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Sarath
Holding On While Moving Forward
Everywhere we look today, something familiar is being replaced. Handwritten notes have turned into instant messages. Classrooms have become screens. Even learning itself has become quick and digital. Yet, in the middle of all this change, I often find myself drawn to people and places that choose to hold on to values that still matter, even when the world moves faster than ever.
A few weeks ago, I visited a college campus that had been standing for generations. Students were rushing between classes, but in one quiet corner stood a small chapel with its doors open. Inside, sunlight filtered through old stained-glass windows. It reminded me that progress is not always about moving away from the past. Sometimes, it means carrying the best parts of it into the future.
In higher education, tradition is not about resisting change. It is about remembering what change is meant to serve. With new technologies like AI tutors, online programs, and virtual classrooms, the most successful
institutions are the ones that know who they are and what they stand for. They use modern tools but still focus on purpose, community, and character. Education should remain a human and meaningful experience, not just a digital one.
Our cover story on Westmont College captures this spirit perfectly. For more than eighty years, Westmont has shown that faith and intellect, innovation and integrity, can work together. Its strong commitment to nurturing both the mind and the soul is a reminder that real progress grows stronger when it is built on lasting values.
This issue of Higher Education Digest also features inspiring stories and insights from educators and leaders around the world who are shaping the future without losing sight of their roots. Each one reminds us that holding on to what truly matters is often the best way to move forward.
As you read, I hope it encourages you to pause, reflect, and find the traditions worth keeping as you create what comes next.
Enjoy Reading.
Sarath Shyam
WESTMONT COLLEGE
ROOTED
MENTOR’S MANTRA
APPRENTICESHIPS AND ALLIANCES: HOW COMMUNITY COLLEGES ARE CO-CREATING WORKFORCE SOLUTIONS
FOSTERING A CULTURE OF DATA LITERACY
Shanna Jackson, President at Nashville State Community College
Susan Metzger Gracia, Senior Associate Director of Data Literacy, Northeastern University
INDUSTRY PERSPECTIVE
BRIDGING DISCIPLINES FOR A SUSTAINABLE FUTURE: A KNOWLEDGE-DRIVEN FRAMEWORK FOR SYSTEMIC CHANGE
Beth Knight, Sustainability Advisor and Non-Executive Director, University of Cambridge Institute of Sustainability Leadership
SMALL COLLEGES ARE ESSENTIAL TO AMERICAN HIGHER EDUCATION
Dean Hoke, Co-Founder, Edu Alliance
ACADEMIC VIEW
AI GOVERNANCE, RISK, AND COMPLIANCE IN HIGHER EDUCATION: A CIO’S GUIDE
Don Cox, CISO and VP of IT Service Management at American Public Education, Inc.
HOW ACADEMIC LEADERSHIP IS EVOLVING TO MEET THE NEEDS OF THE 21ST-CENTURY LEARNER
Janelle Elias, Vice President of Academic Affairs, Rio Salado College
THE POWER OF PREDICTIVE ANALYTICS IN BUILDING EQUITABLE LEARNING PATHWAYS
Dr. Bryan Aylward, AVP, Office of Academic Innovation, Operations & Technology at The University of Arizona Global Campus
NAVIGATING TECHNO PRESSURE AND TECHNOSTRESS: EMPOWERING EDUCATORS IN VIRTUAL LEARNING ENVIRONMENTS
Nor Nazeranah Haji Omar Din, Senior Lecturer, Nilai University, Malaysia
WESTMONT COLLEGE
It all began with a glass Kerr jar. In the early 1900s, a determined and forwardthinking businesswoman, Ruth Kerr, stepped into leadership after the untimely passing of her husband, Alexander Kerr, founder of the Kerr mason jar company. In a time when women rarely held seats in boardrooms, she stood as the only female voice among a group of male executives. Fueled by courage, conviction, and an unshakable faith, Ruth Kerr
envisioned something extraordinary: a Christian college on the West Coast that would nurture both intellect and spirit.
In 1937, that vision took shape with the founding of Westmont College. To help realize her dream, Ruth Kerr invited Dr. Wallace Emerson, a respected intellectual from the East Coast, to serve as the college’s first president. Together, they laid the foundation for an institution that would hold its students to
Dr. Gayle D. Beebe, President, Westmont College.
Today, Westmont continually ranks as the top Christian liberal arts college in California and the Western U.S., among all Christian colleges listed in the Council for Christian Colleges and Universities in the country
the highest academic standards while cultivating a deep love for God. What began as a bold dream has grown into a nationally recognized Christian liberal arts college known for its academic rigor, moral grounding, and commitment to shaping thoughtful, compassionate leaders.
By 1945, the young college had outgrown its Los Angeles facilities and relocated to the scenic Dwight Murphy estate in Santa Barbara. Set on 125 acres of Mediterranean-style grounds, Westmont’s campus has often been described as one of the most beautiful in the country. It is a place where learning feels both elevated and deeply rooted in nature.
Today, Westmont continually ranks as the top Christian liberal arts college in California and the Western U.S., among all Christian colleges listed in the Council for Christian Colleges and Universities in the country. For more than eight
decades, the college has upheld its mission to deliver a transformative education that challenges the mind, strengthens character, and nourishes the soul.
“We embrace the liberal arts tradition as a cornerstone for learning, equipping students with the critical thinking skills that prepare them for success in life and in their careers. Our commitment to teaching students how to think, rather than what to think, fosters intellectual freedom and creates a safe environment for exploration and growth,” says Dr. Gayle D. Beebe, President of Westmont College.
This philosophy sits at the heart of Westmont’s identity, as a rigorous academic environment intertwined with personal and spiritual formation. Students are encouraged not just to achieve, but to flourish, developing
habits of curiosity, reflection, and purpose that guide them long after graduation.
Research, too, is a vital part of the Westmont experience. Twice a year, the college celebrates Student Research Symposia, where more than twenty-five projects are presented to the community. These events reflect a culture where inquiry and innovation thrive, and where undergraduate students have the unique opportunity to co-author studies with faculty, an opportunity more common in graduate programs.
One such project explores dwarfism and gigantism in reptiles, a fascinating study led by Professor Amanda Sparkman and her colleagues in environmental studies. Their research compares island species from Santa Cruz Island to their mainland counterparts in San Mateo County, contributing to a global conversation
about evolutionary adaptation. “Our priority to celebrate and publicize research that is making a difference around the world,” Dr. Beebe says.
Anchored in Purpose
Westmont College’s mission is built on five guiding principles: liberal arts, Christian, residential, undergraduate, and global. Together, these pillars shape an educational experience that cultivates sharp intellects, compassionate hearts, and globally minded leaders.
Across generations, liberal arts education has proven to be a powerful force in shaping the world’s most influential thinkers and innovators. A national study of Fortune 500 CEOs revealed that nearly half attended small liberal arts colleges. The finding affirms the enduring value of close-knit learning communities. In these environments, students don’t simply absorb information; they wrestle with big ideas, test possibilities, and learn to see connections between disciplines. “There really is no other educational experience like it. This approach to learning has been and will continue to be the core focus of the education we provide,” says Dr. Beebe.
Westmont’s dedication to this tradition is evident not only in the classroom but also in the conversations it hosts. Each year, the college welcomes leading thinkers for its ‘Lead Where You Stand Conference,’ a gathering that explores the intersection of leadership, values, and public life. At the most recent conference, The New York Times columnist David Brooks, a resident scholar at Westmont, spoke passionately about the moral challenges facing modern America. In his keynote, How Christian Colleges Can Fix What Ails America, Brooks called for a renewed moral vision, noting that institutions like Westmont are uniquely positioned to help restore it.
“What Christian colleges can do is orient you around the heart,” Brooks told the audience. “They introduce us to qualities of intensity, of depth of emotion, of the longing of the heart and soul.” His message resonated deeply with Westmont’s mission, a reminder that education, at its best, forms both mind and character.
For Westmont, equipping great minds is only part of the story. “We deeply acknowledge that equipping great minds is not enough; we must also cultivate character, which is necessary in today’s society. What our world needs is not a shrill recitation of narrow ideas, but a robust expression of our deepest convictions engaged in the sort of conversations that really matter,” notes Dr. Beebe.
This belief comes to life in Westmont’s residential learning environment, where living and learning are woven together. Students share meals, conversations, and faith experiences that deepen their understanding of community. Here, the liberal arts curriculum isn’t confined to lecture halls; it extends into late-night debates, table talk over meals in the Dining Commons, service projects, and moments of reflection that shape both thought and soul.
As an undergraduate-focused institution, Westmont sees these years as greatly formative, a season when identity, purpose, and direction take shape. Every program, mentorship, and experience is designed to help students navigate this journey with clarity and confidence. “Our emphasis on undergraduate education and residential living offers a more effective and engaging outcome. These are the years that shape a person’s outlook for life,” explains Dr. Beebe. Looking outward, Westmont also recognizes the growing interconnectedness of today’s world. As economies, cultures, and communities become increasingly intertwined, developing a global
Through international programs, study abroad opportunities, and partnerships across continents, Westmont encourages students to engage with the world in all its complexity, learning to lead with empathy, adaptability, and vision
perspective is essential. Through international programs, study abroad opportunities, and partnerships across continents, Westmont encourages students to engage with the world in all its complexity, learning to lead with empathy, adaptability, and vision.
A Community Shaped by Faith
Faith is the heartbeat of the entire experience at Westmont College. Every classroom, chapel, and conversation reflects a shared commitment to Christian values, creating a campus life where learning and faith move together in harmony. For many students and families, this foundation is the reason they choose Westmont.
Visitors often describe feeling something distinct the moment they set foot on campus:
a sense of warmth, care, and genuine hospitality. Prospective students speak of being welcomed not just as learners, but as individuals seeking meaning and purpose. That first impression often becomes a promise fulfilled. “When students arrive, they find a hospitable, faith-filled environment that encourages personal growth and spiritual transformation,” shares Dr. Beebe. This sense of belonging is intentional. From the faculty and staff who model lives of integrity, to the peers who walk beside one another through moments of challenge and celebration, Westmont’s faith-centered ethos is woven into every part of campus life. It is not confined to chapel walls or Sunday services; it infuses academic inquiry, leadership opportunities, and daily interactions.
Within the liberal arts framework, faith and intellect meet as partners in discovery. Courses invite students to examine big questions about purpose, justice, truth, and vocation through the lens of Christian understanding. In this way, the classroom becomes a place where belief and scholarship strengthen one another, helping students see their studies not merely as preparation for a career, but as a calling. Chapel gatherings, held multiple times each week, serve as anchors for the community. These moments of shared worship bring together students, faculty, and staff to pause, reflect, and reconnect with the deeper purpose behind their work. Outside the chapel, countless fellowship groups, service projects, and mentoring programs extend that spirit,
From the faculty and staff who model lives of integrity, to the peers who walk beside one another through moments of challenge and celebration, Westmont’s faithcentered ethos is woven into every part of campus life
giving students spaces to express faith in action and friendship.
At the core of it all is a simple but compelling conviction: faith flourishes best when it is lived out among others. “Our Christian foundation calls us to build a culture of integrity, character, and mutual respect. We want every student to explore their identity as a child of God and discern how they can use their gifts to contribute meaningfully to the world,” Dr. Beebe explains.
A World United in Learning
Westmont has long opened its doors to students from around the globe. Today, its international community represents more than 30 countries, including U.S. citizens who grew up overseas, exchange students experiencing the United States for the first time, and those whose identities span multiple cultures. Each one brings a distinctive lens to the classroom, enriching discussions and broadening understanding.
To ensure every student feels at home, Westmont’s International Student Services Support Network offers personalized guidance from the moment of acceptance. For students on F-1 visas, this support begins even before classes start through First Connections, a pre-orientation program designed to ease cultural adjustment and foster early friendships. It’s often here, over shared meals and conversations, that lifelong bonds begin to form.
Once on campus, international students find countless ways to connect and belong. Intercultural Organizations serve as hubs of fellowship and celebration, where students share their traditions, educate peers about their cultures, and engage in dialogues that deepen mutual respect. These spaces reflect Westmont’s
belief that understanding grows best through relationship, curiosity, empathy, and the joy of discovering common ground.
The college’s commitment to access is equally evident in its approach to financial support. International students may receive up to $25,000 or more in merit-based scholarships each year, with additional opportunities for departmental aid in athletics, music, art, or theatre. Those holding F-1 visas can also gain valuable experience through on-campus employment, ensuring that financial constraints never stand in the way of growth.
Yet, Westmont’s vision of global education extends far beyond Santa Barbara’s sunlit
hills. The college offers an array of faculty-led semester programs and partnerships with more than 30 affiliate institutions worldwide. Whether studying art history in Italy, environmental studies in Ecuador, or global development in Uganda, students are invited to step beyond the classroom and into the world. “These experiences transform learning and context and provide students with a résumé of international experiences and cultural competencies,” Dr. Beebe emphasizes. Financial aid and scholarships apply to most programs, reinforcing the college’s belief that international study should be an opportunity open to all.
Advisors encourage every student to plan early, often meeting with first-year undergraduates to help them align their global learning goals with degree requirements. The result is a generation of graduates fluent not only in their disciplines, but
in the art of navigating difference with humility, respect, and curiosity.
Whether learning in Cairo, Spain, India, or the streets of Florence, Westmont students carry with them the same spirit they find on campus: a desire to learn deeply, serve faithfully, and engage the world with both heart and intellect. These experiences don’t just shape résumés; they shape character.
Learning for Life
At Westmont College, education is seen as a lifelong pursuit that shapes not only what students know, but who they become. The college believes learning is most transformative when it’s rooted in community, guided by wisdom, and anchored in purpose.
The late management thinker Peter Drucker once observed that a liberal arts education offers the best preparation for life because it teaches us how to draw meaning from across disciplines. This spirit is alive in every Westmont classroom. Students are invited to explore connections between ideas, disciplines, and worldviews, developing a mindset that’s curious, humble, and open to lifelong learning.
“The liberal arts teach us how to think. They teach us an approach to learning that invites us to see the interrelationship of all knowledge. They cultivate intellectual humility as we discover the wide, vast universe of human knowledge. This recognition invites and spurs on curiosity for a lifetime of learning,” reflects Dr. Beebe. In a world where technology shifts rapidly and careers evolve constantly, Westmont prepares students not just for a job, but for a life of meaning. The college’s approach is both intellectual and formational, nurturing individuals who can reason deeply,
As a classic liberal arts institution, Westmont integrates academic rigor with personal growth, embracing global exploration and multicultural understanding
communicate clearly, lead with integrity, and make wise moral and spiritual choices.
“We want our students to become certain kinds of people, not mere repositories of information. Their education should nourish the mind and the spirit, equipping them to contribute thoughtfully wherever they go,” says Dr. Beebe. Inside and outside the classroom, Westmont’s liberal arts foundation shapes the whole person by cultivating curiosity, compassion, and a desire to serve. Students learn how ideas translate into action, how values inform vocation, and how knowledge can be used to build communities that flourish.
Career development is a natural part of this journey. The Career Resource Center helps students discover their strengths early on, using reflective tools and mentoring to match their passions with purpose. Through internships, apprenticeships, and entrepreneurial opportunities, students gain
practical experience that complements their academic preparation. “We guide our students through the process of discovering who they are through assessment tools based on personality, skill, interests, what they are drawn to, and what’s important to them so they are equipped to explore their options, prepared to gain meaningful internship experience and pursue fulfilling roles in their chosen field after graduation,” shares Dr. Beebe.
For Westmont, career readiness is a part of a larger vision for human flourishing. Through the liberal arts, students are equipped to live wisely, lead compassionately, and serve faithfully, wherever life takes them.
A Community of Global Thinkers and Changemakers
As a classic liberal arts institution, Westmont integrates academic rigor with personal growth, embracing global exploration and multicultural understanding. Nearly half of the student body reflects diverse backgrounds, a living expression of the college’s enduring mission: to prepare graduates for lives of purpose and impact across every corner of the world. “Communities form around shared understandings. They embody a particular way of seeing the world and reflect how we understand and interpret specific experiences,” says Dr. Beebe.
That spirit of community is one of Westmont’s greatest strengths. International students are drawn by the college’s academic reputation and stay for the warmth of its people. The results speak for themselves: graduation rates for international students consistently hover in the 90th percentile, reflecting a strong sense of belonging and support.
Outside the classroom, life at Westmont is vibrant and full of opportunities to connect. Students gather for movie nights, international dinners, and cultural fairs, or head off campus to explore the world beyond Santa Barbara, whether it’s a professional ballgame, a museum visit, or a weekend trip to Los Angeles, San Francisco, or one of California’s many cultural landmarks. These shared experiences deepen cross-cultural understanding and create friendships that last long after graduation.
Westmont’s approach to global education is built on reciprocal learning. “We embrace a global perspective, providing international students with cross-cultural experiences to dive deeper into American culture they want to learn about or are eager to experience. By engaging with diverse cultures and ideas, the reciprocal learning exchange between all students prepares them to navigate and contribute to an everincreasing interconnected world.” notes Dr. Beebe. This emphasis on global learning and education empowers all graduates to approach global challenges with empathy, insight, and innovative thinking across all cultural contexts.
Alongside its global outlook, Westmont offers a range of academic programs that reflect both intellectual depth and real-world relevance, particularly popular among international students seeking strong professional foundations.
The Pre-Health track, for instance, has long been recognized for excellence, boasting a 93% acceptance rate to medical, dental, and veterinary schools. This strong record reflects Westmont’s combination of rigorous science preparation and the critical thinking nurtured by the liberal arts.
The Engineering Program embodies the same philosophy. Fully ABET-accredited,
it blends technical mastery with creativity, moral imagination, and collaboration. Students engage in courses that unite engineering, mathematics, and physics with art, history, and philosophy, preparing them to solve complex global challenges with both precision and compassion. Graduates have gone on to work with organizations like Raytheon, Lockheed, and the Department of Energy, as well as to pursue advanced study at leading institutions such as the Rochester Institute of Technology.
In downtown Santa Barbara, the Grotenhuis Nursing Program is shaping the next generation of healthcare leaders. Offering an Accelerated Bachelor of Science in Nursing (ABSN), the program partners with Cottage Hospital, Sansum Health, and other local clinics to create direct career pathways. Its fast-track curriculum allows transfer and first-year students to complete two degrees in 4.5 years, combining academic excellence with compassionate, holistic care. Guided by the motto Compassionate Care, Westmont nurses graduate ready to serve with skill, integrity, and heart.
A Community That Feels Like Home
The Westmont College campus immediately conveys the closeness of a community built on care, connection, and shared purpose to anyone who walks across it. With a student body of around 1,200 residential students, Westmont’s size is one of its greatest strengths. It creates a campus where everyone is known by name, where relationships grow naturally, and where every student feels seen, supported, and valued.
“Westmont is the right size, in the right location, with a multi-cultural landscape to engage in off and on-campus internships, research, service opportunities and ministry outreach. Faculty and
Weekly chapel gatherings, weekend hikes through the nearby hills, impromptu beach trips, and afternoons exploring local thrift shops and museums create the rhythm of Westmont life
staff are deeply committed to offering personal attention and genuine care. Students are seen and known at Westmont,” shares Dr. Beebe.
Here, students live and learn together in a setting that blends academic focus with vibrant community life. The college’s Santa Barbara location adds a touch of everyday inspiration; ocean views, sunlit trails, and a city rich with culture. It’s a place where outdoor adventure meets intellectual exploration, where the classroom extends into the world beyond.
Faculty and staff play a central role in this sense of belonging. Professors don’t just teach; they mentor, guide, and invite students into their
lives. Many open their homes for shared meals or conversations that stretch late into the evening. Through the college’s Take a Professor to Lunch program, students can connect with faculty beyond the classroom, a small tradition that often leads to lifelong mentorships.
Campus life is full of moments that turn classmates into friends. Weekly chapel gatherings, weekend hikes through the nearby hills, impromptu beach trips, and afternoons exploring local thrift shops and museums create the rhythm of Westmont life. A beloved poster lists “101 Things to Do as a Westmont Student”, and students eagerly check off experiences together, a playful reminder that learning here is as much about living as it is about studying. “These moments foster a sense of belonging and personal growth, shaping students into confident individuals equipped to make meaningful contributions to any society they choose to serve,” Dr. Beebe reflects.
This strong network of friendships and mentorships forms the backbone of the Westmont experience. Students know they are part of something enduring, a community that celebrates with them in success, walks beside them in challenge, and equips them to step into the world with purpose. At its core, Westmont’s community is grounded in shared values. Compassion, integrity, accountability, respect, courage, and discipline are lived realities. These principles shape daily life on campus, guiding students as they learn to lead with humility and conviction.
“We seek to foster a culture where these values are not just abstract concepts but are actively lived out in everyday life, shaping ethical leaders who are prepared to contribute meaningfully to society,” Dr. Beebe explains. This is the heart of Westmont’s identity: a close-
knit, values-driven community that nurtures both intellect and character. Within this familylike atmosphere, students find more than an education. They find belonging, purpose, and a lifelong connection to a place and people who helped them become who they are.
Rooted in Place, Reaching for the Future
Set against the backdrop of the American Riviera, Westmont College finds its home in one of the most breathtaking corners of California. Nestled in the foothills of Montecito, overlooking the vast blue expanse of the Pacific, the campus blends natural beauty with quiet reflection, a sanctuary for learning, faith, and growth. “Prospective students are drawn to Westmont not only for its academic offerings but also for its unique environment,” says Dr. Beebe. Here, students wake to ocean breezes and mountain views, study beneath canopies of
oak and eucalyptus, and walk paths lined with gardens and sunlit courtyards. The rhythm of life in Santa Barbara with its balance of nature, culture, and community invites a lifestyle that is both active and reflective, “There are a plethora of choices to explore, enjoy and connect with the culture to provide every opportunity to have an active outdoor and off campus lifestyle,” Dr. Beebe adds.
Beyond the campus gates, the city becomes an extension of the classroom. Just minutes away, Westmont’s shuttle carries students into downtown Santa Barbara, a vibrant hub of art galleries, theaters, beaches, and cafes. Whether kayaking along the coastline, hiking mountain trails, or attending a local film festival, students are immersed in a city alive with creativity and culture. It’s a setting that fosters exploration and connection, offering every opportunity to engage, serve, and grow.
As Westmont nears its centennial milestone, the college remains firmly anchored in its founding vision while keeping a steady eye on the future. “We’re committed to honoring the past, managing the present, and mapping the future, all while maintaining an aspiring edge for the future,” says Dr. Beebe. This vision takes shape through strategic planning, a disciplined, forward-thinking process that renews every three years. Guided by a long-term horizon, Westmont identifies emerging opportunities, aligns resources, and sets priorities that ensure it continues to thrive as a topperforming Christian liberal arts college.
The college’s commitment to growth is evident across every dimension. New allied health programs are expanding to meet the demands of the fast-growing healthcare sector, building on the success of the nursing program. Athletics continues to rise to new heights, with Westmont’s teams now competing in the NCAA Division II. Career-oriented pathways and post-secondary programs are being developed to equip students with both purpose and professional readiness.
As Westmont nears its centennial milestone, the college remains firmly anchored in its founding vision while keeping a steady eye on the future
In downtown Santa Barbara, Westmont’s expanding extension campus is bringing education closer to the heart of the community; a dynamic space where faith, scholarship, and service intersect. “Our relentless pursuit of excellence in people, programs, and purpose defines who we are. As we approach our 100th year, we remain steadfast in preparing students to lead with wisdom, courage, and grace in a changing world,” Dr. Beebe affirms.
Rooted in the beauty of its surroundings and guided by an enduring mission, Westmont College continues to grow, nurturing minds, shaping hearts, and inspiring lives that reflect light into every corner of the globe.
MENTOR’S MANTRA
Apprenticeships and Alliances: How Community Colleges are Co-Creating Workforce Solutions
Shanna
Jackson, President
at Nashville State Community College
Dr.ShannaL.JacksonhasledNashvilleStateCommunity College since June 2018. Nashville State is a seven-campus comprehensive community college that serves students in a seven-county region. Her extensive experience in administration, teaching, workforce, and community development experience is guiding the college’s mission to increase access, completion, and post-completion success for all students who come to Nashville State. Jackson serves on the Nashville Area Chamber of Commerce, Ascension St. Thomas, The Memorial Foundation, the Community Foundation of Middle Tennessee, the United Way of Middle Tennessee, the Nashville Branch of the Federal Reserve Bank of Atlanta and Achieving the Dream. In 2023, Jackson was named one of the Most Admired CEOs in Nashville by the Nashville Business Journal. Jackson earned a Bachelor of Science in Business Administration and an MBA from Florida A&M University and an Ed.D. in Administration and Supervision from Tennessee State University.
In a recent interview with Higher Education Digest, Dr.ShannaL.Jacksondiscussedherexperienceinacademia and administration. She shared her views on institutional growth, accessibility and quality education, online learning, hybrid education models, and many more.
Community colleges are uniquely positioned to be the anchor institutions in the communities they serve
How has your experience in academia and administration influenced your approach to student success and institutional growth?
I started my professional career working in manufacturing after earning a BS in Business Administration and a MBA in Management. It was a chance opportunity to teach parttime business courses for a 2-year proprietary institution that change the course of my life. In that classroom, I saw the power of education in action. But I also learned that not every student had the same level of support that I had to get to and through college. I have carried that classroom experience throughout my 25-plus year career in higher education, and having a background in business informs how I continue to support student success and growth.
Community colleges play a vital role in workforce development. How do you see their role evolving in the coming years?
I think community colleges are uniquely positioned to be the anchor institutions in
the communities they serve. I believe for communities to become or remain economically vibrant; they must grow their own talent. We are the bridge to education, training and opportunity. The shift has been taking place for community colleges to become partners with employers instead of just a source for talent. I see that partnership evolving into more co-curricular development, infused employment of students (ex. apprenticeships) and shared resources (ex. employers allowing team members to teach).
With the rise of online learning and hybrid education models, how is your institution adapting to ensure accessibility and quality education?
Just recently, we decided to bring our amazing and robust Teaching Center under the director of online learning. This allows us to ensure consistency in quality of online, hybrid and on-ground instruction. It is critical to invest in faculty, who are on the front line each day with students, with the tools they need to continuously improve teaching and learning.
You can be the most visionary leader, with amazing ideas but I guarantee you cannot implement and execute them alone.
Invest in the people who can
What strategies have you implemented to strengthen partnerships between the college and local businesses or industries?
Nashville State is a workforce solution partner. Over the years, we have developed several strong and lasting partnerships with employers which have resulted in improving the local talent pool. On the credit side we continue to expand apprenticeship’s and work-based learning opportunities. This solves a need for employers who are looking for both the credential and work experience. On the workforce side we have co-developed workforce solutions to upskill employees in healthcare.
The landscape of higher education is constantly shifting. What trends or challenges do you foresee impacting community colleges the most in the next decade?
Top of mind is the negative narrative about the value of a college education. In my opinion, we are losing the battle of public opinion because we are struggling with explaining how what we do matters. Go to college to get a good
job no longer resonates with a large portion of potential students.
What leadership lessons have you learned from your role that you believe are essential for future higher education leaders?
It is important to take the time to build a strong team. As Drucker states “Culture eats strategy for breakfast.” You can be the most visionary leader, with amazing ideas but I guarantee you cannot implement and execute them alone. Invest in the people who can.
If you could give one piece of advice to students or aspiring educators looking to make a difference in education, what would it be?
In my opinion, education remains the strongest ladder to economic and social mobility. Our work is critically important to building and sustaining strong communities. Therefore, hold the mission in your heart. Dream big and bold about what is NOT being done that could really make a difference – then get to work!
INDUSTRY
PERSPECTIVE
Bridging Disciplines for a Sustainable Future: A Knowledge-Driven Framework for Systemic Change
BethKnight, Sustainability Advisor and Non-Executive Director, University of Cambridge Institute of Sustainability Leadership
The Collaborative Imperative
The existential threats of our era - climate collapse, resource scarcity, and widening inequality - demand more than incremental change. As engines of the knowledge economy, higher education institutions hold the keys to systemic transformation. Yet, disciplinary silos and outdated metrics often limit their impact. In over two decades of leading public-private partnerships in climate action, social equity, and business transformation, I have witnessed how these silos perpetuate systemic failures and stall progress.
Early in my career, I saw well-intentioned sustainability initiatives falter simply because finance teams and engineers spoke different languages. Today, as I coach executives on ‘competitive sustainability,’ the lesson is clear: the climate crisis is not a solo assignment. It is a group project that requires engineers, policymakers, and creative thinkers to share the same whiteboard. Higher education can (and must!) lead the charge by dismantling academic and sectoral divides, building systems that thrive within planetary boundaries while advancing human prosperity.
Higher education can (and must!) lead the charge by dismantling academic and sectoral divides, building systems that thrive within planetary boundaries while advancing human prosperity
Winner of the Great British Businesswoman Award 2022/3, Beth Knight is a leading figure in social impact and sustainability - an experienced business transformation and systems change strategist. She has spent over fifteen years applying her expertise to help global companies evolve as purpose-led businesses. She is a working mother of two and is passionate about equal rights and diversity, tackling climate change, and innovating through technology. Beth is currently Head of Social Sustainability for Lloyds Banking Group. She is a non-executive director with the Department for Culture Media & Sports British Tourism Authority, Chair of Save the Children’s corporate advisory board and a Senior Associate at the University of Cambridge Institute of Sustainability Leadership (CISL). Beth’s prior roles have included: Head of Community Investment for Amazon Europe, Global Markets Associate Director at EY, and Head of Corporate Sustainability for EY’s Financial Services business. As a member of the GRI stakeholder council for afullfour-yearterm,Bethadvised the GRI Board of Directors on strategy and policy changes related to international reporting standards.
Knowledge Economy in Action
The knowledge economy, when strategically harnessed, provides a blueprint for this synthesis. The World Bank identifies four pillars of a thriving knowledge economy: education, innovation, technology, and governance. These are not abstract concepts-they are tools that transform lives and institutions.
At the University of Cambridge’s Institute for Sustainability Leadership, I have seen executives experience ‘lightbulb moments’ that reshape entire industries. Board members connect theory with market realities, driving positive, systemic change. In practice, this can mean leveraging commercial logistics for humanitarian aid, as we did at Amazon, or using inclusive design to reimagine financial empowerment at Lloyds Banking Group. When higher education institutions harness sustainability, they create virtuous cycles of progress that ripple through society.
Examples of Turning Theory into Action…
Circular Systems: Consider the UK manufacturer who adopted industrial symbiosis, transforming a competitor’s waste into raw materials and reducing costs by 20%. Their secret? Listening to Gen Z buyers who demanded zero-waste products. This is the knowledge economy in action-where sustainability and profitability reinforce each other.
Equity by Design: Save the Children’s codesign and skill transfer approach ensures solutions are culturally relevant and economically sustainable. Global evidence shows that community-owned renewable energy projects achieve higher adoption and long-term viability. Universities can embed these principles in curricula and partnerships, fostering graduates equipped to lead equitable transitions.
By scaling collaborative models, applying theory in practice, and treating sustainability as the ultimate competitive edge, higher education can build economies where planetary health and human prosperity are mutually reinforcing
Data That Builds Trust: Vague sustainability pledges erode trust and investor confidence. Transparent data capture and disclosure, supported by AI tools, can compel entire industries to strengthen long-term value. Higher education must prepare future leaders to leverage data for both accountability and innovation, proving that sustainability and profitability are not mutually exclusive.
Higher Education’s Moment to Lead
As a Senior Associate at Cambridge’s Institute for Sustainability Leadership and Head Tutor on their Business Sustainability Management program, I am seeing academia’s evolving mandate firsthand. From curriculum revolution with finance courses now addressing stranded asset risks and marketing programs teaching “purpose-wash” mitigation. To lifelong learning where sustainability certification programs upskill professionals across sectors, proving that sustainability is a core competency - not a niche. And, living labs like the Entopia Building at the University of Cambridge which provide a test bed for innovation and communication of new solutions.. Universities must move beyond theory, transforming their own operations and partnerships into living examples of systemic change.
Three Imperatives for Higher Education Leaders
1. Invest in Digital Equity
Digital exclusion exacerbates climate and social inequities. Solutions like India’s Aadhaar digital ID and UPI payment systems enable rural communities to access clean energy microloans.
Microsoft’s Airband Initiative delivers affordable broadband to marginalized regions via unused TV frequencies. Public-private partnerships must prioritize digital inclusion as a foundation for sustainable development.
2. Reward Inclusive Leadership
Climate risks demand collaboration between finance and sustainability leaders. Unilever’s “carbon cost” metric-co-developed by finance and sustainability teams-integrates emissions into capital expenditure decisions. Ørsted’s $12 billion green bond issuance, linked to emission targets, demonstrates how shared KPIs can align profit with planetary health. Universities should model and teach these cross-functional leadership approaches.
3. Measure What Matters
GDP’s failure to account for ecological and social well-being perpetuates extractive growth. Bhutan’s Gross National Happiness and New Zealand’s Wellbeing Budget prioritize mental health and indigenous rights. Higher education must champion new metrics that reflect true societal progress and embed them in research, policy, and institutional strategy.
The Path Forward
This work is not theoretical. We must all champion economies where planetary health and human dignity are inseparable. The solutions exist. By scaling collaborative models, applying theory in practice, and treating sustainability as the ultimate competitive edge, higher education can build economies where planetary health and human prosperity are mutually reinforcing. The time for systemic change is not tomorrowit is now.
Hi Cole. Please tell us about your background and areas of interest. My own higher education experience was a B.A. from Rhodes College in International Studies and Arabic. I had ambitions to be a diplomat or have some role in the foreign service. But during my teenage and college years, the advent of the personal computer was taking place, most notably the introduction of the Macintosh from Apple in 1984. I was mesmerized by what these devices could do to writing, foreign language study, and graphic design. After graduating I had an agonizing
decision to make – attend Georgetown’s School of Foreign Service or join Apple instead. Ultimately the alure of what Apple was building and creating in the personal technology arena was too irresistible, and so I chose to join Apple in 1989. I was immediately assigned to their education division and my relationship with higher ed was solidified. After nearly 10 years with Apple, I spent the next 20 with Sun Microsystems and (by way of acquisition) Oracle Corporation, always serving higher education, academic medical centers, and non-profit research.
Given the pace of change in higher education, rapid leadership turnover is antithetical to making progress on a transformation agenda
Cole Clark is a managing director within the Higher Education sector at Deloitte Services LP. He has more than 30 years global experience engaging with education and research organizations, with a focus on the enabling capabilities of technology within the unique culture and context of the sector. In his current role, Cole engages with the higher education community on issues ranging from cost and revenue challenges, administrative systems modernization, technology transformation, and enterprise risk and resiliency.
In addition to the core business functions oftheinstitution,hehasexperienceinareas of the “front office” of higher education including research, student engagement, enrollment, and student success. Cole has served on the corporate advisory committee for EDUCAUSE and is a trustee for Western Governors University. He has co-authored several monographs on higher education and regularly contributes to the development of Deloitte’s annual Higher Education Trends report.
Recently,inanexclusiveinterview with Higher Education Digest, Cole shared his professional trajectory, insights on the role of education technology evolving in the next 5-10 years, significant career milestone, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Oracle afforded me the opportunity to lead their global education and research industry organization, and through this role, gained significant experience with higher education in many other regions. It was also during this time that I joined the advisory board of Western Governors University and eventually
became a trustee in 2016. In that same year, I joined the higher education practice of Deloitte and have been serving higher education clients across many aspects of the academic enterprise for the past 9 years. Besides being an eternal “student” of all facets of the higher education sector, I enjoy tennis, meteorology (I was a TV
The change and technical developments are moving at such an incredibly fast pace that the dangers posed by the technology are as significant as the potential for benefit
weatherman for several years during my time at Apple), and vintage science fiction (major “classic” Dr Who fan).
What do you believe are the most significant challenges facing higher education institutions today?
American higher education has never faced such a broad set of challenges and risks, at least not during my 30+ years in the sector. It is difficult to prioritize the challenges, as different parts of the higher education panoply are impacted differently, but certainly in the past 6 months the change in administration in the US Federal Government and their proposed and
enacted policy and regulatory changes have brought pressure and uncertainty to nearly every revenue source of virtually all higher education institutions. This includes pressure on research funding, tuition revenue sources, and endowments. Aside from this, declining public perception in the value and “ROI” of postsecondary education is a serious threat that is acute and largely falls along partisan lines, although trust and confidence in higher ed has declined across the political spectrum. Leadership turnover is another major challenge as the average tenure of the president continues to fall (and with it, the turnover rate among the major senior executive roles in the institution
both academic as well as administrative). Given the pace of change in higher education, rapid leadership turnover is antithetical to making progress on a transformation agenda.
What do you love the most about your current role?
I would say the most gratifying aspects of my role in higher education client service is learning more about the qualities that some of the most successful leaders in higher education possess as they face a myriad challenges and find ways to navigate through the uncertainty. I also have a deep appreciation for working with like-minded colleagues on some of the thorniest problems that our clients face and
seeing the fruits of our efforts manifest in greater institutional efficacy, student success, access, affordability, and outcomes. Lastly, one of the things I’m most passionate about is the Forum for Higher Education’s New Era, the annual presidential convening I had the privilege of launching after the pandemic. It is incredibly rewarding to see the impact it has on institutional leaders’ perspectives and opportunities facing higher education. In many ways, it feels like group therapy for presidents!”
I believe the aspect of my board service at WGU that I appreciate the most is being a part of an entity that has thrown off the traditional constraints of higher education governance and has impacted so many lives
One area in which I hope to have greater impact is mentoring and coaching talent that want to make an impact in higher education, especially those desiring to make an impact by serving in a leadership capacity within an institution or system
by providing the opportunity for economic mobility to a population that would most likely be unable to access higher education otherwise. I also find the breathtaking pace and dynamism that WGU has brought to higher education quite refreshing.
How do you see the role of education technology evolving in the next 5-10 years?
While I know it is a ubiquitous and massively overused buzzword, AI (specifically generative AI) has the potential to have the greatest impact, good and bad. It can bring intelligent automation to so many manual processes (both back office as well as studentfacing) with speed and precision that can revolutionize how institutions deliver services to constituents. It will also have a profound impact on teaching, learning, and research, both in terms of productivity as well as in the “what” and “how” we teach. I believe the change and technical developments are moving at such an incredibly fast pace that the dangers posed by the technology are as significant as the potential for benefit. But it does have tremendous potential to allow us to scale “personalization” of education at unprecedented levels.
Who has been a significant influence or mentor in your career, and how have they helped shape your professional journey?
There have been several over the years, but I will mention three. One would be Mark Becker, the current president of APLU (Association of Public and Land Grant
Universities) and former president of Georgia State University. Mark has taught me no matter how good a leader’s ideas are for shaping an institution through change, if you don’t learn and observe the process and norms of the place you will never get anything done. You have to take the time to understand the culture in order to affect change. He was a master of this at Georgia State and the place is forever different and improved because of his leadership.
A second would be John Curry. John was the senior administrative and finance leader at three very distinguished institutions: UCLA, Cal Tech, and MIT. I encountered John after he had left institutional leadership and had joined the consulting firm Huron. He heavily influenced my decision to enter the higher education consulting profession (he later left Huron to join Deloitte and was part of the effort to recruit me). He taught me the art of storytelling and how critical this was to successful client service in higher ed. John also introduced me to the convening where I met my third mentor Joel Meyerson.
Joel was at the center of the creation of Forum for the Future of Higher Education, initially a very small group of operational leaders in higher ed that eventually became the hottest ticket in US higher education. Joel was masterful in his careful curation of agendas, presenters, and attendees; his gift for building what was an almost magical experience for those of us fortunate enough to attend for any portion of our careers was unmatched. Joel taught me everything I put into practice today in the creation and evolution of the New Era Forum.
How do you stay current with the latest trends and innovations in education technology?
My clients are usually the best source of intel on those developments that are delivering value. Ed-tech is a shiny-object filled arena full of opportunism. I do believe that despite the somewhat chaotic nature of the event, ASU+GSV is a good source for trends and innovation. Educause is another. I follow the writings and podcasts of Phil Hill who I believe is an excellent authority on the subject, and has a keen sense of what is substantive and what is flash.
What has been your most career-defining moment that you are proud of?
It is difficult to pick one “moment” because I think of my 3+ decades in education as a series of chapters, each with their own triumphs and failures (the failures, while painful, can be better teachers than the victories!). But if I’m forced to select one I would have to point to something I built with Educause in 2019 – the Convergence Forum. We had this idea that there were topics on which the leadership teams in higher ed rarely communicated effectively, Information Technology (IT) principle among them. We built something designed to bring collections of leadership roles (provost, CIO, CFO, etc.) to come together and “converge” around a series of topics important to higher education’s success. We held the meeting in Toronto and had tremendous receptivity across a broad cross section of American (and some Canadian) higher education. This would have been perpetuated (the intent was to make it an annual affair) but a certain global pandemic had other ideas.
I like building and shaping, and know enough about myself to realize that if I’m not in that mode for a significant period of time, complacency sets in
Educause had rarely collaborated with an external organization in this way before and there were serious questions about whether we’d be able to generate enough interest in the “convergence” concept to attract an initial cohort of attendees, yet we ended up exceeding even our most optimistic projections.
How do you see your role as a leader in the arts and education sectors evolving in the future, and what impact do you hope to make?
One area in which I hope to have greater impact is mentoring and coaching talent that want to make an impact in higher education, especially those desiring to make an impact by serving in a leadership capacity within an institution or system. The turnover rate for most senior executives in higher education is north of 20%. We will need a lot more individuals willing to serve who bring an appreciation for the need for the core mission – delivering credentials of value, research that advances the human condition, and community service. There has never been a time when the sector had a greater need for leadership. My never-ending attraction to the higher education sector is the potential for learning; I am still fascinated by how much there is to discover about institutions I’ve never engaged, leaders I’ve not yet met, approaches to higher education in regions of the world I’ve not yet visited. I hope to be able to continue to have impact on transformation and modernization (while preserving the ineffable qualities that make higher education intuitions unique) as long as I am able, whether through client service or within an institution in a leadership capacity.
By far, the most important thing you can do is strive to understand, really understand, the enterprise that your particular “product” or tool is purported to impact
What are your long-term career aspirations, and how do you see yourself evolving as a leader over the next five years?
I like building and shaping, and know enough about myself to realize that if I’m not in that mode for a significant period of time,
complacency sets in. Career “evolution” for me over the next 5 years could take many forms: helping an organization (a technology concern or consultancy) who wants to make an impact in higher education build a business or a practice… settling down at a specific institution with a like-minded leadership team and president who wants to make substantial change in how the place serves its constituents and delivers on its mission… or getting back to serving international higher education where there is so much opportunity for growth and impact. Regardless of the path, I am constantly working on blind spots and surrounding myself with people who not only shore up those areas of weakness but also continue to be in a learning mode. It’s never too late to reinvent yourself, especially incrementally. In some ways (connecting the dots in reverse) my entire career has been about that relentless incremental reinvention.
What advice would you give to education technology professionals looking to make a meaningful impact in the higher education sector?
By far, the most important thing you can do is strive to understand, really understand, the enterprise that your particular “product” or tool is purported to impact. You’ll truly set yourself apart from most ed-tech firms and professionals, who often view the “tool as the end in and of itself” rather than a means to a greater purpose. Far too often, even in my home setting, I see this mindset prevail. What higher education truly needs is transformation in its operating model, process and culture. Technology can support and enable that change, but it can’t drive it on it’s own.
ACADEMIC VIEW
AI Governance, Risk, and Compliance in Higher Education: A CIO’s Guide
Don Cox, CISO and VP of IT Service Management at American Public Education, Inc.
Don Cox is a seasoned cybersecurity and IT executive with over 20 years of experience driving digital transformation, risk management, and enterprise security strategy. As the CISO and VP of IT Service Management at American Public Education, Inc. (APEI), Don leads cybersecurity, compliance, and IT operations, ensuring resilience in an evolving threat landscape. A strategic leader with expertise in healthcare, product development, and logistics, he has collaborated with federal agencies on cybercrime investigations. Recognized for visionary leadership, Don is passionate about AI, innovation, and fostering a security-first culture to enable business growth and operational excellence.
The Growing Role of AI in Higher Education
Artificial intelligence (AI) is revolutionizing higher education, bringing significant changes to admissions, research, academic integrity, student support, cybersecurity, and administrative operations. Universities are increasingly relying on AI-driven tools to streamline processes, enhance learning experiences, and improve institutional efficiency. However, AI adoption also
raises concerns about data privacy, algorithmic bias, transparency, and regulatory compliance.
To ensure responsible and ethical AI use, higher education institutions must implement a comprehensive AI Governance, Risk, and Compliance (AI GRC) framework that safeguards student data, ensures fairness, and aligns AI deployments with institutional and legal requirements.
AI-driven decisions, particularly in areas such as grading and admissions, should be auditable and explainable to maintain trust among students and faculty
Establishing an AI Governance Framework
A well-defined AI governance framework is essential for maintaining integrity, security, and transparency in AI applications. Institutions must create policies that align AI use with academic values while ensuring compliance with FERPA, GDPR, and other regulations.
To oversee AI implementation, universities should establish a dedicated AI governance committee, composed of leaders from IT, cybersecurity, legal, ethics, faculty, and student bodies. This committee should define clear principles guiding AI’s role in admissions, grading, and research, ensuring it promotes fairness, transparency, and accessibility.
For AI models used in decision-making processes, documentation is crucial. Universities must require vendors and internal teams to disclose data sources, training methodologies, and bias mitigation techniques. AI-driven decisions, particularly in areas such as grading and admissions, should be auditable and explainable to maintain trust among students and faculty.
Additionally, institutions must scrutinize third-party AI vendors to ensure compliance with security and ethical standards. AI applications used in research should undergo an Institutional Review Board (IRB) process to ensure ethical considerations are met, particularly when involving human subjects.
Implementing AI Risk Management
The widespread use of AI in higher education introduces risks, including bias in admissions, unfair grading algorithms, misinformation in student support chatbots, and data privacy breaches. A proactive risk management strategy
A well-defined AI incident response plan is essential for handling potential AI failures, such as erroneous grading, biased admissions decisions, or breaches of student data privacy
is necessary to identify and mitigate these challenges before they affect students and faculty.
Universities should conduct regular AI risk assessments to evaluate whether AI models used in admissions and grading exhibit biases. Automated grading tools must be carefully monitored to ensure they maintain fairness and accuracy while respecting student privacy. AIpowered chatbots and virtual assistants should be assessed for misinformation risks to prevent the spread of inaccurate guidance to students.
To address AI-related risks, institutions should implement bias detection and mitigation tools, such as IBM AI Fairness 360 or Google’s What-If Tool, to analyze AI models for potential discrimination. AI decisions that
impact student outcomes must be explainable, requiring institutions to audit AI-generated recommendations to ensure their legitimacy.
Data security is another critical component of AI risk management. Universities must encrypt AI datasets to protect student information and enforce strict access controls to prevent unauthorized use of AI-driven insights.
A well-defined AI incident response plan is essential for handling potential AI failures, such as erroneous grading, biased admissions decisions, or breaches of student data privacy. Universities must develop clear protocols for reporting AI-related incidents, conducting investigations, and implementing corrective actions.
Ensuring AI Compliance in Higher Education
To align AI usage with evolving legal and regulatory standards, institutions must ensure compliance with data protection laws such as FERPA in the U.S. and GDPR in Europe. These regulations require transparency in how AI processes student data, ensuring that personal information is protected from unauthorized access and misuse.
Title IX compliance is also a critical consideration. AI models used for student discipline or behavioral monitoring must be rigorously evaluated to prevent discriminatory decision-making. Universities should establish review mechanisms to ensure AI does not introduce biases that disproportionately impact certain student demographics.
For AI-driven research initiatives, compliance with Institutional Review Board (IRB) requirements is essential. Researchers using AI to analyze student behavior, health data, or academic performance must ensure ethical considerations are met and that data privacy is maintained.
When procuring AI solutions, universities should require vendors to adhere to compliance standards, such as ISO 42001 AI Management Standard. All third-party AI tools used for admissions, grading, or student services should be vetted for compliance with privacy laws and institutional policies before deployment.
Monitoring and Auditing AI Usage
To maintain accountability in AI-driven decisionmaking, universities must implement continuous AI performance monitoring. Establishing AI audit committees ensures that AI models used
for admissions, grading, and student analytics are regularly reviewed for effectiveness, fairness, and ethical alignment.
Automated AI monitoring tools should be deployed to detect potential bias, model drift, or security vulnerabilities that could compromise AI’s reliability over time. Additionally, institutions should conduct annual audits of AI models, focusing on fairness and bias detection, ensuring that AI-driven decisions remain consistent and equitable.
Gathering feedback from students and faculty is also essential in assessing AI’s impact. Universities should establish feedback mechanisms that allow stakeholders to report concerns or inconsistencies in AIgenerated outcomes. This feedback should be integrated into regular AI policy reviews, allowing institutions to adapt AI governance frameworks based on real-world insights.
To keep pace with evolving regulations and technological advancements, institutions must continuously update AI policies. As AI governance standards change, universities should revise compliance requirements and risk management strategies to ensure ongoing alignment with legal and ethical expectations.
Fostering an AI-Aware Culture
Successful AI adoption in higher education requires a culture that prioritizes responsible AI use and digital literacy. Universities should invest in AI education for faculty, staff, and students to ensure that all stakeholders understand the implications and limitations of AI technologies.
Training programs should be designed to help professors integrate AI into their teaching while maintaining academic integrity. Workshops
To encourage safe AI experimentation, universities can create AI sandboxes, providing controlled environments where faculty and students can explore AI applications while adhering to ethical and compliance guidelines
on AI ethics and responsible AI usage should be offered to students, ensuring they are informed about AI-generated content, plagiarism risks, and AI’s role in decision-making processes.
Administrative teams, particularly those in admissions, HR, and IT, should receive training on AI compliance, risk management, and bias detection. Institutions should also foster ethical AI innovation by promoting research initiatives that align with the university’s values.
To encourage safe AI experimentation, universities can create AI sandboxes, providing controlled environments where faculty and students can explore AI applications while adhering to ethical and compliance guidelines.
Conclusion
As AI becomes an integral part of higher education, universities must balance innovation with ethics, fairness, and compliance. A well-structured AI Governance, Risk, and Compliance (AI GRC) framework ensures that institutions can harness AI’s benefits while mitigating risks related to bias, transparency, and data privacy.
By establishing clear governance policies, conducting rigorous risk assessments, ensuring compliance with legal standards, and maintaining ongoing AI monitoring, universities can deploy AI responsibly. Continuous training and a strong AI-aware culture will further support institutions in building trustworthy and transparent AIdriven ecosystems.
For CIOs and IT leaders in higher education, AI governance is more than a regulatory obligation—it is a strategic necessity that ensures academic integrity, institutional credibility, and a responsible approach to AI’s future in education.
INDUSTRY
PERSPECTIVE
Small Colleges are Essential to American Higher Education
Dean Hoke, Co-Founder, Edu Alliance
Through my ongoing work writing a blog and co-hosting the podcast Small College America, I’ve explored the identity, challenges, and the enduring impact of U.S small colleges on the higher education landscape. I have interviewed and written profiles of over 25 small colleges. These conversations with leaders, faculty, and experts have reinforced a belief I’ve held for years: that small colleges, while often underappreciated in national discourse, are absolutely essential to the health and diversity of American higher education.
Background
In the United States, according to the National Center for Education Statistics, there are 5,839
accredited higher education institutions. Of those, 1590 are private non-profit, of which 1,397 are private 4-year colleges and universities with a student headcount population of 3,000 and under.
The Undervalued Heart of U.S. Higher Ed
Private, small colleges with 3,000 students or fewer enroll about 4.6% of students nationally, but their influence far outweighs their size. They are often incubators of civic leadership, sites of deep intellectual mentorship, and engines of social mobility, particularly for rural, firstgeneration, and underrepresented students. Many have been part of their communities for over a century, often serving as their region’s largest employer or cultural hub. Yet, as enrollment pressures and financial headwinds mount, small
Private, small colleges with 3,000 students or fewer enroll about 4.6% of students nationally, but their influence far outweighs their size
Dean Hoke is the Co-Founder of Edu Alliance, a higher education consultancy, and the Producer and Co-Host of Small College America. He also serves as a Senior Fellow at the Sagamore Institute, a think tank based in Indianapolis, Indiana.
From internships and research to artistic creation and service learning, the College builds bridges between theory and practice. This model nurtures critical thinking and real-world readiness in equal measure
colleges face existential threats that rarely get the national attention they deserve.
The Small College America series exists to change that narrative. It is both a spotlight and a sounding board—highlighting the distinctive character of these institutions and amplifying the voices of those who lead and teach within them.
What We Learned from Writing the Profiles
The ten colleges reveal a rich tapestry of missions, values, and models—all tailored to local contexts and student needs.
Let’s start with a highly selective liberal arts small college located in North Carolina. They have invested deeply in academic rigor, faculty-student engagement, and expanding access to education. The school’s endowment allows it to meet 100% of demonstrated need, making a private college education attainable for more families. Its students regularly pursue national fellowships and high-profile graduate programs, but at its heart is still its tight-knit, academically driven campus culture.
In contrast, a College in eastern Kentucky offers a work-study model and full-tuition guarantees for students from Appalachia. Here, the mission is explicitly tied to the economic and social uplift of a distressed region. Students work at least 10 hours per week in campus jobs, contributing to their education and the college’s overall operation. The result? Low student debt, strong retention, and a powerful sense of ownership and pride among students.
A historically Black institution in Alabama, with fewer than 3,000 students, stands as a testament to the enduring legacy of missiondriven education. The university has produced
generations of Black professionals, from engineers and veterinarians to military leaders and civil rights activists. Today, it combines a rich historical identity with modern programs in STEM, health sciences, and agriculture, aiming to be both culturally rooted and forward-looking.
In Arkansas, a college of 1,200 undergraduate students leans heavily into the liberal arts tradition, with an innovative program that requires every student to pursue experiential learning beyond the classroom. From internships and research to artistic creation and service learning, the College builds bridges between theory and practice. This model nurtures critical thinking and realworld readiness in equal measure.
A College in Indiana with 800 students is one of the few remaining men’s colleges in the U.S., and it continues to thrive thanks to a strong alumni network, a culture of mentorship, and a clear institutional identity. The college has embraced its single-gender mission not as a relic, but as a way to foster leadership, resilience, and accountability. Small class sizes and a rigorous academic environment create a community where faculty and students know one another deeply.
A private College in Pennsylvania with an enrollment of less than 3,000 merges tradition with strategic innovation. Its Institute offers real-world policy experience while its strong civic ethos engages students in national and global conversations. Students often cite the combination of intellectual challenge and personal attention as key to their transformation.
One small school in Ohio, with fewer than 2,000 students, emphasizes mentored undergraduate research as a core component
of its identity. Every senior completes an independent study project under faculty guidance, cultivating academic rigor and self-confidence. It’s a model that has earned national recognition for preparing students for graduate study and leadership roles.
In Washington State, a private four-year college prioritizes environmental stewardship and global awareness. With its strong academic programs and commitment to access, it attracts students who seek a high-quality liberal arts education in a supportive and progressive campus community.
A University in Virginia blends a deep historical legacy with modern leadership development. The college remains focused on student success, with strong pre-professional advising and engaged alumni. Its speaking tradition and honor code continue to shape a unique campus culture of accountability and respect.
In Indiana, a college draws strength from its Quaker roots, emphasizing peace, integrity, and global citizenship. They blend classroom learning with hands-on experiences in business, policy, the arts, and more. The college’s commitment to ethical leadership sets it apart.
Voices from the Inside: What the Interviews Reveal
The podcast interviews have added another layer—an insider’s perspective on both the promise and precarity of small colleges. In speaking with a variety of small college leaders, including trustees, current and retired presidents, academic leaders, faculty, and athletic directors, a few themes have consistently emerged:
Mission Matters: Institutions that know who they are—and who they serve—are more resilient in the face of demographic and financial pressure. When schools stay true to their core mission, whether that’s serving rural students, promoting equity, or preserving the liberal arts, they’re more likely to make strategic decisions aligned with their strengths.
Leadership and Governance: Shared governance and faculty engagement aren’t just ideals—they’re strategic advantages. At a time when trust in higher education is fragile, transparent leadership and collaboration between administration and faculty are a difference-maker.
Adaptation, Not Abandonment: Many small colleges are embracing innovation, but not by discarding their identity. Instead, they are expanding their mission through new formats, including online programs, international recruitment, and interdisciplinary majors. It’s not about becoming something else—it’s about evolving while holding onto what makes them distinct.
A compelling example comes from a Director of International Enrollment at a small private undergraduate college. She has helped bring global diversity to a campus rooted in the Midwest, with international students now making up nearly 20% of the student body. Through alumni networks abroad and missionaligned messaging, the college has reimagined its reach without compromising its core.
In another episode, we spoke with a reporter who highlighted how small colleges can reframe their stories around community engagement, student transformation, and
Small private institutions play a crucial role in powering regional innovation and civic engagement, elevating every student who walks through their doors
distinctive programming. The reporter noted that while the national media often overlooks these institutions, they are frequently the most agile and mission-centered.
Two Provosts offered insight into a new Coalition between their small colleges. They emphasized that collaboration, not merger, can be a lifeline, allowing institutions to share services and expand offerings while retaining identity. Their approach is being watched closely as a potential model for other missionaligned partnerships.
From athletics to academics, from enrollment to endowment, these conversations underscore a simple truth: small colleges succeed not because they are alike, but because they are distinct.
Recent conversations add even more dimension to this understanding:
A small religious-affiliated private University in California described how they are tackling price sensitivity with their Public Price Match Initiative, competing directly with public institutions while preserving the personal attention and mission-centric culture of a private college. As a designated Hispanic-Serving Institution, the college has embraced equity and inclusion not just as labels but as lived practices.
A college in Kentucky reaffirmed the power of a no-tuition model combined with a required student labor program. They’re holistic approach creates pathways for students from Appalachia and other underserved regions, proving that access and rigor can coexist without student debt.
An Official of a state Association of Independent Colleges and Universities provided a valuable policy perspective. He highlighted demographic shifts, economic constraints, and the urgent need for institutional collaboration
and state-level advocacy to preserve the role of small private colleges.
These interviews expand the view beyond campus walls, pointing to how small colleges not only adapt to changing conditions but are actively shaping new, sustainable models for higher education.
More Than Just Education
What’s striking in both the profiles and interviews is that small colleges do far more than educate— they anchor communities. In many towns, the local college is the largest employer, the primary venue for arts and culture, and a source of medical clinics, tutoring programs, and civic leadership. When a college closes, the ripple effect can be devastating: lost jobs, declining property values, and reduced community services.
These colleges and universities don’t just provide education—they offer hope. Small private institutions play a crucial role in powering regional innovation and civic engagement, elevating every student who walks through their doors. Their deep academic experiences are deeply rooted in a sense of place and purpose. These are not incidental contributions—they are central to regional vitality.
The Real Risk: A Shrinking Sector
Despite their strengths, small colleges are at risk. Since 2004, over 170 private nonprofit colleges closed or merged, many of them small. Declining birth rates, rising discount rates, and increasing skepticism about the value of higher education have taken a toll.
As I’ve spoken with leaders across the country, there is a growing concern that policy conversations in higher education are too often dominated by the largest research institutions
and state systems. That’s understandable—but short-sighted. If we lose small colleges, we lose pathways for nontraditional students, we lose regional resilience, and we lose models of deeply human education that can’t be replicated at scale.
Conclusion: Why Small Colleges Matter Now More Than Ever
In the landscape of American higher education, small colleges are not outliers—they are vital pillars. They reach students that other institutions often overlook. They teach not just with content, but with care. They build communities, elevate regions, and preserve a deeply human approach to learning that is increasingly rare in a world of mass systems and digital distance.
These colleges are often first in line to take a chance on a student with potential rather than polish. They are nimble enough to innovate but rooted enough to stand firm on values. They do more with less, not because they want to, but because they must—and still, they produce graduates who lead, serve, and enrich every sector of our society.
To lose them is not just to lose options. It is to lose opportunity, equity, identity, and history. It is to allow higher education to drift toward a monoculture, where scale replaces substance and access becomes stratified.
If we care about a diverse, inclusive, and resilient future for American education, we must care about small colleges, not sentimentally, but strategically. They are not relics of a bygone era. They are laboratories for what education can and should be.
They remain one of the most effective engines of equity, character, and community, and their size is not their weakness, but the source of their greatest strength.
ACADEMIC VIEW
How Academic Leadership is Evolving to Meet the Needs of the 21st-Century Learner
Janelle Elias, Vice President of Academic Affairs, Rio Salado College
Janelle Elias is a higher education strategist and innovator with over 25 years of experience in roles such as chief academic officer, chief strategy officer, dean of institutional effectiveness, and director of accreditation and assessment. With a foundation in IT, she ran her own web design and development company and became the first female assistant dean for information systems and technology at a large national university. Elias holds a B.A. in English Literature from Georgia Southern University and an M.A. in Adult Education and Distance Learning from the University of Phoenix. She teaches online courses in business, IT, and entrepreneurship and is a frequent speaker and author on these topics. Her work has received multiple awards for innovation, including recognition as one of the “Top 50 Women Leaders in Phoenix” (2024) and “Business Woman of the Year” by the Tempe Chamber of Commerce (2022).
InarecentinterviewwithHigherEducationDigest,JanelleEliasdiscussed herexperienceinAcademic Affairs and leadership. She shared her views on innovation with institutional traditions, academic leadership, AI and digital learning platforms, and many more.
What inspired you to pursue a career in academia, and how did your journey lead you to the role of Chief Academic Officer?
From a young age, I felt called to become a teacher. Over the years, I explored various instructional roles such as tutoring, teaching
pre-K, community college instructor, and an online university adjunct. Through these experiences, I discovered a passion for teaching adult learners, which I continue to do today through online courses and professional workshops. I believe that staying engaged in teaching makes me a more effective administrator.
As a CAO, I can champion teaching and learning, support educators and students, and lead initiatives that create meaningful, lasting impact within communities
As a first-generation college graduate, I’ve experienced first-hand how education can transform lives and families. My nontraditional academic journey pursuing my educational goals while working full-time and raising a family has shaped my resilience, adaptability, and commitment to lifelong learning. I benefited from direct workplace experience and mentorship while also applying my newfound knowledge from the classroom. I completed a Master’s degree in adult education and distance learning and was an early adopter
of online education, working my way up the career ladder at institutions that pioneered distance and online education models. Throughout my career, I’ve had the privilege of learning from inspiring Chief Academic Officers (CAOs) whose leadership blended vision, heart, and strategy. They helped me realize that this role aligns perfectly with my strengths and values. As a CAO, I can champion teaching and learning, support educators and students, and lead initiatives that create meaningful, lasting impact within communities.
Changes to higher education policy, practices, funding, and structures at the federal and state level are always a challenge because you have to implement changes within your institutional operations to align with externally-driven regulations
What are the key responsibilities of a Chief Academic Officers, and how do they balance innovation with institutional traditions?
A CAO is generally second-in-command to an institution’s President, with primary responsibility for ensuring academic excellence across all programs. This includes overseeing accreditation compliance, maintaining rigorous academic standards, and ensuring that students are taught by highly-qualified, effective instructors. A key part of this role is to ensure that academic offerings yield strong student outcomes, which should be monitored through data-driven assessment of student learning and continuous program evaluation.
Many CAOs, like me, lead academic and institutional strategic planning processes, which can be leveraged to promote continuous improvement and college-wide innovation. In my experience, an effective CAO has to build a healthy culture of partnership across the divisions of the college and shared governance with the faculty, and balance a vision for the institution with the readiness and capacity of the faculty. To navigate this balance, the CAO should stay well-informed on higher education trends, technology trends, and disruptive innovations both to spot the potential impact to the institution, but also to proactively provide faculty with the resources and support they need to experiment, adapt, and lead.
Higher education is evolving rapidly— what do you see as the biggest challenges and opportunities in academic leadership today?
Changes to higher education policy, practices, funding, and structures at the federal and state
level are always a challenge because you have to implement changes within your institutional operations to align with externally-driven regulations. When a new governor or president is elected, an institution has to be agile enough to respond to externally-driven changes.
Another disruption to higher education right now is the rapid pace of technological changes. The widespread access to generative AI begs deep questions about the process of teaching and learning, especially in topics like critical thinking and written communication. Additionally, a shifting public perception of higher education is driving shorter-term alternative learning experiences that more clearly align college to jobs. These challenges present opportunities for academics to reimagine how to achieve their core mission while also increasing responsiveness, innovative approaches to instruction, and practical connections to life outside the classroom.
How is technology, particularly AI and digital learning platforms, transforming curriculum development and student engagement?
AI and digital learning platforms empower a learner to access what they want to know, when, and in what format. Informal learning has become so accessible that the learner essentially becomes a consumer of education as a product and service. Many higher education institutions do not have this kind of flexibility or scalability in their offerings, which are more dependent on the faculty member’s expertise and availability. Innovative online programs are emerging that scale digital education and un-bundle the traditional role of the faculty. AI is also being used in instructional design and
assessment processes. For example, students can now engage in instructional support services 24/7, such as chat bots, gamified discussion boards, formative assessments, and tutoring. It is critical to keep students at the center and ensure faculty are guiding these decisions of what instructional components can and should be automated with high quality and integrity. While AI can create operational efficiencies in business processes, education should remain an experience of human connections.
What strategies do you believe are most effective in ensuring student success, retention, and career readiness?
A strong foundation for student success and retention begins with a shared institutional definition of what student success truly means. This includes identifying a small number of focused key performance indicators to serve as clear, measurable goals. Once these metrics are established, it’s essential to engage all stakeholder groups across the institution, helping them connect their existing work to these shared goals.
Empowering department-level leaders to drive progress toward these goals is a powerful way to build a culture of student success. Equally important is recognizing and scaling strategies that are working, celebrating successes and investing in what moves the needle. Institutions should lean into their existing strengths while continuously identifying areas for improvement.
It’s critical that students and alumni are informing this work. I prioritize their voices through student surveys, alumni surveys, and ongoing focus groups, which not only shape our strategies but also help us evaluate their effectiveness. We also use historical data to better understand which student populations
have thrived and which have faced barriers to completion. We partner closely with our Institutional Research and Effectiveness team to build data intelligence that enhances our ability to proactively support students and assess whether our student support services are truly aligned with their needs.
With the increasing focus on diversity, equity, and inclusion in education, how do you approach implementing meaningful change in academic programs?
At my institution, we focus on identifying and meeting each student’s individual learning intention. This intention could be taking one class for new skills, completing a short-term microcredential, or completing a two-year degree to transfer to university. We collect this data to promote personalized learning experiences, build stronger relationships between students and faculty, and reinforce a student’s motivation to persist to the educational goal. We actively work to remove and reduce barriers to education like incarcerated education, dual enrollment, tuition assistance, flexible scheduling, Open Educational Resources, emergency funding, and peer-to-peer learning communities. I aspire to drive meaningful change by making education accessible to all.
How do you see the future of faculty development and academic leadership evolving in the next decade?
Ten years from now, faculty development and academic leadership will be defined by agility, intentionality, and a strong orientation toward change leadership. The role of the CAO will require not just stewardship of
It’s critical that students and alumni are informing this work. I prioritize their voices through student surveys, alumni surveys, and ongoing focus groups, which not only shape our strategies but also help us evaluate their effectiveness
academic integrity but also the ability to lead through disruption, helping faculty navigate rapid technological advances, evolving student expectations, and shifting models of credentialing and learning delivery.
Sustained investment in faculty development will be essential. This calls for building a culture where continuous learning is expected, supported, and rewarded. As someone who has led in areas like online learning and microcredentialing, I’ve seen first-hand how academic leaders must adopt entrepreneurial mindsets. These leaders can act as translators and guides, helping faculty see opportunities rather than existential threats in the face of change.
Looking ahead, AI will undoubtedly shape curriculum, pedagogy, and academic workflows. But amidst all this, I believe that practices like action research will remain vital. It grounds faculty development in reflective, data-informed inquiry, while simultaneously driving institutional improvement. Action research not only builds faculty capacity but also reinforces shared responsibility for innovation and student success.
Ultimately, academic leadership in the next decade will be less about preserving a static model and more about equipping faculty to thrive in a dynamic, values-driven ecosystem. The leaders who succeed will be those who can cultivate trust, foster experimentation, and align institutional mission with the possibilities of the future.
What advice would you give to aspiring academic leaders who want to make a lasting impact in education?
My advice to aspiring academic leaders is to become voracious learners. Develop expertise
The leaders who succeed will be those who can cultivate trust, foster experimentation, and align institutional mission with the possibilities of the future
in a specific area of teaching and learning that you’re passionate about and can lead with authority. Seek out a mentor in that space, and immerse yourself in a community of practice that shares your interests. Engage in research that explores real challenges or innovations in your context, and then apply what you learn in your everyday work. Share your results publicly to create a ripple effect that inspires other innovations and ideas and makes a lasting impact.
What motivates you to continue driving innovation and excellence in academic leadership?
I’m driven by a personal mission to expand access to higher education and to promote the skills and mindsets that empower adults to shape their own futures and careers. At the heart of this is my deep belief in human creative potential - the idea that, given the right tools and opportunities, people can transform not only their own lives but also the communities around them.
The Power of Predictive Analytics in Building Equitable Learning Pathways
Dr.BryanAylward,
AVP,
Office of Academic Innovation, Operations & Technology at The University of Arizona Global Campus
Dr. Bryan Aylward is the Associate Vice President overseeing the Office of Academic Innovation, Operations, and Technology for The University of Arizona Global Campus. This office, sitting within Academic Affairs, encompasses six primary functions, including the Innovation & Technology team, the Faculty Scheduling team, the Contracts & Payroll Compliance team, Academic Project Management, Practicum student support, as well as the Data and Academic Systems team. Dr. Aylward received his Doctor of Psychology, with a specialization in Business and Organizational Leadership in 2017 from the University of the Rockies in Denver, CO.
In a recent interview with Higher Education Digest, Dr. Bryan Aylward discussed his experience in Educational Technology and Student Development. He shared his views on online and hybrid education models, transforming digital learning, digitally dominant learning environment, and many more.
How have you seen student expectations and learning behaviors evolve with the rise of online and hybrid education models?
Over the past decade, we’ve seen a fundamental shift in student expectations. Learners today seemingly demand greater flexibility, personalization, and immediacy with their degree pathways. There is an inherent expectation that
institutions not only offer online courses but also asynchronous options, mobile-friendly interfaces, and real-time feedback mirroring the responsiveness of the broader digital ecosystem. At UAGC, we’ve also observed students becoming more outcome-driven, seeking programs that align with career advancement, stackable credentials, and very clear return on
My goal is to focus on positioning UAGC as a leader in integrating AI technologies to not only support students in their degree programs, but compliment their individual learning styles to create the best environment for them to learn and grow
their investment. This has required us to rethink engagement models and invest more deeply in student-centered design, data-informed advising, and equitable support systems.
In terms of educational technology, what innovations are you most excited about right now, and how do you see them transforming digital learning environments in the next five years?
I’m particularly excited about the integration of AI-powered learning tools—especially those that support predictive analytics, adaptive learning, and conversational interfaces. These innovations have the potential to radically enhance how we support student success, from real-time nudges and automated tutoring to personalized course pathways. In five years, I see learning environments becoming far more intelligent, responsive, and equity-minded, with data dashboards that inform not only faculty and academic administrators but simultaneously empower students to self-navigate their educational journey. My goal is to focus on positioning UAGC as a leader in integrating AI technologies to not only support students in their degree programs, but compliment their individual learning styles to create the best environment for them to learn and grow.
Accreditation in online programs is a hot topic. What should institutions prioritize to ensure quality, compliance, and credibility in their e-learning offerings?
The political climate surrounding education has created considerable uneasiness for many, including students, teachers, and parents. This has created unique pressures on institutions to align their practices with regulatory expectations.
Institutions must prioritize transparency, consistency, and alignment with accreditor expectations, particularly around learning outcomes, assessment, faculty qualifications, and student support. At UAGC, we’ve embedded quality assurance processes into course development and faculty oversight, aligning with standards like Quality Matters and WASC’s distance education criteria. Regular data audits, student feedback loops, and documentation of instructional equivalence are also critical to demonstrating rigor and institutional integrity in online delivery. At UAGC we have a team of amazing instructional practitioners within our Faculty Affairs department continuously monitoring, evaluating, and providing feedback and guidance for our faculty members. I think this has helped to create and maintain a culture on quality and continuous improvement which helps to keep the institution aligned to best practices and drive new innovations in the classroom.
Management in online education presents unique challenges. How do you foster collaboration, motivation, and student-centered practices within remote or digital learning teams?
Leading distributed academic teams requires intentionality. We focus on shared purpose, transparent communication, and inclusive planning processes that allow faculty and staff to contribute meaningfully to decisions. At UAGC, we’ve embedded cross-functional collaboration into our academic operations, fostered professional learning communities, and emphasized recognition and role clarity, especially for our large and diverse population of associate faculty. Motivation is sustained when teams understand how their work contributes
At UAGC, we’ve embedded cross-functional collaboration into our academic operations, fostered professional learning communities, and emphasized recognition and role clarity, especially for our large and diverse population of associate faculty
to student outcomes and the larger institutional mission. We are currently in the middle of our strategic planning process and individual goal development as we head into the new academic year. We have always worked on alignment with goals but previously in more of a top-down approach. This year we have intentionally tried to flip that model and work from the bottom-up to shape goals and direction around best practices for student support. These discussions have been amazing as we discuss impact and influence at each position and create awareness around each team members contributions.
What role do you think Canvas and similar LMS platforms play in shaping the future of academic delivery and student success? Are there capabilities we’re underutilizing today?
UAGC currently leverages Canvas as our LMS but I have worked at institutions leveraging a variety of platforms and there are a lot of similarities across the landscape of learning management systems. LMS platforms are the backbone of digital learning, but we’re still only scratching the surface of their potential. I believe that tools like mastery paths, integrated
Supporting equity requires a systems-level commitment, from access to broadband and devices, to inclusive pedagogy and differentiated support services
analytics, and LTI-enabled innovations can be leveraged more strategically to personalize instruction, monitor student engagement, and drive interventions and support, where appropriate. At UAGC, we’re working to better utilize Canvas data to inform faculty coaching opportunities, curricular revisions, and student outreach efforts. The future lies in constantly working towards evolving a traditional LMS from a content repository, into a dynamic and customized hub of learning intelligence.
Looking at the broader picture, how can institutions better support student development and equity in a digitally dominant learning environment?
Supporting equity requires a systems-level commitment, from access to broadband and devices, to inclusive pedagogy and differentiated support services. Institutions must examine barriers that disproportionately impact firstgeneration, adult, or underrepresented learners. Historically, this is one of the largest student
populations that we serve as an institution. At UAGC, we are focused on data-informed retention strategies, expanded student services, and course design practices that reflect universal design for learning (UDL). As we approach all aspects of our work, we embrace equity as a lens through which every academic decision must pass.
Finally, what piece of advice keeps you grounded and inspired as you shape the future of learning?
In the rush to adopt new tools or instructional models, it’s easy to lose sight of the human element, of the student on the other side of the screen who may be juggling work, family, and personal challenges. What keeps me grounded is the belief that every system we build, every process we improve, should ultimately create a more accessible, supportive, and empowering learning experience for our diverse student population. That’s what drives me: knowing that thoughtful, student-centric innovation can change lives.
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ACADEMIC VIEW
Navigating Techno pressure and Technostress: Empowering Educators in Virtual Learning Environments
NorNazeranahHajiOmarDin, Senior Lecturer, Nilai University, Malaysia
Nor Nazeranah Haji Omar Din is a Senior Lecturer and Program Coordinator at Nilai University, Malaysia, where she leads the Bachelor of Business Administration (Hons) in Management and the Bachelor of Business Administration (Hons) in Human Resource Management programs. With nearly 18 years of academic experience, she is recognized as a seasoned educator, an HRD Corp Accredited Trainer, and a sought-after keynote speaker and global presenter. Ms. Nor contributes to academic advancement by serving on editorial boards and as a manuscript reviewer for various academic journals. Her expertise in Human Resource Management is widely acknowledged, and she has made significant contributions to higher education through her teaching, research, and international collaborations.
In the rapidly evolving landscape of education, the shift to virtual learning environments has brought both opportunities and challenges. While technology has enabled unprecedented access to information and innovative teaching methods, it has also introduced significant pressures and stressors for educators. This phenomenon, often referred to as techno pressure and technostress, has become a critical
issue that needs addressing to ensure the wellbeing and effectiveness of teachers.
The Reality of Techno pressure and Technostress
Techno pressure refers to the constant demand on educators to stay updated with the latest technological tools and platforms. This pressure can be overwhelming, especially for those
Behind the scenes of inspiring lessons and nurturing students, educators face overwhelming workloads, limited resources, and impossible expectations
who may not be as tech-savvy. The need to integrate new technologies into lesson plans, manage virtual classrooms, and troubleshoot technical issues can lead to significant stress. A study found that 70% of teachers reported experiencing technostress due to the increased use of technology in their teaching practices (Khlaif et al., 2022).
Technostress, on the other hand, encompasses the psychological strain experienced due to the overuse or misuse of technology. It includes feelings of anxiety, fatigue, and burnout resulting from the constant connectivity and the expectation to always be available online. For educators, this stress is compounded by the responsibility of ensuring that students are engaged and learning effectively. Research indicates that 50% of educators experiencing high levels of technostress also reported lower job satisfaction (Khlaif et al., 2022).
The annual scientific production on technostress in education skyrocketed from 2019 to 2022, coinciding with widespread online learning caused by the COVID-19 pandemic (Li et al., 2024).
The Emotional Toll on Educators
Behind the scenes of inspiring lessons and nurturing students, educators face overwhelming workloads, limited resources, and impossible expectations. The emotional toll is real: stress, anxiety, and burnout are common among teachers who are striving to meet the demands of virtual teaching while maintaining their own well-being. A survey revealed that 45% of educators reported increased anxiety and stress levels due to the demands of virtual teaching (MDPI, 2021).
Continuous training and professional development opportunities can help educators stay updated with the latest technological advancements and teaching strategies
Robert John Meehan’s quote, “One teacher with a desire to teach the least desired children is equal to a force of 100 corporate education reformers who have only a passing interest in them,” highlights the dedication and passion of educators. However, this passion can be eroded by the relentless pressures of the virtual learning environment.
Empowering Educators
To navigate techno pressure and technostress, it is crucial to provide educators with the support they need. Here are some strategies to empower teachers in virtual learning environments:
1. Professional Development: Continuous training and professional development opportunities can help educators stay updated with the latest technological advancements and teaching strategies. This can reduce the anxiety associated with using new tools and enhance their confidence. 65% of teachers expressed the need for more professional development opportunities to effectively integrate technology into their teaching (Khlaif et al., 2022).
2. Technical Support: Providing readily accessible technical support can alleviate the burden of troubleshooting and allow educators
to focus on teaching. Schools and institutions should invest in robust IT support systems.
3. Mental Health Resources: Offering mental health resources and support can help educators manage stress and prevent burnout. This includes access to counselling services, stress management workshops, and peer support groups.
4. Flexible Work Environment: Allowing flexibility in work schedules and expectations can help educators balance their professional and personal lives. This can include options for asynchronous teaching and realistic workload expectations.
5. Community Building: Fostering a sense of community among educators can provide emotional support and reduce feelings of isolation. Regular virtual meetings, collaborative projects, and social events can strengthen bonds and create a supportive network.
Global Examples of Empowering Educators
Namibia: In rural Namibia, teachers at a newly established primary school are using a single computer and a projector to enhance lessons. This approach allows them to create digital content, such as PowerPoints and videos, to make lessons more engaging and effective (UNESCO, 2025).
Kenya: SMS-based learning programs are helping students in areas with limited internet access. These programs enable teachers to deliver
By acknowledging the challenges teachers face and providing the necessary support, we can empower educators to thrive in virtual learning environments
lessons and assignments via text messages, ensuring that students continue to learn despite connectivity challenges (UNESCO, 2025).
Malawi: Efforts are underway to consolidate teaching and learning resources developed by donor-funded programs into a single governmenthosted platform. This initiative aims to improve access to educational materials for both students and teachers, fostering a more inclusive learning environment (UNESCO, 2025).
Canada: In Canada, professional development programs focused on digital learning and technical proficiency are helping educators adapt to the evolving landscape of eLearning. These programs include hands-on sessions on using Learning Management Systems (LMSs),
video conferencing tools, and online assessment platforms (Tulsiani, 2024).
Australia: Australian schools are implementing mental health resources and support systems to help educators manage stress and prevent burnout. This includes access to counselling services, stress management workshops, and peer support groups (Reeves, 2025).
Malaysia: In Malaysia, English language instructors are experiencing technostress due to the continuous implementation of Information and Communication Technology (ICT) in their teaching practices. Despite moderate to high levels of techno-invasion and technouncertainty, these instructors maintain excellent job performance. This highlights the need for improved technical support systems, structured policies for technological implementation, and focused professional development initiatives (Khalili & Hashim, 2025).
Conclusion
The goal is not to become emotionless but to feel all emotions and choose which ones to act on. By acknowledging the challenges teachers face and providing the necessary support, we can empower educators to thrive in virtual learning environments. Studies show that teachers who act as facilitators and coaches in interactive learning environments can significantly enhance student engagement and learning outcomes (National Forum on Education Statistics, 2021). It is time to recognize the invaluable role of teachers and ensure they have the resources and support they deserve to continue inspiring and educating future generations.
