In an interview with Invest:, Calvin Troup, president of Geneva College, highlighted the institution’s pivotal role in driving economic growth, fostering community partnerships, and innovating academic programs to meet regional needs. “We must articulate why a university education is more vital than ever, not just for institutional gain but for the benefit of communities, culture, and society,” he emphasized.

How would you describe the college’s impact on the wider community, both economically and culturally?

The college significantly impacts Beaver Falls as the largest employer, fostering community development through partnerships with the Chamber of Commerce and city government. We view Beaver Falls, a growing small town, as a key partner. Established in 1880, the college is deeply vested in Beaver County, having endured historical challenges like the steel industry’s departure in the late 20th century. We support the community by producing graduates in critical fields like engineering, cybersecurity, and education, addressing regional needs. Our nursing program, in collaboration with CCBC, allows students to earn an RN after two years at each institution and a BSN in their final year at Geneva, meeting immediate workforce demands. Through academic programs and community engagement, the college remains resilient, serving and strengthening Beaver County and the surrounding region.

Over the past year, what major changes or developments have most shaped Geneva College’s direction?

Geneva College is advancing its 2021–2031 strategic vision, consistently implementing key initiatives. In recent years, we accredited a nursing program and introduced a 3+1 cybersecurity program, enabling students to earn a master’s degree in four years, alongside a similar MBA program. A transformative $9.3 million property gift adjacent to the campus was approved by the Board of Trustees for a new engineering center and a sports and recreation center, enhancing both the college and the community. We’re also launching a capital campaign for a new welcome center. Most significantly, the Geneva College Tuition Promise, introduced last year, offers tuition-free education to Pennsylvania students from households earning $70,000 or less annually. This initiative has driven two consecutive years of strong enrollment, despite broader higher education challenges, by providing access to mission-fit students, solidifying Geneva’s position as Western Pennsylvania’s most affordable Christian college.

How has enrollment trended over the past 12 months, and what do you see as the main factors driving those changes?

Last year, Geneva College recorded its largest enrollment in years, with 376 new freshmen compared to 261 the previous year. This year, we’re on track to enroll approximately 335 freshmen, slightly below last year’s peak but aligned with our adjusted targets. We’ve refined our enrollment requirements to ensure students are academically prepared, prioritizing completion rates and sustainability. This strategic adjustment supports predictability and stability in our traditional undergraduate enrollment. A key factor in this success was a branding process initiated three years ago, which is now yielding significant impact. By focusing on academic readiness and long-term student success, Geneva is strengthening its position while maintaining a sustainable enrollment model.

Which academic programs are seeing the greatest interest and demand from students?

Geneva College’s strongest programs are business and engineering, with high enrollments in cybersecurity, education, psychology, and nursing. Our nursing program, in collaboration with CCBC, added slots this year due to strong demand, aligning well with our mission. While rooted in a liberal arts core, most majors focus on workforce-relevant fields. Accounting majors receive multiple job offers, and most engineers are employed before graduation. In 2024, 96% of graduates were placed within six months, based on a 95% reporting rate. Employers consistently seek more Geneva graduates due to their quality and preparedness. 

What challenges do you foresee for Geneva College over the next few years?

The biggest challenge in higher education, including at Geneva College, is navigating the ongoing turbulence post-COVID. Public confidence in institutions, including universities, has waned, with higher education no longer exempt from skepticism previously directed at government or politics. We now operate within tighter financial constraints and must clearly demonstrate our direct value to culture and society. Unlike before, when the benefits of a college education were assumed, we now face increased scrutiny. We must articulate why a university education is more vital than ever, not just for institutional gain but for the benefit of communities, culture, and society. This shift requires us to address public doubts head-on, as the assumption of college’s inherent value may not hold for years to come. 

How do you expect the broader higher education sector to evolve in the second half of this decade?

Higher education is grappling with dramatic changes tied to the new administration, creating widespread uncertainty. Honest institutions must stay steady, avoiding overreactions to fleeting media moments and focusing on long-term stability. By mid-presidential term, as court decisions and policies settle, clarity will emerge, aiding strategic planning. The most critical questions aren’t political but about preparing students for an unpredictable future. In a recent address, I told students that every election in my lifetime has been called the most critical, which is nonsense. Society’s toughest challenges, like those facing our country, culture, and world, often lack political solutions but demand educational ones. Strong schools like Geneva must remain resolute, equipping students to tackle complex, non-political problems through education.

In an interview with Invest:, Bob Stein, executive director of the Institute for Entrepreneurial Excellence at the University of Pittsburgh, discussed navigating federal priorities, driving regional economic growth, and leveraging key educational programs. “These are times of considerable change, but there are also many great developments occurring for Pittsburgh, which is becoming increasingly vibrant within its business ecosystem,” Stein said.

What changes over the past year impacted the Institute for Entrepreneurial Excellence (IEE), and in what ways?

Over the past year, we have witnessed a significant shift between the Biden administration and the Trump administration. As a result, we must pivot to align with the changing priorities of each administration in order to best serve their objectives for greater macroeconomic development. For example, the Trump administration is focused intensely on energy and AI, which are very exciting areas of growth. Consequently, we are looking forward to applying for federal grants to support and serve those specific initiatives. These are times of considerable change, but there are also many great developments occurring for Pittsburgh, which is becoming increasingly vibrant within its business ecosystem. It is a very exciting city to consider.

How have initiatives like “Doing Business With Pitt” and “UPMC Essentials for Success” shaped IEE’s strategic focus and capacity?

Our goal at the Institute for Entrepreneurial Excellence is to provide economic development for business owners and entrepreneurs. We accomplish this through consulting, education and networking. No matter what size business or entrepreneur we work with, we aim to help them become more profitable. We want to increase their revenue, increase their investment in the business, increase the number of jobs saved or created within their company, and create more startups. Those are our five key economic metrics. We work with more than 1,500 businesses each year, representing all different sizes. 

Our objective is to be the one-stop shop for whatever a business may require. If they need succession planning, we can help them. If they require financial assistance, such as securing loans or financial analysis, we want to help them. If they need startup assistance, we want to help them. We strive to be the comprehensive resource for business needs here in Pittsburgh. It is also very rewarding to be part of the University of Pittsburgh. Few universities have an economic development organization as part of their mission and strategic plan. While education is central to any university’s mission, to have an organization that serves all of Western Pennsylvania with such depth and breadth is truly remarkable.

How is your department structured to best serve the needs of the Pittsburgh community?

We have five different programs within the Institute. The first is our Small Business Development Center, which is a federally and state-funded program. Federal funding comes from the Small Business Administration, and state funding is provided by the Pennsylvania Department of Community and Economic Development. Through the Small Business Development Center, we provide no-cost management consulting to small businesses with under 500 employees. Within this center, we have several specialty initiatives, including an Environmental Management Assistance Program that helps businesses with environmental air quality permits. We also have an International Trade Program to help businesses increase their exporting processes, and we provide bilingual consulting in Spanish. Additionally, we have a Center of Excellence in Digital Services within the Small Business Development Center that assists businesses with e-commerce and online internet marketing analysis.

The second major program is called PantherlabWorks, our virtual accelerator that helps businesses conduct market research or develop new products. Under PantherlabWorks, we are managing the Build Back Better grant, which was awarded to us a couple of years ago, and we are assisting with advanced manufacturing and robotics. The third program is the Entrepreneurial Fellows Class, which is an annual program for businesses with $1 million or more in revenue. The class consists of 35 to 40 people, begins in January, and graduates in December. We teach these business owners how to take their companies to the next level and achieve further growth.

The fourth program is our Urban and Community Entrepreneurship Program, which includes the Community Power to Prosper class. This program is held twice a year and is designed for smaller businesses, typically in underserved areas of the city and region, with revenues usually under $100,000. We do not charge for this program, and it meets twice per month. We hold graduations in July and December. The fifth and final program is our membership program for businesses with $1 million or more in revenue. These members pay an annual fee to the university and, in return, receive high-level networking and educational events. For example, today we hosted a program with the president of the Savannah Bananas, a very popular and innovative baseball team, who shared their story.

The Entrepreneurial Fellows Class educates but also builds entrepreneurial talent locally. How does IEE leverage this program to support workforce development in Pittsburgh?

Through the Entrepreneurial Fellows Class and the Community Power to Prosper classes, we are teaching entrepreneurs how to be successful business owners. For many of the smaller businesses in the Community Power to Prosper program, this is the only formal business education they have ever received. We are giving them the keys to their future success through education. We teach them how to grow their business, which will enable them to add jobs, increase revenue, and foster more economic development in the region. The same is true for the Entrepreneurial Fellows Class.

What challenges does IEE face, and how are you turning them into opportunities?

Challenges are always present, and they are interlinked with opportunities. We are primarily a self-funded center within the university. So we have challenges on funding. We always need to raise our own funds and obtain foundation support and grants. That is always a challenge of any nonprofit. I think that turns it into an opportunity because we can think through what new initiatives we might not have previously considered before and how to get funding for them. We are seeing a lot of AI right now, which presents a challenge to everybody. It could be, in a lot of ways, a good challenge. We have to figure out how we are going to use technology to do a better job helping our clients, but also to help the customers embrace it and use it to help their businesses grow. 

Given IEE’s 25-plus years of regional impact, how do you assess its current role in driving Pittsburgh’s entrepreneurial and economic growth?

As a leader of one of Pittsburgh’s largest economic development organizations, I think it is my role to make sure that the institute is available for the business owners to help them grow. We want to make sure we are providing services according to the administration’s strategic priorities of energy and AI. I need to make sure I rally my team around our mission of supporting business owners and entrepreneurs. I think the future is strong for the Institute. Our core services are very important and they are very impactful and they provide a lot of value to the businesses. I just need to make sure our network continues to grow.

In an interview with Invest:, Vu Nguyen, co-director of Carnegie Mellon’s Robotics Academy, highlighted surging demand for AI and robotics education, with schools pushing for advanced training despite its technical challenges. Nguyen emphasized expanding equitable access and strengthening ties between companies, schools, and communities to prepare students for the workforce. “Connection creates opportunity, and we want to keep building those connections,” Nguyen noted.

What changes this past year have had the greatest impact on your programming?

We’ve seen a lot of interest in integrating AI into education. AI has been around for a long time, but only recently has it started trickling into local school districts. Some states are really pushing for AI concepts to be built into their school districts’ curricula.

Our team released courses in applied AI and robotics, but they’re more technical than most of our existing programs. Because of this, this particular training is not available as a remote (online) training. Instead, we’ve been doing custom training in person to ensure proper networking/IT setup. Even with warning schools and districts about the technical requirements, the districts still want it. That shows how strong the demand is to teach AI to students.

At the same time, there’s a growing amount of funding for workforce development programs in robotics and AI. We’re seeing momentum from both education and industry.

What makes Pittsburgh an ideal location for robotics education and workforce training?

I feel very lucky to be located here in Pittsburgh. Decades into my career, I’ve seen the boom in robotics and tech companies. We’re talking about 100+ companies in the area – many of which spun out of CMU. 

Being in this area gives students something concrete to aspire to. They can see real career paths right in their backyard, rather than needing to move across the country.

Within our own building — the National Robotics Engineering Center — we get access to innovations 10 to 15 years before they hit the public. This allows us to build lessons for teachers, so students are prepared for the technologies they’ll face by the time they graduate.

What technology trends are you focusing on for the future?

Quantum isn’t my specialty, but in machine learning and machine vision we’re seeing real opportunities. What’s exciting is that the hardware is finally affordable for schools. Not long ago, vision systems cost thousands of dollars, and you’d need a dozen for a classroom. That just wasn’t possible.

Now, with accessible robot kits and vision tools, students can learn why data is important, how to collect quality data, and how it impacts machine learning algorithms. If the data is bad, for example, the robot produces biased or wrong results. Teaching students to understand data quality, collection, and application is incredibly exciting.

How does being in Pittsburgh help with partnerships and industry collaboration?

The ecosystem here is strong. We have the Pittsburgh Robotics Network, which brings together companies to collaborate, and the ARM Institute, which connects hundreds of members from manufacturers, tech companies, schools, and research institutions.

These organizations help coordinate large initiatives. For example, as a former Educational Workforce Advisory Committee (EWAC) member at the ARM Institute, one of the things we worked on was pushing for a standard for the definition of “robotics technician.” Different companies used the term differently, which made it confusing for the workforce. Creating shared standards is a big step forward. The network and support system in Pittsburgh fosters collaboration across the sector.

How do you see the role of higher education evolving?

Higher education has always been the starting point for innovation. Universities attract funding to solve complex problems, and they give students opportunities to work on real-world projects while studying. That experience is critical for preparing them for careers in robotics or other advanced fields.

Career and technical centers also play an important role by providing clear pathways from education into the workforce. Together, universities and training centers form the foundation for both innovation and workforce readiness.

Beyond the military, where else is there demand for your programming?

Workforce development is a big driver. Pennsylvania, for example, has created grants to support pre-apprenticeships and apprenticeships, especially in robotics and advanced manufacturing. Apprenticeships have existed for a long time, but until recently, they didn’t expand much into fields like robotics or advanced manufacturing.

These grants encourage organizations to work together, expand opportunities, and create a workforce that can support companies within the state.

How is the workforce adapting to robotics?

We see a lot of electricians, machinists, and fabricators who want to transition into autonomy and robotics. Some companies send their workers for training, while others come on their own time to expand their knowledge.

They recognize that robotics and AI are shaping their industries, and they want to be prepared for the changes.

How are you addressing barriers to equitable access, such as transportation or childcare?

Equity is central to our mission. We work hard to get into underserved and underrepresented communities, both urban and rural. That means securing grants to start programs in schools that otherwise couldn’t afford them.

During COVID, we created a virtual robot curriculum so students could keep learning even without access to physical robots. That continues to help make robotics more accessible.

We also provide support such as stipends for students who complete certifications, and we connect with existing programs that help cover transportation, childcare, or even food insecurities. The goal is to remove barriers so students can focus on learning instead of just surviving.

What are your top goals over the next two to three years?

We want to expand access to more schools. Even though we already work with many, there are still plenty that want programs but lack staff or resources. Offering remote teaching options is one way to help.

I also want to strengthen connections between companies, schools, and communities. When companies engage directly with local schools, it builds trust and creates opportunities for students.

Ultimately, our goal is to prepare students to work in robotics, or at least to develop problem-solving skills they can use anywhere. Connection creates opportunity, and we want to keep building those connections.

In an interview with Invest:, Jeffrey Imbrescia, CEO and President of Douglas Education Center (DEC), discussed the importance of career education, DEC’s secret to a graduation rate higher than the national average, and its strategies to continue growing in the current landscape. “Overall, we’re constantly updating and improving our programs based on the skills needed for tomorrow’s job market,” Imbrescia said. “Our top priority is ensuring student achievement and success, not simply enrollment numbers.”

What events shaped the past year for Douglas Education Center?

We are a licensed and accredited post-secondary career school. We received the maximum five-year award after our evaluation by the Accrediting Commission of Career Schools and Colleges (ACCSC), our accrediting body. We were also honored by ACCSC as a School of Excellence again, which granted us an additional year of accreditation. This was quite an honor and achievement.

Douglas Education Center has a graduation rate of 82%, well above the national average. What has driven these strong completion outcomes?

It starts with the enrollment process. We reach out to potential students to explore their interest in our programs and assess how they may benefit from them. Our programs are the next factor. They include hands-on training with instructors actively working in the industry and remaining connected to the current changes and shifts in their respective discipline. They know firsthand what is needed for a particular career, and they become mentors to our students.

How are you attracting and preparing talent, particularly in creative trades like Cosmetology or Special Effects, while adapting programs to meet workforce demands?

Our executive team meets periodically with our Program Advisory Boards comprised of representatives from the employment community (including alumni), practitioners, and others from the field of education, who make recommendations and provide key information and materials on their areas of expertise. Advisory board members advise DEC on its programs and support and advocate on behalf of the institution, ensuring that DEC continues to stay abreast and ahead of industry needs.

Our Career Services Department assists our graduates in becoming gainfully employed through job posting, professional engagement, and establishing professional relationships. Even after graduation, our Career Services team remains in communication with graduates for professional support. In addition to their work with graduates, Career Services also actively cultivates relationships with current students to ensure preparation and confidence when entering the workforce. Career Services assists students in procuring part-time work while in school, building portfolios, creating and updating resumes, and developing and practicing interview skills. DEC invites employers to campus to conduct interviews of potential graduates. This networking equips our current students and graduates with essential skills and also fosters meaningful connections within the community—ultimately supporting hiring opportunities and workforce development.

There is a strong familiarity within our community about our services and the resources we offer. For example, this year marks the 25th anniversary of Tom Savini’s Special Make-Up Effects program. Over the years, many of our graduates have not only built successful careers but also gone on to hire fellow alumni, creating a thriving network of professionals connected through our program.

Overall, we are constantly updating and improving our programs based on the current job market. We are in the process of adding two new programs: Heating, Ventilation, Air Conditioning, and Refrigeration (HVAC/R) program and Residential and Commercial Electrician program. Our goal is to have classes in both programs begin in October 2026.

What is the unique value of vocational education today, and where does Douglas Education Center fit in the discussion?

National and regional statistics reflect the demand for skilled trades and the shortage in the workforce. These occupations afford individuals with the chance to earn family-sustaining wages and competitive benefits.

DEC is always looking to add new and relevant programs. Over 15 years ago, DEC saw a need and opportunity and began offering our Commercial Driver’s License (CDL) Program.We offer two programs—a day program and an evening program with classes offered during the day for seven weeks (Monday-Thursday) or in the evenings (Tuesday-Thursday) and Saturdays during the day for ten weeks. At only 210 hours, these programs offer a flexibility and a pathway for development for working adults.

DEC is viewed as being a destination school attracting students locally, regionally, nationally, and internationally, and we are blessed to offer two signature programs: Tom Savini’s Special Make-Up Effects Program and George A. Romero’s Filmmaking Program. 

Additionally, to our knowledge, DEC is the only career school in Pennsylvania to offer an Advanced Cosmetic Techniques program to licensed cosmetologists and estheticians.

What emerging trends in vocational education or career training, especially in the Pittsburgh area, are the most notable right now?

The biggest trend is the emphasis on skilled trades versus more traditional post-secondary education. The federal government, the controlling body of financial aid, is investing more money at the state and local levels in shorter programs. The skills for the future in-demand jobs are developed in the career schools.

As discussed previously, DEC is researching and developing two new programs, HVAC/R and Residential and Commercial Electrician, because of the current job demand and projected need within the buildout of AI data centers. These data centers require a great deal of power, in addition to a controlled climate, and skilled and trained employees will be needed to maintain these facilities. 

What challenges are you facing in the current landscape?

There is a lot of uncertainty in the world today. President Trump and his administration are shrinking the size of the federal government and potentially eliminating the U.S. Department of Education. Financial aid policies and student eligibility are also undergoing change. Society may be hesitant to pursue further education because of perceived ineligibility or the inability to afford additional education.

Despite these potential challenges, DEC remains optimistic about the future of our students and confident in navigating the changes and adjustments that may arise.

What initiatives are in place for Douglas to either receive funding or to provide sponsorships or scholarships for students?

Every year, DEC provides about $150,000 in scholarships to potential students enrolling at DEC. DEC also partners with outside agencies for grant funding and assisting students with their need for “gap funding.” DEC has partnered with the Private Industry Council (PIC), a nonprofit organization focused on employment and training programs, and Westmoreland Community Action, an agency providing services and assistance towards the elimination of poverty by developing employment opportunities. These agencies provide opportunities for members in our local communities to obtain a career-focused education to ensure they are in a strong position to maintain their role as the primary earner. Programs that have been funded by these agencies are Commercial Driver License Training and also Heavy Equipment Training.

What are your key goals and priorities for Douglas over the next two or three years?

The major priority is to continue to look for other programs that could enhance our offerings and help our community. Also, DEC will continue to assist those students who can benefit from our programs and to support employers in hiring the skilled workers they need.

Our next short-term goal is to have the two new programs approved by our regulatory agencies.

In an interview with Invest:, Scott Fech, head of school at Winchester Thurston, emphasized the school’s focus on thoughtful AI adoption and deep community ties through its City as Our Campus program. “We recognize that our job is to prepare students not just for college but for life beyond school, and that includes navigating a future where AI will play a key role,” Fech added.

What changes in Pittsburgh’s educational landscape have had the greatest impact on Winchester Thurston School this past year?

There are two major developments that come to mind. First, Pittsburgh Public Schools are working on a plan to restructure and reconfigure their system, set to roll out in fall 2026. Some preliminary information has been released, but the details and final timeline remain unclear. Depending on how families respond to that reconfiguration, it could significantly impact the broader educational landscape. Should the reconfiguration proceed, independent schools may see a surge in demand for admissions. 

Second, artificial intelligence is a major focus for us. While there’s still so much we don’t know about it, our faculty and staff are embracing AI through professional development and policy creation. We’ve implemented an AI policy to guide its use, keeping in mind both its benefits and the ethical implications. For several years, our Upper School has taught a course titled Machine Learning and the Ethical Implications for AI and so we have been ahead of the game in integrating this into our curriculum. 

We recognize that our job is to prepare students not just for college but for life beyond school, and that includes navigating a future where AI will play a key role. We want them to understand when and how to use it responsibly.

What makes Pittsburgh an ideal location for your school, and how does it stand out from other educational markets?

We have a signature program called “City as Our Campus™,” which was created out of necessity. Our school is located in a residential area of Pittsburgh, and we’re landlocked — we don’t have large athletic fields or room to expand. Rather than see that as a limitation, we turned it into an opportunity.

Because we’re so close to incredible resources — museums, tech companies like Google and Apple, and higher ed institutions like Carnegie Mellon, Pitt, Chatham, and Duquesne — we’ve built partnerships that are essential to our curriculum. This isn’t about occasional field trips or guest speakers; our faculty design curricula that depend on those city-based experiences to meet academic goals. These experiences begin in junior pre-K and continue through upper school. If we weren’t located in a city with such a rich cultural, academic, and technological ecosystem, City as Our Campus simply wouldn’t be possible at the scale and depth we’ve achieved.

How are you leveraging increased recognition and demand to remain focused on excellence?

We remain deeply mission-focused. We’re not chasing trends that don’t align with who we are. That focus includes thoughtful admissions, looking for mission-appropriate students who want to think deeply about learning, the future, and their communities.

Several years ago, we made the decision to transition away from the Advanced Placement curriculum. It didn’t align with our mission or allow for the kind of experiential learning we value. For example, AP courses don’t account for our City as Our Campus model, which integrates real-world, community-based projects.

Our students’ academic profiles may look a bit different from traditional college prep schools, but they stand out in the college admissions process because of their research projects and unique experiences. We’re committed to reimagining learning and rethinking time and space — two pillars of our strategic vision.

We’ve also received two educational leadership grants from the EE Ford Foundation, becoming only the second school to be awarded twice. Our most recent grant supported the launch of Access Innovation, a summer program bringing together WT students and Pittsburgh Public School students to explore accessibility issues in the city for young people with physical disabilities. This is how we scale our program and give back to the community that supports us.

What does the teacher and staff talent pool look like in Pittsburgh, and how are you attracting and retaining top educators?

Our goal as administrators is to remove obstacles so teachers can do their best work, even before they recognize those obstacles themselves. We’re fortunate to have extremely low faculty attrition. Out of roughly 95 to 100 faculty members, we hired only four this year — two of those were new positions due to program growth. Our teachers have the freedom to be creative, pursue professional development, and get the support they need for their courses. They may sacrifice a bit in salary compared to public schools, but they gain professional autonomy and get to work with remarkable students.

We’re finalizing a comprehensive workload and compensation study to ensure our faculty have balanced responsibilities and are market-competitive in compensation and benefits. We want them to feel valued and fully supported in their work.

How is technology being integrated into teaching and administration at Winchester Thurston?

This is still evolving. There’s a lot coming at us, and we’re learning how to leverage technology without compromising our core values, especially the personalized relationships we build with students and families.

We’re not using AI to grade student work, make hiring decisions, or evaluate admissions. Those are areas that require a human touch. However, we are exploring automation to improve efficiencies in processes like onboarding, communications, and admissions follow-ups.

In the classroom, we’re supporting faculty in using AI to enhance differentiated instruction. For example, rather than creating all supplemental materials from scratch, a teacher might use AI to generate a framework they can customize. This saves time and allows more focus on assessing student work and providing meaningful feedback.

What are your top strategic priorities for the next two to three years?

One major focus is strengthening our internal community. We’re still navigating the aftereffects of the pandemic, and we want to build even stronger connections across all parts of the school. This year, we’re starting with a unique kickoff for faculty and staff that involves City as Our Campus experiences to break down departmental silos and foster cross-campus relationships.

Second, we’re nearing the completion of our $21.5 million capital campaign. This has helped fund our new building, a kitchen and dining renovation, middle school upgrades, and an expanded endowment — now exceeding our $7 million goal. The endowment is critical to our long-term sustainability.

Finally, we want to grow the Access Innovation program. The pilot was a success, and now we’re exploring how to expand it to middle and upper school students, potentially beyond summer into evenings or weekends. It’s a powerful way to make our program more accessible and impactful.

Finishing our compensation study is another priority. Ensuring our faculty and staff are appropriately compensated and supported is key to attracting and retaining the talent our students deserve.

Matthew Stoessel, president of Central Catholic High School, spoke with Invest: about holding the school and its students to a higher standard of learning. “Families from all over Western Pennsylvania, and from many different backgrounds, send their sons here.”

What changes have significantly impacted Central Catholic over the past year?

The most significant recent change has been the restructuring of our school’s administrative model. For the first time in 13 years, we have moved away from the traditional single-principal structure and reinstated a president/principal leadership model. Given the size and complexity of our operation, having only a principal is no longer sufficient. As president and chief executive of the school, my primary role is to ensure that the principal can focus entirely on the academic mission, specifically education, curriculum, and faculty development. I oversee other critical areas such as finance, facilities, admissions, marketing, and alumni relations.

We are proud to be the largest Catholic high school in our diocese and the only all-boys school in Western Pennsylvania. Just down the road is Oakland Catholic High School, our all-girls counterpart.

In the private school sector, one of our ongoing challenges is enrollment, especially given the strength of the local public school districts. Communicating and demonstrating our unique value proposition is essential to our continued success.

Additionally, as some of our long-serving faculty members have recently retired, we are actively bringing in new, younger educators to carry our mission forward and bring fresh energy to our classrooms.

As Western Pennsylvania’s only all-boys school, what unique advantages does that distinction bring to your mission and student development? 

At an all-boys school, there are leadership opportunities that may not be available at other schools. It allows us to focus on what it means to be a man who is responsible to the world. In some cases, we have unrealistic expectations because we demand a lot of them from an academic and service standpoint. The Christian Brothers, who have overseen the school for almost 100 years, say that students enter to learn and leave to serve. An all-boys setting is unique for that approach. Families from all over Western Pennsylvania, and from many different backgrounds, send their sons here. 

Are there any current or planned collaborations with nearby higher education institutions in place?

We have very strong, neighborly relations with Carnegie Mellon University (CMU), Duquesne University, and the University of Pittsburgh. The faculty in our STEM programs has friends at CMU who allow us to utilize their facilities. The University of Pittsburgh has been working with our robotics program. We are constantly seeking opportunities for additional collaboration. Duquesne is the largest Catholic higher education institution in Western Pennsylvania, and over 20 of our graduates enroll there every year, more so than any other institution. There are programs and buildings at Duquesne named after our alumni, and many of our alumni have become faculty members there. We have alumni who have established scholarships at Duquesne specifically for Central Catholic students. It is a very special relationship.

What trends or challenges are you seeing in education, and how is the school’s leadership team addressing them?

Many schools are undergoing consolidation because there is a lower number of school-aged children. We are seeing growth in young professionals, but not a lot of families. It’s important to help people understand our value proposition. When they pay tuition to send their son here, we establish high expectations. When boys leave here, whether it’s to go to a public school or another private school, they say it’s much harder at Central Catholic. We wear that sentiment as a badge of honor. Many schools are challenged to lower their standards and expectations to fit within social norms. We hold true to our higher standards and develop men of faith, scholarship, and service. 

What are your main priorities over the next three to five years?

I take pride in being the first layperson and alumnus to serve as president of the school, and I understand the weight that my position carries. We are in an exciting time in the history of our school as we approach our 100-year anniversary. We have an opportunity to set ourselves up for the next 100 years. Our intention is to send boys to college, and more than 97% of our graduates enroll in higher education. In many cases, we are sending young men to institutions around the United States, but 75% of them return to the Pittsburgh area. Pittsburgh people love Pittsburgh, and Central Catholic graduates love it more and want to come home to make a difference in the community. Our hope is that alumni come back and continue the Central Catholic tradition by sending their sons here.

Megan Nagel, Regional Chancellor at Penn State Fayette, The Eberly Campus, Penn State Greater Allegheny, and Penn State New Kensington spoke with Invest: about developing career-ready students for local and regional employment opportunities. “We are committed to high-quality internships, allowing students to build social capital, workplace experience and connections with professionals in their fields of interest,” Nagel said. “Given the high demand for workforce in the area, it’s a win for everyone involved.”

How is Penn State Greater Allegheny preparing to play a larger regional role with the closures of nearby campuses like New Kensington and Fayette?

We are taking our location seriously and thinking deeply about how we are aligning the needs of learners, of all ages, with the workforce needs of this region. The Commonwealth campus’ bread and butter is educating the workforce in the region. With the closure of New Kensington and Fayette, we are focusing on expanding within our neighborhood to capture a wider footprint and ensuring our curricular suite aligns with the needs of learners and employers.  

What steps are being taken to evaluate and potentially expand academic offerings to meet future demand from students and regional employers?

Penn State has completed a years-long, deep dive academic portfolio and program review and is starting to benefit from the tremendous data set that was delivered. We are analyzing future growth, student demand, and current program enrollments, among other things. We are creating a comprehensive view of what works at each location, what could benefit from an update, and what our portfolio might be missing. Penn State is a large, complicated system, and we benefit from integrating our local Pittsburgh portfolio with other regions in the state. Our goal is to deliver programming across multiple locations to serve the needs of the Commonwealth. 

How will you balance growth opportunities at Greater Allegheny with the need to maintain strong morale and mission-focus during this broader transition?

Greater Allegheny is small, and we can’t be everything to everyone. We work as a team to identify priority areas. There are sectors in the  Pittsburgh region that are poised for growth.. It’s not just about having academic programs, in these emergent areas, it’s also important to know who our learners are. At our campuses, more than 50% of the students are first-generation students, many of whom are from low-income backgrounds. We have to ensure the education we are providing is one that is a strong return on investment, because for many of them it is a tremendous sacrifice to pay for their education.  It’s important that our degree offerings lead to a life-sustaining wage after the completion of their two- or four-year degree. 

How is the university engaging with local leaders and communities to reimagine the future use of closed campus sites in ways that benefit the region?

For each community losing a campus, the needs of those communities are unique. There isn’t a one-size-fits-all solution. There will be conversations between Penn State leaders and community leaders to brainstorm ideas and find alignment, to ensure that what remains after Penn State is serving the needs of the community. 

Taking a broader look at the economy, how have ongoing changes in the market impacted your campus?

Everything is evolving quickly, and was accelerated during the COVID-19 pandemic. Online and hybrid programs became a natural choice for many people. The big university experience is currently quite  attractive to students, therefore smaller, comprehensive institutions have to fight for their future. We are listening to both our learners and our employers. If we aren’t a conduit between those two audiences we are missing the mark. A four-year commitment can feel like a long time to young people, and we are looking for ways to get students educated and into the workforce.  But we also want to provide a smooth transition back into education, when needed. We want our campus to be the place students return to when new credentials or skills are required.   

In what ways are you positioning Greater Allegheny to be a hub for innovation, student success, and economic mobility in Southwest Pennsylvania?

The campus is engaged in a robust student success initiative, defined by more than graduation rates and GPAs. We are also tracking, from day one, how we help students find their trajectory beyond college. Many of our students don’t have parents who attended college and are not working in professional settings. We see it as a mandate to educate more than just within the classroom by giving them social capital and the means for upward financial mobility. The final component is students’ sense of belonging in higher education. We track how students feel connected to their peers, faculty, and staff on campus. It’s vital to know who we are serving and ensure we are meeting the basic needs of our students. As far as career planning, we go all-in on high-quality internships, allowing students to build social capital and connect with professionals in their fields of interest. We have a large alumni network in many fields throughout Pittsburgh. Given the high demand for workforce in the area, it’s an easy conversation to have with employers.

What is your outlook for the second half of the decade, and what would you like to see accomplished on campus over that period?

The last five years have been marked with instability and pressure from many different directions, in higher education. In the next five years, I want to see adaptation leading to a level of stability and enrollment growth. With all of the changes that have happened at Penn State we have the opportunity to fill out our academic portfolio to best meet the evolving workforce needs of our region. I want potential students to recognize that our campus is aligned with the needs of local employers. We must stay laser focused on meeting the needs of our community to ensure it is poised to thrive into the future.

In an interview with Invest:, Father Paul Taylor, president of Saint Vincent College, discussed the institution’s regional and global influence, and emphasized its role in fostering cultural and educational exchange. He also highlighted the college’s commitment to balancing modern academic programs with traditional liberal arts to develop well-rounded thinkers. “We are engaging the best of these emerging fields while maintaining the foundation necessary for a bright, critical thinker to engage the world and have a successful and meaningful life,” he said.

How do you assess Saint Vincent’s overall economic and cultural impact on the region?

Saint Vincent is a regional, national, and international institution that has monks, faculty, and students from around the world, and yet most of them are from our region here. It is important that we maintain an international perspective so that our students have the opportunity to learn about the entire world.

We are a strong destination for cultural, sporting, and educational events. A survey done a few years ago showed the number of guests who come to visit Saint Vincent totals 294,000 per year. People come from all over to be a part of our campus and to visit. That is important to us, both because our mission and Benedictine values are built on hospitality and community, and because it shows how Saint Vincent and our region mutually support each other economically. 

How we welcome our guests and the quality of events they experience also matter. We strive to make every experience the best we possibly can so that the welcome and engagement with our guests is at the highest level.

What have been some of the significant milestones and achievements for the college over the past year?

We provide an education that is not swayed by fads. Our strong mission and Benedictine stability mean that people can trust us to deliver the highest possible quality according to the needs around us. For instance, we recently established new majors and expanded existing academic programs in nursing, engineering, aviation management, data science, business data analytics, and cybersecurity because those are what is needed by our society and our world. Yet, we refuse to eliminate the most crucial, centuries-old, tried-and-true humanities, liberal arts, philosophy, and theology programs that are so important for critical thinking among our students.

Additionally, we engage the world positively with growth that is based on centuries of stability, allowing us to provide the best possible service to our students. In both our students and our faculty, we are attracting the best of these emerging fields while maintaining the foundation necessary for a bright, critical thinker to have a successful and meaningful life. That is what is important to us.

We are also very grateful for the many people and organizations that support us. With their help, we will soon have three new buildings under construction: the Dunlap Family Athletic and Recreation Center, Rhodora and John Donahue Hall for our nursing program, and a project to expand our library and media center. With the help of our alumni and friends, we continually strive to provide opportunities for our students to grow.

What makes Western Pennsylvania’s academic environment different from other parts of the country?

There are many colleges and universities throughout Pennsylvania, and there are many independent colleges and universities in southwestern Pennsylvania. This reflects the broader landscape across the state, so there are many choices for students. What is important about all these institutions, including Saint Vincent, is that each has a unique mission and approaches student engagement differently. At Saint Vincent, we believe in the strength of our stability, community, and academic quality. Students will appreciate what they can find here amid the choices available in our region.

We believe the quality of education and the combination of our academic majors with a strong core curriculum in the humanities are critically important for student success. As we look at the region and higher education as a sector, we believe Saint Vincent stands out among others because of our unique mission and the way we care for our students.

As a faith-based institution, how are you integrating Catholic identity into the student experience and institutional mission?

In faith, religion seeks the truth, and in education, study and the scientific methods also seek the truth. Because both faith and reason seek the truth, their purposes and goals cannot be in conflict. At Saint Vincent, we ensure faith and reason walk hand in hand with our students, guiding them in their pursuit of truth.

We encourage them to ask every possible question, even questions they never thought they would ask, and to keep working toward the truth: the truth about their academic subject, the world, themselves, and God. Discovering all the good things before them is the truth that matters.

Are there specific partnerships with regional employers or new collaborations that enhance career readiness and experiential learning?

Saint Vincent College engages numerous partnerships that benefit our students, faculty, and community. These collaborations are mutually beneficial. For example, our long-standing partnership with the Pittsburgh Steelers, who have held their annual summer training camp on our campus since 1966, has positively impacted the region economically and culturally. We also partner with the city of Latrobe and surrounding areas for economic development, employment, and student engagement. Additionally, I am proud of our new partnership with Pepperdine University. They approached us due to our strong programs in political science, public policy, and business. This partnership allows our students to more easily pursue master’s degrees at a top-ranked national university in Pepperdine University, broadening their perspectives.

Our international partnerships, including those with Fu Jen Catholic University in Taiwan, Sogang University in South Korea, and monasteries worldwide, connect our community globally, advancing education and society for both our students and the world around them.

What is your outlook for higher education in the region, and what are Saint Vincent’s top priorities for the next few years?

We will continue to push back against the idea that liberal arts are not valuable. On the contrary, liberal arts prepare students for better jobs and advancement, due to skills in reading, writing, communication, and critical thinking. Misconceptions in media and public opinion can hurt students’ choices, but Saint Vincent College stays focused on its core purpose.

The higher education landscape is changing, and institutions face many challenges. Colleges swayed by trends risk instability, which is why a strong mission is essential, l and we will continue to work together to overcome these challenges. The higher education sector is best served when institutions clearly articulate their mission, educational value, and student outcomes. At Saint Vincent, we believe our community, degree programs, and holistic education provide students with successful careers and meaningful lives.

In an interview with Invest:, Karen Riley, president of Slippery Rock University, discussed the university’s strategic growth, student success initiatives, and industry partnerships. She highlighted how Slippery Rock’s focus on retention, academic innovation, and community engagement has positioned it as a leading regional institution. “Our strategic plan goal was to increase retention by 0.5% year over year for five years. In our first two years, we have increased retention 4.8%, from 81.6% to 86.4%, far exceeding our goals and achieving university records each year,” said Riley.

What specific changes have taken place at Slippery Rock University over the past year, and how have they impacted the university or community?

This was the first full year of our new strategic plan, “Slippery Rock University, The First Choice.” The plan helped us focus and lean further into improving the experience for our students, faculty, and staff, while also changing how we engage with the community and position the university for the long-term future.

A core component of our strategic plan is focusing on the student experience, with a commitment to excellence and academic innovation. This includes increasing our retention. The most expensive degree is one that is not finished. If you come to Slippery Rock, we expect you to graduate. 

Our strategic plan goal was to increase retention by 0.5% year over year for five years. In our first two years, we have increased retention 4.8%, from 81.6% to 86.4%, far exceeding our goals and achieving university records each year, and far exceeding the national average of 77%. This transformative growth is a testament to our culture and our deep commitment to student success from faculty and staff. We achieved this growth by investing in our students––increasing our number of student success coaches, consolidating student support activities, and tracking students’ progress to ensure their success. This was a culture shift and area for celebration.

How has the university evolved the profile of its student body?

We are ranked No. 2 for selectivity in the Pittsburgh region, behind Carnegie Mellon, which reflects our focus as a regional public university on student experience and teaching. Our mission isn’t about exclusivity and worldly status like you might find at an Ivy League school. We aim to enroll first-generation and local students so that they can become engaged citizens in their communities and contribute to economic growth in our region and state.

A key factor in our ranking was our exceedingly high conversion rate, meaning that if you are accepted to Slippery Rock, you’ll likely attend. This aligns with our strong retention rate. We ensure students can thrive here and can actually attend. We have top financial aid experts who help optimize aid. For students not meeting initial academic criteria, we partner with Butler County Community College, providing a pathway back to Slippery Rock and a four-year degree. It’s not “Sorry, you’re out,” but “We want you; we’ll find a path.” This speaks to our culture of providing great service for students and families and investing in their future.

What do these success stories suggest about Slippery Rock University’s position within the broader landscape of higher education in Pennsylvania?

Our strategic plan aims for us to be a first-choice institution, beyond just a university. We want students and families to feel they can get a great education and receive care that empowers them to succeed. As a large employer in Butler County, we also want to be a first choice for our faculty and staff, recognizing their crucial role.

We strive to be a first choice for employers; they praise our graduates, confirming our students are well-prepared. We are mutually committed to creating a great workforce. This cycle leads students to choose us, knowing they’ll secure great jobs.

Higher education’s future depends on industry partnerships. Our “third arm” of academic enterprise focuses on certificates and professional development, offering non-traditional paths to credentials. Despite the “enrollment cliff” of fewer traditionally-aged college students available, we recognize that people at all stages in their careers require continuous learning. We enable this dynamic by partnering with organizations like the Carpenters Union for member development. We are fortunate to be on an upward trajectory in a challenging market.

What partnerships with local businesses or economic development initiatives have made the biggest difference in the community?

Our developing project with the Carpenters Union is amazing. It’s a new area highlighting the importance of collaboration and preparing their members for career advancement and continued success. Several other industry partners have also supported and shaped our instruction. For instance, our top-tier safety program benefits from our corporate partner MSA Safety, which provides equipment and guides curriculum. Industry changes rapidly, and we must listen more than dictate. Leaders now approach us, asking us to train students on new technologies and methods.

Another example is University of Pittsburgh Medical Center (UPMC) Health System, which is a great partner. For our physician assistant, nursing, physical therapy, occupational therapy, and healthcare administration programs, UMPC has helped identify needed skills and technologies. They allow students to practice hands-on in their facilities and their members teach on our campus, ensuring graduates are well-prepared. These strategic partnerships are the future of higher education, and we are excited to be leading in that space.

Which of these projects have had the most immediate impact on student recruitment, retention, or even just their overall experience and enjoyment of campus life?

All these efforts had a profound impact in the past year. Slippery Rock is investing in facilities in a two- or threefold way. Many higher education institutions have underinvested in infrastructure. We are delving into that because students need reliable internet, HVAC, heat, and water. Contrary to past criticisms of higher education as a luxury environment with “lazy rivers,” we see campus improvements as investments in the student experience. For example, turfing fields and building a new women’s softball facility on par with the men’s baseball field was important for equitable, comparable spaces. Given Pennsylvania’s unpredictable weather, turfing fields allows more consistent practice time and less field maintenance. Our strategic plan’s Pillar 3, community engagement, means our fields are also used by young people in the community who are not yet Slippery Rock students. We serve as a community hub, offering high schoolers and travel teams a first-choice university campus experience. We want them to think, “Wow, higher ed could be for me, and I want it to be Slippery Rock.” Investing in contemporary labs also ensures students are well-prepared. The collective impact is about investing in our student, faculty, and staff experience.

As the university plans for its next phase of growth, which areas — graduate education, online learning, or applied research — are emerging as top strategic priorities?

We’re expanding and adding new programs this fall, including a 1+2+1 nursing program. Students spend their first year at Slippery Rock. Years two and three involve getting their RN degree through community college as joint students. After the third year, they can work as a registered nurse or return to Slippery Rock to finish their BSN online, either immediately or over time. This reflects that not everyone is on the same timetable, offering flexibility and faster workforce entry. This partnership involves the Allegheny Health Network (AHN) and the Community College of Beaver County (CCBC).

We’re also excited about two new engineering programs: electrical engineering and construction management, which is new to the region. Construction management combines safety, civil engineering, business, and new courses into a new degree. The market suggests this will be a thriving program, as students previously had to go out of state for this credential.

Looking ahead, what are your key goals and strategic priorities for Slippery Rock University over the next two to three years?

We have a five-year strategic plan to increase retention, ensure market-responsive and contemporary degree offerings, and remove student barriers to success. We also need varied revenue streams for financial independence in a tough market. We have launched the quiet phase of a comprehensive campaign, the university’s first in 30 years, to foster a culture of philanthropy through gifts and grants.

The most exciting part is the third arm of our academic enterprise, where we’re exploring new programs like a referee certificate program to address shortages in youth sports. This offers students an additional credential and work opportunities, building capacity where needed.

Another exciting initiative is an apprenticeship program in the College of Education to address teacher shortages. This model allows individuals to become classroom teachers through on-the-job learning. We received an almost $600,000 grant to initiate this program, part of a national apprenticeship model for teachers. We aim to facilitate human development, providing consistent, nimble structures for lifelong learning, changing the university’s trajectory.