Michael Raich, President, Minnesota North College

In an interview with Invest:, Michael Raich, president of Minnesota North College, provided his overview of the educational landscape in Minneapolis-St. Paul, how the institution is adapting to industry needs via advisory boards, and plans to keep pace with technological advancements.

What is your overview of the education sector in Minneapolis-St. Paul, and what key trends are emerging?

In the two-year college sector, particularly within the Minnesota State Colleges and Universities System, our primary mission is workforce development. We serve as the talent training engine for the state, producing police officers, nurses, teachers, tradespeople, and skilled laborers etc.

One major trend is the increasing demand for skilled labor across all levels. However, the challenge lies in the fact that the input – the number of students entering these programs – is not keeping pace with the output needed to meet industry demands. This is partly due to an aging population in our region, where the percentage of people aged 65 and older exceeds the state average. Our target demographic, traditionally 17- to 22-year-olds, is shrinking.

To address this, we are making extra efforts to attract underrepresented and nontraditional students. For example, we have initiatives like the Aspire North Grant, which focuses on locating, advocating for, educating, elevating, and recalibrating support for individuals such as those impacted by the criminal justice system. We also have programs like Empower, which encourages women to enter high-demand, high-wage fields, such as diesel and heavy equipment maintenance, where they are traditionally underrepresented.

How does the college provide financial support to those students who need it the most?

Our tuition and fees are structured such that, when combined with federal Pell Grants and state grants, the majority of costs can be covered for income-eligible students. The North Star Promise scholarship acts as a supplement to these existing grants.

Beyond this, we offer several workforce-specific scholarships, including state workforce scholarships and county-specific mineral-royalty scholarships. Additionally, because we were formerly five independent colleges, we are supported by five separate foundations that focus on student scholarships. These foundations provide significant financial support, ensuring that students have access to resources that make college affordable.

How does Minnesota North College keep its curriculum up to date and in line with market demands?

We have highly qualified faculty who are experts in their fields. All our programs that lead directly to employment are guided by advisory boards composed of industry leaders, HR directors, and other professionals. These boards provide insights into industry trends and ensure that our curriculum aligns with market needs.

Additionally, many of our programs are accredited by state or national bodies, which require adherence to specific standards. This ensures that our programs remain current and relevant. Maintaining accreditation often requires investments in updated equipment, professional development for faculty, and improved facilities.

To support these needs, we actively pursue grant funding, particularly for workforce development initiatives. This allows us to continuously adapt and invest in our programs to meet the evolving demands of employers and industries.

What is the value proposition of universities today, and how have universities adapted their services to meet student needs?

The narrative surrounding higher education today affects institutions in many ways. I will focus on the two-year sector, which often gets lumped into this broader discussion. There are universities that cost six figures to attend, but that is not the case at two-year colleges.

Our degree programs are designed to get students into the workforce or transfer them to a university, leading to a four-year degree that increases their career prospects. These programs are affordable, not only because of lower tuition but also due to the financial aid available. 

The dominant narrative tends to focus on universities with billion-dollar endowments, as their presidents testify before Congress, making them central to the broader higher education debate. However, higher education consists of many sectors that serve different purposes. Historically, education has proven to be a catalyst for individual and societal advancement. A well-educated society leads to better health outcomes, higher incomes, and a reduced reliance on social services. The idea that higher education is failing as a whole is largely misplaced. Are there areas where institutions need to improve, become more efficient, and adapt? Absolutely. However, that does not mean people should not pursue education as a means of bettering themselves.

What ongoing, or future campus projects, including expansions, new facilities, or renovations, are in the works?

We have six campuses, each serving a unique community with niche programs tailored to local needs. For example, our campus in Ely, Minnesota, called Vermilion, is located on the edge of the Boundary Waters Canoe Area, a nationally protected wilderness. This environment shapes the campus’s academic offerings, which include a park ranger program, a water quality program, a natural resources forestry program, and an outdoor leadership program.

Similarly, I am currently in Hibbing, next to the country’s largest iron ore mine. Our programs here cater to the mining industry, including heavy equipment operation, diesel mechanics, electrician training, and automotive technician education. Just down the road, we have a millwright program supporting mining operations.

Regarding new projects, we do not need more facilities. In fact, we are likely overbuilt due to declining enrollment and changing student preferences. Fewer students want to attend college traditionally by relocating and studying full-time for two or four years before entering the workforce. Many prefer to work while they study.

Instead of increasing our physical footprint, we are developing mobile training systems. We are equipping trailers with welding, heating, and cooling, and electrical training programs. These mobile units allow us to bring education directly to businesses and workers. If an employer wants to upskill eight fabricators into welders, we bring the training to them rather than requiring them to come to us.

Additionally, we are expanding through leases and temporary spaces. For example, one of our campuses has a large welding program, while another, 60 miles to the west, does not. Rather than building a new facility, we lease space and offer welding courses in that community. This flexibility allows us to adapt to student and employer needs without excessive investment in static infrastructure.

What curricular or extracurricular activities are in place to prepare students for their future as professionals in the labor market? 

Some of what we just discussed is part of that effort. We are adding a manufacturing program based on industry demand as machining and other technical skills become more valuable. Our niche programming ensures that students who graduate from our colleges generally stay and work in the region.

One challenge we face is meeting the demand for specialized fields. For example, offering a radiology technology program, such as ultrasound or CT scan training, is difficult in small communities. Local healthcare providers may only need to hire one or two technicians over five years. To sustain a program, we would need to graduate at least 12 students per year. It is not financially viable for us to offer every program that a small community might need.

What are the primary challenges for the education sector in Minneapolis-St. Paul, and how is Minnesota North College working to address these challenges?

One major challenge is operating budgets. We are funded approximately 50% by the state and 50% by tuition. The state economy is tight, and there is not enough funding for higher education, K-12, or social programs. We must balance limited state appropriations without significantly increasing tuition. To supplement our budget, we pursue grants, but grant funding is one-time money. It does not support long-term structural costs such as salaries. We cannot sustain programs indefinitely through grants alone.

Another challenge is staying current with rapidly changing technology. This applies to both administrative technology and industry-specific training. For example, should we focus on training students in autonomous and electric vehicle repair, or should we stick with traditional gas-powered vehicle maintenance? Progressive approaches may prepare students for the future, but there may not yet be enough local jobs to justify the investment. We must carefully balance current industry needs with forward-looking initiatives.

Artificial intelligence is another challenge. As a small two-year college, we do not have AI experts on staff. However, as a system of colleges and universities, we are working to understand AI’s implications. I recently attended a system-wide meeting in St. Paul, where an AI researcher spoke about its future. We must decide whether to simply respond to industry needs or take a leadership role in integrating AI into education and workforce development.