The challenges students face today go beyond academics and often as barriers that prevent them from pursuing their education, as they lack the right supports to help them through. Institutions must therefore shift their models to put students at the center. In this interview, Eric Heiser discusses the need to prioritize a student-centric model, the challenges that come with it and how treating students as more than just a number impacts them for life.
The EvoLLLution (Evo): What is student-centricity in the context of higher ed, and how have you seen it evolve in recent years?
Eric Heiser (EH): For a community college, student-centricity can look different. When I hear that term, I immediately think about what we’re doing to serve the whole student. Looking at the student, you have to imagine a circle around them. For far too long community colleges were only concerned about half of the circle—the academics. But the other half of that circle—everyday life—is what can keep them from being successful in the classroom.
We’re starting to see this term holistic student support being used more and more now. Simply put, it’s providing supports for students outside the classroom. It may not solve all their problems, but we’re at least lowering the hurdles. So, student-centricity really puts students at the core of everything we do. And it goes beyond academics, whether it’s food, childcare or housing.
Evo: Why is it important for higher ed leaders to prioritize this type of approach?
EH: We have to make sure we’re not just paying lip service to student success. If we’re truly concerned about student success, we don’t have a choice but to concern ourselves with holistic student support. We have to provide opportunities for them to succeed, and that means removing or, at the very least, lowering the hurdles, be it inside or outside the classroom. We’re kidding ourselves if we think education is our students’ top priority. Life happens and other things get in the way, so it’s easy for education to be shelved. Someone may have a flat tire, can’t afford to replace it, a child is sick—whatever it may be.
We often talk about Maslow before Bloom. Maslow’s hierarchy must be met before we start talking about Bloom’s taxonomy and how students learn. If a student is worried about where their next meal is coming from or where they’ll sleep tonight, they won’t learn in the classroom. So, it is imperative for us to think about serving the whole student.
Evo: What are some challenges to delivering that student-centric model?
EH: The student-centric model isn’t cheap. But back when I was getting my doctorate, my professor said something really profound. He said, “If you ever want to know what an institution’s priorities are, all you need to do is look at their budget.” You don’t need to listen or ask them. You just need to go see what they fund. So, this model may be more expensive, but if we truly value it and don’t put money behind it it’s just lip service. It doesn’t mean anything.
Evo: What are some characteristics of a strong student-centric model, and how can higher ed leaders start making a shift toward this model?
EH: You have to approach it one bite at a time. To reach a student-centric model, you won’t be able to just flip the switch. It’s not easy to just add a bunch of success coaches, case management, housing resources and food resources. But again, we can’t also have paralysis by analysis. You do have to jump at a certain point. We’ve added key staff in the areas where we know we need support.
You have to treat students as humans and not as a number. Students want to know that you care, and something like success coaching is critical to the model. That’s very true for our students and something we’ve seen at our campus. If you claim to be student-centric, then you have to address food, home or childcare issues.
Another aspect to this is looking at your data. You must be more data-informed to make good decisions. When you know who your students are you can understand why they’re dropping or where their challenges are. We’re in our infancy when it comes to data-informed decision-making, but we are democratizing the data to get it in everyone’s hands. The more data is present and available to everyone at the college, the more people are willing to explore and ask questions.
Evo: What impact does that level of student-centricity have on the institution and its learners?
EH: The biggest impact is making the student feel human. Students today have different needs than a decade ago—it’s a fact. It’s a different world now, and we must change how we do things. And we can do that quickly if we’re forced to. It used to take us years to adapt, but COVID taught us we don’t need that much time to make real, positive change.
Having a team that’s very much for the students and not afraid of change is key, but change can be scary. I had a mentor say that when it comes to those who claim to love change, it’s either their idea or they’re not affected by it. And that’s totally true. We all love to say that, and it can suck to change, but we just don’t have a choice. We can’t use the old model anymore.
Evo: Is there anything you’d like to add?
EH: I would recommend that colleges who haven’t moved toward a student-centric model really think about it. Every college will be different, but that can’t stop you. There’s a lot of data out there, and many colleges are more than willing to share best practices with others. You need to find your own way, but there is certainly help there. There isn’t a ready-made, out-of-the-box solution but the work is definitely worth it.
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