In an interview with Focus:, Valerie Montgomery Rice, president and CEO of Morehouse School of Medicine, discussed health equity, strategic partnerships, and innovation in education and research. “Access and trust are what truly shift outcomes. In many cases, screening is the most critical intervention.”

What have been some of the most meaningful changes for Morehouse School of Medicine in the past year?
Much of what we’ve accomplished over the past year builds on the work of the last 11 years, and on the foundation established 50 years ago. As we celebrate our 50th anniversary, we reflect on our founding principles of health equity, even though that wasn’t the term used at the time.

Back then, we focused on what was missing: too few physicians, glaring health disparities, and widespread inequities. Morehouse School of Medicine was founded to address the physician shortage in Georgia, improve access, and deliver better outcomes.

At the time, Georgia was still segregated. One new medical school was created, Mercer, but a group of seven Black physicians pushed for another, noting that 93 of them were caring for 75% of Georgia’s Black population. Their vision created a school focused on producing more Black physicians for underserved communities.

Since I arrived 11 years ago, we’ve stayed true to that mission. Our MD class size has more than doubled, growing from 54 to around 125 students. We’ve expanded from five to 16 degree-granting programs, including new physician assistant and nursing programs.

All of this is about meeting the needs of Georgians and other underserved regions. We’ve continued to live out our mission with a sharper focus on access and equity.

What impact did being named a top medical school for social mission have on your leadership and strategy?
When we received that recognition, we reflected on what it truly meant to lead in a social mission. The designation was based on factors like the percentage of graduates from underserved communities, the number going into primary care or core specialties, and how many returned to serve similar communities.

Those outcomes directly align with our founding purpose. We weren’t surprised by the ranking; it affirmed our identity and direction.

Over the past decade, I’ve worked to reinforce the idea that healthcare is a team effort. Becoming a physician is a long journey, so we’ve committed to training other healthcare professionals to work alongside them. That’s how we expand access and improve care quality in the communities we serve.

How has your background in clinical care and reproductive medicine shaped your leadership approach?
I originally planned to be a neurosurgeon, but that came after deciding I didn’t want to be an engineer. As a chemical engineering major at Georgia Tech, I realized I needed more personal interaction in my work. I joked that I was too cute to be an engineer and started looking for a different path.

I turned to medicine, a decision that wasn’t rooted in a calling, but ended up being the best one I’ve ever made.

During my final year of medical school, I discovered OB-GYN and fell in love with the patient connection. Especially with pregnant women, trust leads to strong engagement. 

Reproductive endocrinology also appealed to me because it involved solving problems. Couples came in struggling to conceive, and nine months later, they could hold a baby. It was science, human connection, and real results.

These experiences taught me that disease happens in context — it’s influenced by where people live, work, and worship. True care requires understanding that environment and co-creating solutions.

At Morehouse School of Medicine, we define health equity as giving people what they need, when they need it, and in the amount they need to reach their own best level of health. That requires deep understanding and shared commitment.

What new opportunities do you see for connecting medicine, public health, and community-centered innovation?
There are many, and the first is a renewed commitment to science. Evidence-based medicine is vital for building trust and ensuring communities receive accurate, effective care.

Everyone plays a role in that ecosystem: researchers, clinician scientists, regulatory bodies, and providers. Public health professionals must also understand the science behind clinical trials and treatment outcomes so they can advocate for informed decision-making at every level.

Unfortunately, we’ve reached a point where decisions about vaccine access or safe medications like acetaminophen are being made without scientific grounding. For example, managing maternal fever during pregnancy is critical to fetal health, and the evidence supports that. Every link in the care chain must be guided by accurate science.

Innovation brings new possibilities, but it must be grounded in reliable data. Artificial intelligence, for example, can only deliver value if it pulls from sound, evidence-based sources. If the input is flawed, the output will be too. As we expand our use of technology, we have to ensure the foundation remains scientific and trustworthy.

What role do local partnerships play in advancing your mission and expanding your impact?
Partnerships have been essential to Morehouse School of Medicine’s growth. In the early years, primary care physicians welcomed our students into their practices for clinical training. We also partnered with Emory at Grady Hospital, where our students completed third- and fourth-year rotations alongside Emory students, eventually developing our own clerkships there.

One of our most critical early partners was the state of Georgia. Through an initial operating grant, we received $1 million to build the school’s capacity and infrastructure. That launched a longstanding model of public-private collaboration. Morehouse and Emory are private institutions, while Grady and the state are public — these partnerships have been key to our development.

Today, we’ve expanded this model across Georgia. In Columbus, we’ve partnered with local primary care providers and hospital systems to create our Columbus Regional Campus. In Albany, we’re launching another campus through a partnership with Phoebe Putney Health System.

Nationally, we’ve partnered with CommonSpirit Health through the More in Common Alliance, or MICA. This allows us to establish regional medical campuses and graduate medical education programs within a large national health system.

These partnerships exist because we’ve consistently delivered on our mission. We recruit students from underserved communities, train them in primary care and core specialties, and see over 65% return to serve those same communities. Whether in Georgia or at MICA sites, this model improves representation, expands access, and enhances outcomes.

How is Morehouse School of Medicine approaching community-driven research?
Community-based participatory research is central to our work. It goes beyond clinical trials and begins with mutual education between researchers and the community.

Trust is essential. We train students and faculty to listen first, with the goal of understanding rather than responding. Knowing what motivates someone to participate in research is just as important as the study itself.

This approach helps define our research priorities. While data may highlight disparities, direct engagement reveals the underlying causes. For example, prostate cancer has a disproportionate impact on African American men. We study the biology and treatments in the lab, but we also focus on breaking down barriers to early screening.

Community engagement helps answer important questions. What prevents people from seeking care? Do services need to be closer to home? Are we relying on the right messengers? I may not be the most effective person to speak to men about prostate cancer, and that is something we have to accept. The goal is to meet people where they are.

Cultural humility is at the heart of what we do. We recognize where our expertise ends and where the community’s insight begins. This approach applies not only to prostate cancer but also to breast cancer. Many women fear mammograms, often because of past experiences. I’ve gone with women who were afraid to go alone, and I’ve felt that fear myself. Still, we know that early detection saves lives.

Research is only part of the equation. Access and trust are what truly shift outcomes. In many cases, screening is the most critical intervention.

What are your top priorities over the next three to five years?
At Morehouse School of Medicine, we plan in three categories: now, near, and next.

Right now, we’re focused on the start of the academic year and navigating the current landscape of federal funding and research continuity. We’re expanding our regional campuses in Columbus and Albany and launching two of the five undergraduate medical campuses through MICA.

Our immediate goal is to ensure these new campuses reflect the same values and mission as our Atlanta campus. We’re also focused on financial sustainability. We recently completed a capital campaign, raising $530 million over eight years, finishing two years ahead of schedule. Being strong stewards of those funds, particularly for student scholarships, is a top priority.

Looking ahead, we are expanding both our research and clinical programs. We aim to build a more robust, integrated ambulatory care network on the south side of Atlanta. We’ve streamlined some of our existing sites to concentrate on that region, and we’re forming new partnerships to expand access and services there.

On the research side, we’re investing in genomics to study how disease presents differently based on genetic profiles. We’re also focused on how technology can support more equitable access to care and improve outcomes.

Over the next three to five years, our top priorities include expanding regional campuses in Georgia and through MICA, strengthening our clinical network, and growing our genomics and technology-driven research to close equity gaps in healthcare.

Focused on career readiness, student support, and adapting to evolving educational needs, Oglethorpe University is investing in resources to create a stronger workforce. In an interview with Focus:, President Kathryn McClymond shared their goal of preparing students for “a lifetime of success, not just their first job.”

What changes over the past year have most shaped the university’s direction and strategy?

The university has always been committed to providing a high-quality educational experience. Over the past year, we have placed greater emphasis on career readiness for our students. While this has been a priority in the past, we are redoubling our efforts through new initiatives to ensure that our students are fully prepared to serve the city, the state, and the country in whatever capacity they choose after graduation.

Could you expand on these initiatives that the university is taking for career readiness?

We achieved a 92% success rate in our first-destination outcomes, meaning our students either enter graduate programs of their choice or directly join the workforce. However, at Oglethorpe, our mission extends beyond placement as we aim to cultivate Atlanta’s future leaders. To achieve this, we have introduced career conversations as early as orientation. Incoming freshmen now discuss their career aspirations on the very first day. Additionally, we have established career communities where students connect with alumni, faculty, and community partners in fields such as health professions, business, and other areas. This allows them to begin building professional networks from day one.

These efforts also expose students to the full breadth of professions available. Many students enter college with narrow perceptions, for instance, believing that health professions only include doctors or nurses. While those roles are vital, we want students to understand the diversity of opportunities within these fields. Early exposure helps them explore different career paths, seek relevant internships, and make informed decisions when entering the job market.

Another initiative I am particularly excited about is Oglethorpe Goes to Work Day, which launched in February. On that day, the entire sophomore class spent time off-campus in professional settings across Atlanta whether it be in industry, creative arts, or other fields. This shared experience allows students to observe workplace dynamics firsthand and return to campus with a deeper understanding of how to prepare for their future careers.

What is the value of a liberal arts education? 

A liberal arts education emphasizes the opportunity to develop soft skills such as reading a room and engaging in meaningful conversations, which are just as critical as technical expertise. These learnings extend beyond the classroom as it involves interacting with people from diverse backgrounds, encountering different perspectives, and gaining the confidence to introduce oneself in unfamiliar settings. We want our students to be bold and ambitious in pursuing their goals.

How is the university helping students to adjust to university life?

For many of our students, approximately 40% of whom are first-generation, navigating college itself is a new challenge, let alone transitioning into post-graduate life. We strive to be active partners in helping them shape their academic journey and prepare for the future they envision.

What strategies does the university employ to ensure access and success for all students throughout their academic journey?

Affordability is a major concern in higher education today. Many families do not realize that the sticker price of tuition often differs from the actual cost after financial aid, including federal loans and institutional scholarships. Beyond financial support, we provide comprehensive resources to ensure academic, personal, and professional success. Offices like Student Success and Career Services, along with other wraparound programs, are designed to help students thrive. Once students arrive here, we create the necessary support system for them to succeed. 

What have been some recent efforts that have enhanced student life, campus belonging, and community connection?

We have several longstanding offices dedicated to fostering inclusion because everyone should feel they have a right to pursue their goals here. Our Intercultural Center plays a vital role in ensuring students from all backgrounds feel they belong and have the right to pursue their dreams. The Student Success Center pairs students with advisors from day one to guide their academic progress. 

Last year, we reintroduced a Writing Center, where a faculty member assists students with written communication, which is a skill that some have found challenging post-pandemic. We also created a Commuter Lounge for students who live off-campus, providing them with a dedicated space to build community. These efforts collectively ensure that every student feels valued and supported, especially for commuter students as they are a very important part of the community.

How is the institution strengthening its partnerships with local employers and internship providers?

We have remarkable Career Development staff. They work diligently with students to build their outreach abilities, and with alumni and industry partners to establish standing internship relationships so students gain practical experience. One initiative they have implemented is organizing site visits for students to various workplaces. For example, in 2024, they took a group to Children’s Healthcare of Atlanta (CHOA), allowing them to explore potential career environments and speak with employers. As a result, CHOA followed up with several of those students, who are now employed there. Opening doors, quite literally, to bring students into potential workplaces is a key part of our strategy.

How do you see technology shifting institutional operations, and how are you preparing students to engage with it after graduation?

AI is an ongoing conversation and is a major topic of discussion, as I am sure it is for many others. Our provost and vice president for academic affairs frequently collaborate on how to approach AI at multiple levels. 

First, we must create an environment where students understand both the opportunities and limitations of AI in their education. We are past the point of pretending they will not use it, so faculty are guided on appropriate integration into learning. Additionally, we focus on equipping students to remain AI-fluent post-graduation. Industry leaders have even requested certifications for current employees needing AI training, which is something we are developing in 2025.

Furthermore, we focus on not just immediate post-graduation readiness but lifelong career preparedness. While securing a job after graduation is critical, especially given the significant family investment in education, I want students to be promotion-ready and pivot-ready. Promotion readiness involves soft skills that make individuals effective leaders. Pivot readiness means being adaptable to industry changes or recognizing and seizing unexpected opportunities. Our goal is to prepare students for a lifetime of success, not just their first job, which essentially means developing the soft skills, leadership mindset, and adaptability needed to seize opportunities, lead teams, and respond to change throughout their careers.

What are your key priorities that will shape the university’s direction over the next three to five years?

First, lifelong career readiness remains a priority. Second, developing future leaders is critical. Georgia has been the top state for business for 11 consecutive years, and Atlanta is the fourth most popular city for college graduates. Many of our students envision starting their careers here, so we are launching intentional leadership programs. Third, we are expanding educational access beyond traditional students. Higher education must adapt to serve individuals at all life stages, and we are exploring whole-life learning opportunities this year, in 2025.

I am optimistic about the future. There will always be challenges; that is part of life, but if we do our jobs well, our graduates will be poised to thrive.

In an interview with Focus:, Kyle Marrero, president of Georgia Southern University, said that purposeful growth and student-centered innovation are central to the university’s mission in a rapidly evolving regional and educational landscape. “Industry leaders consistently tell us they want graduates who can think critically, communicate clearly, and solve problems. That’s what we’re training them to do — so they’re ready from day one, hence the name of the program,” Marrero said, referring to the university’s Ready Day One program.

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

For us, the most significant impact stems from our location — we’re in the geographic epicenter of growth in Georgia, particularly Southeast Georgia. With campuses in Statesboro, Savannah, Hinesville, and Swainsboro, we serve a multi-county area that’s being rapidly transformed by developments like the Hyundai Meta plant and the expansion of the port. We’re looking at nearly $15 billion in investment and the potential for over 20,000 new jobs in the next five years, which has major implications for us.

This regional boom has accelerated housing growth, increased migration projections by 20 to 30% over the next decade, and opened the door for more partnerships and community engagement. Georgia Southern continues to grow in relevance and scale — this fall, we hit a record enrollment of 29,633 students. We also recently consolidated with East Georgia State College. So, in terms of growth, relevance, and importance, our trajectory is strong as we prepare today’s and tomorrow’s workforce. 

Are you seeing any trends that could reshape how universities operate over the next few years?

One key trend we’re embracing is accountability. At Georgia Southern, we are deeply committed to showing a return on investment for the state and federal funding we receive. We use a balanced scorecard approach — my leadership team and I have publicly shared key performance indicators, and we track everything from graduation outcomes to post-grad earnings. Universities that aren’t adopting performance and relevance models will struggle to stay viable.

Another major trend is the evolving federal funding landscape for research. We’re on a path to becoming Georgia’s next Carnegie R1 institution, which requires us to meet high thresholds in research activity. We’ve already exceeded the requirement for doctoral research degrees and reached $49.26 million in research expenditures in FY25. This year, we’re targeting $50 million, the R1 benchmark. However, there are new challenges in securing NIH, DOE, and DoD funding due to shifting regulations and funding levels. That’s why we’re diversifying our funding sources and building corporate and private partnerships to supplement federal grants. We choose to see these challenges as opportunities to remain relevant and innovative.

What strategies does the university have in place to navigate potential headwinds?

Growth brings opportunity but also challenges — especially in housing, infrastructure, childcare, and healthcare. I’m proud that Georgia Southern is directly addressing these issues through our public impact research agenda, which has seven areas of focus. For example, our Institute for Water and Health is studying how to support growth sustainably, particularly around water resources.

We’re also heavily invested in advanced manufacturing, helping to build a robust regional sector supported by AI, robotics, and our state’s only advanced manufacturing engineering program. In public health, we’re working on solutions for fitness, wellness, and repetitive motion-related injuries through our soldier performance and readiness programs. That research also benefits sectors with high physical labor demands.

Our work in logistics and supply chain innovation is reducing inefficiencies through smart transportation technologies. We’re also delving into sustainable fuel research, studying how to convert food waste into fuel and exploring biofuels for aerospace. These initiatives position Georgia Southern not only as a talent pipeline — Hyundai has already hired 100 of our graduates — but also as a research leader ensuring purposeful, sustainable growth in the region.

Could you share what Georgia Southern’s efforts to build a more student-centered university look like and any exciting signs of progress?

Let’s start with data — our graduation rates are the highest in university history, and freshman retention is on track to set a new record. Beyond that, one of our most exciting initiatives is Day One Connect, which has been launched over the past three years. Every freshman takes a first-year experience course where they complete a cognitive skill assessment to identify their strengths, gaps, and areas of interest. This helps them evaluate whether their major aligns with their passions and abilities.

We pair that with a career assessment using Steppingblocks, showing students what jobs they can pursue with their degree, projected salaries, and how their skills translate across industries. Then, throughout their studies, we embed career readiness into the curriculum. Career services stays involved each step of the way.

One of the biggest challenges in higher ed is helping students understand why they’re taking certain courses and how those connect to their future. We’ve developed student learning outcomes that make those connections explicit so students can confidently articulate their skills during job interviews.

We’re also requiring externships or internships across all programs so students can apply classroom knowledge in real-world settings. Industry leaders consistently tell us they want graduates who can think critically, communicate clearly, and solve problems. That’s what we’re training them to do — so they’re ready from day one, hence the name of the program.

Could you talk about some of the initiatives supporting the effort to expand access for rural, first-generation, and underserved students?

We’re a comprehensive university aiming for R1 designation, so we do have admissions criteria, and starting in Fall 2026, we’ll return to requiring standardized test scores as part of our freshman index. We recognize the challenge that creates, especially given the learning gaps caused by COVID-19, particularly in math and English.

Our recent consolidation with East Georgia State College, a primarily associate-degree-granting, open-access institution, gives us a new entry point. It’s similar to Georgia State’s model with Perimeter College — students start there but remain Georgia Southern students, then seamlessly transition to a four-year degree.

We also provide robust support for students through integrative advising using the National Institute for Student Success (NISS) model. We track every test score and academic indicator to trigger early interventions — whether that’s tutoring or supplemental instruction. This doesn’t mean lowering standards; it means meeting students where they are to help them succeed.

Engagement is key. With 300 student organizations, D1 FBS athletics, and numerous leadership opportunities, we track co-curricular engagement because it correlates strongly with academic success. For first-generation students specifically, we support programs like REACH Scholars and all federal TRIO programs. These targeted interventions ensure we’re compliant with the Board of Regents and federal policies while maximizing student success.

What are your top priorities and goals for Georgia Southern over the next few years?

We’ve just completed a new strategic plan that took effect July 1, 2025, and extends through 2030. Growth will certainly continue — we expect to exceed 30,000 students soon — but it must be purposeful. Growth for its own sake is only meaningful if we can maintain the quality of experience and support for all students.

Our research agenda is another major priority. We’ve added six new Ph.D. programs in three years, with the most recent addition of a Biomedical Sciences Ph.D. Our partnerships with the Medical College of Georgia, including the opening of the Dental College of Georgia in Savannah in 2028, are also crucial.

We’re launching a new Physician Assistant program in the next two years, further expanding our already strong presence in health professions education.

We also launched a $300 million capital campaign running through 2030, and we’ve seen record fundraising for four consecutive years.

Our vision centers around three keywords: People. Purpose. Action. It starts with our faculty, staff, students, alumni, and community. Our purpose is rooted in the transformational power of education. And action means accountability — KPIs, dashboards, and 90-day goals that we hold ourselves to publicly. Our guiding phrase is: “Growing ourselves to grow others.” It reflects our commitment to continual improvement and outward impact.

While relevance and accountability are essential, we must never lose sight of why we exist. Higher education changes lives — and that’s what drives us every day.

In an interview with Focus:, Michael Johnson, president of the University of West Georgia, emphasized student success and regional impact as his top priorities. “We generate over $654 million in economic impact,” he noted, citing UWG’s central role in workforce development. Johnson also highlighted the university’s Division I athletics transition as a powerful tool for visibility and community pride.

What has your initial experience been like in your first months leading the University of West Georgia?

I’ve spent much of my time visiting with students, faculty, and staff — listening to their perspectives and learning what makes this institution special. As a first-generation college graduate, I’ve always believed in the transformative power of public higher education, and that belief has only deepened since arriving here.

What really stands out is how central the university is to the region — not only as an educational institution but as a driver of economic development. We generate over $654 million in economic impact, and more than 90% of our students are Georgia residents. Many of them go on to serve their communities, becoming force multipliers in terms of workforce, leadership, and future generations of college-goers.

What key trends do you see affecting regional universities like West Georgia?

One of the biggest challenges is demographic: fewer high school graduates due to declining birth rates mean more competition among the more than 4,000 colleges and universities for those students.

However, Georgia has a strong advantage with its HOPE Scholarship program, which helps give institutions like ours a stable pool of in-state students. Because over 90% of our students are Georgia residents, we are well-positioned to serve local and regional needs.

Some pressures — international recruitment, heavy research funding — don’t impact us quite as directly as they might at larger research universities. That gives us some flexibility.

What drew you to the University of West Georgia, and what do you see as West Georgia’s appeal to prospective students, faculty, or businesses?

I grew up in a small town in Florida – not far in spirit from where West Georgia is. In many ways, Carrollton reminded me of home. But more than that, I’ve always believed deeply in public higher education, especially as a first-generation college graduate myself. That mission aligns so closely with what a regional comprehensive university offers.

Approximately 46% of our students are first-generation, so being here allows me to make a direct impact. I felt drawn to a place where I could lean into that mission.

From a regional perspective, I believe West Georgia offers a compelling proposition. We have D1 athletics, growing academic offerings, and the ability to build tailored pathways to meet workforce needs.

What steps are you taking to build partnerships with industry and ensure curriculum is responsive to the workforce?

I’ve met with business leaders to truly understand what they need from universities — whether that’s accountants, engineers, IT pros, or emerging fields like AI, data science, or new technologies.

The goal is to adapt the curriculum so that when students graduate, they can hit the ground running — on day one. We’re talking with industries about co‑designing programs, creating experiential learning options, and ensuring internships are meaningful (not busywork but deep, career‑relevant experiences). Many of those internships lead to job offers, especially in fields where demand is strong, such as nursing, education, and health care.

Which degree programs are seeing the greatest demand today, and how do you see that evolving?

Our top five undergraduate programs currently are psychology, business, nursing, education, and biology. Many students gravitate toward those pathways because they align with workforce opportunities and personal interests.

That said, we’re also planning ahead. We want more undergraduate research opportunities and stronger ties between academics and industry. We’d like to see more faculty engaged in projects with local businesses, incubator initiatives, and even translating research to market.

How is the university managing talent recruitment and retention?

Hiring and retaining quality faculty and staff is complex, especially with so much competition across higher ed. But we try to emphasize work-life balance, smaller class sizes, meaningful faculty-student interaction, and a strong sense of mission.

Housing is a challenge in many places, and we are mindful of that here, but I believe our university offers unique appeal: smaller scale, close relationships, and a chance for faculty to shape programs in meaningful ways. I’m encouraged by the caliber of people joining us — they bring impressive backgrounds and see West Georgia as the place they want to make an impact.

How are you leveraging athletics to elevate West Georgia’s visibility and student engagement?

Athletics is absolutely part of the university’s front porch — the public face. We’ve transitioned to D1, and early results, especially a great football season in 2025, have generated real excitement.

You simply can’t buy that kind of attention. It resonates with alumni, prospective students, and regional visibility. While it’s early, we expect that the athletics success will feed into applications, branding, and community pride.

We also have 12 other NCAA sports beyond football, and each contributes to the student experience and the broader identity of the university, and our UWG Cheerleading program now boasts 40 national championships.

What are your top priorities for your first year in office?

My top priority is student success. That has to be the core of everything we do. Currently, only about 43% of our students graduate, and that number needs to improve. We’re committed to understanding why students are falling behind and to making meaningful changes to help them succeed. That includes everything from using data more effectively to making sure students know where to turn for support. I’ve told them directly, “Here’s my email address. If you run into a problem, reach out.” We don’t want a single student leaving because they couldn’t get an answer.

Another key focus is elevating our research activity. While we are currently producing around $700,000 in research expenditures, there’s significant room to grow. I want to see more undergraduate research, deeper faculty engagement in applied projects, and more collaboration with local industries. Expanding that part of our mission will help us serve both our students and the region more effectively.

Lastly, as we transition more fully into Division I athletics, I see a real opportunity to use that momentum to build awareness and pride in the university. Athletics is often the most visible part of a university’s brand — it’s the front porch. I want to make sure we’re leveraging that visibility to engage prospective students, energize alumni, and strengthen our identity.

In an interview with Focus:, Richard Carvajal, president of Valdosta State University, outlined institutional achievements and challenges, including navigating an unprecedented crisis, enrollment growth strategies, academic program modernization, and the One Valdosta Lowndes economic initiative. “The last year at VSU has been unforgettable, unlike any other university in America,” Carvajal said.

What have been the university’s key milestones and accomplishments in the past 12 to 18 months?

The last year at VSU has been unforgettable, unlike any other university in America. In August, Hurricane Debby hit, following Hurricane Idalia, a Category 4, from the previous year, which caused significant damage. In September, Hurricane Helene, also a Category 4 storm, struck, destroying nearly a thousand trees on our main campus, five departmental homes, and taking two large academic buildings offline, possibly until next fall. Weeks later, a once-in-a-century flood revealed additional leaks and roof damage from the hurricane. On Christmas Eve, a cyber intrusion by a foreign actor shut us down for three weeks, though our IT team prevailed, recovering systems for the spring semester. Days later, a historic snowstorm closed the institution. All this occurred within six to seven months. Despite this, our people’s resilience made it an amazing year. We’re celebrating our fifth consecutive term of enrollment growth. Our football team reached the NCAA Division II national championship game in December, and our tennis team won our ninth intercollegiate national championship before finishing another undefeated season.

What major shifts have you seen in student expectations, and how is the university adapting — academically, experientially, and in terms of wellness?

Higher education faces a demographic cliff due to fewer births since 2008, lasting until 2037, reducing the number of potential students. At Valdosta State, we highlight higher education’s value — Georgia research shows our graduates earn $1.4 million more over a lifetime than high school diploma holders. We’ve cut low-enrollment programs, redirecting resources to high-demand degrees. Post-COVID, students are seeking engagement, so we moved undergraduate classes face-to-face this spring, boosting re-registration for next fall. We’re enhancing out-of-classroom engagement with a planned new sorority row and improved student life and residence halls. As chair of the University System’s mental health task force, we launched the USG Mental Health Initiative to support students through graduation. For working adults unable to attend face-to-face, we started the Online College for Career Advancement during COVID, a fully online program that lets students progress at their own pace, fitting their lifestyle and aiming for commencement. Our graduate school surpassed 3,000 students this year, mostly online, catering to students across Georgia and beyond, leveraging their work experience with theory for a tailored perspective. Conversely, 18-year-olds need face-to-face settings for group work, collaboration, and communication skills, as student leaders have emphasized for years, helping their peers thrive.

How is the university positioning itself to remain competitive and ensure program accessibility, especially given growing concerns about affordability?

Affordability in higher education is a priority in Georgia’s university system. We aim to keep costs competitive with other states in the Southeast and nationwide. The University System Board of Regents, which oversees Valdosta State and 25 other system members, has not raised tuition for in-state students in seven of the last 10 years, resulting in an average annual increase of less than 1%, below inflation. At VSU, we award approximately $1.5 million annually in scholarships and are preparing to launch a $70 million fundraising campaign, with a significant portion allocated to scholarship funding. We focus on affordability, supporting students through scholarships and student labor opportunities, and access programs to close financial gaps. Our goal is to ensure their investment leads to degree completion, reflected in Valdosta State’s improved retention rates and recognition of our progress by the Board of Regents Chancellor Sonny Perdue. We are committed to getting students to graduation — the moment that transforms their lives and careers.

How is the university preparing students for both today’s job market and the evolving careers of the future?

Under VSU2030, our strategic plan post-COVID, we engaged students, faculty, staff, and community leaders to envision the future. We identified the need to focus on career readiness from day one, not just senior year. We assessed degree programs, eliminating those with low student interest and scarce job prospects, and redirecting resources to high-demand programs. We’ve also received approval for a new data science degree with STEM tracks. From day one through graduation, we integrate experiential opportunities like sophomore-year internships and freshman-year practicums, applying classroom knowledge in real-world settings. This hands-on approach defines the VSU degree experience, ensuring exceptional graduate readiness.

What are your top priorities for the university in the next few years?

We focus on traditional undergraduates while strengthening VSU as South Georgia’s comprehensive institution. We aim to impact our region and become the top choice for learners across South Georgia, statewide, and beyond by offering the right mix of degrees and outstanding experiential learning in and out of the classroom. We also maintain successful graduate and online programs to meet students where they are. We’re in the early stages of our next capital campaign, with supporters eager to partner. Conversations with those who love Valdosta State have yielded phenomenal ideas. This campaign will significantly increase scholarship funding and create more engagement opportunities on campus.

With COVID behind us, we’re moving forward, creating optimism for Valdosta State’s future, fueled by progress and growing energy in South Georgia. A key initiative is One Valdosta Lowndes (OVL), where I co-chaired an effort to re-envision Valdosta, partnering with the city of Valdosta, Lowndes County, the Chamber of Commerce, the Development Authority, South Georgia Medical Center, Valdosta State, and Georgia Power. These leaders collaborated to improve our community. Now, OVL operates under the Chamber with an executive director, and I remain on its board. It has transformed Valdosta through unprecedented partnership, driving major economic development successes. This matters to me as Valdosta is my home, and I want it to thrive, but it’s also critical for our graduates’ success. We need strong job opportunities in South Georgia for them to stay after graduation. Under Gov. Brian Kemp’s leadership, we’ve secured significant economic wins for Valdosta and South Georgia, benefiting Valdosta State and our graduates as Georgia prospers. OVL is now a cornerstone of our community’s progress, as noted by local leaders.

In an interview with Focus:, Al Taylor, interim superintendent of Gwinnett County Public Schools, discussed moving beyond the pre-pandemic level of student achievement through increasing teacher retention and literacy levels. “We want to make sure that the work we do is actually having a meaningful impact on the experiences of our 180,000 kids,” Taylor said. 

What recent initiatives have most influenced your goals as interim superintendent?

Gwinnett is very diverse, and we’ve always prided ourselves on having stable leadership as well as dynamic student achievement, which we’ve been able to enjoy for a number of years. The shift in the superintendent position, which resulted in me taking the interim role, had a considerable impact on the morale and stability of our district. The primary focus, then, was to stabilize the district. Thinking about long-term trajectory, we didn’t want this to create a ripple effect of continuous destabilization. While we were able to achieve stabilization this year, we didn’t want to just be in a space of stabilization, though. For some, stabilization means stagnation, and that’s just not in Gwinnett’s DNA. We’re always trying to get better. We want to make sure that the work we do is actually having a meaningful impact on the experiences of our 180,000 kids. In the past six months, we’ve come back to a trajectory that we’re accustomed to. We’re back in that space of moving forward.

Which recent successes best capture GCPS’s innovation and academic progress?

During the pandemic, we saw significant decreases in our student achievement, largely attributed to the fact that during that window, we had a number of students who were detached from education spaces. Our most recent graduation rate, which is the second consecutive year of the highest in 10 years, and our end-of-year assessment data show signs that we’re actually returning to pre-pandemic levels of student achievement in some areas. There is a laser focus on literacy and acceleration, particularly for our English learner students, who continue to be our fastest growing population. We focus on accelerating language acquisition for students who are new to our country, and on improving literacy achievement for all our students. High-level literacy is the bedrock foundation of all academic success, and accelerates AI and STEM integrations. It creates better opportunities to engage students in STEM, artificial intelligence, and computer science as early as elementary school. 

How does GCPS cultivate long-term professional development as it relates to recruitment and retention? 

Our human resources department has diversified how they’re recruiting staff, but we’ve seen the biggest benefit in our retention strategies. We didn’t experience a teacher shortage this year. We have about 14,000 teachers, and we started this year with less than five vacancies for over 142 schools. That speaks to the work that our human resources department was doing. We’ve recognized that the antidote to the teacher shortage is keeping the teachers we have. So, we’ve invested heavily in professional learning, as well as building positive school cultures where teachers feel connected. When teachers feel like they belong, they can create environments where that’s reciprocated for students. Those retention efforts are where we will keep investing heavily over the next few years.

How does the district align its curriculum with emerging trends?

Georgia has consistently been recognized as a top state to do business, and that has trickled down to workforce development. We have a role and a responsibility in that ecosystem of workforce development. We have partnered extensively, not only with our local chamber of commerce but also with the state, to look at where the opportunities are. We can then integrate career pathways around high demand, high skill, and high wage professions into schools, which are pervasive in our CTE programs. Whether it be STEM-related, or skilled trades, we’ve invested heavily to create those opportunities for students in all of our schools, but primarily in high schools because of the proximity to graduation and career readiness. We’ve also been intentional about the lower grades. We’ve built out some of those same CTE pathways in middle schools, all the way down to the elementary levels, with robotics, STEM, and giving kids an opportunity to see what possibilities may exist beyond their K-12 experience. 

How do you turn recent challenges for GCPS into opportunities for improvement?

Safety and security in schools was a top concern. It became even more so a deeper concern with the tragic school shooting in a neighboring district last year. We thought about how to fortify schools and improve safety without creating prison-like environments. That would counter the positive school culture that is important for not only teacher retention, but also for the students. Another point under safety and security is thinking about the impact the pandemic had on mental health, and how there’s still a lot of residue permeating our schools. We need to create more engaging environments where staff feel comfortable thinking about where their mental health is, and how we can provide those supports for students. 

There’s always the challenge of how to improve student achievement with significant external forces that impact our ability to do so. We’ve seen some challenges with whether we were going to receive funding in various areas from the federal government. Gwinnett did see a little bit of an impact with immigration policies, and reductions in enrollment, as a result. Those external challenges are out of the control of the local school system. Keeping the schools focused on teaching and learning at high levels has helped mitigating some of the noise, but it is always a challenge. 

What are your key priorities for the next few years?

Whatever role I serve, I want to make sure that I’m positioning the district for long-term success. I see a responsibility to move beyond pre-pandemic spaces, not just return to the previous levels of achievement. We definitely want to return to the top of all the rankings from the state, the metro area, and the nation. There’s certainly a dedicated and very talented workforce in Gwinnett who genuinely believes in the success of the students. Regardless of who serves in the role of superintendent, there are certain cultural pieces, so deeply ingrained in those who have been here for so long, that we won’t compromise on them. We’ll continue to take the responsibility of being a state and national leader in education.

In an interview with Focus:, Stuart Rayfield, president of Columbus State University, discussed the institution’s evolving role in regional development, student success, and cultural engagement. “The most essential skill we can give students is the ability to learn — and learn fast,” she said.

How has Columbus State evolved to meet the needs of its community over time?
Columbus State was founded in 1958 in response to a community-driven effort to expand access to higher education. It began as a two-year institution, with classes held in an abandoned hosiery mill and about 300 students enrolled. In 1996, it transitioned into a four-year institution.

As Columbus grew, driven by industrial development and military presence, the university expanded to support the region’s workforce. Major employers, including top payment processing companies, emerged. This growth allowed us to broaden our academic offerings. In 2009, we began offering doctoral degrees, including our now-large Doctor of Education program.

From that original class of 300 students, we’ve grown to nearly 8,000 as of fall 2024, along with a significantly expanded portfolio of academic programs.

How are academic programs aligning with workforce needs?
That alignment has been a top priority. We’re focused on ensuring our programs meet both existing areas of excellence and regional gaps, so students are prepared for real opportunities after graduation.

Columbus has long been a center for financial transaction processing. When companies evaluated where to locate global operations, we collaborated with them to shape computer science curricula aligned with their evolving needs.

That kind of partnership continues today, particularly in the fintech sector. These collaborations have led to innovative, industry-informed programs that reflect employer expectations and prepare students to contribute immediately.

How is Columbus State evolving to better support students and prepare them for a rapidly changing workforce?
When I stepped into this role, I wanted to identify our biggest challenges. One of the first was student success, especially retention. Our retention rate for full-time freshmen fell from about 75% to 60% during the pandemic. While we’ve started to recover, that drop was not acceptable.

We’ve since adopted a new strategic plan focused on a few goals we’re committed to doing exceptionally well. One of those is raising first-year retention to 85%. As of fall 2024, we were just under 70%. Achieving that kind of improvement requires more than small adjustments. It calls for a full rethink of how we support students.

This year, we’re launching an executive coaching model. Every student will be paired with an academic success coach at orientation. These International Coaching Federation-certified coaches complete 60 hours of instruction, 100 hours of clinical practice, and a rigorous certification process.

We’re hiring 20 coaches for the academic year (2024-25) and another 20 during the academic year (2025-26), for a total of 40. These coaches won’t just help with course registration. They’ll support students’ broader goals and guide them throughout their time at Columbus State.

We’re also introducing this model in our Center for Career Design. Career coaches will work alongside academic coaches to help students explore potential career paths, clarify their aspirations, and connect with practical employment opportunities. Many students are still discovering what they want to do, and this structure is designed to support that journey.

By 2030, we want every undergraduate to have at least one experiential learning opportunity tied to their career interests. For most, that will be an internship. For others, particularly those planning to attend graduate school, it could be a faculty-led research project. These experiences will be coordinated and supported by our coaching teams.

Our current graduation rate is about 42%, which is typical for a state university but not where we want to be. We’re aiming for 60%. That means helping students graduate more efficiently and affordably. We’re also focused on minimizing both the financial burden and the opportunity cost of delayed workforce entry.

Once these systems are solidified, we’ll turn to larger questions about the future of higher education. Chris Clark, president and CEO of the Georgia Chamber of Commerce, visited our campus in the fall of 2024 and shared a powerful insight: today’s students won’t just hold five jobs in their lifetime. They’ll have five entirely different careers.

That kind of change means people will move in and out of higher education more often, not always to earn a degree but to gain short-term, targeted skills. To meet that need, we must create flexible, “bingeable” education options — short, bundled experiences that allow individuals to upskill or reskill without leaving the workforce. That’s the future we’re planning for.

How do Columbus State’s specialized centers and cultural assets contribute to community success?
Columbus, Georgia, has undergone a cultural renaissance over the past 30 years, maybe even longer. I’ve been in the Columbus area just over 20 years, and it’s clear the transformation began early, in part through Columbus State’s founding. From the beginning, the university prioritized fine and performing arts, even as a two-year institution, thanks to visionary community leaders.

They understood that economic development depends on creating a community that attracts both people and industry. Columbus State responded by investing heavily in the arts to become a cultural hub for the region. And it has worked. From the Bo Bartlett Center to the Schwob School of Music, and with deep ties to Carson McCullers, including her homes in Columbus and Nyack, New York, our arts programming has brought tremendous value to both the university and the broader community.

What are your top strategic goals for Columbus State, and how do you see the university driving innovation, workforce readiness, and regional development in the coming years?

Our immediate priority is foundational: ensuring students who come to Columbus State stay and graduate. But looking ahead, higher education is on the verge of significant change.

One of the big questions is how we prepare students for jobs and industries that don’t yet exist. Chris Clark spoke about students having five distinct careers over their lifetimes. To meet that future, we need graduates who are adaptable, resilient, and able to learn quickly.

Higher education has already shifted. We used to be the gatekeepers of knowledge. Students came to us to learn how to think, problem-solve, and engage critically. But now, with the internet, knowledge is widely accessible. Our role has become helping students discern, synthesize, and apply what they find.

That’s more important than ever. In the next few years, the most essential skill we can give students is the ability to learn — and learn fast. That means rethinking our model and staying ahead of the curve.

Artificial intelligence has accelerated this transition faster than expected. We now face the challenge of using AI to enhance, not replace, the learning process. Balancing that will be essential.

Traditional universities will always have a place. Four-year and graduate degrees will remain important. But we’re also seeing demand for more flexible options — short-term, skill-based learning. People will come in and out of higher education to reskill and upskill. We need to be ready for that.

Still, none of this matters if we don’t get the basics right. Our current focus is improving retention, student success, and graduation. At the same time, we must apply the same skills we teach, creative thinking, and adaptability to our own systems.

Columbus State is also grounded in a core value: servant leadership. That value reflects the culture of our region’s institutions. At its heart, servant leadership is about understanding the top needs of others and helping them succeed, whether they’re students, colleagues, or communities.

Our responsibility is to understand the most urgent needs of our students, industry partners, and civic institutions — and to respond in ways that help Columbus and the Chattahoochee Valley thrive.

Kevin Glass spoke with Focus: about how Atlanta International School cultivates globally minded students in one of the nation’s most diverse metro areas. With nearly 100 nationalities on campus and instruction delivered in five core languages, AIS embeds intercultural learning from the earliest years through graduation. “Our aim is to help students turn their learning into action so they can make a positive impact wherever they go, whether that’s in their local communities, at university, or in the workforce,” Glass said.

How would you define the global mindset of AIS students, and how is that reflected in the curriculum and school experience?

Our community is one of the most diverse in the Southeast. This year, we’re between 90 and 100 nationalities, with 60 to 70 languages spoken. That diversity is reflected directly in our teaching model: we teach in, and through language, not just about it. Students participate in immersion and dual-language immersion programs in Spanish, Chinese, French, German, and English, and we support a range of heritage languages in primary and secondary school.

The belief that language and culture shape identity sits at the center of AIS. From age 3 through grade 12, students follow the full International Baccalaureate continuum — the Primary Years, Middle Years and, in grades 11 and 12, either the IB Diploma or the IB Career-related Programs. We also offer AISx, our ‘passion program’ that allows high-school students to pursue individual interests, and, new this year, an AIS Impact Diploma.

Everything we do is intentionally inclusive and grounded in multiple cultural perspectives. Our aim is to help students turn their learning into action so they can make a positive impact wherever they go, whether that’s in their local communities, at university, or in the workforce. A defining example of this is our Journey Abroad program, where all fifth-graders spend up to two weeks immersed in a country aligned with their language track — China, Costa Rica, France, or Germany — without parents, focused on cultural, experiential, and service learning. From grades six through 12, students expand on this through extensive international trips, exchanges, and service projects.

As an IB continuum school, how do you ensure coherence and continuity for students from early learning through grade 12?

We look at everything through the lens of the student’s long-term experience. A 3 -year-old who started in our immersion Early Learning Center this year will graduate in 2040. That timeline shapes our planning. We ask what their experience will be as they move through our community and the IB framework, and how we prepare them not just to thrive but to add value and make a positive difference wherever they end up after AIS.

This long view guides program alignment, expectations and developmental priorities from early years through graduation. It keeps the student’s future at the center of our thinking, rather than just relying on our own past experiences.

How do you balance the rigor of the IB with student well-being, creativity, and identity exploration?

The IB framework emphasizes that language and culture shape identity, and that aligns closely with our philosophy. Student voice, choice, agency, and personal story are central. We see learning as the student’s journey, and they have real ownership over it. That supports their sense of self, belonging, and well-being.

We use a system called Mario Education from grades three to 12 to support social-emotional learning. Through simple surveys and check-ins, it tracks trends in well-being — for example, overall happiness in a specific grade or language group — and flags individual students who may need additional support. 

Teachers, advisers, or counselors can then intervene proactively.

This is layered with wellness, counseling, advisory, and “Making Good Decisions” programs. Academically, IB rigor is embedded across the subjects and languages. We teach through language, not about language, using it as the medium of instruction. Research shows that bilingual students think conceptually using more of their cerebral cortex, approaching problems from multiple perspectives. By middle and high school, fully bilingual students consistently outperform monolingual peers on reasoning, cognitive, and problem-solving measures.

AIS highlights innovation, design thinking, and STEAM. How are these areas evolving, and how do you measure their impact?

Design thinking is integrated from age three through grade 12. Even our youngest students identify problems, conduct empathy exercises, analyze needs, ideate, prototype, test, and reflect, often looping through these cycles multiple times. Learning in our makerspaces is always tied to action and impact. It’s not siloed by subject; it mirrors how challenges appear in the real world.

From grades six to 10, design becomes a required course with the same instructional time as math, science, or social studies. Students explore product design, digital design, and design engineering. Through interdisciplinary IB units, students form groups to solve complex challenges, supported by teachers who act as facilitators or provocateurs to push their thinking.

In high school, students can pursue a STEM/STEAM endorsement on their diploma and participate in extensive after-school programming. Our internship program places about 100 rising 10th-, 11th- and 12th-graders each summer in STEM- and STEAM-related industries — medical research, entrepreneurial startups, fintech, and more. Some internships become paid, and many students discover the fields they want to study in college. That is one of our strongest indicators of impact.

Atlanta is emerging as a global business center. How does AIS help students build a future in the local economy?

Our internship program is one of the strongest examples. About 100 students each summer work across metro Atlanta in STEM and STEAM fields, creating early connections to local industries. We also have an innovation and entrepreneurship initiative where students design business ideas, pitch for funding and, in many cases, launch real ventures.

We partner closely with Atlanta United, the Mouratoglou Tennis Academy, and Google, both locally and internationally. Through the IB Career-related Program, we have students dual enrolled at AIS as well as institutes of higher education such as SCAD, GA Tech and GA State. Eleventh- and 12th-graders can thus take classes both at AIS and at these institutions, which helps root them in the local academic and professional environment.

Georgia’s HOPE and Zell Miller scholarships also play a major role. These merit-based programs can cover a large portion, or even 100%, of tuition at great Georgia universities like UGA, Georgia Tech, Kennesaw State and Georgia State. That keeps many AIS graduates in-state. In fact my own son is a beneficiary of this amazing support and is in his second year at UGA.

Is there anything else you would like to highlight about AIS’s role in Atlanta and the wider region?

AIS is deeply woven into the city’s fabric. We’re active in our Garden Hills neighborhood and in organizations such as Buckhead Rotary and the Buckhead Coalition. We work with the Metro Atlanta Chamber, especially its Global Commerce Committee, and with the Georgia Department of Economic Development.

We host and collaborate with many of the international organizations in the region, from the International Club of Atlanta to numerous consulates, chambers of commerce, and diplomatic delegations. When companies evaluate Atlanta for relocation or expansion, we often host them on campus. Over the years, we’ve welcomed new families from Mercedes, Porsche, Novelis, Novartis, Delta, and Invesco, among others.

We have also supported the mayor’s office when international delegations visit. Overall, AIS is connected locally, regionally, and statewide. As Atlanta and Georgia continue to grow as global business hubs, the school grows with them — preparing multilingual, globally minded students who are ready to make an impact.

John Fuchko, president of Dalton State College, spoke with Focus: about comprehensively preparing students to be leaders in their communities. “Dalton State College prepares people to succeed in careers and life by exposing students to a rigorous education, different perspectives, experiential learning, and sciences,” he said.

What changes over the past year have had the biggest impact on Dalton State College, and in what ways?

Dalton State College developed its new strategic plan, Vision 2050, this past year, and we are using it to drive our focus and innovation. One of the initiatives is a scholarship program, which is designed to provide full coverage for tuition and fees for qualifying students who live in Northwest Georgia. We are one of the most affordable public institutions in the country. Along with low tuition and fees, we have generous scholarships available through our foundation. Working in collaboration with our local technical college to raise funds, we are nearly halfway to our 2025 fundraising goal of $10 million. 

Another initiative is the creation of a new model for how we prepare K-12 educators. The model incorporates classical education, a dual-language immersion experience, and a focus on outdoor play and experiences. We produce many of the teachers in Northwest Georgia, and we want to empower those students with an understanding of this model. We’ve seen terrific results in literacy and sciences, preparing students for academic success through high school and higher education. 

Also, as part of Vision 2050, we are expanding the number of opportunities to participate in experiential learning, including undergraduate research, study abroad, and internships in our region’s massive flooring industry. We’re seeing growing opportunities to get our students engaged. Just last year, the Wall Street Journal ranked us as the second-most recommended institution, by students and alumni in the country.

How is Dalton State College adapting its courses and curriculum to meet the demands of a fast-changing job market?

In today’s modern setting, the majority of jobs require a college degree, and we want to create a transformative experience for all our students. Our approach looks at two major parallel efforts. 

On one side, we are looking at how to produce graduates who are proficient in using current and emerging technology tools, taking ethical considerations into account. We can’t blindly introduce technology; our students need to understand the limitations of emerging technology. We want technology to be a tool and enhancer, not a replacement for the human person.

On the other side, we teach foundational skills and purposes in higher education that prepare students to lead and give back to their communities. Over half of our graduates are first-generation college students, and we teach them additional life skills they may not have learned otherwise. For example, our business school students do mock interviews, learn how to dress professionally, and learn etiquette. 

Overall, we teach students to listen to others, think critically, and engage on a face-to-face basis. This balance allows students to bring their whole selves to their educational experiences and into their communities.

Has there been an increase in enrollment in recent years, and if so, how is Dalton State College attracting a new student population?

We have seen over 10% growth in the student body in the last two years. This percentage makes us one of the fastest-growing colleges in the state, in spite of national trends predicting a decline in enrollment. Our athletics program also attracts national attention from prospective students. Our women’s golf program, which has won several championships, is hosting the NAIA Women’s Golf National Championships in 2027 and 2028. Just last year, our men’s golf and soccer teams won the NAIA National Championships.

What is the value proposition of higher education in modern times, and how is Dalton State College encouraging its students to pursue continuing education?

For many students and their families, their return on investment is ultimately about getting a job and providing for their families. In the state of Georgia, having a four-year degree increases lifetime earnings, on average, by $1.4 million in additional income. Dalton State’s low tuition and fees strengthen that financial return on investment. Dalton State College prepares people to succeed in careers and life by exposing students to a rigorous education, different perspectives, experiential learning, and the sciences. The greater return on investment is preparing for your future. Higher education is the most effective means of providing a wide group of people, from all backgrounds and educational preparation, with a set of credentials, skills, and knowledge that positions them to pursue their calling in life.

What is in the pipeline for Dalton State College in terms of new programs to meet emerging needs?

We are developing new academic programs and a focus on a lifelong learning model, which incorporates micro-credentials that are responsive to regional needs. Traditionally, students work toward one credential at the end of a two-year or four-year program. Many jobs in today’s market require specific industry and professional certifications. Dalton State is looking to build out a program for people who already have a four-year degree to help them increase expertise in metrics, analytics, and strategic planning. These disciplines are all important to planning, organizing, and assessing industry needs and bringing together different ways of thinking. We are also developing a direct Bachelor of Science in Nursing program, addressing our region’s growing demand for healthcare workers.

Every student is a puzzle. They come from different backgrounds and have unique challenges and dreams. As such, education continues to be the great equalizer for many students, especially those who never saw themselves attaining a college-level education. In an interview with Focus:, Athens Technical College President Andrea Daniel highlights the value of a technical college education and how the college collaborates with companies to help train the local workforce.

How have shifting workforce demands influenced the college’s program offerings and enrollment patterns?

We had great enrollment figures up until the pandemic. But now we are seeing figures increasing, and beyond enrollment figures, we are also seeing the most graduates that we have ever had in our college’s history. This demonstrates the return on investment for taxpayers who are investing money into technical colleges as well as students gaining jobs that are placed and filled. We have the highest placed and filled job rate of any technical college in the state of Georgia at 99.4%. We are really proud of this.

What is the college’s role in helping employers adapt to talent shortages or upskilling needs in key sectors?

We can be very nimble with our credit programs. In addition to more than 160 credit programs that we have to help workforce needs, we have an economic development department. This department can handle any training needs presented to them, whether to help companies with employee retention or upskilling the companies’ employee bases. Workforce development is our sole mission. We think deeply about where our students are going to work, have great jobs and lives, and give back to their community. Approximately 80% of our students remain in the 11-county service area.

How are student demographics evolving?

More than 70% of our students are under the age of 25. This is a great shift from 30 years ago when the majority of students were 35 and older. We are getting younger students and those student needs are different than what they were 30 years ago. Students want to provide and give back to their community, so they come in very focused. They have information available at their finger tips and are very savvy, which has required us to make a shift. We always wanted younger students mostly because of the value of a technical education. Now we are getting them in at an earlier age. The governmental program known as Georgia Match is helping students who did not consider going to any college, whether a technical college or the traditional four-year degree schools. This is an exciting change for the students to connect with us, and it is very important that we make more connections. 

For companies, we guarantee the education, if not, we can take the students and retrain them for free at no cost to the student or the company. We are truly a sure thing. Local companies are reporting that they are pleased with the type of training that our graduates are prepared with. Georgia is booming, and we want to help be part of that solution.

How do company insights regarding workforce needs help shape your programming?

One of the best examples is our partnership with Piedmont Healthcare. We partner with them so they can avoid hiring temporary nurses. Our students come in and know how to perform right away. This is what we are working to replicate in the manufacturing sector. Many students come in and do not have the math skills. We are working to equip the students with those skills and help them become extremely proficient. We meet with companies while we are doing our programs, so we can hear firsthand what skills are needed and most relevant. 

We often hear that students need work ethic, timeliness, and other soft skills. Students also need assistance with interviewing skills and resume building, and we make sure to help them. As for other areas, students are lacking basic computer skills such as Excel and other foundational computer skills. 

We have 1,300 dual enrollment students, attending high school and college at the same time. We have an opportunity to help shape their future success. Additionally, when prospective employers are seeking to come into Georgia, we are right there alongside the state leaders to tell companies how we can help them meet their workforce needs.

What does program innovation look like in today’s educational landscape?

This is something we are working on. AI is the focus. I have worked with different groups on AI innovation and will continue to do so. Change is lightning fast, and it is a big challenge. Nationwide, technical colleges are up in enrollment, especially in Georgia. As far as demographics, we have more females attending our college, at about 66%. We want everyone to know that whatever they want to do, they can do it at our college. We try very hard to create a welcoming environment and help people understand that the door of opportunity is here. The state of Georgia does a great job at administering the HOPE Grant, which is Georgia residency-based. If a student lives in Georgia, they can take all of our diploma programs at no cost. When we hear how expensive education has become, we make sure to let people know that they can pursue an education and have great outcomes thanks to this type of funding.

How would you characterize the value of a technical education? 

There is great value in an applied education. Students long to do things that are applied. For some students, it should be their first choice so they can thrive. You can take a C student in high school but give them an applied education in something that they love such as auto or nursing, and they will become A-level students. At large, many people believe that more education is better with the end goal being a master’s or postgraduate degree. That is not always what some people want to do. An applied education is the right path for many students.