The Future of College Majors: Reinvention or Extinction? —— Part 2: Beyond Declining Enrollments: Creating Adaptive, Interdisciplinary Programs for the Modern Student

gregpillar on March 7, 2025

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The challenge facing higher education is not merely about deciding which programs to add or cut—it is about reimagining how academic offerings should evolve to better serve students, institutions, and the workforce. Traditional majors, particularly those in the humanities and some social sciences, are experiencing significant declines in enrollment, leading institutions to consider program closures. The declines are due, in part, to there being no clear connection to gainful employment after graduation.  The value of certain majors and liberal arts degrees simply to be “well rounded” and “educated citizens” is in itself, not sufficient.  However, eliminating struggling programs without rethinking how disciplines can be integrated into new, dynamic, and skill-based curricula is shortsighted.

Rather than outright elimination, universities have the opportunity to transform their academic structures, making them more interdisciplinary, flexible, and aligned with labor market demands. This shift is not only relevant for the humanities but also crucial for STEM, business, health, and other fields that increasingly intersect with technology, policy, and ethics (National Academies of Sciences, Engineering, and Medicine, 2022). The most resilient academic programs will be those that foster adaptability, problem-solving, and cross-disciplinary collaboration, preparing students for evolving career landscapes rather than static job markets.

As institutions explore academic transformation, it is essential to differentiate between interdisciplinary and multidisciplinary approaches, as well as between interdisciplinary majors and interdisciplinary studies as a degree completion route. Interdisciplinary programs intentionally integrate multiple fields of study, synthesizing knowledge and methodologies to create a cohesive, problem-solving framework. In contrast, multidisciplinary programs draw on multiple disciplines but do so without fully integrating or synthesizing them. While multidisciplinary studies place various academic fields under a thematic umbrella, they often function independently, lacking the deep connections that define true interdisciplinary education.

A related concept gaining traction in research and policy discussions is convergence research, a term championed by the National Academies of Sciences, Engineering, and Medicine and the National Science Foundation (NSF). The National Academies define convergence research as “a comprehensive synthetic framework for tackling scientific and societal challenges that exist at the interface of multiple fields. By merging these diverse areas of expertise in a network of partnerships, convergence stimulates innovation from basic science discovery to translational application” (National Research Council, 2014, p. 3). While interdisciplinary education integrates fields, convergence represents the next step—one that fosters deep, solution-oriented collaboration between disciplines. Bringing interdisciplinary and multidisciplinary together.  Thus, an effective interdisciplinary education should not merely introduce students to multiple disciplines and facilitate integration, but should go further to cultivate convergence skills—the ability to synthesize knowledge, methodologies, and practical experience across fields to address complex challenges.

The concept of convergence also broadens the definition of education beyond the traditional classroom experience. In this context, “education” refers to the totality of a student’s learning journey—spanning coursework, research, internships, service-learning, and co-curricular experiences. A well-designed interdisciplinary program should provide students with opportunities to apply their learning across diverse contexts, reinforcing convergence skills in ways that prepare them for dynamic, evolving careers.

Many institutions offer an Interdisciplinary Studies degree as a flexible degree completion option for students who have accumulated credits across multiple disciplines and need a structured pathway to graduation (Mazzoni, J. F. R., 2024). While this model provides an important avenue for degree attainment, it differs from intentionally designed interdisciplinary programs that integrate multiple fields from the outset. The recent book Hacking College by Ned Laff and Scott Carlson introduces the concept of Field of Study, which encourages students to center their college experience around a “wicked multidisciplinary problem” of deep personal and societal relevance (Laff & Carlson, 2025). This model moves beyond traditional academic structures by allowing students to craft learning experiences that connect disparate fields into meaningful and applicable frameworks.

The Field of Study concept aligns with the broader movement toward interdisciplinary majors that are intentionally structured around integration. Programs such as Bioethics & Artificial Intelligence, Health & Data Analytics, or Environmental Policy & Business exemplify this shift—combining knowledge from multiple domains into new, cohesive areas of study that reflect the complexity of real-world issues. These interdisciplinary programs are designed to equip students with both depth and breadth, helping them navigate the increasingly interconnected workforce.

Additionally, Hacking College critiques the rigid, bureaucratic nature of many higher education pathways, arguing that students are often forced to navigate a series of institutional hurdles rather than engaging in a genuinely transformative intellectual and professional journey (Laff & Carlson, 2025). The book highlights the need for students to build their own pathways—ones that integrate multiple disciplines while fostering intellectual curiosity, emotional growth, and career preparation. This underscores the importance of developing interdisciplinary majors that not only reflect workforce demands but also empower students to take ownership of their education.

The next sections explore how institutions can break down academic silos, implement interdisciplinary programs, and reimagine advising to better support student-driven, flexible learning models that cultivate convergence skills and prepare students for the future.

The Interdisciplinary Imperative: Breaking Down Academic Silos

Interdisciplinary programs are increasingly recognized as a viable alternative to declining standalone majors. Employers value graduates who can synthesize knowledge across disciplines, adapt to emerging challenges, and apply critical thinking to real-world problems (Spelt et al., 2023). While traditional majors have historically operated within rigid academic silos, modern workforce demands necessitate a shift toward more integrative and skill-based curricula.

For smaller institutions, the urgency of this transformation is particularly acute. Low-enrollment programs can become financial liabilities, stretching faculty resources and administrative costs without generating sustainable returns. Interdisciplinary programs provide a strategic pathway to consolidate struggling majors while maintaining a breadth of academic offerings that prepare students for dynamic careers. Importantly, restructuring programs does not inherently require faculty layoffs but rather a rethinking of faculty roles, workload distribution, and course integration. Faculty members who previously specialized in single-discipline programs can transition into interdisciplinary teaching and research roles, ensuring that their expertise continues to enrich the institution in new and relevant ways.

One approach that has gained traction is allowing students to design their own interdisciplinary majors. At institutions like Lycoming College and Davidson College, students who demonstrate a clear academic vision can craft their own interdisciplinary programs by combining courses from multiple departments under faculty mentorship (Lycoming College, 2025). For example, at Davidson College, the Environmental Studies major initially began as a student-designed program before evolving into an established interdisciplinary major. These student-driven models provide flexibility for learners while allowing institutions to test the viability of new interdisciplinary fields before formally adopting them. When designed with faculty oversight, these programs maintain academic rigor while giving students agency over their education (Mazzoni, 2024).

The table below presents examples of possible interdisciplinary programs that reflect labor market needs while promoting academic sustainability:

A man in a business suit holding a pencil rides a large lightbulb like a rocket, surrounded by clouds, symbolizing creativity, innovation, and ambitious ideas.

While these examples highlight the versatility of interdisciplinary education, institutions must also be cautious about creating overly specific programs that lack flexibility. A notable example is the forensic science degree boom of the early 2000s. Fueled by television dramas like CSI and NCIS, many universities introduced forensic science programs to meet surging student interest. While these degrees provided direct career pathways, they often lacked the adaptability of traditional biology, chemistry, or physics degrees, which could have prepared students for forensic careers while offering broader employment opportunities (Dempsey, 2025). This underscores the importance of designing interdisciplinary programs that maintain adaptability, ensuring graduates can pivot into multiple career pathways rather than being locked into narrowly defined roles.

At Arizona State University, degree programs are structured around “knowledge enterprises,” which emphasize broad academic clusters rather than traditional departments (Crow & Dabars, 2023). Similarly, Northeastern University has integrated experiential learning with interdisciplinary coursework, allowing students to gain both academic and practical expertise in high-demand sectors. These institutional models demonstrate that universities can redesign their academic portfolios without compromising intellectual rigor, making graduates more competitive in a rapidly changing job market.

Yet, as Hacking College notes, even in institutions that offer interdisciplinary pathways, students often face barriers in understanding how to navigate these options effectively (Laff & Carlson, 2025). Academic and career advising must evolve to support interdisciplinary exploration, ensuring that students are not just aware of new program structures but also equipped to take full advantage of them. Without proactive advising, students may struggle to see the value of interdisciplinary study or how to translate it into career opportunities.

The next section explores how institutions can overhaul advising and career development to align with interdisciplinary learning, ensuring students have the guidance and resources needed to craft meaningful, career-ready academic experiences.

Overhauling Advising and Career Pathways

A critical barrier to implementing interdisciplinary education is the outdated nature of academic and career advising. Traditional advising structures often emphasize course selection within rigid degree pathways rather than guiding students in crafting meaningful, cross-disciplinary learning experiences (Palmer, 2024). Hacking College argues that students need advising models that empower them to build an individualized college-to-career trajectory—one that embraces interdisciplinarity and intellectual curiosity rather than functioning as a bureaucratic checklist (Alssid & Lemoyne, 2025; Laff & Carlson, 2025). This rigid system often fails to equip students with the flexibility and skills necessary to navigate an increasingly dynamic job market (Ledwith, 2014).

Current advising models frequently separate academic and career advising into distinct functions, often providing generic guidance rather than individualized, skill-based mentorship (Parrent, 2023). The Work Forces podcast interview with Julian Alston and Caitlin Lemoyne highlights the need for a fundamental overhaul, suggesting that advising should focus on helping students develop hidden intellectualism by identifying the intersections between their academic interests and career goals (Alston & Lemoyne, 2025). Rather than funneling students into rigid degree tracks, advising should equip them with tools to translate interdisciplinary knowledge into actionable career pathways—a skill often missing in traditional advising models. Rey (2022) similarly emphasizes that primary-role academic advisers frequently lack the training or institutional support to provide integrated career advising, which contributes to students’ confusion about how to apply their education in the workforce.

One potential model for improving advising is integrating “Field of Study” pathways, in which students choose a central interdisciplinary theme or complex problem as the focal point of their education (Alssid & Lemoyne, 2025; Laff & Carlson, 2025). For example, rather than pursuing a conventional political science degree, a student might structure their studies around Global Conflict & Technology, integrating coursework from political science, cybersecurity, and media studies. Advising would then be tailored to support this individualized path, connecting students with relevant faculty, research opportunities, and industry networks. Laff and Carlson (2025) argue that this model helps students build social and cultural capital, which are crucial for navigating both academic and professional environments. The New Directions for Student Services report similarly advocates for a more collaborative approach between academic and career advising, ensuring that students develop not only academic competencies but also marketable skills that align with their career aspirations (Ledwith, 2014).

Advising must also reflect the realities of the modern workforce, particularly the rise of hidden jobs—career opportunities that are not easily accessible through traditional job-search methods (Laff & Carlson, 2025). The Work Forces podcast discusses how many institutions fail to prepare students for these hidden job markets, where professional networks, transferable skills, and interdisciplinary competencies determine career success (Alston & Lemoyne, 2025). Parrent (2023) reinforces this concern, noting that academic advising has historically functioned as an administrative checkpoint rather than a holistic framework for skill development. Effective advising should actively connect students with industry professionals, internship opportunities, and real-world projects that expose them to emerging fields rather than solely relying on predefined career tracks.

Furthermore, institutions should ensure that advising centers provide clear guidance on how interdisciplinary certificates and micro-credentials can supplement students’ primary degree programs. By embedding stackable micro-credentials into advising frameworks, universities can help students strategically build expertise in high-demand skills such as data analytics, communication, and leadership—regardless of their major (Spelt et al., 2009). These credentials not only improve employability but also allow students to customize their education without delaying graduation. For adult learners and those with some college, no credential (SCNC) status, micro-credentials can serve as jump-start mechanisms for degree completion or career advancement (McCartney & Daniels, 2024; Palmer, 2024). Programs that offer credit for prior learning (CPL) or competency-based education (CBE) ensure that these students gain recognition for their existing skills, further increasing accessibility and affordability (Welding, 2024).

Bridle et al. (2013) highlight the importance of preparing students for an interdisciplinary future by ensuring that advising frameworks emphasize adaptability and cross-sector competencies. Without intentional advising structures that integrate interdisciplinary coursework, experiential learning, and career preparation, students risk graduating with theoretical knowledge but without the practical skills necessary to navigate a rapidly changing job market.

The Harvard EdCast podcast reinforces these themes, arguing that institutions must redefine advising as an iterative, student-centered process rather than a one-time consultation about graduation requirements (Anderson, K., 2023). Effective advising should integrate academic interests, skill-building, and career preparation into a cohesive strategy that evolves throughout a student’s college experience. Without such proactive advising, students may struggle to see the value of interdisciplinary study or how to translate their education into viable career opportunities.

Ultimately, universities that fail to adapt their advising models to accommodate interdisciplinary and student-driven learning risk leaving students underprepared for an evolving job market. A transformed advising approach—one that prioritizes interdisciplinary learning, career integration, and real-world application—will be essential in ensuring that students make the most of their college experience while preparing for long-term professional success.

Interdisciplinary Certificates and Micro-Credentials: A Scalable Approach to Transformation

While interdisciplinary majors serve as a powerful mechanism for rethinking academic programs, they are not the only solution. Another viable approach is the expansion of interdisciplinary certificates and micro-credentials, which allow students to develop specialized competencies that enhance their degrees or serve as standalone credentials. These flexible learning pathways help students acquire in-demand, industry-specific skills while providing institutions with a cost-effective means to introduce interdisciplinary learning without the logistical challenges of launching new degree programs (Palmer, 2024; Stoddard et al., 2023).

Microcredentials are particularly valuable in fields where knowledge evolves rapidly, requiring graduates to integrate expertise from multiple disciplines. Emerging areas such as cybersecurity policy, health informatics, and climate data analytics illustrate how micro-credentials help bridge knowledge gaps across disciplines (National Academies of Sciences, Engineering, and Medicine, 2022). For example, a Business & Sustainability certificate can equip business students with environmental policy insights, making them attractive to companies seeking corporate social responsibility expertise. Similarly, a Healthcare & Data Science certificate could prepare nursing or public health students to analyze big data trends in patient outcomes, enhancing their career prospects in health informatics (FIU College of Business, 2024).

Microcredentials as a Pathway for Degree Completion

One of the most significant benefits of microcredentials is their ability to serve as an on-ramp for adult learners and students with some college but no credential. Research from the Microcredentials Exploratory Pilot (McCartney & Terry, 2024) indicates that microcredentials provide a critical re-entry point for individuals who have paused their education due to financial, personal, or career-related barriers. By allowing these learners to gain immediate workforce-relevant skills, microcredentials serve as both a stepping stone to degree completion and a tool for career advancement.

For many adult learners, particularly those returning to college after time in the workforce, traditional degree pathways may feel daunting due to time constraints and financial pressures. However, when microcredentials are embedded within degree programs and structured as stackable credentials, they enable students to accumulate meaningful, credit-bearing learning experiences that can be applied toward an associate’s or bachelor’s degree (McCartney & Terry, 2024).

For example, a student working in healthcare who has completed a Public Health Leadership microcredential could apply those credits toward a Bachelor’s in Public Health. Likewise, a working professional who completes a Digital Marketing Analytics microcredential might later decide to pursue a degree in Business Administration with those credentials counting toward required coursework. By aligning microcredentials with broader degree frameworks, institutions can create flexible, modular learning opportunities that increase accessibility and degree completion rates among non-traditional students.

The Role of Credit for Prior Learning (CPL) and Competency-Based Education (CBE)

Microcredentials also play an essential role in Credit for Prior Learning (CPL) and Competency-Based Education (CBE) models, which validate a learner’s prior experience and skills to accelerate degree attainment. Many adult learners enter college with years of relevant work experience but lack formal credentials to demonstrate their expertise. CPL and CBE frameworks recognize this learning by assessing competencies rather than requiring students to repeat coursework in subjects they have already mastered (Stoddard et al., 2023).

For institutions, integrating microcredentials within CPL and CBE frameworks offers multiple advantages:

  • It allows students to earn academic credit for industry-recognized credentials they have already obtained.
  • It reduces time-to-degree, saving students money while improving retention and completion rates.
  • It strengthens university-industry partnerships by aligning educational offerings with workforce needs.

Many universities, including Florida International University and Georgetown University, have already implemented interdisciplinary microcredential programs that connect to degree pathways, enabling students to gain recognized expertise while progressing toward graduation (FIU College of Business, 2024).

Stackable Microcredentials: Customization and Career Alignment

Beyond serving as standalone credentials, interdisciplinary micro-credentials can be designed to stack within undergraduate degree programs, allowing students to customize their academic paths. This approach ensures that students graduate with both broad foundational knowledge and specialized, career-relevant skills. Certain micro-credentials, such as Data Analytics, Leadership & Organizational Communication, and Global Studies, hold value across multiple disciplines and could be integrated within a variety of majors (Spelt et al., 2023).

For example:

  • A biology major might complete a micro-credential in Data Analytics for Scientific Research, equipping them with computational skills that enhance their research capabilities.
  • An English major could pair their degree with a UX Writing & Digital Media credential, preparing them for careers in digital communication.
  • A political science major might pursue a Public Policy & Technology microcredential to strengthen their expertise in tech policy and governance.

By embedding stackable credentials within degree programs, universities can increase curricular flexibility while ensuring that students graduate with skills that are both field-specific and broadly transferable (Palmer, 2024). Stackability also benefits students by reducing time-to-degree and increasing employability. Rather than requiring students to take additional coursework after graduation to develop career-relevant skills, stackable micro-credentials allow students to build a more robust resume within their existing academic timeline (Crow & Dabars, 2023). Additionally, because micro-credentials can be industry-aligned, they provide immediate workforce value even before a student completes their full degree program.

Employer Recognition and Industry Partnerships

For microcredentials to be truly valuable, institutions must develop them in direct collaboration with employers to ensure they align with workforce needs. The Microcredentials Primer for Higher Education Leaders (Stoddard et al., 2023) highlights the growing employer preference for skills-based hiring, emphasizing that microcredentials are most effective when they are industry-recognized.

For example:

  • Some universities partner with Google, IBM, and Microsoft to offer microcredentials in Cloud Computing, Cybersecurity, and AI Ethics, providing students with credentials that are directly valued by major employers.
  • In healthcare, institutions have partnered with hospital networks to develop microcredentials in Health Informatics and Patient Advocacy, ensuring that graduates are well-prepared for evolving roles in the field (McCartney & Terry, 2024).
  • In the public sector, microcredentials in Community Engagement & Public Administration have been co-developed with government agencies to equip students with essential policy and governance skills.

Building strong employer partnerships ensures that microcredentials translate into tangible career benefits, increasing job placement rates and strengthening institutional relationships with industries.

Financial Sustainability and Revenue Generation

For institutions, microcredentials represent not only an educational innovation but also a financial sustainability strategy. With declining traditional enrollments and growing financial pressures, universities are seeking alternative revenue streams that do not rely solely on full-degree tuition models. The Microcredentials Exploratory Pilot (McCartney & Terry, 2024) outlines how microcredentials provide institutions with:

  • Increased student retention, as learners who see direct career value in their studies are more likely to persist to graduation.
  • Greater curricular flexibility, as interdisciplinary microcredentials allow departments to collaborate without requiring full program overhauls.
  • Improved alumni engagement, as microcredentials provide continuing education pathways that encourage lifelong learning.

By leveraging microcredentials as part of a comprehensive institutional strategy, universities can expand their reach to adult learners, increase degree completion rates, and generate additional revenue without overextending their existing faculty and administrative resources.

A Central Component of Higher Education’s Future

Interdisciplinary microcredentials and stackable certificates should not be viewed as supplemental to traditional degree programs but as integral components of higher education’s future. These programs offer scalable, flexible, and career-relevant learning opportunities that benefit both students and institutions.

By integrating microcredentials into degree pathways, expanding CPL and CBE opportunities, and partnering with industry leaders, universities can ensure that students graduate with the interdisciplinary, skill-based competencies necessary for today’s workforce. Institutions that embrace this transformation will be better positioned to serve both traditional and non-traditional learners while ensuring financial sustainability in an evolving educational landscape.

Restructuring Academic Departments: A More Holistic Approach

Beyond transforming individual programs, institutions must reconsider how academic departments are structured to foster interdisciplinary collaboration, reduce administrative inefficiencies, and align with workforce demands. The traditional department model—often rigidly divided by discipline—constrains cross-field engagement, limiting students’ ability to develop competencies that span multiple areas of expertise. As higher education evolves to meet complex global challenges, institutions that remain locked into outdated department structures risk falling behind (Crowley, Mustain, & Roberts, 2024).

Rigid departmental boundaries not only stifle innovation but also exacerbate financial and operational inefficiencies. At many institutions, low-enrollment programs remain siloed, forcing faculty to carry disproportionate service burdens while maintaining course offerings that attract only a handful of students each semester. This is particularly problematic for smaller colleges and tuition-dependent universities, where underperforming programs become significant financial liabilities (Gunsalus et al., 2023). By restructuring into broader interdisciplinary divisions or clusters, institutions can retain essential academic offerings while improving faculty workload distribution, streamlining administrative costs, and enhancing interdisciplinary collaboration (Anderson,K.,  2023).

Alternative Models for Departmental Restructuring

To address these challenges, some universities have already restructured their academic departments into interdisciplinary knowledge clusters. Instead of being isolated in traditional disciplinary silos, faculty and students are organized into broad, problem-centered academic units that encourage cross-disciplinary engagement. Examples of emerging models include:

  • Interdisciplinary Knowledge Clusters (Crowley, Mustain, & Roberts, 2024)
    • Data & Society Division: Merging Computer Science, Digital Humanities, Public Policy, and Data Analytics to prepare students for careers in technology, government, and media.
    • Health & Human Sciences Cluster: Combining Nursing, Public Health, Psychology, and Bioethics to encourage collaborative research and integrated approaches to healthcare challenges.
    • Sustainability & Innovation Hub: Bringing together Environmental Science, Urban Planning, Business, and Sustainable Engineering to develop holistic solutions to climate change and resource management
  • School-Based Models
    • Some institutions have merged smaller, related departments into larger interdisciplinary schools, fostering cross-disciplinary collaboration while reducing administrative burdens.
    • For example, rather than maintaining separate departments for journalism, communication, and digital media, universities can consolidate them into a School of Media and Information, allowing for more dynamic course offerings and shared faculty expertise (Anderson, K., 2023).
    • Institutions such as the University of Washington’s College of the Environment and Georgia State University’s reorganized academic clusters demonstrate how restructuring enhances curricular flexibility and research collaboration while reducing redundancies (Drozdowski, 2024).
  • Eliminating Standalone Departments Altogether
    • Some institutions have replaced traditional departments with flexible, cross-disciplinary academic divisions, which encourage team-taught courses, shared faculty expertise, and adaptable degree pathways (Rosowsky & Keegan, 2020).
    • By removing departmental barriers, universities increase interdisciplinary research collaboration and improve institutional agility in responding to workforce trends.

Addressing Faculty Concerns and Resistance

While restructuring offers clear benefits, institutional leaders must carefully navigate faculty concerns regarding disciplinary identity, job security, and teaching loads. Faculty members may fear that departmental mergers will diminish their academic field’s visibility or devalue their research expertise. Some may also be concerned that interdisciplinary teaching assignments will increase their workload without adequate institutional support (Gunsalus et al., 2023).

To address these concerns, universities must:

  • Emphasize Faculty Inclusion in the Planning Process
    • Institutions that engage faculty from the outset in designing new interdisciplinary structures are more likely to achieve faculty buy-in.
    • Pilot programs, faculty task forces, and incentives for interdisciplinary research can help ensure that faculty play an active role in shaping the future of academic structures (Crowley, Mustain, & Roberts, 2024).
  • Ensure That Faculty Retain Job Security and Research Opportunities
    • Restructuring does not necessarily require faculty layoffs but rather a reorganization of teaching loads and research expectations.
    • Faculty members can be repositioned into interdisciplinary teams, enabling them to apply their expertise in new, cross-disciplinary ways while maintaining their academic standing (Anderson, K, 2023).
    • Institutions should offer faculty development programs that help professors transition into interdisciplinary teaching and research roles.
  • Reduce Service Burdens Through Equitable Workload Distribution
    • Faculty in small, low-enrollment departments often bear a disproportionate amount of service work, including committee participation and accreditation reporting.
    • Merging these departments into larger interdisciplinary schools allows service responsibilities to be more evenly distributed, giving faculty more time for research, mentorship, and innovation (Blaylock, et. al., 2016).

Administrative & Operational Benefits of Restructuring

Beyond the academic benefits, restructuring optimizes institutional efficiency by:

✅ Reducing administrative redundancies – Merging departments into larger interdisciplinary schools consolidates administrative support, decreasing duplication of services (Anderson, K., 2023).
✅ Improving student experience – Interdisciplinary structures ensure students receive a more comprehensive education that aligns with industry trends and prepares them for a broader range of careers
✅ Streamlining governance structures – Fewer individual departments lead to more effective decision-making and faster curriculum adaptation to labor market changes (Gunsalus et al., 2023).
✅ Strengthening financial sustainability – By eliminating low-enrollment, high-cost standalone programs and consolidating faculty resources, institutions can reallocate funds to high-demand fields while still preserving disciplinary expertise (Crowley, Mustain, & Roberts, 2024).

Strategic Approaches for Implementing Restructuring

To ensure a successful transition, institutions should:

  • Pilot restructuring efforts in select academic units before full implementation (Crowley, Mustain, & Roberts, 2024).
  • Use institutional data (enrollment trends, workforce demand, and faculty workload analysis) to drive decision-making (Gunsalus et al., 2023).
  • Engage faculty, students, and external stakeholders in the restructuring process to ensure new models align with both academic priorities and employer needs (Anderson, K., 2023).
  • Provide clear transition plans for students enrolled in programs affected by restructuring, ensuring they can complete their degrees without disruption.

Restructuring academic departments is not just an administrative necessity—it is a strategic imperative for institutions seeking to improve academic innovation, interdisciplinary collaboration, and financial sustainability. Universities that embrace flexible, dynamic academic structures will be better equipped to navigate enrollment shifts, workforce transformations, and financial challenges in the years ahead.

By moving toward interdisciplinary clusters, school-based models, or fully integrated academic divisions, institutions can ensure that faculty thrive, students receive broad yet specialized training, and universities remain responsive to societal and labor market needs.

Final Thoughts: Making the Hard Choices – When Reinvention Isn’t Enough

Higher education must evolve beyond rigid disciplinary silos and outdated advising models if it hopes to meet the needs of modern learners and a changing workforce. The strategies outlined in this article provide institutions with a blueprint for transforming struggling majors, integrating interdisciplinary learning, and modernizing academic structures. Yet, while these approaches can reinvigorate many programs, reinvention is not always enough. Some academic programs will remain unsustainable due to persistently low enrollment, limited career pathways, or an inability to align with emerging interdisciplinary opportunities.

Institutions cannot afford to spread resources thinly across programs that no longer serve students or the institution’s long-term viability. Academic leaders must make data-driven, strategic decisions about which programs can be transformed and which must be phased out. This is not about indiscriminate cuts but about making intentional choices that strengthen institutional sustainability while ensuring that students receive high-quality, future-focused education.

How do institutions determine which programs can be saved and which should be discontinued? What strategies ensure that these decisions are made responsibly, equitably, and in alignment with institutional mission and financial sustainability? Part 3 of this series will address these questions, outlining a structured approach for evaluating academic programs, making tough but necessary decisions, and navigating the institutional and political complexities of academic realignment. The goal is not just to survive—but to ensure that institutions are positioned to thrive in an era of rapid change.

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Beyond the Critique: A Nuanced Approach to Higher Education Reform for the Modern Learner

gregpillar on October 19, 2024

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After reading F. Andrew Wolf Jr’s article, “Universities Are Doing Education Badly,” it’s clear that although some of the criticisms he raises hit the mark, there are others I do not fully agree with—whether it’s the foundation of the criticism itself or what specifically needs to be fixed. However, I do believe the solutions to all of them are far more nuanced than what is laid out in his article or what many may think. Having worked in higher education for over two decades, with more than 10 years in various administrative roles, I’ve seen firsthand the complexities universities face. While I agree with his call for better faculty preparation and the need for a curriculum revamp, there are key areas where my perspective diverges. This piece offers a more balanced take, focusing on the need to improve faculty training, emphasize lifelong learning, and make higher education more accessible to everyone.

Faculty Development and Training: Beyond Disciplinary Expertise

“College undergraduates spend time and money taking “general-education courses” under the guise that these will make their education, and therefore them, more “well-rounded.” Yet these courses offer only a superficial treatment of subjects that should have been mastered in high school. Given the testing results and dismal college-completion rate cited above, the only things that truly get “well-rounded” are the coffers into which student tuition money flows, amount to thousands of dollars’ worth of wasted time and effort” — Wolf (2024)

There is no doubt that teaching requires a distinct skill set that goes beyond disciplinary expertise. While universities often place a higher value on research, this leaves many faculty members unprepared to meet the diverse needs of their modern learners. The assumption that deep subject knowledge automatically translates to effective teaching is flawed (Berrett, 2012). Research and teaching demand different skill sets, and expertise in one doesn’t guarantee success in the other.

Recent data reveals that only one in five high school graduates is ready for college-level work (Manno, 2024). This underscores the critical need for faculty to be equipped with tools that support diverse modern learners with varying levels of academic readiness. Faculty need to adapt to the range of skills and preparedness that modern learners bring into the classroom, particularly as they face unique challenges.

Doctoral and master’s programs should focus on equipping future faculty with both research and teaching skills. Yet a study in agricultural disciplines found that 45% of graduate instructors had no formal teaching training, and only 23% received any training before they started teaching (Pillar, Karnok, & Thien, 2008). Faculty need structured pathways to develop these skills, but institutions must also provide ongoing professional development. It’s not enough to expect faculty to figure out how to teach while managing their research and service responsibilities.

The complexity of teaching is heightened by the increasing mental health challenges faced by today’s modern learners. Professors, particularly those on the tenure track, report feeling overwhelmed by the pressure to balance teaching, research, and service (Berrett, 2012). Universities must provide resources to support faculty in navigating these pressures. Addressing these needs means offering training in trauma-informed teaching and making mental health services for modern learners more accessible. Without better support for both faculty and modern learners, burnout and dropout rates will continue to rise.

Furthermore, Centers for Teaching and Learning (CTLs) offer valuable resources for improving pedagogy but are often underutilized. These programs should be mandatory, tied to measurable outcomes like modern learner success and retention, and linked to faculty evaluations (Pillar et al., 2008). This shift would not only improve teaching but also reduce faculty burnout, creating a better learning environment for modern learners.

Re-envisioning the Curriculum: Lifelong Learning and Cultivating Curiosity as the New Educational Paradigm

“College is where students should start to specialize in a course of study, having already acquired general knowledge in K-12… General course requirements that essentially reiterate high-school learning.” — Wolf (2024)

While the call to reduce general education requirements might appeal to some, it oversimplifies the true value of general education. General education isn’t just about rehashing high school content. This point made by Wolf is one where I completely disagree. Although there may be some overlap, the depth of exploration and critical thinking required in college-level general education is far greater. More importantly, general education is about developing durable skills—problem-solving, collaboration, and adaptability—that are essential for lifelong learning.

The modern learner is likely to change jobs—and even careers—multiple times. Higher education should not only produce experts in a discipline but also foster intellectual curiosity and the capacity for continuous learning. General education builds the flexibility and problem-solving skills necessary to navigate a rapidly changing workforce. The current job market demands more than just expertise in a single field; it requires individuals who can adapt to various roles and challenges. This is why it’s concerning that so many students enter college without the necessary workplace skills such as communication, organization, and professionalism. This gap in preparation, largely a result of an education system too focused on standardized testing and theory, only adds to the need for universities to address these deficits in their curriculum (Greene, 2024).

Job tenures have shortened, with fewer people staying in the same role for decades. In fact, individuals are now more likely to switch jobs frequently, further emphasizing the need for higher education to cultivate agility and transferable skills (Fox, 2022). A well-rounded education that focuses on both specialization and broad, interdisciplinary knowledge is critical to preparing modern learners for these shifts.

Moreover, while some modern learners may see general education as redundant, it offers opportunities to deepen critical thinking and engage with new ideas beyond their chosen field. General education provides room for modern learners to explore subjects that may lead to interdisciplinary connections or even career shifts. This broader intellectual foundation is crucial in a world that demands versatility. However, it’s important to recognize that many students arrive at college underprepared for this level of academic engagement. The deficiencies in K-12 education, exacerbated by an overreliance on standardized testing, leave many students lacking the critical thinking and autonomy needed for higher education success. Addressing these gaps requires universities to be intentional in how they design and deliver general education (Greene, 2024).

However, as general education models evolve—focusing more on interdisciplinary learning, experiential learning, and using learning communities—transferability becomes a challenge. Many modern learners transfer between institutions or take breaks from their education, and when general education requirements aren’t aligned, it complicates their journey. This is why creating opportunities for credit for prior learning and competency-based education is essential. Flexible pathways that allow modern learners to earn micro-credentials, certificates, or badges as they progress toward a degree can help them stay engaged and prevent them from stopping out altogether.

The current system still heavily favors those who enter college straight from high school. While improvements have been made for non-traditional learners, the 40 million-plus individuals in the U.S. who have some college education but no degree remain at a significant disadvantage. If universities want to serve the modern learner, they must adapt by creating more flexible, learner-centered systems.

In considering the influence of education reformers like John Dewey, it’s worth reflecting on how progressive education movements have shaped general education. Dewey’s focus on experiential learning and the holistic development of modern learners has had a lasting impact on how we approach curriculum design (Lynd, 1953). This remains relevant today as we seek to create learning experiences that go beyond rote memorization and foster critical thinking and curiosity in the modern learner.

The Heart and Head of Education: A Holistic Approach

“When a society associates education almost solely with fact-based knowledge, methods, standards, grades, diplomas, and degrees, it runs the risk of producing what C.S. Lewis called ‘men without chests.’ Without a belief in, and the teaching of, universal moral laws, we fail to educate the heart and are left with ‘educated’ (not enlightened) people who behave instinctually in their own self-interest.” — Wolf (2024)

While it’s true that higher education shouldn’t focus only on data and facts, it’s a stretch to say that intellectual development and emotional growth can’t or don’t coexist. The idea that universities are producing well-informed but emotionally detached individuals doesn’t reflect the evolving reality of today’s campuses. In fact, many institutions are making concerted efforts to blend both intellectual and emotional education, aiming to develop well-rounded modern learners who not only think critically but also lead with empathy.

For example, universities are increasingly integrating emotional intelligence, leadership, and ethical reasoning into their curriculums. These initiatives address the reality that modern learners need more than just academic knowledge to succeed in a world where empathy and emotional intelligence are essential skills. Leadership development programs, conflict resolution courses, and mentorship initiatives are becoming more common, offering structured opportunities for students to develop these “soft skills.”

Experiential learning and co-curricular programs play a big role in ensuring that modern learners grow both intellectually and emotionally. Programs like internships, community service, and study abroad offer learners the chance to apply their academic knowledge to real-world scenarios, encouraging them to think critically about their values and ethical choices. These experiences cultivate a deeper sense of social responsibility and empathy, qualities that are increasingly valued in both personal and professional contexts (Berrett, 2012).

In addition to these initiatives, trauma-informed leadership and trauma-informed pedagogies are becoming vital in supporting modern learners. These practices ensure that education addresses not only intellectual development but also the emotional and psychological well-being of students. Trauma-informed leadership acknowledges the prevalence of trauma and stress in academic environments and fosters a culture where students feel safe, supported, and empowered to succeed. By emphasizing empathy, emotional safety, and resilience, these leadership practices directly contribute to the emotional development of modern learners, complementing their academic growth (Pillar et al., 2023).

Trauma can have lasting impacts on the modern learner’s ability to engage with their learning environments. Trauma-informed practices are essential for creating supportive educational experiences that recognize and mitigate these impacts. When leaders and educators are equipped with these practices, they help cultivate resilient, emotionally intelligent individuals who are better prepared to thrive both in and out of the classroom (Pillar, 2024).

Research backs up this shift. Studies show that students who participate in programs aimed at developing emotional intelligence—such as peer mentoring or service-learning projects—not only feel more satisfied with their college experience but also perform better academically. Emotional intelligence has been shown to improve resilience, relationships, and academic success. For example, emotional intelligence is strongly linked to self-efficacy, motivation, and resilience, which mediate the positive effects on both psychological well-being and academic performance (Shengyao et al., 2024). This suggests that by supporting both the intellectual and emotional sides of education, universities are actually preparing students for a more successful life after graduation.

Instead of seeing intellectual and emotional education as opposing forces, the goal should be to create a balanced approach that fosters both. By combining rigorous academic learning with emotional and ethical growth, we can ensure that modern learners graduate not only well-educated but also equipped with the empathy and ethical grounding to lead meaningful lives. This holistic model of education is critical for preparing students to thrive in today’s complex and interconnected world.

Improving Accessibility and Affordability: More than Just Financial Aid

“Given the testing results and dismal college-completion rate cited above, the only things that truly get ‘well-rounded’ are the coffers into which student tuition money flows, amounting to thousands of dollars’ worth of wasted time and effort.” — Wolf (2024)

Affordability remains one of the most significant barriers to higher education, especially for low-income modern learners. Pell Grant recipients, a proxy for low-income modern learners, often face graduation rates below 40% at many institutions, underscoring the inadequacy of support systems designed to help these modern learners persist and graduate (Kotlikoff, 2022). As Gary Stocker, host of the College Viability podcast and creator of the College Viability app pointedly described, institutions with graduation rates below 50% often function more like “tuition collection agencies” than true educational institutions, emphasizing the systemic failure to support modern learner success (Costa, 2022).

True accessibility, however, involves more than just lowering tuition costs—it means creating more flexible pathways that accommodate the needs of modern learners. Online education, which has often been viewed as inferior to in-person learning, can offer the flexibility that many modern learners—especially those balancing work, family obligations, or financial constraints—need. But simply offering online courses is not enough. Universities must ensure their online programs are rigorous, engaging, and designed to prepare modern learners for success in both academic and professional environments. This is crucial because when done poorly, online education can reinforce existing disparities rather than mitigate them (Wolf, 2024).

Additionally, universities must better prepare modern learners for the realities of online learning, offering training in time management, self-discipline, and digital literacy. For low-income and underrepresented modern learners, who may already face numerous barriers, online education can serve as a lifeline—providing access to education that may not otherwise be feasible. However, this option is only viable if institutions invest in ensuring the quality and accessibility of these programs. The Colleges Where Low-Income Students Get the Highest ROI report also stresses that while some private nonprofit institutions, such as Georgetown and Stanford, offer a high return on investment (ROI) for low-income modern learners, these institutions enroll relatively few Pell Grant recipients, limiting access for the broader low-income population (Carnevale, Cheah, & Van Der Werf, 2022). It is surprising the number of institutions whose student body are comprised of 20, 30 or even 40% Pell-Grant eligible students and their graduation rates are below 40%.  This disparity highlights that the institutions most capable of providing significant economic mobility are often the least accessible to the populations that could benefit most.

Furthermore, the decline in educational outcomes in K-12 systems, as evidenced by the historic lows in national math and reading scores, raises significant concerns about how prepared modern learners are for college (Sparks, 2022). These failures in K-12 education call for stronger interventions in higher education, particularly regarding accessibility and modern learner support for those already at a disadvantage when entering college. Higher education institutions must play an active role in bridging these gaps, offering stronger pathways for college readiness through dual enrollment, bridge programs, and intentional collaborations with K-12 systems.

Strengthening Student Support Systems: Preventing Costly Failures

“The United States has a daunting 39-percent college dropout rate. Under-preparedness is surely to blame in large part.” — Wolf (2024)

To address the high dropout rates in higher education, strengthening support systems for modern learners must be a top priority. While modern learners may not always be academically unprepared, they often lack the financial or personal resources to persist. For example, a recent survey found that 58% of stopped-out modern learners cited financial struggles as their primary reason for not returning to school, even though 90% felt confident in their academic skills, such as math and critical thinking (Spitalniak, 2024). This statistic demonstrates that financial challenges, rather than just academic unpreparedness, are a significant barrier to modern learner persistence and success.

Beyond addressing financial challenges, universities need to recognize that a key factor in improving retention is fostering a strong sense of belonging for modern learners. Research shows that modern learners who feel a genuine sense of belonging on campus are more likely to persist and complete their degrees. As Doyle (2023) highlights, providing non-academic support—such as a modern learner’s sense of belonging, feeling that at least one faculty or staff member cares about them, and a representation of their culture or identity on campus—significantly enhances retention. When these factors are taken into account, predictive models for modern learner retention improve, highlighting the importance of the social and emotional dimensions of modern learner success. Therefore, retention strategies must go beyond academic interventions to include efforts to build connections and a supportive campus culture for modern learners.

Universities must also offer wraparound services that address not only academic needs but also financial, personal, and mental health challenges. Comprehensive modern learner support systems—including academic coaching, career advising, mental health services, and peer mentoring—are critical in helping modern learners navigate the complexities of higher education. These services ensure that modern learners can manage the multitude of challenges they face, increasing their chances of staying enrolled and graduating.

Creating more flexible pathways for modern learners who may not succeed immediately is a powerful strategy to address high dropout and stop-out rates. By making it easier for modern learners to re-engage with their education, institutions can help foster a lifelong appreciation for learning. Providing opportunities for modern learners to earn micro-credentials, stackable credits, or pursue competency-based education that contributes directly to their degree offers them tangible milestones. These smaller achievements can keep modern learners motivated, even if they face challenges along the way.

For low-income modern learners, who are disproportionately affected by financial pressures and more likely to stop out, these flexible pathways are especially crucial. Rather than viewing their education as an all-or-nothing proposition, modern learners can build their progress incrementally. This approach helps maintain momentum, empowering them to continue working toward their degree while managing personal, financial, or academic hurdles.

Additionally, by offering re-entry programs without penalizing modern learners for past academic difficulties, institutions can eliminate the stigma often associated with returning to college after stopping out or even not going straight into college out of high school. This welcoming and normalized approach creates a more inclusive educational environment, encouraging modern learners to see their educational journey as flexible and adaptive, rather than rigid and unforgiving. In doing so, universities can promote a culture of lifelong learning, where modern learners are supported in returning to their studies, regardless of how long they’ve been away (or how long they delayed starting).

By fostering an environment where modern learners are met where they are—both academically and personally —universities can better serve modern learners, particularly those from marginalized or underrepresented backgrounds. Faculty must also adapt to this changing landscape, using teaching methods and course designs that acknowledge the diversity of experiences and academic readiness that modern learners bring to the classroom. In doing so, institutions will not only improve graduation rates but also ensure that modern learners leave with the skills and knowledge necessary to succeed in an increasingly competitive and unpredictable world.

Final Thoughts: A Call for a Balanced Reform

The challenges facing higher education today are significant and demand thoughtful, well-rounded solutions. While many of Wolf’s critiques hold weight, the issue(s) at hand and solutions require a more nuanced, multifaceted, and comprehensive understanding and approach. This certainly doesn’t mean that potential solutions have to be complex and in fact, I would argue they need to be as practical and straightforward as possible to navigate the change management needed for all involved. Universities must do a better job of preparing faculty to teach, re-envision their curricula to emphasize lifelong learning and curiosity, improve accessibility, and strengthen support systems for modern learners. These reforms are not quick fixes, but they are necessary if we are to truly serve the needs of modern learners and ensure their success in an ever-changing world.

Faculty development cannot remain solely focused on disciplinary expertise. It must also foster effective teaching skills and equip educators to meet the diverse needs of modern learners. Curricula need to evolve beyond a narrow focus on major-specific courses to emphasize the development of durable, transferable skills that promote intellectual curiosity and adaptability—traits essential for lifelong learning. Faculty at all levels of experience and expertise should make a serious commitment to developing their teaching skills throughout their careers, not just during the tenure-track period. As the needs, abilities, skills, and challenges of the modern learner evolve, so too must faculty adapt their teaching practices. Universities must put greater emphasis and resources into developing faculty teaching skills, while faculty themselves must take this responsibility seriously to ensure they are meeting the needs of the modern learner and creating more effective learning environments.

In addition to improving teaching and curriculum, universities must prioritize accessibility by creating more flexible pathways that meet modern learners where they are. Offering micro-credentials, stackable credits, and competency-based education can provide modern learners with the tools to progress at their own pace while recognizing and rewarding their achievements along the way. These strategies will be particularly impactful for low-income and non-traditional modern learners, for whom financial barriers and personal obligations often create challenges to degree completion.

Equally important is the need to strengthen modern learner support systems. A sense of belonging, as Jeff Doyle points out, is crucial for retention and modern learner success. Universities must address both academic and non-academic challenges by providing wraparound services that encompass mental health, career advising, financial counseling, and peer mentoring. Only by addressing the full spectrum of modern learner needs can we hope to reduce dropout rates and ensure that more modern learners succeed.

Ultimately, higher education must adapt to the realities of the modern world, balancing the need for academic rigor with the flexibility and support necessary to guide modern learners toward success. By implementing these reforms, universities can foster an environment where modern learners are not only prepared for their immediate futures but are equipped with the curiosity, resilience, and lifelong learning skills needed to thrive in an ever-changing global landscape.

References

Berrett, D. (2012, October 24). Today’s faculty: Stressed and focused on teaching. The Chronicle of Higher Education. https://www.chronicle.com/article/todays-faculty-stressed-focused-on-teaching-and-undeterred-by-long-odds/

Carnevale, A. P., Cheah, B., & Van Der Werf, M. (2022). The Colleges Where Low-Income Students Get the Highest ROI. Washington, DC: Georgetown University Center on Education and the Workforce. https://cew.georgetown.edu/cew-reports/lowincome/ 

Costa, N. (2022). The deadweight loss of college general education requirements. Michigan Journal of Economics. https://sites.lsa.umich.edu/mje/2022/04/19/the-deadweight-loss-of-college-general-education-requirements/ 

Doyle, J. (2023, November 28). The billion-dollar result from seeing student success in a new way. Deep Thoughts on Higher Ed. https://deepthoughtshed.com/2023/11/28/the-billion-dollar-result-from-seeing-student-success-in-a-new-way/

Fox, J. (2022, October 17). Haven’t worked at the same place for 10 years? Join the club. Bloomberg. https://www.bloomberg.com/opinion/articles/2024-10-17/haven-t-worked-at-the-same-place-for-10-years-join-the-club?srnd=phx-economics-v2 

Greene, P. (2024). Neither College Nor Career Ready. Forbes. https://www.forbes.com/sites/petergreene/2024/10/02/neither-college-nor-career-ready/

Kotlikoff, L. J. (2022). ‘Don’t borrow for college,’ warns Harvard economist. CNBC. https://www.cnbc.com/2022/01/25/dont-borrow-for-college-warns-harvard-trained-economist-why-he-says-its-a-waste-of-money.html

Ladany, N. (2024, September 24). Behind the curtain of higher education: Faculty aren’t trained. Forbes. https://www.forbes.com/sites/nicholasladany/2024/09/24/behind-the-curtain-of-higher-education-faculty-arent-trained/

Lynd, A. (1953). Who wants progressive education? The influence of John Dewey on the public schools. The Atlantic. https://www.theatlantic.com/magazine/archive/1953/04/who-wants-progressive-education-the-influence-of-john-dewey-on-the-public-schools/640458/

Magnet, P. (2022). Western education has collapsed, and no one wants to admit it. Medium. https://medium.com/illumination/western-education-has-collapsed-and-no-one-wants-to-admit-it-f192e740a8bb

Manno, B. V. (2024). Are high school graduates ready for college? Forbes. https://www.forbes.com/sites/brunomanno/2024/05/28/are-high-school-graduates-ready-for-college/

Pillar, G. D. (2024). Building Resilient Leadership in Higher Education: Merging Trauma-Informed Practices with Key Presidential Competencies. https://gregpillar.com/building-resilient-leadership-in-higher-education-merging-trauma-informed-practices-with-key-presidential-competencies/

Pillar, G. D., Karnok, K. J., & Thien, S. J. (2008). Perceptions, utilization, and training of graduate student teaching assistants in introductory soil science courses: Survey results. NACTA Journal, 52(3), 24-32.

Pillar, G., Rutstein-Riley, A., Meriwether, J., Lawler-Sagarin, K., Ayabe, J., Nimmo, S., Fallon, A. M., Hoover, C., & Boules, R. (2023). Trauma-informed leadership: From awareness to action. AALI Senior Leadership Academy.

Sayers, D. L. (2024). The lost tools of learning. Association of Classical Christian Schools. https://classicalchristian.org/the-lost-tools-of-learning-dorothy-sayers/

Shengyao, Y., Xuefen, L., Jenatabadi, H. S., Samsudin, N., & Ishak, Z. (2024). Emotional intelligence impact on academic achievement and psychological well-being among university students: The mediating role of positive psychological characteristics. BMC Psychology, 12(389). https://doi.org/10.1186/s40359-024-01886-4

Sparks, S. D. (2022). Two decades of progress, nearly gone: National math, reading scores hit historic lows. Education Week. https://www.edweek.org/leadership/two-decades-of-progress-nearly-gone-national-math-reading-scores-hit-historic-lows/2022/10

Spitalniak, L. (2024, October 16). Stopped-out students are confident in their academic skills—but financial concerns remain. Higher Ed Dive. https://www.highereddive.com/news/stopped-out-students-confident-academic-skills-financial-concerns-survey/653066/

Wolf, G. (2024). Universities are doing education badly. The James G. Martin Center for Academic Renewal. https://www.jamesgmartin.center/2024/10/universities-are-doing-education-badly/

Ideas for Future Discussions and Writings

As I continue to explore the evolving landscape of higher education, several key areas deserve deeper attention. Below are a few ideas for future discussions and potential articles that build on the themes touched upon in this piece. If any of these resonate with you, or if you’d be interested in discussing or collaborating on an article, I’d love to hear from you.

  1. The Future of Faculty Development: Training Educators for a New Era This piece could delve into what a modernized faculty development program looks like in practice. How can universities better prepare educators to teach diverse, multi-generational, and often underprepared learners? What role should technology play in teacher training? The discussion could explore mandatory pedagogical development, the role of Centers for Teaching and Learning, and the importance of trauma-informed teaching practices.
  2. Beyond Major-Specific Learning: Building a Curriculum for Lifelong Adaptability Expanding on the idea of lifelong learning, this article could explore how universities can create curricula that balance deep disciplinary knowledge with broad, adaptable skills like problem-solving, communication, and digital literacy. It could examine real-world examples of institutions that have successfully integrated interdisciplinary studies and experiential learning into their programs and look at the long-term benefits for graduates.
  3. Addressing the Financial Barriers in Higher Education: Flexible Pathways and Micro-Credentials This discussion could take a deeper look into how financial barriers disproportionately affect low-income students and non-traditional learners. It would expand on the idea of creating flexible educational pathways, exploring case studies of institutions that have successfully implemented micro-credentials, competency-based education, and stackable credits to keep students engaged and help them return to education after stopping out.
  4. The Role of Belonging in Student Success: Moving Beyond Academic Metrics Building on Jeff Doyle’s insights into the importance of non-academic factors like belonging, this article could dive deeper into how universities can cultivate a sense of belonging to improve retention and graduation rates. It could explore the specific initiatives schools have implemented to enhance student engagement outside the classroom and how these contribute to measurable success outcomes.
  5. Improving Retention and Graduation Rates for Low-Income and Underrepresented Students This piece could focus on the systemic challenges that low-income and underrepresented students face in completing their degrees. It would explore the key interventions needed to address the financial, social, and academic barriers preventing these students from succeeding. Strategies like enhanced financial aid advising, mentorship programs, expanded support services, and initiatives that foster a sense of belonging could be examined in depth. The article could also highlight successful models from institutions that have significantly improved retention and graduation rates among these student populations.
  6. Reimagining the General Education Model: Preparing Modern Learners for a Dynamic Workforce This idea would explore the tension between traditional general education models and the needs of modern learners. Should general education be replaced with more career-focused, skills-based learning? How can universities maintain the value of a broad education while ensuring it’s relevant and practical for today’s rapidly changing job market? The article could provide examples of innovative general education programs that prepare students for real-world challenges.
  7. Bridging the Gap Between K-12 and Higher Education: Building Partnerships for Better College Preparedness An in-depth look at the critical role of K-12 partnerships in improving college readiness. This article could explore how dual enrollment, bridge programs, and collaborative efforts between universities and high schools can better prepare students for the academic rigor of higher education, especially for underserved and underrepresented populations. It could highlight successful programs that have made measurable impacts on college persistence and completion rates.

These topics not only build upon the current discussion but also open the door for fresh perspectives on how we can shape higher education to better meet the needs of all learners. I look forward to exploring these ideas further and encourage any collaborations that could bring these concepts to life.

10 Strategic Goals for Faculty Success in the New Academic Year (and 3 Bonus Tips to Mitigate Burnout!)

gregpillar on August 15, 2024

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  10 Strategic Goals for Faculty Success in the
                   24-25 New Academic Year
  1. Enhance Student Engagement
  2. Integrate Technology Effectively
  3. Promote Diversity and Inclusion
  4.  Focus on Student Well-Being
  5. Incorporate Experiential Learning Opportunities
  6. Strengthen Research, Scholarship and/or Creative Works (not just disciplinary, but SoTL!)
  7. Cultivate Professional Development
  8. Foster Collaboration and Interdisciplinary Work
  9. Support Student Career Readiness
  10. Engage in Community and Institutional Service
            Bonus Tips to Mitigate Burnout!
  1. Prioritize Time Management
  2. Cultivate Mindfulness and Stress-Relief Practices
  3. Build a Supportive Network

As the 2024-2025 academic year approaches, faculty across the country are feeling the pressure from an evolving higher education landscape. Challenges such as declining enrollment, financial constraints, and the increasing need to support student success are just a few of the intensifying demands placed on educators. In this environment, it’s easy to feel overwhelmed by the political, social, and economic noise surrounding higher education. However, it’s important to remember that small, consistent steps can make a significant difference.

The tips that follow are designed to help you prepare to welcome students and set up your classes for the new academic year. By focusing on these strategies, you can better navigate the challenges ahead while also maintaining your own well-being and supporting the success of your students. 

Enhance Student Engagement

Why It Matters:

Engaged students are more likely to succeed academically and retain information. In today’s blended learning environments, fostering engagement through interactive activities, discussions, and collaborative projects is essential for maintaining student interest and promoting deeper learning.  The key to successfully improving student engagement through any strategy should start with the instructor fostering a welcoming attitude within themselves and their classroom

Strategies:

Incorporate Intentional Techniques to Foster a Welcoming Classroom Environment

Incorporate Active Learning Techniques

How to Implement:

To demonstrate to students at you are approachable be mindful of micro expressions (smiling, frowning, blank looks, etc) and consider being a little more open and vulnerable.  This doesn’t have to mean sharing private details or information.  Small talk before class about weather, a funny observation, or interesting fact can ease tension and apprehension that may build up in students.

Use techniques like think-pair-share, group discussions, or problem-based learning in your classroom. These activities encourage students to actively participate in the learning process, making the material more engaging and helping students to better retain information.

Additional reading: Faculty Approachability Project Promotes Empathy and Connection 

Integrate Technology Effectively

Why It Matters:

With the rise of digital learning tools and platforms, integrating technology in a meaningful way can improve accessibility, remove barriers to learning, personalize learning experiences, and make course materials more dynamic and interactive.

Strategy:

Utilize Learning Management Systems (LMS) to Their Full Potential

How to Implement:

Use your institution’s LMS to create interactive assignments, quizzes, and discussion forums. You can also incorporate multimedia resources, such as videos and podcasts, to cater to different learning styles and make course materials more accessible.  Your institution’s LMS administrator and/or instructional designers are unsung heroes in the academic world.  Tap into their expertise.  Even if you are quite familiar with your LMS, there is always something you can learn.  Make it a goal to learn one new technique, feature, trick every month or every semester.

Additional Reading: How to Improve Accessibility in Online Learning 

Top 10 Tips for Teachers: Lessons Learned from Using an LMS for Over a Decade 

Promote Diversity and Inclusion

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Why It Matters:

In the wake of the attack on DEI in higher education, it is more important now more than ever for faculty to foster an inclusive learning environment and welcome diversity.  Students come from increasingly diverse backgrounds, and students deserve to feel welcome and valued. This goal involves incorporating diverse materials, perspectives, and teaching methods that reflect the varied experiences of your students.

Strategy:

Diversify Course Content and Perspectives

How to Implement:

Review your syllabus and reading lists to ensure they include a range of voices and perspectives, especially from underrepresented groups. Include case studies, examples, and guest speakers that reflect the diversity of your student body.

Additional Reading: How to Promote Inclusion in the Classroom 

Five Ways to Promote a More Inclusive Classroom (may be behind a paywall) 

Focus on Student Well-Being

Why It Matters:

The mental health of students has become a significant concern in higher education. Faculty can play a key role in supporting student well-being by being aware of the signs of stress, offering flexible deadlines when appropriate, and guiding students to available resources.

Strategy:

Implement Flexible Deadlines and Open Communication

How to Implement:

Offer flexible deadlines (where appropriate) or allow students to choose between different assignment formats to reduce stress. Maintain open communication channels, such as regular office hours or virtual drop-in sessions, where students can discuss their concerns.  Faculty shouldn’t feel like they need to become therapists or psychologists.  Understanding your institution’s resources to direct and support students as well as a little empathy and flexibility can go a long way.

Additional Reading: Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement. 

Fostering College Student Mental Health and Resilience 

Incorporate Experiential Learning Opportunities

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Why It Matters:

Experiential learning allows students to apply theoretical knowledge in real-world contexts, which enhances their understanding and retention. It also prepares them for professional challenges by providing hands-on experience in their field of study.

Strategy:

Integrate Internships, Practicums, or Fieldwork into Courses

How to Implement:

Collaborate with industry partners to create opportunities for students to engage in internships, practicums, or fieldwork as part of their coursework. This can be done by designing assignments that require students to apply what they’ve learned in a real-world setting.  Most institutions have Career Centers and may even have staff focused on employer relationships.  Utilize and leverage their expertise and knowledge on workforce skills and needs into your courses.

Additional Reading: The 10 Commandments of Experiential Learning 

Strengthen Research, Scholarship and/or Creative Works
(not just disciplinary, but SoTL!)

Why It Matters:

Engaging in research and scholarship not only advances knowledge in your field but also enhances your teaching by bringing the latest findings and perspectives into the classroom. It also strengthens your professional reputation and contributes to your institution’s academic standing.  Better yet, if you include students, it can be a fantastic learning opportunity, especially for undergraduates.  Finally, depending on your institution and the expectations for your position (tenure track, non-tenure track, R1, etc) don’t pass on opportunities in the scholarship of teaching and learning (SoTL).  Going to try something new in your class?  Curious if a new approach is scalable?  Collaborate with colleagues and turn it into a study!  If your institution values SoTL, it may (and really should) hold the same value as disciplinary research, scholarship and creative works for promotion and tenure.

Strategy:

Integrate Research Projects into Your Teaching

How to Implement:

Design course assignments that align with your research interests. Encourage students to undertake small-scale research projects, which can contribute to your ongoing research while giving students valuable experience in academic inquiry. The course where I had the strongest student feedback (and evidence of student learning) was my analytical chemistry course where I embedded a multi-semester study examining BPA and BPS in thermal receipt paper and its fate in the environment. 

Additional Reading: Grand Challenges for SoTL 

Cultivate Professional Development

Why It Matters:

Lifelong learning is essential for educators. By attending workshops, conferences, and training sessions, faculty can stay current with the latest trends in education, pedagogy, and their respective disciplines, thereby improving their effectiveness in the classroom and in their research.

Strategy:

Attend and Participate in Faculty Development Workshops

How to Implement:

Make a commitment to attend workshops or seminars offered by your institution’s teaching and learning or faculty development center. These sessions often cover the latest teaching techniques, technology tools, and classroom management strategies as well as assistance in grant prep, research and work-life balance strategies.  Also reach out to the Director or professional leading the center as they can provide additional guidance and consultation and provide other opportunities for professional development. 

Additional Resource: Your institution Faculty Development or Teaching and Learning Center.   Seriously, visit them or pull up their internal website.  Easily one of the more underutilized resources by faculty on a college campus.

Foster Collaboration and Interdisciplinary Work

Why It Matters:

Interdisciplinary collaboration can lead to innovative teaching approaches, research projects, and solutions to complex problems. By working with colleagues from different fields, you can enrich your own teaching and research and provide students with a broader, more integrated educational experience.

Strategy:

Develop Interdisciplinary Projects or Courses

How to Implement:

Partner with a colleague from a different department to co-teach a course or develop a collaborative project that brings together students from multiple disciplines. This not only broadens the educational experience but also encourages collaboration among students.  I co-taught a general education course looking at issues in our global food system where we had faculty from multiple departments contributing to provide different perspectives and approaches to big questions and challenges.

Additional Readings (a refreshing scholarly journal article!): Interdisciplinary College Curriculum and its Labor Market Implications 

The World Needs Students With Interdisciplinary Education 

Support Student Career Readiness

Why It Matters:

Students are increasingly concerned with how their education will translate into career opportunities. By integrating practical skills, industry insights, and career-focused content into your courses, you can help students bridge the gap between academic learning and professional success.  As mentioned earlier, most schools have centers and resources devoted to career readiness and internship experiences.  Work with professionals in these areas to strengthen the inclusion of key skills in your course (regardless of discipline).

Strategy:

Incorporate Real-World Assignments and Guest Speakers

How to Implement:

Design assignments that mimic real-world challenges relevant to your field, such as case studies or project-based tasks. Invite industry professionals to speak in your class, offering students insights into how their learning applies to their future careers.  It can also help develop critical skills needed in the workplace.

Additional Reading: Using Case Studies to Teach 

Engage in Community and Institutional Service

Why It Matters:

Faculty service is a critical component of the academic role, contributing to the governance and mission of the institution. Engaging in community service can also enhance the institution’s reputation and provide valuable learning experiences for students.

Strategy:

Lead or Participate in Service-Learning Projects

How to Implement:

Integrate service learning into your courses by involving students in community-based projects that are connected to course objectives. This not only benefits the community but also helps students apply their learning in real-world settings.  An example was a general education capstone course where we worked with a local food policy council to tackle the challenge of improving access to excess food from local farmer’s markets to people in need (while also providing some compensation to the farmer) in a timely manner.

Additional Reading: How to improve student success with community-based learning. 

Tips for Handling Burnout and Promoting Holistic Wellness

In addition to the strategic goals outlined above, it’s equally important to focus on your own well-being as you navigate the demands of the new academic year. Here are three bonus tips to help you avoid burnout and promote holistic wellness:

Bonus Tip 1: Prioritize Time Management

Why It Matters:

Effective time management is crucial for maintaining a balanced workload and avoiding burnout. By organizing your time efficiently, you can reduce stress, increase productivity, and ensure that you have time for both professional responsibilities and personal well-being.

Strategy:

Adopt Time-Blocking Techniques

How to Implement:

Set aside specific blocks of time in your daily or weekly schedule for different tasks, such as grading, research, meetings, and self-care. Use tools like calendars or time management apps to allocate these blocks and stick to them. Ensure you include breaks and personal time in your schedule to recharge and maintain a healthy work-life balance.

Bonus Tip 2: Cultivate Mindfulness and Stress-Relief Practices

Why It Matters:

In the fast-paced environment of academia, it’s easy to become overwhelmed by deadlines and responsibilities. Mindfulness and stress-relief practices help in managing anxiety, enhancing focus, and improving overall mental health, which are critical for sustaining long-term productivity and job satisfaction.

Strategy:

Incorporate Mindfulness Exercises into Your Daily Routine

How to Implement:

Dedicate 5-10 minutes each day to mindfulness exercises such as deep breathing, meditation, or yoga. You can also introduce short mindfulness sessions at the beginning or end of your classes to

benefit both yourself and your students. Regular practice will help you stay grounded, reduce stress, and approach your work with a clear mind.

Bonus Tip 3: Build a Supportive Network

Why It Matters:

Having a strong support network is essential for managing the emotional and professional challenges of academic life. A supportive community can provide encouragement, advice, and a sense of belonging, all of which are important for preventing burnout and promoting holistic wellness.

Strategy:

Engage in Peer Support Groups and Professional Networks

How to Implement:

Join or create peer support groups within your institution where faculty can share experiences, challenges, and strategies for maintaining wellness. Attend networking events, both in-person and virtual, to connect with colleagues who share similar interests or face similar challenges. Regularly interacting with a supportive network can help you feel less isolated and more empowered to tackle the demands of your role.  Need a place to start, feel free to connect with me! (www.linkedin.com/in/gregdpillar).

By focusing on these strategic goals and wellness practices, you can navigate the challenges of the upcoming academic year with resilience and purpose, ensuring that both you and your students thrive. Remember, it’s about taking small, consistent steps and doing the best you can, without being overwhelmed by external pressures.  What tips do you have for the upcoming year?  What have I missed?  I would love to hear your thoughts in the comments below!.

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