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The future of higher education depends on a systemic and equity focused understanding of enrollment in higher education. Written by: Thea Louise Thomaseth Bugge The future of higher education depends on equity. Stakeholders should approach equity in higher education through a systemic approach to their strategic plans for the future. This includes factoring in equity of educational access, completion, as well as collecting annual enrollment data for more diverse demographic groups. Improving equity on such a systemic level has the potential to improve enrollment rates and improve pathways to educational success. This could lead to improved career outcomes for historically underserved populations and help higher education fulfil its potential to empower individuals and promote economic mobility. Popular media makes it seem like there is not enough demand for higher education to sustain enrollment. Articles by the New York Times and Inside Higher Ed create a grim narrative about the future of enrollment. Data backs this up; enrollment has fallen by over five million people since 2011, and McKinsey & Co found that declining birth rates will lower the student enrollment pool starting in 2025. This blogpost does not contest this data. But it argues that current media portrayal of the state of higher education portrays a somewhat misleading insight into the possible future enrollment landscape of higher education. There are many reasons for this, such as: Low data collection about demographic groups with low enrollment numbers, such as justice impacted populations and people frok low income backgrounds. Organizations that cover annual enrollment trends do not include demographic groups like these. Annual or biannual enrollment data about other important demographic groups are not collected annually by the Education Department or other major education data agencies either. First generation students and students with disabilities are two examples of groups who may be misrepresented this way. Data reports about the future of higher education do not extensively cover the equity challenges that contribute to the enrollment patterns. Instead, reports most often focus on the general population (such as high schooler's perceptions of higher education), or the equity challenges for only a small percentage of demographic groups. For example, this report by the Digest of Higher Education and this report by the McKinsey & Co both report about the state of enrollment by demographic groups. But neither have any discussion about equity or enrollment challenges by group. Data reports about the state of enrollment in higher education rarely factor in graduation and persistence rates, which is critical for understanding outcomes for students. For example, the widely used National Student Clearinghouse Research Center (NSCRC) does not include information about graduation or retention rates in its annual report about the state of higher education. The NSCRC does publish studies about graduation and retention rates, but they are provided separately and not included in the discussion about the overall state of higher education. Data reports about the state of higher education rarely include studies on strategies that have been proven to work to increase enrollment. Many agencies and organizations report this, but their information is not included in the popular annual reports about the state of higher education. The points presented above demonstrate the limitations of mainstream discourse and understanding about enrollment in higher education. Having so many factors left out limits stakeholders' ability to see the whole system and how factors interact and interconnect to influence total enrollment. This is a significant issue for many reasons, including; It leaves out the importance of graduation rates in relation to future enrollment patterns. People with parents that graduated from college are much more likely to enroll in higher education than those who are the first in their families to obtain a postsecondary degree. Increasing graduation rates would therefore likely increase enrollment in the future. This is significantly important since the average graduation rates are between 30 and 50% depending on institution, with lower graduation rates for demographic groups who experience more equity challenges. It limits the visibility of many demographic groups in higher education. Being left out of the discourse not only adds to enrollment equity challenges. It also limits schools' ability to understand how to actively support and enroll more people from diverse demographic groups, and ensure they succeed. It limits institutions and stakeholders' ability to know which demographic groups might be viable as future sources of enrollment. It limits stakeholders' ability to holistically address enrollment challenges in higher education. This could potentially cause missed opportunities for increasing future enrollment through other means than reducing tuition costs. .>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> In Practice Here is one example of how applying a systems thinking approach to enrollment and utilizing diverse data could help improve enrollment. The action: Increasing faculty diversity in higher education institutions. The data: - Increasing faculty diversity has been proven to improve graduation rates for historically underserved populations. -High school students with at least one parent who graduated college are more likely to enroll in higher education themselves. -People with postsecondary degrees have higher average annual income than those who don't across all demographic groups. -White people with bachelor's degrees earn on average more than people of color with bachelor degrees. In 2019 (most recent available data), they earned more than $7 per hour than Black people with a bachelor's degree. -One reason why many people choose not to enroll or can't finish their degree is due to the high cost of higher education. The why: Increasing faculty diversity in colleges and universities could improve graduation rates for people from historically underserved groups. This change could contribute to an increase in the number of students from that demographic group in future generations for two reasons: First, members of these groups would be more likely to enroll in higher education due to influence from their parents and peers. Second, the accumulation of generational wealth would make affording their degree easier. Not only would this improve long-term enrollment and financial revenue for institutions, but it could also improve equity in higher education. Protecting the future of higher education will require incorporating 'data equity'. Enrollment data needs to include more demographic groups, include topics related to equity challenges, and solutions oriented. Local stakeholders will need to apply systems thinking with a top-down perspective in order to get a complete grasp of the systemic factors that influence enrollment. They will need to understand who the stakeholders are, what challenges there are, which challenges impact which groups, and in what way. To conclude, the future of higher education depends on systemic understanding of enrollment and its existing equity challenges. .>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Columnist of the month This month's featured columnist is Doug Lederman. Lederman is a writer, co-editor, and co-founder of Inside Higher Ed. Doug is a distinguished writer and advocates for a variety of equity in higher education topics. He has over 18 years of experience with publishing and writing, and has been invited as a keynote speaker to many universities. He was recognized as one of the top five of 'LinkedIn's Top Voices in Education' in 2020. Prior to that he won awards like the 2009 Education Writers Association's National Award for Education Reporting. Some of the equity topics he covers are about student mental health, student success, and diversity in higher education. Some of his work for 'Inside Higher Ed' include; Ep. 95: Redefining Mental Health for Today’s College Students What Are Posttraditional Online Students Telling Us? New Approach to Stopping Sexual Violence: Academic Minute Courseware Designed to Close Equity Gaps You can keep up with Doug's articles through his LinkedIn profile.

Many students with disabilities come to face with a variety of challenges while enrolled in higher education. It is critical that institutions and other stakeholders be aware of these challenges in order to best support equity for students with disabilities in higher education. Written by: Thea Louise Thomaseth Bugge A large part of the population has some sort of disability. In fact, 26% of the U.S. population have one form of disability, including around 19% of the undergraduate college population. A 2022 survey of 54,000 undergraduate students found that: 5% reported having a learning disability. 4% reported having some sort of blindness. 3% reported having autism. 2% reported being deaf or having a hearing impairment. 2% reported having a speech/language disability or having a mobility/dexterity disability. Students in higher education deal with a wide variety of disabilities. Some include; Eating Disorders: Between 10-20% of women, and 4-10% of men suffer from an eating disorder in college, according to estimates by the National Eating Disorders Association (NEDA) Anxiety: As many as 11% of college students are estimated to deal with anxiety disorders of some form. Depression: The prevalence of depression amongst college students is estimated to be in the range of 7-9%. Substance abuse: Excessive drinking is prevalent amongst college students. One SAMHSA study found that over 10% of college students meet the criteria for alcoholism. Substance use harms many students every year. According to a SAMHSA report, over 3 million college students drove under the influence, nearly 700,000 students were harmed by someone who were under the influence, and over 22,000 were hospitalized for alcohol poisoning. Dyslexia: This is the most diagnosed learning disorder in the U.S.. It is estimated that dyslexia accounts for between 80-90% of all learning disorders. That being said, studies have found it difficult to accurately determine how many students in higher education have dyslexia. Attention-deficit/hyperactivity Disorder (ADD or ADHD): A 2022 study of 54,000 students found that 15% of students reported having ADD or ADHD. Mobility impairments: Mobility impairments are not common amongst the higher education student population. Only around 1% of students have some sort of mobility disability, according to the American College Health Association. Equity challenges: Students with disabilities may face many equity challenges that can make academic success and personal well-being harder to maintain. A 2021 National Center for College Students With Disabilities survey found that students with disabilities are more likely to feel excluded or less sense of belonging than their peers without disabilities. They were also more likely to report experiencing discrimination. Additionally, students of color who have disabilities may deal with additional factors that can make higher education more difficult compared to white students with disabilities. What stakeholders can do to support students with disabilities: Reframing the approach to supporting people with disabilities to the 'Social Model of Disability'. This framework suggests that people's conditions do not make someone disabled. Instead, what makes someone's conditions disabled is society's exclusion of adequate support systems for those conditions. Make efforts to de-stigmatize asking for help and make access easier. Many students don't report their disabilities or ask for help. A survey by Mental Health America found that only 30% of students with disabilities registered for accommodations at their schools. Include disabilities as a category in Diversity, Equity, and Inclusion (DEI) Planning. In an article for Inside Higher Education, professors at the College of New Jersey stated that higher education should apply a more holistic approach to supporting students with disabilities. They suggested that making disabilities a category in DEI planning could foster a more comprehensive support system for students. Foster an inclusive school community. Critically, students with disabilities should know that they are an integral part of the school community and not singled out. Schools can and should foster a community where students feel a sense of belonging and purpose. They can make amenities accessible for anyone, implement the use of more inclusive language, and support faculty's ability to learn more about and better understand disabilities and how to be accommodating. Read more about how to improve equity for students with disabilities in these links below: Higher Education’s Challenge: Disability Inclusion on Campus Could disability be further included in Diversity Efforts? How Colleges Can Support Students With Disabilities During Remote Learning 5 strategies for better supporting college students with learning disabilities How Colleges Can Better Serve Students with Learning Disabilities Columnist of the month: This month's featured columnist is Dr. Haben Girma. Dr. Girma is a disability rights advocate who was the first Deafblind person to graduate with a Doctor Degree of Law from Harvard University. She has earned many kinds of recognitions, including the Helen Keller Achievement Award, being named one of the Forbes 30 Under 30 list, and held a TIME100 Talks. She currently works as an author and a Disability Justice Lawyer. Some of her work includes her book 'Haben: The Deafblind Woman Who Conquered Harvard Law', A New York Times article called 'What the A.D.A. Means to Me', and the Financial Times article called 'People with Disabilities Drive Innovation' Check out her LinkedIn profile and read more about her at her website.

Why Leaders Should Use Systems Thinking Tools to Address Gender Inequity in Higher Education Written by: Thea Louise Thomaseth Bugge More needs to be done to address gender inequity in higher education. Women still face many forms of systemic challenges that can harm their educational success. They may have less time to study, have poorer mental health, fewer financial resources, and experience more kinds of discrimination. These challenges can harm anyone, but may disproportionally impact women from traditionally underserved populations. Yet women still enroll at higher rates than men while gaining lower financial outcomes. Therefore, it is important that stakeholders work on efforts to support gender equity in higher education. Stakeholders need to understand gender inequity through systems thinking. Systems thinking maps can help stakeholders identify many of the complex factors that contribute to an issue. They can also help identify feedback loops and how altering one factor may impact other ones. The customization that system maps provide can help stakeholders successfully address complex issues like systemic gender inequity. Below is a list of some of the kinds of challenges that contribute to gender inequity in higher education. This list is non-comprehensive and factors may vary by geographic region and institutions. The list is intended to serve as examples of factors to include in a systems thinking map. Sticker price affordability In 2021; Men still earn more per degree than women. This inequity could add more pressure to women to get higher degrees. The gender wage gap still exists (which can make college affordability harder for women). The gender wage gap falls hardest on women of color. Women held 58% of all student loan debts. On average, Black women still owed more than they borrowed after 12 years of repayment. Menstrual hygiene related expenses (check out a former MAPS student blog about it here). Child-care expenses place additional outside financial burdens for student mothers. Time constraints; many factors can cause women to miss classes or have less time to devote to schoolwork. Children and other familial obligations. Housework: Women still do the majority of unpaid housework in the U.S., giving women less time to balance course-work into their daily lives. Menstruation can cause missed productivity for women due to a variety of reasons. Women may miss school or become less productive due to pain or heavy bleeding. Mental health; women are at a higher risk of a wide variety of mental health issues that can exacerbate enrollment and academic challenges. Eating disorders such as anorexia and bulimia impacts both men and women in college. However, women experience them at ranges between 10 - 20% compared to 4 - 10% for men (based on data from 2012*). Students who identify as transgender or gender-diverse may have even higher rates of eating disorders according to a 2021 study published in the National Library of Medicine. Sexual violence - women experience sexual violence and assault at much higher rates than men. Consequences can be devastating for victims and impact student's academic and social lives in a variety of ways. Check out this former MAPS Student blog article to read more. Yet men face alarming rates of sexual violence in higher education, too. Traditional college aged male students are 78% more likely to fall victim to rape or sexual assault than their male non-student counterparts. Sexism (general); still impacts women in all levels of education. Women only hold 22% of all top leadership positions in the highest ranked research institutions despite earning more degrees than men. A 2022 Gallup research report found that 28% of their women respondents said that their gender limited their career advancement. Columnist of the month This month we are featuring Dr. Gina Garcia. She is an activist and writer about equity and justice in higher education with a focus on Hispanic Serving Institutions (HSIs). Gina currently works as an Associate Professor in the department of Educational Foundations, Organizations, and Policy at the University of Pittsburgh. Her research includes a holistic focus, such as understanding how racism impacts students of color, and how understanding the roles of the experiences of faculty and staff impact student outcomes at HSIs. Her research and work for her book "Becoming Hispanic-Serving Institutions: Opportunities for Colleges & Universities" awarded her the 2020 'American Association of Hispanics in Higher Education Book of the Year Award'. She also has experience with sharing her message and work through public speaking as well; as of 2022 she has delivered over 100 public lectures and workshops across the U.S.. This spring (2023) she released her new book called "Transforming Hispanic Serving Institutions for Equity and Justice". (Johns Hopkins University Press, 2023). She also has a blog where she talks about issues related to HSIs: ¿Qué Pasa, HSIs? Blog She also has a podcast, where she talks about issues related to HSIs. For additional information, read this Forbes article about why you should listen to her podcast.

Higher education leadership need to actively engage with and listen to BIPOC students. Written by: Thea Louise Thomaseth Bugge February is Black History Month, so in this blog post we are sharing statements from people of color about their experiences in higher education. In order to recognize diverse voices throughout the year, the MAPS student blog will feature a different BIPOC columnist each month This month, we asked four people of color about their perspectives of inclusivity in higher education based on their own experiences in higher education. The contributors are from Ethiopian, Kenyan, the Ivory Coast, and Indian-Norwegian backgrounds. Two of them live in the U.S., and the other two live in Norway. By offering perspectives of students of color in both the U.S. and Norway, this blog post can give unique insights to higher education stakeholders interested in creating inclusive, equitable spaces. (Disclaimer: The statements come from four people that are known to the blog-post author. Their names are kept anonymous to protect their privacy). Person #1 is a woman who currently attends Oslo Metropolitan University. She is also a teacher herself. Person #2 is a man who went to the Oslo Metropolitan University. Person #3 is a woman who currently attends a University in California. Person #4 is a man who currently attends a University in California. Statement Prompt #1: (When you went to the university) Did you ever feel like you were treated differently because of your skin tone, accent, gender, or anything else? Person #1: Not really, I mean there were students who were really nice and inclusive and others weren't. But I don't want to generalize and say that I was treated differently. In Scandinavia or Norway in particular, racism is very subtle. People would never be racist to your face, so when they are racist it is difficult to see it and prove it. I have never experienced any form of sexism, I mean that's highly unlikely in the Norwegian society having that the society is built on the notion of equality Person #2: No, I have not been treated differently than the White students. I don't think that happens in Norway. However I have noticed that there is less diversity at the Norwegian Business School University (B.I), and more diversity at the University of Oslo. I think that this contributes to why a lot of the top richest people in Norway are White men over 50 years old. But then again, I think that this is less of a problem with the universities and society and more of a life values thing. However what I do think we have a problem with at all levels of school is prejudice based on economic status. Person #3: I went to a predominantly white institution (PWI) where I guess there were around ten black students. Which I was aware of and partially prepared for ahead. Because of my skin color, nationality, and gender, I was treated differently and often stood out from my friends, but I am fortunate to have had a community that encouraged and supported me. For most of my undergrad, I also made it a point to remain hidden and only communicate when spoken to. An example of a time I felt I was treated differently was during my sophomore year of undergraduate, specifically in one of my science classes. As a student in my general chemistry class, there were times where my professor would grade my homework assignments differently compared to that of my peers. I found this out when I once helped one of my peers with the collaborator homework assignment. She copied my work, and we both wrote down the same thing (calculations on the assignment). But when I received mine back, I didn’t receive full points like my peer student did. I went to speak with my professor because I thought maybe there was some sort of confusion or miss-grading, but to my surprise, my professor quickly dismissed the incident and told me ‘focus on your own work.’ I didn’t know what that meant since I was the one that helped my peer with the homework assignment. I didn’t know what to do next and was a little fearful so I brushed it off. Person #4: I wouldn't say any specific event, but I think sometimes there is more pressure on us to perform well as international students. Especially coming from Africa, to show that we are not here by luck but actually we have the skills and knowledge like everyone else. Also, when English is not your first language (I mainly saw it happening to students from Asia), sometimes even when you have the necessary knowledge, in group work some mates don’t trust you to do some tasks because they believe you might not be able to express the idea as well as they could do. Sometimes also you deal with unnecessary favoritism, when people give you an opportunity or let you do something just because you are black, so that they either don’t look racist or they can meet their DEI ratio, while you could have get it by yourself. Statement Prompt #2: Were there programs or initiatives at the school that focused on diversity and anti-racism? Person #1: I attended a Norwegian bachelor degree program, which means 99% of the students were Norwegian. Therefore no such programs exist in that context. But I think they do have initiatives for international students to make them feel included in society. Person #2: I can't think of anything specific to the University. But I think that the Norwegian children's and high school's lay out the foundations for people to feel equal in University. For example, students with disabilities are no longer kept in specialized classes outside from the rest, but are included in regular classes with an assistant. And the curriculum teaches values of equality early on. I think that this works well in combination with large university class sizes, as everyone gets included and exposed to each other. Person #3: During my undergrad years, there was no club promoting Diversity, Equity & Inclusion (DEI). But students who realized its value formed a small community to care for individuals affected by it. Us in this community supported and showed up for each other despite the school's lack of support. Person #4: I have not experienced anything that deeply affected me, so I did not look for any programs. However, there was always a person of contact in the school who I knew I could revert to if I was facing discrimination in any kind. Columnist of the month This month we are featuring Sydney Montgomery. Sydney Montgomery is passionate about equity of access to and success in higher education. She has written and worked extensively on helping marginalized and underrepresented groups succeed, with a current focus on increasing their abilities to go to law school. In a February 2023 interview for Forbes Magazine, she stated that some of the largest barriers to underrepresented groups enrollment in law school include; lack of information, lack of finances for all the associated enrollment costs, and imposter syndrome. In the same interview, she called out the importance of leaders to understand and work on improving their social impact. Some of Sydney's accomplishments include; -Becoming the Chief Executive Officer of Outline It, Inc, which helps students improve their writing skills to increase upward mobility through its interactive writing platform. -Becoming the host of the 'Break into Law School podcast', which has more than 33K+ downloads. -Becoming the Executive Director and Founder of Barrier Breakers®, Inc. -Awarded a 2020 IECA Making a Difference Award -Awarded a 2021 Counselor of the Year (PCACAC) award -Being "named one of Women’s eNews 21 Leaders for the 21st Century" You can follow Sydney on her Youtube Channel S. Montgomery Consulting - Law School and her non-profit 'Montgomery Admissions Consulting' non-profit's blog

International students deserve better support in higher education. Written by: Thea Louise Thomaseth Bugge International students face many interconnected challenges that should be addressed in a holistic way by higher education institutions. Challenges vary by the individual and can range from cultural differences in academic writing to culture barriers and homesickness, and even discrimination and exclusion. International students represent about 4% of the total student population, which comes to around 1 million students enrolled annually. Recently there has been a drop of international student enrollment in U.S. schools, highlighting the importance of outreach and support. Therefore, higher-ed stakeholders should do more to implement comprehensive community-driven, human-centric approaches to ensure greater equity for international students. International students often confront a wide range of unique academic challenges that make classes frustrating and difficult. A language barrier is an example of a challenge that can make it difficult for students to both learn and communicate about class material. Social anxiety or culture can also make it so that some students feel uncomfortable asking for help. Another potential challenge is academic writing style. Different cultures may have different communication and writing styles, and may structure academic writing differently. Having to adjust to American academic writing and grammar can therefore be challenging and time consuming. Prior knowledge gaps can be frustrating too, as professors may expect students to have specific academic or historic background knowledge that international students may not have. Finally, some students may feel alienated by Western-focused class material that is non-inclusive of diverse perspectives or historical backgrounds. International students may also experience many kinds of interpersonal challenges. These can make adjustment to college and life in the U.S. difficult. It can feel frustrating and alienating to live for an extended period of time where people don't speak one's first language, people don't look or dress like them, and/or general conduct is different. Students may also miss foods from their countries, as dining halls mostly serve American foods. Homesickness is therefore common, especially since some international students may be unable to travel back home over the holidays. Finally and importantly, international students may also be faced with prejudice. Not only may some students face racism based on their appearance, but they may also face negative stereotypes of their country or culture. Not to mention the additional pressures students may face such as sexism, religious discrimination, anti-LGBT+ discrimination, etc. Prospective international students may also be influenced by tuition costs and emerging competitive alternative colleges and universities abroad. Studying abroad in the United States is expensive, which can deter many students. Barriers to employment for international students can exacerbate this problem too, as most are unable to get paid work due to visa restrictions or other similar issues. It does not help then, that skepticism about the return value of higher education seems to be spreading from the U.S. to other countries. Even those who have decided to study abroad may be less likely to choose the U.S., as great colleges and universities in other countries around the world increasingly create more competition for international students. However, U.S. higher education institutions can differentiate themselves to prospective students by addressing these discrepancies and fostering positive academic and social environments for prospective international students. Higher education stakeholders can do many things to improve active inclusivity for their international students. Below is a list of examples of efforts that institutions can implement to do so. Adopt more inclusive alumni networks to support enduring relationships Adopt a more inclusive career support program with connection to opportunities abroad Make efforts to decolonize the college classroom and curriculum Promote anti-racist grammar in the classroom Make efforts to provide comprehensive and accessible financial support Provide safe spaces for international students to share experiences and concerns Provide human centric support programs for students that extend beyond the first year Include family member support programs Instate international student support programs for professors and faculty Create open discussions about international student social inclusion Recommended further reading: Weighing in on Duke case, experts discuss discrimination against international students and pressures to assimilate International College Students: Challenges and Solutions Toward Greater Inclusion and Success: A NEW COMPACT FOR INTERNATIONAL STUDENTS

Menstrual equity is a matter of human dignity, public health, and gender discrimination. Written By: Thea Louise Thomaseth Bugge Period poverty is an issue of equity in higher education. Limited or no access to menstrual products can leave students vulnerable to health complications such as emotional stress, infections, and serious illnesses. Period poverty impacts a lot of students across the U.S; as many as 1 in 10 college students struggle with it, according to a 2021 study by BMC Women’s Health. Unfortunately, underserved groups, low-income students, and first-generation students have the highest rates of period poverty. Students should not have to miss school due to the risk of bleeding through clothes and getting shamed, let alone be at risk for some types of illnesses and/or be forced to pick between simple hygiene or food just because they get their period. As such, higher-ed institutions should provide students with free menstrual products. Access to menstrual products is not a given. Menstrual products can be costly and difficult to find for free. For example, pantyliners may cost people up to $443.33 in their lifetime, while tampons may total up to $1,773.33. Ruined underwear alone can cost people up to $2,280 in their lifetime. It can be difficult for students to cover these expenses while paying thousands of dollars for tuition and other related expenses. Students without access to period products may miss valuable classes they paid for, which can harm their educational performance and translate to a financial loss overtime. Additionally, this cost falls almost exclusively on women, adding additional expenses on top of the gender wage gap. Those who come from underrepresented and underserved communities should not be forced to deal with additional expenses that can harm their school and career development. Period poverty can harm students in many ways. Some students may try to use toilet paper and risk bleeding through their clothes, which can cause discomfort, embarrassment, and social stigma. Some students may miss class and valuable teaching time. Even more concerning is the fact that inadequate access to menstrual products can be dangerous. Menstruating people without access risk several medical issues, like infections that can lead to cervical cancer and infertility. Further, students who leave tampons in too long due to lack of access to menstrual products may be at risk of toxic shock syndrome, which is deadly. It is important to recognize that period poverty is not exclusively a women's issue. Nonbinary students and transgender men may also get their periods. They should have access to period products too, without having to face possible prejudice when trying to get access to them. Therefore, it is important to provide menstrual products in a circumspect yet accessible way. This is a matter of human dignity, public health, and gender discrimination. Periods are as unavoidable as any other bathroom needs. Toilet paper and hand-soap is free and provided by all kinds of institutions, including schools. Imagine how unfair it would be to remove toilet paper from school bathrooms. This is equally unfair. Additionally, condoms are provided at many institutions, yet menstrual products are not. People can abstain from sex and contraception can be found for free or cheap elsewhere - yet periods are unavoidable and menstrual products often cannot be found for free (some, not all, homeless shelters may offer them, but it should not be assumed that people live near them or know about them). So it does not make sense to exclude free menstrual products from students. Period poverty should be recognized as an equity in higher education issue. Therefore, colleges and universities should take steps to provide free menstrual products in their public restrooms. For more information, see: Menstrual Equity: A Legislative Toolkit by Period Equity & ACLU Changing the Cycle: Period Poverty as a Public Health Crisis, University of Michigan School of Public Health

Sexual assault in higher education is still an understudied field, yet existing research is enough to highlight why it is essential that colleges and universities address sexual assault in their pursuit of equity. Written by: Thea Louise Thomaseth Bugge As students head back to campus this fall, spirits are high with many in-person classes available again after a two-year hiatus. But that return also presents an opportunity to remain aware of a more nefarious season - the critical time period in fall semester called “The Red Zone,” which is characterized by a dramatic spike in sexual assaults on campus. At highest risk are women, people of color, those who identify as members of the LGBTIA+ community, and people with disabilities. While no victim responds the same way, the consequences of sexual assault can be detrimental for students' wellbeing and academic success. As they look toward priorities for the year and creating more equity for students, college and university leaders should do more to address sexual assault at their institutions in a person-centered and equity-oriented way. Sexual assault in higher education negatively impacts equity in many ways, including in terms of gender, race, sexual orientation, and disability. In terms of gender, studies show that 25% of women and transgender-identifying students experience sexual assault by the time they graduate. Considering that in 2018 and 2019 sexual assault was the most reported crime at colleges, it’s easy to see that sexual assault harms schools' gender-equity at a high rate, especially for women and trans individuals. However, the harm sexual assault causes men should not be ignored either. In fact, men attending college are 78% more likely to be sexually assaulted than non-students their age, showing a dire need for colleges to address this crisis for students of all genders. Sexual assault can also seriously hinder racial equity in higher education since people of color tend to be at higher risk of sexual assault. Unfortunately, the negative effects of sexual assault on racial equity in college in particular remain understudied - but a 2017 study of more than 70,000 students found that Black transgender-identifying college students experience a higher rate of sexual assault than their white counterparts. The study also found that Black women and people with 'other' as their ethnicity were more likely to be victimized than white, Latina, and Asian women. Additionally, students that are Native American, First Nation, and of Alaska Native heritage are more likely to experience sexual assault – a 2016 National Institute of Justice survey found that more than 56% of the Indigenous female population in the U.S. were victims of sexual crimes. Finally, sexual assault also disproportionally impacts sexual orientation and disability equity and harms students that identify as LGBTQIA+ and/ or have disabilities. Around 14% of LGBTQIA+-identifying students had been sexually assaulted in college, and out of those, bisexual women were the most likely to have been victimized. People with disabilities are at increased risk for sexual assault, too. In 2016 an estimated 39% of all women who were sexually assaulted had a physical or mental disability. Sexual assault is an intersectional issue - key to understand in developing solutions. The consequences of experiencing sexual violence and assault are severe for many students and can impact their wellbeing and ability to succeed in higher education. First and foremost, victims may experience a wide range of mental health-related consequences such as depression, PTSD, suicidal ideations, and drug use. A 2017 study found that student sexual assault victims were more likely to experience high levels of stress and low academic commitment. These are all factors that contribute to research that shows rape victimization can be a predictor for both lower final semester GPA and students leaving college. Sexual assault can negatively impact historically marginalized students even more severely. For example, victim blaming—which is a known problem in higher ed—is particularly likely to harm Black women. Considering the fact that students are less likely than the general population to report their rapist to the police, those students may experience further societal marginalization. Sexual assault in higher education is still an understudied field, yet existing research is enough to highlight why it is essential that colleges and universities address sexual assault in their pursuit of equity. There are many ways that higher education can work to address sexual assault. Many schools have taken steps in the right direction by providing bystander effect training and implementing anonymous sexual assault reporting options. Some universities are providing targeted support, like the University of California Merced’s "Sexual Violence Resources for students who identify as Women of Color" resource as part of their CARE program. Yet these efforts are still not enough. For example, many students don't file official reports due to factors including fear of retaliation. Many students don't feel that universities are focusing enough on prevention efforts, and some schools are still sweeping cases under the rug. Higher education institutions should consider taking a holistic, intersectional, and prevention-oriented approach to sexual violence and assault to improve equity on their campuses and beyond. For more information and guidance, see: The Association of American Universities' Report on the AAU Campus Climate Survey on Sexual Assault and Misconduct Best Colleges: Understanding Sexual Assault on Campus Current benefits and pitfalls of bystander effect training: Bystander programs addressing sexual violence on college campuses: A systematic review and meta-analysis of program outcomes and delivery methods Some Psychologists and University Students' evaluations of the current ways higher-ed institutions are addressing sexual assault: A crisis of campus sexual assault The American College Health Association's Addressing Sexual and Relationship Violence: A Trauma-Informed Approach Toolkit

Written by: Thea Louise Thomaseth Bugge Increasing the scope and scale of writing center research can potentially increase student equity in higher education. The writing center is a resource at institutions that provides students help on their writing-based assignments from trained peer tutors. One of the many goals that writing centers have is to increase equity for its students through coaching and targeted learning in tutoring sessions. Much of the research on writing centers thus far has been surrounding how to make centers as utilized and helpful as possible to underrepresented students. Much of the recent discussion and research about writing centers have focused on making them as equitable and inclusive as possible. Just within the past five years, researchers have published antiracist training recommendations, recommendations for writing centers as safe spaces for LGBTQ+ students, how to utilize multilingualism within the writing center, and more. Much of this research has been dedicated to providing recommendations for best practices. Implementing these recommendations can be a great step towards student equity. But too little research has tested the actual effectiveness of these recommendations. Further research needs to prove whether these recommendations work so that institutions can effectively utilize resources to increase student equity. At the time of this article, there have been no systematic reviews and a lack of state-wide or larger-sample studies about the effectiveness of writing center practices. This is a problem as it allows biases to impact leaders' understanding of the overall successfulness of writing centers. Small, localized sample sizes of students can lack enough diversity to prove trends across the diverse national student body. While these studies may be able to account for intersectional equity-related factors at some schools or local areas, the existing challenges may be unique to that area. This can leave out stakeholders' understanding of important intersectional issues that may impact writing centers at schools with different student population diversity. They also don’t account for demographic student body changes over time. Some types of writing center research can be limiting. Studies following one class over time, for example, may limit insight to factors relating to that specific class. Even if that student population is large and follows them over their expected four years expected graduation terms, they may not be representative of the general student population. Factors such as class-culture, admission rates, overall diversity, and methods of instructions may be unique to that class, leaving the research results unreliable for the general population. Demographics are changing in the United States, schools will have to adapt and cater to an increasingly changing student population any given year. Shifting student demographics means that the writing center has to be able to adapt to diverse student needs. Some research has shown that students with higher academic skills and motivations were more likely to use the writing center (2015). A different study found the opposite. They found that students that had indicated that they needed more help with writing in a freshman survey, non-native English speakers (ESOL), and students with low SAT scores were more likely to use the writing center (2019). Based on the limited large-scale research done thus far, there is a clear need for increased data collection at writing centers across all of higher education. The writing center is a great resource that can be a piece of the puzzle to improve student equity across all sectors of higher education. They are not the key to solving every issue, but they are student-centered and can provide students' academic support. Research on effective practices for writing center-equity is abundant, but unfortunately lacking both in terms of scale and diversity of study participants. Gathering data on how writing centers are effective and how best practices are installed paves the way for institutions to leverage their existing programs into truly serving their students.

Heidi Seabrooks-Smith | Recent Masters Graduate Student and Previous Student Coalition Member Accessibility in higher education increases equity for everyone regardless of ability, which is critical for student success. According to the Postsecondary National Policy Institution (PNPI), in the 2015-2016 academic year, “19% of all enrolled undergraduates reported having a disability, compared to 12% of all enrolled post baccalaureate students.” According to the PNPI Students with Disabilities in Higher Education fact sheet, students report learning challenges such as: Classroom and instructional environment barriers, which includes faculty being unaware of disability accommodations, faculty who push back against accommodations, and instructors who do not respond to requests for accommodations; and Negative interactions with fellow students, the stigma of disability, and the added work of seeking support and accommodations for their disability. I recently completed a graduate program where I studied adult and higher education. I was introduced to a different, more in-depth concept of accessibility than I was previously aware – specifically, non-mobility accessibility as it relates to educational and professional environments. My previous accessibility experiences had been about a person’s need for mobility assistive devices such as wheelchairs, walkers, canes, crutches, and similar appliances. However, the course that I was enrolled in changed my perspective on disability access. This course provided overviews on assistive technology devices such as screen readers, speech-to-text apps, text-to-speech reader apps, captions, and more. This new insight gave me an awareness of how devastating the impact could be on students when assistive tools are absent. The lack of consistent protocols for students to obtain assistive technologies or fear of discrimination often dissuades students from seeking assistance and therefore hindering student success, furthering inequities for disabled students. There is still a substantial portion of the disabled population that is being disenfranchised through an inadequate system of support in higher education institutions. These systemic barriers have historically led to high levels of drop out rates from the disabled community. “Only 34% of students with a disability complete a four-year degree. While students with disabilities face added hurdles, using modified teaching techniques, technological enhancements and dedicated professionals, means they don’t have to be part of this statistic” (Access to Higher Education for Students with Disabilities). The data demonstrate how important it is to ensure access to higher education for all students by guaranteeing that equity in accessibility exists for the entire student population. That is done by creating a support structure in higher educational environments that promote successful educational and personal outcomes for all. Institutions can take proactive steps to begin creating successful learning outcomes for all students. This sentiment was echoed by Kyle Shachmut, co-chair of the EDUCAUSE IT Accessibility group and Assistant Director of Digital Accessibility Services at Harvard University. “Educators need to think about accessibility at the origin of content creation. Otherwise, you’re reporting on inaccessibility that already exists, as opposed to preventing it,” said Shachmut (Rethinking Technology Accessibility in Higher Ed). Institutions should proactively seek to supply and increase assistive technology in physical and virtual classroom environments and be receptive to students voicing their assistive technology needs. One recent report from 2020, which surveyed a group of 111 students found that affirmative outcomes resulted from the inclusion of assistive technology (AT). “AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic self efficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs,'' (Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education). Additionally, we can take steps individually to ensure a more inclusive educational environment for ourselves and our peers by incorporating techniques like multiple modes for course materials, accessible fonts, confirming contrast and color ratios, adding hyperlinks with descriptive titles to documents, adding captions, and providing transcripts for presentations and videos to enhance accessibility. Reflect on the challenge of being a student asked to take a test without first having access to required resources for adequate test preparation. Envision being a student who relies on corrective lenses, but you're made to sit farthest from the blackboard to take notes. Without proper resources and changes in institutional awareness and action, these students lack the supports needed for postsecondary success. How can we expect students with disabilities to be successful without ever giving them the tools to learn?

Written By: Aly Hill The higher education sector faces a crucial set of decisions that will shape its future for decades to come. While the pandemic has amplified the strain on an already vulnerable higher education sector, institutions have the opportunity to transform in proactive and student-centric ways. To better understand how the Covid-19 pandemic impacted higher ed students and capture student voices, the MAPS team created the ‘I Am Not an Outlier’ campaign. In 2020, we sat down with six higher ed students from various backgrounds to track and document their stories throughout the pandemic. In 2021, we caught up with them to learn more about their higher education experiences. We explore six emerging themes among students in higher ed in a two-part series. Analysis of the first three themes can be found in Part One and the remaining three, below. Increasing Institutional Flexibility During the pandemic, hybrid learning, recorded lectures, modified attendance, and deadline policies were among the rapid and widespread adaptations designed to mitigate mental health challenges among higher ed students. Today, many of these changes persist, with colleges and universities offering more hybrid courses and moving away from once-rigid grading and testing policies. Yet, as the Covid-19 pandemic wanes, and institutions reimagine the future of higher ed, many face a moment of reckoning: whether they should maintain this flexibility or reinstate the once commonplace policies. Among the students interviewed for ‘I Am Not an Outlier,’ many stressed the importance of institutional flexibility in advancing a more equitable and student-centric future. Divyam, a pre-med student, found success in courses in which professors were flexible, responsive to student needs, and listened to student feedback. He believes student success post-pandemic requires institutions to continue these practices of flexibility and student responsiveness. “Yeah, we’re adults as college students, but this is the first time we’re really being adults...Being a little bit more relaxed about it is the biggest thing,” said Divyam. “That word – relaxed – is the best word we can use...don’t change everything, don’t give up on your standard, but just relax a little bit.” By relaxing these standards and accommodating varied learning needs, institutions can better address students' individual needs. Erika, a low-income student studying international relations, underscored the need for more personalized learning, emphasizing the importance of individualized academic experiences. By attending to a variety of student pathways in education and tailoring offerings to their unique needs, Erika believes that universities can help students achieve greater success in the evolving higher education landscape. “There’s a lot of different reasons people choose to go to college and disaggregating those and providing experiences that are specifically attuned to that is really valuable, especially given how much higher ed is changing,” said Erika. “I’d want to stress the importance of flexibility and individual academic experiences – the same styles of support are different for different people.” Individualizing student pathways to success requires understanding the full spectrum of student circumstances, a point stressed by Carolyn, a non-traditional student. As an increasing number of students work while attending school, Carolyn believes that an inclusive approach with more diverse course options and class times would enable more students to pursue and succeed in higher education and ultimately move into fulfilling careers. “Our ability to get students through classes in a way that builds them up rather than having to just take what’s available to them will make the college experience more valid and valuable...Making us fit into these cookie cutters – it’s a hindrance that just doesn’t need to be there,” said Carolyn. Students interviewed for ‘I Am Not an Outlier’ agreed this flexibility shouldn’t come from professors alone, but should instead be reflected in larger institutional policies. Designing Institutional Policies That Serve Students Student resources, tution, and diversity are among the many factors that decision-makers are considering as they enroll students into the ‘new normal’. While individual professors and departments adopted changes during the pandemic, ‘I Am Not an Outlier’ participants expressed the need for institutional policies that serve diverse student populations. Dante, an American immigrant studying architecture, reflected on the role of universities in ensuring affordable tuition for its students, a guarantee that Dante believes will pave the way for greater access to higher ed and help students achieve improved career outcomes. “The University of Utah cannot run...without their students - It’s not going to be successful, and I feel like recognizing the students is going to make a huge difference,” said Dante. Indeed, research shows that institutions that fail to provide affordable education to students will disproportionately affect students of color, first generation students, and disenfranchised students, exacerbating declining enrollments and causing institutions to struggle. Diversity in higher education is associated with a range of positive outcomes including a more inclusive curriculum, increased intellectual engagement, and community building. For Tammy, an Indigenous student studying education, inclusive enrollment and curriculum matter. While many of Tammy’s courses included social justice within the curriculum, she wishes the program went beyond the surface level and was aimed at serving students of color like her, rather than solely informing white students. Moreover, Tammy expressed her desire to see universities take a more proactive approach to admitting a more diverse student body and developing more active representation among professors. “They need to have more people of color enrolled,” Tammy said. “It’s one thing to talk about social justice and say that you’re going to support students of color, and then it’s another thing to actually have diversity at your school.” Empowering Student Voices For some students, the pandemic was a turning point. As students shared their needs for more flexibility and student-centric policies, they reflected on their own agency in navigating their academic and post-academic careers. For students like Carolyn, this awareness prompted her to become an advocate for herself, becoming more assertive about her needs and more actively engaged in her work and education. Periods of isolation taught Carolyn that she alone is in control of her future, a realization that led her to prioritize herself. “The last year has taught me that, in order to be successful, I have to be actively engaged in what I want,” Carolyn said. Others, like Erika, began to prioritize their identities and activities outside of education. Like many during the pandemic, Erika expanded her hobbies. But it was her reflexivity that led Erika to evaluate the role and reason behind each of her hobbies that she found the most rewarding. “Something that has been huge for me over the past year that has occupied a lot of my time and has been huge for my future...is taking time, without question, to assess the components of my life and my time and think about how they got there,” Erika said. Moving Forward A desire for increased institutional flexibility, policies that better serve students, and growing self-awareness were common themes among higher education students during the pandemic. While these themes are not representative of all student experiences, they offer a brief snapshot into the issues affecting higher ed students during this time. By centering student voices in decision-making spaces and facilitating a culture of inclusivity, innovation, & co-creation, higher education institutions will be better equipped to address student barriers, facilitate student success, and manage future crises.

Written By: Aly Hill The MAPS Project: Capturing Student Voices In 2019, the Sorenson Impact Center launched the MAPS Project, a student-centric initiative to chart the rapidly evolving higher education landscape and bring historically marginalized voices to higher ed using innovative data modeling and storytelling. The Covid-19 pandemic began just one year later. Having an outsized impact on student success and exacerbating the inequities faced by marginalized student populations, the pandemic serves as a case study in higher education crisis response. To better understand how the Covid-19 pandemic impacted higher ed students, inform proactive and student-centric responses from higher education decision makers, and capture student voices, the MAPS ‘I Am Not an Outlier’ campaign was created. In 2020, we sat down with six higher ed students from various backgrounds to track and document their stories throughout the pandemic. In 2021, we caught up with four of them to learn more about their experiences, state policy implications, and institutional reactions. In doing so, we identified six emerging themes among students in higher ed. In this article, we explore three of those themes. Providing and Promoting Access to Institutional Resources In March 2020, with little warning, thousands of colleges and universities shuttered in response to the global Covid-19 outbreak, taking with them many of the networks and resources they offered to students. While many universities pivoted to expand access to virtual resources and support, social isolation, virtual learning environments, and the loss of in-person opportunities had demonstrable effects on students’ mental health. More than half of higher ed students reported increased anxiety, depression, and feelings of loneliness during the pandemic, with students citing concerns regarding health and safety, financial stability, and continued education. This was compounded by a perceived lack of mental health resources by students, which disproportionately impacted students of color. While the criteria for mental health problems rose among students during the pandemic, the percentage of students seeking help declined, demonstrating students' struggle with access to institutional resources. Growing mental struggles coupled with fewer institutional resources were reflected by ‘I am Not an Outlier’ participants. Erika, a low-income student studying international relations faced uncertainty about graduation during the pandemic, is not an outlier. Like many students during the pandemic, Erika reported feelings of depression and anxiety, but rarely utilized university resources to manage her mental health. She shares, “When I think about a loss or a challenge that the university could have helped with, I guess in my mind I would never think the university was a resource for helping me…In my mind, they aren’t an institution that provides services beyond academic courses.” Carolyn, a non-traditional student pursuing a political science degree, similarly recognized the importance of mental health and counseling resources, speaking to the broad spectrum of students’ mental health challenges during the health crisis. “There’s this whole spectrum that happens from being emotionally healthy to death by suicide,” says Carolyn. “There’s lots of ways that we can work to make sure students are healthy and that they get the help they need.”Students were not only concerned about their ability to stay healthy during the pandemic, but their financial status became an issue. Financial Strain: Limiting Barriers to Access For many students during the pandemic, financial resources posed a major challenge to educational outcomes, as they coped with job loss, the loss of university housing, and the loss of financial assistance. Reflecting on the cost of her own education, Carolyn spoke to the financial challenges faced by higher ed students. “These little nickel and dime costs...add up,” she shares. “Those are the barriers that keep students from low-income or first generation families from being able to make it into the programs….All of this stuff is...daunting and overwhelming to kids. If we want to make a difference in marginalized communities, we have to reduce those barriers.” Tammy an Indigenous student exemplifies these challenges. During the pandemic, Tammy was kicked out of her housing twice. Having to find housing on short notice while going to school created added stress for Tammy given the already challenging circumstances. Tammy is not an outlier. Financial stress and hardship were common experiences among higher education students, with 46% of students reporting that universities didn’t do enough to support them during the pandemic according to the 2021 College Student Financial Survey. Among those, research from the Student Experience in the Research University (SERU) Consortium survey found that “students from low-income/poor and working-class backgrounds were significantly more likely than their peers to experience financial hardships, including the loss or reduction of income from other family members, unexpected increases in living experiences and technology, the loss/cancellation of expected jobs or internships, and the loss of wages from off-campus employment.” Moreover, poor financial health may have contributed to additional resource barriers for students in virtual learning environments, whereas financial status impacts students' access to affordable housing, high-quality internet, and overall well-being. These data demonstrate the need for institutional policies that better address disparities during financial recessions. Opening Doors: New Academic and Professional Opportunities Despite challenges, the pandemic meant new opportunities for some students. A study conducted among 200 U.S. college students in 2020 found that, when asked how COVID-19 impacted their current and future plans, 16% of students reported that the pandemic provided them with beneficial opportunities. This trend was observed the most among men, followed by first generation students and low-income students. Following the pandemic outbreak, Divyam, a pre-med student, was forced to abandon his extracurricular activities to protect the health of his immunocompromised father. But with the health crisis came new opportunities. Having never explored opportunities outside of science, the pandemic empowered Divyam to look at science from a public policy perspective, a decision that he believes will influence his long-term career pursuits. “I realized that there’s a lot more that I like to do than biology, and...I’m looking at a lot more public policy and medicine sort of related field,” Divyam shares. “In that way, Covid definitely left me rethinking, but also saying I found new things I like to do.” For Carolyn, the pandemic enabled her to move her expected graduation date forward. As a full time mom, employee, and student, the switch to online learning meant that Carolyn could take additional courses while working and taking care of her family. “The fact that..more classes and a variety of classes are offered online is actually probably helping me make that decision….If they weren’t offered online before, I probably wouldn’t have taken them.” she says. “The variety has opened up a lot of ideas to me that logistics would have just removed from my capabilities.” Conclusion Despite some pandemic opportunities, difficulties assessing institutional resources and financial struggles were common themes among higher education students during the global health crisis. While these themes are not representative of all student experiences during the pandemic, they offer a brief snapshot into the issues affecting higher ed students during the health crisis. By centering student voices in decision-making spaces and facilitating a culture of inclusivity, innovation, & co-creation, higher education institutions will be better equipped to address student barriers and manage future crises. Stay tuned for the next article in this series.

Written By: Alex Rodriguez / Member of Student Coalition on Higher Education Resource Access in Higher Ed: My Experience As the former Student Body President at a Community College, I saw firsthand the limited access and knowledge students had of available resources such as health services, academic support, housing and more. One program, designed to help students pay for university application fees, saw less than 10 applications in a given cycle, submitted only by student government members and student employees working within the department. While the program was created to provide low-income students with the opportunity to explore other universities, the low application rate highlighted that students lacked the awareness of programs that were intended to support them. These challenges are exacerbated among first generation students, low-income students, and students of color. Only 14% of first-generation students sought out health services and academic support use from first generation students was only 30%. Across the board, first generation students utilized fewer resources than continuing generation students. As a child of immigrant parents who immigrated to the U.S. with the hope of giving their children a better life, I faced hardships meeting basic needs in higher ed: difficulties paying for housing, food, and accessing financial aid. As a first-generation, low-income college student, I was not alone. My experience mirrored the stories of my peers who face disproportionate barriers in higher education. Time constraints and limited background knowledge of post secondary institutions are significant barriers, especially in times of need. And yet, while these systemic problems are recognized by higher education administrators, few solutions have been implemented to connect students with essential resources. To meet this challenge and advance student-centric-equity in higher ed, the Student Coalition For Higher Education created the Centralized Access for Student Services (CASS) project. Centralized Access for Student Services In an era marked by reliance on technology for basic functions, resources that are not easily accessible online likely won’t make it to their intended recipients. By partnering with students, higher education institutions, and community organizations, CASS was created to provide students with centralized access to social services and community resources online. It’s a framework that provides a pathway for colleges and universities to increase student access to basic needs resources by centering student voices in the decision-making process. The CASS project outlines a student-led team, working in collaboration with higher education administrators to centralize access to student resources, especially for students in crisis. This includes making resources more accessible to all students – on-campus and virtual. By incorporating students into institutional decision making, institutions will better reflect student needs. One example is institutional investment in online learning modules such as canva or blackboard, which empowers students with an all-in-one access point for institutional and community resources such as housing assistance, food stamps, and mental health resources. Just as technological advances enable non-traditional students to be involved in higher ed, they can also serve as a gateway for students to access resources. The MAPS Student Coalition on Higher Education recognizes that each institution is unique and faces its own challenges to engage students. We present that there needs to be a mindset change on how to get these resources to students. Students should be involved in the higher education decision making process, not just as a result of being enrolled but, because they understand the hardships and gaps in the systems created by institutions. Empowered students and programs designed with the assistance of students garner a better chance of success and a better utilization rate. CASS reiterates that programs should be created with students, and not just for students. While universities often prioritize resources for traditional learners, which are post-secondary students under 25 years old who enroll directly from high school, attend full-time, and typically are socio-economically advantaged. On campus outreach has been the typical avenue to reach the majority of traditional students, up until the last few years remote or non-traditional students were in the minority. Programs such as food pantries, counseling, and housing insecurities typically have physical locations on campus. With changes to the student body, campus administrators should seek to better connect working students, non-traditional students**, and students in need with resources to improve their academic career. By acknowledging the diverse needs of students, colleges and universities will be better suited to help students meet these needs and achieve long-term success both in and outside of academia. The CASS project will be publishing a framework for institutions to look holistically at the challenge of access to resources. Please stay tuned to the MAPS project social media, website, and newsletter to stay up to date on all publications. **non-traditional student-a student who postponed post-secondary education until later in life (definition varies among institutions)