Addressing the rising prevalence of mental health issues, particularly among young people.

Mental Health

Examining innovations that help young people thrive.

Teaching &amp; Learning

Creating a more just world through higher education.

Access &amp; Inclusion

An end goal for learning and life.

Flourishing

Opinions leading to positive change.

Perspectives

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LearningWell Radio

For more than a decade, colleges and universities have been relying on the Healthy Minds Study to help them understand the mental health of their students and those at other schools throughout the country. Indeed, this annual indicator and benchmark has become the bellwether for the state of college student mental health, capturing the dramatic increase in the prevalence of mental health issues among college students beginning around 2014.   



But as important as this survey data continues to be, the Healthy Minds Network’s principal investigators, Drs. Sarah Lipson and Daniel Eisenberg, stress that surveillance is only the start of a larger public health approach to helping every student on campus thrive. This mindset has led to strong partnerships with institutions and non-profits working to understand how mental health data can be interpreted and applied, particularly when it comes to policy changes and institutional investments.  



The latest example of this research-to-practice approach is a new report by the Healthy Minds Network, UNCF (United Negro College Fund), and the Steve Fund on the mental health and wellbeing of students at Historically Black Colleges and Univeristities (HBCUs) and Predominently Black Institutions (PBIs). Released earlier this month, the report, <a href="https://uncficb.org/wp-content/uploads/2025/03/UNCF_MentalHealthReport_Flourishing_FINAL.pdf">“Flourishing: Bolstering the Mental Health of Students at HBCUs and PBIs,”</a> ties Black students at HBCUs to better mental health outcomes than both Black students at Predominantly White Institutions (PWIs) and a national sample of students of all races.&nbsp;



Akilah Patterson, the study’s project manager and a Ph.D. candidate at the University of Michigan School of Public Health, said she was unsurprised by the results. Citing the strong sense of community HBCUs foster as a reason for students’ apparent wellbeing, she said, “nothing can really replace that.”



The concept and funding for the study came from UNCF, a major advocate and donor to HBCUs and their students. It partnered with the Healthy Minds Network to lead data collection and assessment, while the Steve Fund, a nonprofit promoting mental health among young people of color, contributed expertise.



Between spring and fall 2023, more than 2,500 students from 18 different HBCUs responded to a tailored version of the Healthy Minds Study. They answered questions from the standard Healthy Minds Study, along with a “Black College Mental Health Module,” added to provide insight into the Black college student experience.



The results suggest relatively better wellbeing among HBCU students across a number of scales. HBCU students report to be flourishing more (45% compared to 38% of Black students at PWIs and 36% of students nationally) and experiencing more campus belonging (83% compared to 72% of Black students at PWIs and 73% of students nationally).



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The results suggest relatively better wellbeing among HBCU students across a number of scales.
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While loneliness&nbsp;is&nbsp;endemic among students everywhere, significantly fewer students at HBCUs (56%) are experiencing “high loneliness” than Black students at PWIs (58%). Students at HBCUs are also less likely to keep negative feelings to themselves (74%) than Black students at PWIs (86%) or students nationally (83%).



Patterson said the wellbeing of HBCU students is an understudied area. “It's not that it hasn't been studied at all,” she explained, “but it hadn't been studied in this way, on such a large scale, and also using some of the measures we chose to use.”&nbsp;



In addition to&nbsp;insight&nbsp;into&nbsp;how HBCU students are already thriving,&nbsp;Patterson’s study suggests&nbsp;their institutions have room to improve&nbsp;support. Financial anxiety, for example, is the most reported stress factor among students at HBCUs. Twenty-three percent of HBCU students, compared to 18% of students nationally, say their financial situation is “always stressful”—an indicator correlated with greater risk of having one or more mental health problems.



Students’ financial struggles can be difficult for their institutions to tackle, Patterson said. But she hopes&nbsp;research&nbsp;like hers, and other&nbsp;projects&nbsp;going forward, encourage the kind of investment in HBCUs that, in turn, provides relief for the students. Empirically, she added, she believes the research “speaks for itself.”&nbsp;



“We’ve been doing the work. HBCUs have been very committed for decades to the success and excellence of their students, and that's not going to change.”



The Flourishing Factor



The spirit of this latest report from the Health Minds Network reflects an evolution of sorts for the data leader, along with many of its peers in the mental health research community.&nbsp;Their stronger focus on “flourishing” allows for greater examination of the many determinants that comprise mental health, such as financial wellbeing.&nbsp;



In its 2023-2024 report, the Healthy Minds Network made headlines with news of slight improvements in student mental health, which had been trending negatively for several years.&nbsp;Lipson was particularly inspired by the 6% increase in student&nbsp;flourishing for&nbsp;several&nbsp;reasons, including the fact it is an outcome&nbsp;colleges mayhave some level of control over.&nbsp;



“The web of causation for flourishing is much wider and often within an institution’s control,” she said. “When we think about what goes into flourishing—a sense of belonging, decreases in isolation, maximizing our built environment—there are levers here that institutions can pull, maybe not all of them, but more so than depression or anxiety.”



Flourishing has many definitions but is most often associated with healthy growth&nbsp;in a variety of&nbsp;domains.&nbsp;So anyone can flourish, with or without a mental health diagnosis. Additionally, while anxiety and depression are still alarmingly prevalent, not all students will experience either. From a public health perspective, flourishing is an outcome that is relevant to the entire population.&nbsp;&nbsp;



Lipson&nbsp;said&nbsp;what is important about this measure, and indeed all of this research, is&nbsp;it&nbsp;helps administrators understand where to spend time and money based on what the evidence&nbsp;suggests&nbsp;is the best investment. To this end, the Healthy Minds Network has launched the creation of a&nbsp;<a href="https://healthymindsnetwork.org/best-practices-repository/">best practices repository</a>. While still a work in progress, the repository will provide that advice for a number of campus interventions.&nbsp;&nbsp;



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What is important about this research is it helps administrators understand where to spend time and money based on what the evidence suggests is the best investment.&nbsp;
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“What we should be investing in from a population, public health approach is a really difficult question given what little data currently exists,” Lipson said. “With the data repository, you can go to a publicly available resource and consider, ‘What are my options? What does the evidence look like? What schools have implemented this successfully, and who could I talk to there?’”

Purposeful Information  

Rooted in New York City and distinguished by a global network of campuses across 15 other cities, New York University is a composite of the world itself. Its president, Linda G. Mills, is charged with leading this cosmopolitan learning community at a time when many of the world’s problems are reverberating on campus. A therapist by training who is also a lawyer, filmmaker, social scientist, and restorative justice champion, Mills draws from her own diverse background to center wellbeing amidst unrelenting change and uncertainty.  



Before becoming the school’s first woman and first Jewish president, Mills spent many years at NYU, building a mental health infrastructure that has become a national model. In this interview for LearningWell, she is joined by VP of Student Health, Mental Health and Wellbeing, Zoe Ragouzeos, to talk about why that is only one aspect of a larger strategy to make individual and collective wellbeing a part of every student’s experience. In the current climate, that means helping those who come to NYU with mostly homogeneous past experiences thrive in a pluralist society.



LW:&nbsp;How is the uncertainty in the political world today, including on college campuses, affecting the wellbeing of your community?



Mills:&nbsp;When I think about the rapid changes happening at the federal level and their impact on our students, I’m constantly thinking about both the individuals and the community as a whole. What I’m seeing is an undercurrent of anxiety—students feeling deeply unsettled by the sheer velocity of change, regardless of their political perspective.



For those already vulnerable from a mental health standpoint, this uncertainty only amplifies their struggles. But even those who are generally resilient are feeling weighed down, less steady, and often simply confused. And that leads to deeper questions: “How do I process this? Is this something I should bring to therapy?” For some, becoming engaged in a community to advocate for change is an outlet. But if those actions don’t bring a sense of emotional relief, what then? How do they manage that lingering distress?



This moment in time creates a real tension between meeting personal emotional needs and navigating the external events unfolding around us. Finding balance between the two is a challenge we all must confront.



LW:&nbsp;What do you most worry about in terms of how this is affecting people?



Mills: I worry about all of it. In times of intense change, people often struggle to find their footing. That uncertainty can cause them to neglect their own wellbeing—whether it’s their mental health, their academic work, or even just basic daily routines. Reading and concentration become difficult. Decisions feel overwhelming. And stress can lead to choices that may have lasting consequences.



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"In times of intense change, people often struggle to find their footing. That uncertainty can cause them to neglect their own wellbeing."
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What I worry about most is students making impulsive decisions—choices that could derail their long-term goals—simply because they feel like they’re being swept up in a tidal wave of external events. What they often need most in these moments is to pause, reflect, and take a step back before reacting. But in times of stress, that’s not always easy to do.



LW:&nbsp;Hearing you talk, I am reminded that, among all of your many distinctions, you are a licensed clinical social worker. How has this influenced how you approach your presidency?



Mills:&nbsp;I think it has been really central.&nbsp;I feel like I need to be aware of the therapeutic and resilience elements of our students' lives. My background in clinical social work means I don’t just see the importance of seeking support, whether that’s through therapy, group counseling, or student organizations. I think deeply about students’ inner lives and what this particular moment in history means for them.



I also recognize that my position is unique. I don’t know many university presidents who are trained therapists. That experience gives me a different lens. I approach my role with an acute awareness of the mental health challenges our students, faculty, and staff are facing. It informs how I communicate, how I think, and how we develop programs that support not just the community as a whole but the individuals who need specific interventions.



So, in many ways, I am always thinking in two directions: What does our student body need collectively, and what does each student need individually? And that approach fundamentally shapes the way we build our mental health and wellbeing initiatives here.



LW:&nbsp;You recently hosted a national convening of university presidents on student mental health and wellbeing. What were some of the common concerns and challenges you and your peers discussed?



Mills:&nbsp;Zoe and I have been working on these issues for nearly 20 years. We started with a focus on direct services, ensuring that students who needed one-on-one counseling could access it quickly and effectively. That remains a core priority.



But over time, a larger challenge has come into focus: Not everyone will seek out traditional mental health services. Some students avoid therapy for religious, cultural, or familial reasons. Others struggle with the stigma attached to mental health care. So, our work has expanded beyond simply serving the most vulnerable students. It’s about creating a culture of wellbeing that reaches everyone.



The question we’re asking now is: How do we support mental health in a way that meets students where they are? How do we tailor programs that resonate with different backgrounds and lived experiences? That was the heart of our discussion at the convening—exploring innovative approaches that make mental health support accessible and relevant to all students, not just those who walk into a counseling center. And I was truly inspired by the creative solutions my peers are already testing.



LW:&nbsp;What are some of the challenges to that shift in focus?



Mills:&nbsp;One of the biggest challenges is that college is an incredibly demanding time with competing priorities pulling students in different directions. They have academic goals, study abroad opportunities, research projects, career aspirations—all of which require time and energy. So how do we integrate wellbeing into their daily lives in a way that doesn’t feel like yet another obligation?



That’s where I think Zoe has done this brilliantly, weaving mental health and resilience into every part of the student experience. If college is meant to prepare students for life, then wellbeing has to be a fundamental part of that preparation.



Some students arrive with strong wellbeing skills. They’ve been working on this for years. But others come to us with no foundation in self-care or emotional resilience—sometimes even with deeply ingrained stigma around mental health. For them, we’re starting from scratch, or even from a deficit.



So where should this integration happen? In student affairs? In study abroad programs? In the classroom? Faculty are often surprised when we suggest that mental health belongs in academic spaces, but the reality is it’s already showing up there. When a student asks for an extension on an assignment or when they can’t finish a course due to a&nbsp;personal issue, those are mental health concerns manifesting in academic life. Universities need to recognize this and build systems that support students holistically.



LW:&nbsp;Zoe, from your perspective, how do you see this shift in thinking taking shape?&nbsp;&nbsp;



Ragouzeos:&nbsp;Linda often spoke about “the student in the back of the calculus class”—the person who never raises their hand, who may never step forward to seek help. She instilled in us the importance of not just serving those who come to our counseling services but actively reaching those who won’t. And that philosophy, in many ways, is the foundation of the public health model we embrace today.



So, the real question becomes: How do we reach that student?&nbsp; Because this work isn’t just about clinical services, though those are critically important. It’s about every touchpoint a student has within our institution. Whether it’s an interaction with a faculty member, a peer, the physical environment, or student services, what messages are they receiving? What are we doing to strengthen their ability to cope?



At its core, resilience is the challenge we must address. While this model was initially built to support our most vulnerable students, we now recognize that every student benefits from stronger coping and resilience skills, regardless of where they start. In fact, we see it as our responsibility. By the time a student leaves here, they should not only have gained academic knowledge and the ability to think critically but also a greater capacity to navigate life’s challenges. That’s part of our mission.



With that in mind, how do we, as an institution, ensure that every student—not just those who seek support—leaves us more resilient than when they arrived?



LW:&nbsp;What’s the most effective thing a university president can do to address mental health on campus?



Mills:&nbsp;Modeling and reinforcing.



I often say that to be an effective therapist, you have to have gone to therapy yourself. The same is true for leadership around mental health. We need to model the idea that seeking support isn’t a weakness. It’s a fundamental part of a productive, healthy life.



That means speaking about it openly, normalizing conversations around mental health, and ensuring that our institutional policies reflect those values. We have to create a culture where prioritizing wellbeing is not just accepted but expected.



LW:&nbsp;What are your thoughts on the current state of higher education? What kind of change do you think is needed, especially in light of public skepticism?



Mills:&nbsp;Despite definite concerns about higher education, people still deeply believe in its value. The sheer volume of applications to NYU—over 120,000 this year—tells us that. Higher education remains the single most important factor in setting individuals and families up for success.



But beyond academic and professional preparation, universities also have a broader responsibility. We need to cultivate critical thinking, civic engagement, and the ability to navigate diverse perspectives.



One of the most urgent gaps I see is in bridge-building. Many students arrive on campus from homogenous communities, whether in the U.S. or abroad, and are suddenly immersed in one of the most diverse environments they’ve ever encountered. That transition can be jarring, especially in today’s polarized world.



Social media and cancel culture have made it even harder to engage across differences. We need to teach students the skills to have difficult conversations, to coexist with people who think differently, and to build meaningful connections across divides.



Interestingly, our research shows that students who study abroad improve their ability to navigate cultural differences. So how do we bring that kind of growth into all aspects of university life? Just as we integrate mental health and resilience from day one, we need to be just as intentional about fostering cross-cultural understanding and communication.



LW:&nbsp;Zoe, do you have any thoughts on that?



Ragouzeos: Resilience isn’t just about personal coping. It’s also about how we engage with the world around us. When we truly listen to one another and appreciate differences, we become more adaptable, more open, and, ultimately, more resilient. The ability to navigate life’s challenges is deeply connected to our capacity for understanding perspectives beyond our own.



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"Resilience isn’t just about personal coping. It’s also about how we engage with the world around us." 
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This is one of the reasons why study abroad experiences can be so transformative. When students immerse themselves in a different culture, they naturally give themselves permission to accept differences in a way they might not at home. As visitors, they recognize that they are stepping into a world with different customs, perspectives, and ways of life, so they adjust. They observe, and they grow.



Yet, back home, that openness often fades. In familiar environments, people tend to default to expecting things to function as they always have within the norms of their own communities. This can create resistance to difference, rather than a willingness to embrace it.



So the question becomes: How do we cultivate that same openness and adaptability within our own communities? How do we encourage students to bring that study abroad mindset—one of curiosity, acceptance, and resilience—into their daily lives, even in places that feel familiar?



LW:&nbsp;Do you ever get asked about your own mental health? This is a tough time to be a college president, but I’m guessing there’s no support group for that.&nbsp;&nbsp;



Mills:&nbsp;As a therapist by training, I think about my own mental health constantly. I believe that if I didn’t, I’d be failing my community. We all have to prioritize our wellbeing, especially in leadership roles where the pressures are relentless.



These are incredibly challenging times, and I have to be at my best to lead effectively. Some days are tougher than others, especially when events hit close to home, like my personal experiences with antisemitism. But those moments also deepen my understanding of resilience, making me a better advocate for our students. At the end of the day, I’m not just leading this community. I’m living these challenges alongside them.

Leading with Wellbeing at NYU

Sometimes There’s a Wolf

Innovation and Financial Well-Being at CUNY

Maaz Shaikh spent the summer before 11th&nbsp;grade at football camps, among college scouts, chasing hopes of a Division I career. Just a few weeks later, the wide receiver’s first ACL tear pushed his personal endzone, dreams of recruitment, down the field. When his senior season came and he underperformed, then tore his other ACL, he knew the clock had run out.&nbsp;



Shaikh’s plans for college needed to change, or so he thought. Growing up in Cambridge, Mass., he had his eye on nearby Boston College (BC) but would have relied on an athletic scholarship to open those doors. “I really wanted to go, but we weren't financially stable enough to afford a college with that high of a tuition,” Shaikh said.



Then his guidance counselor told him about Messina College, the two-year associate degree program at BC that would be welcoming its inaugural class in July 2024, shortly after Shaikh graduated from Cambridge Rindge and Latin School. Messina is BC’s ninth and newest college, created specifically for students like Shaikh from first-generation and low-income backgrounds. It offered him the financial aid he needed, along with the opportunity to transfer to a four-year bachelor’s program at BC afterward—no reapplying necessary—if he maintained a 3.4 GPA or higher.



As one of its first 100 students, Shaikh joins Messina in uncharted territory. While BC isn’t the first four-year university to offer an associate degree program, it is one of the most selective colleges to do so. Messina is also fully residential. With the will and the wealth, BC is able to invest in high-need students and their success in a way other low-cost, two-year undergraduate programs can’t afford. By the same token, its leaders are navigating challenges they can’t always predict with little by way of example.&nbsp;



The groundwork for Messina began in 2020, when BC merged with Pine Manor, a private four-year college in Brookline, Mass. that served mostly local first-gen and low-income students. Four years later, and located on the Brookline campus, Messina is following in the tradition of Pine Manor, as well as BC, whose Jesuit founders helped educate Boston’s immigrants, most of whom were Irish Catholic.&nbsp;



Fr. Erick Berrelleza, the founding Dean of Messina, said “human formation” is the mission that unites his college and BC as a whole. In the admissions process, BC recruits promising students perhaps short of qualifying for especially elite universities and standing to benefit most from Messina’s aid. All who finish the two years receive an associate degree from BC. Some will move onto a bachelor’s program. Others have the chance to get a feel for the undergraduate experience but may choose to move straight into their careers.



To fund tuition, Messina relies on federal and state aid but primarily BC’s contribution, including around $40,000 per student. (BC also put $35 million towards capital expenses to launch Messina.) This support distinguishes Messina from other associate programs, like traditional community colleges. Dr. Larry Galizio, President of the Community Colleges League of California, said there are constant funding issues within the system. Despite having the most low-income students, Galizio said, community colleges in California receive the least funding per student of any education sector in the state. “So it's just like the United States, where the people who have the most get the most.”



Messina tries to flip that theory. Through a mix of grants, loans, and work-study opportunities, the financial aid office meets 100 percent of demonstrated need. The same goes for BC’s four-year programs, although tuition there is nearly $70,000 per year, compared to Messina’s $30,000 (not including room and board). Those at Messina with the greatest need take out a maximum $2,000 loan. Everyone receives a free laptop and coverage for textbooks. If students end up transferring into a four-year program at BC, it will continue to meet their full need.&nbsp;



One condition to attend Messina is participation in summer courses. While building the residential community early on, this session gets students ahead on the 20 courses they need to take to graduate. Fewer classes during subsequent semesters help limit academic stress and offer more time for other activities amid the transition to college life.



Providing housing for all Messina students reflects BC’s core mission to teach to the whole student. “I think [formative education] happens in a residential environment,” Berrelleza said. Living on campus, students can get to know each other and staff and faculty in a way designed to identify anyone who may be struggling.&nbsp;&nbsp;



“It’s a big family,” said Maaz Shaikh, whose high school class was five times the size of his college one. “If I need help, I can reach out to whoever, and they would obviously help me.” He mentioned relationships with not only students but the student life administrators, dining staff, and janitors. Because the class size is capped at 100 students, there is little room to fall through the cracks.&nbsp;&nbsp;



If anything, Shaikh has had a “challenge with getting too much support,” he said, only half joking. Every time he passes the tutoring center, the director of student success checks in about how things are going for him. When Shaikh decided to change his major at the end of the first semester, he was able to set up a meeting and shift his entire schedule just days before the spring term.&nbsp;



He’s also been attending a weekly mentoring group and a similar forum called “Soul Circle,” run by his resident minister. In both settings, students share their issues, whether they are school-related or not. “I would say coming into college, I didn't really believe in that—that talking about my problems will make them ease off. But I would say I was completely wrong about it,” Shaikh said.



“In some ways, the least important part is the academic stuff,” Berrelleza said. “Even though they're doing that, and there's a tutoring center here… the most important work is just making sure we're responding to them and their needs as people.”&nbsp;



Yet the shared identity that bonds students at Messina’s Brookline campus can also be the barrier to feeling connected to BC’s main campus, a few miles away in Chestnut Hill, Mass. “It's a really good thing that all of us are first-gen because we all share the same goal of—I think of it as creating a legacy—of trying something new and helping out our families,” Shaikh said. “I would say that is the number one thing that motivates us all and brings us all together. Whereas if I go to Boston College and I just see a bunch of white people around me, it’s different. It's not the same.”



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“It's a really good thing that all of us are first-gen because we all share the same goal of—I think of it as creating a legacy—of trying something new and helping out our families.” 
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Students interested in transferring into a four-year bachelor’s at BC take a course on the Chestnut Hill campus during their second year. On the pre-med track, Shaikh is already attending class there. “It is very different when I go there. But I would say I don't get treated differently,” Shaikh said, adding that he’s “not a very picky person.” He also participates in a number of clubs in Chestnut Hill, including as Messina representative for the Undergraduate Government of Boston College and first-year representative for the Muslim Student Association.&nbsp;



All Messina students can engage in the spaces and extracurriculars in Chestnut Hill, except Division I sports, but some are more hesitant than Shaikh to do so. “For me, it’s easy to say, ‘Oh, we're the same.’ But I know some people on our campus usually either go home or stay at Messina [as opposed to visiting Chestnut Hill].” Because of his position in student government, Shaikh finds his fellow students approach him with their concerns about, in his words, “being this standalone campus that's mostly students of color.”&nbsp;



Other issues at Messina have been more logistical and easier to address. Early on, when Shaikh and his Muslim peers found they needed more room for prayer, Messina allocated a space. For next year, there are plans to address the lack of air conditioning during summer classes and add another shuttle to Chestnut Hill to accommodate the second and incoming class.&nbsp;



At this point, Berrelleza is focused on improving the existing Messina program, not growing it. Meanwhile, he’s taking calls from universities interested in implementing their own Messina-like work. Berrelleza encourages the effort but stresses the importance of replicating the residential element. “It's an investment. It's added resources to house and feed the students here, but I think it makes a world of difference for the type of education you can provide them.”



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“It's an investment. It's added resources to house and feed the students here, but I think it makes a world of difference for the type of education you can provide them.”
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As for Shaikh, who’s already started building a foundation in Chestnut Hill, his potential transfer to BC still presents questions. He wonders how his community at Messina, and the even smaller subset of students within it who want to pursue a bachelor’s at BC, will change, merge, or perhaps dissolve into a much larger campus. “Will I still be friends with the people that I'm not too close to over here? Or will I become closer friends with them because I know them more than everyone else?” he asked aloud.&nbsp;



“We'll see.”

BC’s Messina College

Around 2021, administrators at the University of Utah discovered an unsettling pattern while reviewing student data: In an effort to satisfy requirements and pass some mandatory courses, some students had needed to retake a class five, ten times, or more. In one example, administrators found that a student had spent over $50,000 taking a single math course. These repeated attempts went unflagged because academic advising and course tracking systems were siloed instead of fully integrated across departments. In effect, when it came to the university body, one hand didn’t know what the other was doing—and neither one was reaching out to the student struggling with the path toward graduation.



The revelation brought into focus the number of students struggling with key courses without sufficient support or intervention. But more broadly, it illuminated a systemic disconnect: a lack of coordination between advising, academic support, and course scheduling, which was likely contributing to Utah’s unsatisfactory retention and graduation rates. The path towards a solution was paved with integrated technology and data transparency.



“University policy hadn't been updated in over 30 years and was kind of adrift, just stacking additional credits on top of requirements. No one had made the case about how that impacts degree completion, how that impacts debt, and tying those things together in a really simple, clear way,” says Chase Hagood, vice provost for student success, who was hired in 2021 to be part of the new initiative’s leadership. “But not everyone was behind the open sharing of data. What does it take for a whole university to come together to say, ‘We believe in the exceptional educational experience. What is it going to take to get us there?’ We joined the Innovation Alliance, and the Coalition for Transformational Education, and getting in those peer groups helped elevate the work we do.”&nbsp;



University leaders recognized the need for a more integrated, proactive approach, beginning with more democratized data. Within two years—and the addition of a new president and provost—this recognition had become forged into a commitment, leveraging EAB’s Navigate360 as the CRM platform to connect the campus. This became the tech muscle behind Navigate U, a 2024 university-wide initiative aimed at improving metrics of student success, including retention and graduation rates. Utah is banking on software and data analysis to follow individual student performance, flag potential issues, and introduce&nbsp;&nbsp;interventions—and on the horizon, even track behavior trends.&nbsp;&nbsp;



Eight Pillars and Key Features



University leadership recognized that existing approaches had "topped out" their effectiveness at steering 32,700 students toward their graduation goals. A new comprehensive strategy was needed, one that put the data capabilities to work under pillars of priorities, each with key features of innovation. The pillars of Navigate U were designed to bring together student support services, streamline policies, and integrate data systems to provide real-time insights into student progress through a structured, coordinated, more supportive approach.



“This whole Navigate U method is about looking at the institution and figuring out how we can prepare as clear a pathway as possible to help the student through here in four to six years,” says&nbsp;Brandon Johnson, senior associate dean of student success and transformative experiences. “By asking those questions, we stop blaming the students. We stop blaming high school for lack of preparedness. If we admit a student into the university, we should do everything possible to make sure that they are as successful as they want to be.”



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"If we admit a student into the university, we should do everything possible to make sure that they are as successful as they want to be."
</blockquote>



One key feature of Navigate U is its proactive advising system.&nbsp;Previously, students often had difficulty knowing where to go for guidance, as advising structures varied across colleges. Some students had clear academic roadmaps, while others struggled with course selection and degree planning. Navigate U introduced a centralized approach, ensuring that all students are assigned an advisor with clear, standardized expectations for advising practices. Advisors now have access to real-time student data, allowing them to identify students at risk of falling behind and intervene earlier.&nbsp;



Another feature is the data integration and early alert system.&nbsp;In the past, crucial information about students—such as course performance, attendance patterns, and engagement with support services—was scattered across different departments. Navigate U centralizes this data through the EAB Navigate platform, enabling faculty and advisors to monitor student progress more effectively. This system can flag students who may need extra support, whether due to failing grades, repeated course withdrawals, or financial concerns. It connects students to resources like tutoring, coaching, and peer mentoring programs. It also promotes student engagement, recognizing that a strong sense of belonging is critical for success. First-year transition programs, on-campus housing opportunities, and community-building efforts have been expanded to support this goal.



Course availability has also been a major focus of Navigate U. Many students faced delays in graduation because required courses were either full or not offered frequently enough. The initiative introduced a strategic course scheduling system, using data to predict demand and ensure essential classes are available when students need them. Additionally, the university implemented new guidelines for course enrollment thresholds to spur the scheduling of courses based on historical data and anticipated demand, and identify courses with high demand to consider opening additional sections.



“One of the things with no institutional policy was monitoring thresholds,” says Hagood. “You might be running a class with six students over here, but in another college—or even within the same college—maybe a department head says,&nbsp;‘No, you have to have at least 15.’&nbsp;We had no across-the-board guidelines to help deans make the best use of resources and kind of press them to think about it. It wasn’t good for faculty, and it wasn’t good for students.”



The pillars also target academic wellness, engagement, transitions, and financial structures.



Goals and Metrics&nbsp;



Graduation rates are a particular area targeted for improvement. At present, the six-year rate is around 66% (a previous peak of 70% declined during the COVID-19 pandemic). By addressing obstacles such as course bottlenecks and repetition, outdated policies, and inconsistent advising, the initiative aims to see 80% of students completing their degrees in six years&nbsp;by 2030.&nbsp;



In tandem with this is the goal to increase the rate of retention. Currently, about 85% of first-year students return for their second year. With enhanced advising, course availability, and academic support, the university aims to raise this to 90% or higher, aligning with top public research institutions.&nbsp;



The goals extend beyond graduation. With an improved focus on career readiness and job placement, Utah seeks to ensure that 90% or more of graduates secure employment or enroll in graduate school within six months of completing their degree. This effort includes strengthening connections between academic programs and career services, expanding internship opportunities, and incorporating career development into students’ academic experiences.



In tracking these key metrics and continuously refining its strategies, Navigate U&nbsp;intends&nbsp;to create a more efficient, supportive, and results-driven approach to student success. And with a new kind of tracking under development, the school hopes to gain a clearer picture of each student’s academic journey in order to provide targeted assistance before small setbacks become major obstacles.



The enhanced tracking aims to put more points of data into profiles to build a more comprehensive picture of the student life cycle: where they’re going, and where they’re not.&nbsp;



“The next phase is working out how we incorporate swipe data from student affairs and event attendance, and then we can start to see this really interesting profile of the student. Are they using the library? Did they go to a coaching appointment? Did they meet with their advisor? Do they attend sporting events?” says Johnson. “If we start to see some gaps, we can launch some outreach to a student because we’re seeing them not only&nbsp;notengaged in some of these academic support resources, but they’re not engaging in campus life and wellness and belonging-fostering activities and events.”&nbsp;



If a student had been missing class, for example, administrators could use their swipe history in the residence halls, dining halls, and gyms to get a picture of where they’re spending their time. And if they see the student is spending a lot of time swiping into the Student Union, they can send a coach, advisor, or mentor to informally reach out to them there.&nbsp;



“The more we know about our students and how best to support them, the better it is for the student,” says Johnson. “I would love a day when we can create a spider web profile like you see on some of those career and personality assessments with different indicators and quadrants. You can see if it’s low or heavy in one area, then we can act on the areas that need to be filled in.”&nbsp;&nbsp;



Johnson believes one of the greatest behind-the-scenes benefits of the Navigate U work might be the introspective thinking it encourages in faculty and administrators. It’s hard to look at a longstanding practice with fresh eyes if it isn’t considered broken. But that, he says, is where the work happens.&nbsp;



“With some honest conversation, sometimes we come to see that something probably isn’t in the best interest of students after all. Instead of asking,&nbsp;‘Why are we doing this?’—because there’s usually some answer for why—we try asking,&nbsp;‘Do we really need to keep doing this? Is it something that’s benefitting us or the students?’” says Johnson. “Those questions are happening more often. And I think we’re fixing a lot of things.”

Navigate U

Like today's future workforce, Dr. Michelle R. Weise is bound to hold numerous roles in her already accomplished career. The former college professor turned ed tech executive worked at the Clayton Christensen Institute for Disruptive Innovation before becoming the chief innovation officer of Strada Education Network's Institute for the Future of Work.



Weise is also the author of&nbsp;Long Life Learning: Preparing for Jobs That Don't Even Exist Yet. In it, she argues for reimagining how we train learners and earners for the prolonged careers that come with longevity, though not necessarily in ways one might think. In this interview for LearningWell, Weise talks about what little structure exists for us to gain the knowledge we will continuously need. She advocates for changes within post-secondary education and the workforce that will help align one's inner and outer lives and lead us to recognize our shared humanity in an increasingly isolated world.



LW:&nbsp;Your book suggests there are numerous jobs we might have in our lives. What has your own work life been like in that regard?



Weise:&nbsp;When I look back, I can see the stepping stones, but I didn't really plan any of this out. It was a lot of pivoting, learning new skills, and then taking that newly acquired knowledge and launching to the next thing. My first job was as a tenure-track English professor. That was supposed to be my job for life, but I realized early on that it didn't feel like the right calling for me. My first job outside of academia was for an ed tech startup that was helping service members transition out of the military into civilian careers. We were creating tools and services to help them translate their skills into the language of the labor market. Even though I didn't know it back then, that focus on learners' translation of their own skill sets has been a resonant theme throughout all of my work.



I ended up building out the higher education practice of Clayton Christensen's think tank on disruptive innovation. That was, as you can imagine, incredibly formative for my thinking, research, and exposure to every burgeoning innovation in ed tech and workforce tech. I've since built out various innovation labs for universities and have also worked with a wide range of stakeholders in the learn-and-work ecosystem and even created the Strada Institute for the Future of Work for Strada Education Network. All of these innovation and thought leadership roles have been focused on connecting post-secondary education more closely to the workforce.



LW:&nbsp;Could you define "long life learning" and what you think the implications of that are for the workforce?



Weise:&nbsp;Our lifespans are extending, and our work lives are getting longer. People are staying in the workforce at historically high rates, well into their sixties and seventies. There's been this conception that folks who are currently retiring only had a couple of jobs or maybe one job throughout their careers—the "gold watch generation"—but the data shows that's not true. Even our early baby boomers are retiring with an average of 12 job changes under their belts. So for the rest of us, we can expect many more job changes and pivots to come. For younger generations, that may mean maybe 20 or 30 job changes over a lifetime. For me, the simple mental model of a longer life and longer work life brings into sharp relief that we have no architecture, no infrastructure, no systems really set up to help us keep up with a rapidly evolving future of work.



So, the book is really my attempt to put the decades-old concept of lifelong learning into action by laying out how we can begin to invest in the on- and off-ramps we'll all need to move more seamlessly in and out of learning and work. How might we get just what we need and then keep moving along on the workforce highway without always having to make a tradeoff and forgo our wages in order to advance our education? What are the ways in which we can do this much more fluidly and in the flow of work?



LW:&nbsp;How can we begin to solve for that from both a preparation lens and a workforce lens?



Weise:&nbsp;I'll start from a curricular perspective. In an ideal world, we'd like to hire talented people whom we could trust in highly ambiguous circumstances. We'd like to trust that they'd take in various kinds of information, signals, and analyses, make sense of all that, and then use good ethical judgment to inform their decision-making process. It's a mix of both human and technical skills. We need people to be able to dance across disciplines, take ideas from another domain and use them in new ways. But it's very hard to train someone to do this unless we teach them how to really deal with ambiguity.



In order to do that, we can't keep teaching in silos. In our industrial learning complex, we silo everything we teach. We don't illuminate the ways in which disciplines interact and overlap. For me, the future of teaching and learning will center on purpose learning—orienting learners around solving a problem they care about like poverty, hunger, or climate change, and in the process of struggling with that larger challenge, they learn why certain principles and disciplinary knowledge are necessary. They also learn how to transfer and apply knowledge from one domain to another.



The refrain in higher ed is that we teach people how to fish, but we don't actually do this well. We teach people very specific content and problems&nbsp;within&nbsp;a discipline. We don't help our learners understand the coherence across a vast array of courses as a body of understanding.



At the same time, in order for our learners to thrive in an increasingly uncertain future, especially now in an age of AI, they're going to need to hone their human skills to complement the work of machines. The term "human skills" might make us think, "Oh, I'm human, I have these innate skills." Yes, but they require deep practice. And for older adults in the workforce, where do they go to practice skills like emotional intelligence, communication, and systems thinking? The lack of these human skills make themselves known in the workplace when there's friction, when there's an inability to build strong and collaborative teams. We also need to be thinking about how we build the right kinds of learning experiences for working learners to actually deepen their human expertise and their character skills.



LW:&nbsp;What role does the workplace play?



Weise:&nbsp;If you think about a T-shaped learner, it's having both those human broad-based skills and some technical or technological expertise. And if we return to the concept of a longer work life, we're not only going to have to deepen our human skills over time. We're also going to have to gain different kinds of expertise over time and get skilled up. Sometimes we're going to need that new knowledge in a very shallow way—just enough to be dangerous. Other times, it will require deeper engagement. We need to do this in an affordable way, within the flow of work.



In my book, I lay out five principles needed for a healthier learning ecosystem, and the fourth is this idea of integrated earning and learning. Right now, when someone's in the workplace and wants to skill up, we say, "Here's some tuition reimbursement money. Go do it on your own time on top of this full-time job or multiple part-time jobs and on top of your caregiving activities. Be self-disciplined." But we need to bring the onus for training back onto employers. It's not just on post-secondary education to solve this problem.



In 1979, we used to offer workers something like two and a half weeks worth of training for new skills. According to Peter Capelli, by 1995, that went down to less than 10 hours per year. But those 10 hours weren't even about building new skills for the future. It was for things like compliance training, risk mitigation, sexual harassment training, or discrimination training. When I was writing the book, Accenture had data that around 44% of employers had zero upskilling opportunities for their existing workforce. We have to begin to reimagine on-the-job training. Skilling people up has to be a shared responsibility about building skills for the future.



LW:&nbsp;You use the phrase "living a life worth working." How would you interpret that?



Weise:&nbsp;My work has been oriented around issues like career navigation, skills gaps, skills building, precision education, and automation and AI's impact on our careers. And at a certain point, I realized that something was missing. I call it "the soul of work," but it's this question of how do we align our inner lives with what it is that we do when we're making some sort of contribution in the world? This incredibly human element has been missing from all the trending discussions about the future of work.



One of the things that has been helpful for me as I've been studying the loneliness epidemic more is this understanding of the ways in which we're clearly searching for something more. I found this interesting data that in the US alone, the consumer wellness market has reached $480 billion a year. Globally, it's close to $1.8 trillion. People are paying for detox cleanses, intermittent fasting, and even bone broths. We're clearly in search of something, and this is happening along with the deterioration of our communities, family structures, and faith-based organizations. In the wake of all that, we're feeling like something is missing. There's some hole or aching need we need to fill.



And so when I talk about a 'life worth working,' it's not that we all have to suddenly drop what we're doing and pursue our passions. It's about how we actually find moments of real authentic encounters, even in what can sometimes feel like mundane work or even in some things that are not necessarily compensated as paid work. How do we find the small moments of encounter that give us that feeling of purpose and meaning in our lives?



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"When I talk about a 'life worth working,' it's not that we all have to suddenly drop what we're doing and pursue our passions. It's about how we actually find moments of real authentic encounters, even in what can sometimes feel like mundane work."
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And that is really tough because studies are showing that we're becoming more narcissistic and less empathetic. We are becoming so cloistered in ourselves that even small interactions are hard for us.&nbsp;



I was thinking about how there have been all these return-to-work mandates recently, and I think in the minds of management, they're thinking, "My people aren't being as productive as they should be, so I need to bring them back in-person, so I can watch them and make sure they'll be efficient and productive." Those water-cooler moments and those serendipitous moments of connecting are being hailed as a way to get to greater productivity and deeper collaboration. But what I think we're missing is that we need those moments of serendipity to actually build more of those small and authentic encounters because we have become so consumed with ourselves.



LW:&nbsp;Is this something we can teach or learn?



Weise:&nbsp;How to move towards this kind of service orientation and thinking about others rather than ourselves? I think it's really hard. Our entire system is set up to build super individual high achievers, and then suddenly learners graduate from college, and we expect them to be great team players. I've always been impressed by how [Olin College] grads go through 20 to 30 different team-based projects connected to the real world by the time they leave. Why aren't more schools doing this? It's a way for us to help learners deepen their human skills and practice teaming and collaboration. In addition, by focusing on larger problems, learners must engage in design thinking. And the first step is empathy to understand the challenge they're trying to solve for a company or an organization. They get to immerse themselves in acts of caring that are pointed away from themselves.



LW:&nbsp;You talk about human skills being an important part of mastering machines versus the other way around. What are your thoughts on the use of AI in higher education?



Wiese:&nbsp;People are getting really fearful about the use of AI, but instead of thinking about how it can replace humans, we should be leveraging this technology to fix a super unsexy problem: stitching together incredible amounts of data across our higher ed and workforce systems. We have so much data in various silos and legacy systems, and we don't know how to tap into it all. GenAI gives us a way forward.



Think about how retail companies have built virtuous loops of information about us as consumers. Amazon's doing randomized control trials on us every few seconds. In higher ed, we need to get smarter about our own people, our own prospective learners, to be able to offer them something that really taps into a pain point in their work lives.



This is where I see real potential for AI in higher education.

"Living a Life Worth Working"

Sukhwant Jhaj, Vice Provost for Academic Innovation and Student Achievement at Arizona State University, spoke with Dana Humphrey, co-host of Invented Here, about ASU’s Work+ program, a bold and transformative initiative redefining how we think about student employment. Sukhwant shares how Work+ evolved, its impact, and the lessons he’s learned in bringing the initiative to where it is today. Learn more about the Work+ Collective here: <a href="https://theworkpluscollective.asu.edu/" target="_blank" rel="noreferrer noopener">https://theworkpluscollective.asu.edu/</a>.



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Invented Here

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Life Lessons with John Bravman

At a Boston College retreat, sophomores are asked three questions: What are you good at? What brings you joy? Who does the world need you to be? The exercise is part of a program called “Half-time” meant to help students begin a lifelong process of vocational discernment. For Jesuit universities such as BC, this type of formative education, defined as “educating whole persons for lives of meaning and purpose,” is part of the fabric. It is now the focus of a new academic department at BC called the Department of Formative Education (DFE).&nbsp;



The department extends BC’s leadership in formative education, expanding the focus from the practice of undergraduate education to research on “life-wide and lifelong” formative education. Housed within the Lynch School of Education and Human Development, DFE features an undergraduate major (Transformative Educational Studies), a master’s program (Learning, Design, and Technology), and the first ever Ph.D. program in Formative Education.



“Our programs tackle big formative issues,” said Chris Higgins, the Department’s founding chair. “How can we nurture vision and values?&nbsp;What are the dispositions that sustain democracy?&nbsp;How do we co-evolve with technological tools? How can we cultivate a sustainable relationship to the earth? What does it mean to flourish as a human being?”&nbsp;



Such questions, Higgins explained, demand an interdisciplinarity approach, spanning&nbsp;anthropology, design thinking, history, the learning sciences, philosophy, and the psychological humanities.



Stanton Wortham is the inaugural Charles F. Donovan, S.J., Dean of the Lynch School. An anthropologist by training, Wortham spent several years at the University of Pennsylvania, where he worked with scholars of varying disciplines within the liberal arts on how their expertise applied to education. When he arrived at BC, he was able to continue this work of integrating the liberal arts into scholarly inquiry on education, with the blessing of BC President Father Leahy. In creating the new department within the Lynch school at BC, Wortham was inspired by the Jesuit reverence for the liberal arts and its emphasis on formative education.&nbsp;&nbsp;



“Most of our education ignores the multi-dimensional nature of how people learn,” he said. “Formative education is this notion that people have several different types of development—social, emotional, ethical, spiritual—and all of those things are going on in a young person’s life at the same time.”  



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“Most of our education ignores the multi-dimensional nature of how people learn.”
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Wortham believes the optimum form of human development is when all these dimensions are aligned—a state he refers to as “wholeness.” The other two pillars of formative education are purpose, which helps young people explore what will bring them both meaning and a living; and community, the recognition that this discernment about life’s purpose happens together with others. Character and ethics are naturally woven in.&nbsp;&nbsp;



“Too often at an institution, we tell young people that if they just learn a lot of stuff and get a good job, then everything is going to be fine. And it’s just not true if you’re not connected to something that has bigger meaning,” said Wortham. “We can’t tell students what to believe, but it is our job to help them ask questions about what is ultimately important to them.”



Wortham envisioned a department known both for its research and its teaching. He wanted to convene a group of liberal arts faculty that would bring diverse disciplinary perspectives to the study of formative experience, practice, and aims. This research on holistic development then enriches courses aiming to inspire students to think about education in this formative way.&nbsp;&nbsp;



To lead the department, Wortham recruited Higgins, a philosopher, who had been leading the Transformative Education Studies program (TES). Now part of the Department of Formative Education, TES is growing with 95 majors to date. “‘Transformative education’ names both what we study and how we study,” Higgins explained.



“Our courses explore questions about personal and social transformation. Questions such as, what does it mean to be an educated person? And what kind of schools do we need in a democratic society? At the same time, we want these classes themselves to be transformative experiences, spaces where our students can reflect on their own efforts to form themselves into somebody who can lead a flourishing life.” 



Higgins shares Wortham’s perspective that education has grown too narrow and instrumental. His recent book,&nbsp;Undeclared, calls out the contemporary university, with its “credentialing mindset,” for paying only lip service to the idea of general education. Far from being encouraged to explore, students get the message that they had better “pick a lane and step on the gas!” Instead, he offers a vision for an educational renaissance in which “soulcraft,” described as “the quest to understand, cultivate, and enact ourselves in lives worth living,” is the primary focus.&nbsp;&nbsp;



Higgins’ creative energy is reflected in the department itself, down to its name which he said is intentionally ambiguous. “Formative education is open for interpretation,” he said. “I don’t want to determine the kinds of questions that my colleagues want to explore.”&nbsp;



Those questions are wide-ranging and include topics one might not immediately think of. Professor Marina Bers studies how children can develop ethically and interpersonally through engagement with coding and robotics. Caity Bolton, a cultural anthropologist, is studying what holistic human and social development looks like through Islamic education in East Africa and the Arab World. DFE affiliate faculty member Belle Liang has developed a “purpose app” for college students.&nbsp;&nbsp;



Just in its second year, the DFE doctoral program is already producing notable research. For example, Ph.D. student Harrison Mullen has received a grant from the N.C.A.A. to study the experience of athletes forced to retire from the sport that has been so central to them. Framing the issue in formative terms, Mullen considers how practices such as sports help us make sense of what it means to lead a worthwhile life. In interviews with retired athletes, he explores the deep sense of loss that accompanies this life transition.



At the Department of Formative Education, as at BC overall, personal reflection is fundamental. “It’s the Jesuit thing,” said Higgins. “We are devoted to careful study of the ‘what’ and the ‘how’—but we also never forget the ‘why’ and the ‘who.’&nbsp;Why&nbsp;does this matter? And how does this help you understand&nbsp;who&nbsp;you are and what you stand for?&nbsp;



Higgins offered examples of TES courses and their activities. “In ‘The Educational Conversation,’&nbsp;we invite students&nbsp;to reflect on their key formative influences through an educational autobiography.&nbsp;In ‘Spiritual Exercises,’ we introduce students to a range of spiritual practices, starting with the exercises devised by the founder of the Jesuits, Ignatius of Loyola.”



For Wortham and Higgins, the time is ripe to reconsider the hyperfocus on academic achievement. They believe educators in a variety of settings are looking for a richer, formative language to describe their practices and aims. To this end, the Lynch School is launching the Transformative Education Lab, which will share research and best practices around whole-person education. Wortham and Higgins hope that the lab will extend Boston College’s leadership in formative education to new audiences, helping to recenter questions of meaning and value in educational debates.&nbsp;



“Academic achievement is critical. Subject matter knowledge is critical,” said Wortham. “But these students we are teaching and testing are people. We need to consider their mental health, how they will build relationships with others—all the things that make them thrive as human beings.”

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