Aaron Walton, President, Cheyney University of Pennsylvania

In an interview with Invest:, Aaron Walton, president of Cheyney University of Pennsylvania, said that intentional transformation and student-centered innovation are at the heart of the university’s mission. “We educate the whole person. If any one of those areas, academic, emotional, or social, is neglected, the student experience is incomplete.”

What institutional or external changes over the past year have most impacted the university, and in what ways?

From Cheyney’s perspective, we had our accreditation reaffirmed, which was a major accomplishment we were working toward throughout 2024. That’s now complete and has helped move us forward significantly.

The FAFSA backlog was another challenge, not just for Cheyney, but for institutions nationwide. We’re still working through that to ensure our students are aligned and supported.

Looking more broadly, the high cost of education remains a significant barrier for many individuals. We need to find better ways to ensure that the investment our students make is worthwhile. I strongly believe in the idea of a return on effort and return on investment. Education must deliver both.

As I read more articles on professions and majors with limited job prospects, it becomes clear that universities need to evaluate whether what they’re offering remains relevant. Are these degrees preparing students for the jobs of the 21st century? AI plays a huge role in this transformation.

The current landscape is both challenging and full of opportunity. We’re seeing renewed interest in education from individuals who previously stopped out or now require stackable credentials. Flexibility is key, whether that’s remote, hybrid, or in-person learning.

We’re also facing a declining traditional student base, particularly in the 18-24 age group, which is projected to keep shrinking over the next 10 to 12 years. All of this presents real challenges but also real opportunities. As the saying goes, “When life hands you lemons, make lemonade.”

This is a time for innovation. At Cheyney, we began building a public-private partnership model back in 2017 when I came on board. That model continues to serve as a differentiator for us, helping us navigate challenges in ways other institutions may not.

My background is in business and industry, so I approach education from a business perspective since education is a business. And if we fail to treat it as such, we risk becoming irrelevant.

How are institutions, particularly Cheyney, redefining their role in preparing students not just for degrees, but for careers, including jobs that may not even exist yet?

One of the most important things is being intentional. We have a workforce development unit that studies labor market data to identify both current and emerging occupations.

While we’re a four-year institution, we recognize that many in-demand jobs don’t require a four-year degree. Colleges need to be flexible enough to meet the needs of industry, not just follow traditional academic pathways.

One key initiative we’re proud of is our involvement in the hydrogen industry. Cheyney has been selected to provide safety training for the Mid-Atlantic Clean Hydrogen Hub (MACH2), covering Delaware, New Jersey, and Pennsylvania. These roles won’t require a bachelor’s degree, but they will require credentials and specialized training.

We’re also actively partnering with community colleges, including the Community College of Philadelphia (CCP). We have a strong articulation agreement, and we’re now expanding that partnership by sharing facilities and resources. For example, instead of making Philadelphia-based students travel to Cheyney, we recently held ACCUPLACER testing at CCP.

Adult learners are another important focus. Many people who previously stopped out are now returning to upskill for today’s changing job market, especially with the growing influence of AI. It’s still early, but AI will become a major factor moving forward. Institutions need to get ahead of that shift and make it part of their programming now.

Can you expand on Cheyney’s role in promoting social mobility and improving student outcomes?

Social mobility is especially crucial for underrepresented populations. If someone starts out in the middle of the socioeconomic ladder and moves up, that’s a smaller leap. But when you’re starting near the bottom, it’s a much steeper climb.

At Cheyney, we rank highly on national metrics of social mobility. When you look at where our students begin and where they are a decade post-graduation, we’re often on par with Ivy League institutions.

That success is the result of intentional support. The pandemic significantly impacted the social and emotional well-being of students, particularly those who will graduate between 2024 and 2026. We’re seeing a rise in mental health needs. In response, we built multidisciplinary teams that include academic navigators, tutors, psychologists, and medical personnel. These teams meet every two weeks to review student needs and develop proactive strategies.

We’ve adopted an “intrusive” model of student support. We don’t wait for students to ask for help — we identify challenges early and go to them. We track performance indicators closely to intervene before problems escalate.

It’s all about building a pathway for retention, graduation, and ultimately upward mobility. High-touch, student-centered support is at the heart of our approach.

I believe this focus is one reason we’re experiencing a surge in demand for Cheyney — something we haven’t seen in the past 20 to 25 years.

How is the university evolving the student experience to create a sense of belonging and wellness?

Chester County offers a mental health first aid program for non-professionals, and our resident assistants and other student-facing personnel go through that training each year before the academic year begins. We’re very intentional about equipping our staff with up-to-date tools and insights. In addition, we bring in external professionals to work directly with our students and staff, ensuring we maintain a current and comprehensive approach to wellness.

We take both an internal and external perspective — training our people while also tapping into experts from the broader landscape. Wellness is a fundamental part of our educational model. Our vision is to become a premier institution of excellence in academics, character and in social responsibility. We educate the whole person. If any one of those areas, academic, emotional, or social, is neglected, the student experience is incomplete.

We focus heavily on soft skills and making sure students are ready not just academically, but socially and emotionally. Being educationally prepared isn’t enough if you can’t navigate the social and professional environment effectively. I’ve seen data showing that Gen Z students often struggle with interpersonal readiness, and we’ve tailored many of our initiatives to address that gap. 

What are the broader implications of technology in education, and how is Cheyney leveraging it to prepare both students and faculty?

As I mentioned earlier, our public-private partnership model has been instrumental in addressing that. We’ve invited companies to reside in our underutilized spaces, particularly in our Science Center. These companies operate in fields such as pharmaceutical and cancer research, bringing real-world technology and expertise to our campus.

A key part of these partnerships is providing paid internships and experiential learning for our students. That’s where the future lies — students must move beyond theory into practical application. For example, we have a Biomedical Methods course that meets on campus two days a week and then shifts to hands-on work with scientists at the Wistar Institute. That kind of learning bridges the gap between classroom knowledge and career readiness.

Some of the scientists from these partner companies even serve as adjunct faculty, which adds depth to our programs. If we don’t have the expertise internally, we go out and find it. We make strategic investments in technology for both faculty and students, so no one is left behind.

What are your top priorities for the university over the next three to five years?

We’re currently finalizing our next five-year strategic plan. We’re closely examining population trends and forecasting changes in the student pipeline. One thing we’re clear on is that we don’t want to be all things to all people. We’re moving away from offering a vast array of majors and instead focusing on high-demand industries where Cheyney can offer a competitive advantage.

Our public-private partnership model continues to expand, and it’s not just part of our academic strategy — it’s part of our financial sustainability plan. We’re facing decreased state funding and an oversaturated higher education market. Many schools are closing because they expanded beyond demand. We’re taking the opposite approach: we want demand to exceed supply.

We’re intentionally cultivating a strong academic reputation and making Cheyney a selective, high-value option. Our goal is to admit the brightest and the best, while also providing strong support systems for students who need a hand up. We’re balancing access with excellence.

We’re also helping students build financial resilience. Through paid internships, work opportunities, and entrepreneurship programming, we aim to give students a head start on wealth creation before they even graduate.