signals in higher ed

Hospitals across the country are feeling the strain—too many open roles, not enough trained professionals, and a growing gap between what students learn and what the job actually demands on day one. Training is getting more expensive, timelines are stretching, and healthcare leaders are being forced to rethink how new clinicians enter the field. Add in rapid changes like AI and increasingly complex patient needs, and the pressure is on to prepare people faster—and better—than ever before.So the question becomes: if traditional degrees aren’t keeping pace with workforce needs, what model actually will?Welcome to Signals in Higher Ed. In the latest episode, host Darin Francis sits down with Geoffrey M. Roche, Senior Vice President of Healthcare Solutions at Risepoint, to explore how apprenticeship degrees and career-connected learning could fundamentally reshape healthcare education. Their conversation spans policy, workforce development, clinical training, and the evolving role of higher education in preparing the next generation of clinicians.Top insights from the talk…Apprenticeship degrees may be the missing link between classroom learning and real-world clinical readiness—embedding students directly into healthcare systems.Healthcare education must become fully career-connected, with continuous feedback loops from employers shaping curriculum and training models in real time.Systemic bottlenecks—like clinical placements and outdated regulations—are limiting innovation, but can be addressed through stronger partnerships between industry and academia.Geoffrey M. Roche is a healthcare and higher education executive specializing in workforce development, academic strategy, and building scalable, employer-aligned training programs. As Senior Vice President at Risepoint and former Director of Workforce Development at Siemens Healthineers, he has led national initiatives to create future-ready healthcare talent pipelines and advance health equity. His career spans executive leadership in healthcare systems, academia, and policy, with a strong track record of forging cross-sector partnerships, driving innovation, and shaping workforce transformation at scale.

Experiential learning has shifted from a differentiator to an expectation in higher education, especially as employers place more value on job-ready graduates who can adapt quickly to changing workplace demands. At the same time, AI is reshaping entry-level work, making durable skills like judgment, communication, and adaptability more important than routine task execution. In that environment, colleges are under growing pressure to prove that classroom learning connects meaningfully to career outcomes.So what does it actually take to build a co-op model that reaches every student, works for employers, and still preserves the educational mission of the institution?On this episode of Signals in Higher Ed, host Darin Francis sits down with Dr. Jaime Windeler, Associate Dean of Undergraduate Programs and Student Experience at the University of Cincinnati’s Lindner College of Business. Their conversation explores what it takes to launch and scale a universal co-op requirement, how institutions can structure employer partnerships for long-term value, and why experiential learning may be one of the most powerful tools for building student confidence and career readiness.What you’ll learn…Scaling co-op is far more complex than making it a requirement. Windeler explains the policy, infrastructure, tracking, and support systems needed to move from optional participation to an embedded model for all students.Strong employer relationships go beyond hiring. The best partnerships span classroom engagement, executive education, projects, scholarships, and strategic feedback that helps shape curriculum and student support.The biggest gains often come for students with the least inherited access. Windeler describes how co-op and experiential learning can rapidly build confidence, metacognition, and ambition for students who may not yet know the hidden rules of professional environments.Dr. Jaime Windeler is the Associate Dean of Undergraduate Programs and Student Experience at the Carl H. Lindner College of Business at the University of Cincinnati. She joined the university in 2011 as an assistant professor of information systems, later earned tenure, and moved into academic leadership after serving as interim department chair. In her current role, she has helped lead the implementation of a universal co-op requirement in the business school, drawing on her background in systems development, faculty leadership, and student-centered innovation to expand experiential learning at scale.

The narrative around early-career work has become increasingly pessimistic, with headlines pointing to a shrinking pool of entry-level roles, fewer internship opportunities, and AI accelerating both trends. But beneath that narrative, a different tension is emerging—one that’s less about the disappearance of opportunity and more about how it’s being reshaped. Students are using AI to move faster, apply more broadly, and present themselves more effectively, while employers are struggling to distinguish between candidates in a sea of highly polished, AI-assisted applications. For higher education, this creates a new kind of pressure: not just preparing students for the workforce, but helping them navigate a hiring landscape where the traditional signals of readiness are starting to break down.So what’s really happening to entry-level work right now—and are internships actually disappearing, or just starting to look very different?That’s the question at the heart of the latest episode of Signals in Higher Ed. Host Darin Francis sits down with Jillian Low, Chief Strategy Officer at Virtual Internships, to unpack new research on how AI is shaping internship experiences in real time. Drawing on interviews and survey data from global employers and interns, the conversation explores how AI is influencing skill development, hiring signals, and the future of early-career pathways.What you’ll learn…Why AI isn’t replacing internships—but is changing what separates a strong intern from an average one.How employers expect interns to use AI—and what that means in practice.What’s breaking in the hiring process—and why resumes alone are no longer enough to stand out.Jillian Low serves as Chief Strategy Officer at Virtual Internships, where she leads global strategy, learning innovation, and partnerships to scale work-based learning across universities, employers, and governments. She focuses on workforce development and instructional design, helping connect education to employment at scale—supporting over 12,000 learners in accessing internships with 20,000+ companies worldwide. With a background spanning international workforce programs and edtech leadership, she now explores how AI, experiential learning, and skills frameworks can better prepare learners for the modern workforce.

Teacher shortages aren’t exactly a new headline—but lately, they’ve started to feel a lot more urgent. In some places, schools have gone years without enough fully trained teachers in the classroom, exposing real flaws in how we prepare and retain educators. Add in the rising cost of becoming a teacher and training models that haven’t kept pace with the realities of the job, and it’s no surprise that many people who want to make an impact aren’t willing to wait years just to feel effective.Which brings us to a simple but important question: what’s actually going wrong in the teacher pipeline—and how do we fix it in a way that makes sense today?Welcome to Signals in Higher Ed. In the latest episode, host Darin Francis sits down with Kimberly Eckert from Western Governors University’s Craft Education System, where she focuses on instructional innovation and apprenticeship design. Together, they take a closer look at what’s broken in the teacher pipeline—and what comes next. The conversation spans early exposure to teaching, apprenticeship pathways, and the role of technology and data in building a more responsive, workforce-aligned system.Top insights from the talk…Traditional teacher preparation programs often delay real classroom experience until it’s too late—reducing engagement and increasing attrition.Apprenticeship-based models can dramatically improve access, affordability, and job-readiness by embedding learning directly into paid work.Technology should act as a connective tissue—linking data, stakeholders, and real-time insights—not just as a compliance tool.Kimberly Eckert is a nationally recognized education leader with nearly two decades of classroom and leadership experience, currently serving as Head of Instructional Innovation and Apprenticeship Design at Craft Education System at Western Governors University. She has led major teacher preparation and workforce initiatives, including serving as the inaugural Dean of Oxford Teachers College at Reach University and founding Educators Rising Louisiana to expand and diversify the teacher pipeline. A former Louisiana Teacher of the Year, Global Teacher Prize Ambassador, and NEA Social Justice Advocate, her work focuses on apprenticeship-based pathways, educator development, and building more accessible, job-embedded models of teacher training.

Across the U.S., the conversation about the value of a college degree is increasingly tied to one central question: Does higher education actually prepare students for the workforce? As artificial intelligence reshapes how work gets done and employers rethink the skills they need, universities are under growing pressure to ensure graduates leave not just with knowledge, but with practical experience. Research from the National Association of Colleges and Employers (NACE) consistently shows that students who complete internships or other work-based learning experiences receive significantly more job offers and higher starting salaries than those who do not. That reality has pushed experiential learning and employer partnerships to the center of higher education strategy.But if work-based learning is so critical to career readiness, how can colleges and employers work together to scale these opportunities for far more students?That’s the question at the heart of this episode of Signals in Higher Ed. In the latest episode, host Darin Francis sits down with Kristen Fox, CEO of the Business-Higher Education Forum (BHEF), to explore how institutions and employers can collaborate more effectively to build a future-ready workforce. Their conversation examines the evolving skills landscape in the age of AI, the structural barriers preventing work-based learning from scaling, and the models emerging to connect students, employers, and universities more meaningfully.What you’ll learn…Why employer demand is the missing piece in scaling internships and experiential learning—not just university supply.How AI is reshaping expectations for entry-level talent, making early workplace exposure and real-world experience more important than ever.How new partnership models are expanding work-integrated learning, from project-based collaborations to regional employer–university networks that go beyond traditional internships.Kristen Fox is the CEO of the Business-Higher Education Forum, where she leads a national coalition of corporate and university leaders working to align higher education with workforce needs and expand work-integrated learning opportunities. With more than 20 years of experience in education innovation, digital learning, and workforce development, she has held leadership roles at Tyton Partners and Eduventures, advising universities, edtech companies, and nonprofits on strategy, market growth, and the future of learning and work. At Northeastern University, she helped launch major experiential learning initiatives—including the Experiential Network—designed to scale career-connected education and improve student career mobility.

Higher education is under pressure. Over the past few years, public confidence in the value of a four-year degree has declined significantly, with fewer Americans expressing a strong belief that traditional higher education delivers a worthwhile return on investment. At the same time, employers consistently report that graduates lack job-ready skills—particularly the “durable skills” needed to thrive in professional environments. As industries search for diverse, work-ready talent, and students question the ROI of traditional college pathways, new models are emerging to bridge the gap.What if employers didn’t just recruit graduates, but co-created their education from the start? And could an apprenticeship-driven, employer-funded model offer a viable blueprint for the future of higher ed?Those are the questions at the heart of this episode of Signals in Higher Ed. Host Darin Francis and guest host Ron Stefanski sit down with Dr. D’Wayne Edwards, President of Pensole Lewis College of Business and Design, to explore employer-sponsored apprenticeships in design. The conversation examines how a revived HBCU in Detroit is aligning curriculum directly with corporate partners, transforming students into “future professionals,” and redefining what experiential learning can look like at scale.What you’ll learn…How co-creating curriculum with brands turns education into a multi-week or multi-year job interview.Why traditional design education has failed to build a sustainable, diverse talent pipeline.How a performance-based, employer-funded model delivers measurable hiring results.Dr. D’Wayne Edwards is a pioneering footwear designer and executive whose 30+ year career includes serving as Design Director for Brand Jordan at Nike, where he became the youngest design director in company history and one of only six designers to create an original Air Jordan model. He holds more than 50 design patents, has designed over 500 footwear styles across multiple categories, generating more than $1.5 billion in global sales, and has earned international recognition, including the Red Dot Award and Fast Company’s 100 Most Creative People in Business. As founder of PENSOLE and President of PLC Detroit, he has built industry-driven talent pipelines and led the reinstatement of Michigan’s only HBCU as the nation’s first design-focused historically Black college.

Higher education is at an inflection point. Institutions are facing a demographic cliff in traditional-age enrollment, softening international pipelines, and increasing scrutiny around the return on investment of a degree. At the same time, the World Economic Forum reports that 59 out of every 100 workers globally are projected to require reskilling or upskilling by 2030 to meet changing skills demands. As employers confront widening skills gaps and learners demand clearer career outcomes, colleges and universities are under pressure to rethink how they connect education to work.So what does it actually take to build employer partnerships that go beyond advisory boards and one-off pilots—and become embedded, strategic drivers of institutional growth and learner success?Welcome to Signals in Higher Ed. In the latest episode, host Darin Francis speaks with Stacy Chiaramonte, Senior Vice President of Strategy and Operations at UPCEA, about how institutions can shift from supply-driven programming to employer-informed strategy. Their conversation explores the realities of corporate engagement, the infrastructure required to support it, the role of experiential learning, and the frameworks UPCEA is developing to help institutions build sustainable university-to-business partnerships.Throughout the episode, Chiaramonte emphasizes that there is no single structural model that guarantees success. What matters is alignment, leadership commitment, and a willingness to iterate—starting small if necessary, but building toward a coherent employer engagement strategy that serves both learners and institutions.What you’ll learn…Employer engagement must be intentional and institution-wide. Successful models are backed by leadership, embedded in strategic plans, and aligned across academic units, career services, advancement, and continuing education.Institutions underestimate the time and resources required. Building meaningful corporate partnerships demands relationship management, operational support, and long-term commitment—not quick fixes.Credential innovation must involve employers from the start. Research from a Walmart Foundation–supported initiative found that many institutions are developing short-form credentials without meaningfully engaging employers in the design processStacy Chiaramonte serves as the Senior Vice President of Strategy and Operations at UPCEA, where she leads research and consulting initiatives focused on strategy, credential innovation, and organizational growth. She previously spent more than 13 years at Worcester Polytechnic Institute (WPI), serving in senior leadership roles including Associate Vice President of Graduate Studies and Executive Director of Online and Corporate Programs, overseeing strategy, operations, and employer-connected graduate education. With earlier executive experience in operations and HR in the private sector, she brings deep expertise in strategic leadership, talent development, process improvement, and building high-performance teams across industry and higher education.

Workforce shortages, shifting federal and state policy, and rising skepticism about the return on investment of a traditional four-year degree have pushed career-connected learning to the forefront of education reform. According to the U.S. Bureau of Labor Statistics, overall employment is expected to increase by nearly 4.7 million jobs between 2022 and 2032, with millions of additional openings each year due to retirements and workers changing occupations. At the same time, many students graduate without clear pathways into stable careers, while employers struggle to build reliable talent pipelines. The stakes are economic, social, and generational.So how do we connect young people to meaningful careers in a way that is scalable, equitable, and aligned with real workforce demand?On this episode of Signals in Higher Ed, host Darin Francis sits down with Devyn Maguire, Chief Executive Officer of Runwayz, to explore what it takes to build a next-generation ecosystem for career connections. The conversation spans K–12 education, employer partnerships, community colleges, and the technology infrastructure required to connect students ages 15 to 25 with real-world opportunities. Together, they examine how Runwayz is piloting a platform designed to connect students, schools, and employers in a scalable career-connected learning ecosystem—closing the gap between talent supply and workforce demand.The conversation delves into...Why workforce shortages and policy shifts are accelerating the need for career-connected learning beyond the traditional college-only pathway.How Runwayz is building a three-sided marketplace connecting students, schools, and employers through localized ecosystem pilots.What it takes to make career exploration engaging and relevant for students—and why user experience and employer trust are critical to long-term success.Devyn Maguire is the Chief Executive Officer of Runwayz and a Principal at Graham Cracker Innovations, where she specializes in strategic partnerships, go-to-market execution, and AI-driven growth initiatives within the education sector. With more than a decade of experience spanning K–12 classrooms, edtech startups, and enterprise customer success leadership at Packback, she has built and scaled partnerships that drive revenue growth, product adoption, and measurable institutional impact. Her expertise sits at the intersection of artificial intelligence, workforce innovation, and education strategy, helping organizations align emerging technologies with sustainable business and learner outcomes.Article written by MarketScale.

Experiential learning is having a bit of a reckoning moment in higher ed. For years, the default answer was “get an internship” or “do a co-op”—as if every student can pause life, relocate for a summer, and take on a high-stakes role that’s supposed to define their future. But students’ realities have changed: many are balancing work, family responsibilities, athletics, or financial constraints, while internship competition keeps getting tougher and opportunities are getting harder to secure. The result is a growing sense that if we don’t redesign experiential learning to be more flexible and more equitable, we’re going to keep rewarding the students who already have the most access—and leaving everyone else behind.So how can universities deliver meaningful, equitable, and scalable experiential learning without forcing students to bet everything on a single, high-stakes internship?Welcome to Signals in Higher Ed. In the latest episode, host Darin Francis sits down with Dr. Kemi Jona, Vice Provost for Online Education and Digital Innovation at the University of Virginia, to explore the university’s emerging “flood the zone” strategy—an approach designed to give students many low-risk, flexible opportunities to explore careers, build skills, and gain confidence long before a capstone or internship moment.Together, they unpack how experiential learning can be reimagined across curricular and co-curricular contexts, why early exploration matters as much as advanced application, and how digital platforms and student-led infrastructure can unlock scale at even the largest R1 institutions.Top insights from the talk…How “flooding the zone” with diverse, low-risk experiential opportunities reduces inequity and improves student decision-making.Why student clubs, career academies, and asynchronous projects may be the hidden infrastructure for scaling experiential learning.How experiential learning doubles as “authentic assessment” in an era of AI, offering outcomes that are both employer-valued and AI-resistant.Dr. Kemi Jona is a higher education innovation leader with more than 25 years of experience at the intersection of learning sciences, digital education, and workforce strategy. As Vice Provost for Online Education and Digital Innovation at the University of Virginia, and previously a senior leader at Northeastern University, he has driven large-scale digital transformation, built enterprise learning partnerships with organizations like Google, IBM, and GE, and launched new lifelong learning and talent pathways. A former faculty member at Carnegie Mellon and Northwestern, Dr. Jona has led over $40M in funded research and is widely recognized for applying learning science to scalable, equitable, and industry-aligned education models.

Regional public universities are being asked to do more with fewer students, fewer dollars, and less margin for error—making student persistence, timely graduation, and career outcomes central institutional concerns. Under mounting enrollment pressure and a shifting labor market, experiential learning has moved from a “nice to have” to a strategic imperative. Research consistently shows that students who participate in work-based or applied learning are more likely to persist and graduate, and institutions are increasingly being asked to prove that these experiences are intentional, equitable, and scalable. Against a backdrop of demographic decline in the Northeast and Midwest, the stakes are clear: connecting learning to careers is no longer optional—it’s central to institutional sustainability.So how can a tuition-driven public university design experiential learning that reaches students early, supports retention, and aligns academic and enrollment goals without overwhelming faculty or staff?That question is at the heart of this episode of Signals in Higher Ed, hosted by Darin Francis. Darin is joined by Dr. John Rindy of Slippery Rock University of Pennsylvania, who shares how the institution has built a data-informed, relationship-driven model to scale experiential and work-based learning as a core student success strategy. The episode explores how organizational structure, early intervention, and a clear “why” can turn experiential learning into a lever for persistence and graduation.The main topics of conversation…Early college work-based learning as a retention strategy: How Slippery Rock uses paid, non-credit experiential learning in the first and second years to build context, motivation, and momentum toward 60 credits—a milestone associated with a 94%+ graduation rate.A three-function student success model: Why the Center for Career & Academic Progress integrates student-facing services, internal consulting, and applied research to move retention and completion metrics.From “buy-in” to enrollment: Dr. Rindy’s philosophy on leadership, faculty partnership, and why sustainable change depends on enrolling people in ideas rather than selling them.Dr. John Rindy is a senior higher education leader with deep expertise in student retention, career education, and data-informed persistence strategy, currently serving as Assistant Vice President for the Center for Career & Academic Progress at Slippery Rock University. He has led campus-wide transformations that produced record-setting first-year retention (86%+), scaled work-based and experiential learning, and integrated predictive analytics, internal consulting, and applied research to drive student success and career outcomes. With prior experience as a CEO/COO in healthcare, a dean, a long-serving faculty member, and a career education innovator, Rindy brings a rare blend of executive leadership, academic partnership, and operational execution across education and industry.

As higher education faces mounting pressure to demonstrate clear career outcomes, institutions are rethinking how learning connects to work and the role of career coaching in that process. Employers continue to report skills gaps, students are questioning the return on investment of a degree, and states are demanding stronger alignment between postsecondary education and workforce needs. Research shows that students who participate in paid internships and other structured work-based learning experiences are more likely to secure employment and earn higher wages—yet access to these opportunities remains uneven.So how can colleges and universities scale work-based learning and career coaching in ways that are equitable, sustainable, and truly impactful for students?That question is at the heart of this episode of Signals in Higher Ed, hosted by Darin Francis. Francis is joined by Dr. Melissa Leavitt and Kevin Grubb of the Strada Education Foundation in a conversation about how career guidance and work-based learning can work together to transform the student experience. Drawing on research, policy insights, and on-the-ground institutional partnerships, the discussion examines what it takes to move from isolated programs to systemic change.Top insights from the talk…How career coaching and work-based learning reinforce one another to improve student access, decision-making, and outcomes.Why paid, high-quality work-based learning experiences are critical for equity and long-term earnings.The role of states, systems, and employer partnerships in scaling career-connected education.Dr. Melissa Leavitt is the Vice President of Postsecondary Education at the Strada Education Foundation and a seasoned social impact leader known for applying systems-level strategy to improve education-to-career outcomes. Her career spans higher education, philanthropy, and research, with deep expertise in program development, labor-market and postsecondary research, grantmaking, and cross-sector collaboration, including leading multi-year strategies and multi-million-dollar initiatives. A prolific researcher and communicator, she has authored major national reports, delivered dozens of executive-level presentations, and built research-driven thought leadership that influences policy, institutional practice, and workforce alignment.Kevin Grubb is the Vice President of Work-Based Learning at the Strada Education Foundation and a nationally recognized leader in career development, institutional change, and employer partnership strategy. Formerly the inaugural Chief Career Officer at Villanova University, he designed and scaled innovative career pathways and employer engagement models that have shaped national conversations on workforce readiness and student outcomes. A Professional Certified Coach and longtime consultant, Grubb brings deep expertise in executive coaching, organizational change, and equity-centered work-based learning systems that expand access to high-quality career opportunities for all learners.

Healthcare systems across the U.S. are facing a persistent and worsening medical worker shortage, particularly in allied health roles that keep hospitals, clinics, and surgery centers running. Rural access gaps, rising tuition costs, and skepticism about the ROI of traditional degrees are colliding with urgent employer demand. At the same time, momentum is building around short-term credentials, hybrid training models, and the anticipated expansion of Workforce Pell—creating a rare window for higher education and employers to rethink how talent is trained and deployed.Could experiential, hybrid learning, built in close partnership with employers, address today’s healthcare vacancies while also creating clear pathways into nursing and other advanced careers?That question is at the heart of the latest episode of Signals in Higher Ed, hosted by Darin Francis. In this episode, Francis is joined by Jason Aubrey, founder and CEO of Skilltrade, as they explore how experiential learning models can directly address the medical worker shortage while reshaping higher education’s role in workforce development.Together, they unpack how Skilltrade blends immersive online curriculum with in-person, hands-on labs delivered through partnerships with colleges, healthcare employers, and workforce agencies—creating faster, more affordable pathways into high-demand healthcare careers.What you’ll learn…Why awareness, accessibility, and ROI are the real bottlenecksAubrey explains that many healthcare roles—like sterile processing or medical assisting—are “hidden gem” careers, offering strong wages and advancement potential but suffering from low awareness and limited access through traditional degree programs.How hybrid, experiential learning improves outcomesSkilltrade combines virtual simulations, AI-driven patient interactions, and real clinical lab experiences, ensuring learners build confidence and competence before ever stepping into a job.The power of three-sided partnershipsBy aligning higher education institutions, employers, and workforce agencies, Skilltrade helps unlock public and philanthropic funding, reduce student debt, and give employers a reliable pipeline of trained talent.Jason Aubrey is a workforce development and edtech leader with a proven track record of scaling tech-enabled education and healthcare businesses, driving organizational change, and building employer-aligned talent pipelines. He previously led MedCerts to a successful acquisition by Stride, Inc., served as CEO of ClearGage, and has held leadership roles across product, sales, and go-to-market strategy in global education and technology companies. A University of Michigan graduate, Aubrey is also a repeat founder, investor, advisor, and board member, known for bridging higher education, employers, and workforce systems through innovative, outcomes-driven training models.

The traditional four-year college model is facing growing pressure as rising tuition, shifting labor market demands, and new technological realities expose gaps between education and employment outcomes. Confidence in the traditional college pathway is eroding among parents, students, and employers as rising costs and persistent skills gaps collide with the reality that many new graduates require significant on-the-job ramp-up before becoming fully productive. At the same time, artificial intelligence is accelerating change in the workforce, raising the stakes for postsecondary pathways that fail to adapt quickly.What would higher education look like if it were designed explicitly for an AI-driven labor market—and if graduates entered the workforce fully job-ready from day one?It’s a question reshaping the future of postsecondary education—and one that Darin Francis tackles with Jeremy Smith, co-founder and CEO of Pega6, on the latest episode of signals in higher ed. Together, they explore Pega6’s one-year, $15,000 “career accelerator” model, why it breaks so sharply from the university tradition, and how it aims to produce AI-first, entry-plus employees for roles like software development and product management.Top insights from the talk…Why employers consistently experience a one-year productivity gap with college graduates—and how Pega6 is designed to eliminate it.How a 100% experiential, lecture-free curriculum mirrors the first year of real employment rather than the classroom.Why AI fluency is treated as a foundational skill, not an add-on, in preparing graduates for long-term career relevance.Jeremy Smith is a multi-exit startup executive with more than two decades of experience scaling fintech, insurtech, and technology-enabled businesses, including leadership roles at SecondMarket (acquired by NASDAQ), RiskGenius (acquired by Bold Penguin), and LODAS Markets. He has served as COO, CFO, president, and chief strategy officer, leading corporate strategy, product development, M&A, and organizational scale across high-growth companies. Smith is currently co-founder and CEO of Pega6, where he is applying his employer-side hiring and scaling experience to build a new, AI-first alternative to traditional higher education.

Higher education is undergoing a quiet shift. While undergraduate enrollments remain in long-term decline, continuing education has emerged as one of the sector’s fastest-growing segments, expanding at more than 11% annually. At the same time, rapid advances in AI, data, and cybersecurity are reshaping nearly every job category, forcing institutions to rethink how quickly and effectively they can respond to workforce needs. The stakes are high: federal policy shifts like Workforce Pell now tie funding eligibility to completion and placement outcomes, raising the bar for short-term workforce and continuing education programs.What does it actually take for colleges and universities to deliver career-connected learning that keeps pace with the labor market—without overextending already stretched continuing education teams?Welcome to signals in higher ed. In the latest episode, host Darin Francis sits down with Benny Boas, founder and CEO of Upright Education, to explore how colleges can rapidly launch market-ready digital skills programs for adult learners. Together, they unpack Upright’s role as an extension of institutional workforce and continuing education divisions, the realities of local labor markets, and why upskilling—not reskilling—is now driving the majority of adult learner demand.Key highlights from the conversation…How Upright helps colleges bring AI, data, and cybersecurity programs to market quickly without building curriculum from scratch.Why local labor market dynamics—and access to workforce funding—matter more than institutional size in continuing education success.How learner outcomes are evolving beyond job placement to include upskilling, retention, and long-term career resilience.Benny Boas is the founder and CEO of Upright Education, a workforce training platform that partners with colleges to deliver outcomes-focused programs in high-demand digital skills, helping thousands of adults prepare for the future of work. He previously founded Burlington Code Academy, one of the early U.S. coding bootcamps, which achieved industry-leading job placement rates and was acquired in 2022. Benny’s background also includes UX/UI design and digital innovation roles at The Bloc and McCann Worldgroup, where he helped launch and scale technology-driven products and talent programs.

Higher education is at a crossroads. Institutions are being asked to do more with less—serve more students, prepare them for a rapidly changing, AI-shaped workforce, and prove the real-world value of a degree—all at the same time. Employers consistently note that while graduates are technically capable, many struggle to apply what they’ve learned to complex, real-world challenges, echoing a core insight from learning science: people learn best by doing, when experiences are intentionally designed with clear goals and meaningful support.So how can universities provide meaningful, real-world learning experiences not just for a select few—but for hundreds or even thousands of students at once?That question sits at the heart of this episode of signals in higher ed, hosted by Darin Francis, featuring Jason Blackstock, founder and CEO of How to Change the World. During the conversation, Francis and Blackstock explore how mass experiential learning emerged from an ambitious mandate at University College London—and how it has since evolved into a scalable model used across institutions, disciplines, and even countries.Together, they examine what it really takes to move from small, boutique experiential programs to large-scale, inclusive learning environments that get better—not worse—as participation grows.Top insights from the chat…Why scale changes everything: Moving from 30 to 1,500 students isn’t just a quantitative shift—it fundamentally alters how peer learning, coaching, and mentorship can be designed.The building blocks of mass experiential learning: Peer-to-peer learning, near-peer coaching, real-world mentors, and challenge-based frameworks that motivate both students and experts.Experiential learning beyond the curriculum: How co-curricular, extracurricular, and lifelong learning models can complement credit-bearing courses and expand access.Jason Blackstock is a social entrepreneur, scientist, and educator whose career spans quantum physics research, Silicon Valley technology development, sustainability and innovation policy, and higher education leadership. He has held senior academic and advisory roles at institutions including University College London, Harvard, Oxford, MIT, and the University of Waterloo, authored 100+ academic and policy publications, and holds more than a dozen technology patents. He is the founder and CEO of How to Change the World, co-founder of We Make Change, and a trusted advisor to global initiatives in climate, data systems, and innovation, including the Carbon XPRIZE and Creative Destruction Lab.

Higher education is facing renewed scrutiny over how well it prepares students for life after graduation. Employers are increasingly signaling that many graduates enter the workforce without real-world, job-ready experience—placing new pressure on higher education to rethink how learning connects to work. Research on high-impact practices consistently shows that experiential and work-based learning boosts student engagement, persistence, and employability, yet these experiences remain difficult to scale beyond isolated internships or capstones. At the same time, performance-based funding models and enrollment pressures are raising the stakes, forcing institutions to demonstrate the return on investment of a degree through measurable workforce outcomes.So how can colleges and universities move experiential learning from the margins to the core of the curriculum—without overburdening faculty or relying on a limited pool of internships?That question is at the heart of this episode of signals in higher ed, hosted by Darin Francis, and featuring Dana Stephenson, Co-Founder and CEO of Riipen. Together, they explore how work-based learning can be embedded at scale across institutions, how real employer projects create value for students and businesses alike, and why infrastructure—not just intent—is the missing link in experiential education.What you’ll learn…How Riipen evolved from a faculty-driven pilot model into a scalable, institution-wide platform for work-based learning.Why project-based, employer-engaged learning lowers barriers for students who can’t access traditional internships.How data, tracking, and marketplace infrastructure help senior leaders align experiential learning with strategy, funding, and workforce outcomes.Dana Stephenson is the Co-Founder and CEO of Riipen, an experiential learning marketplace where he leads efforts to bridge the gap between education and meaningful careers through real, employer-driven projects at scale. With more than a decade of experience building partnerships across higher education, industry, and government, he has helped institutions and employers access pre-vetted emerging talent while improving workforce readiness and employability outcomes. His background spans experiential learning innovation, go-to-market strategy, sales leadership, and organizational development, grounding Riipen’s growth in both education and industry needs.

Small private colleges are facing unprecedented pressures: rising instructional costs, shrinking budgets, and mounting skepticism about the return on investment of a four-year degree. At the same time, employer demand for job-ready talent is accelerating, creating urgency for institutions to modernize curriculum and increase access to experiential learning. According to Rize Education CEO Kevin Harrington, more than 60% of a college’s operating budget is tied to the traditional classroom model—a structure increasingly misaligned with today’s market realities.How can institutions cut instructional costs, expand high-demand academic programs, and still deliver meaningful, career-aligned learning experiences?signals in higher ed host Darin Francis welcomes Kevin Harrington, the co-founder and CEO of Rize Education, for a deep dive into how program sharing and employer-embedded experiential learning are helping over 120 institutions overcome these challenges. The conversation spans Rize’s origins, the evolution of online openness post-COVID, the employer engagement pipeline, curriculum development, and the future of modular experiential learning opportunities.Key highlights from the conversation…Program sharing as a new business model: How small colleges are leveraging a shared curriculum model to reduce costs, expand offerings, and strengthen ROI for students.Experiential learning as retention and recruitment strategy: Why early exposure to real-world assignments improves student confidence, persistence, and enrollment outcomes.Employer partnerships at scale: How Rize sources practitioners from companies like Google, Meta, and growing startups to keep curriculum fresh and workforce-aligned—and why practitioners volunteer to participate.Kevin Harrington is the co-founder and CEO of Rize Education, where he leads initiatives that make higher education more affordable, scalable, and workforce-aligned. His background includes serving as Assistant to the President for Innovation at Adrian College, helping design and implement new academic models. Earlier in his career, he worked as a real estate private equity analyst at Blackstone and co-founded Insidr Sports, gaining experience in operational leadership, market analysis, and mission-driven program development.

As colleges and universities grapple with enrollment pressures, shifting student expectations, and a tightening labor market shaped by AI and automation, the demand for meaningful work-based learning experiences has grown dramatically. Research across the UK’s higher education sector shows that hands-on industry engagement is becoming a leading factor in student decision-making and employability outcomes. Institutions that can guarantee real-world experience as part of their degree are gaining a measurable competitive edge.What does it take for universities—not just a select few, but entire institutions—to implement experiential learning at scale? And how can they do it in a way that meaningfully impacts recruitment, retention, and post-graduation employment?On this episode of signals in higher ed, host Darin Francis sits down with Jack Casey, co-founder & CEO of Impact Consulting, to explore how his company built a comprehensive “end-to-end” model for delivering work-based learning. Together, they discuss the evolution of experiential learning in the UK, emerging implications for the U.S. market, and what institutional leaders must get right as they design their own strategies.Key highlights from the conversation…Work-based learning is now a strategic imperative: Universities increasingly rely on structured industry experiences to differentiate programs, enhance employability, and drive student engagement.The Impact Consulting model is built for scale: By sourcing, managing, and delivering company projects, dissertation partnerships, placements, and internships, the firm acts as a strategic partner that reduces the operational burden on institutions.Curriculum integration is the long-term goal: While extracurricular experiences can accelerate early adoption, sustainable access and equity require embedding work-based learning directly into academic programs.Jack Casey is the co-founder & CEO of Impact Consulting, where he partners with universities to implement large-scale work-based learning programs, drawing on experience delivering projects for 45+ institutions and thousands of students worldwide. He previously built a strong foundation in management consulting across strategy, technology, transformation, and change management roles in both the public and private sectors. Casey holds an MSc in International Management (CEMS) from the University of Sydney and has earned recognition as a World Economic Forum Global Shaper.

Experiential learning is surging in relevance. Employers are finding it harder than ever to evaluate early-career talent, while students are graduating into a labor market where more than half—about 52%—end up in roles that don’t require their degree. That disconnect is prompting colleges to reimagine how they equip students for meaningful career entry. Meanwhile, the rapid expansion of project-based gig platforms is redefining what it means to gain, showcase, and assess real-world skills. Together, these shifts surface a critical question: how do we build a more seamless and equitable bridge from the classroom to the workplace?So here’s the big question at the heart of this conversation: Can low-stakes, project-based “job dating” help students build skills, help employers reduce hiring risk, and help colleges strengthen student success—all at once?Welcome to signals in higher ed. In the latest episode, host Darin Francis sits down with Jeffrey Moss, founder and CEO of Parker Dewey, the pioneer of micro internships. Together, they trace the origins of the “job dating” model, explore how micro internships serve students, employers, and colleges simultaneously, and unpack why this low-lift approach to experiential learning is gaining momentum across the country.Top insights…Micro internships reduce hiring risk for employers by offering short, skill-based projects that reveal durable skills—communication, problem-solving, attention to detail—often more accurately than resumes or GPAs.Students tap into real-world experience earlier and more equitably, using micro internships as catalysts for career exploration, confidence-building, and meaningful engagement with institutional resources.Institutions gain real-time, actionable data that strengthens student support, employer engagement, alumni relations, and even recruitment and retention strategies.Jeffrey Moss is the founder and CEO of Parker Dewey, where he leads innovation in experiential recruiting and skills-based hiring through the creation of the micro-internship model. He brings extensive experience from senior roles in education-focused organizations like ETS and SESI, along with a successful career in venture capital investing in technology-enabled education, software, and business services companies. Moss also serves on multiple advisory boards in higher education and has a long history of supporting organizations that improve educational access and outcomes.

The debate around the return on investment (ROI) of a four-year degree has reached a fever pitch. As tuition costs rise and employers question the value of traditional credentials, higher education leaders are rethinking how to make college more career-relevant. Experiential learning—work-based and project-based education embedded within curricula—is emerging as one of the most promising answers. Yet scaling it to serve millions of students has remained a challenge.So, how can universities offer every student meaningful, career-tethered learning experiences that drive both employment outcomes and persistence toward graduation?signals in higher ed host Darin Francis welcomes Christopher Parrish, Co-Founder and President of Podium Education, for a deep dive into how Podium is transforming experiential learning into a scalable model for universities. Together, they discuss the evolution of Podium’s model, the growing institutional momentum behind high-impact practices, and how partnerships with global employers are shaping a new generation of student experiences.Key takeaways from the conversation…Bridging the College-to-Career Competency Gap: Parrish explains that Podium was founded in 2019 to close the gap between academic learning and workplace readiness—by productizing career-connected experiences that fit inside undergraduate programs for credit.High-Impact Practices at Scale: Podium’s immersive, video-driven projects and live labs connect students to global brands like L’Oréal, Intel, and Charity Water, offering authentic exposure to the workplace regardless of geography or background.Retention, Equity, and Early Impact: Institutions are finding that embedding experiential learning as early as the first year improves student engagement and persistence—helping close equity gaps for first-generation and underserved learners.Christopher Parrish is the Co-Founder and President of Podium Education, where he leads the development of scalable experiential learning programs that enhance undergraduate education and workforce readiness. Previously, he held senior leadership roles at 2U, overseeing university partnerships, program strategy, and growth initiatives in online higher education. With a background in management consulting and strategic operations, Parrish brings deep expertise in academic innovation, partnership development, and building high-performing teams in the education technology sector.