduction being achieved with the use of AI. This is very tangible; this means that almost half of organizations in
other segments are attaining that tangibility I mentioned earlier. Conversely, a survey conducted by Forbes (Higher Ed Leadership Is Excited About AI - But Investment Is Lacking) found that only 21% of surveyed institutions believe they are prepared to fund and deploy AI operationally.
Educause in its more recent report of top 10 priorities for 2025 (2025 EDUCAUSE Top 10 | EDUCAUSE), organizes higher education top priorities in groups, and in doing so it defines the “Competent Institution”. This group of priorities is all about institutional efficiency, agility, streamlining, and modernizing both process and infrastructure. This “Competent Institution” grouping of priorities is without a doubt a very fertile ground to plant seeds for efficiency improvement. By direct correlation, this in my opinion is where AI thrives. In writing the final part of this article I want to provide some measure clarity around the topic of AI use cases and their impact on efficiency gains. By far, the most discussed and deployed AI use case is the one of a digital assistant. With the advent of Generative AI, and the ease with which Retrieval Augment Generation (RAG) can be done, it is not surprising its deployment is so prevalent. Having seen the case operationally in many settings I can surely say it helps to increase workforce productivity. These digital assistants also have an effect of improving customer (student/faculty/staff) experience, which counts towards institutional success. These productivity gains sometimes result in efficiency gains as well. I however feel that the efficiency gains from digital assistants in higher education might not provide a significant enough contribution to help change
The efficiency gains from digital assistants in higher education might not provide a significant enough contribution to help change the current trajectory of many institutions at risk
the current trajectory of many institutions at risk. The more significant efficiency gains may come from other applications of AI, for example (not exhaustively):
Optimization of physical plant utilization. Implementation of real-time/near-realtime processing to support the recruitment/ enrollment/graduation journey from prospect through matriculated student, and eventually through graduation.
The use of sensors and edge compute/AI to optimize how services are rendered in cafeterias, parking lots, tutoring and counseling centers, libraries etc., to optimize service provisioning and with that user experience, as well as to minimize waste.
Optimization of class scheduling to adjust the ratio between the number of sections and number of students per section, as well as the number of classroom and buildings in use at any given time.
Personalization of marketing efforts and fundraising activity to create a more unique experience for the constituent groups being serviced, while enhancing, and really optimizing internal operational efficiencies.
Any one of the previously mentioned examples, and there are more, may require significant planning and investment in some cases, however, the results are directly proportional to the level of effort. The key to all this is to start somewhere. The clock is ticking.
ACADEMIC VIEW
Critical Analysis of the Performative Nature of DEI
FrederickV.EngramJr, Assistant Professor of Higher Education, Fairleigh Dickinson University
Frederick V. Engram Jr., EdD., is an Assistant Professor of Higher Education at Fairleigh Dickinson University. Dr. Engram teaches courses in the history of higher education, critical race theory, and diversity and social justice in higher education. His research is rooted in critically assessing the ways that African Americans make sense of their experiences with anti-Black racism within higher education and the criminal justice system. He is also the author of Black Liberation through Action and Resistance: MOVE (2024).
Higher education is often hailed as the great equalizer. It is said to be a direct pathway toward the middle class. For members of marginalized populations higher education still remains one of the best ticket-punching options for exiting poverty. An option that has carried generations of African Americans into the helping professions and away from redlined communities intended to keep them there. Once African Americans and other marginalized group members began
attending institutions of higher learning in large numbers, higher education then became a debt creating enterprise. Shows like A Different World aided in creating awareness about HBCU culture and inspired a generation of students to attend, in spite of.
Higher Education is Not for You!
The intentional creation of a debt crisis tied to higher learning would ultimately become an impediment to reaching the middle class. It also
The intentional creation of a debt crisis tied to higher learning would ultimately become an impediment to reaching the middle class
placed generations of African Americans, who for some time were advancing steadily, into a financial dilemma. The financial dilemma? Debt! The idea of taking on an insurmountable amount of debt to attend college or a university placed this idea squarely out of reach. People were already having a hard time making ends meet within their homes. Sending a child to college while still needing to provide for the mouths that remained in the home financially burdened families.
However, this did not stop African American families from figuring out ways to exit their redlined communities. My own greatgreat-grandfather Fletcher Baynard instilled the importance of exiting poverty upon his children. He sent his sons into the military as a means of earning income, maturing, and returning ready to keep and maintain their own homes. Fletcher had a different approach with his girls. That approach was for his girls, my great-grandmother being one of them, to attend school. Fletcher did not intend to only support the uplift of his sons he intended to see his daughters also succeed in meaningful ways.
When considering that many American colleges were built upon the backs of those whom they enslaved, on land stolen from Native Nations. Making education accessible to all without unfair conditions is a noble thing to do. For many, attending a college or university became out of reach as a result of the urging of Governor Reagan, in the 1960s, to make doing so difficult for those considered undesirable. Political figures with axes to grind concerning the uplift of marginalized communities continue to create barriers for exiting impoverished conditions. In spite of all of the obstacles presented during this time
The reversal of affirmative action and initiatives tied to diversity, equity, and inclusion forces each of our American institutions to show their hands
the number of African Americans and other marginalized groups enrolling into college continued to grow.
Anti-Black Legal Interventions
There is a great deal of talk about wokeness and DEI hires which seem to operate as a means of belittling the achievements of those considered undesirable. However, the reason that folks are most upset with DEI and affirmative action is because the barriers to entry have become manageable. African Americans, who were already academically thriving, were no longer legally allowed to be excluded. Affirmative action was never about giving the undeserving an opportunity. It was about clearing a path that was otherwise unclear because of anti-Black sentiments in white higher education spaces. The precedent allowed for folks who would already be admitted or hired based upon their qualifications and credentials alone to have an unencumbered chance.
The reversal of affirmative action and initiatives tied to diversity, equity, and inclusion forces each of our American institutions to show their hands. Many American institutions of higher learning immediately reverted back to how they were before affirmative action was set into place. Thus, proving that all of their initiatives were performative at best and fragile at the least. HEIs were far too quick to revert back to times where naming racism, anti-Blackness, or white supremacy made you the antagonist. I am often critical of marginal steps within the fight for liberation because they are used as a point of distraction (see: Juneteenth ice cream and plates).
These initiatives are often a converging interest which legal scholar and law professor Derrick Bell warned us against. Our aim should always be
If HEIs and our leadership do not immediately begin to combat the oligarchal rule that is attacking our institutions and their progress, higher education in its current form will cease to exist
liberatory. Liberatory in that we have removed all barriers legally or socially placed to keep the marginalized from advancing and removing the power and authority of those committed to continuing violent exclusionary behaviors.
Progress Must be Expedient and Deliberate
Brown v. Board of Education of Topeka, Kansas was believed to be the solvent for the separate but equal doctrine. However, much like the Emancipation Proclamation of 1863, which said that those enslaved in the confederacy were free. However, it did not force all states to deliberately re-write their constitutions and bylaws as it pertained to the system of enslavement with expediency. As such, in 2022, and in 2024 states are still voting to abolish the practice of slavery. As a result of the initial defiance of Brown v. Board of Education I, Brown v. Board of Education II was arguably necessary in that it forced states to hurry up regarding the reversal of their segregation.
What I do believe is a key aspect that should be a roadmap for reversing systemic inequality is to do so without haste. While also placing parameters in place which will allow for the balancing of systems and structures that have gone ignored for ages. We must be as deliberate about
combating and resisting the revival of the parts of our history that aim to keep the marginalized oppressed, and the oppressors pretending to be victims. If HEIs and our leadership do not immediately begin to combat the oligarchal rule that is attacking our institutions and their progress, higher education in its current form will cease to exist.
Diversity, equity, inclusion, and affirmative action were never about favoritism. It is then up to the majority of us, white people included, to push back and resist this coming occupation. Racism, sexism, anti-Blackness, and white supremacy are not advantageous to any of us who desire a more progressive society.
What stands before us is an opportunity to capitalize on many of the benefits of diverse institutions. Everyone benefits from having an opportunity to share space with individuals from different backgrounds. Growth exists just on the opposite side of fear. Now is the perfect opportunity for us to embrace growth and the enhancements that it will inevitably bring. Higher education can indeed be the great equalizer, but it is up to us as stakeholders to make it so. Being diverse, equitable, and inclusive is advantageous and provides a clear pathway to the future of higher education where everyone can thrive.
