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

Mental Health

Examining innovations that help young people thrive.

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Creating a more just world through higher education.

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Perspectives

A new Princeton Review <a href="https://www.princetonreview.com/mental-health-on-college-campus">survey</a> examines colleges and universities’ mental health services, giving students and families an idea about the extent to which their choice of college supports their mental health.&nbsp; The report, sponsored by the Ruderman Family Foundation, is the first, readily available review of college mental health resources nation-wide, and will now be included in The Princeton Review's “Best College Guidebook” commonly used to help students make decisions about where to go to college.&nbsp;



The three-part survey polled college administrators, current students, and prospective students on the availability of, and opinions on, their college’s mental health services. Results reflect a significant variation in the availability of mental health programs and services among institutions and a strong desire on the part of students to know what those are.  Among the near 11,000 college applicants that were surveyed, “89 percent of respondents said information about the health, mental health, and wellness services would contribute to their decision to apply to (and/or attend) the school.” 



While stopping short of offering “rankings,” the survey report did include a “Mental Health Services Honor Roll” of 16 schools deemed to have a distinctively strong mental health support system.



“This is a crucial step to raise greater awareness among students and their families regarding the mental health landscape at the schools they are applying and enrolling,” said Jay Ruderman.&nbsp; “This will enable prospective students who prioritize mental health to get a keen sense of which campuses offer the strongest resources and programs that will meet their needs.”



The Desire for Data



The mental health survey initiative reflects the public’s growing demand for more transparency in higher education overall given the soaring price of attending college. But while the focus on public data has largely been on ROI-related metrics like job placements and first year earnings, the survey initiative indicates a growing concern about how a student’s mental health will be supported while they are in school.



<blockquote class="wp-block-quote">
This will enable prospective students who prioritize mental health to get a keen sense of which campuses offer the strongest resources and programs that will meet their needs.
</blockquote>



“For many students, the college experience brings challenges that strain their overall well-being, their mental and physical health, and their ability to succeed in school,” said Rob Franek, The Princeton Review’s Editor and Chief. “With reports of high levels of stress, anxiety, depression and other issues among college students, campus mental health and wellness services have never been so necessary.”



David Soto, The Princeton Reviews’ Senior Director, Data Operations, and the lead on the project, said that the education services company was uniquely well suited to collect and communicate this information.



“We talk to a lot of guidance counselors, and we tend to know what’s going in in high schools that translate directly into college. We saw the effects of the pandemic on mental health, the stress and anxiety students feel about getting into their top choice and we believed we were the best resource to collect and surface this data for our profiles.”



The overall effort was advised by a group of mental health experts, including Dr. Sarah Lipson, co-principal investigator at the Healthy Minds Network, who identified criteria deemed to be essential for a strong mental health support system on campus. These include both responsive and preventative considerations from education and training for students and staff and accreditation of counseling centers, to how well the school serves students of varying identities and whether or not an institution has a Chief Well-being Officer.&nbsp;



The data collection phase was three-fold: the college administrator survey was distributed to about 2,000 schools, 250 of which responded completely; The Princeton Review’s annual survey of college students included four questions about campus mental health services; and The Princeton Review’s <a href="https://www.princetonreview.com/college-rankings/college-hopes-worries">2024 College Hopes and Worries Survey</a> which polled 10,800 college applicants and their parents included the topic of mental health services.



Among the results:



87% of the colleges have a website that consolidates information about the school’s mental health; 13% do not.



56% of the colleges have a fully staffed counseling center open year-round; 44% do not.



29% of the colleges have a counseling center that is accredited; 71% do not.



28% of the colleges conduct formal wellness screenings of their students; 72% do not.



Among student responders, 78% agreed with the statement “If I needed to seek professional help for my mental or emotional health, I would know where to access my school’s resources.



61% agreed with the statement “My college prioritizes students’ mental health; 10% disagreed with it; and 29% neither agreed or disagreed.



The “Mental Health Services Honor Roll” identified schools that, according to the report, displayed, “1. Overall administrative support for campus mental health and well-being through its policies including commitments to staffing and student support. 2. Students have a campus quality of life that is both healthy and attentive to overall well-being; 3. How well a school is empowering its students to address their own mental health through education programs and peer-to-peer offerings.” &nbsp;



Dr. Zoe Ragouzeos is the Executive Director of Counseling and Wellness Services at New York University, one of the 16 Honor Roll schools. She appreciates the recognition of years of hard work but notes that student mental health is an ongoing and evolving challenge for colleges and universities.&nbsp; “Mental health and well-being are primary components of university life,” she said.&nbsp; “It needs to be part of everything we do, inside and outside of the classroom.”



In addition to the “Best Colleges Guide,” the information is now available for free on <a href="http://www.princetonreview.com">PrincetonReview.com</a>  For the schools who chose not to participate in the survey, their summary indicates they “did not respond” which Soto said sends its own message.  He hopes the obvious lack of information will encourage schools to be more forthcoming with their information next year. 



“This is the start of an important effort that we hope continues to improve and strengthen each year,” he said.

The Best Schools for Mental Health

There is finally some better news about student mental health: this year’s <a href="https://healthymindsnetwork.org/wp-content/uploads/2024/09/HMS_national_report_090924.pdf">Healthy Minds Study</a> shows for the second year in a row a drop in depression, anxiety, and suicidal ideation among college students. While the overall rates remain alarmingly high–more than a third of students say they struggle with mental health issues–this two-year decline suggests that increased pre- and post-Pandemic <a href="https://www.insidehighered.com/news/governance/executive-leadership/2023/04/11/survey-college-presidents-upbeat-despite">attention and support</a> may be making a difference.



More robust services alone, however, will not solve the student mental health crisis. I’ve witnessed it up close, as a faculty member and administrator at Bennington College, and at a remove, as a higher education program officer at Endeavor Foundation. It is very real. A college is not a treatment center, nor can it reasonably provide everything that students and their families require as they grapple with a tangle of issues.



Colleges and universities must simultaneously reinvest in the most powerful educational contributions that college can make to fortify student mental health: helping students discover their purpose and see beyond themselves.



Finding purpose–once understood as a primary aim of college–has been steadily squeezed out by the gradual and insistent equating of education and career preparation. Intense pressure for return on an ever more <a href="https://www.businessinsider.com/cost-us-universities-wildly-expensive-education-tuition-fees-america-2024-3">costly investment </a>has changed the face of U.S. higher education. The liberal arts, in particular, which emphasize discovery of self and the world, continue to strain under perceived lack of relevance to careers, despite<a href="https://stradaeducation.org/report/the-real-long-term-outcomes-of-liberal-arts-graduates/#:~:text=Liberal%20arts%20graduates%20have%20high,than%20workers%20with%20less%20education."> plentiful evidence </a>to the contrary. Unsurprisingly, the study of the humanities, the lifeblood of the liberal arts, is in precipitous<a href="https://hechingerreport.org/proof-points-the-number-of-college-graduates-in-the-humanities-drops-for-the-eighth-consecutive-year/"> </a><a href="https://hechingerreport.org/proof-points-the-number-of-college-graduates-in-the-humanities-drops-for-the-eighth-consecutive-year/">decline</a>.



Further, we are compelling youth to determine ever earlier what they will study. Uncertainty has become a proxy for the waste of time and money. But many teenagers do not know what they want to do and–crucially–have not had enough exposure to the possibilities to make such determinations. College is meant to foster this developmental process through exploration and the ignition of interests and passions. This discovery has long been advanced by the liberal arts as essential to well-being, in service of both the student and civic and social good.



A recent <a href="https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/6a/c6/dd4610d942e58053e781c106654d/walton-gallup-gen-z-happiness-report-032724.pdf">Gallup survey</a> found that the happiness and satisfaction of Generation Z is directly linked to the belief that their life has significance. Yet, today, more and more students are making the choice of a major based on the salary that related jobs command, rather than freely choosing the fields they are most drawn to making their own. Across higher education, the number of bachelor’s degrees in computer and information sciences, engineering, health, and business has more than <a href="https://ktvz.com/stacker-money/2024/07/30/stem-is-the-new-liberal-arts-the-changing-trends-of-college-majors/">doubled over the past ten years</a>.



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the&nbsp;content&nbsp;of higher education is shrinking, and with it a primary pathway to finding well-being through fulfillment.
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Declines in arts and humanities majors are leading, on a macro level, to <a href="https://stradaeducation.org/report/the-real-long-term-outcomes-of-liberal-arts-graduates/#:~:text=Liberal%20arts%20graduates%20have%20high,than%20workers%20with%20less%20education.">consolidations and cuts of disciplines</a> at all but the best resourced institutions. Concurrently, liberal arts-focused colleges are <a href="https://www.highereddive.com/news/how-many-colleges-and-universities-have-closed-since-2016/539379/">disappearing</a> at a steady clip. Both dramatically and quietly, the content of higher education is shrinking, and with it a primary pathway to finding well-being through fulfillment.



The contraction of the liberal arts and humanities is also robbing students of opportunities to understand what it means to be human. While there is <a href="https://www.nytimes.com/2024/05/01/opinion/smartphones-social-media-mental-health-teens.html?smid=nytcore-ios-share&amp;referringSource=articleShare">debate</a> as to whether the youth mental health crisis can be directly attributed to social media addiction and technology use, there is also widespread acceptance that both have radically changed how young people know, experience, and respond to the world. A stunning portion of teen’s social interactions are mediated by tech companies, their time displaced in the repeating reels of Tiktok and Instagram. The development of broad perspective, something at the heart of the liberal arts and humanities, is critical to releasing them from this algorithm.



Students need the span of knowledge, breadth of understanding, and portals to past human experience that a liberal arts orientation offers, whether at a small college or a large university, both for themselves and for society. Such far-reaching intellectual anchoring nurtures the ability to wrestle with the large, open questions that frame our existence and situate ourselves within them, individually and collectively.



Disciplines such as literature, history, and the arts are sourced from the human condition itself and particularly suited to opening the mind to new ways of understanding it. At the same time, to combat social isolation, students need common curricular experiences and co-curricular opportunities for engagement, debate, and dialogue. They need to be able to locate their very different individual selves as part of something larger, together.



But general education, the vehicle for delivering common content, has lost its vitality over time, weakened, in part, by demands for greater career preparation. Even at liberal arts institutions, core curricula—rendered fraught by decades-long political and ideological debates about their makeup—now largely privilege individual choice over shared, common experiences. As a result, students have fewer bridges to each other through common historical and societal knowledge, when what they need are more and stronger ones. Recognizing the opportunity to rebuild their educational frameworks around understanding of our shared humanity is one of the most significant steps that colleges and universities can take to strengthen student mental health.



At Endeavor Foundation, we are supporting<a href="https://www.prnewswire.com/news-releases/endeavor-foundation-launches-national-collaborative-to-address-mental-health-crisis-on-college-campuses-302068166.html"> a project </a>at eleven small liberal arts colleges to do exactly that through collaborative efforts. Together, these colleges are infusing the personal and intellectual discovery they catalyze with new forms of support and inquiry. They are introducing initiatives to help students metabolize stress and build resilience, as well as bolster their real-time connection to others and draw out purpose through their studies. And they are helping students identify, prepare for, and secure future <a href="https://www.insidehighered.com/opinion/views/2024/07/17/teach-students-find-meaning-their-work-lives-opinion">work</a> born of what matters to them.



There is no doubt that policy makers and educational leaders must address the skyrocketing cost of higher education. Students, most especially those from underrepresented backgrounds, can no longer be left with crippling debt or, worse, excluded from the very social mobility that college promises and–ultimately–delivers. At the same time, we must reset the narrative that career preparation is college’s main function and re-value students’ future mental health as an equally vital outcome.







Isabel Roche is the Executive Director for Special Programs in Higher Education for the Endeavor Foundation.

A Way Forward

This year’s Hazing Prevention Week brought more than just an important public awareness message about the dangers of a pervasive yet under-examined ritual.&nbsp; On September 27th, the bipartisan “Stop Campus Hazing Act” passed the House of Representatives, edging the country closer to eliminating hazing on college campuses where its strong hold on Greek life and other membership organizations has led to trauma and tragedy.&nbsp;



But while anti-hazing advocates applaud the new legislation, experts warn that enforcement efforts must be paired with evidence-based prevention strategies.&nbsp; Doing so requires an understanding of the complex context within which hazing occurs and proliferates.&nbsp;&nbsp;



The Timothy&nbsp;J.&nbsp;Piazza Center&nbsp;for Fraternity and Sorority Research has been working on this challenge for several years. Founded in honor of a young man who lost his life to hazing in 2017 at Penn State University, the center engages researchers from several universities to examine how to prevent hazing while promoting a healthy and safe environment within fraternities and sororities as well as student groups and athletics.&nbsp; In September, researchers at the center published a new report in New Directions for Student Services:



<a href="http://el.wiley.com/ls/click?upn=u001.3YBR4Hwqxb0xKz1YXTwZEHL9-2BQ-2FJpBKF4CjfjmBrHiQ8wFVD22vfkisS2wFfXbHWHPHKLb7f2HkMAWcmkFH2gm3aR9F6G-2BCgILvrdMF70Ve7sI1sj8H9Ix9x6R-2Blix-2FVdaK7_Tt1FRhioDgxUQdRtpj3z0OMH3zluztsg9bPYx-2BT7I31hJHJ6eA6fRCEEFL9apze4gYyFLAEcm-2B2o6XTMVyQpfk0TaNXoJOT-2Fi5dBsslzVz1toX-2FxzZMT82h0Y1p3uMaWIAYv72urkzvyOV5Cq-2FOAlWCq8kUUxnlFbTegGOQFD-2FOTSGC-2BpFh0BQ5xjEO2Tn6mR8bYy44rawu3voIv31DuPTd-2BJdroE914H-2FeWwLSXqsMKsC7i-2B4xfp2YZ7QP-2BBZOiqd3KhPQnum-2BX2jSGtNlM6yIqpFbwkFMeSMH7ty4p248-3D">Volume 2024, Issue 187 </a><a href="http://el.wiley.com/ls/click?upn=u001.3YBR4Hwqxb0xKz1YXTwZEHL9-2BQ-2FJpBKF4CjfjmBrHiQ8wFVD22vfkisS2wFfXbHWHPHKLb7f2HkMAWcmkFH2gm3aR9F6G-2BCgILvrdMF70Ve7sI1sj8H9Ix9x6R-2Blix-2FVA3zj_Tt1FRhioDgxUQdRtpj3z0OMH3zluztsg9bPYx-2BT7I31hJHJ6eA6fRCEEFL9apze4gYyFLAEcm-2B2o6XTMVyQpfk0TaNXoJOT-2Fi5dBsslzVz0BmR45IrzKodqFJ5YNxkCQW-2BkwgAD2FQ-2B-2FqdDPGBL7eVOQlnqYMGeoSiQu6sUmBZO3UiyME4iMYcWUJfynJh-2Bw9QN1yNeD4Le9YZ99SLWqyoEQjKolx1r5Njhp-2BV-2BLVnKzYbawoQQaTwwQe5VMHycngubRJArXNmBjxD6zvD-2FZhmLqAYhlvFu1qdKCvLTF3n8-3D">Special Issue: Understanding and Addressing Hazing: Contextual Perspectives, Prevention Strategies, and Case Studies</a>



The monograph offers a literature review woven through eight articles, exploring the motivations for hazing and the complicated challenges involved in preventing it, including the lure of belonging and acceptance.&nbsp; “There is a human nature element to this problem that we really haven’t yet attacked” said Dr. Patrick Biddix, one of the lead authors on the report. “It is about people’s desire to belong – especially young and vulnerable people who will do whatever they feel is important to fit in.&nbsp; Hazing takes advantage of that vulnerability.”&nbsp;



Biddix is a research fellow at the Piazza Center, a professor at the University of Tennessee, Knoxville and an advisor to a national sorority organization.&nbsp; In college, he held leadership positions in his fraternity and, later, spent many years as an advisor to fraternities and sororities at Washington University in St. Louis.&nbsp; The experience helped him both understand the nuances of hazing and conclude it needed to be prevented, not mitigated.



“In the past, we’ve approached hazing as helping students understand the difference between what is acceptable and what is high-risk behavior,” said Biddix.&nbsp; “But we quickly realized that it was confusing for students to pick and choose what may be ok. That is why we are now so focused on prevention.”&nbsp;



Another co-author on the report is Dr. Emily Perlow, Assistant Vice President and Dean of Students at Worcester Polytechnic Institute (WPI). She says a key part of her day job focuses on “ensuring that students are having a positive experience on campus that keeps them whole and helps them feel a deep sense of belonging.”&nbsp; As a student, Perlow was also a leader in her sorority and says she was motivated to produce the report to help support student leaders and practitioners on campus who are working on these issues.&nbsp;&nbsp;



“We wanted advisers, coaches, and all those working in student organizations to have evidence-based information that was more widely accessible than a series of academic journals,” she said.&nbsp;



In doing their research, Perlow and Biddix soon found that the hazing literature, which was only a few decades old, provided information about the incidents of hazing and the demographics involved in it, but had very little in the way of prevention practices, unlike the prevention literature of other public health problems on campus such as sexual violence and excessive drinking.   Adding to the lack of evidence-based guidance on prevention, was the inconsistency in both the definition of the term “hazing” and the way in which people understood and perceived its risk.  



As the authors point out, hazing has “a storied past” reinforced by media images depicting romantic notions of young people bonding over shared adversity as a means of acceptance.&nbsp; But what is presented as “good old-fashioned college fun” is a significant safety threat on college campuses.&nbsp; Hundreds of families have experienced the unthinkable grief that the Piazza’s endured from “bonding gone bad” where life-threatening alcohol use and high-risk behaviors have injured, traumatized or killed young people in the spirit of belonging.&nbsp; In sororities, “mean girl” behavior and practices of exclusion cause emotional abuse. And yet, the practice persists.&nbsp;



The report states “At the college level, hazing, which includes high-risk drinking, social isolation, personal servitude, and humiliation, occurs across a range of student groups.”&nbsp;&nbsp;&nbsp;



And while hazing is wide-spread – more than 55% of college students involved in clubs, teams and organizations experience hazing – few students acknowledge or even understand they have been hazed. &nbsp; In other research cited in the report, “26% of students belonging to clubs, teams, and organizations indicated experiencing at least one hazing behavior, yet only 4.4% identified it as hazing when asked directly. This dissonance between student experiences with hazing and their ability to label it is problematic for prevention.”&nbsp;



For the authors, this is where words matter.  Differing and sometimes contradictory definitions of hazing have been unhelpful at best with legal terms or policies pertaining only to one organization leaving students with mixed or unclear messages. With misunderstanding comes an opening to sidestep accountability.  The report quotes students as concluding, “if everything is hazing, then nothing is hazing.”  



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Hazing is fundamentally about power. It’s about exerting power over less powerful individuals.&nbsp;
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With the input of experts like Perlow and Biddix, the Piazza Center has developed a definition for hazing that captures its complexities and motivations.



&nbsp;“Hazing is a power dynamic behavior aimed at screening, fostering bonds, or establishing standing in an organization that risks the health and safety of individuals, causing deliberate or unforeseen physical and/or emotional harm counter to organization purposes.”&nbsp;&nbsp;



Perlow reiterates the message saying, “Hazing is fundamentally about power. It’s about exerting power over less powerful individuals.&nbsp; And it is not just about the joining process. It is also a way to establish status in the organization.”&nbsp; She believes the Piazza Center definition has distinct components that strengthen its effectiveness when used in prevention strategies, largely because it resonates in some way with students.&nbsp;&nbsp;



In including “unforeseen” harm, the authors allow for the many cases where carelessness or lack of maturity drive the behavior.&nbsp; “A lot of times students are not thinking about the risks inherent in some of the activities they are engaging in,” said Perlow. “It doesn’t take them off the hook – there’s still responsibility, but in some cases, it is important to understand there is not an intentional effort to harm.”&nbsp;



Another distinction written into the definition is aimed at getting students to understand that hazing practices are inconsistent with the organization’s mission and goals.&nbsp; In defining “counter to organization purposes” the authors offer an example.&nbsp; “You are not an athletic organization so why are you ordering forced calisthenics in a fraternity house basement?”&nbsp;&nbsp;&nbsp;



Perlow says students understand when the negative consequences of hazing overtake the desired&nbsp; intent. “I think there are some components of the hazing process that achieve really powerful outcomes,” she said.&nbsp; “You go through a really difficult, adverse situation and you feel a sense of closeness with others who went through that with you, but we really don’t need to be enacting trauma to create bonds with one another.”&nbsp;



In working with students, Perlow validates their desire to achieve positive outcomes from hazing – like having strong relationships with others -- while getting them to question and change their hazing behavior. “Students can wrap their brains around the idea that if they are not taking away the outcome they care about, they’re pretty receptive to changing the tactic.” 



Perlow’s behavior change example is part of a public health approach to hazing prevention that is outlined in detail in the new report. Like other public health challenges, hazing is largely affected by environmental factors including messages that include the tacit approval of authority figures. The authors argue that with the clear definition of hazing, “stakeholders can develop preventative strategies that empower students to challenge, reject, and reshape environmental messages that mischaracterize hazing as positive, normalized or expected.”&nbsp;

Power Play

When Kevon Pascoe decided to apply for a part-time job at Kentucky Fried Chicken, it wasn’t primarily about the paycheck. He was nearly finished with his contract with the Marine Corps, which had paid for his bachelor’s degree at Norwich University in Vermont. He knew he wanted to pursue an MBA. And he’d just heard about the partnership between KFC and Western Governors University (WGU), an online-only institution.



“I heard about a new program that if you're an employee at KFC, they will pay for you to go to WGU,” says Pascoe, who emigrated from Jamaica with his brother in 2010. He’d always had a clear vision for his future, and it involved education, hard work, and hustle. When he looked into the details of WGU, he discovered a program that would allow him to work at his own pace, and complete courses quickly based on proving competency in the material. He got the job at KFC working nights while working days in the Marine Corps, and then completed his MBA—as well as a second master’s degree, in Management and Leadership—in one year.



“Some would say that that's impossible, but it’s because of how flexible WGU is. The concepts that I had within my MBA really kind of correlates with what I did in the Marine Corps as a logistics officer,” says Pascoe. “If I already knew the material, I could test out of it quickly. If I needed help, help was there. Everything was on my pace, on my terms, and that allowed me to find a rhythm and complete it on my own time.”



Pascoe now works for Pfizer full-time as an Incoming Material Testing Manager and is taking advantage of a Pfizer benefit that enables him to pursue an online PhD in organizational management. “That's kind of who I am, in terms of challenging myself,” he says. “I’m always in a state of learning.”



Kevon Pascoe’s story reflects the effectiveness of WGU for non-traditional students who are drawn by its flexible pacing, flat-rate pricing, and engaged mentoring. But additional evidence came to light when the university began partnering with Gallup to survey its alumni: The survey results revealed satisfaction levels that rival, and often exceed, those of traditional universities—both online and in-person.



WGU alumni, it seems, are not only pleased to have had their needs met with career-ready programs and a commitment to affordability. They are reporting higher levels of satisfaction with their career and calling their degree a worthwhile investment—noteworthy at a time when that investment is sometimes called into question by those mired in debt.



What is WGU?



In 1997, Western Governors University was conceived by 19 U.S. governors who envisioned a flexible university structure for underserved student populations—working adults and mid-career professionals who needed a flexible pathway to their degrees, particularly in high-demand fields such as nursing and IT.



Instead of relying on the traditional credit-hour model, WGU adopted a competency-based education (CBE) model, allowing students to progress by demonstrating mastery of material. This model was designed with flexibility in mind, ideal for adult learners managing jobs or family responsibilities who needed alternatives to on-campus programs to get the degree they were lacking in order to boost their responsibility, title, and earnings. The result was a fully online institution that could cater to students regardless of geographic location or time constraints.



WGU’s flat-rate tuition model enables students to complete as many courses as they can within a six-month term for a single fee. That plan is attractive to this motivated demographic; 93% of its students are over 24 or older (compared to 38% of those at U.S. bachelor’s-granting institutions), 95% are financially independent (compared to 29% nationally), and 57% are married (compared to 11% nationally)​. The average WGU bachelor’s degree student spends around $6,600 per year on tuition—nearly 40% less than the national average—and after graduation, carries an average loan of $8,228, compared to $18,775 for graduates nationally ($21,335 for those in private universities). On average, they finish their degree in 2.4 years, typically while working—a shorter path that translates to significant savings for adult learners, and an express lane to the job advancements they were seeking with those credentials. In 2021, WGU’s Michael O. Leavitt School of Health produced 17% of the nation’s registered nurses earning a BS in its hybrid prelicensure program (60 percent of the work completed online, 40 percent undertaken in hands-on clinical work in community-based settings).



Gallup Poll: WGU Restoring Confidence in the Value of a Degree



Pascoe’s sentiments towards WGU is not unique. The most recent Gallup survey reflects a level of alumni satisfaction unusually high for any type of institution, both online and traditional.



Gallup surveyed nearly 2,800 WGU alumni who completed their undergraduate degree between 2018 and 2022, collecting information about graduates’ experiences while enrolled, as well as data on postgraduation metrics related to employment and wellbeing. The survey found that WGU alumni were nearly twice as likely to recommend their alma mater as graduates of other schools. Specifically, 76% of WGU alumni reported that they would “highly recommend” the university, compared to the national average of 41%​​. Three-quarters of WGU graduates trust their university to make decisions with students’ best interests in mind, compared with 39% of graduates nationally. The relationship WGU students have with the faculty and staff at the university is tangible, even though they are not physically together in the classroom: Eight in 10 graduates say they had a mentor at the university who encouraged them to pursue their goals and dreams, which is 28 percentage points higher than the national average (52%). And 73% of WGU alumni strongly agreed that their degree was worth the cost—compared to just 34% of graduates nationwide.



<blockquote class="wp-block-quote">
The relationship WGU students have with the faculty and staff at the university is tangible, even though they are not physically together in the classroom.


</blockquote>



“Findings show that WGU alumni are far more satisfied with their undergraduate experience than bachelor’s degree holders nationally,” the report concludes. “Graduates are positive about WGU’s student support system, caring and committed faculty, inclusive learning environment and career‑relevant curriculum. Collectively, these factors contribute to why WGU alumni are twice as likely as other college graduates to recommend their alma mater.”



WGU graduates also go on to report high levels of well-being and workplace engagement. Gallup data reveals that 77% of WGU alumni rate their lives positively, a significantly higher proportion than among adults without a degree (50%)​ and are more likely to be enthusiastic and invested in their work, with 44% of alumni engaged at work compared to 35% of bachelor’s degree holders nationally​.



Stephanie Marken, a senior partner at Gallup who led WGU’s research, sees the university’s high satisfaction rates as a direct result of its pragmatic competency-based education (CBE) model, and the type of goal-oriented students who are aware of what they want from it.



“I think when you're designing curriculum with career in mind, you're designing very strategically to fit the student’s need. We know empirically, through the survey that Gallup had in partnership with Strada Education Network, that the relevancy of curriculum was one of the strongest predictors of self-reported value of experience,” she says. “And it's a simple reason, right? That people feel like, ‘I am going to be able to use this information. It is going to be inherently valuable to me in my career.’ And I think WGU is just very laser focused on that.” &nbsp;



For many prospective students, and first-generation students in particular, higher education is a mystery: How is admission decided, how are scholarships determined, how do you quantify how much is worth spending, and how do you know if there’s really a return on investment?



“Higher ed feels like a little bit of a black box. And anything we could do to make it clearer, to show the average outcomes, and what people expect when they graduate, demystifies things,” says Marken. Whenever students can draw a clear line to what was enabled because of a degree, they are going to report greater satisfaction with that degree, and with the choice they made to pursue it. “WGU prioritizes that clarity, which I think help explains the alumni satisfaction rates and self-reported wellness value.”



The Power of Mentorship



While the competency-based model is at the heart of WGU’s appeal, there’s more to it than just flexibility. One of the distinctive features of WGU’s model is its compulsory mentorship program, which provides each student with a dedicated mentor who offers personalized guidance and support. This mentor is solely focused on helping students navigate their academic journey, offering advice on coursework and even helping them manage personal challenges that might impact their studies—say, food assistance, childcare, housing, or other issues that can impact the ability and confidence to be successful.



“Every single student, when they start their program, is assigned a program mentor, and that mentor knows what your goal is. They know what classes you need to complete to get there, and they're going to help you out all along the way,” says Robert Sullivan, Senior Director of Alumni Engagement. “We are serving a lot of people who arechoosing their education for very specific outcomes, and we are very good at providing the support to make sure they get there.”



For Pascoe, this mentorship was crucial. Jeremy Little was assigned to be his mentor for the MBA, and Pascoe requested Little again for his MSML degree. “That man is awesome. He cheered me on in every aspect. He was there to let me know the results of a practice test, always checking up on me, there to remind me of the motivation, it doesn’t matter what time of the night,” he says. “His care, his commitment, and really his compassion in his job really helped my success in both degrees.”



After a year of an online mentoring relationship, Pascoe and Little were able to meet in person when both traveled to the WGU commencement ceremony. “It’s one thing to create a relationship virtually, but another thing to see that person in real life. Amazing,” he says. “It was just one of those moments where everything just fit together.”



Avoiding debt, aligning values



Students who are able to secure a degree without incurring significant loan debt know full well the bullet they are dodging.



An estimated 42.2 million Americans hold federal student loan debt with a total national balance of over $1.6 trillion, according to the Federal Reserve. Higher education is supposed to improve quality of life, granting access to high-quality jobs that provide greater stability, higher salaries, and critical benefits like healthcare. But the burden of debt risks capsizing the benefits, while causing prolonged stress, anxiety, and feelings of shame.



A 2023 Gallup-Lumina study found that 41% of enrolled bachelor’s students had considered dropping out in the past six months, many citing concerns about paying for their education. And almost 40% of middle and high school youth say they are not interested in pursuing a postsecondary degree.



Helping students avoid that debt, and not be scared away from higher ed, is central to WGU’s mission. “Individual economic outcomes for students is critical,” says Marken. “A lot of their students tend to be underserved populations, and that makes affordable higher education an actual lever for economic mobility when it could have been a significant burden.” The relief and gratitude of alumni of not shouldering tremendous debt, she says, is a further reason for their high levels of satisfaction.



WGU commencement ceremonies take place seven times a year in locations around the country, Sullivan says, and represent the convergence of a few thousand people who have made a conscious choice to prioritize their higher education in a self-paced, self-motivated way. First-generation families. Students and mentors meeting in person for the first time. The first graduate of the KFC Foundation program, Kevon Pascoe, honored with a KFC bucket with his face on it.



“Watching these people walk across the stage to get their degree, it’s a pretty special moment, seeing these students and mentors meet. And the student speaker talking about their life and experience, will make you cry 100% every time, it doesn’t matter how many you’ve seen,” says Sullivan. “When students achieve this degree that made the difference in getting them over the hump to where they wanted to be, it’s no wonder they’re satisfied.”

Western Governors University

In the landscape of higher education, student fathers face a particularly stark lack of recognition and support. A new report by Generation Hope,"<a href="https://www.generationhope.org/empowered-dads-student-fathers-report">EmpowerED Dads: Amplifying Voices, Advancing Higher Education for Student Fathers</a>," sheds crucial light on the unique challenges and needs of these individuals. As we strive for a more inclusive and equitable educational environment, it is imperative that we amplify the voices of student fathers and advocate for policies that support their success.



Student fathers often juggle multiple roles, balancing their studies with the demands of caregiving and employment. This multifaceted responsibility is compounded by societal stereotypes that frequently cast fathers, particularly fathers of color, as absent or uninvolved in their children's lives. The report highlights that Black and Latino student fathers, in particular, face significant obstacles, including higher rates of basic needs insecurity and lower utilization of support services​.



Despite these challenges, student fathers demonstrate remarkable resilience and dedication. They are not merely pursuing degrees but striving to provide better futures for their families. However, their efforts are often overshadowed by a lack of visibility and recognition within the academic sphere. This invisibility can profoundly impact their self-esteem and academic performance, perpetuating a cycle of underachievement and disengagement.



The Need for Tailored Support



To address these issues, tailored support systems that acknowledge and address the specific needs of student fathers must be developed and implemented. Policies and institutional practices must evolve to provide flexible scheduling, accessible childcare, and financial assistance for this demographic. Additionally, mental health services should be made readily available to help student fathers manage the stress and anxiety that come with balancing their multiple roles.



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As we strive for a more inclusive and equitable educational environment, it is imperative that we amplify the voices of student fathers and advocate for policies that support their success.
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Furthermore, creating a campus culture that celebrates the contributions of student fathers can go a long way in fostering their sense of belonging and purpose. Universities should promote awareness campaigns and support groups that provide a platform for student fathers to share their experiences and build a supportive community.



Policy Reforms and Institutional Changes



Policy reforms are crucial in driving systemic change. Legislators and educational institutions must work together to ensure that student fathers are included in discussions about higher education support strategies. Financial aid policies should consider the unique financial pressures faced by student parents, and academic policies should offer greater flexibility to accommodate their schedules.



Generation Hope's report underscores the importance of including student fathers in the broader conversation about diversity, equity, and inclusion in higher education. By advocating for policies that recognize and value the experiences of student fathers, we can create a more equitable and supportive educational environment for all students.



A Call to Action



The journey of a student father is marked by resilience and a deep commitment to their families and education. It is time for us to recognize and support their efforts. By amplifying their voices and addressing their unique needs, we can help student fathers achieve their academic goals and secure better futures for themselves and their children.



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Brittani Williams is the Director of Policy, Advocacy and Research at Generation Hope.



<a href="https://www.generationhope.org/">Generation Hope</a>&nbsp;engages education and policy partners to drive systemic change and provides direct support to teen parents in college as well as their children through holistic, two-generation programming.

Seeing the Unseen

Rochester, Minnesota has one of the highest per capita physician to population ratios in the country. Home to the Mayo Clinic, it benefits from the prosperity and diversity of its anchor institution, consistently rated the best hospital in the world. In 2009, the city strengthened its distinction as “America’s City for Health” when it launched a research university that would complement Mayo Clinic’s medical research enterprise and meet its ongoing workforce needs. The community appears to be getting all that and more with the University of Minnesota Rochester (UMR) – an innovative learning environment that centers equity and wellbeing as it takes on healthcare’s grand challenges.&nbsp;



“Building a major university here, particularly one focused on health care, has been so important to the fabric of this city,” said Mayor Kim Norton. “I am so proud of the work that they do and the success they have had with their students.”&nbsp;



UMR opened its doors to its first 57 students in 2009 after a multi-year effort among community leaders brought a regional branch of the University of Minnesota to town. It has grown to nearly 1,000 students who prepare to enter a variety of health-related fields, clinical, technical, and administrative. Two-thirds of the students are in at least one category that would be considered historically underrepresented. This fall, nearly 50% of the student population will be BIPOC (Black, Indigenous, people of color).&nbsp;



Bringing more students of color into the medical professions is one of the goals of the UMR/Mayo Clinic partnership which hopes to provide a stronger pathway to medical careers as it diversifies a health care workforce that serves patients from around the world. “We have a strong focus on diversity, equity and inclusion here to make sure we represent all of society and that our patients can see themselves in their caregivers,” said Karen Helfinstine, Mayo Clinic’s Vice Chair of Education Administration. “Our partnership with UMR is critical to cultivating the workforce of the future.”



From the university side of the partnership, Mayo Clinic provides the promise of a good career for its students as well as an opportunity to foster an educational environment leading to flourishing in life and work. The teaching hospital adjacent to the university has built-in opportunities for experiential learning, research and mentorships — educational experiences that have <a href="https://www.gallup.com/education/194264/gallup-alumni-survey.aspx">proven to lead to improved wellbeing</a> — and all part of UMR’s innovative, student-centered learning environment.&nbsp;



The university’s motto is simple and forthcoming, aptly describing the building blocks that have led to its early success. “Students are at the center. Research informs practice. Partners make it possible.” Lori Carrell is UMR’s Chancellor and its passionate champion. It is clear she views the world through an asset-based lens, believing starting from scratch is an opportunity for innovation, just as students who have struggled possess valuable qualities.&nbsp;



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The teaching hospital adjacent to the university has built-in opportunities for experiential learning, research and mentorships
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“One of the things that our students have in common is that they have persevered through major challenges in childhood or and adolescence,” she said. “There’s a resilience element we have the privilege of seeing in admissions. If a student can describe how their perseverance has been a catalyst for their passion to make a difference in the world through a career in health, we believe them to be well equipped for the rigor and compassion of this work.”&nbsp;



A communications scholar who has published books on the need for change in higher education, Carrell says the methods they were experimenting with at UMR are what attracted her to it in 2014, when she first became Vice Chancellor. One of the university’s founding principles is a unique research mission where every faculty member does their primary research on student learning and student development regardless of their own subject matter expertise.&nbsp;



“One of the great misses in higher education is we do not apply educational research or neuroscience about learning to how we structure college degrees or college life,” she said. “At UMR, we had a blank canvas to do that. Our faculty are in one interdisciplinary department called the Center for Learning Innovation. They demonstrate teaching excellence by providing evidence of learning and they progress in their careers by doing research on student learning and student development.”&nbsp;



Andrew Petzold is a biology professor at UMR and, like Carrell, was drawn to the school because of its innovative teaching environment. “We are really in the trenches collecting data on the educational process and what students are actually learning and we use that to better inform our teaching in the future,” he said. “The interest is in student success rather than just publishing anything we possibly can.”&nbsp;



Petzold says that the interdisciplinary focus on educational research leads to joint scholarship as well as active, student-centered classrooms. “We all have our own disciplinary focus, but I can talk and collaborate with other faculty in a much easier way because we all have a background in educational research.”&nbsp;



UMR’s unique teaching environment has been highly recognized within the system and beyond. In its short history, seven UMR faculty members received the <a href="https://scholarswalk.umn.edu/faculty-award-programs/university-awards/awards-outstanding-contributions-education/horace-t-morse">Horace T. Morse-University of Minnesota Alumni Association Award for Outstanding Contribution to Undergraduate Education</a>. But fans of UMR’s research-embedded learning are quick to acknowledge the importance of pairing great teaching with proven student success strategies, many included in AAC&amp;U’s high impact practices. Every student at UMR has a student success coach. With a ratio of one to 80, “success coaches” help with everything from flagging academic struggles to connecting people to internships to making sure students are focusing on their wellbeing. Graduating students joke that their student success coaches are what they most want to take with them when they go.&nbsp;



“These kinds of personal connections are where the sense of belonging comes from,” Carrell said. “‘I am connected to somebody and I matter here, so I can be ok even on really hard days.’”&nbsp;



UMR’s health majors are academically rigorous and can be challenging for some students. For this reason, the campus launched with a “JustASK” program which is important to active learning and made possible by the openness and collaborative nature of the faculty. “There are no lectures here,” said Carrell. “Our instruction is active and experiential so students have to be prepared to do project work in the classroom and they have to have access to faculty if they need help,” she said. Instead of office hours, which many students don’t utilize, UMR faculty sit out in open spaces as an interdisciplinary team at JustASK so someone is available to help with a question or concern.&nbsp;



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“These kinds of personal connections are&nbsp;where the sense of belonging comes from. I am connected to somebody and I matter here, so I can be ok even on really hard days.”
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Perhaps the most notable outcome of UMR’s evidence-based learning practices is the fact that the university has all but eliminated the achievement gap between underrepresented students and other students. . This outcome is something the campus community is very proud of but does not take for granted. She says building on UMR’s early success with students will take vigilance and a comprehensive approach which includes addressing one of the biggest barriers to a college degree for underrepresented students – affordability. Here, UMR and Mayo Clinic are leading the way with an innovative partnership called “NXT GEN MED.”&nbsp;



In December of 2024, the first class of NXT GEN MED students will graduate with a degree from the University of Minnesota within 2.5 years. The accelerated degree program for students interested in non-patient care careers has taken the traditional eight semester bachelors degree and applied it to a yearly calendar, lessening overall costs for students who are also given scholarship money if they are eligible. The partnership with Mayo Clinic includes a paid, credit-bearing internship, a Mayo Clinic mentor as well as a student success coach and research experience. As a result, UMR students are well positioned for employment upon graduation, either at the Mayo Clinic or in other institutions.



“What has been so beautiful about this partnership is hearing from the students how meaningful these experiences have been for them,” said Mayo Clinic’s Karen Helfinstine.



The program is an early example of a movement to create undergraduate degree options that increase student success while decreasing student cost known as “College-in-3.” Chancellor Carrell is a national leader in this area and views her advocacy as an extension of her work to revitalize the sector. When it comes to higher education challenges, Carrell says there are two for which there is little disagreement: college costs too much and many students who start do not complete. “College-in-3” programs are meant to address both of these problems at once, with evidence-based curricular designs.&nbsp;



“These programs are not about lopping something off, they’re about crafting something better. You’ve got three years. How do you design research-embedded, experiential, transformative learning that leads to human flourishing? That’s the opportunity.”

Learning and Flourishing in America’s City for Health

Is Unpaid Unfair?

College students consistently report feeling anxious and overwhelmed, many of them untethered by high levels of stress and the perception that they, alone, are struggling. What if colleges and universities offered these, and all students, a preventative well-being course where they learned resilience and coping skills, realistic perceptions of stress, and self-care? Would their levels of anxiety lessen? Would they feel more grounded?



This is the theory behind Be REAL, a mindfulness-based cognitive-behavioral coping program developed at the Center for Child and Family Well-being at the University of Washington (UW). The Be REAL Program (REsilient Attitudes &amp; Living), is a six-week course that teaches students and staff a variety of skills that help improve well-being, starting with the acknowledgement that struggling is part of living.



While it partnered with the UW counseling center during the initial study, Be REAL is not a clinical solution. Rather, it is a population-based, preventative strategy aimed at helping all students thrive.&nbsp;



“I think we are seeing a strong need to go from an individual approach to supporting mental health and well-being to a collective and a community approach,” said Sara McDermott, who leads the Be REAL training at the research center. “This is really important because our well-being is not related to one thing.&nbsp; It’s related to our relationships, our stress levels, our politics, the food we have on the table, if we feel safe.”



The design of the Be REAL program is as sensible as its name. Typically, groups of students convene once a week for 90 minutes to learn mindfulness, stress management and cognitive behavioral skills that help with focus and executive functioning as well as self-compassion and compassion to others. In a combination of activities that build on themselves, the program is aimed at increasing students’ resilience by strengthening key protective factors, such as effective coping, perceptions of stress, and self-kindness, all of which can be in low supply among high performing students in demanding academic environments.



Originally launched as a study with a cohort of students living in residential halls at UW, the course is now available in a variety of settings. The flexibility built into the program is designed to meet students where they are, literally – whether it be dorms, classrooms or academic advising sessions.&nbsp; As a general studies course, Be REAL can be a credit-bearing class for psychology students, or a mid-year elective for students needing to pick up one credit. (The Be REAL promotional video is featured on UW’s academic department web sites.) As a co-curricular program, it can be offered as a student support option for staff in residential life, advising, disability services, or any student-facing group.



“We are training folks in this work that already have relationships with students so we are supporting them in a way that is coming from the community,” said McDermott. &nbsp;“That speaks volumes about how we can offer a collective approach to well-being.”



This “task-sharing model” does not require clinical skills but instead involves training people who work with students to facilitate groups, or to incorporate practices from the program into their work.&nbsp;Staff take the course themselves as part of their training to deliver the program in an effort to relate to and interpret what the students are experiencing which McDermott says is a benefit to both parties. “It’s really empowering to be able to say to students ‘Yeah, I tried that practice, and I found it really hard to do when you’re feeling a lot of different things.’”



McDermott says the program can also offer an opportunity for students to break out of the prescriptive patterns their majors demand. The self-compassion dynamic, and the sense of shared humanity, offers a different kind of learning experience. In an evaluation of the program, one student wrote, “the course created a space within academia where I felt seen and heard.”



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99% of the students agreed that the program helped them learn ways for reducing stress.&nbsp;&nbsp;
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One of the program’s unique advantages is its position within a major university research center. Since its launch, the Be REAL program has been studied by researchers at UW’s Center for Child and Family Well-being and funded by patrons such as the Maritz Family Foundation and Brad and Judy Chase.&nbsp; The &nbsp;third study included 325 undergraduate students and 100 staff members at UW.&nbsp; The published results noted, “Compared to students in the assessment-only group, students participating in Be REAL showed significant improvements in mindfulness, self-compassion, flourishing, resilience, happiness, emotion regulation problems, executive control, active coping, social connection, and depression and anxiety symptoms. These effects were maintained at follow-up.”&nbsp;



In 2017 and 2018, the program conducted an evaluation in the UW residential halls and found that compared to students who had not yet received the program&nbsp; students who participated in Be REAL reported improved well-being measures, including mindfulness, executive control, active coping, self-compassion, social connectedness, resilience and flourishing.&nbsp; A majority of these changes were maintained at a three-month follow-up. 99% of the students agreed that the program helped them learn ways for reducing stress.&nbsp; These and subsequent studies recommend the task-sharing model as an opportunity to include the entire campus community in the work of improving student and staff well-being.



McDermott says the proven efficacy of the program is both personally and practically rewarding.&nbsp; With evidence comes additional funding and with funding, the program can expand.&nbsp; Be REAL is now being offered in other colleges in addition to UW as well as with high-school-age teens.&nbsp;



To learn more about the Be REAL program, including training opportunities to bring this program to your campus, contact, Sara McDermott, Be REAL Program Manager at <a href="mailto:saramcd@uw.edu">saramcd@uw.edu</a>

Be REAL

Sometimes, the stories are hard to hear.&nbsp; Laila Alsheikh, a bereaved Palestinian mother, told of how she was barred, by Israeli soldiers, from taking her 6-month-old baby to the hospital in the occupied West Bank. Gravely ill from tear gas, the child died the same day. For 16 years, she would not speak of it.



“I was filled with anger and rage and vowed I would never look or speak to an Israeli person again in my life,” she said. “And then I met Robi.”



 Robi Damelin is an Israeli citizen, the mother of two sons, one of them lost to a Palestinian sniper. The pain she shares with Laila Alsheikh drew the women together as mothers, and now friends, despite being from warring nations. Their commitment to channel their grief into reconciliation and peace has made them colleagues in a cause called <a href="https://www.theparentscircle.org/en/homepage-en/">The Parents Circle Families Forum</a> (PCFF).



 The PCFF is a joint Israeli-Palestinian organization of over 800 families, all of whom have lost an immediate family member to the ongoing conflict in Palestine and Israel, and all of whom have chosen a path of reconciliation rather than revenge. Alsheikh and Damelin’s stories, and those of many others, are in videos included in a new educational program the organization offers called Listening from the Heart. Developed through a collaboration with Georgetown University, Listening from the Heart offers communities a chance to engage in meaningful dialogue about the Israeli-Palestinian conflict from a human perspective. Its primary constituents are colleges and universities, many of whom are seeking ways to process the unrest that overwhelmed campuses after October 7th and the war in Gaza.



 “You can’t really understand what this is all about, but you can understand what another human being may be feeling,” said Damelin, who is Spokesperson and International Relations Manager for the PCFF. &nbsp;“When you recognize that, it creates trust.”



 The impact of this work relies on the delivery of that message to people and organizations inside and outside of the Middle East. It asks us to consider “if those who paid the highest price for this conflict can understand and empathize, then shouldn’t we all?”&nbsp;



The PCFF uses the “parallel narrative” method to communicate this message in conversations around the world. Typically, this involves two speakers -- one Israeli, one Palestinian – who talk plainly about the loss they have suffered from the conflict, yet, at the same time, they have come to see the person on the other side as a human being and they describe that experience. The power of this shared humanity las led them to work and pray for peace.



 With offices in both Israel and Palestine, the non-profit organization is partly funded by sources outside of the Middle East, including the United States. Since 2013, Shiri Ourian has been the Executive Director of the American Friends of the Parents Circle. She had been working to raise awareness and funds in the U.S. to support the work that was being done on the ground when the Israeli/Hamas war broke out on October 7, 2023.



 “After that day, we got calls from so many communities, corporations, colleges and universities, even the World Bank, all saying the same thing – ‘neighbors are not talking to each other, there is tension between my senior staff, students are shouting at one another.’”



 Ourian says the high demand for some kind of guidance in how to respond to the war accelerated the development of the Listening from the Heart program.



 “We didn’t have the resources to just send people all over the country,” she said. “It became very apparent, very quickly that we needed to create a standalone program that people could access whenever they wanted to. And that’s what we did. Listening from the Heart is all based on the model of the Parents Circle pedagogy - the power of storytelling to create an emotional transformation.”





 Continuing the Story



Well before October 7, 2023, Robi Damelin envisioned scaling the work of the Parents Circle with an academic partner who shared the organization’s mission. When the time was right, she immediately turned to Georgetown University. Her long friendship with then-president John DeGioia had pointed her in that direction since they first met at a Parents Circle forum back in 2008. As the highly-regarded leader of the Jesuit school, DeGioia had long embraced the non-profit’s mission of peace through dialogue.&nbsp;



By the beginning of the new year, the task of turning compelling narratives into empathy-building and listening skills was in the hands of two of the university’s renowned teaching, learning, and innovation centers– the Center for New Designs in Learning and Scholarship and The Red House, Georgetown’s transformative education unit.



 “This work really relates to Georgetown’s values,” said Kimberly Huisman, a curriculum developer at the Center who led the project with her colleague Susannah McGowan from The Red House. “Our ecumenical approach is welcoming to all faiths and our global perspective encourages students to see themselves as part of one world,” said Huisman.



 McGowan says she hopes the program will complement a number of efforts the university is pursuing to promote dialogue and civil discourse at one of the most polarizing times in American history. She believes Listening from the Heart will build skills students need to understand conflict resolution in any situation.



 “The question we are always asking ourselves is how do you design programs that help students grapple with very real challenges,” she said. “We need to provide spaces for what we call ‘productive tension’ so students will be equipped to face difficult topics once they graduate.” Huisman and McGowan spent six months with the Parents Circle Families Forum creating videos and developing the curriculum. Listening from the Heart has four modules revolving around three different phases: preparing for, presenting, and processing the personal narratives. The course can be taught consecutively or spread out over time. The first module helps facilitators learn the background of the program. What are the goals of Listening from the Heart? What is the program not about? In preparing for the presentations, groups work on understanding the barriers to listening, i.e., “How do I engage with something I disagree with?” Presenting the work is where the series of personal narratives are featured; and the processing section involves reflection and learning from what has been presented.



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 “How do we listen to somebody when we’re triggered? How do we let somebody else know that they are heard?
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Ourian says the goal of the program is to generate empathy and to reject the binary notion of one side vs the other. But it also involves building skills that will serve students for life.



 “We help people build their listening skills in difficult circumstances,” she said. “How do we listen to somebody when we’re triggered? How do we let somebody else know that they are heard? Listening isn’t just about taking in information, it’s about acknowledging the other side – how do you do that when the other person’s truth feels like it’s in contradiction to your truth?”



 An important component to the program is providing facilitators and participants the historical context to discuss the nuances of the conflict, the absence of which has exacerbated tensions on campuses. The preparation materials for facilitators warn “When American communities adopt a binary, simplistic view of the conflict, they&nbsp;magnify its complexities&nbsp;and&nbsp;distort the narrative&nbsp;to fit American contexts, which may not accurately reflect the realities experienced by Palestinians and Israelis. Outsiders must consider whether their actions and engagement help resolve or worsen the conflict.”



 While the program aims to turn caustic debate into productive discourse, it also hopes to give people who are afraid to talk about the conflict the words to do so effectively. “Mostly, people are just silent,” said Damelin. “After all the shouting and the statements, people are just shutting down. And that’s where this program steps in.”



 The Listening from the Heart curriculum is now available on the <a href="https://parentscirclefriends.org/listening/">American Friends of the Parents Circle Parents website</a> for any community, with reduced fees for non-profits and no charge for public high school teachers. It has been endorsed by the American Federation of Teachers but the initial roll-out of the program in the U.S. is focused heavily on colleges. This fall, Damelin, Ourian and Alsheikh have been on a campus tour throughout the Northeast, promoting the program at a number of schools including Brandeis, Barnard, Columbia and New York University. They will soon head to the Midwest and west coast.



 In November, the Parents Circle Families Forum and Georgetown University hosted a special program at Georgetown, the same week the team was asked to speak at the Washington Post’s Global Women’s Summit in D.C. There, before an audience of faculty, students and community leaders, they once again told their stories; sometimes painful, often joyful, always hopeful.



 “Sometimes at a meeting, there will be Palestinians who don’t speak Hebrew and some Israeli’s that don’t speak Arabic,” Alsheikh told the audience. “But when they look at each other, they understand what each one is feeling and they start to cry and hug each other, without saying a word.”

Listening from the Heart

Alexis Redding’s career has many interconnections. She was a college counselor who became a developmental psychologist to better understand why her students were struggling, despite their good choices. She now teaches her students at the Harvard Graduate School of Education about the kinds of emotional supports first year college students need but don’t often articulate. As the faculty chair of the school’s Mental Health in Higher Education Professional Education Program, she brings her training as a counselor to the necessary task of addressing student mental health from a variety of touch points.



In her recent book “The End of Adolescence: The Lost Art of Delaying Adulthood,” Redding continues to demonstrate the interconnectedness of life. With co-author Nancy Hill, she makes a strong case for giving young people the time and the license to become authentic authors of their own lives, as opposed to being “fast-tracked” into adulthood. Through a uniquely effective research method, the authors are able to reject the narrative that today’s students are over-protected and under-prepared by showing that becoming an adult has always been emotionally difficult. In addition to evidence within the literature, Redding and Hill review abandoned tapes of interviews with the Harvard and Radcliffe Class of 1975 and conclude that there are far more similarities than differences between that cohort and today’s Gen Z students.



Now, Redding and Hill are working on an extension of that research that involves reconnecting with the class of 1975 and interviewing Harvard classes of 2025 and 2026. The work is not yet complete but in our interview for LearningWell, we get a glimpse into what they are continuing to learn about the important developmental period known as “the college years.”



Here is an excerpt from our interview.



How did your experience as a college counselor and then a graduate school professor motivate you to write the book?



From my vantage point as a college counselor, I became concerned about how much our students were struggling emotionally in college, especially during &nbsp;the transition to school. And, while the struggles they experienced were quite similar to each other, no one seemed to be talking about them. Consequently, our students described feeling very alone and even worried they were doing something wrong. Once I saw this pattern, I knew that I could better prepare my high school students in advance, but I worried that we were missing opportunities to ease the transition and normalize these challenges for all students once they arrived at school. I wanted to do work to help ease the transition more broadly.



It all starts with how we talk about college. The story young people hear, far too often, is about college being the ‘best four years’ of their lives. The gap between what they expect and the reality can be profound. We don’t talk enough about what is going to be hard or help them develop strategies for navigating these predictable obstacles. And we do them a disservice by not being candid about the challenges they will encounter. Today, I train future student affairs practitioners to help build meaningful support structures and foster the kinds of conversations that I wish my own students had found at college so many years ago.



One motivation for writing our book was to help normalize these challenges for students, for their parents, for faculty members, and for student affairs practitioners as well. We want to empower students and everyone who cares about them to understand what it's really going to be like and to give them the language to talk about it openly. It’s great to see how this simple change can have such a profound impact.



The way you do that is amazing – revealing what college students of almost five decades ago were feeling from interviews done on the class of 1975. Did you and your co-principal investigator go looking for this kind of information?



Not at all! I discovered that these interviews existed when I was doing research on achievement culture in an old attic building here at Harvard. I came across some misplaced pieces of paper that suggested a study had been done about the college experience in the 1970s that no one ever wrote about. I wanted to know more. (My father was an archeologist, and he trained this sort of curiosity in me.) It took about nine months to figure out where these data had come from, and then to track down the recordings of the interviews. Nobody thought they still existed. But, after many months of calling up box after box from archival storage and going through the attic and the basement to find all the data, I put the entire study back together again and even found the original recordings. We had incredible sound technicians lift the student voices off these degrading old reel-to-reel tapes and we eventually listened to these student interviews from 1972-1975 on our iPhones.



Were you surprised at what you discovered?



Nancy and I went in thinking we would study what was different between college in the 1970s and college today. We thought it would be an incredible time capsule to document what had changed over nearly half a century. It was startling when we began to listen to the recordings because there was so little actual difference. Both of us were struck by how similar those students were to the students who we advise and teach today. It was an interesting puzzle for us. I even coded the data three different times using three different analytic techniques because we were looking for differences. But what we kept coming back to was similarity. And eventually, we realized, that was a powerful conclusion that really contradicted a lot of our popular narratives about “kids today.”



Remarkably, in all the archival work, I ultimately found the documents that told us why the original research team abandoned the study. We had assumed it was because Dr. William Perry, who led the original study, had retired. But then we found minutes from the meeting where they made the decision. It turns out that the motivation for the project was to replicate a study they conducted in the 1950s because they had also assumed they would find that “kids today” were so different 25 years later. What they determined through their analysis was that there was essentially no difference in the developmental experience between those two cohorts. For them, this was a failure. Of course, that was the exact conclusion we had already come to through our analysis decades later, but we had a different take. We were excited to understand why there were such meaningful similarities and to unpack that in our research.



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Recognizing the parallels around loneliness and isolation across generations can help us better understand what is ‘typical’ and what is a genuine ‘crisis.’&nbsp;
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Whenever we present this work, people inevitably ask, “but what about social media? What about covid?” And, of course, we asked those questions too. It would be silly to imagine those realities don’t impact our lived experiences. Of course they do! But what stays the same is the developmental experience, the process of figuring out who you are and asking the big questions: “Who am I? Who do I want to be? What do I want my life to look like?” That experience is not tied to a specific decade or a specific moment in time, despite how much has changed between the generations.



What implications do you think this has for addressing some of the emotional and behavioral health struggles college students report today?



For me, it’s most important to recognize that college has always been hard for a lot of people and that these challenges are predictable and follow some established patterns. One of the things we documented in our research was the profound sense of loneliness that was reported, especially in the first two years. And students talk about those challenges in similar ways between the 1975 and the 2025 cohorts. Recognizing the parallels around loneliness and isolation across generations can help us better understand what is ‘typical’ and what is a genuine ‘crisis.’ As soon as a student calls home to say they're having trouble or questioning if they fit in at school, family members can immediately – and understandably - panic. But if we understand that this is an expected challenge and that this is indeed typical of the student experience, we can have very different conversations before that call happens and we can respond in ways that can be more helpful in the moment as well.



A strong theme in the book is our needing to give students time to pause the fast tracks of their lives and discover who they are. How did your research influence this conclusion?



One of the biggest similarities across the two cohorts is the intense pressure young people feel to have it all figured out on day one. Students in both generations also struggle to navigate differences between what they envision for the future and what their parents expect, what their friends are doing, and what society says. It can be hard to take action when their goals diverge from those external stories. Trusting their internal voice is growth edge for students in this age group and something we can scaffold.



We tend to push students to make decisions about their future before they are ready. And our students get very mixed messages from us, especially when they're coming into a place with a liberal arts curriculum. They are told: “it's time to explore, it's time to test out different ways of knowing and learning.” But we simultaneously say, “Be careful! If you don't take this course now, the door will close. You won’t stay on track and you will miss out.” If we believe that students need more time for exploration, our curriculum genuinely needs to allow for that.



This story now continues. Tell us about your current work?



We are still fascinated by the similarities across the generations, but we are seeking to identify meaningful differences and continue to test our hypotheses as well. With that in mind, we are replicating the study with the classes of 2025 and 2026. We are using the exact same protocol, interviewing students annually an asking just one single question, “what stood out to you from the academic year?” We are three years into that work now. As in the original study, we are only following Harvard students so we have a one-to-one comparison, but the hope is, of course, to be able to expand and study at very different institutions that are more representative of college students as a whole. This is really just the first step.



The other exciting follow up is that we were granted permission to reopen the original study, and so we've spent the last two years interviewing the original participants from the Class of 1975. It is such a gift to get to do this work. The last time we heard from these participants was in June of 1975 when they were 22 or 23 years old, graduating and making decisions about going to grad school or the workforce. Now we meet them in their early seventies and they are at another pivot point – retirement. And few of them thought about this study at all in the 45 years in between. So, we can capture their stories in two very distinctive and pivotal moments in their lives.



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The students who found their way to mentors had the help they needed to ask meaningful questions -- What do I&nbsp;really&nbsp;want to do?
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We first ask these participants to tell us the story of their life as they would tell it today. Then we ask them if they want to listen to their recordings and meet their younger selves. It’s a fascinating time capsule of their lives from about 19-23 years old. They write reflections after each of the four recordings, and then they come back and participate in an interview to make meaning of both what they heard and how it's different and similar from their recollections.



What are you learning?



It's too early to share anything beyond top line takeaways, (we're just now wrapping up the interviews), but one of the important things that we are hearing has to do with how they remember their time in college. None of them remember college being as hard as what they hear themselves talking about on the recordings. That's simply not the story that they have told themselves for almost half a century. They forgot how lonely they felt. And that’s totally natural – knowing that things turned out ok softened the intensity of the emotions that they felt in the moment.



The other thing that has emerged from this work, and something Nancy and I care deeply about: a confirmation of the importance of mentorship. The students who found their way to mentors had the help they needed to ask meaningful questions -- What do I really want to do? How do I translate my interests into a vocation? Having followed up with these students 50 years later, we were able to see how much even the smallest mentoring interaction mattered to their lives.



Unfortunately, too many students – in both generations – don’t have meaningful mentoring experiences. In the absence of genuine mentorship, it is too easy to land on a default path. Colleges and universities can be more intentional about creating opportunities for students to have a range of mentoring experience – not just the big, long-term relationships we tend to prioritize now. The small-scale mentorship interactions matter a lot – even 50 years later!

Growing Pains Through Time

When University of Denver (DU) was named Princeton Review’s #1 “school most loved by its students” this year, junior Libby Williamson was not surprised. She’d arrived as a freshman in 2021, when the school had recently added a student-centered learning pilot called the 4D Experience. &nbsp;One of the hallmarks of 4D is the peer mentor program, and that mentorship was one of the things that had made the campus feel so accessible and supportive during her first year. Today, that program is central to her own identification as a peer mentor and leader, and to her personal and professional development.



“I think 4D and its emphasis on mentorship is so valuable to the student experience,” says Williamson, a communications major. “It’s this holistic approach to a college education that focuses on more than just academics, prioritizing my growth as an individual and as a confident, well-rounded professional by the time I graduate.”



The pilot of the 4D Experience launched in fall 2020 as an educational philosophy of living and learning, both inside and outside the classroom, based on four dimensions of development. But to understand 4D, and its goals that are simultaneously lofty and practical, it helps to understand the social context. The University of Denver, like many other institutions, was facing the pressures of higher education in flux.



A Turning Point



When DU was designing its strategic future vision in 2016, the message was steeped in positivity: to affirm its strengths and engagement and expand upon them. But it was no small coincidence that the motivation to reconceive the school’s vision was coming at a time of larger challenges, and change.



The chancellor at the time, Rebecca Chopp, believed the university was ready for a turning point, an opportunity to evolve with a new vision within the larger storm brewing in higher education over a host of issues from cost and value to free speech.  In 2014, the school’s Strategic Issues Panel published a report titled “<a href="https://www.du.edu/sites/default/files/2021-03/public_report.pdf">Unsettling Times: Higher Education in an Era of Change</a>.” It cited a growing list of perceived shortcomings in American higher education, from the rapidly rising cost of tuition to the alleged failure to provide a meaningful—or practical—education for students. “The report is intended to appropriately define the urgency of the moment,” states the opening letter from the panel’s leaders, “and also to stimulate the collective creativity of the academic community.”



The resulting strategic vision, <a href="http://impact.du.edu/wp-content/uploads/2018/09/DU-IMPACT-2025-010516-LoRes.pdf">DU Impact 2025</a>, offered broad strokes for a rollout in a range of transformative directions. But it was the next chancellor—after Chopp's tenure was cut short by illness—who nurtured the innovative shape this transformation would take.



In 2021, Chancellor Jeremy Haefner described the 4D vision this way: “DU is rebooting the student experience by retaining the engagement students yearn for while being intentional about the skills they need to build lives of purpose.”



Through a holistic approach to learning and personal development, the 4D Experience identifies four interconnected dimensions for student evolution: intellectual growth, purpose-driven careers, well-being, and character exploration.



Laura Perille, Executive Director of the 4D Experience, collaborated with campus partners to create a taxonomy and build out what these dimensions would mean. “What are the habits of thinking and doing associated with each of these dimensions to help people understand how they were already mapping to this work in their pedagogy and practice, but then also initiate conversations around, how can we further advance this work?” she says.



The program challenges conventional achievement-based educational models by prioritizing reflection, mentorship, and practical application alongside academic prowess—noteworthy, for a R1-ranked doctoral institution. Through its innovative framework, DU nurtures graduates to emerge equipped not only for professional success but for meaningful and fulfilling lives. With an intentional, co-curricular environment, the 4D Experience guides students to connect the dots of passion and purpose, building&nbsp;their educational pathways alongside mentors. Those mentors, advisors, and peers become a new student’s “constellation of support,” based on their unique interests, needs, and goals.



“Why a holistic, 4D experience? Because we want our students to have lives of purpose and careers of fulfillment, and we want them to be servants of the public good,” wrote Chancellor Haefner in his Spring 2021 message. “But the world is complicated. Climate change, increasing wealth inequity and injustice are pervasive challenges. Students need more than just a great intellectual and academic journey; they also need experiences from which they can build comprehensive life skills. This is what the 4D experience&nbsp;aspires to deliver.”



1. Advancing Intellectual Growth



At the heart of the 4D Experience is the belief that intellectual growth is more than a measure of academic performance. It is about fostering curiosity, critical thinking, and interdisciplinary connections that prepare students to navigate complex global challenges.



DU’s First-Year Seminar (FSEM) program was an existing program and opportune environment to introduce 4D, and this dimension. These small, topic-focused seminars are designed to ease new students’ transition into college-level learning while encouraging them to think deeply about their goals and values. Heather Martin, a Writing Program instructor and FSEM faculty member, has reimagined her course to align with the new 4D framework. This approach encourages students to connect their academic pursuits with broader life questions with intention from day one.



“My seminar focuses on transitions, both personal and academic. We use texts like Bruce Feiler’s Life Is in the Transitions and Stanford’s Designing Your Life to think about how we experience transitions,” Martin explained. “What are ways we can reflect and process our transitions and be intentional going forward? It’s a real complement to how we welcome students into the DU community. And it also sets up the conversations that will be incorporated in the course content in different ways throughout the campus.” &nbsp;



One of the tools DU employs to enhance intellectual growth is the e-portfolio system. Students create digital portfolios that document their learning, track their progress across disciplines, and showcase their academic achievements. They can be shared with faculty for assessments and provide a platform to display their skills to an external audience, such as a job interviewer. The portfolios encourage students to see their education as a whole rather than a collection of disconnected courses. “It's integrated learning framed around the four dimensional experience as buckets to integrate learning,” says Martin. “It's really exciting to see them thinking with more intentionality about their college experience.”



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The program challenges conventional achievement-based educational models by prioritizing reflection, mentorship, and practical application alongside academic prowess.
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Beyond the classroom, DU offers a range of high-impact practices designed to deepen intellectual engagement. Internships, research opportunities, and study abroad programs enable students to apply their learning in real-world contexts. “Across the arc of educational experiences, we look at the kinds of moments that may already be pre-existing, where we can build out additional touch points that are engaging students in conversations about practical applications of their studies,” says Perille.



DU’s commitment to intellectual growth extends to its faculty as well. Professional development workshops provide instructors with tools to incorporate reflective practices and interdisciplinary learning into their teaching, and Infusion Grants support faculty and staff with seed funding for projects that enhance the 4D Experience of DU undergraduate or graduate students. “It seemed disingenuous to talk about student thriving without recognizing that faculty and staff are responsible for delivering these kinds of high impact experiences,” says Perille.



2. Pursuing Careers and Lives of Purpose



The second pillar of the 4D Experience prepares students for purposeful and fulfilling careers. By aligning academic learning with professional aspirations, DU ensures that graduates are equipped to navigate the complexities of the modern workforce. But first, it helps students reflect on their interests and values, guiding them to choose majors and career paths that align with their passions.



The Major + Career Exploration Lab, for example, is a quarterly session open to all students to help them discover strategies for matching their interests and values to potential careers, then determining the major that will best set them on that path. Are you unsure what you want to major in? asks the signup page for the event. Have you declared a major but want to confirm that it's truly for you?



“We encourage students to think about their ‘why’—what motivates them and how they want to contribute to the world. What are the issues that animate you? What do you find yourself drawn to engage in?” Perille says. “We’re getting them to actually think about their ‘why’ as the driving force of thinking about potential careers and majors.”



When Williamson thought about what drew her engagement on campus, she targeted her experiences as a peer mentor and student coordinator. Those roles have given her valuable skills that have fueled her thinking about careers, including possibly working in higher education. “These roles have taught me leadership, organization, and problem-solving—all of which are transferable to the professional world, whatever I end up choosing to do,” she said.



DU also integrates purpose-driven learning into student employment. Through the 4D Reflective Supervision Model, supervisors help student employees connect their campus work to their broader educational and career goals. This intentional approach ensures that even part-time jobs become meaningful learning experiences. Internships, co-op programs, and community engagement opportunities further enhance students’ career readiness. These experiences provide hands-on learning while helping students build networks and explore potential career paths.



This emphasis on purpose-driven careers aligns with broader trends in education and employment, where adaptability, creativity, and emotional intelligence are increasingly valued. It also serves as DU’s answer to contemporary critics of American higher education by creating a more direct link and intentional link between areas of interest, areas of experience, choice of major, and applications of all three in the workforce.



3 Promoting Well-Being



The 4D Experience prioritizes a culture of compassion, making mental, physical, and emotional health essential components of student development alongside academic and professional success. DU built in access to resources students need to thrive, from counseling services and wellness workshops to programs in meditation, fitness, and stress management.



Faculty members like Martin also address well-being in their classrooms. “We talk openly about thriving—what it looks like, how to achieve it, and how to sustain it,” she said. By normalizing these conversations, DU reduces the stigma around mental health and fosters a supportive campus culture—and makes it less surprising when 4D topics arise in core classes. “I think sometimes it can be challenging for students who are high achieving, and they're accustomed to a certain model of learning that they're really good at,” she says. “I'm pushing them to think a little bit outside of that previous experience.”



In addition to being a source of academic support, peer mentors are trained to be personal and professional sources of support, and to recognize signs of stress or burnout. On the national level, peer mentorship has been linked to positively impacting student outcomes and addressing systemic barriers to success, and programs are on the rise. Just last month, the Association of Public and Land-Grant Universities (APLU) launched a mentorship initiative, designed to support APLU member universities in developing and implementing sustainable peer mentorship models using technology-enabled solutions.



The university has also developed initiatives to support faculty and staff, recognizing that their well-being is essential to creating a thriving campus community. Workshops on topics such as compassion, collaboration, and stress management provide employees with tools to care for themselves and others.



4 Exploring Character



Character exploration is a vital dimension of the 4D Experience, encouraging students to reflect on their values, develop resilience, and cultivate a sense of purpose while navigating the complexities of modern life with integrity.



DU’s Kennedy Mountain Campus is a unique asset in the university’s toolbox that provides students a place to go—up into the woods—for targeted learning and personal character development outside the classroom. The 724-acre property, a gift from a donor, had previously been the largest Girl Scout camp in Colorado. Now part of DU’s facilities, the Kennedy Mountain Campus is home to the First Ascent Program, an immersive weekend retreat for first-year students that challenges them to step outside their comfort zones and reflect on what matters most to them. The Mountain Campus bordering Roosevelt National Forest offers opportunities for hiking, mindfulness, and community-building, encouraging students to recharge and reflect, strengthening their overall resilience, and connecting with their peers on a deeper level.



In academic settings, character exploration is woven into courses like Martin’s FSEM seminar, which includes reflective writing assignments on topics such as personal values and life philosophy. “The 4D framework makes it easier to bring these discussions into the classroom,” Martin said. “It helps students see the connections between their academic learning and their personal growth.”



Character development is also a dimension that grows out of the mentorship program. Libby Williamson, a junior and peer mentor, was so inspired by her experience, and having absorbed the character modeling by her mentor, that she applied to become a mentor herself, and eventually rose to the role of student coordinator. Mentoring peers, she explains, requires a unique set of skills. “It’s not just about giving advice—it’s about building trust and having meaningful conversations. You’re helping someone discover their own solutions rather than handing them answers.” The mentorship program also provides a space for students to develop leadership, with training in communication, conflict resolution, and emotional intelligence, all of which contribute to their personal and professional growth. For Williamson, these experiences have been transformative: “Mentoring has taught me so much about empathy, patience, and the importance of listening.”



Thinking Today about the Student of the Future



When Perille and others worked to build out the 4D Experience from its pilot stage, they wanted to make sure it reached across all sectors of the campus, and that it be more than a program—something more ingrained, as a shared philosophy.



“We were always thinking, how do we do this at scale in a way that doesn't exist just in one program, but becomes part of the ethos of the institution? How are we advancing culture change in this vein of holistic student learning and development?” she recalls.



One goal is to generate widespread buy-in, creating a shared language. That would indicate more than a collection of people participating in a program; it would be a community creating a prototype for the student of the future.&nbsp;



“Ultimately, I would say my role is more than curriculum, or education,” says Perille. “It’s one of change management.”

A Constellation of Support

Ana Mari Cauce has been president of the University of Washington for nine years. During that period, she has steered the public research university through rising rates of mental health issues among college students, a global pandemic, student protests over war and injustice, and declining public faith in higher education. But while these challenges have made many higher education leaders justifiably reticent, Cauce remains forthcoming and remarkably clear. &nbsp;



In an interview in her office on the Seattle campus, Cauce considers a host of questions within a context drawn from research as well as her own experiences in life. She weaves stories about her family, her early career, and her own education through serious topics like free speech, DEI and careerism in higher education. In doing so, she demonstrates the important skill of learning one’s truth, which has earned her a reputation for being the real deal.









Cauce believes guaranteeing free tuition relieves a psychological barrier for students and families who are fearful of “sticker shock” and the debt students incur as a result. In addition to free tuition, most Husky Promise students receive additional aid to cover cost of attendance, including housing, transportation, and books. However, none are offered aid to cover the full cost of all expenses and are responsible for some costs, although they can be covered through jobs, which can be provided on campus. Cauce says it helps with retention because students have skin in the game and is an important message for taxpayers who support the school.



Low-income students also have a host of supports at UW from basic needs to academic advising. Cauce is adamant that getting in is not enough. “We are serving a class of students that weren’t making it to the university, and they need more help,” she said. The support is paying off. When asked what she is most proud of at UW, Cauce mentions closing the graduation gap. There is very little difference between the school’s Pell-eligible and non-Pell-eligible 6-year graduation rate.



Struggling to pay for college is something Cauce has personal experience with growing up in a college-going home with financial challenges.&nbsp; Her father was the minister of education in Cuba before the family fled to Florida in the 1960s where he then got a job in a factory. Cauce lived at home and worked while on scholarship at the University of Miami.&nbsp; Her brother started out in community college and eventually earned a full scholarship to Duke only after a mentor recognized his talent and helped him apply for aid.



“There was no question that we were going to college,” she said. “The real question was how were we going to pay for it. My parents didn’t understand the system.&nbsp; School was free in Cuba.”



When she graduated from university, Cauce intended to take on the world as an investigative journalist a la Woodward and Bernstein but changed course when a good paying research job emerged in a lab.&nbsp; Her love of research and human development led her to a career in clinical psychology and a PhD from Yale.



But Cauce says her experience as a minority student in an elite institution left her with “zero self-esteem,” and no doubt contributed to her passion for inclusion.



“I say to students all the time, the world is not small and private. It is big and public,” she said.



Indeed, Cauce’s down-to-earth style is refreshing for someone working in a sector increasingly viewed as out of touch with everyday people. While she defends the support students of marginalized identities receive through DEI programs– “That’s what those offices are there for.&nbsp; This work must be done” -- she is less concerned about how they are organized. She also sees the need to view diversity more broadly.&nbsp; “I’m not sure higher ed has done a good enough job at that,” she said.



As a clinical psychologist, Cauce addressed the rising rates of mental health issues among students early on in her presidency with increased clinical supports. But in discussing mental health, she also emphasizes the need for coping skills.&nbsp;



“Nine out of ten times what messes you up is not the problem itself, it is the way you cope with it,” she said.



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I say to students all the time, the world is not small and private. It is big and public.




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The university has a Resilience Lab which promotes wellbeing through research, education and strategic programs and initiatives. It includes a six-week program which equips participants with cognitive skills to manage stressful emotions and situations, and mindfulness skills to strengthen self-awareness and empathy.



Asked how to create a sense of belonging in a school so large, Cauce says there are myriad ways for students to “find their people” and believes navigating large environments like a public university teaches important life skills.&nbsp; “I wonder if we don’t do our students a disservice with too much handholding,” she said.&nbsp;



Cauce is predictably pragmatic on the debate about the value and purpose of college.&nbsp; “We do have to justify what we’re doing and why it makes a difference if we’re getting public money, and all of us do,” she said.&nbsp;



As to the question of whether you go to college to get a job or to grow as a person, Cauce said, “I think this idea that it’s careerism versus knowledge for life is a false dichotomy. It’s really important not to be narrow-based in our teaching because we need to be giving people an education where they are life-long learners and informed citizens.&nbsp; But there is nothing wrong with the fact that our students want jobs. As DuBois said, ‘It’s not just about making a living, it’s about making a life. But if you can’t make a living, you can’t make a life.’”



Ana Mari Cauce will retire from UW in June of 2025.

Learning from President Cauce

What if higher education made student wellbeing a goal on par with graduation rates and GPA’s? That is the organizing vision behind the Flourishing Academic Network (FAN), a group of centers, institutes, and universities across the United States and Canada dedicated to embedding flourishing throughout higher education for the benefit of students, communities and society.



The idea to gather like-minded institutions into a flourishing collaborative grew from the pioneering efforts of four big thinkers at three separate universities. David Germano, a religious historian at the University of Virginia and former Director of the school’s Contemplative Sciences Center, was determined to connect the work he was doing in mindfulness and flourishing to the emerging crisis in college student mental health.



Germano was joined in this purpose by colleagues Richard Davidson, William James and Vilas Professor of Psychology and Psychiatry and Director of the Center for Healthy Minds at the University of Wisconsin; Mark Greenberg, former Director of the Prevention Research Center at Pennsylvania State University; and Rob Roeser, the Bennett Pierce Professor of Caring and Compassion at Penn State. The scholars came from different disciplines but shared a common belief that embedding flourishing concepts into the college experience was both a pragmatic approach to addressing mental health issues among students and a moral imperative for higher education.



A major contribution of the alliance was the creation of “The Art and Science of Human Flourishing,” an interdisciplinary course they created that helps students develop skills and perspectives that support individual and collective flourishing, defined as “living a fulfilling life of meaning, purpose and a sense of belonging.”&nbsp;



The course was launched in 2017 at all three universities. With consistent outcome data showing significant improvement in mental health symptoms among participants, the collaborators soon formed what they called “The Flourishing Academic Network” to welcome more colleges and universities into the learning community. But like so many initiatives thrown off course by the pandemic, the 2020 national conference of interested universities was delayed until 2022. The changes within FAN schools that occurred during that gap brought starts and stops to the new network but the desire to work collaboratively to apply the science of flourishing to the lives of college students remained strong among the group.



While still nascent, the Flourishing Academic Network is now finding its footing with plans for in-person convenings and ongoing collaboration among 20 or so members.  Some believe the current vulnerabilities within the sector may be an opening to include student flourishing as a primary goal of higher education, though not without disruption.



The FAN charter underlying the organization’s mission states, “We believe centering student wellbeing and flourishing, bridging the gap between student affairs and academics, and changing how higher education systems operate and are designed can establish new pathways for flourishing.”



The following is the first in a series of features on FAN member institutions.



The Renée Crown Wellness Institute:



The administrative backbone of the FAN is now at the Renée&nbsp;Crown Wellness Institute at the University of Colorado Boulder.&nbsp; With a mission “to promote the wellness of young people and the systems and adults who support them through interdisciplinary research-practice partnerships,” the Institute is one of 12 research centers within the university.&nbsp; It was founded in 2019 just months before the onset of the pandemic and while many organizations immediately shut down, the Crown Institute went to work providing resources that were in high demand. In the fall of 2020, undergraduate students within schools at CU Boulder were required to take a course, developed by the Crown Institute and its collaborators, called “Health, Society and Wellness in COVID-19 Times.”&nbsp;



Designed by faculty members of diverse disciplines working collaboratively with undergraduate students, the course not only supported the CU Boulder community during stressful times, it put on display the methods and mission of a very different kind of university research institute.&nbsp;



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Some believe the current vulnerabilities within the higher ed sector may be an opening to include student flourishing as a primary goal, though not without disruption.&nbsp;
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Dr. Sona Dimidjian is the Director of the Crown Institute, and a professor in the Department of Psychology and Neuroscience at CU Boulder. She has both a PhD in clinical psychology and master's in social work and worked as a therapist with adolescents for many years. “Our research is really focused on action,” she said. “We are interested in changing systems in classrooms, in healthcare settings, in living rooms and dorm rooms because we want a bigger and faster change in young people's lives.”



The term the Crown Institute uses to define its work is “interdisciplinary research-practice partnerships.” In this sense, the Crown Institute is less of a lab than it is a workshop where those for whom the research is intended (young people, parents, educators) are involved in solving real world problems. Collaborative design is informed and influenced by the expertise and experiences of community partners who work alongside the university researchers. Its intent is to disseminate and apply that research back into the community and on behalf of the partners who have been engaged.



“We believe that our research products are much more sustainable, meaningful, and equitable when the intended audiences of research are included in the design,” said Dr. Leah Peña Teeters, Outreach and Education Director for the Crown Institute and point person for the FAN at CU Boulder.



The Crown Institute has three research strands: children and young people; families and communities, educators and schools, all of which apply the same approach. Consider “Alma,” a peer-to-peer program for new and expectant mothers who are struggling with anxiety and depression. Moms and their peer mentors meet six to eight times utilizing peer support strategies that are informed by the science of behavioral activation. The Alma team developed the program collaboratively, grounded in Dimidjian’s many years of conducting research on the mental health of parents. In assessing their interventions, Crown Institute researchers have found a significant reduction in anxiety and depression, leading to the program’s expansion in other communities.



The children and young people research strand is at the center of the Institute’s work and its primary connection to the FAN.&nbsp; Here, active initiatives like The Mindful Campus Program have broad appeal among Gen Z students who, as a cohort, continue to report significant mental health issues. Co-designed with undergraduate students, The Mindful Campus Program aims to increase access to mindfulness and compassion-based practices that have proven to support the mental health and wellness of students.&nbsp; Other programs include the mind.body. voice. program, which promotes body acceptance, belonging, and leadership while reducing vulnerability to disordered eating among girls and young women in middle, high school, and college. Another program, The CU Well Brainstudy, examines how CU Boulder undergraduates experience wellness and cope with stress.



Each of these initiatives includes the deep participation of young people.&nbsp; According to the Crown Institute, young people serve as both participants and designers of its work, providing vision and feedback to inform the iterative design of its programs and practices. The Crown Institute directs an Undergraduate Research Fellows Program where Psychology and Neuroscience students begin a three-year research journey at the start of their sophomore year, leading to independent research projects in their senior year.&nbsp; Students, who are given a stipend to compensate for their time apprenticing and working in research labs, are matched with faculty and work closely with them as mentors.



“We are focused on training the next generation of researchers, scholars, and practitioners with the skill sets that really center wellbeing and flourishing across disciplines,” said Teeters.&nbsp;



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The Crown Institute is less of a lab than it is a workshop where those for whom the research is intended are involved in solving real world problems
</blockquote>



Alison Ofori is a third-year integrated physiology major at CU Boulder.&nbsp; She joined the mind. body.voice. project as a peer facilitator after one of her favorite professors suggested she would be a great addition to the team. As a pre-health student, she had always been interested in doing research but felt like working in a lab or a hospital fell a little flat.&nbsp;



“When I heard about this opportunity, I was like ‘Yes! this is really different.&nbsp; I get to work with real people.’”



Orofi is particularly energized by the work she is now doing with high school and middle school girls on external vs internal beliefs.&nbsp;



“We have the girls come in and engage with our curriculum and we ask specifically tailored questions that help them connect with their mind and then what society may be telling them.&nbsp; For example, we might ask ‘what do you think the perfect woman is?’&nbsp; A lot of times they’ll answer first with everything society tells them. And then we’ll reframe the question and ask it based on what they think is suitable for them, not society, and we’ll get different answers.”



Orofi, who is the eldest of three sisters, says the work she has done with the Crown Institute has helped her evolve personally.



“I am very mindful now of how I speak to myself, how I talk to other people,” she said. “What Crown is trying to remind us about is that we all go through these struggles and it’s important to bring some conversation to that.”



Like many institutions within the FAN, the Crown Institute also focuses on the teaching of flourishing through specifically designed curricula.&nbsp; Dimidjian teaches a course through the Department of Psychology and Neuroscience called Flourishing, Belonging, and Liberation that is anchored in the work of other institutions in the FAN as well as the Mindful Campus Program in the Crown Institute. Specifically, the course is an adaptation of The Art and Science of Human Flourishing course, adapted at the Crown Institute at CU with doctoral student, Caitlin McKimmy, and Professors Donna Meija and Natalie Avalos. It examines psychological science to explore, define, and apply the construct of human flourishing, defined as “an existence filled with wellness, purpose, connection, and justice.”&nbsp;



Dimidjian says the feedback she receives from the students who take the course is consistently inspiring.&nbsp; “I have had so many students say to me ‘I've never had another class like this in my entire time at college’ or ‘I've been waiting for a class like this.’ I had one student say to me ‘I can't wait to come to this class. No matter how exhausted I may be from work and classes, I always feel rejuvenated.’”&nbsp;



Dimidjian believes the FAN connections have been important to the design and offering of the flourishing course: “We rely on the expertise and generosity of our friends and colleagues in the FAN. It is exciting to share our learning about how to bring a focus on flourishing into all the facets of our campuses.”



The Crown Institute’s mindfulness work closely aligns with the FAN, which has strong roots in contemplative science. Teeters underscores that mindfulness is only part of the pathway to what she calls “the crosswalk between the inner and outer resources needed for flourishing.”



“We recognize that in human flourishing, we can support individuals with contemplative practices, and we also need the systems change work that supports the creation of more just systems in which to practice and thrive. The two go hand in hand and can be mutually informing.”



Teeters sees her coordinating role for FAN within the Crown Institute as a natural extension of her work in outreach and education. She hopes with more opportunities for interaction and scholarship, each institution will learn from one another and enhance their own work as a result.



“I think there’s a lot to be learned from what works and doesn’t across institutions and across settings and one of our hopes in the next iteration of FAN is to bring more youth and undergraduate voices to the direction and leadership of student flourishing.”



Dimidjian concurred.



“There are amazing colleges and universities represented in the FAN currently and deep dedication among all the individual members to the flourishing of students, staff and faculty on our campuses. This work is just at its beginning in many ways, and I think everyone is enthusiastic about the potential for moving from intention to action.”

The Flourishing University

Listen Here: 



<figure class="wp-block-audio aligncenter"><audio controls src="https://live-learningwell-wp.pantheonsite.io/wp-content/uploads/2024/09/Where-Did-All-The-Good-Times-Go.mp3"></audio></figure>



They are familiar culprits: smartphones, social media, the decline of in-person social connection that began before, bloomed during, and held firm after the COVID-19 pandemic. A growing reserve of data and reporting raises the alarm about Gen Z’s age of discontent, always coming to the same conclusion: it doesn’t look good for the digital generation. As panic descends over what the Surgeon General has labeled a mental health emergency and, more recently, a <a href="https://www.hhs.gov/about/news/2023/05/03/new-surgeon-general-advisory-raises-alarm-about-devastating-impact-epidemic-loneliness-isolation-united-states.html">loneliness epidemic</a>, few accounts of Gen Z’s state of mind manage to foreground what I suspect is at the root of my generation’s distress: the shrinking of three-dimensional life, and with it, the loss of risk, adventure, and thrill.



Forty-two percent of Gen Z suffers from depression and feelings of hopelessness, a rate almost <a href="https://www.waltonfamilyfoundation.org/stories/foundation/generation-z-is-waging-a-battle-against-depression-addiction-and-hopelessness" target="_blank" rel="noreferrer noopener">twice as high</a> as that of American adults over 25 (23%). On the climate crisis, 56% believe <a href="https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext" target="_blank" rel="noreferrer noopener">humanity is doomed</a>. Since 2010, anxiety among American college students has increased by 134%, depression by 106%, bipolar disorder by 57%, and anorexia by 100%. In a 2023 poll of <a href="https://www.gallup.com/education/509231/college-students-experience-high-levels-worry-stress.aspx" target="_blank" rel="noreferrer noopener">college students</a>, 39% said they had experienced loneliness the previous day, ranking it above sadness (36%).&nbsp;



As our parents’ generations had fewer children and nurtured them longer, we were raised to be risk-averse. Emergency room visits for accidental injuries—falling off a bike, breaking an arm, spraining an ankle on the soccer field—have <a href="https://www.cdc.gov/nchs/hus/data-finder.htm?&amp;subject=Unintentional%20injuries">declined</a> significantly among children and teenagers born in the early aughts. That sounds like a good thing—fewer broken arms means kids are safer, right? But while accidental, play-related injuries have gone down, emergency room visits for self-harm have <a href="https://www.anxiousgeneration.com/research/the-evidence">increased</a> 188% for adolescent girls and 48% for boys since 2010. We are not safer; not with ourselves.



As Gen Z grows up, our adulthood shows signs of <a href="https://pubmed.ncbi.nlm.nih.gov/28925063/">developmental delays</a>. We go on fewer dates and have <a href="https://www.latimes.com/california/story/2023-08-03/young-adults-less-sex-gen-z-millennials-generations-parents-grandparents">less sex</a>. We are getting our <a href="https://www.axios.com/2017/12/15/teens-are-becoming-adults-later-than-they-used-to-1513305588">driver’s licenses</a> later or not at all; we are living with our parents longer. We <a href="https://news.gallup.com/poll/509690/young-adults-drinking-less-prior-decades.aspx">drink less</a> and go to fewer <a href="https://www.theguardian.com/lifeandstyle/2024/feb/10/meet-generation-stay-at-home-dont-pay-to-go-clubbing-watch-it-at-home-on-your-phone">parties</a> than past generations. Our abstinence from risk is not a reflection of strict moral influences or time redirected to other, “safer” ways of interacting with the three-dimensional world—far from it, we are <a href="https://www.nytimes.com/2023/05/04/opinion/gen-z-adulthood.html">less likely</a> than past generations to engage in hobbies, play and <a href="https://www.fandomanalytics.com/post/the-next-generation-fandom-survey-from-the-emory-marketing-analytics-center">watch sports</a>, or <a href="https://www.nytimes.com/2023/05/04/opinion/gen-z-adulthood.html">work</a> after-school jobs. We are, quite simply, doing less than any generation before us.&nbsp;



<figure class="wp-block-image aligncenter is-resized"><img src="https://lh7-rt.googleusercontent.com/docsz/AD_4nXfYf020qbZ-IfpH-yzYHoZhDZZc_cwLnthAXfsAjWw3D7nvsMTj7FTEvHOTxTsYHbHO5gjI13qF7Z9Oi8cBbL4KJUn-VFN0AritOne_BnecxDM_AQOXtxltY-4V4ghSZOoIG0j60baDiEcFwMNb3oxKVmk?key=DukyNi8GP42rlrOVVIuO6g" alt="" width="610" height="510"/></figure>



Chart: Zach RauschSource: <a href="https://docs.google.com/spreadsheets/d/1iO7D7uaELibyM2SiW_2MaGSi9Z91CXdG0y9QzfLaswk/edit#gid=295927474">Monitoring the Future</a> Get the data <a href="https://datawrapper.dwcdn.net/DHuIn/2/#embed">Embed</a> <a href="https://datawrapper.dwcdn.net/DHuIn/full.png">Download image</a>



Social psychologist and author of The Anxious Generation Jonathan Haidt argues that our increasingly two-dimensional lives are the result of “the end of play-based childhood” and its <a href="https://www.nytimes.com/2024/05/01/opinion/smartphones-social-media-mental-health-teens.html">replacement</a> with “phone-based childhood.” During a <a href="https://youtu.be/laR1eSWAMKw?si=16LliF2SZC2N2pIn">recent talk</a> in London, Haidt asked audience members of the Gen X and Baby Boomer generations to think back to their childhoods. He asked them to remember the things they did with friends, the adventures they had, and then imagine removing 70% of those encounters – remove hobbies, then risks, thrills, and adventures where you might have gotten hurt—imagine 80% of that gone, he said. Now imagine growing up with what’s left. That is the extent to which Haidt believes smartphones gutted Gen Z’s childhood and adolescence. Our lives are now smaller, hollowed out, contained within digital software.&nbsp;



<figure class="wp-block-image aligncenter is-resized"><img src="https://live-learningwell-wp.pantheonsite.io/wp-content/uploads/2024/08/IMG_3449-1024x782.jpg" alt="" class="wp-image-2013" width="586" height="447"/></figure>



“The fact that risk-taking activities like drinking are going down is a broader sign that young adults and adolescents are engaging with the world far less,” says Dr. Jessie Borelli, a clinical psychologist and professor at the University of California, Irvine. “Becoming an adult involves risk. Making mistakes, including through risk-taking behaviors, is practicing being an adult.”&nbsp;



Moreover, she says, “Getting together in person is effortful. You have to endure a certain amount of discomfort, whether it’s the cost of leaving the house, encountering traffic, or the time it takes to put on different clothes.”&nbsp;



<blockquote class="wp-block-quote">
We are not safer; not with ourselves.
</blockquote>



For a subset of the population who grew up on social media and spent some of their most formative developmental years taking classes and interacting with peers only online, any effort at real-life interpersonal connection carries inherent risk — embarrassment, rejection, heartbreak, abandonment. When we weigh the decision of whether to engage effortfully with the world or just stay home, it’s no wonder we gravitate toward the option that involves less risk.



What that cost-benefit analysis is missing, however, is the fact that loneliness and isolation have profound consequences for not just our emotional wellbeing, but our <a href="https://nap.nationalacademies.org/catalog/25663/social-isolation-and-loneliness-in-older-adults-opportunities-for-the">long-term physical and cognitive health</a>. “Social isolation and loneliness increase a person’s risk of heart disease, obesity, diabetes, Alzheimer’s, dementia, depression, anxiety, suicidality, and premature death,” says Shannon Vyvijal, the Communications and Programming Coordinator for the <a href="https://www.social-connection.org/">Foundation for Social Connection</a>. The upside, Vyvijal says, is that “social connection is really both a remedy and a preventative measure. In addition to making us healthier, it makes our communities safer. Socially connected communities have lower rates of gun violence and drug deaths. It makes communities more prosperous and helps local GDP. It leads more people to volunteer in their communities. It helps us become more civically engaged. We begin to trust institutions and one another again.”



Gen Z knows it’s lonely. “Loneliness is a discrepancy between how connected we are, and how connected we want to be,” Vyvijal says. “If, like many members of Gen Z report, you are someone who wants to date and hasn’t yet, or you are on dating apps and not satisfied with the level of connection they provide, that discrepancy is contributing to loneliness.” The disconnect between having and wanting connection often sets in motion a self-fulfilling prophecy, with the stigma of social undesirability increasing a person’s tendency to retreat from others. “The lonely brain continues to self-isolate,” she explains.&nbsp;



<blockquote class="wp-block-quote">
They—we—are not content to live in a purgatory of risk-averse, adventureless post-post-adolescence.
</blockquote>



Even as hyper-individualism in work and school swells and spills over into life after-hours, Gen Z is begging for community. We are begging for risk. Signs of our accelerating desperation occupy every corner of the Zoomer internet. In the r/GenZ subreddit, an 18-year old appeals to their peers for advice on <a href="https://www.reddit.com/r/GenZ/s/hd865a4GvK">how to make friends</a>; a 21-year-old college student laments her campus’s <a href="https://www.reddit.com/r/offmychest/s/mnxv33MZLF">lack of community</a>; a 19-year-old worries she’s a “loser” for having never gotten drunk or <a href="https://www.reddit.com/r/GenZ/s/kQbbJ4L6CE">gone to a party</a>.&nbsp; On Facebook, young adults post <a href="https://www.vice.com/en/article/friendship-applications-gen-z-loneliness/">friendship applications</a>. A Gen Z woman complains of the <a href="https://www.tiktok.com/@princess_milkyy/video/7298522177152814378">death of clubbing</a> in a TikTok video that amassed over 3.5 million views. A viral <a href="https://www.thecut.com/article/tiktok-videos-single-women-crying.html">dating deep-dive</a> from The Cut shows young women crying on camera while describing their longing for partnership.&nbsp;



Not far behind, tech companies roll out solutions for Gen Z to cure our loneliness without looking up from our phones. Tinder backs a new “<a href="https://www.heyvina.com/">dating app for friends</a>.” On Bumble BFF, users <a href="https://www.instagram.com/p/BhulRftj6X4/?igsh=b2FkanNoZW91eTNm">swipe right</a> on pictures of prospective friends. Still lonely? Try downloading Replika, “<a href="https://apps.apple.com/us/app/replika-ai-friend/id1158555867">THE chatbot for anyone who wants a friend with no judgment, drama, or social anxiety involved</a>.” No risk, all reward.



But Gen Z is getting older, in spite of its delayed adulthood, and making the move toward real-world community as a form of generational healing. The tide of self-isolation appears to be turning as loneliness and boredom reach a fever pitch, with a growing number of young adults taking the matter offline and into their own hands. <a href="https://www.theguardian.com/lifeandstyle/article/2024/jun/23/run-clubs-australia-social-clubs-gen-z-activities">Running clubs</a>, singles parties, book clubs, wine nights, and self-made social events are on the rise. A new trend emphasizes the importance of <a href="https://engagedscholarship.csuohio.edu/cgi/viewcontent.cgi?article=1030&amp;context=clcom_facpub">third places</a>—communal spaces like public parks, libraries, and coffee shops where people can come together and fill the time between work and home. They are taking their <a href="https://news.samsung.com/uk/social-media-fuels-rise-in-alternatively-awesome-hobbies-as-gen-z-embrace-their-creativity-online">hobbies</a> offline. They are <a href="https://www.bhf.org.uk/what-we-do/news-from-the-bhf/news-archive/2023/august/gen-z-most-likely-to-gift-time#:~:text=to%20gift%20time-,Boom%20in%20young%20volunteers%20as%20survey%20shows,most%20likely%20to%20gift%20time&amp;text=We%20have%20seen%20a%20boom,than%20any%20other%20age%20group.">volunteering more</a>. They are urging moral awakening over self reinvention. They—we—are not content to live in a purgatory of risk-averse, adventureless post-post-adolescence.



I can’t say I wish playground injuries on kids or hangovers on college students. I do hope, however, that we will return to a margin of risk where it’s OK to fall off your bike, get your heart broken, dance badly at a party—because that’s part of the deal of living in the three-dimensional world. If we watch from a safe distance, that world will keep outgrowing us.

Where Did All the Good Times Go?

Given his background, Dr. Estevan Garcia might be considered an unusual member of a college president’s cabinet. But as Dartmouth’s new Chief Health and Wellness Officer, the physician and public health expert works directly with President Sian Beilock on an issue she has made a well-publicized priority in her first year in office – protecting the mental health of students, faculty and staff. Garcia, who is a pediatrician specializing in emergency medicine, came to Dartmouth from the Massachusetts Department of Public Health where he helped led the effort to address the behavioral health crisis in emergency departments during the pandemic.



It is now Garcia’s job to lead Beilock’s health and wellbeing agenda, most specifically through the implementation of the school’s comprehensive strategic mental health plan called the “Commitment to Care.”&nbsp; The origins of the plan predate Garcia’s arrival and was informed by a collaboration with the Jed Foundation, a non-profit organization dedicated to protecting emotional health and preventing suicide in young people. Beginning in 2020, the Dartmouth community lost several students, including by suicide, as the pandemic eclipsed college life.



<figure class="wp-block-image alignleft size-large"><img src="https://live-learningwell-wp.pantheonsite.io/wp-content/uploads/2024/09/Estevan-Garcia-1-1024x683.jpg" alt="" class="wp-image-2085"/><figcaption class="wp-element-caption">Dr. Estevan Garcia</figcaption></figure>



Four years later, the Jed Foundation featured Dartmouth as a success story in its impact report and Garcia is now focused on the longer term outcome data that will provide a more precise evaluation of their recent work.&nbsp; He views the plan as a pathway to a wellness culture at Dartmouth that prioritizes self-care, community care and mental health innovation. With an increased staff and budget behind him, Garcia is addressing a number of wellbeing issues often associated with elite institutions, particularly ones like Dartmouth, located in remote areas with less community resources.&nbsp; These include the stress of perfectionism among high-performing students and the lingering lack of belonging many students feel, particularly those with mental health issues and/or those with diverse identities. As the fall semester brings new and familiar challenges to students’ wellbeing, Dr. Garcia is ready and at the table.



LW: What was the thinking behind having a new position in this area reporting directly to President Beilock?



EG: I think her vision for the role was to elevate student mental health and wellness as a high priority but also to bring under one umbrella campus-wide health and wellbeing. Part of my portfolio is faculty and staff health and wellness so it was important to President Beilock to have that direct communication on all of the activities in this area across campus.



LW: How has your background in public health prepared you and/or motivated you to take on the position of Chief Health and Wellness officer at a college?&nbsp;



EG: What brought me to this work came from what I saw in emergency departments during, and predating COVID, with adolescents and young adults in crisis. To me, that was really shocking.&nbsp; When I started in the Department of Public Health {in Massachusetts} I partnered with the Mass Department of Mental Health through the community behavioral health programs, providing options that would divert the mental health crisis from emergency departments when appropriate.&nbsp; I spent those two years heavily involved in the work we were doing to create an actual road map for behavioral health in Massachusetts.&nbsp;



My background is in emergency medicine. &nbsp;I useasthma as an example of the way we look at illness in the emergency department.&nbsp; You would come to the emergency department after you had gone through your asthma action plan – “I'm a green, I'm a yellow, I'm a red,” -- here's how I step up my care so by the time you came to us, you had exhausted your plan.&nbsp; Westarted to view behavioral health in the same way.&nbsp; “I'm at home fighting with my parents, or “I'm depressed, I can't leave my room” or “I'm in crisis, potentially I'm suicidal” – all of those scenarios have varying degrees of illness and severity.&nbsp; Ifwe treated them all as emergencies, we would be failing our patientsand our ability to manage true crisis and emergencies.



LW: Do you have a similar strategy around health and wellbeing that you are utilizing at Dartmouth?



EG: When I first came here, it was important to explain to my colleagues what we mean by health and wellness because not everyone understands this. One of the things I did was develop a pyramid that shows the different degrees of mental health needs. The base of the pyramid is the 70% of the students we have here – very successful, high achieving – experiencing the stress that comes with that.&nbsp; There’s another 20 to 25% who could use some clinical support.&nbsp; The final piece at the top of the pyramid is the group of students who were most clinically concerning, potentially suicidal, and these are the student we need to act quickly to support and get into the appropriatesetting.&nbsp;



The goal of this kind of structure is to understand that much of what we do is at the base – that 70% of our students need easy access to services and almost no barriers to the many wellness activities we should be providing across campus. The idea is that college is the right timeto experiment with wellness and to build your portfolio of activities and support strategieswhen you are successful – when you are at the base - so you can manage the challenges that will come your way. &nbsp;You will be more prepared when you fail a test, or break up with your girlfriend, or have other challenges– all the things that challenge yourequilibrium andcould push you into crisis.



<blockquote class="wp-block-quote">
“College is the right timeto experiment with wellness and to build your portfolio of activities and support strategies&nbsp;when you are successful –- so you can manage the challenges that will come your way.”&nbsp;&nbsp;
</blockquote>



For the 20 to 25% in the middle, we have clinical &nbsp;supports that help themmanage their illness, while also providing access to wellness activities.&nbsp; With the smaller group, my job is to really help identify them as their situation evolves and get them the support that they need, and this can be a protective setting in a hospital if that’s necessary.&nbsp; And it is really important that we don’t make them feel that they are alone.&nbsp; You have to care enough about the students that require services outside of the college to partner with them – to give them time away, with support, and then bring them back with the appropriate accommodations. This is how I see my job.



LW: What have been some of your early priorities?



EG: President Beilock has recently completedher first year as presidentbut was very involved in the creation of the strategic plan for mental health and wellness before that. I would say the majority ofmy work since I came to Dartmouthhas been to implement that plan.&nbsp; It has multipledeliverables and my job was to take that on and run with it, delivering on health and wellness as a priority for the president and for the campus.



Part of those deliverables involved new permanent staffpositions – across ourstudent health and wellness divisions.&nbsp; It was really a huge investment by the college and we had to make sure those were the right positions and we were utilizing them in the right way. &nbsp;



The Dartmouth community has faced several challenges since I arrived.&nbsp; I think it is helpful to have a clinician at the table.&nbsp; Health and wellness staff arenot enforcers, but supporters.&nbsp; We arevery much there to support students, and help them engage in tough conversations. I think partnering with students has been one of the strongest game changers for me personally. I worked with them before as patients but now they are really partners to me in the work we are doing around health and wellness.



LW: What was the history behind the Commitment to Care plan?



EG: When Covid started, we (in reference to Dartmouth) were doing the best we could, but clearly it was very isolating on this campus and colleges across the country.&nbsp;It was not your normal college experience by far here and of course everywhere.&nbsp; Beginningin 2020, we had several student deaths including bysuicide, and it was clear they needed to address what was happening.&nbsp; In the summer of 2021, they brought the Jed Foundation in and that led to a major mental health review - &nbsp;campus visits, survey data, all of that.&nbsp; Additionally, the provost at the time set up a steering committee to work on an all-Dartmouth strategic plan on health and wellbeing from May 2023 to September 2023, that was the foundation of the Commitment to Care. It was across all campuses – undergrad, grad schools, professional schools.&nbsp;



What makes it unique is that it is very stakeholder-driven, very student-driven and the result is this multi-year, campus-wide engagement with actual deliverables. What I found interesting when I first came to campus, folks would introduce themselves – students, staff, faculty – and they would say “I was on the committee for mental health” or “I was on the committee for health promotion.”



LW: What are the elements of the plan? &nbsp;



There are five pillars to the plan which drive the many activities and initiatives that we are working on. &nbsp;(From materials): Center wellbeing in all we do both inside and outside of academics; Create an inclusive community to foster mental health and well-being for students with diverse lived experiences; Equip students with the resources and skills to navigate both success and failure with strength and confidence; Proactively address mental illness to aid students in reaching their goals; Invest in innovative applications of evidence-based approaches to respond to changing environments and needs.



It is a very broad approach involving all aspects of the college.&nbsp; Regarding the second pillar, we pride ourselves on attracting first generation students and students with diverse lived experiences, and it is important for us to center those lived experiences in what happens on campus, particularly here in rural New Hampshire. This includes how we address mental health and wellness and creating a sense of belonging.



President Beilock was clear that focusing on wellbeing is critical to a successfulacademic career. One of the key pillars for us is helping students navigate success and failure, this is number three.&nbsp; There is an understanding that our students are incredibly driven. They are gifted and they are used to being at the top. They are not used to failure. But failure is part of succeeding and it is how you pick yourself up and move forward that is important.&nbsp; We call it normalizing life.



Regarding wellness services, we have made significant gains here.&nbsp; One of the first things I did was to move wellness to be a separate divisionwith a director reporting to me. &nbsp;Our health services are really top notch and I wanted wellness to be on equal footing.&nbsp; Additionally, we are arural community sometimes makingrecruitment difficult.&nbsp; To better meet the needs of our students, we needed to find ways of extending and diversifying our services.&nbsp; We partnered with a tele therapycompany, that gives us 24/7 behavioral health support for students and that made a big difference in accessibility when our team was not in the office.&nbsp; We have several hundred students who have engaged with the service.&nbsp; We have unlimited access to 30 minutes therapy slots any time of day or night and will beexpanding that to 50 minutes for those who need it.



The addition of the tele service didn’t lower our need for in-person services but it enabled other students to access therapy who might have been uncomfortable doing so before.&nbsp; We know that a quarter of our students utilize our mental health services and that is similar across our student groups.&nbsp;&nbsp;That is a significant point since historically, underrepresented students seek help less frequently.&nbsp;



And the other piece – which I think is one of the harder ones – is thinking about data analysis and evidence-based approaches to make sure that what we are doing is impactful. This is really important because as we are delivering on a lot of these initiatives, we need to know what is helpful and not helpful and then redirect our time, energy and resources accordingly.



LW: You have said that some of your work is inside as well as outside the classroom.&nbsp; What has been your experience there?



EG: There are a few tracks to this work, one involving academic policies and calendars that students have said would be meaningful to them in terms of reducing their stress levels over academics.&nbsp; There’s also some interesting things faculty are doing in their classrooms by integrating mindfulness techniques in their academic disciplines including physiology and languages.&nbsp; &nbsp;These are just some of the ways we are partnering with academic leadership, and I will say it does make a difference now that we are at the table.

Dr. Estevan Garcia is at the Table

LearningWell Radio in Conversation with Alex Kafka

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“The Real World of College,” Continued

Eric Mazur gives lots of talks on how to teach.&nbsp;



Often, he starts with a quiz, which goes something like this:



Think about a skill you’re really good at. Something you’re proud of — that other people respect you for.



OK, now try to remember how you got good at that skill.



Was it trial and error?



Practice?



Hearing lectures?



Getting an apprenticeship?



“Nobody chooses lectures,” says Mazur, a physics professor at Harvard. “Nobody, nobody, nobody chooses lectures. Then I show a picture of me lecturing — an old one, because I don’t lecture anymore — and I say: ‘Don’t we have a problem here?’”



It’s a problem Mazur has been trying to tackle for more than thirty years, ever since he realized that lectures — which are the classic way that physics is taught —aren’t actually that effective at teaching physics.



That realization came in the early 90s, after Mazur read an article in The American Journal of Physics about professors who gave thousands of students an unusual test. The test lacked textbook jargon and fancy equations. Instead, it used simple language to ask about basic physics principles, like the magnitude of the force that’s exerted when a light car collides with a heavy truck.&nbsp;



When the students took the test, they did poorly — even students with award-winning teachers. Mazur was shocked. Could his students at Harvard do better? He hoped they would.



But they didn’t. Which is when he started to question the whole idea of lecturing. He realized that students who simply hear information from a talking head might not effectively learn that information. 



Of course, as a student, Mazur had been lectured to, as have generations of students, stretching back centuries. But suddenly, that started to seem like a terrible mistake.



At the time, Mazur was coming up for tenure at Harvard — normally, not a moment when one might adopt a side project. But he thought he might return to Europe (he’s Dutch), so tenure took on less importance than it might have otherwise. So he dug in and started to rethink teaching. He wanted to create a classroom where students were more engaged, and really, deeply absorbed the material.



As Mazur knew from his own life, engagement is key to having a meaningful experience in higher education. When he was a teenager, Mazur dreamed of being an astronomer. “And then at age 17, I enrolled at the University of Leiden, which was the mecca for astronomy. And within six weeks, my whole childhood dream unraveled. The courses were so badly taught.”



At the University, astronomy had little to do with the majesty of the universe. “It was just a jumble of formulas,” Mazur recalls. “And the whole big picture disappeared. It disintegrated. So I dropped out and became a physicist, because I knew I was reasonably good at physics in high school.”



But within a few weeks, Mazur realized that the quality of physics instruction wasn’t a whole lot better. “Which is why it’s so ironic that when I started teaching, I fell into the trap of doing what my instructors had done.”



Why perpetuate the cycle? Part of the reason, Mazur says, is that we don’t focus nearly enough on optimizing the classroom experience for students. We need to ask whether students feel challenged and supported. How much are they really learning? How deeply are they connected to their professors? For Mazur, having a doctoral advisor who cared about him made a huge difference in his life.&nbsp;



Indeed, those sorts of connections make a big difference for lots of people. <a href="https://www.gallup.com/services/176768/2014-gallup-purdue-index-report.aspx">As the 2014 Gallup-Purdue Index revealed</a>, the happiness of college graduates was not particularly correlated with whether they attended a public or private school, a small or large school, or a selective or not-too-selective school. Instead, researchers found, “if graduates had a professor who cared about them as a person, made them excited about learning, and encouraged them to pursue their dreams, their odds of being engaged at work more than doubled, as did their odds of thriving in their well-being.”



You could argue, too, that deeply understanding physics or history or geometry greatly benefits a student’s future career. When you have to design a bridge, does it matter whether you got an A in your engineering class? Or how well you truly grasp a set of core principles?



CHANGE COMES, BUT SLOWLY



In the early 1990s, Mazur started “flipping the classroom.” No longer did he dispense knowledge to a hushed room of notetakers. Instead, students read through the content (what might once have been called “lecture notes”) before class. When everyone came together, students worked in groups to figure out problems and clarify concepts.&nbsp;



Mazur quickly discovered that students were often better at explaining a concept to each other than he was at explaining it to them. After all, he had learned physics long ago, and it could be hard for him to understand what might be so perplexing about, for example, Newton’s Third Law. But students who had just spent a week striving to understand it could easily relate to — and help — peers who were struggling.



Mazur’s conversion energized him — and a lot of other people. He started giving a talk called “Confessions of a Converted Lecturer,” chronicling how and why he had changed his own classroom. In 2009, after -— by his count — giving the talk about 600 times, the University of Maryland Baltimore County taped Mazur and <a href="https://www.youtube.com/watch?v=WwslBPj8GgI">put the talk on YouTube</a>. He was sure that no one would ever invite him to speak on this topic again, since his views were now so easily accessible.&nbsp;



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Mazur quickly discovered that students were often better at explaining a concept to each other than he was at explaining it to them.
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You can guess what happened next. Mazur’s speech went on to attract more than 200,000 views, and he was invited to give talks around the world on why he had stopped lecturing. Academic studies began to focus on the benefits of active learning. And Mazur penned a book, Peer Instruction: A User’s Manual.



In 2019, <a href="https://www.pnas.org/doi/10.1073/pnas.1821936116">a paper in the Proceedings of the National Academy of Sciences</a> found that “students in the active classroom learn more.” But, it soberly noted, “[d]espite active learning being recognized as a superior method of instruction in the classroom, a major recent survey found that most college STEM instructors still choose traditional teaching methods.”&nbsp;



In a recent book, Brian Rosenberg — the longtime former president of Macalester College — writes that the “evidence that lectures are an ineffective way of teaching is both voluminous and incontrovertible.” So, he asks, “given its centrality to higher education and the evidence that it does not work very well as a teaching method, shouldn’t this be something about which faculty are thinking and debating pretty regularly? Isn’t the topic worth at least a faculty meeting or two?”



Still, change doesn’t come easily to higher education, and Mazur knows it. Asked if he thought he has moved the needle through his outreach, Mazur replied, “A tiny bit... which is probably a lot compared to what has happened over the past thousand years. I think people are more and more realizing that things are broken.” He does think the needle has moved more in K-8 education, where there has been significant interest in new pedagogical approaches.



The brokenness that Mazur sees is not just a function of too much lecturing. He believes our assessment system also makes little sense. High-stakes tests should not be the main way that students are evaluated, he says. Tests encourage cramming, which has <a href="https://www.ncbi.nlm.nih.gov/search/research-news/12118/#:~:text=But%20for%20long%2Dterm%20memory,out%20study%20is%20what%20works.&amp;text=Cognitive%20scientists%20say%20this%20spacing,and%20years%20longer%20than%20cramming.">proven to be a terrible way to build long-term knowledge</a>.&nbsp;



And teachers — who generally devise the tests — are essentially evaluating their own work. As a teacher, Mazur says, “you know what you’ve presented in the class. Therefore, you know what students can answer, so they can pass the test. And most of them pass it by just rote memorization, or rote procedural problem solving... The type of skills that are tested under those circumstances have absolutely nothing to do with the skills that you need as a journalist, as a physicist, as a doctor, as a politician. It has no connection at all. It’s just like a hazing ritual almost.”



For a while, Mazur hoped the pandemic might upend education, but those hopes proved to be fleeting. “What I had underestimated,” he says, “is how badly people wanted to get back into the classroom to do what they did before.”



Still, Mazur believes that change is imminent. The rise of generative AI means that students now have extraordinarily powerful ways to do their homework instantly, to answer super tough physics questions — for example — without really understanding them.



This new technology may necessitate a radical thinking of what teaching is. It can’t simply be a search for right answers, because those are so easily accessible. Instead, homework and classwork will have to center on process, understanding, and analysis.



Artificial intelligence, Mazur argues, “is going to affect the jobs of our graduates in a way that is enormous.” He sees “anything that has to do with large-scale pattern recognition” being affected, from radiology to finance. “And therefore if we don’t adapt, we may become less relevant.”



He hopes the advent of AI will “force people to rethink the goal of higher education. And rethink not just content, which is the only thing that we’ve worried about so far, but also pedagogy and approach and assessment. How do we prepare people for an unknown future?”

The Lecture’s Long Goodbye

Jason Weber was particularly attuned to the quiet student who sat in the very back row of the class he was leading. The student didn’t speak out, and rarely engaged. He was, as Weber recalls, very, very, shy. But this classroom wasn’t meant to be a spectator-sport environment. It was Texas Tech’s inaugural cohort of its new leader development program, designed to help students build confidence and purpose through active participation. Weber didn’t stop trying to draw him out, and slowly a relationship formed.&nbsp;



About three-quarters through the semester, the student, Octavio Garza IV, approached him with surprising news.



“He said, ‘I just want to let you know that when I started this program, I didn’t really want to be here. But I just thought, maybe this would be good for me,’” recalls Weber, who in addition to being facilitator of the leader development program, is Associate Vice Chancellor-Leader and Culture Development of the Texas Tech University System. Octavio told him that his experience in this program made him decide to stick his neck out and apply for a student ambassador position, and that he had been selected. &nbsp;



The following year, Weber would see Octavio in public roles around campus, staffing tables and handing out root-beer floats to new students. “This is someone who engaged with students doing things I never thought he would do,” Weber says. “Once I saw him in the hall, and I pulled him into my classroom to speak to a group about his experience with the program. He ended up standing in front of a whole room of people talking for five minutes on his experience and how beneficial it was. He had just completely come out of his shell.”              



Octavio has since graduated, and instead of following a career in law enforcement as planned, he decided to pursue a master’s degree in education while working in the admissions office for Angelo State University, part of the Texas Tech University system. “The school and that program had a huge impact on me,” he says, “and now I’d like to work in a career where I can help students make choices that will change their education, and their life.”



Texas Tech’s program for juniors, Lead Like A Ram, is now in its third year, and has become so popular that the two cohorts fill quickly. Participants meet twice a month for a two-hour learning session, with both groups overlapping over a shared dinner. The program is being piloted in different forms at other locations within the Texas Tech University System, and Weber hopes 2026 will see the launch of a version for graduate students in medicine.



Texas Tech is one of many institutions taking seriously the question, What kind of leaders does the world of tomorrow need, and how do we cultivate them? A 2021 study published by the Harvard Business School identified the top 10 leadership skills in demand for the future of work, including inclusive leadership, engaging and inspiring leadership, and leadership without formal authority. Meanwhile, a 2023 study by the National Society of Leadership and Success concluded that students today aren’t developing three essential skills most needed for the modern workplace: communication, decision-making, and leadership.



Academics and administrators interested in developing leaders through higher education have a new ally in the Carnegie Foundation for the Advancement of Teaching. Known for a broad range of transformative advancements in education, the foundation expanded its classifications of institutions in higher education to include programs focusing on Leadership for Public Purpose. The foundation defines its interest in university leadership development in this way: “Effective leadership for public purpose transcends functional or instrumental leadership (i.e., personal career or political gain; or narrow business or organization outcomes), in pursuit of collective public good, including justice, equity, diversity, and liberty.”



This year marks the first cycle of the evaluations for the Carnegie Elective Classification for Leadership for Public Purpose, with <a href="https://carnegieclassifications.acenet.edu/elective-classifications/leadership-about/">25 U.S. institutions of higher education</a> held up as pioneers on the national landscape of leadership development, including Rice University.



In 2015, renown venture capitalists and tech executives John and Ann Doerr—both Rice alums with bachelor’s and master’s degrees in electrical engineering—decided to make a major investment in leadership at their alma mater. Earlier contributions established their investment in engineering leadership, and they wanted to make it available to students throughout the university.



The Doerr Institute for New Leaders is the result of their $50 million gift designed to empower students with the skills, training, and confidence to make a true difference in the world, through a combination of hands-on, real-world experience, and guidance from personal coaches. The institute has a wide range of programming for Rice students at no added charge: Using a combination of classroom-based learning, excursions to watch leaders in action, one-on-one leadership coaching, and group coaching, the university practices its belief that leaders aren’t born or made, they are grown.



The focus on the word leader over leadership at Rice and many other schools is a conscious one, says Ryan Brown, Managing Director for Measurement at the institute.



“Leader development is about developing the person as a leader and their capacity as a leader, their identity as a leader. When you say leadership development, you could mean the dynamic between a leader and a follower. You could mean that broader social system in place within which leadership is happening and potential leaders are being identified. But you're getting into more organizational or system dynamics, and that's not what we do,” he said. “Because we don't operate within an organization where that leadership is happening in a corporate structure, for example, elevating a person. What we're focusing on is developing each student as a leader, then we actually want our leaders to leave, want them to graduate and go out into the world and then lead there.”



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“If we only helped students to see themselves as leaders, but we had actually turned them into narcissists, then that would not be a good outcome.” 
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The common set of measures Doerr Institute uses in its coaching program includes leader identity—the extent to which you see yourself as a leader, feel capable of leading, competent to lead, and willing to lead. “We also include sense of purpose, self-awareness, a couple of measures of psychological wellbeing, and an intellectual humility measure, which I really like,” Brown said. Contrary to what some might think, leadership is not about decisiveness and persuasion. “If we only helped students to see themselves as leaders, but we had actually turned them into narcissists, then that would not be a good outcome.”



Intellectual humility is a concept and measurement coined by <a href="https://today.duke.edu/2017/03/modest-personality-trait-intellectual-humility-packs-punch">Mark Leary at Duke University</a>, and references the degree to which people are willing to admit that they're wrong when they're presented with good evidence, being open to new ideas, and finding out things that they don't already believe are, in fact, true.



“That has a lot of application just in life and leaders that seems so important today. It’s intricately combined with active listening skills and empathy and all these kinds of things, so it makes for a healthy combination of outcomes,” he says. “We measure those things before and after students go through that coaching program, and we see consistently significant increases in leader identity and self-awareness, sense of purpose, intellectual humility and reductions in psychological distress. So we have this boost in wellbeing that is kind of a good secondary effect.”



Gavin Daves is a junior at Rice, and when he joined his first program at the Doerr Institute, he was fairly certain about what he was looking for. As someone who studies operations research and statistics, he functions in the world of applied mathematics. And he is aware of the social shortcomings within STEM.



“I'd say there is a little bit more of a vacuum or like a hole in leadership within STEM. They certainly have the leadership titles available, but not as much like the soft skills, emotional intelligence skills,” he said. “Some things that we don't get taught in our classes are areas like how to work with the group, or how to deal with conflicts, you know, issues that are dealing with people. But I think those things are also really important when we talk about STEM jobs and careers.”



In high school, Gavin actively considered what he needed to improve on as he transitioned into college. He held some leadership positions in the band and as head of the music honor society, and belonged to a small team of students engaged in an AI competition for MIT. But he suspected that he needed to better develop elements of his personality to shine in order to have impact in his roles.



“I struggled with seeming maybe a little bit robotic to some people, unrelatable, because I came across as someone who was only focusing on the job they had to do. I wanted to work on finding ways to show a little bit more personality and even more passion for the stuff I’m doing, and about to showcase a different side of me and ultimately make me a better leader,” he said.



Gavin was trying to find ways not just to tell people what to do, but also help them grow, and if they couldn’t relate to him and trust him, it was turning into a roadblock. Through the Doerr programs, particularly the one-on-one coaching, he found himself able to immediately apply work on his skills to his part-time job as a data scientist at a tax analytics company.



“I’d say I’m a natural introvert, but I find I’m able to come out of my shell when I’m talking about something I’m excited about, or encouraging people to partake in something I’ve found really beneficial. These qualities transcend leadership, listening well and dealing with conflict, and make you a more complete and better person, overall.”



Like Rice, Washington University in St. Louis has a new initiative dedicated to developing leaders, and like Rice, it came through the generosity of a visionary alum. The $20 million George and Carol Bauer Leaders Academy places values-based leadership development at the center of the university for all students, building on the philanthropy of previous gifts supporting pockets of leadership—for Danforth Scholars, and the business school.



The Academy, still in its first year, will support research and oversee student leadership programs across schools and all ages of students in co-curricular programs, imbuing them with the best practices in leadership development and personal character formation. It also benefits the campus community with workshops, faculty grants, professional coaching, and a campus-wide Leadership Week.



“We look at leadership through what we call the 70-20-10 model, with 70% of your leadership development coming through experiences, 20% through mentoring and coaches, and 10% through academic coursework,” said Julia Macias, director of student leader development for the Academy. “This might be a little shocking, coming out of an academic institution, but we really think there are a lot of different ways to exercise what you’re learning and try things out and innovate what’s ultimately going to solidify their leadership development. Everyone, regardless of formal status, has the potential to influence and energize others to achieve a common goal. And so we really think about ourselves as developing people to become purpose-driven leaders of character and capability.”



Those character skills, and their wide-ranging benefits in both work and life, are a critical part of what so many students find binds disparate parts of their lives into a cohesive, values-based whole.



“Before, I didn’t think about how much being a good leader has to do with being a good person. Like, you have to work on yourself, first. And when I did my first program, they told me I should really work on my optimism and my empathy. And I was like, What does that even have to do with being a leader?” says Thara Venkateswaran, a Rice senior in ROTC headed to commission as a Naval officer in May. “But I realized that it really does, and emotional intelligence plays a huge role.”



As an executive officer, the second in command of the entire unit, she is responsible for managing 45 people, including all the freshmen. “Honestly, it’s a constant process of reflection and working on yourself. Because there is a lot of overlap between personal struggles and leadership struggles, professional and personal life. Really, everything is applicable to everything.”

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