Higher ed is primed to be transformative to the modern learner, but to best serve these learners it’s critical to take a more student-centric approach. In this interview, Sanjit Sethi discusses what student-centricity means, what a holistic approach looks like in higher ed and the ripple effect it has on all stakeholders.
The EvoLLLution (Evo): What is student-centricity when it comes to higher ed, and how have you personally seen it evolve in recent years?
Sanjit Sethi (SS): The student-first mentality is not new. Unless you’re a research institution, this general notion of putting students first is common. What is new is this more de-siloed approach to supporting learners and finding active learners within the community. As someone who is passionate about supporting both higher ed in general and individuals in these communities, the greater notion of student-centricity is about expanding whom we consider to be learners and finding more holistic ways to support them.
Evo: Why is it important for higher ed to start prioritizing more of a student-centric approach?
SS: There’s a practical notion that in tuition-driven institutions, despite any demographic shift, your students must find your institution attractive. And that comes down to culture. It’s not simply about maintaining but attracting and creating new communities.
We know creative-based institutions attract a high percentage of neurodivergent students. That’s part and parcel of creative disciplines. We know these students have what can be described as high-need, with a propensity for asymmetrical thinking and an accommodation mindset that comes from their K-12 experiences. So, for us educators, the question has to be: How do we accommodate these students and not conform them to a narrow pipeline? The traditional approach is finding ways to minimally disrupt the broader corpus of their educational endeavors.
So, we need to ask: How does student-centricity start to move us from a culture of accommodation to one of celebration? How do we help the student with Tourette syndrome by being least disruptive and rather be supportive of their needs and celebrate their contributions? That uplifts the whole class and grows the community.
Evo: What are some challenges to delivering more of a student-centric model?
SS: A major challenge of a student-centric model is mentality. We still work within a relatively siloed environment, and we can see the various problems surrounding us, be it academic, financial, psychological, etc. We may talk and engage with one another, but we do it from a place of territoriality.
So, we really need to comprehensively deconstruct and liberate those structures to create a new structure together. Resources are also always a challenge. How are you redeploying your resources and prioritizing a more holistic approach to student care and student wellbeing?
Evo: What are the characteristics of a strong student-centric model, and how can higher ed leaders start moving toward that transformative shift?
SS: Some characteristics of a student-centric model is a willingness to be nimble and adaptable according to your student body’s temperament and needs. Your students shouldn’t be moving around your structure but be able to move around and support them.
Our incoming students are real individuals with real concerns. These concerns vary by institution and by year, but it’s important to pay attention. If there’s a high percentage of nonbinary people among your incoming students, those students may come from states applying draconian laws against gender diverse people. You’re going to see an uptick in the need for counseling services and student support. It’s not a static population, so you have to be able to move around your students to provide the right supports.
Evo: What impact does that level of student-centricity have on institutions, and what’s the ripple effect it has on their learners?
SS: To take the example of the student with Tourette syndrome again, supporting an individual like that may require work outside the classroom. And again, the community gets uplifted when you support these individuals.
At first, I was skeptical of the student-first approach because it can be seen as colonial-centric, but what we mean here is a holistic approach to community. Oftentimes, when we look at student-first, we see it as paying attention to students first, then scholarship students, faculty, full-time staff, etc. Then you have the community looking at you, questioning where it fits in. That’s going to have a ripple effect because, if the community sees how others are treated, it will have an impact.
Our focus and commitment to the community have to be strong. So, a successful student-centric model says students exist in this wonderful constellation that includes support and care for our staff, faculty and community. And it’s ever-evolving and changing. This approach will leave your institution with a greater affinity for lived values. The community will be more willing to contribute to your institution in more ways than just financially. When they see that you care, its members take note.
Evo: Is there anything else you’d like to add?
SS: Models need to be built and changed. The idea that longevity is one of the markers of success is something I would like to discard. The constant evolution of these models, programs and initiatives is a sign of success, not a sign of failure. It’s a sign of adaptability. The notion that students haven’t changed will be outmoded with institutions calcifying this idea.
Student-centricity varies for BIPOC students. One size does not fit all, and we need to make sure to put the right support services in place. Mentorship may be more community-focused when you’re looking at a certain population versus more individual mentorship. You must shape your mentorship for the individual, so it works for them and can help them succeed. We can’t corporatize these models in a way that the models themselves become a commodity.
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