Kathy Humphrey, President, Carlow University

Invest: spoke with President Kathy Humphrey of Carlow University about the institution’s efforts to personalize education, strengthen the value of a college degree, and respond to changing workforce needs. Humphrey discussed how artificial intelligence could reshape teaching, why academic programs should offer greater flexibility, and how partnerships can improve affordability and career pathways. “The return on the investment must be greater,” said Humphrey.

How does Carlow University’s mission of educating compassionate, ethical leaders continue to shape its priorities and the student experience?

Our mission is to meet the next great need and create graduates who are concerned about increasing justice and mercy throughout the world. That mission is needed now more than ever.

As everything changes around us, I am asking how AI can help create a personalized educational system and change the way higher education works. Too often, higher education operates on a success-or-failure model. Nationally, only about 60% of students who enter college graduate. That is not a good investment.

I want to create an educational system that does not fail students. When people pay for an education, they should receive what they came for. Every student who walks through our doors should leave with something, even if it is not exactly what they originally expected.

That does not mean lowering standards. It means understanding how each student learns and building systems around that. Sometimes the barrier is academic, but sometimes it is financial. We have to identify where the breakdown occurs and determine how to help students overcome it, including by creating employment opportunities that align with their education.

What are Carlow’s top strategic priorities, and where do you see the greatest opportunity for change?

Personalized education is the greatest opportunity. We have talked about it for years, but we have never truly done it.

Faculty members typically receive only a class roster. Today, that is not enough. They should have information that helps them understand how each student learns and succeeds.

If a student excels in critical thinking, a professor could build on that strength. If a student is passionate about soccer, examples could be framed around soccer to make concepts more meaningful. If someone has leadership experience, that could be incorporated into subjects such as microbiology.

Personalization means giving faculty the tools to adapt learning to individual students rather than expecting every student to fit one model.

How is Carlow preparing students for an economy increasingly shaped by technology, AI and rapid workforce change while preserving a strong liberal arts foundation?

The ability to communicate well, analyze information, and think critically cannot disappear. Those qualities are more important today than ever.

ChatGPT can write a sentence, but you still have to know what you want to say. AI cannot tell you what is authentically yours or connect ideas in the same way. That is why critical thinking, analysis, and data literacy are becoming even more valuable.

AI should also help personalize education. Instead of discovering every four weeks that students did not understand a topic, we should be able to assess learning continuously. Faculty should receive immediate feedback showing which concepts students are struggling with and suggestions for teaching them differently.

It is a different educational model, but we have to get there. Higher education must use the tools available to ensure students receive what they came for. The return on the investment must be greater.

How are you rethinking the traditional structure and length of a college degree?

One question I continue to ask is why every degree requires 120 credit hours. Does it make sense that every program takes the same amount of time regardless of the subject?

If someone can complete a degree in 90 credit hours, why require 120? I know that idea is controversial.

Some professions absolutely require more time. Nurses have lives in their hands, so that preparation is different. But could degrees in areas such as English literature or writing be completed in fewer credit hours? I believe they could.

We should have the flexibility to determine what is academically necessary instead of assuming every program requires the same structure.

What should the value proposition of higher education be as more people consider vocational training and alternative pathways?

I am a strong supporter of vocational education. I do not believe every person needs a college degree.

The difference is that a college degree gives people flexibility. If you are trained to do only one thing, your opportunities are limited. A broader education teaches you how to learn, expanding your possibilities.

I worry that focusing only on vocational pathways could create a workforce that cannot continue advancing. A four-year degree may seem like a difficult investment at first, but over time it provides flexibility and mobility that a certificate alone cannot.

That is why our certificates are designed to stack toward a degree. Students should be able to build on what they have already completed instead of starting over.

Our licensed practical nurse program is a good example. The region urgently needs LPNs, but we also designed the program so graduates can continue into a registered nursing program. They leave knowing they can continue building their careers because the academic foundation is already there.

How are partnerships creating opportunities for students while addressing Pittsburgh’s workforce needs?

I regularly meet with hospitals and other organizations to ask what they need and what Carlow should create to help meet those needs.

Medical imaging is one area we are exploring because there are long waits for patients who need imaging services. We created surgical technology and LPN programs because partners such as UPMC and Allegheny Health Network identified those workforce shortages.

We are also addressing teacher shortages through our early learning program, preparing professionals who understand child development and can provide quality childcare.

Beyond that, we respond to emerging workforce needs. For example, I recently met with a group of Jewish women interested in returning to the workforce to discuss how Carlow could help them update their skills.

How is Carlow working to make private university education more accessible and affordable?

One of my biggest questions is whether every student needs four years to earn a degree. If some programs can be completed in three years, students save tuition and begin earning income sooner.

Pennsylvania currently requires 120 credit hours, so I am asking legislators to provide institutions with greater flexibility. That flexibility could lower costs while maintaining educational quality.

This is especially important because 45% of our students are economically disadvantaged.

We are also working with corporate partners, including hospitals, to help students pay tuition if they remain in Pittsburgh after graduation. That benefits students, employers, and the region.

What do you hope will define Carlow University’s future?

This is a frightening time, but it is also an exciting one for higher education.

I hope that Carlow continues to ensure student success, use its resources wisely, and educate people to meet society’s needs.

I also hope education does not become something available only to the rich. We must find ways to continue providing access to everyone who wants an education.