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Colleges Face Looming Enrollment Crunch

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Education Special Coverage

Keeping School in Session

When Michael Dodge, provost at American International College (AIC), surveys a higher-education landscape that has seen two Massachusetts institutions, Hampshire College and Anna Maria College, announce their imminent closures in the coming weeks and months, he hears warning bells — and a call to action.

“We are seeing more disruption in the market, including institutional closures, which create both uncertainty for students and instability in regional enrollment patterns,” Dodge said. “When a college closes, it is not just about numbers. It is about students needing continuity, clarity, and trust in where they land next. Institutions that cannot respond quickly and transparently in those moments will struggle.”

American International College Provost Michael Dodge

Michael Dodge says colleges that want to survive and thrive must focus on matching their offerings to workforce needs.

When Hampshire College announced it will shut its doors at the end of 2026, it wasn’t the biggest surprise; the unconventional Amherst institution had been struggling with low enrollment and other challenges for some time.

“We worked aggressively to increase enrollment, refinance existing debt, and realize new revenue via the sale of a portion of our land. We have long known that addressing these issues is essential to establishing a stable financial foundation, supporting long-term operations, and meeting regulatory requirements,” President Jennifer Chrisler and the board of trustees noted in a letter to the Hampshire community. “We are faced with the clear, heartbreaking reality that progress on each of these three key factors has fallen far short of what we had hoped.”

Still, it was a jolt to a college community that has long prided itself as a successful model of an alternative, largely self-guided education that has produced numerous high-profile graduates over the decades, from Ken Burns to Liev Schreiber to Elliott Smith.

“Higher education is entering a period where demographic pressures are real, but they are only part of the story. The more immediate challenge is a shift in how students and families evaluate value. Cost sensitivity, clarity of outcomes, and speed to degree are all under greater scrutiny than they were even a few years ago.”

The Anna Maria announcement may have been more of a jolt, as it is shutting down the Paxton campus this month, following the end of the spring semester, rather than at the end of the year.

“For months, the board of trustees, our leadership team, and the Sisters of Saint Anne walked a distressing road together, examining every option and hoping at each turn that something might change,” President Sean Ryan and the board of trustees wrote, also in a community letter. “The decision reflects years of financial pressure that we were ultimately unable to overcome, and the honest recognition that continuing would not be responsible to the students, faculty, and staff who depend on us. We tried to find a way. We are grateful to everyone who tried alongside us. And we are deeply, genuinely sorry we found no viable path forward.”

The closures are sounding alarm bells because a looming ‘demographic cliff’ already has colleges and universities nationwide concerned. According to a recent study from the Federal Reserve Bank of Philadelphia, about 60 of the nation’s roughly 4,000 colleges are closing, on average, each year — a number that could double in any given year if the bottom falls out of enrollment, according to a recent analysis in the Atlantic by Jeffrey Selingo.

“If the harm were only to the institutions forced to close because they’re running out of customers, that would be unfortunate, but not tragic. But the causality runs in the other direction too, as students who otherwise would have gone to college find themselves with no viable option in the place where they live,” Selingo wrote.

He explained that American higher education has long consisted of two markets: one where high-achieving, typically affluent students compete for seats at national universities, and one where mostly middle- and lower-income students study closer to home. “Members of the first group will be fine even as college closures accelerate. The second group will suffer. After many decades of democratization, higher education could once again become a luxury good.”

However, Dodge noted that the demographic trends are just one element among numerous looming issues for colleges.

“Higher education is entering a period where demographic pressures are real, but they are only part of the story. The more immediate challenge is a shift in how students and families evaluate value. Cost sensitivity, clarity of outcomes, and speed to degree are all under greater scrutiny than they were even a few years ago,” he explained.

“At the same time, traditional pipelines are evolving. High school populations are changing, adult learners are expecting more flexibility, and employers are placing greater emphasis on skills and credentials that align directly with workforce needs,” he went on. “Institutions that remain overly dependent on a single student population or a static program portfolio will face increasing pressure.”

Return on Investment

Molly Miner, vice president of Enrollment Management and Marketing at Elms College, told BusinessWest that most private colleges, especially in New England, have experienced enrollment challenges, as the demographic cliff has already created increased competition among the shrinking pool of traditional first-time students. Meanwhile, the majority of Elms students come from the New England region, which is among the hardest-hit regions due to these shifting demographics, and its leaders have adjusted their recruitment strategy to broaden our applicant pool.

“The declining international student enrollment at schools nationwide, coupled with the changing domestic demographics, has created challenges for all colleges, particularly small colleges,” Miner noted. “There is a trickle-down effect when the most selective institutions, which have traditionally had large international enrollment, shift their strategy and expand their reach more broadly into the domestic pool, increasing competition for other institutions.

“Another challenge is the broader national conversation around the cost of higher education and student loan debt, which influences how students and their families think about college,” she added. “More than 30% of high school graduates do not enroll in college immediately after graduation, which further compounds the enrollment challenges.”

The cost factor should actually benefit community colleges, especially in Massachusetts, where residents can attend for free, thanks to a two-year-old program called MassEducate, which has resulted in enrollment increases at those institutions across the state.

“We have strong partnerships with employers, both nationally and regionally, to ensure their current and future employees have the education and training needed to succeed in a rapidly changing professional landscape, while also informing program development.”

But four-year, private colleges have to attract a shrinking pool of potential enrollees in different ways. James Birge, who is retiring as president of Massachusetts College of Liberal Arts in North Adams, acknowledged the current pressures, but is optimistic.

“The demographic enrollment cliff is here. It’s already hitting small, private colleges hard. Sadly, more will close in the next five years as the recruiting market contracts and institutions struggle to attract students,” he told BusinessWest.

“But public institutions like MCLA are in a genuinely strong spot. We’re affordable. And we’ve spent the last few years making deliberate moves to become a college of choice,” he went on, noting, as examples, that MCLA has added nursing, radiologic technology, and music industry and production because that’s what students are looking for, as well as adding athletic programs in lacrosse and ice hockey.

“We’ve built up endowed scholarship funding so more students can afford to come here,” Birge went on. “We’ve strengthened academic and personal support so students don’t just enroll — they stay and finish. We’ve put smarter investment strategies in place to keep operations funded. And we’ve maintained our accreditation, meeting every standard, including the financial ones.”

Miner points to Elms Promise, an initiative at the Chicopee college that aims to reduce cost as a barrier for students who demonstrate strong academic performance and financial need. She also points to the institution’s strong relationships with community colleges in Massachusetts and beyond, enrolling their graduates into its undergraduate programs through transfer and continuing education pathways.

“At Elms, we are able to leverage our small size to remain nimble and responsive in the face of these challenges,” she said, noting that its undergraduate curriculum combines a strong liberal arts foundation with real-world learning opportunities.

“Experiential learning is a core component of the student experience. Nearly 100% of Elms undergraduate students participate in experiential learning, including internships, clinical placements, research, service learning, and creative scholarship. Students engage in real-world learning from day one,” she added, noting that these efforts begin in the first semester with something called the Innovation Challenge, which encourages students to work together to find solutions to real-world problems.

“These initiatives lead to strong outcomes,” Miner said. “Ninety-seven percent of students who completed our most recent graduation survey reported that they are employed or enrolled in a graduate program after leaving Elms.”

Even at the graduate and continuing education levels, she noted, academic programs are tailored to meet the needs of the evolving workforce.

“We have strong partnerships with employers, both nationally and regionally, to ensure their current and future employees have the education and training needed to succeed in a rapidly changing professional landscape, while also informing program development,” Miner said, citing as examples recently added programs like graduate degrees in social work and applied behavior analysis, as well as an online bachelor of social work degree. “These programs are intentionally designed to align with workforce demand and address critical shortages of care providers throughout Massachusetts and New England.”

At Springfield-based AIC, Dodge agreed that colleges that want to survive and thrive must focus on matching their offerings to workforce needs.

“Maintaining an edge comes down to alignment. We are continuing to align our academic programs with workforce demand, particularly in high-need areas such as health sciences, public service, and emerging fields like data analytics. We are also expanding flexible delivery models, including online and accelerated formats, to meet students where they are.

“Equally important is strengthening our pipeline,” he added. “Partnerships with schools, transfer pathways, and employer-aligned programs are helping us reach students earlier and support them more effectively throughout their journey. Finally, we are focused on clarity. Students want to understand where a program leads and how quickly they can get there.”

Focus on the Future

Both the Hampshire College and Anna Maria College announcement letters noted that, for students unable to complete their degrees, transfer agreements with partner institutions are being created; indeed, AIC, Elms, and MCLA all announced such partnerships and outlined ways to smoothly transfer displaced students to their own communities.

“We planned and prepared for this by adding programs students want and employers need, building endowed scholarship funding, strengthening support, and making smart financial moves to keep us on solid ground.”

“At AIC, the focus is on being both responsive and intentional,” Dodge said. “In the immediate term, that has meant acting quickly to support students … by creating clear, student-centered pathways that allow them to continue their education with minimal disruption. The priority has been reducing uncertainty and providing stability during a challenging moment.”

Added Miner, “at Elms College, we have the resources and support systems in place to provide a seamless transition so students can stay focused on achieving their academic and professional goals within a caring and supportive environment.”

In the meantime, Birge said MCLA will take the appropriate lessons from the closings and continue to focus on ways to move forward as the demographic landscape continues to evolve.

“We planned and prepared for this by adding programs students want and employers need, building endowed scholarship funding, strengthening support, and making smart financial moves to keep us on solid ground,” he added. “Challenges ahead? Of course. But I like where we stand.” 

Partnerships Like Early College Make Higher Education More Accessible

By
American International College Provost Michael Dodge
Education Special Coverage

Moving On Up

American International College Provost Michael Dodge

American International College Provost Michael Dodge

 

When Michael Dodge thinks about the 227 students from Duggan Academy in Springfield currently taking classes at American International College (AIC), he understands who benefits the most — and it’s not necessarily the academic high achievers who already have their eyes on college.

“We’re reaching the ones saying, ‘college isn’t for me,’ or ‘I’m not smart enough,’ or ‘no one in my family has gone to college.’ And we’re saying, ‘this program is for you.’ We’re helping students that might not have thought of college as an option — helping it become an option for them.”

Dodge, AIC’s provost, was describing the college’s relationship with Duggan, which began three years ago with high-schoolers taking classes for college credit, and has now become much more robust with AIC being designated as a Massachusetts Early College Program by the state’s joint Early College Committee.

AIC, in partnership with the Springfield Empowerment Zone Partnership (SEZP), is one of 18 new Early College programs announced this year by the Healey-Driscoll administration, and the only private college west of Worcester to receive this designation.

“Those students are taking a total of 900 credits,” Dodge said. “Given our successful pass rates with Duggan, that’s bringing in a significant number of students who are picking up a lot of college coursework that they now have under their belts as they think about where they want to go after high school.”

Notably, the program is a ‘wall-to-wall’ model in which every Duggan student participates. Students have the opportunity to earn up to 60 college credits — at no cost — before graduating from high school. Courses focus on high-growth, high-wage fields including allied health, education, and criminal justice.

“We’re reaching the ones saying, ‘college isn’t for me,’ or ‘I’m not smart enough,’ or ‘no one in my family has gone to college.’ And we’re saying, ‘this program is for you.’”

“We wanted to focus on fields that are in demand and lead to well-paying jobs,” Dodge said. “This puts them on a path to pursue an associate degree either at AIC or a community college or another four-year institution.”

The model ramps up the college coursework as they advance, he explained. Freshman year orients them to the expectations of a college class, and what follows is coursework in general education classes that are easily transferable, regardless of institution.

“Those include things like English composition, analytical writing — things that can help them be better writers and critical thinkers, which sets them up for success when they get to their junior year and senior year,” Dodge noted.

In those final two years of high school, students are blending college-credit courses at Duggan with classes they actually take on the AIC campus, he explained. “We want you to come to AIC, but regardless of where you go, you’re setting up a strong foundation to help you be able to keep pace with the academic rigor that exists at a college.”

While Duggan students have already been earning AIC college credits, the new designation is designed to build on that success and help even more students access college by removing common barriers.

Key program features include personalized support, including small cohorts, academic coaching, and dedicated advisors for multilingual and exceptional learners; advising to promote college readiness; culturally responsive teaching and staffing to reflect and support the student population; and universal access, with 100% of Duggan students participating regardless of prior academic performance.

Tricia Canavan

Tricia Canavan

“Tech Foundry’s senior team has been collaborating with various members of UMass leadership in a variety of ways over the last couple of years. Our partnership has evolved to include working with the IT staff on workforce priorities and employment opportunities.”

“All students deserve opportunities to succeed,” Dodge said. “Early College is about more than earning credits — it’s about building the skills, confidence, and support networks students need for college and life.”

 

Priming the Pump

Early College is just one way the state has been trying to draw more students into the college pipeline. The most notable ones, of course, have been MassReconnect, which made community college free for Massachusetts residents age 25 or older, and, more recently, MassEducate, which extended that tuition- and fee-free model to any resident, regardless of age, who has not yet earned a bachelor’s degree.

Beyond that, many of the state’s community colleges have forged articulation agreements with four-year institutions, under which students who satisfactorily complete an associate degree program are guaranteed admission into a bachelor’s degree program at the four-year school.

One of these partnerships, between Elms College and both Holyoke Community College (HCC) and Springfield Technical Community College (STCC), deepened recently by allowing students of those two community colleges to reside in residence halls at Elms.

STCC and HCC are commuter colleges and do not provide on-campus housing, so the agreement benefits STCC and HCC students who have housing needs, while creating the kind of familiarity with the Elms campus and culture that makes it more likely they’ll pursue a baccalaureate degree there.

“Elms College, for nearly 100 years, has prided itself on promoting educational opportunities to those who would otherwise not have access, and being a collaborative partner with our neighboring colleges. This agreement accomplishes these goals and expands our strong partnerships with HCC and STCC,” Elms President Harry Dumay said. “Our campus has always been a welcoming, inclusive community, where we work hard to ensure that everyone feels like they belong in the spirit of our founding mission. HCC and STCC students now get to discover that aspect of the Elms experience.”

Other regional partnerships target an older demographic — people who either never attended college or started but didn’t finish.

Elms College President Harry Dumay recently announced that the college expanded its articulation agreement with HCC and STCC to allow students at those colleges to live on the Elms campus.

Elms College President Harry Dumay recently announced that the college expanded its articulation agreement with HCC and STCC to allow students at those colleges to live on the Elms campus.

One recently announced collaboration between UMass Amherst and the Tech Foundry — the Springfield-based workforce development nonprofit that trains local residents for IT careers — enables Tech Foundry staff and community members to complete their undergraduate degrees through the university’s flexible, customizable online program.

Specifically, Tech Foundry members can take classes, receive academic counseling, and map their educational pathway through UMass Amherst’s University Without Walls Department of Interdisciplinary Studies (UWW-IS).

Current UWW-IS admission requires 12 transferrable college credits and a 2.0 GPA for adults who did not previously attend UMass Amherst. As part of its program, however, UWW-IS offers credit for prior learning or life experience. Under the new agreement, students who are accepted into UWW-IS and have completed Tech Foundry’s 18-week immersive hybrid training program will receive 15 credits via special transcript, which is equivalent to a full semester courseload. The collaboration builds on earlier programs in which UMass Amherst IT provided internships for Tech Foundry trainees.

“Tech Foundry’s senior team has been collaborating with various members of UMass leadership in a variety of ways over the last couple of years. Our partnership has evolved to include working with the IT staff on workforce priorities and employment opportunities,” said Tricia Canavan, CEO of Tech Foundry, who called the new collaboration an important expansion of opportunity for Tech Foundry students.

“We’re really centering equity efforts. We don’t always want to polish just the shiniest of apples, but we’re making sure we’re reaching out to that student who may not have thought of college as an option — but help them do it in ways that make sense.”

UWW-IS Department Administrator Siobhan Henderson said the collaboration also enhances University Without Walls’ longtime relationship with Springfield residents. “We are committed to meeting learners where they are — professionally, academically, and geographically. This collaboration aligns with our UWW-IS mission that was founded more than 50 years ago: to open doors to adults who thought achieving a bachelor’s degree was unattainable.”

 

Opportunity Knocks

Gov. Maura Healey has called Early College programs a central element of her administration’s Reimagining High School initiative to prepare students for college or careers and expand access for those historically underrepresented in higher education — at a time when higher education is already facing demographic headwinds in the form of fewer high school graduates.

“Early college is an important and effective tool for making higher education more accessible and affordable for every Massachusetts student,” she said earlier this year. “These new partnerships give more young people the opportunity to earn college credit at no cost while still in high school, setting them on a path to success and helping to close opportunity gaps.”

Dodge sees such efforts as steps in the right direction, and considers the college campus immersion element an important part of the process.

“The intent, in senior year, is to have students be on our campus taking college-level courses, similar to the models for dual enrollment in the past,” he explained. “Students can take 12 to 15 credits over the course of senior year — typically four to five classes — develop some affiliation with the institution, and be able to take some independent coursework and things very specific to their planned major, so it’s not just, ‘oh, I come to campus for one class and then leave. Instead, they’re thinking about being on campus most of the day for Tuesday and Thursday, or Monday, Wednesday, and Friday.”

He also appreciates the Healey administration’s focus on equity and helping close performance gaps.

“That’s one of the reasons why we applied for this designation with SEZP and the Department of Higher Education. We’re really centering equity efforts. We don’t always want to polish just the shiniest of apples, but we’re making sure we’re reaching out to that student who may not have thought of college as an option — but help them do it in ways that make sense. That’s why we start small, one or two courses freshman year, then building up intentionally and bringing them into the fold in college.

“We’re really thankful for the support from SEZP and the Department of Higher Education, and we value the partnership we have with Duggan and the Springfield Public Schools,” Dodge went on. “We think it’s a partnership that makes sense in this current environment, this academic cliff where fewer 18-year-olds are going to college. It seems like what the future of higher education needs to be.”

AIC Announces Detailed Strategy to Guide Next Several Years

By
AIC interim President Nicolle Cestero
Education Special Coverage

It Starts with a Plan

AIC interim President Nicolle Cestero

AIC interim President Nicolle Cestero

Amid a shifting landscape for higher education, Nicolle Cestero says, colleges that are unwilling to change will be left behind.

That’s the idea behind a new, expansive organizational business plan at American International College, announced last month, that will guide the college over the next several years, said Cestero, AIC’s interim president.

Dubbed Pathway to Progress, the document presents an array of changes to AIC’s operational model, including revising the academic portfolio, expanding degree options, launching new enrollment strategies, and streamlining athletic programming, including cutting programs and moving the men’s hockey team from Division I to Division II in the NCAA.

“There have been many changes in higher education over the course of the past 20 years, and even over the course of the past three to five years. And if institutions aren’t changing and being nimble, then they are finding themselves merging or closing,” Cestero told BusinessWest in a wide-ranging interview regarding the plan.

“This institution, in the opinion of myself and others — senior management, faculty, staff, board of trustees — believe that we are really important to the students that we serve and to this community, and we want to make sure that AIC is here for the long term,” she added. “So we had to look at ourselves and say, ‘what we’re doing right now isn’t sustainable. So what do we need to do in order to make sure that AIC is here three, five, 10 years from now?’ That’s where Pathway to Progress comes in.”

“There have been many changes in higher education over the course of the past 20 years, and even over the course of the past three to five years. And if institutions aren’t changing and being nimble, then they are finding themselves merging or closing.”

Among the shifts in the higher-education landscape, according to the plan’s designers, are disruptions caused by the launch of a new federal financial-aid model, changes in demographics across the Northeast, and the nationwide conversation around the value of a college degree.

“We can’t continue to do the same things that we’ve always done and expect the same results,” Cestero added. “So we needed to say, ‘what are we good at? What’s making us money? What’s not?’ — and then make the tough decisions to say, ‘we’re going to cut here, and we’re going to grow here in order to maintain the institution.’”

To get to those decisions, AIC contracted with a consulting company for a market analysis, financial analysis, and program analysis for athletics and academics. Then Cestero and Michael Dodge, executive vice president for Academic Affairs, put together a steering committee, including representatives from various constituencies.

After months of work, “it got to the point where it was pretty clear the direction the institution should go, and then Michael and I made those final decisions, obviously with the support of the board of trustees — and the board had responsibility for making a few of those decisions, too,” she added. “Then we rolled it out.”

Michael Dodge

Michael Dodge says AIC leadership engaged with faculty in determining where to build on areas of strength.

For this issue’s focus on education, we break down the three main pillars of AIC’s new organizational plan and how its leaders feel the college will benefit from each.

 

Academic Changes

First of all, AIC, is changing its degree offerings, embarking on a multi-year plan to launch new programs based on industry demand and market research, while discontinuing some undergraduate and graduate programs as well. Faculty positions will not be affected.

Following the previously announced launch of seven new online degree completion programs, the college plans to expand the number of program offerings beginning in the fall of 2025.

“I think, being a small institution, we can maybe run faster than some bigger schools or state institutions might be able to.”

“We looked at what makes sense for us to expand on, as opposed to just adding a program. What are we good at?” Cestero said. “But at the same time, we’re sunsetting programs. We’re saying, ‘OK, if we’re going to do all of this, we don’t have the resources to do all of this as well. So, unfortunately, this is going to have to go away. Those are hard decisions to make … but you have to recognize that those things need to happen in order for these other things to grow.”

For students who wish to earn an undergraduate degree more quickly, AIC will also begin offering three-year, 120-credit options for a variety of undergraduate programs, which make use of less expensive summer sessions, to provide time and financial savings to students (see related story on page 29). It will also launch a comprehensive re-enrollment campaign to engage and recruit former students to return to AIC and complete their degrees.

Thinking about how to refocus the academic program didn’t start only with Pathway to Progress, Dodge told BusinessWest.

“We’ve spent the last three years figuring out where are those areas where we can be really good, where we have some skills,” he said. “In the last couple of years, we’ve built a fully online master’s in criminal justice program. We’re getting into the degree-completion space, where students who’ve earned an associate degree at one of the amazing community colleges in the Commonwealth can come to AIC and have a seamless transition and convert that right over into their bachelor’s degree.

“We’ve also really tried to engage the faculty and build in the things that they are good at and that we can lean into,” Dodge added, as well as spaces AIC had not previously competed in, like computer science and data analytics, where market demand for talent is high — while also continuing to strengthen core areas where the college already excels.

Pathway to Progress includes launching a re-enrollment campaign to engage and recruit former students to return to AIC and complete their degrees.

Pathway to Progress includes launching a re-enrollment campaign to engage and recruit former students to return to AIC and complete their degrees.

“We’re really good at the health sciences, education, criminal justice. We have a number of our students in our business programs, so we always want to continue to improve those. But then, we also want to think about what else is out there, what’s the next thing. And I think, being a small institution, we can maybe run faster than some bigger schools or state institutions might be able to.”

Cestero said everyone impacted by decisions on academic programs was informed personally before the plan was announced, and then a town-hall event was held on campus for all parties — students, faculty, employees, vendors, and partners — to discuss them further.

“Any student that is in an academic program that is going away, we are teaching out those programs,” she explained. “All we’re doing is not bringing new students in, and they will have the same faculty. The faculty aren’t going away, either.”

 

Impacts on Athletics and Faculty

The big news in AIC athletics is the return of men’s ice hockey to Division II after the 2024-25 season, following 27 years in Division I. In recent years, the team has recorded significant success, earning national rankings from 2018 to 2021 and winning the Atlantic Hockey America conference regular-season title in 2019.

According to a press release on the Plan for Progress, the decision was made to position the program alongside the majority of AIC’s varsity programs in Division II, and that “this transition will provide a more equitable distribution of resources among all athletic programs and will allow ice hockey’s legacy to continue within the AIC Athletics portfolio.” All scholarships for affected athletes will be honored.

“When put it in the perspective of ‘what does this institution need to do to stabilize itself?’ I think it becomes a simpler decision,” Cestero said. “If this is siphoning off money that is leading to the institution not being stable financially and you want the institution here, it makes the decision easier than just ‘should we take it from DI to DII?’ I think the harder part is that the students have found a place here, and they are happy here, and knowing that you’re disrupting it, that’s the really hard part.”

“Because there were so many changes coming forward, we felt as though, if we aren’t clear about what the whole plan is up front all at once, then you’ve got a culture of fear, and that’s not good for anybody.”

It’s also tough for athletes in AIC’s women’s tennis and wrestling programs, which are being ended “to better meet industry demand and provide additional resources to other varsity sports,” the release notes. Again, all scholarships for affected athletes will be honored, though some may choose to use their remaining eligibility elsewhere.

“A freshman wrestler may want to go somewhere else because they have so much eligibility left, whereas a junior tennis player, if they were to transfer, they could lose out on transfer credits and things of that nature,” Cestero said. “Plus, you have your home here, right? You’ve got your circle of friends, you’ve got your major, you’ve got your faculty, your mentors, etc.”

Meanwhile, the Plan for Progress impacts faculty as well. To support the ongoing growth of AIC’s academic portfolio, the college will expand faculty options by introducing multi-year contracts, including a new ‘professor of practice’ role alongside the existing tenure-track pathway and adjunct/part-time faculty roles.

A professor of practice is a faculty member who typically has a non-academic background, but is successful and knowledgeable in their field, enabling them to improve students’ knowledge by providing a practical perspective, along with the theoretical perspective provided by an academic professor.

“We’re bringing these real-world experiences into the classroom, but these individuals that are going to become these teachers don’t necessarily have a doctorate, nor do they necessarily want one,” Cestero said. “But we’re allowing them a pathway to be a professor in higher education without needing to have that terminal degree. And it benefits the students at the end of the day.”

In addition, most full-time faculty will shift to a 5/5 teaching load, meaning five courses per semester instead of four, to better meet academic demands. In return, some tasks will move to staff advisors.

“We still have work to do. I mean, this is only a piece of what we need to do from a long-term perspective, but these are the things that we need to do now in order to become stable and then be able to grow.”

“Right now they teach 4/4, but then they have these other responsibilities for scholarship and community service and registering students for classes and things of that nature,” she explained. “And we said, ‘OK, they’re spread in many different ways. What if we were to take this responsibility and shift it over here? That would give them more time to focus on the actual teaching.’”

 

A Transparent Process

AIC has been out front with its plan, publicly detailing its various elements, including in this article. Cestero said there are three reasons for that.

“The first is, I’ve heard for years and years that people in leadership aren’t transparent, and specifically at AIC, that’s been said a lot. Secondly, you have to get everybody on board when you’re trying to do something this major, and if you’re not very open and direct and clear about what that is, then you’re not going to be able to get everybody on board.

“Three, when you’re not transparent, you create a culture of fear. Because there were so many changes coming forward, we felt as though, if we aren’t clear about what the whole plan is up front all at once, then you’ve got a culture of fear, and that’s not good for anybody.”

As a small, private college, AIC has challenges that differ from public universities and private colleges with much larger endowments. Cestero noted. But in the current climate, all institutions likely need to be strategizing about how to adapt.

“We still have work to do. I mean, this is only a piece of what we need to do from a long-term perspective, but these are the things that we need to do now in order to become stable and then be able to grow.”

That said, “I think that AIC is a really special place, and I want us to be able to continue to serve these students,” she said. “I think the students that we have are so amazing, and that’s why it’s important that we’re doing all of this.”

40 Years of Higher Education

By
BusinessWest Anniversary

Colleges Adapt to Non-traditional Realities

At the recent ceremony that officially installed him as chancellor of UMass Amherst, Javier Reyes noted that attitudes about higher education are changing, while rapid advancements in technology, with artificial intelligence at the center, are forcing colleges and universities to find new ways to meet their obligations.

“How does higher education respond to these challenges?” he asked. “How do we meet the needs of today’s students — students who are increasingly mobile and more agile? How do we meet the needs of a changing society? How do we remain nimble and adapt so that our students are prepared to be active and engaged members of their communities today, tomorrow, and for decades to come?”

That’s a lot to unpack, but UMass will focus on six key areas, Reyes explained: education, research and creative activity, translation and knowledge transfer, engagement, inclusivity and wellness, and financial and operational viability.

Then, importantly, he added, “it is important to stress that these are not six independent areas. Rather, they are six interconnected areas that must work in synergy with each other to achieve our goals.”

It’s a theme of connectivity that … well, connects Reyes’ thoughts with the conversations BusinessWest had with three other area higher-education leaders as they considered how academia has changed over the years — and where it’s going next.

“There’s been an evolution in higher education,” Elms College President Harry Dumay said. “About a decade ago, we knew there was a demographic cliff coming up for traditional undergraduate students. So everyone was thinking about the non-traditional population. And Elms had a strategy of partnering with community colleges to create degree-completion programs, which was very successful in growing enrollment in college through non-traditional students.”

John Cook, president of Springfield Technical Community College (STCC), said the role of his institution has become more prominent with last year’s launch of MassReconnect, which makes community college in Massachusetts free for adults over age 25 — another example of how colleges are prioritizing non-traditional students.

“We’ve become even more essential,” Cook said. “The fundamentals of what community colleges offer are even more important, if that’s possible, than they were 40 years ago. Access, opportunity, equity — all the things we talk about in the public sector — are really part of our DNA. And it’s invigorating to be a part of this, especially with MassReconnect, with a different kind of spotlight shining on us that further underpins this value that our name represents.”

Whether attending college right out of high school or returning as part of that older, non-traditional, often career-changing crowd, today’s students are increasingly facing an economy in flux, so they need, more than anything, to learn how to learn, Bay Path University President Sandra Doran said.

“Today’s graduates will have, on average, seven careers — not seven jobs, but seven careers,” she told BusinessWest. “That’s why we’re really committed to the concept of lifelong learning.”

Elaborating, Doran said, “in the past, you’d go to school for four years, then start your career. But that’s not always how higher education works. You might be taking college courses as a high-school student, or between ages of 17 and 24, or, sometimes, when you’re 50 years old. You might be in the workforce and, at the same time, taking college courses. This continuum of being able to learn any time you need to learn — and have the courses and programs available to do that — is really important to your future. And being adept at online learning is absolutely critical.”

Sandra Doran

Sandra Doran

“Today’s graduates will have, on average, seven careers — not seven jobs, but seven careers. That’s why we’re really committed to the concept of lifelong learning.”

In such a different environment from 40 years ago, she added, colleges and universities need to provide pathways, credentials, certificates, and degrees that are adaptable to people at all stages of life, not just those in that 17-24 age range.

“What we used to refer to as a student conjured up notions of sitting at a desk, taking notes, listening to a professor. But that’s not the only way education is delivered anymore,” Doran added. “People can learn forever.”

 

Into the Real World

Students are also training for a work world that’s fiercely competing for top talent — meaning not just graduates with skills, but those able to keep learning on the fly. With that in mind, Elms College recently crafted a strategic plan that emphasizes the core value of a liberal-arts education, experiential learning in the real world while still in college, and innovation.

“The employers of today are really desperate for students who are real-world ready; you don’t have to teach them how to behave in the workforce,” Dumay said. “At the same time, they can think on their feet. They have that critical thinking. A liberal-arts undergraduate education prepares students to think on their feet, articulate their thoughts, work in groups, all the soft skills that employers are looking for.”

At the same time, he said, the Elms has brought flexibility to the forefront, offering non-traditional students everything from remote options to short-term certificates and stackable credentials that will get them into careers, with growth potential, more quickly than in a full, four-year program.

Harry Dumay

Harry Dumay

“A liberal-arts undergraduate education prepares students to think on their feet, articulate their thoughts, work in groups, all the soft skills that employers are looking for.”

The presidents we spoke with also emphasized the importance of offering programs relevant to growth industries, like STCC’s future involvement in the Richard E. Neal Cybersecurity Center of Excellence being built at Union Station in Springfield, or its continued leadership in health sciences (at a time when healthcare deals with persistent staffing shortages), and HVAC and energy systems (as green energy continues its ascent).

“These are really, really helpful programs to have when we map out what the needs are in the workforce,” Cook said, noting that STCC’s School of Health will be renovated in a major capital project.

Doran takes a similar approach. “Bay Path has always been workforce-driven. That, again, relates back to lifelong learning — always being responsive to the marketplace, to employers. We started in 1897 as a business institute, as a reaction to what was needed in the workplace. That commitment to providing employers with a talented, long pipeline of potential employees really is a commitment to our region, and our lifelong learners.”

She, like Dumay, stressed the importance of flexible programs adaptable to the needs of non-traditional learners.

“It’s not one size fits all. Personalized education is a continuing trend,” Doran said. “We know how important it is for students to feel their college experience is valuable and works for them.”

Reyes said UMass intends to strengthen its role as a public research university in the coming years.

Javier Reyes

Javier Reyes

“We must continue to embrace our role as the primary developer of talent in the Commonwealth while ensuring that all of our students — regardless of their discipline — have the core skills, soft skills, and critical-thinking skills that will allow them to thrive in a rapidly changing economy and a rapidly changing world.”

“Fulfilling our role as a premier land-grant public research university will require us to continue to grow our research infrastructure while also expanding opportunities for students across all disciplines and at all levels to engage with research and hands-on learning opportunities,” he said, noting that, in FY 2023, UMass faculty received 1,164 research awards totaling nearly $240 million. “This is tremendous and speaks to the confidence in the research that is happening at UMass Amherst and the impact that our faculty have on the common good.”

In the current academic year alone, he noted, the campus became home to the National Science Foundation’s Center for Braiding Indigenous Knowledges and Science and the U.S. Department of Energy’s Academic Center for Reliability and Resilience of Offshore Wind, while UMass Amherst became one of just 18 institutions to receive the National Science Foundation’s inaugural Accelerate Research Translation Award, aimed at translating the research conducted in campus laboratories into tangible solutions to real-world problems.

“We must continue to embrace our role as the primary developer of talent in the Commonwealth while ensuring that all of our students — regardless of their discipline — have the core skills, soft skills, and critical-thinking skills that will allow them to thrive in a rapidly changing economy and a rapidly changing world, so that they can succeed and grow in the fields that they choose to be a part of.”

 

Better Days

Going back to MassReconnect for a moment, Cook noted that community-college enrollment had been on a downward trend in the Northeast for a while, but for both the fall and spring of the 2023-24 academic year, STCC saw a double-digit increase in enrollment, and he expects that pace to continue.

John Cook

“We’re not all the way back to pre-pandemic, but we have changed the trend, and we hope to continue to build on that.”

“We’re not all the way back to pre-pandemic, but we have changed the trend, and we hope to continue to build on that,” he said.

“We’ve been through COVID, which were pretty tough years,” Cook added. “When you combine the momentum of a major capital project and MassReconnect and our equity outlook and the fact that we’re the most affordable college in Springfield … these are wonderful fundamentals. It’s a great place to be.”

UWW Evolves as It Meets Needs of Non-traditional Students

By
John Wells, left, and Joe Bartolomeo
Features

Degrees of Progress

 

John Wells, left, and Joe Bartolomeo

John Wells, left, and Joe Bartolomeo say UWW continues to expand and evolve while remaining true to a mission forged more than a half-century ago.

The University Without Walls program at UMass Amherst, or simply UWW, as it’s known to so many, last year marked its 50th anniversary of changing lives at a ceremony at the Old Chapel on the UMass campus.

And there was certainly much to celebrate.

Indeed, while the world of higher education, the world of work, and UWW, for that matter, have changed in profound ways since the early ’70s, the program’s basic mission, and reason for being, have not. It exists to help non-traditional students (and they come in many categories and with diverse needs) earn degrees, certificates, or even a few credits that can help them advance professionally and perhaps take their careers in a different direction.

As it has carried out that broad mission, UWW has been defined by two words that speak volumes about what it’s all about: accessibility and flexibility. And both are keys to those non-traditional students getting to where they want to go, said John Wells, senior vice provost for Lifeline Learning at UMass Amherst.

The accessibility comes in many forms, from the ease of entry into programs to the availability of courses online — in this case, decades before COVID made it standard operating procedure. The flexibility, meanwhile, also comes in different forms, but especially the ability to shape degrees to fit specific needs.

While the mission and some of the basic programs haven’t changed much since Richard Nixon was patrolling the White House, UWW has certainly evolved and expanded to meet the needs of non-traditional students, fill gaps, and go well beyond the degree-completion programs for which it is most known.

“Not only is it a non-traditional home, it’s also an innovative home for looking for new ways to educate. And that’s one thing that UWW is — it’s an incubator for change and innovation.”

“Instead of just adult degree-completion programs, UWW offers pre-college and professional programs,” said Wells. “We felt like we could provide a legitimate academic home for students who weren’t coming down that traditional pathway.

“And not only is it a non-traditional home, it’s also an innovative home for looking for new ways to educate,” he went on. “And that’s one thing that UWW is — it’s an incubator for change and innovation.”

Joe Bartolomeo, associate provost for Interdisciplinary Studies at UMass Amherst and also a professor of English, agreed.

He said UWW’s degree-completion offering, the Department of Interdisciplinary Studies, remains its flagship program. But it now also offers what’s known as a BDIC, or bachelor’s degree with individual concentration, which is for residential undergrads, he noted, “but residential undergrads who don’t want to follow a traditional major path — they want to create their own degree to best reflect their own interests and goals.”

There is also an IT program, a minor program that now boasts more than 500 students, as well as other IT-related initiatives, such as a computer-competency course and a public-interest technology certificate; an ‘interdisciplinary exploratory track’ for incoming UMass students who haven’t decided on a major or think they might want to pursue an interdisciplinary track; pre-college; professional development; summer programs; and more.

For this entry in BusinessWest’s ongoing series exploring professional-development programs at area colleges and universities, we take an in-depth look at UWW, its long history of excellence, and its ongoing tradition of expansion and evolution to meet the changing needs of students — and the region.

 

Grade Expectations

A snapshot of those in attendance at the 50th-anniversary celebration, delayed a year because of the pandemic, helps convey how this aptly named program has provided students at all stages of life with flexible learning opportunities and a chance to turn their work experience into credits toward a degree. Current and former mayors of area communities who attended UWW were on hand, as was Kate Hogan, speaker pro tempore of the Massachusetts House of Representatives, another alum, and business owners and managers from across the broad spectrum of the regional economy.

Tracing the history of UWW, Bartolomeo said it was created to help adults who had started college but not finished their degrees. At the heart of the program is the ability of students to take their work experience and convert it into college credits to be put toward a degree — in some cases, dozens of credits, thus expediting their degree-completion work.

At present, there are roughly 200 students in the BDIC program and another 500 in Interdisciplinary Studies, said Bartolomeo, adding that they are pursuing degrees, and minors, in many different areas.

“A lot of them work in education, many of them work in social work, a lot are in business and economics,” he noted. “But they can also create their own, and many of them come to us with considerable experience — they just didn’t finish their degrees.”

Wells agreed, noting that, while some have a specific major, or set of skills, in mind, others don’t, which is fine, because work is changing rapidly, and so are the job market and the skill sets needed to succeed in specific jobs and fields.

In UWW, he said, students are more free from the pressures of declaring a major and, in most respects, have more ability to fine-tune a degree to match their needs.

“In traditional education, there’s always that pressure, or emphasis, on declaring a major and figuring out what you’re studying,” he told BusinessWest. “We like to think of UWW as being a place where it’s OK to say, ‘I’m exploring a little bit more,’ or ‘I have a variety of interests.’

“Today, the world is moving fast enough where it’s hard to define education down to the letter,” he went on. “A lot of times, people are getting a degree, and by the time they’re done, the skills they’re acquired are out of date. We like to think of UWW as an incubator because we need to change our thinking about education, and this has always been a safe space to try things.”

While degree-completion offerings remain the heart of UWW, there are many different programs being offered, everything from summer offerings to graduate-degree programs to professional development.

In that last category, there are a number of non-credit and for-credit professional and continuing-education programs for those looking to gain new skills and knowledge in areas ranging from leadership to music; from writing to turf management.

“A lot of times, people are getting a degree, and by the time they’re done, the skills they’re acquired are out of date. We like to think of UWW as an incubator because we need to change our thinking about education, and this has always been a safe space to try things.”

Indeed, the UMass Winter School for Turf Managers, which was established in 1927 and was the first program of its kind, continues today, and is a top source for turf-industry professionals.

Meanwhile, as noted earlier, UWW has expanded into other realms beyond degree completion, including pre-college and summer programs, said Bartolomeo, adding that these are designed to help improve students’ chances of succeeding when they get to college.

There are several pre-college initiatives, including summer programs; ‘research intensives’ — six-week, immersive lab experiences alongside UMass Amherst research faculty; college-prep workshops, and even a week-long College Application Bootcamp.

Another related initiative is called Jump In, a summer program for newly admitted UMass students who want to get a jump on their college education, Wells noted, adding that they take a course online — a general-education course, an introductory major course, and/or a ‘student success’ course.

“It’s an opportunity for them to get a head start and see what a college course is like,” he explained, adding that more than 100 signed up for classes this past summer.

At the same time, and in keeping with that notion of UWW being an incubator, the university is using it to test-drive concepts and even proposed degree programs.

As an example, he cited a certificate program called Innovate, which, as that name suggests, is focused on innovation and entrepreneurship.

“Most of the professional schools are contributing courses to that, and it was originated by faculty in Engineering,” he explained. “But they didn’t want it to reside in one of the traditional STEM colleges because they wanted it to be open to students around campus. The provost’s office referred them our way, and we’re going to provide it with an academic home.”

Another example is called Commonwealth Collegiate Academy, a systemwide initiative for dual enrollment for high-school students, he said, explaining that this is different from pre-college and focuses specifically on public high schools that tend to be underresourced and have larger underrepresented, minority populations.

“It’s an opportunity for them to take courses live, online, during their school day,” Wells explained. “And we’re working now with various high schools on plans to start it next year; this is a priority of the president’s office, and even the governor’s office.”

 

Bottom Line

And it’s yet another example of how UWW continues to evolve and broaden the mission that it took on more than 50 years ago.

Those letters have become part of the academic landscape in Western Mass. — and well beyond. And, more importantly, they connote pathways (in the plural, because one size definitely does not fit all) to success in the workplace and in life.

Amid Enrollment Challenges, Colleges Stress Culture, Support

By
Hubert Benitez
Education

It’s Not Simply Academic

Hubert Benitez

Hubert Benitez says AIC strives to create a sense of belonging for students.

With high-school graduation numbers down in the U.S. and college enrollments following suit, Hubert Benitez says higher-education institutions must take a multi-pronged approach to enrollment management and their “overarching value proposition.”

“The academic portfolio of all our institutions across the region are very strong. So the students have options: wherever they will go, they will receive a sound education,” said Benitez, who began his tenure as president of American International College (AIC) last spring. “So, having said that, what truly differentiates one college from another?”

To answer that question, he pointed to a report called “AIC Reimagined 2022-2027,” which considers how to rethink strategies in six different pillars, including academics; student life, engagement, and support; fiscal growth; internal and external community engagement and development; diversity, equity, inclusion, and belonging, and athletics.

Take the first pillar, academics. “We realized, post-pandemic, that we have to reimagine our academic enterprise and what the collegiate experience is all about,” Benitez told BusinessWest. “We have to rethink how we offer education. Students learn differently, and they want to attend college in a different way. We have a lot of non-traditional students coming back to education, people who, post-pandemic, want to retool themselves for a career change — adult learners, students who have family commitments. If we are to address their needs, we really have to rethink how we offer our academic portfolio.”

Colleges and universities everywhere are having similar conversations about how to attract, and then shepherd to graduation, a smaller pool of potential college students than in past decades, due largely to changing demographics.

“The return-on-investment case has been made over and over again. The economics have been quite clear for a long time: people with a college degree earn over a million dollars more over their lifetime than those who don’t have one.”

According to the National Student Clearinghouse Research Center, undergraduate enrollment at U.S. colleges fell by 1.1% in fall 2022 compared to 2021, a pace of decline that’s nearly returned to pre-pandemic rates. In between was a year, 2020, when enrollment dropped 3.4%, followed by 2.1% in 2021. The net effect of those years is an enrollment total that’s down close to 7% from 2019.

“The trend for higher-education enrollment had been on the decline, but this was certainly exacerbated by the pandemic years,” Elms College President Harry Dumay said. “But things are coming somewhat back to normal these days for us.”

That’s reflected in some healthy numbers for Elms’ various segments, including first-time freshmen, traditional transfer students, and especially graduate students; the only segment that has seen some erosion is transfers from community colleges, which were hit hard by the pandemic.

A stabilization of enrollment makes sense, despite the high cost of college, Dumay said. “The return-on-investment case has been made over and over again. The economics have been quite clear for a long time: people with a college degree earn over a million dollars more over their lifetime than those who don’t have one.”

What Elms and many other schools are now doing is providing more flexibility for adult and non-traditional students, such as stackable, short-term certificates that ease the way to gainful employment and accumulate toward a degree down the line.

However, he noted, beyond the economics, what shouldn’t be undervalued is the formative aspect of college, especially for the shrinking 18-22 age demographic. “Whether you go full-time or part-time, whether residential or commuter, there is something that happens in those years — forming character, learning to think critically — which affects the value.”

Benitez said culture is a key element of AIC’s message to prospective students and their parents.

“One differentiator is how we create a sense of belonging for the students. It’s very important to today’s students,” he explained. “When they arrive on campus, they need to feel like they belong. I truly believe AIC provides that value to any student from any background because we have intentionally created an environment where every single student feels like they belong.”

Once enrolled, he added, “we follow the student along their educational journey, providing support services at every single stage of their academic journey.”

“If any students are struggling for any reason that would keep them from persisting and staying enrolled at college, we have a whole team dedicated to helping them work through that.”

Darcey Kemp

Darcey Kemp

In fact, that’s a key element of one of the six pillars, and it’s important, especially for first-generation college students, to have the peace of mind offered by such supports.

“For a parent who did not have the opportunity to attend college, leaving his or her child in an environment where they don’t know if they’re going to feel right has to be daunting,” Benitez said. “We try to approach parents and students alike, making them understand that’s important to us. I hope they are relieved when they come here and feel the caring environment.”

 

Support System

Springfield Technical Community College (STCC), whose enrollment figures are up slightly from last spring, is also heavily focused on culture and student support, said Darcey Kemp, vice president of Student Affairs.

“There’s no one-size-fits-all approach,” she added. “Our students are individuals, with individual experiences.”

The support starts early, with outreach to high-school students to help them with applications, placement testing, financial aid, choosing class schedules, and more. “We come to you,” Kemp said, noting that STCC also invites guidance counselors to campus so they can gather information to bring back to their schools.

Aware of the impact the pandemic had on men of color, who dropped out disproportionately during that period, STCC also created the Male Initiative for Leadership and Education (MILE), a program that provides inclusive academic support, mentoring, and community-engagement opportunities to male students, particularly Black and Latino students. Participants connect with professionals who serve as mentors throughout the student’s time at the college, helping them stay on track to reach their degree goals.

That can be a challenge at many institutions. The Education Data Initiative reports that first-time undergraduate freshmen have a 12-month dropout rate of 24%. Among first-time students in bachelor’s-degree programs, almost 26% do not earn their degree; among all undergraduate students, around 40% drop out.

The economic impact can be significant; the same report notes that college dropouts make an average of 33% less income than those who hold bachelor’s degrees, and college dropouts are almost 20% more likely to be unemployed than any degree holder.

That’s why student advisors at STCC work closely with students to make sure they’re taking the classes they need to achieve their degree goals, and why the college regularly looks back five semesters and reaches out to anyone who has paused their education and not returned during those two and a half years, to talk about what supports they might need to continue, and what steps to take to re-enroll.

“We need, in higher education in general, to invest time and energy into resources that help students reach their personal and academic goals,” Kemp said. “It’s an individualized conversation for each student.”

Dumay said 44% of Elms students are Pell-eligible, meaning they come from low-income families, so it’s important that they succeed. “You don’t want to come to Elms and not graduate, whether with debt or without debt, because of the investment of time. It’s really important we help our students graduate.”

With a student graduation rate and a first-year retention rate higher than the national average, that effort has paid off, he added. “There are a variety of things we put in place to ensure we help students be successful, including a physical Center for Student Access, but also supports like coaching.”

Benitez said 50% of AIC’s student body is Pell-eligible, and many are the first in their family to attend college. “We have a number of programs for first-generation college students that include very basic things like time management, how do you learn, how do you study, how to you financially plan? This is often new to them, so helping them navigate their college experience is very important to us.”

STCC’s Center for Access Services helps students tackle issues such as homelessness and food insecurity that could hinder their ability to get an education and climb the economic ladder.

“If any students are struggling for any reason that would keep them from persisting and staying enrolled at college, we have a whole team dedicated to helping them work through that,” said Kemp, adding that the STCC website also has a ‘chat now’ feature for student questions on anything from admissions to financial aid to understanding the Blackboard learning-management system. “It’s another way to demonstrate to students that we will engage with them in any way they want to engage with us.”

 

Rolling with the Changes

In short, Kemp said, “it’s important that we continue to share with students that there are opportunities to manage all the things they have going on. If a working parent wants to go to college, they can; they don’t have to choose between taking care of the family and obtaining a degree.”

That proposition is easier now, she added, with the program flexibility — in person, hybrid, or fully online — that emerged during the pandemic.

Benitez believes academic institutions today need to serve as engines for workforce development, and in AIC’s case, the impact is local, as most of its students hail from the region, and many stay and work here after graduation.

“We ask our business partners, what do you need in a graduate? What is the skillset, the competency set? And how are we going to revise and reimagine our academic offerings so it’s responsive to the workforce needs of this region?”

Because young people today plan to change jobs many times, one role of colleges is to teach them to be lifetime learners, he added, so they can easily adapt to their changing environment; in some cases, they’re training for jobs that don’t even exist yet. “We should prepare the groundwork for them to learn as they grow,” Benitez said.

Dumay told BusinessWest that the past few years have been a difficult time for all colleges, one in which they’ve had to be prudent financially. But he believes those efforts to tighten up and adapt are worth it.

“We’re providing a tremendous service to the general public — not just Elms, but all colleges like us — by helping the citizenry, both young people and not so young, get a foot on the economic ladder. That benefits all of us,” he said.

“If higher education struggles, the entire economy struggles,” he went on. “We are certainly staying strong, and the help that has been provided by the federal and state government helped a lot of colleges remain strong. But it is still a challenging time for higher education, and we want to remain healthy and strong so we can serve our students.”

To do that, Benitez said, requires a willingness to do things differently — in other words, to reimagine a college education. He believes the alternative, stagnation, is unsustainable.

“Academic institutions must be able to adapt to the current times, to meet the student where they are,” he said. “That’s critically important in these times.”

Outlook 2022/Higher Education

By
Economic Outlook

Region’s Colleges, Universities Face More Stern Tests in 2022

 

Looking ahead to 2022, Sandra Doran projects that this will be what she called “the year of the woman.”

Elaborating, she said many women have put their lives, careers, and educational goals on hold the past few years. And she projects that many will be making up for lost time in the months to come as the region and its large and important higher-education sector look to return to something that has been quite elusive since March 2020: normalcy.

“COVID has had a disproportionate impact on women, both in the workforce and in higher education,” said Doran, president of Bay Path University in Longmeadow, a women’s college, at least at the undergraduate level. “Many people lost their jobs, and many students weren’t able to continue, especially our adult students, those who work and live and go to school, and our graduate students — many of them had to delay their own aspirations. And I see many people saying, ‘I’m not going to put that aside any longer.’”

Sandra Doran

Sandra Doran

“Many people lost their jobs, and many students weren’t able to continue, especially our adult students, those who work and live and go to school, and our graduate students — many of them had to delay their own aspirations. And I see many people saying, ‘I’m not going to put that aside any longer.’”

The area’s colleges certainly need this to be the year of the woman — and a better year all around. Many had been struggling with enrollment before the pandemic, due to smaller high-school graduating classes, but other factors as well. And the pandemic only exacerbated the problem, with enrollment down more than 3% nationally in the fall of 2021.

The region’s community colleges have been the hardest-hit, with double-digit drops in enrollment at all of them over the past two years, but all schools have been impacted by COVID.

“Like every state university in Massachusetts, we’re having enrollment challenges,” said Linda Thompson, who took the helm at Westfield State University last summer, noting that many are still wary about attending college in the midst of a pandemic.

Those we spoke with said ‘normal’ was something they were anticipating would return last fall. Indeed, as COVID cases plummeted over the summer and the economy reopened across the board, there were high expectations for that fall semester, said Harry Dumay, president of Elms College in Chicopee. But the Delta variant showed how quickly the picture, and expectations, can change.

And as the new year dawns, COVID and its Omicron variant loom large over this sector, with some uncertainty about whether schools can open their campuses for the spring semester (several closed their doors as Omicron cases spiked in the middle of December) and under what circumstances they can reopen.

“Fall of 2021 was actually a very good enrollment period for us.”

“We’ll be watching over the break to see how things develop, and we will have contingency plans in place if we need to do anything different,” said Dumay, adding that returning students must be vaccinated and receive their boosters as soon as they are eligible. “We’ll be as cautious and prudent as we were in the fall of 2021, and even more so, given what we’ve seen from Omicron.”

There are other challenges as well, especially a workforce crisis that hasn’t spared any sector, especially higher education.

“We have jobs that are going unfilled; we have jobs where, in the past, we’d have 100 applicants — we’re just not seeing that anymore,” said Thompson, noting this trend involves positions at every level and shows few if any signs of abating any time soon.

But amid the questions, concern, and uncertainty, there is also optimism, expressed by Dumay and others, that 2022, and especially the fall semester, will bring improvement on enrollment numbers and a return to something approaching normal.

Harry Dumay says he’s confident about the way enrollment is trending at the Elms heading into 2022.

Harry Dumay says he’s confident about the way enrollment is trending at the Elms heading into 2022.

Or continued improvement, as the case may be.

“Fall of 2021 was actually a very good enrollment period for us,” said Dumay, adding that, after a slight decline in the fall of 2020, the first semester after COVID made its arrival, the school — bucking those national trends — saw record applications among traditional, first-time freshmen, close to record acceptances, and one of the highest enrollment numbers for first-time freshmen in more than a decade.

Meanwhile, the numbers for transfer students and graduate students were also solid, with the latter helped by the opening of a graduate admissions office, he went on, adding that the only segment that was down was continuing education, the students who transfer from community colleges, a statistic in keeping with the struggles at those schools.

“As we look to the fall of 2022, everything is trending as it was in the fall of 2021,” he went on. “In fact, we’re ahead, year over year, in terms of applications, and all three segments that were good last year continue to look very solid for 2022.”

Doran shared that optimism. “I feel very confident about next fall,” she said. “Many students had an online experience over the past few years in high school, and now, they’re looking for a more personalized, in-person fall experience, and that’s what we’re really good at.

“I really see this as a very strong year for women in education and women in the workforce,” she went on. “And I feel that way for several reasons, starting with the fact that I hear women say, ‘we can no longer put on our lives on hold — we have to move forward aggressively, and part of our life plan is to make sure we have the right education.’

“But we also hear from employers that they’re very eager to fill their talent pipeline,” she went on. “They know our students, that they’re well-qualified and exceptional employees, and we’re working very closely with employers to make sure our curriculum provides our students with the strengths, capabilities, skillsets, and thinking ability to succeed; I see it on both sides of the equation.”

Linda Thompson

Linda Thompson

“We’re looking at more things we can do with community colleges. We need to streamline pathways from high school to community college to four-year institutions. These are the things that are going to much more prevalent moving forward.”

When asked if the phrase ‘pent-up demand,’ which is being heard in many contexts as the economy continues to grow, also pertains to higher education, those we spoke with offered a qualified ‘yes,’ noting that there is demand for education that is career-focused.

“I think we’re going to see increased enrollment in the online space, and I think it’s because women know that, to advance their careers and to realize their career aspirations, many of them need a credential, a bachelor’s degree, a master’s degree — if you’re going to teach in Massachusetts, eventually you’ll need a master’s degree,” Doran said. “There’s a lot of momentum around educational attainment, particularly for our students. That’s because we’re really focused on student services, internship, career development, and making sure our curriculum aligns with workforce needs.”

Thompson agreed, noting that, as the number of high-school graduates continues to decline, colleges and universities need to increase their focus on those who may have tried college and stopped because life got in the way.

“Now, they’re probably looking for opportunities for growth and moving up in their jobs,” she noted. “So we need to do more to reach adult populations; faculty are starting to look at the way they offer courses, and probably will be offering more things in a blended format.

“Also, we’re looking at more things we can do with community colleges,” she went on. “We need to streamline pathways from high school to community college to four-year institutions. These are the things that are going to much more prevalent moving forward.”

Beyond enrollment and a long list or protocols to be followed and updated as necessary, COVID has brought other challenges as well, and these will certainly continue in 2022, said those we spoke with. Dumay told BusinessWest that managing through the pandemic has been difficult and exhausting on many levels.

“Across higher education, and across all industries, for that matter, people are tired,” he said. “If you ask any college president, they would say they and their teams are … fill in your favorite word — they’re on edge, they’re tired, they’re demoralized. And we’re paying attention to all that.”

Elaborating, he said ‘all that’ means paying more attention to the needs of students, obviously, but also faculty and staff, many of whom are coping with pandemic-related issues off the job as well as on it, and also focusing on the mental health of students.

“Students have different ways of coping with the uncertainty of the time,” he said. “And we’re seeing, across all campuses, a lot more students with mental-health issues, and COVID is exacerbating that.

“All of these things have created a whole lot of challenges, and there’s been very little let-up,” Dumay said in conclusion, adding that this trend, in addition to all the others, will almost certainly continue into the new year.”

Thompson agreed. “I think we’re going to be living with this virus for a long time,” she said. “I see it continuing to mutate; I see us having to be vigilant with hand washing, wearing masks, paying attention to our health and well-being, and doing whatever we need to do.”

 

— George O’Brien