Have Fraternities Changed? A Parent’s Perspective

When the save-the-date from my son’s fraternity landed in my inbox, I was confused. I had never heard of a “Mom’s Weekend.” His older siblings hadn’t participated in the Greek system in college. The email mentioned a few activities and reminded us to bring a contribution for the silent auction. Photos of past baskets were attached to guide our creativity: a customized Yeti cooler filled with beer; a margarita-themed bucket with cactus-shaped glasses, limes, and a handle of tequila; a poker-motif basket with cards, bourbon, whiskey, and cigars.

Mom’s (and Dad’s) Weekend, I learned, is a tradition in the Greek system. It’s an opportunity to have special time with your student and get to know their friends during a number of planned activities. This is no small thing for mothers adjusting to seeing far less of their children, feeling your role in their daily life fade, to some extent, into the background of a Facetime square. Our Mom’s Weekend schedule was pretty open, with just a handful of organized social events, among them a cocktail-reception-house-tour, followed by a pub night, mimosa brunch, and silent auction, with proceeds benefiting chapter activities. 

I’m not a drinker, but all of it was a welcome window into my son’s freshman experience, more than a thousand miles from home. I decided to make it a road trip and visit family along the way. I gassed up the car and packed up my auction contribution — a barbecue-themed basket of grill utensils, spices, and sauces. (Sorry boys, not that kind of sauce.)

But I was coming into the weekend carrying more than my basket. My own experience at a small university was one where fraternities played an outsized role in campus culture and where, as editor of the newspaper, I was drawn by a campus controversy into the darker aspects of Greek loyalty. But that was then; this is now. I was hopeful I would come away from Mom’s Weekend with the sense that belonging to a fraternity today, in its more modern form, represented a positive opportunity for community among young men, including my son.

He is a private person, and I had only the vaguest idea of how his pledging process had gone earlier in the spring. Because he hadn’t participated in many of the fall rush activities — meaning, he hadn’t let it dominate his orientation to college social life — his options were limited, though he said the house he’d joined was “chill” with “good guys.” In his shorthand, that meant the parties weren’t the craziest, or the members too intense about their demands on his time. His grades were good, he had a steady girlfriend in his dorm, and nothing about the road to initiation had set off alarm bells at least from our parental perspective. We’d gotten a letter from the fraternity president assuring parents that they took their anti-hazing vows seriously.

***

During my own senior spring in college, I was working with the newspaper staff late one night to close an issue when the telephone rang on the office wall. An anonymous caller claimed to have recently broken into a secretive fraternity’s notorious windowless chapel and stolen decades of ledgers. In the pages, long-ago members had allegedly recorded their thoughts and activities, and over the years, generations of brothers had added notes the margins. The caller offered to bring me the ledgers.

At the time, I had only an English major’s best guess at the intricacies of journalistic freedoms and liabilities, something I would later study as part of a master’s degree in my chosen field. But I suspected I should not accept original stolen materials. So the caller made photocopies and left them in my car. There were references to some unsolved crimes on campus, chilling racial commentary, coded language about sexual encounters, and hazing episodes that had taken an alarming turn. More recent entries addressed changing rules and attitudes on campus and vowed that if the house were compelled to “build bridges,” they should only give enough lip service to remain the same. I began writing an article and called university administrators to let them know. They didn’t tell me I couldn’t run the piece. But they did advise against it and said they couldn’t insulate me from repercussions. 

After the article appeared, the rallies and protests began. There were calls to suspend or ban the fraternity and some to eliminate the Greek system on campus, a move that had been raised for years. Fraternity and sorority members pointed to the benefits of bonding and the charitable deeds done. The fraternity’s alumni leaders flew in with lawyers and investigators, determined to find out who had been behind the theft. I laid low. It wasn’t my place to offer opinions or get involved in debates. But I’d taken the call and written the article, and my car tire was slashed, and the university house where I lived as an RA had a window broken. I heard the fraternity’s legal team wanted to speak with me, but there was never a subpoena. The state’s shield law protected journalists’ right not to reveal their sources, but whether that covered university students remained to be seen. My father asked me to keep a low profile because he’d rather not take out a second mortgage to explore that precedent in court. 

Things quieted down a few weeks later when students left campus for the summer, but the fallout went on for years. The fraternity was suspended, moved to private property, and went underground. The faculty voted to abolish the Greek system, but the motion was symbolic and not supported by the administration. After I graduated, I received a manilla envelope in the mail with a printed list of companies that supposedly would never hire me. A year later, after I’d begun working at a magazine, I had a surprise visit. The receptionist said an industry publicist had arrived for an appointment and buzzed a man inside. He sat down in my cubicle, pulled a tape recorder out of his briefcase (there was once a thing called a briefcase), and started asking questions about the night I received the call at the newspaper office. 

***

Then and now, the takeaway for me about the Greek system is this: What happens when impressionable young adults join societies like these? Membership fosters group loyalty through a secretive selection and initiation process, rituals, identity, and language. To what extent is that loyalty inclined to supersede the individual morality these young people are still developing? This is the place where you live and (literally, with fraternity cooks) the hand that feeds you. These are the people you spend your weekends with, gravitate towards in classes, and have likely committed to live with going forward. Brotherhood, and all the ways that is entwined in your life, is a lot of your world. 

Loyalty is a funny thing when you live smack in the middle of it. It isn’t just a friendship where you go out for pizza and play video games, particularly if something doesn’t sit right in this new family-away-from-home. If we stick with the video game metaphor, you’ve been initiated by the people who created the world-building behind it. That shared game is your universe, and it feels like everyone in other Greek organizations have their own, too. The roles and personas and tones are set, whether it’s inside jokes or repeated stories, or old ledgers. 

The experiences you have in college, positive and negative, go on to shape your character and identity, as well as your resilience in the face of adversity. The lessons learned during these years contribute to making you you — either because of the environment, or in spite of it. A college’s atmosphere set by the administration and faculty can make the difference between a student feeling like their school has their back, or doesn’t. Mine didn’t. 

The lessons learned during these years contribute to making you you — either because of the environment, or in spite of it.

Mom’s Weekend was, to me, a smashing success, in part because most of what we did together existed beyond the footprint of the “weekend” itself. My son and I did a few of the organized activities, and I met some of his new fraternity brothers. But we skipped the bar crawls, and because it was too rainy to hike, went to the gym to work out. We had a delightful three-hour dinner at a local restaurant, and I got to know his lovely, down-to-earth girlfriend. She described for me her own pledging process, the pressure from sororities to present a cool image that’s your own impeccable brand, right down to a written statement about yourself and proof of a masterful social media presence. She is pursuing a demanding major and seemed to have kept pledging in perspective, though she saw it wreak havoc on others. A few weeks after Mom’s Weekend, I saw a story in the news that a fraternity at my son’s school had just been suspended for 40 years — though it was later revised to 15 — for repeatedly violating hazing rules while they were already on probation. They had been paddling pledges at the off-campus home of an alum. 

My son has confided to his father that he’s had some mild pressure from upperclassmen who say he doesn’t spend enough time at the house. He’s already committed to living in the fraternity during his sophomore year and, just recently, also in his junior year at one of the fraternity’s off-campus annexes. He tells us that kind of advance signing is required so that the brotherhood can retain its hold on valuable rentals. I’ve long felt that my boy is his own dog and doesn’t roll over to social pressure when he has a solid home base. Still, it’s not lost on me that this housing commitment years into the future in effect makes the fraternity the primary scaffolding of his college experience. This, before he’s even declared his major. That’s a lot of clout for an organization to have over my kid, an organization I can’t say I know much of anything about. I guess I can say that the house was pretty clean during the tour.

And yet. Another part of my maternal brain knows that belonging is so important to young people’s sense of connection and community. My son’s age-cohort was the one that entered high school remotely as the pandemic did its damage, and part of that damage was their dislocation from their peers and their academic world, slouched in front of Zoom, hoodies up. The last thing I want for him is isolation. What I do want for him is the development of a discerning character — steady in his sense of himself and true to his values, whoever he’s with, whatever they are doing. 

Leaving dinner that night, my son and I decided not to go to “around the clock” at the favorite local bar, where pitchers started off in the single digits in the afternoon, then go up by a dollar every hour. I dropped him and his girlfriend back at their dorm, then headed back toward my rental house. But first I had to stop back at the restaurant, where I’d forgotten my umbrella. 

I parked as close as I could on a side street behind the main drag of town, home to many of the annexes like the one by son had just committed to for his junior year. Just in front of me, a group of laughing young men weaved on and off the sidewalk, shirtless in the 40-degree torrential rain. From the other side of the street, another group called out to them, chanting something about… I don’t know what, but it seemed to be positive, or maybe they were mad. They ran and crashed into each other in the middle of the street with perfectly executed chest bumps, delighted or angry, yelling things I couldn’t understand. I gave them a wide berth, more than happy to be an inconsequential NPC in the background of their game. 

When I returned to the rental, my two housemate-moms were hanging out in the living room with their sons, watching basketball and eating popcorn. They’d gone to “around the clock,” then wanted to come back and chill at the farmhouse and watch TV. As the rain pounded the windows and wind threw the screen door back and forth, the four slouched, wrapped in blankets on a sectional in the dark room, ageless in comfortable silence. 

The Weight of the World

Imagine holding a backpack full of bricks. Each brick is something you’re told you should care about. “Speak up about racism.” “Be an entrepreneur.” “Get an internship.” “Fight for the planet.” “Be strong for your family.” “Post the right thing.” “Don’t mess up.” “Make a difference.”

No one tells you how to carry the backpack. No one teaches you how to take breaks. Or how to breathe. Or how to say, “I’m not okay.”

This is the silent story of so many students. We look fine on the outside, but inside we’re overwhelmed. We scroll on Instagram and see everyone achieving. We try to keep up. But no one posts their fears, their breakdowns, or their quiet days of doubt.

When I was a student, I often felt like I needed to be perfect. Get perfect grades. Land the dream job. Be kind, confident, smart, and calm — every single day. I felt like I had to fix things that were broken in the world. Climate change. Mental health. Inequality. And I wasn’t alone.

Over the last couple of years, I’ve had honest conversations with more than 200 students. What I heard wasn’t just stress. It was a quiet cry for help.

They said things like:

“I care about so many things, but I don’t know where to start.”

“I’m tired of pretending I’m okay when I’m falling behind.”

“I feel like I have to change the world, but no one showed me how to take care of me.”

We tell young people to lead movements, fix broken systems, and speak up for justice. But we forget to give them the tools to handle that pressure. We forget they’re still learning who they will be as people. And we rarely say, “You’re good and strong just as you are.” This isn’t just a college problem. It’s a people problem. It’s what happens when expectations grow louder than support.

This isn’t just a college problem. It’s a people problem. It’s what happens when expectations grow louder than support.

Let’s be clear: Stress isn’t always bad. Some stress is actually good for us. It pushes us to show up, to prepare, to grow. I have worked at startups, as well as big consulting firms like Deloitte and EY, and yes, everything you’ve heard is true. There’s pressure, deadlines, new problems every day. But I also saw something else. I saw how stress, when supported with teamwork, trust, and celebrating small wins, can make you stronger.

Some of my most demanding managers became my greatest teachers. I learned how to think fast, stay calm, and keep going because I wasn’t alone. I had people to guide me, challenge me, and remind me that growth doesn’t happen in silence. It happens when we reflect, learn, and lean on others.

That’s the difference between healthy stress and harmful stress. It’s about not just how much you carry but whether you feel supported during that time. When we never pause, when we never reflect or ask for help, stress turns into burnout. And burnout turns into breakdowns.

Action feels better than overthinking.

An important lesson I learned from my mentors and coaches who supported me in my journey is that purpose is what wakes you up. Not the buzz. Not the likes. Not the trends. Don’t wait for motivation. Build discipline.

It’s not about how strong you feel one day.

It’s about showing up, even when you don’t feel like it.

It’s about what you do again and again.

We don’t become leaders by talking. We grow by doing. And if young people are taught how to take small steps, one at a time, they build confidence. They take action. They shine.

I wish someone had told me sooner, so I’m amplifying these lessons here: 

Your journey doesn’t have to look like anyone else’s.

You can be both kind and bold.

Asking for help is a strength.

You don’t have to save the world alone.

We need to give youth these messages with tools and mentors that can back them up. We need to remind them that they matter as people, not just as achievers. We can create systems that support their growth, not just their performance. We can move from saying, “Take care of your mental health,” to actually showing them how. 

We tell them it’s not about being perfect. It’s about being present.

We don’t need a generation of burnt-out heroes. We need a generation of strong, kind, purpose-driven humans. That’s how we build a better world. And that’s how we shine. 

Deepanshi Bansal is a Babson College M.B.A. graduate (class of 2024) and founder of ShineQuo, a student-centered space combining action-oriented life coaching, peer support, and executive functioning support to build essential life skills for college and beyond.

Personal Politics

The two most visible student political groups at the University of Texas at Austin are also the most opposed.

“There’s College Republicans, which is rah-rah Republicans, and there’s College Democrats, which is rah-rah Democrats,” soon-to-be senior Carson Domey said. He gravitated towards neither and wondered how an in-between space could be so hard to come by among more than 40,000 undergraduates.

The 21-year-old eventually arrived at a solution, the Annette Strauss Institute for Civic Life, a leadership development group that promotes “people instead of partisanship.” The “room for exchange of ideas” drew him in, Domey said, but the difficulty getting there explains his interest in a new insight from the Harvard Youth Poll, a semi-annual, national survey from the Institute of Politics (IOP) at the Harvard Kennedy School. This spring’s poll, released in April, offers a window into youth politics, including that only 34 percent of young people who identify as Independent or unaffiliated report a sense of belonging, compared to 51 percent of Democrats and 56 percent of Republicans. 

This latest iteration of the Harvard poll homes in on the impact of mental health in more ways than one. When it comes to today’s youngest — and most anxious and depressed — voters, the intersection of personal wellbeing and political formation is the object of growing concern. 

In 2000, the Harvard Youth Poll emerged after two undergraduates noticed a curious trend among their classmates: They seemed interested in public service but also appeared to prefer community service activities over more traditional political engagement. Was there something different, the students wondered, about their generation’s relationship with politics?  

Was there something different, the students wondered, about their generation’s relationship with politics?  

To find out, they approached John Della Volpe, then-president of an opinion research firm with ties to the IOP, to help design and conduct a survey of their peers’ political attitudes and activities.

Fifty polls later, the project has stayed true to its original mission, although the form changes every time. Della Volpe, now director of polling at the IOP, said the different questions season-to-season reflect “each cohort’s unique views” and how “they’re interested in understanding perspectives of their generation.”

While the poll’s founders delved into trends in political engagement, the students of 2025 probed more personal categories. In addition to views on federal leadership, DEI initiatives, and foreign policy, this spring’s survey inquires about social connections, financial stress, and life goals.

One of the resounding themes this time is, as Carson Domey pointed out, feelings of belonging. Among its major findings, the final report highlights that fewer than half of respondents say they feel a sense of community, and only 17 percent feel “deeply connected” to a community.

From there, the survey correlates sense of belonging and civic engagement. Forty percent of those who report feeling “deeply connected” to a community say they consider themselves politically engaged, compared to 14 percent of those without a strong sense of belonging.

To Domey, the struggle for belonging among young Independents seems to reflect the impact of polarization on Gen Z and the longing for community and the pressure to identify with a party as a result. Party affiliation, from his standpoint, may have as much to do with political theory as want of personal connection. 

Party affiliation may have as much to do with political theory as want of personal connection. 

The Covid-19 pandemic certainly didn’t help these feelings of disconnect. One in five respondents to the Harvard poll indicate they became more socially isolated during the 2020 lockdown, and these people are in turn more likely to be dealing with symptoms of depression now — five years later.

Those at major transition points, either starting high school or college, during the initial quarantine are most likely to report a lasting negative impact on their social lives. They are now 19 and 23 years old, respectively. 

John Della Volpe said he is wary of the over-attribution of certain political trends among Gen Z to their experience during the pandemic. Yet the way that the emergency disrupted their lives is important, and all the more for being just one of many crises they’ve encountered so far.

For Della Volpe, the real eye opening moment on the weight so many young people carry came before the term “Covid-19” existed. He was conducting a focus group, not long after the 2016 mass shooting at a gay nightclub in Orlando, Fla. that left 49 killed and 53 wounded. 

“The way you think about your taxes or your finances,” one student told him, “that’s the way we think about living and dying every time we walk into a classroom.” 

Within around two years, the same young people read about, or perhaps witnessed, the white nationalist rally in Charlottesville, Va. during which a car attack killed one and injured 35 others, including students from the University of Virginia; the mass shooting at a concert in Las Vegas, Nev. that killed 58; and the mass shooting at a high school in Parkland, Fla. that killed 17 staff and students.

“This generation’s not monolithic, and everyone’s experience is different,” said Rachel Janfaza, a youth politics expert. “But across the board, it would be hard to say that their politics is not at least somewhat interwoven with the fact that they have grown up amid crisis, and it is taking a toll on their mental health.”

Overfamiliarity with catastrophe does seem to dovetail with another major finding of the Harvard survey: widespread disapproval and distrust in the government. Only 15 percent say they think the country is “heading in the right direction,” and 19 percent say they trust the federal government to do the right thing most or all the time.

This discontent does not discriminate by party. While Donald Trump’s approval rating is about the same (31 percent) as in 2017, approval of Democrats in Congress dropped from 42 to 23 percent.

Janfaza imagines young people have become suspicious that “adults, elected officials pretend to know what they’re doing and have it all figured out.” Following the trials of the Covid-19 pandemic, she said, “the curtain has been peeled back.” 

“What I will definitely say is there is a mass feeling of uncertainty that’s on both sides of the aisle.” Domey said. 

Now that uncertainty seems to be affecting young people’s plans for the future. In what might be the most important finding for generations to come, less than half of the Harvard poll respondents rated having children as “important.”  

This trend may be the result of financial anxiety, with a quarter of respondents saying they are “barely getting by.” But Janfaza mentioned a conglomeration of factors: “Less stigmatization around not wanting to have kids, paired with rising cost of living, and fear about climate change, and just overall gloom and doom.”

Still, if frustrated, Gen Z-ers are not resigned. “They are showing up. They are saying they want to be involved,” Janfaza said. “Their lives are affected by these issues in their communities, and they are speaking up and out about it in a number of ways.”

To Domey, the Harvard poll feels like a call to help students cultivate new sources of much-needed certainty in their lives, whether through community or other senses of purpose.

“Like, how do we care for the whole person in college?” he said.

The Change-Makers

To Angelina Rojas and her classmates at TechBoston Academy, gun violence isn’t an abstract policy issue. It’s a lived reality. 

Rojas and many other kids at the Dorchester middle and high school have friends and family members who have been injured or killed by guns. Three years ago, a teacher and a student were shot outside the school as they boarded a bus bound for the state basketball game. 

So when Rojas took the stage with seven of her peers last month to offer a solution to the gun violence epidemic, she spoke with passion and a sense of urgency.

“We’ve learned that people are uncomfortable, scared to have this conversation about gun violence,” she told a panel of judges. They would decide whether her group would get to present its solution on a much bigger stage: The Aspen Ideas Festival, an annual gathering of global leaders, funders and entrepreneurs. “It became our job — our job! — to become voices for victims, for survivors. 

“My cousin was shot. He is paralyzed,” Rojas said, her voice rising to a shout. “I’m here because of him!”

The presentation was part of the annual Aspen Challenge, a 10-week long program that invites teams of high schoolers to develop durable solutions to complex societal problems. Started in 2013 in Los Angeles, the challenge has spread to 11 other cities, spending two years in each location. It landed in Boston this year. 

For students like Rojas, the challenge is an opportunity to make concrete change in their own communities. For their schools, it’s a way to cultivate the human skills employers are demanding — skills like communication, collaboration, and problem-solving.

A 2022 evaluation of the program found that participants showed an increase in skills such as collaboration, resilience, leadership efficacy, and social perspective-taking.

The challenge may also be part of the answer to rising rates of disengagement in school, said Rebecca Winthrop, co-author of The Disengaged Teen. By enlisting teens in solving problems that affect them directly, the activity provides both relevance and agency — two key antidotes to disengagement, according to Winthrop.

“A lot of kids don’t see the point of school,” she said. “They don’t see how what they’re doing is connected to the real world.” 

In Boston, the work began in January, when teams from 17 of the city’s high schools gathered to hear local and national leaders present on five issues chosen by the students: affordable housing, community violence, access to green spaces, post-secondary pathways, and the role of social media in glamorizing substance abuse. Among the speakers was Manuel Oliver, whose son Joaquin was killed in a high school shooting in Parkland, Fl. in 2018. 

Oliver, whose organization, Change the Ref, seeks to empower young people to fight for stricter gun control laws, showed students videos and pictures of provocative protests and disturbing ad campaigns that his group has produced to get lawmakers’ attention.

He told the teens about the time he got arrested for scaling a construction crane near the White House to hang a banner about gun violence and urged the students to take risks — within limits.

“I don’t want you to get arrested,” he told them. “I just tell you that sometimes you want the attention, and you use the guerilla style to get it.”

Oliver’s challenge to the students — to produce a media campaign that would raise awareness around the gun violence epidemic and empower youth nationwide to take action in creating safer schools and communities — appealed to students at TechBoston Academy immediately.

“It’s heartbreaking to see article after article about gun violence,” said Brian Hodge, the TechBoston team captain, partway through the kickoff. 

But there were still three more issues to hear about before the group would pick one. 

The event drew representatives from Boston’s school board and district leadership, including assistant superintendent for strategic initiatives Anne Rogers Clark, who said the challenge aligns with the district’s goal of developing future leaders for Boston.

Clark said conversations with decision makers in other cities that have joined the challenge convinced those in Boston that “it changes the orientation of how students view themselves,” helping them “develop a sense of themselves as agents of change in the larger world.”

The district encouraged its high schools to identify “emerging leaders,” for the challenge, rather than established ones like the student body president. They wanted students with potential, students “who haven’t had the opportunity to show what they can do,” Clark said.   

Many of the students who participate in the challenge, in Boston and other cities, come from low-income communities of color that are often overlooked or underestimated by policymakers, said Katie Fitzgerald, director of the Aspen Challenge.

“The biggest untapped resource in our communities is young minds,” she said. “They have the answers. They just need us to get out of their way.”

“The biggest untapped resource in our communities is young minds.”

Studies show that student engagement drops precipitously between elementary and high school. In one recent survey by Winthrop and her colleagues, three quarters of third graders said they loved school, but only a quarter of tenth graders said the same.

While this problem isn’t exactly new, the consequences of disengagement are higher than they once were, according to Winthrop, who is director of the Center for Universal Education at the Brookings Institution. 

“Students can’t just coast along and develop the high-level skills they need to succeed in the workforce,” she said.

Jeri Robinson, the chair of the Boston School Committee, laid some of the blame for disengagement on what she sees as outdated methods of educating children. 

“Our way of doing schooling for the last 100 years has not taken advantage of the things students experience day-to-day,” Robinson said at the kickoff. “Kids are bored with school because we make it boring.”

“Our way of doing schooling for the last 100 years has not taken advantage of the things students experience day-to-day.”

The Aspen Challenge is one of numerous efforts being undertaken by districts, schools, and nonprofits to make learning more relevant and engaging for students. But such work remains at the margins of the education system, Winthrop said.

Following the kickoff, the teams had 10 days to choose an issue to tackle. Then they had to design a solution, develop a work plan, and craft a budget. Each team was given $500 in seed money by the Aspen Challenge, which is funded by the Bezos Family Foundation. 

At TechBoston Academy, students chose to focus on gun violence because they felt that the official response to the shooting at their school had been inadequate. They wanted their district and the city to do more to prevent gun violence and to help students recover from its trauma, according to Bruce Pontbriand, the civics and government teacher who served as the group’s leader. The project’s tentative theme was “broken promises, broken hope,” he said.

“Adults have been promising things and falling flat on those promises,” Pontbriand said. 

Still, the students wanted the documentary that they envisioned to end on a positive note, to uplift the school community and help it heal, he said.

Healing, Pontbriand said, is something that the teachers and staff at BostonTech need as much as the students. He still thinks about the fact that he could have been on the bus that was shot at if he hadn’t had a headache and decided to drive to the game. 

“To help them, we need to get over our own stuff,” he said. 

Halfway through the challenge, in late March, each of the teams received a visit from a member of the Aspen Challenge staff. At TechBoston, Arisaid Gonzalez Porras, operations coordinator, showed up with Japanese cheesecake and enormous blueberry muffins.  

The students, all of whom are 11th graders in Pontbriand’s AP Government class, told Gonzalez Porras how TechBoston has been scarred by the shooting and how it has negatively influenced others’ perceptions of their school.

“It paints us in a bad light,” said Aaron Curry. “I hear people talking about our school, and that’s not us.” 

The students said their documentary would be both educational and transformative. It would teach kids to make better choices, while also instilling hope and a sense of unity.

“We are all going to rise together with this video,” Rojas said. 

Five weeks into the 10-week challenge, the students had already reached out to district leaders, public officials, city councilmembers, and grassroots organizations and conducted several focus groups and one-on-one filmed interviews. 

Gonzalez Porras praised their progress and asked pointed questions about how the students would promote their video and measure its impact. She wanted to know what their call to action would be and encouraged them to consider how they might continue their work after the competition ends. 

“The judges like it when you’re thinking about scaling,” she said. 

Hodge, the team captain, was quick to respond.

“When we win the Aspen Challenge, we plan to use the money to start a nonprofit,” he said. 

Gonzalez Porras indulged his optimism. “When you’re in Aspen, make sure you call out to people in the audience” who might provide funding, she suggested.

Over the next few weeks, the students edited the video for their documentary and got 11 city council members to sign a pledge to provide more support for prevention and healing. 

Finally, in late April, it was time to pitch their solution.

Teams in the Aspen Challenge are evaluated based on a one-page written report, a six-minute on-stage presentation, and an exhibit. The judges want evidence that students worked well together and engaged in meaningful collaboration with members of their communities. They’re looking for big ideas that take a creative approach to a stubborn problem. And they want proof that a team’s solution has made a sustainable impact.

At the end of the day, three teams would be awarded the grand prize: an all-expenses paid trip to the Aspen Ideas Festival. Three others would take home prizes for originality, collaboration, and resiliency, and one would be chosen by their peers for a “People’s Choice” award.

The TechBoston team introduced members, their team name, Team Unity, and an updated, more inspirational, theme: “Keep Hope Alive!” They showed a two-minute snippet of their documentary that included news coverage of the shooting at their school and testimony from team members whose families have been affected by gun violence. They answered questions about the obstacles they’d encountered during their project and the themes that emerged from their focus groups. 

When, at the end of the day, they were bypassed for an award, it came as a big disappointment, Pontbriand said.

“We had to relive a lot of that [trauma] before we got to the solution piece,” he wrote in an e-mail. “After the announcement, the kids were a bit retraumatized.”

In a group interview a couple weeks later, Curry said students were “still working through the emotions” around the loss and “taking a hiatus to focus on school.”

But Team Unity hasn’t given up on its mission to change the way the district and city prevent and respond to gun violence. The students are working with Pontbriand to design a course that will allow them to continue their work next year. Pontbriand said that Snoop Dogg’s son, film producer Cordell Broadas, has offered to help the team finish its documentary and “take it to the next level.” 

The students are also collaborating with three city counselors to create more afterschool activities for high schoolers, after a survey showed that less than half of students at their school feel like they belong. They want their peers to find positive communities, so they don’t wind up in negative ones.

“The Aspen Challenge is over, but the work is not,” Pontbriand said in the interview.

Robinson, the school board chair, hopes that the challenge’s goal of engaging students in real-world problem solving won’t end here, either.

“It can’t be two months and done,” she said at the kickoff. “What will the district and the city learn from this?”

“I’m hoping it will create as much change in our adults as in our kids,” she said. 

Taking It to the States

For 20 years, the Louisiana Center Addressing Substance Use (LaCASU) had been making strides in its work supporting state colleges and universities struggling with drug and alcohol prevention efforts. By all accounts, LaCASU’s research, training, and data collection made strong contributions to treatment and recovery at Louisiana State University and beyond. But gaining real traction, not to mention funding, required the power and gravitas of merging with an official state government body.

“My emails went over a little bit different coming from a board of regents email address,” Dr. Allison Smith, former associate director at LaCASU, half-joked to a crowd in Baltimore, Md. on April 23. She was participating in a panel discussion at the conference, “Building Resilience and Success: State and System-Level Mental Health Innovations,” hosted by SHEEO (State Higher Education Executive Officers Association) and The Jed Foundation.

In an age when federal funding is uncertain, campus leaders are looking for novel sources of state-based support for student mental health. The conference in Baltimore highlighted a number of ideas, options, and success stories. A new resource guide, “Engaging State Policymakers to Support College Student Mental Health,” presented by the American Council on Education (ACE), offers more to take home. 

“It was sort of like, well, in the current administration, where does it make sense to direct our energy?” said Hollie Chessman, director and principal program officer at ACE. “How do we continue to move the needle on mental health on our nation’s campuses?” The answer, she found, was rooted in pulling the right (state) policy levers.

“In the current administration, where does it make sense to direct our energy? How do we continue to move the needle on mental health on our nation’s campuses?”

While data suggests small improvements trending in some aspects of mental health in college students, anxiety and depression remain rampant. The 2024 Healthy Minds Study reported depression and anxiety symptoms had decreased three and two points, respectively, compared to the previous year. Yet 38 percent of students still reported struggling with depression, and 34 percent with anxiety.

The scale of the issue, which escalated year-over-year from 2007 to 2022, has drawn concern from both sides of the political aisle. Several bills promoting mental health interventions on college campuses, and at all education levels, have received bipartisan support in recent years. In 2022, the aptly titled Bipartisan Safer Communities Act, including initiatives targeting the reduction of gun violence, passed with $1 billion earmarked for school mental health services. In April, the Trump administration canceled this funding

Chessman and her colleagues at ACE had been worried about this kind of fallout for student mental health programs. In 2024, they were spearheading a $13.8 billion bill to back research, training, and other services at universities. This year, they refocused their attention on other projects, including a toolkit to illustrate a pragmatic route towards a solution. 

Coalescing with peers provided the path forward. Talks with a mental health coalition of leaders in the field, such as the American Psychological Association, Active Minds, and the Healthy Minds Network, revealed a gap ACE might fill: The experts were anticipating a pivot towards state-level advocacy, but needed direction on how to go about it. “From that conversation,” said Ngan Nguyen, ACE government relations associate, “we started to think about drafting a toolkit.” Nguyen and her co-associate Alexander Cassell became the lead authors.

The final guide features four main parts. First comes an emphasis on data collection to specify campus needs, with links to surveys for assessing mental health and a Return on Investment Calculator for College Mental Health Services and Programs. Then, the toolkit outlines a series of talking points. The first point covers the prevalence of mental health issues and their implications for college attrition and basic needs insecurity. Others home in on the interventions state funding in particular can promote, and the benefits of telehealth. The third and longest section delves into examples of work other institutions have done in partnership with states to advance mental health. The fourth lays out a final host of resources, including other organizations and assessment tools, to further university advocacy efforts. 

One of the main goals, and challenges, of designing the toolkit was ensuring relevance across states and for a range of professionals and institutions, Nguyen said. She thought about whether the strategies would be helpful for campuses in a variety of political climates; for those just launching advocacy efforts and others far along in the process; for university higher-ups, as well as general staff and students. The tools needed to be easy to customize.

 “The toolkit gives folks a really solid foundation, and then [they can do] whatever makes sense for them,” Chessman said. She added that not just the process but the end result might look different depending on the school or the state. “Maybe the climate in their state has the opportunity to ask for money. But it doesn’t have to be for money.”

Gathering data on return on investment for mental health initiatives struck Nguyen as one of the most crucial and broadly relevant recommendations. Tom Harnisch, vice president for government relations at SHEEO, agreed. (Harnisch also serves on the LearningWell editorial board.) “Investments in student mental health are important, but they’re going to be in a competitive environment, with a range of other items, vying for a limited pool of available state funding,” he said. “The focus on return on investment and student success is critical.”

Harnisch also highlighted the toolkit’s section listing examples of successful state mental health policymaking. “Policies to expand access to student mental health services. Growing the pipeline of mental health professionals. Boosting state funding. Addressing basic needs insecurity,” he recounted with enthusiasm. “There are so many ways that states can make a difference.”

Knitting in Class

Mary Beatty was stressed about the upcoming presidential election. It was fall 2024, and Beatty, then a senior at the University of Richmond, was spending her final year of college classes mindlessly doom scrolling on her laptop. 

Her mom suggested she try knitting. One day, Beatty, a leadership studies major, brought a beginner’s crochet kit to her classes, which ranged from five to 25 people. The repetitive, small movements required to crochet a blue narwhal—an item the kit provided instructions on how to create—forced her off her laptop and drew her into the class. 

 “I’m able to absorb the information better if my hands are doing something tactile,” she said. 

Beatty is among a new crop of students who are turning to an old craft to help them focus and relieve stress. Knitting has emerged in classrooms across the country, at liberal arts colleges and state universities alike. Student knitters and educators tout knitting’s unique ability, backed by research, to reduce stress and enhance focus.

Annabel Xu knits throughout all five of her first-year courses at Harvard Law School and has the wardrobe to show for it. This spring semester, she knit a blue sweater, a purple top, and a pink cardigan, which she made for her mom for her birthday.

During class, Xu will occasionally place her needles and yarn aside to jot down notes on paper or answer a cold call—a term for the fear-inducing Socratic method in which a professor peppers a student with probing questions.  

Xu said she received permission from her professors to knit in their classes after explaining that knitting helps her concentrate. “I’m not slacking off,” she assured them. 

Xu, who learned to knit on YouTube during the coronavirus pandemic, uses the continental stitch, a repetitive, rhythmic movement that she said keeps her hands occupied without requiring much brain power. 

There is a misperception, she said, that students who knit in class are not paying attention.

“People will say things to me like, ‘It’s funny that you were knitting, but then when you got called on, you knew the answer.’ And I’m like, ‘Yeah, because I was paying attention.’”

“People will say things to me like, ‘It’s funny that you were knitting, but then when you got called on, you knew the answer.’ And I’m like, ‘Yeah, because I was paying attention.’”

Research supports anecdotal evidence that knitting promotes mindfulness and focus, according to Teresa May-Benson, a life-long knitter and occupational therapist who practices outside of Philadelphia. 

“Sensory and motor activities help regulate the brain,” Benson said. “Doing things with your hands, especially if it is something productive, is very organizing. It is common that students, especially those with ADHD and other attention issues, find it helpful.” 

Not everyone in the classroom benefits from knitting. Harvard Law School student Nikhil Chaudhry said peers knitting in his classes has interfered with his ability to concentrate on the professor.

In one of Chaudhry’s classes, a student knits directly behind him, which he said sends the noise of metal needles clinking into his ears. In another class, a different student knits directly in his line of sight to the professor. 

“Knitting looks so different from everything else that it’s really a visual distraction,” said Chaudhry, who is surprised that professors tolerate students knitting in their classes. 

“It is disrespectful,” he said. “You have an eminent legal scholar, who you’ve paid $80,000 a year to learn from—and you’re knitting.”

A Harvard Law School spokesman did not respond to a request for comment on the school’s policy regarding classroom knitting. 

Harvard Law School Professor Rebecca Tushnet said that while she would allow students to knit in her classes, other professors may find it “off putting,” especially if they expect students to take notes. 

“Anecdotally, students have knitted in classes for a long time. I’ve spoken to a number of lawyers who either did it or remember a classmate who did it,” she wrote in an email. “I would allow a student to knit because I know from personal experience that it can aid focus on the class, as long as the knitting is simple enough.”

Students and teachers have not always supported students knitting in class or engaging in other sensory activities.

Beatty, the University of Richmond student, said her public high school in Connecticut banned all types of fidget instruments, such as friendship bracelets and fidget spinners. 

“There was a belief that you couldn’t get away with that in the real world,” she said. “The mentality was, ‘This would not fly in college.’” 

Samuel Abrams, a professor of politics at Sarah Lawrence College in New York, suggested knitting may be more prevalent at schools that promote a progressive approach to education, compared to schools that “may expect more traditional behavior.” 

“I believe in a progressive education and progressive teaching,” he said. “The result of which is I want to be as accommodating and open to whatever learning styles suit my students in the best possible way.”

Abrams said, in total, he has had more than a dozen students—of different genders—knit in his classes. 

He said he allows students to knit because it is an evidence-based intervention to promote focus that has few drawbacks relative to other accommodations he has granted. Abrams said a student once brought a support animal to class that went loose and caused students to scream. (He declined to name the kind of animal to protect the student’s anonymity.) 

“As with most things, it’s about having the right tone and recognizing that we want to try to maximize everyone’s needs and set the right conditions in our classrooms to make it work for people,” Abrams said.

Knitting may be out of the ordinary and visually conspicuous. But it is far from the only behavior taking place in the classroom that could be viewed as distracting.

Mary Esposito, a junior at the University of North Carolina at Chapel Hill, said she has seen students use their computers during class to play video games, shop for clothes, and even watch porn.

“Students are going to do what they’re going to do,” the business major said. 

Esposito went viral on Instagram for a video following the TikTok trend “there’s always that one kid in class” and depicting her crocheting a pink scarf toward the back of a lecture hall.

The video garnered roughly five million likes and 15,000 comments. Esposito, who said she is diagnosed with autism, uploaded a series of follow-up posts responding to the comments and dispelling beliefs that she knits in class to bring attention to herself or because she is not serious about academics.

“As someone who is on the spectrum, this is really helpful for me to do in class because my hands need to be doing something,” she said. “It’s more of a tool for engagement—not distraction. That was the bigger dialogue that this video started aside from being just a silly, funny trend.”

After posting the video, Esposito said, people came forward telling her they also knit during class. “All the sudden, going viral, it proved there were actually other people like me.” 

Esposito said her grade point average is a testament to knitting’s educational benefits (she has made the dean’s list the last two semesters). She recommended anyone struggling to focus in class travel to their nearest arts and crafts store to purchase needles and yarn.

Not by the Book

Here at LearningWell, we are always interested in new approaches university leaders take to foster community on campus—with students, among students, and within the faculty and administration. So our ears pricked up when, at a recent gathering of educators, we heard Connie Book, the president of Elon University, speak about her practice of ambushing parents with good news phone calls. 

We asked her to expand on this and other things she does to help cultivate connection. Her experience and insights tap into her years as the first female provost and dean at The Citadel, a military college in Charleston, S.C., and far earlier to her own upbringing in a large family as the sixth of nine children.

LW: I heard you speak recently about your Friday phone calls to parents of students who’d done something noteworthy. I love this idea of catching students in the act of doing something good. Can you tell us more about it? 

CB: Sometimes it’s when they’ve done something like won an academic award, but other times it’s when they’ve taken on some role on campus, like they’re on a committee or helping us with something new that we’re trying to accomplish. Or sometimes it’s just students that I think, Oh, he’s really interesting. He just makes the student body more present. It’s such an easy thing to do. The parents are always grateful, and the kids are, too.

I do it on Friday afternoons because at the end of a long week, Fridays can be a day that some unpleasant things get dumped before the weekend. When I worked at The Citadel, the military guys would never take appointments on Friday afternoons because they said that’s when the second lieutenants came in and wanted to dump the problems on them, and they didn’t want to let this ruin their weekend. So it’s my realization that my Fridays could, depending on what was going on campus, really stage either a terrible weekend or a relaxing weekend. So I started being a lot more intentional about Friday afternoons. 

LW: As a mother of college kids myself, I imagine it could be really moving for a parent to get that call. Can you give us an example?

CB: The first call I made was in my second year here at Elon when one of our first-generation college students won a Goldwater Award. If you’re in higher ed, you understand what that means. But I thought, I think her parents don’t even realize what a significant achievement that was. So I just decided on Friday afternoon, I had the staff pull her record, and I called her father. They see the out-of-state area code for the university come up on their phone, so the first thing I say is, “Your child is healthy and fine and not in trouble.” Just to get all that off the table. I did have such a powerful conversation with him that day. It felt so good to share with him what a remarkable daughter he had and that she was doing such good things, and then explain what the Goldwater was and how much our community here enjoyed having her. And then he shared about all the hard work she had done to get to college from the time she was very young. It was a conversation about the hard work that young people do to make sure they have a good opportunity, the process, and the appreciation when scholarships come through and they can afford college. Just leaving home from Arizona to come to Elon was a risk. After I hung up, I thought, Wow, I should do this more often because it was driving my sense of mission and purpose about the work. You can get so wrapped up in politics or budgeting or some other challenge that it can be a barrier to really feeling the mission, and on those calls, I feel the mission and the impact it’s having. 

LW: What are some other ways you make yourself more present for the student body? Do I recall hearing you mention something about Ping-Pong?

CB: Yes. Friday is my day to connect with students. So I play table tennis at one o’clock for an hour. They sign up on a whiteboard. There’s always a line there to play. Students will say, “This was on my bucket list, to come play with you before I graduated.” I have parents show up, because they’ve heard I do it, and they’re good at it. So they’re like, “Oh, the next time I’m on campus, I want to play the president.”

LW: And how did this activity occur to you? 

CB: When my son was in middle school, he really started answering every question with one word answers. “Yes. No.” I could not get him to talk about anything. So I told him that winter, let’s bring the Ping-Pong table inside. We had played occasionally, but we started playing every day. And then I noticed that because you talk when you play, he would start talking more after a couple of sets. 

That’s true with the students here, too. I’ll always say, “Well, what’s your major? Where are you from?” And we get talking. My son now is an Olympic-rated table tennis player, so I know how to play, and I like to win. If they have a good hit and beat me, I’m always like, “Aaand … What’s your name again?”

LW: So this game isn’t just a walk in the park! But that is true about communication with teens, having that shared activity to get you talking. 

CB: I actually do walks with students, too, a couple of times a semester. I’ll invite student groups, post where I’m going, and anybody can show up and join us. What’s really funny about that is that students, when they see where I’m going to be, sometimes they do come to lobby me for different things. I had some theater students ask for a budget increase. It’s almost like I had a little tracker on me. “Yeah, we know where she is.”

LW: Ha! Future politicians. What about community building with faculty, staff, administration? Do you have strategies for outreach with them as well?

CB: I would say our culture is pretty open already. Like last week, I had two faculty conversations that I announced literally on Monday and had them on Friday. And I always have audience microphones. I have three suggestion boxes on campus and an online one where anybody can tell me anything.

LW: Are they used? 

CB: Yes. And they do tell me anything. Some are like, “The doorknobs are broken here.” But they are usually about things that make the workplace or the learning environment better. “Have you considered doing this?” 

I am a believer in letting people know you are open, saying to them essentially, “Hey, if you see something, let me know because I can’t see what you can see.” It may not create the solution they have in mind. Bring me the problem, but don’t get too wedded to the solution. They have to be open to us problem-solving together. 

LW: Do you have an example of some kind of problem brought to you that way?

CB: We have an ombuds program here for the faculty. It’s very official. You have to do the training. We pay a stipend. But one of the staff people that serves as the ombuds also happens to be an employee in Human Resources. And people said, “I’m not comfortable going to HR to talk to the ombuds person because it’s supposed to be a confidential unit.” I had never thought of that because we have been doing this through HR for a long time, and it never occurred to me that people saw that as a disciplinary unit so that there was hesitancy. We did add another ombuds person to the mix. And we worked together on the job description to give people more choice. 

LW: What kinds of things did you learn from the requests coming into the ombuds person? 

CB: What was really powerful about that is that I was always thinking it was workplace disagreements, but I learned a lot that people need somebody to talk to about personal challenges. They were coming to her for things like food insecurity, car repairs. And I was like, Wow, it’s almost like pastoral care. We have on-site counseling services for students but not employees. So it was a good learning moment for me as well. 

LW: Is that going to spark any kind of a change in the way you offer counseling services or pastoral services for employees? 

CB: It could. We have a chaplain here, and the chaplain has an emergency fund. Part of it was letting the ombuds person know they have a resource in the chaplain, who can help. But for some people, religion might be a barrier, too. 

LW: Is there anything else you’d like to add about community building? We’re at a very difficult moment nationally—both socially and politically, as well as educationally. Is there anything you do at Elon to break down barriers? 

CB: Well, we have 7,000 students on campus at Elon, and there’s a longstanding community dead-period—a time where you don’t have any classes—on Tuesday and Thursday mornings around 10 o’clock. On Tuesdays, we have College Coffee—free coffee and donuts outside when the weather is good—and there’s always several hundred people that come. And then on Thursdays, we have a spiritual program with singing. We’re not religiously affiliated. We’re independent. But there’s certainly a really vibrant feeling with multiple faiths represented. 

Also, we have a street that runs down the middle of campus, and during really difficult times, we will put a chalkboard out there. The day after the election, for example, we put up boards inviting the hopes that students had about the future. Politically, we don’t overly lean one way or the other, so the responses were really down the middle. Like, “There’s happiness for all to find joy in every day.” Or, “Strength and unity. God is good. We can all love and accept each other, no questions asked.” And then we kept them up in the student union for several weeks. I decided to take some pictures of them because every now and then I like to remember that part of what we’re doing on college campuses is the critical work of a future that we won’t be alive to witness, but we are planting all these seeds for a really strong future for all of us all around the world. To me, that is purpose-driven work. And I like to pull it out and be reminded.

“I like to remember that part of what we’re doing on college campuses is the critical work of a future that we won’t be alive to witness.”

LW: You have a very insightful and empathic way of talking about students and the experience of leading a university, something people might not expect to evolve from working in a military environment. How did you come by this mindset? 

CB: That’s a really good question. Growing up in my own family, I’m number six of nine kids, and both of my parents were educators. I think about all the great lessons of sharing and compromise and negotiation that you learn in a family. I think one of the things as a president that I think a lot about is that I see and witness things. And then my job is often to tell the story of that to people who influence the resources and regulatory policy that shape the world we live in on campus. 

LW: Thank you for that plug for the benefits of a large family. I have five children, but it doesn’t always feel like the world sees that as a positive. 

CB: Oh yeah, the good lessons of humility, of being an equal and doing your part. My job was to do the laundry growing up, three loads a day. 

LW: The chore chart. And the role of fairness and truth-telling. And squabbling and learning to work it out. Those are powerful things.

CB: I have been really aware of the power of this witnessing piece. And so now I think I’m intentionally looking all the time, talking to parents, and wanting to be effective in sharing the power of the work that’s going on on college campuses. Especially at a time when the negative rhetoric is suggesting that it’s not needed and it’s not worth it. Yet we all know 99 percent of what we’re experiencing on a college campus is good and powerful. 

“College-in-3”

Allie Jutton graduated from high school in 2022 with a pile of Advanced Placement credits and few options to put them to use at the kind of small liberal arts college she wanted to attend. But she knew she could save a lot of time and money if she could find a school that counted her A.P. work toward her degree.

Jutton, who grew up in Lakeville, Minn., landed at the University of Minnesota Morris. It offered the small college feel—just shy of 1,000 undergraduate students—and a well-publicized Degree in Three program, which could save students like her about $20,000 by graduating in three years, instead of four.

Jutton was sold. And now she’s graduating with a degree in psychology and a minor in gender, women, and sexuality studies and plans to attend Minnesota State University, Mankato in the fall for a master’s in mental health counseling.

“I came in with a lot of general education courses already done, like statistics, history, geography, and English,” Jutton said.​​ “It was cost-effective for me and my family, and it allowed me to get my degree a little faster.” 

At Morris, the Degree in Three program isn’t a new concept. Students with the drive and desire have always had the option to finish the standard 120 credits to earn a bachelor’s degree in a shortened time frame. However, it wasn’t until 2024 that the college openly advertised that all of its 32 majors could be completed in three years, if students chose to do so.

Morris is one of almost 50 institutions that have joined the College-in-3 Exchange, a nonprofit organization advocating for more undergraduate degree options that take less time to complete. The collective includes a diversity of institutions, from Georgetown University and the University of Miami, to Merrimack College and Portland State. When the incubator started in 2021, a dozen institutions signed on—and the group has grown each year.

“Higher ed needs to be reimagined in all kinds of ways, and this is a very practical way to create a catalyst for rethinking undergraduate education,” Lori Carrell, chancellor of the University of Minnesota Rochester, said. She founded College-in-3 alongside Robert Zemsky, professor at the University of Pennsylvania.

“Higher ed needs to be reimagined in all kinds of ways, and this is a very practical way to create a catalyst for rethinking undergraduate education.”

Nationwide, about 64 percent of students who start a degree program finish it within six years, with an average loan debt among borrowers of $29,300, according to the College Board. In 2023, Carrell testified to the U.S. House Subcommittee on Higher Education and Workforce Development about how the College-in-3 concept could improve student retention, degree completion, and career launch, either by developing accelerated 120-credit degrees or creating new curricula that reduce the credit requirement to 90.

“Accreditors have opened their doors to this,” Carrell said. 

Not for Everybody

While financial wellbeing is an obvious benefit of earning a degree in three years, the College-in-3 movement continues to head off concerns about less-desirable repercussions for students, like increased stress, feelings of overwhelm, or a rushed college experience. 

Jutton shared those concerns, initially. Her fears were eased after mapping out the course work with her advisor, taking into account the credits she brought with her from high school. Still, Jutton worked two jobs while in school, as a resident assistant and also as an assistant in the student engagement and events office. During her second year, she took 20 credits each semester. It was a lot at the time, but Jutton believes the experience also gave her skills that she’ll use forever.

“It taught me valuable life lessons. I’m really good at time management and my organizational skills are better than they were coming into college,” Jutton said. “I was able to recognize when I needed help and ask for it, as well as set boundaries for what I can and cannot do.”

As more institutions are joining the College-in-3 Exchange, they are also considering how to design curricula that take student mental health and wellbeing into account, Carrell said.

“The worry that you’re just going to rush students through and turn degrees into credentials, instead of deep, transformative learning? Nothing could be farther from what we’re doing,” she said.

Janet Schrunk Ericksen, chancellor at Morris, said that since the college started actively promoting the three-year option in February 2024, it’s been well received. The Degree in Three program features prominently on the website, and Ericksen said that it receives more page views than any other part of the site. Visitors also spend more time looking at the information.

“We serve a large percentage of students from historically underrepresented populations—low-income, first-generation students,” Ericksen said. “Giving them this path is important.”

Ericksen acknowledges, however, that completing a 120-credit bachelor’s degree in a condensed timeline isn’t for everybody. It’s easier for those who can use A.P. credit or pursued dual enrollment in high school, earning some college credits before arriving on campus. Most students also take a summer class or two along the way. She believes that certain degrees also lend themselves to quicker completion than others. Physics, for example, requires foundational knowledge before moving on to the next levels, so the major might be more challenging to finish in less than four years. 

“It’s not going to work for students who change their major six times or who want a triple major—and we have a fair number of those,” Ericksen said. “But the students who are really focused, they’re saying, ‘Yes, this is what I want, and it’s great to have a clear path.’”

An opportunity for experiential learning 

Institutions like Brigham Young University – Idaho, which serves an older population of working adults taking online classes, are finding that eliminating elective courses and reducing degree credits to 90 or 94 are helping students complete programs in majors like business management, applied health, and family and human services. The Northwest Commission on Colleges and Universities, an accrediting body, approved the truncated programs in 2023.

Still, not everybody is sold on the validity of a 90-credit degree. Some higher education experts and faculty members are concerned that it will create a two-tiered system and that employers may not value the degrees equally. 

But Madeleine Green, executive director of the College-in-3 Exchange, said the timing for higher education to make such changes is “propitious.”

“For all the questions that are out there about the value of a degree, employability of graduates, the cost of higher education, those are all factors that I think have propelled institutions to think about alternative pathways,” Green said.

Designing three-year degree programs with industry partners is leading to better outcomes, Carrell said. At the University of Minnesota Rochester, for example, students in health-related majors are offered paid internships at the Mayo Clinic, as well as job interviews upon graduation. The partnership has also helped the faculty design a tight curriculum that ensures that students are prepared for the workforce, while building in strategies like block scheduling, success coaches, and capstone experiences that contribute to student wellbeing.

“To know that there are these dire workforce shortages in healthcare deserts and we’re producing people who can go out and serve communities sooner is very, very satisfying,” Carrell said.

Peh Ng, chair of the division of science and mathematics at Morris, said the students she’s helped guide through three-year degrees aren’t missing out on the hallmark experiences of college, like undergraduate research, study abroad, and internships. Still, those who arrive at Morris without having earned any college-level credits have a much more challenging time finishing in less than four years—and often they don’t.

“A three-year program is really not for every student, but if a student tries it and it doesn’t work, then they finish it in four years. So at the end of the day, it bodes well for four-year graduation rates,” she said. 

Ng is among the faculty members who don’t agree with reducing credit requirements, especially in STEM fields, where she said the difference between taking 12 courses and seven is “huge.”

“You can’t have two tiers of programs,” Ng said. “I am a strong proponent of not changing the requirements.”

Jutton agrees with Ng—she wouldn’t have wanted to take a lesser load, she said. As she prepares to graduate, she has few regrets. Sure, another year may have afforded her a more robust social life, but she also found friendship and camaraderie among like-minded peers who were also on the fast-track to degree completion. Although Jutton will be younger than many of her graduate school cohort, she still feels prepared to move on.

“I think the biggest thing for me was finding supporters, like my career counselor and the faculty,” Jutton said. “I haven’t met someone who does not believe in me here and that was really important for me to be able to do the degree in three.”