Emphasizing student-centricity in higher education today is crucial to foster a more inclusive and engaging learning environment. This model can directly address the modern student population’s diverse needs and challenges. In this interview, Bonny Copenhaver discusses the value of student-centricity, what it looks like and how to prioritize it in higher ed.
The EvoLLLution (Evo): What is student-centricity in higher education, and how have you seen it evolve in recent years?
Bonny Copenhaver (BC): To me, student-centricity—or as I call it being student-focused—should be every higher ed institution’s primary goal. But I know that student centricity is a new concept that’s emerging, which is a little strange because if we don’t have students then we don’t have jobs and a mission to fulfill. As president this concept is vitally important to me. We embedded this idea into our strategic plan when we say we must change the mindset that students should be college-ready to one that continuously improves upon processes, actions and attitudes to make New River CTC ready for its students.
It’s a very thoughtful and intentional step that we take. So, every decision we make, everything we implement, we do with the student in mind. I’m a big fan of asking students what they need or whether a process works for them. We may think we know what it’s like from a student’s point of view, but you really don’t know until you ask. This questioning should be something every single higher ed institution has as a part of its mindset.
Evo: Why is it important for higher ed to prioritize this type of approach?
BC: Our students are of a different generation than they were ten years ago. As a community college, we see the parents of this current generation of students, and they’re our students as well. They’ve been impacted by different things as they’ve grown up. Their lives are different. They learn differently, think differently and value different things. To ignore that difference is almost a death sentence because you’ll be trying to fit an older educational model onto a different kind of student, and it doesn’t fit.
To be vibrant, alive and to serve these students regardless of their age is critical. You must also be able to serve them in a way that meets their goals. Some are the first in their family to enter higher ed, and they may be unaware of how society has informed who they are. It is a serious oversight for an institution to not consider these social factors when thinking about its students. We wouldn’t exist if students didn’t continue to come to us. I don’t know how to do business any other way than putting the student first. To me, there’s no other way to lead and serve.
Evo: What are some challenges to delivering a more student-centric model?
BC: The first challenge is running into the institutional challenge of “we’ve always done it this way.” It might have worked before, but it doesn’t work now. Getting over that angst and recognizing that things must be done differently can be difficult for some.
Additionally, asking what tools are around that can better your life is also important. Let’s find the technological solution to take some burden off staff when it comes to hands-on work. This way, staff can spend more time with students directly as they go through the enrollment process. The classroom has now changed in so many ways that we must adapt and train ourselves to provide the best experience using the best technology in the most efficient and effective ways.
Evo: What are some characteristics of a strong student-centric model, and how can higher ed leaders shift toward that model and get staff on board?
BC: Traditionally, we think being college-ready means that you can just go advocate for yourself by finding the answer after digging through layers of bureaucracy. That’s not realistic. I don’t know if any college student has ever had enough self-advocacy, self-awareness and self-confidence to go through that model. Institutions must help students more directly and be more proactive in our approaches to addressing student concerns.
It begins with that first touch with students, so they feel comfortable from the very beginning. For example, we’re in the process of changing the term from “application form” to “enrollment form.” We are an open-door institution and “application form” makes us appear less open. We want our students to know we are here for them and want to help them from the very beginning. To communicate this message, it takes a culture of saying what is and isn’t working for students. It takes a collaborative culture that keeps us from working in silos and being afraid to make the needed changes to processes.
Evo: What impact does student-centricity have on the institution and its learners?
BC: The impact comes through persistence and retention. At New River CTC, we define persistence as the student completing the current semester, and retention is attending the next semester. Improving that retention rate leads to improved graduation rates. New River CTC has moved fall-to-spring retention from 71% to 76% and fall-to-fall retention from 40% to 42% over the past three years.
Improving these rates also helps the college have strong tuition revenue, and faculty can see their students persist and complete, which also brings a level of satisfaction.
One metric we looked at is our time to completion and reducing the amount of time a student takes to graduate. In fall 2019, the rate of new students who completed an associate degree within two years was 19%; for the same cohort in 2021, the graduation rate was 24%. We want students to be able to see the end goal through a clear pathway to completion. Having pathways to the degree, which includes an embedded certificate along the way, means that if a student leaves before finishing the full degree, they’ve left with a credential. When life allows the student to come back to us, the student can easily pick right back up on the path to the degree.
Evo: Is there anything you’d like to add?
BC: I tell people all the time, if you can buy a car online, sitting on your couch, you should be able to apply to college, get accepted and get registered without a fuss. We should have entry into college as easy as buying that car online. Our processes shouldn’t be that complicated and shouldn’t be full of the higher ed jargon we use so easily. We forget that the jargon means nothing to a student, especially to a first-generation college student. Our mission is to make access to education easy, and we do not help the students, their families and our communities better if we forget these basic ideals.
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