Students often leave not solely because of academics, but because they feel lost in the process — and that loss of connection can erode belonging.
(adapted from my conversation on Illumination by Modern Campus)
I recently had the opportunity to join Shauna Cox, Editor-In-Chief and Content Strategist for The EvoLLLution by Modern Campus, on the Illumination podcast for a conversation that hits close to home: how communication and process design shape the student experience. The episode, titled “Designing the Hidden Curriculum Out of Higher Education,” explores why the way institutions communicate and support students outside the classroom is just as critical as what happens inside it.
Why the Hidden Curriculum Matters
In higher education, we often underestimate how much the “in-between” moments matter. Students expect to work hard in their courses, but what often derails them are the unseen barriers: unclear registration processes, confusing financial aid steps, or inconsistent communication between offices. I’ve described this as a kind of hidden curriculum, not the content students learn in class, but the unwritten rules and processes they’re expected to navigate without guidance.
When those processes are confusing or inconsistent, students feel lost. And when they feel lost, they often begin to feel disconnected from the institution itself. As I shared on the podcast, persistence is rarely lost in the classroom; more often, it’s lost in those moments when students can’t make sense of how to move forward.
Communication Builds Trust
One of the most important takeaways from our conversation was the role of clear and consistent communication in building trust. Students don’t need perfection, but they do need transparency. If something is complex, explain it. If something changes, own it and communicate quickly. Hidden rules and last-minute surprises don’t just create frustration, they erode trust in the institution.
Consistency, on the other hand, fosters belonging. Even when mistakes happen (and they will), students value institutions that are transparent, responsive, and willing to own errors.
Shared Responsibility Across Campus
Another key point we explored is that student success is not the responsibility of one office or one division. It requires shared ownership across faculty, staff, and administrators. Students often judge their institutions as much by the clarity of billing, advising, or registration as they do by the quality of their courses. That means everyone plays a role in shaping persistence and belonging.
Faculty can serve as translators, helping students understand institutional processes and directing them to the right resources. Staff and administrators can regularly review workflows, remove unnecessary steps, and ensure that communication reflects a culture of care rather than a maze of hidden requirements.
Designing for Belonging
At the end of the day, higher education is at its best when it is student-centered. That requires us to design processes with the same care we design curriculum. When we take the time to remove ambiguity, streamline steps, and explain the “why” behind policies, we are not just making operations more efficient — we are creating an environment where students feel seen, supported, and set up to succeed.
Listen to the Conversation (see above)
I’m grateful to Shauna and the Illumination team at Modern Campus for the chance to share these ideas. Their work helps institutions across North America reimagine how to engage and support learners throughout the entire journey, from inquiry to graduation and beyond.