In an interview with Focus:, Tom Taylor, head of school at The Paideia School, emphasized the school’s commitment to progressive education, holistic development, and community engagement. “This means we believe children arrive at school as whole individuals; our job is to nurture the light already within them.”

What is your overview of the school and what were some of the major milestones achieved in the past 12 months?

The Paideia School is an independent, progressive school located in the Druid Hills neighborhood of Atlanta. We serve just over 1,000 students, ranging from age 3 through 12th grade. I’m the second Head of School in our history — my predecessor founded Paideia in 1971 and led it for 52 years. This is my third year in this role, and as you can imagine, the leadership transition was a significant moment for the community. We’re now in the midst of a strategic planning process that we hope will help us as we look to the future.

Our high-school students go on to attend excellent colleges and universities, as you’d expect from any top independent school in Atlanta. Our athletic programs are also highly regarded. For instance, our girls’ Ultimate Frisbee team recently won the state tournament and is ranked fifth in the nation. Both our boys’ and girls’ soccer teams have won state championships in the past three years, and our boys’ basketball team finished second in the state last year.

Beyond athletics, we’re also known for our exceptional arts program, which includes music, orchestra, band, theater, and musical theater. 

One of the most distinctive aspects of our school is that we’re proudly progressive. This means we believe children arrive at school as whole individuals; our job is to nurture the light already within them. We take a unique educational approach, especially in our elementary and middle schools, where we use multi-age classrooms through eighth grade. In all levels of the school, teachers design responsive curricula tailored to the needs of the individual students in their classrooms.

What do you think drives consistent excellence in so many areas at Paideia?

It’s because our students understand that achievement is holistic. They recognize that staying physically active and being involved in sports can actually improve their cognitive abilities and teamwork skills — skills they might also use on the mock trial team or in the Science Olympiad, both of which are strong programs for us.

Our students tend to have diverse interests, and we look for that during the admissions process. We also cultivate it very intentionally from the earliest grades. One of my favorite things about our school is how seriously we take students’ questions — the adults in the room make it clear that student voices matter. That builds confidence, which later allows them to explore a wide range of interests in high school. At Paideia, being smart and deeply involved is not only respected, it’s cool. Kids are embraced for who they are. 

How have changing demographics impacted enrollment, and what initiatives are in place to promote socioeconomic and cultural diversity within the student body?

We work hard to reflect the diversity of the city we serve. Though we are a tuition-charging school, we offer over $4.5 million annually in need-based financial aid. Families apply for assistance, and we do our best to ensure that cost is not a barrier for qualified students.

Our values are at the core of everything we do, and those include commitments to diversity, equity, and egalitarianism. We aim to be inclusive and foster a true sense of belonging. We have parent affinity groups that help foster community among families who may seek additional support when joining our school. These groups are an important part of how we build deeper, more meaningful connections within our increasingly diverse city. 

Are there key partnerships with the business community or other ways you help students build the skills they’ll need for the future?

Although we emphasize the importance of learning for its own sake — one of our core values is the appreciation of the present — we also recognize that we’re preparing students for the future. We’re fortunate to have a robust network of alumni and parents who are actively engaged. For example, we recently hosted a program featuring African American men in the medical field who spoke with our African American boys about careers in medicine.

We also have the Paideia Entrepreneurship Network, a group of parents and alumni who mentor students and help them explore entrepreneurial paths. Additionally, our internship program connects students with professionals in fields like architecture, medicine, and computer science.

Another unique aspect is our urban farm in East Atlanta, which produces around 9,000 pounds of food each year. It’s managed by staff and students and provides a real-world connection to sustainability, food systems, and local engagement. These experiences help our students build a deep sense of responsibility — to the Earth and to their communities — which naturally shapes how they approach their future careers.

What are some of the biggest challenges the school is facing?

One major challenge for all schools is attracting and retaining exceptional teachers. Balancing fair compensation, especially with rising inflation, while keeping tuition at accessible levels is a constant area of focus. We aim to provide appropriate cost-of-living raises without pricing families out.

Another challenge is navigating the national discourse around diversity, equity, inclusion, and belonging (DEIB). We are committed to these values, and will remain true to them. But the national context is making that more and more challenging. 

Lastly, the evolving media and AI landscape presents a real educational challenge. Students are bombarded with information from countless sources. Teaching them to critically evaluate that content, understand biases, and recognize when content is AI-generated is crucial. We want our students to be discerning thinkers who can navigate this complex information ecosystem with confidence and integrity.

What partnerships or programs involve the local community?

Community engagement is central to our mission. All students contribute both to the school and the broader community. Many participate in internships with local nonprofits, food banks, or civic organizations.

For example, our director of civic engagement recently led a discussion about how we respond to the unhoused population in our neighborhood. Instead of viewing it as a problem to fix, we approach it with empathy and partnership, and in a way that is grounded in our values.

Our farm is deeply connected to the local community too. We donate much of our produce to food banks and also run a community-supported agriculture (CSA) program with a sliding-scale payment system. Some families pay full price, while others pay significantly less, ensuring access to fresh, healthy food across different income levels. It’s one more way we live out our values and teach students about interconnectedness and service.

What is your vision for the future of the school over the next five years?

As I mentioned, we are in the midst of a comprehensive strategic planning process that will help guide our work for the next few years. While we are not yet done with this process yet, the emerging themes for our focus are highly consistent with our values: continued work in DEIB; continuing to attract, recruit, and retain the best teachers; and improvements to our beautiful campus.

We’re also currently renovating and expanding our athletic facilities in Avondale Estates, about 15 minutes east of campus. We’re also exploring ways to grow our financial aid program further. We understand that the cost of an independent school education extends beyond tuition, so we aim to support families with those additional expenses as well.

Another exciting development is our high school travel program, which has expanded significantly. This year, students traveled to Thailand, Mexico, and Western Europe, and we’re soon sending a group to India. These experiences offer authentic, global learning that helps our students see themselves as citizens of the world.

Looking ahead, I’m excited about continuing to honor our legacy while evolving thoughtfully to meet the needs of today’s — and tomorrow’s — students.

In an interview with Focus:, Michael Powell, high school principal at The Howard School, discussed preparing students with learning differences for life beyond the classroom through executive functioning skill building, technology, and community partnerships. “Our mission is to celebrate each student, transform the learning experience, and develop lifelong strengths,” Powell said.

What developments over the past year have most influenced The Howard School and its high school priorities?
The Howard School serves students with learning differences. We’re a K-12 school, and we work with students who need support developing skills related to dyslexia, dysgraphia, executive functioning, and similar areas.

One major shift we’ve experienced, both in the high school and across the institution, is how we use executive functioning skills to prepare students for their next steps. With the rapid evolution of technology and the rise of AI, we’re focused on helping students understand how these tools can support college preparation and lifelong learning.

We even have a task force dedicated to exploring how AI impacts our students and their futures. Across our curriculum, we’re emphasizing executive functioning as the foundation for building independence, self-awareness, and readiness for life after graduation.

How has the school’s approach to technology evolved, particularly with AI?
A few years ago, even something like Wikipedia was considered off limits. Now, things have changed. We recognize that everyone, from students to professionals, uses AI, whether for spell check or drafting proposals. Our responsibility is to teach students how to use these tools ethically and effectively instead of avoiding them.

From ninth through 12th grade, students learn to use AI responsibly. For example, students with dyslexia or other language-based learning differences can use AI for sentence starters or brainstorming ideas. It doesn’t write the paper for them, but it helps them organize thoughts and build confidence in their writing.

What elements make The Howard School’s high school experience unique?
Collaboration is at the core of what we do. Our teaching model includes a team of professionals working together, including teachers, speech-language pathologists, math and literacy specialists, all contributing to classroom learning.

We have three speech-language pathologists in the high school who work with both students and teachers to ensure language comprehension and accessibility in every subject. That teamwork creates the best teachable moments for our students.

Our mission is to celebrate each student, transform the learning experience, and develop lifelong strengths. Part of that transformation means connecting students to the world beyond our bubble. We prepare them for college, technical schools, or the workforce through experiences that promote independence.

Our senior-year internship program is one example. During the spring semester, students spend one day a week working off campus. It’s a graded component of their senior seminar and helps them learn about themselves and the kinds of work that suit them, what doesn’t, and how they can apply their strengths in real-world contexts.

This work is deeply personal to me. My passion for education comes from wanting to be the kind of principal and educator I didn’t have growing up. I think that’s true for many educators today. There’s a shared drive to lift the next generation and reshape what learning can be.

How is the school collaborating with local organizations to expand learning opportunities?
That’s one of the most exciting areas for us right now. We’re building new partnerships with local businesses and nonprofits, and it’s still in the early stages. Previously, seniors participated in a two-week internship at the end of the year, but we wanted something more meaningful.

Now, we’re developing long-term relationships with organizations that can host our students. Last year, we had about 20 partners; this year, about 12, and we’re actively searching for more partners. Inspire Brands is one of them. Students prepare resumes, practice interviewing, and go through a real hiring process. Businesses select interns, and we host a matching day where students are placed with their chosen organizations.

Through this, students learn skills such as interviewing, presenting, and self-reflection. They also experience rejection, which is equally valuable. It teaches resilience and adaptability as they prepare for adulthood.

How is social-emotional learning integrated into the curriculum?
Social-emotional learning is essential for us. We have a high school counselor who collaborates with teachers to develop SEL lessons. Every student participates in an advisory group, about seven or eight students per advisor, where they explore topics like empathy, bullying, vaping, and other relevant issues.

These discussions help students learn how to have meaningful, respectful conversations, even about difficult topics. We emphasize what it means to lean into discomfort in a safe environment. SEL is about more than emotional awareness. It’s also about developing emotional intelligence and responsibility as global citizens.

We also integrate experiential learning. Each class takes a major trip in March to connect classroom concepts to real-world settings. For example, freshmen travel to Space Camp in Alabama to link science lessons to hands-on experiences. These opportunities help students see how learning applies beyond the classroom.

How is The Howard School attracting and retaining specialized educators?
That’s something I think about constantly. It’s crucial that our educators feel valued, balanced, and fulfilled in their work. Many of our teachers are specialists, including speech-language pathologists, literacy experts, and math and science educators, and they come with diverse backgrounds.

We provide strong professional development to help them expand their skills, particularly around language-based learning differences. Collaboration also plays a major role. Teachers aren’t isolated in their classrooms; they’re constantly learning from one another through observation, feedback, and shared planning.

In evaluations, I focus on growth and renewal, especially on how educators can keep their passion alive. Stagnation is easy to spot, and we make sure everyone continues to develop professionally and personally.

How does the school ensure accessibility and individualized support for every student?
Accessibility is central to our mission. As a private school, we’re committed to meeting the needs of every student. Our admissions process is designed to identify each student’s strengths and challenges before they arrive, ensuring we’re ready to support them from day one.

Every student’s profile informs how we structure their learning experience, making sure they receive the individualized attention they need to thrive.

What are your strategic goals for the next two to three years?
We recently launched a new mission statement, and our main goal is to bring it fully to life over the next few years. Each classroom displays a Venn diagram representing the mission: celebrating each student, transforming the learning experience, and developing lifelong strengths.

Our focus now is to embed those principles in every aspect of the school through curriculum design, professional development, and classroom culture.

We’re also committed to staying at the forefront of educational innovation, especially around new technologies. And as always, we want our students to use their learning differences as strengths, helping them grow into capable, confident adults.

Finally, our internship program remains a significant focus. It connects education to real-world preparation and helps students apply what they’ve learned. We also welcome new business partners who want to engage with our students and offer internship opportunities. It’s a collaboration that benefits everyone involved.

In an interview with Invest:, Ra’Chel Ford, interim CEO of KIPP Atlanta Schools, discussed literacy, academic equity, and the role of technology in education. “Technology should enhance instruction, not substitute for it,” Ford said. “It has never replaced excellent teaching, and it never will.”

What changes have had the greatest impact on KIPP Atlanta Schools, and how has the organization adapted to them?
One of the biggest drivers of our work has been our deep commitment to helping students, whom we call scholars or KIPPsters, reach their full potential. A few years ago, we made literacy our top priority, with the goal of having all scholars read on grade level. Literacy is liberation. It opens doors to opportunity.

We trained every teacher in the Science of Reading, and that investment is already showing gains in early literacy. At the same time, we sharpened our focus on mathematics to ensure scholars build a strong foundation in both core areas.

Another key milestone is our projected graduation rate of 96.65%which would be a record for us. That figure reflects the progress of our full Promise Scholars — students who began with us in kindergarten and graduated from our high school. It underscores the impact of providing a seamless academic experience from early childhood through graduation.

Our KIPP Forward program supports graduates in identifying the right college or career path and helps them persist through it. Last year’s graduating class earned more than $19 million in scholarships.

While our mission has always centered on academic achievement, what’s changed is the level of intentionality in how we pursue it. By investing deeply in literacy and math, we’ve seen real, measurable outcomes.

How do you ensure consistency in academic excellence and school culture across a large, diverse network?
In a previous role, we referred to this work as reducing variability. Across sectors, the goal is the same: to provide a consistent experience for the end user. For us, that means our scholars.

We begin with the environment. Our schools are warm, bright, safe, and joyful. The physical space is intentionally designed to support learning.

Operational excellence is essential. It provides the structure needed for high-quality instruction. Beyond systems, it’s the people who matter most. Our educators and staff are committed professionals, and we invest in maintaining their expertise. Teachers have dedicated time each week to plan, collaborate, and improve instruction.

We’ve also built a culture of feedback. Educators are observed by school leaders and peers, not as a compliance exercise but as a way to sharpen their craft. That continuous improvement helps sustain rigor in the classroom.

Another layer of consistency comes from our strong family partnerships. We communicate regularly about what we’re doing and why, especially when it comes to attendance. Like many school systems, we are actively addressing chronic absenteeism, both across metro Atlanta and within KIPP Atlanta Schools.

To help scholars attend regularly, we work closely with families and collaborate with partners like the Boys and Girls Club, Girls Inc., Study Hall Inc., and the YMCA. These organizations help extend learning and support beyond school hours.

In short, consistency comes from operational strength, a strong instructional team, and active engagement with families and community partners.

What does it look like in practice to translate educational equity into measurable outcomes?
I believe every scholar has a unique genius. Our job is to unlock that potential, not unintentionally diminish it, even when we mean well. One way we do this is by encouraging scholars to fail forward. Mistakes are not only expected, but they’re also essential to learning. Growth happens at the point of error. We aim to create classrooms, labs, and gyms where scholars feel safe enough to take academic risks.

That kind of confidence leads to creativity and independence. When scholars raise their hands without knowing if their answer is right, they begin to understand how learning works. Over time, those experiences help them grow into people who can lead, invent, and problem-solve in ways we may not even imagine yet.

This kind of learning environment requires trust. Scholars need to feel secure enough to show what they don’t know, so educators can help close those gaps. That process is how agency is developed. And agency is essential to equity.

What role does technology play in the classroom and how is KIPP Atlanta approaching AI integration?
I’m going to say this because it’s the truth: Technology will never replace a great teacher. Never.

There have always been innovations in education. Back in the day, we had projectors, which were once considered disruptive. When I was in college at Georgia State University, it was a big shift to get textbooks online instead of in print. Technology continues to evolve, but it has never replaced excellent teaching, and it never will.

Technology should enhance instruction, not substitute for it. That only works when teachers understand their content, know their scholars’ personalities and strengths, and curate tools that match those needs. When used intentionally, technology becomes a powerful support.

Right now, we’re leaning into instructional technology and AI, while also researching best practices. Our scholars are already immersed in tech; our role is to guide its use so it supports learning, not replaces it.

For teachers, the opportunity lies in how technology can expand their capacity by improving effectiveness and supporting differentiated instruction. We’re piloting AI tools to assist with tutoring and reteaching, helping to close learning gaps. 

At the high school level, we’re testing tech with a social media component to encourage academic growth, positive behavior, and attendance, adding motivation and accountability in ways scholars already relate to.

We’re taking this seriously. Some universities now require freshmen to learn about using AI responsibly. My daughter, now in her second year of college, is navigating technology very differently from her brothers just four years ago.

By the time today’s kindergartners reach college, the world will look completely different. We need to stay ahead and work alongside technology.

What are the biggest opportunities and challenges ahead, and how is KIPP Atlanta planning to build on this year’s momentum?

This year, we are laser focused. Our academic results have been strong, and we’re proud of our progress. Our focus on literacy, math, and core content is yielding meaningful gains. In math, we’ve seen an 18-point increase since 2022 in the percentage of scholars who are at the developing level and above. In reading, 51% of scholars are on grade level, a consistent achievement for the past three years. Eighth grade showed especially promising growth.

Still, that’s not enough. Our goal is for 100% of scholars to read on grade level and perform at or above the developing benchmark in math. We believe they deserve that. It may sound cheesy, but they are our future. Preparing them means building strong foundations in reading, math, and all core subjects.

Academic excellence remains our priority. We want scholars to graduate at high rates and demonstrate their learning. We love seeing them earn scholarships, excel on the ACT and AP exams, and gain dual credits wherever possible.

Chronic absenteeism remains a challenge across all educational settings. We’re tackling it by removing barriers and providing wraparound services, including on-site medical support for scholars with chronic illnesses. This helps keep scholars in school and engaged.

We’re also building an ecosystem of support by partnering with like-minded organizations and involving families as active partners. That shared investment strengthens our school communities and supports long-term success.

Another challenge is managing external noise. Distractions from outside the classroom can pull attention from the core mission of teaching and learning. My team’s job is to protect that focus. As my husband, Glenn, a football coach at Georgia State University, likes to say, it’s all about the blocks and the tackles. Our job is to clear the way for teachers and principals so they can do the most important work.

I’m very optimistic about this year. I believe our scholars will not only demonstrate what they’ve learned on assessments but also see for themselves what they’re capable of achieving.

In an interview with Focus:, Irvin Clark, president of Southern Crescent Technical College, said that the college is navigating a period of significant enrollment growth and shifting workforce demands. He detailed how this expansion presents both opportunities and critical challenges in meeting the needs of students and industry partners. “Balancing enrollment increases with faculty recruitment and flexible scheduling remains our biggest challenge,” Clark stated.

What changes or challenges have had the biggest impact on the college over the past year, and how have you responded to them?

Over the past year, the college has experienced significant enrollment growth, with more than 1,000 additional students enrolling, particularly in high-demand areas such as advanced manufacturing, allied health (including nursing), transportation, and information technology. This growth reflects the increasing demand for workforce-aligned education and training.

In response, the college has prioritized strategic expansion to support student success and access. We have focused on strengthening instructional capacity, broadening program delivery, and increasing flexibility through expanded evening and weekend course offerings. These efforts ensure that we continue to meet the needs of both traditional and nontraditional students while maintaining the quality of instruction. Overall, the college has remained proactive and intentional in aligning resources, staffing, and scheduling to support sustained growth and workforce needs.

How do you see the job market evolving in response to today’s economic conditions and workforce shortages, and how is that shaping what students seek from their education?

The job market continues to evolve in response to economic conditions and persistent workforce shortages, leading both students and employers to place greater value on education models that are closely aligned with employment. One of the most significant shifts we are seeing is increased interest in apprenticeships and earn-and-learn opportunities that allow individuals to work and pursue their education simultaneously.

Students and prospective students are increasingly seeking pathways that provide immediate workforce engagement, practical experience, and a clear return on investment. In response, employers are also embracing apprenticeships as a key strategy within public–private partnerships not only to recruit new talent, but also to upskill and retain their existing workforce. These partnerships create a shared commitment between education and industry to develop a sustainable talent pipeline.

The earn-and-learn model enables individuals to see tangible career progress while advancing academically, making education more accessible and relevant. This growing demand for integrated work-and-education pathways is shaping how students approach their educational decisions and how institutions design programs that meet both workforce and economic needs.

Could you expand on tuition-free programs, and how the college ensures that students not only enroll but also complete their studies and transition into successful careers?

Tuition assistance programs play an important role in expanding access to high-demand educational pathways. In Georgia, the HOPE Career Grant provides tuition assistance for students who meet eligibility requirements and enroll in approved programs aligned with critical workforce needs. This support allows students to pursue credentials that lead directly to employment opportunities in key industries.

Beyond enrollment, the college is intentional about supporting student completion and successful career transitions. We take a proactive approach to student advising, financial aid guidance, and academic support to ensure students understand available resources and remain engaged throughout their program of study. Through targeted outreach efforts, partnerships with employers, and collaboration with community organizations, we ensure prospective and current students are well informed about tuition-assistance opportunities and program expectations.

Equally important is our focus on career outcomes. The college works closely with industry partners to align curriculum with employer needs, integrate work-based learning opportunities, and connect students to employment upon completion. This comprehensive, student-centered approach ensures that tuition-assistance programs not only increase access, but also support persistence, completion, and a smooth transition into meaningful careers.

What steps is the college taking to ensure students gain not only technical skills but also soft skills like communication, problem-solving, and teamwork?

The college takes a comprehensive approach to ensuring students develop both technical competencies and essential professional skills such as communication, problem-solving, and teamwork. A key component of this effort is our industry advisory committees, which support each academic program and provide direct input from employers and industry leaders. These committees help ensure curricula remain aligned with current workforce expectations, including the interpersonal and professional skills required for success.

Faculty play a central role in integrating these skills into daily instruction. Through classroom engagement, collaborative projects, and applied learning activities, students are routinely expected to practice communication, critical thinking, and teamwork alongside technical training. In programs such as allied health and nursing, advisory committee guidance helps ensure students are prepared not only with clinical competencies but also with the professional behaviors and communication skills essential in patient-centered environments.

In addition, students participate in hands-on learning experiences through labs and simulations in areas such as welding, mechatronics, and other technical disciplines. These environments mirror real-world work settings, reinforcing teamwork, accountability, and problem-solving. Together, industry collaboration, faculty expertise, and experiential learning ensure graduates are well prepared to transition directly into today’s dynamic workforce.

You’ve touched on industry partnerships, but could you expand on what makes them successful, how you’re building more, and perhaps share a few examples?

Successful industry partnerships are built on trust, responsiveness, and a shared commitment to workforce development. The college prioritizes accessibility and proactively listens to industry needs, ensuring we respond strategically rather than reactively. Engagement often begins through industry advisory committees and workforce roundtables hosted in collaboration with local development authorities across the counties we serve. These forums enable meaningful dialogue on talent recruitment, workforce development, and emerging skill needs.

From these conversations, the college works collaboratively with partners to design tailored solutions, including apprenticeships, pre-apprenticeships, internships, project-based learning, and customized training or continuing education to upskill incumbent workers. Our approach emphasizes reducing barriers for employers by managing planning, coordination, and required documentation, recognizing that industry partners value efficiency and clarity in the process.

A strong example of this approach is our partnership with Henry County Government, where the college collaborated to address workforce needs in automotive technology and information technology through a registered apprenticeship model. By identifying students nearing program completion and aligning them with workforce opportunities, the partnership created a direct pipeline of skilled talent while providing students with meaningful, work-based learning experiences.

This intentional, solutions-driven model ensures academic programs remain aligned with industry demand, supports student career readiness, and delivers measurable value to employers resulting in sustainable, mutually beneficial partnerships.

How do you see technology influencing education and your curriculum moving forward?

Technology continues to play a significant role in shaping both the delivery of education and curriculum design. One of the most impactful developments has been the increased use of open educational resources (OER), which enable faculty to curate and develop high-quality instructional materials accessible online. These resources often replace traditional textbooks, allowing students to access course content through faculty-developed centralized OER platforms.

The adoption of OER reflects a broader shift in how the college leverages technology to enhance teaching and learning. Faculty are increasingly integrating digital tools and resources into their courses, ensuring instructional materials remain current, relevant, and aligned with industry standards. While OER was far less prevalent a decade ago, it has now become an integral part of instructional innovation, supporting student engagement and academic success from the start of each course.

Looking ahead, technology will continue to influence curriculum development by enabling more flexible, accessible, and student-centered learning environments. Through thoughtful integration of digital resources, the college remains focused on improving instructional quality while ensuring students are well prepared to succeed academically and professionally in an evolving workforce.

Looking ahead, what are your top priorities for the next three to five years?

Looking ahead, Southern Crescent Technical College’s priorities over the next three to five years are focused on access, instructional excellence, and continued alignment with workforce needs. First, the college is committed to expanding educational offerings in rural communities across our service area. By strengthening and growing programs on our rural campuses, we ensure students can access high-quality workforce training close to home, supporting local economic development and regional talent pipelines.

Second, we are prioritizing sustained investment in faculty development. Through the College’s Center for Teaching and Learning, faculty receive ongoing professional development focused on instructional best practices, emerging technologies, and evolving industry standards. Informed by our industry advisory boards, this approach ensures faculty remain current in their fields and equipped to deliver high-quality, relevant instruction.

Finally, the college remains focused on strategically managing enrollment growth by responsibly expanding high-demand programs aligned with labor market needs. This includes ensuring appropriate instructional capacity, facilities, and resources are in place to support student success. Together, these priorities guide our mission to provide accessible, industry-responsive education that prepares students for meaningful careers and strengthens the communities we serve.

Is there anything we have missed that you would like to add?

Technical education is a dynamic and essential component of Georgia’s workforce ecosystem, and I am proud to serve as part of the Technical College System of Georgia and its 22 colleges. Together, we play a critical role in supporting industry partners, preparing students for in-demand careers, and strengthening communities across the state. With more than one million credit hours enrolled systemwide for the fall 2025 semester, the scale and impact of this work are significant.

It is an honor to contribute to a system that remains focused on access, quality, and responsiveness to workforce needs. Through strong partnerships, innovative programming, and a shared commitment to student success, technical education remains a powerful driver of economic growth and opportunity across Georgia.

In an interview with Focus:, David Barnett, president of Brenau University, said that the institution is experiencing growth and aligning programming with community and business needs. “We spend a great deal of time outside the university, in the community, listening to employers and listening to people who are looking to advance in their own careers,” he stated. This approach helps the university create learning opportunities that meet regional workforce needs.

What changes in the past year have most influenced Brenau University’s direction in education?

As you’re probably aware, the sector and corridor we’re in are expanding. Gainesville, Hall County, and Northeast Georgia are in a growth spurt, and Brenau is experiencing growth alongside the community. Since 2023, our traditional student population has grown about 20%, counter to higher education trends. About 80% of our students come from within 150 miles, allowing us to focus programs on regional workforce and economic development needs. This aligns our programming with community and business needs, which is historically true for Brenau. We are seeing growth in healthcare, education, and entertainment due to their heavy presence here, plus business functions. Brenau University, an applied research university, offers degrees through doctoral programs and operates a women’s college as a unit within our broader university. Our applied research takes classroom hypotheses into the workforce for testing, requiring coordination with the community for internships and clinical practice. Our traditional programs are near capacity, and we’re launching a new campus master plan to accommodate this growth.

What are the major campus updates planned in the next few years under the new master plan, especially considering regional and healthcare growth?

We’re creating space for student support, instructional areas, and athletics expansion. New facilities will support our fine arts and humanities programs, particularly dance and costume fabrication, feeding Georgia’s growing entertainment workforce. We’re planning a new student commons and dining facility, which will be open 24/7 for residential and commuter students to eat, study, and relax. We’re expanding our library with technologically advanced learning spaces and enhancing our communications program with space for radio, television, and podcast creation. Our growing Women’s College athletics program, especially our nationally acclaimed competitive cheerleading team, requires a second gymnasium for practice. These $50 million improvements follow a debt restructuring, with Brenau earning an investment-grade Standard & Poor’s rating, reflecting financial stability and growth potential. The new buildings, supporting academic and co-curricular programs, will be completed over a 10-year period to accommodate our expanding programs.

How is the university strengthening partnerships with local employers and internship providers to leverage regional growth?

Brenau University aligns its curriculum with Georgia’s Pathways program, addressing K-12 identified high-need employment areas. Our Tiger Teach program offers fully online teacher preparation, partnering with seven school systems. Non-classroom school staff can complete their degree online, do the required student teaching in their workplace, and transition to teaching roles, addressing Georgia’s teacher shortage. In logistics, our business college students intern with a Gainesville-based company, preparing for jobs at this firm, which benefits from the new Hall County inland port. This port handles containers from Savannah, distributed across Northeast Georgia, North Carolina, and South Carolina, requiring skilled logistics professionals. In healthcare, our undergraduate-to-doctoral programs place 700-800 students in hospitals and medical practices from Atlanta to North Carolina, applying classroom learning in clinical settings. These students achieve a 100% placement rate post-graduation in fields like nursing, physical therapy, occupational therapy, and psychology, meeting regional workforce needs.

How is Brenau approaching flexible education as student preferences shift between online and in-person learning?

Higher education is shifting away from an industrial, assembly-line model, where students start together, progress methodically, and earn a degree, to a flexible, student-driven system. At Brenau University, students can earn credits for prior experience, pursue micro-credentials, or combine certifications toward a degree at their own pace. Some take a few classes for a certificate, while others build multiple credentials into a degree. Brenau’s long history with online learning, starting in the late 1990s, eased this transition. Even pre-pandemic, students mixed online and face-to-face courses. During the pandemic, we moved to 100% online offerings, retaining these options afterward. Now, 75% of students take some or all classes virtually, embracing a digitized learning environment. Brenau’s faculty, unusually adaptable for higher education, maintains quality while innovating. This aligns with a knowledge-digitally-centric approach, meeting modern students’ needs with diverse, flexible learning modalities.

Looking ahead, what is your top priority for Brenau’s growth, and how do you see the university shaping Atlanta’s academic landscape?

Our priority is to have measured growth in areas where we have expertise and relationships in the community. Brenau is, under my leadership and previous leadership, very community-focused. We spend a great deal of time outside the university, in the community, listening to employers and listening to people who are looking to advance in their own careers. We want to hear what employers need, but also what jobs individuals want to pursue, so we can find ways to create opportunities for them to do that. If I’m talking to a high-school student or an adult, I don’t ask them what they want to major in. I ask them what they want to do. And then I talk to them about what kind of learning experiences will make them successful in pursuing that career. Normally, there’s something at the university that will help them do that. 

The same is true with business owners. I ask them, what do they need their employees to be capable of doing? What do they need a person who walks in the door to be able to do with little or no training or development on day one? Everyone wants to hire people who have some level of capacity, not necessarily someone who has to learn everything, from how to turn their computer on to how to lock up their office at the end of the day. We want to find ways to meet both of those needs and then create learning opportunities that complement each other.

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.