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College Leaders Grapple With the Best Way to Reopen a Closed Campus

Inside Higher Ed Dec 3, 2019
This article is deemed a must-read by one or more of our expert collaborators.
Click here for more.
College Leaders Grapple With the Best Way to Reopen a Closed Campus
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Giving Compass’ Take:

• Rick Seltzer at Inside Higher Ed uses the College of Saint Joseph to show how figuring out how to use a closed or closing college campus is a challenge, and it often falls on the same leaders who had to shut it down in the first place.

• What avenues can small colleges use to ensure their success? What is the role of the donor to support higher education?

• Learn more about building college readiness across rural communities. 


The College of Saint Joseph’s campus totals over 118 acres in Rutland, Vt., more than 70 percent of which is undeveloped hemlock, pine, hardwood forest and wetlands.

Anyone inclined could run a short race — a 5-K — on a trail connecting the college’s main campus to its west branch. The main campus is made up of six buildings, while the site to the west has five, not counting ancillary structures.

The campus has recently been reimagined as a possible example of what’s called new ruralism, or a “holistic approach to invigorating rural America.” It could be home to educational programs, workforce development offerings and space for accelerator programs, offices, third-party programs, and those who want co-working or co-living space.

A reimagining is under way because the College of Saint Joseph shut down operations this spring after running afoul of its accreditor amid a string of financial struggles and enrollment difficulties. The college, small by any standard, had been seeking to enroll 235 full-time undergraduates. It managed just 152 undergraduates and 75 graduate students as of fall 2018, according to federal data measured months before Saint Joseph announced in March that it would shut its doors.

Read the full article about reopening a closed college campus by Rick Seltzer at Inside Higher Ed.

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Learning and benchmarking are key steps towards becoming an impact giver. If you are interested in giving with impact on Higher Education take a look at these selections from Giving Compass.

  • This article is deemed a must-read by one or more of our expert collaborators.
    Click here for more.
    Low-Cost Interventions for Low-Income College Students

    Giving Compass' Take: • Open Philanthropy Project shows how one randomized control trial that sent application fee waivers and other info on elite colleges increased the chances that high-achieving, low-income students would apply and enroll. • There's an opportunity here for impact-oriented funders, whether it's scaling up the results from this trial or financing the retrieval of more data to give us a fuller picture. • Here's more on why disadvantaged students often overlook elite higher ed institutions. High-achieving, low-income high school students typically do not apply to or attend selective colleges at the same rates as other high-achieving students, even though selective colleges may be cheaper than non-selective colleges for such low-income students (due to financial aid resources and scholarships). Because attending a selective college may substantially increase future earning potential — though we have not thoroughly investigated the evidence on this question —  low-cost interventions which increase the likelihood of high-achieving, low-income students attending such colleges could feasibly have a very large return on investment and may increase social mobility. A randomized controlled trial found that sending application fee waivers and information about selective colleges to high-achieving, low-income students increased their likelihood of applying to and enrolling in selective colleges. A funder may be able to extend the intervention to other students or support further research on the topic. There are several ways a funder could get involved in this area: Attempt to scale up the intervention described above to all high-achieving, low-income students (though major scale-up is already under way; see below) Fund further research. The researchers discuss their desire to undertake similar research projects for other target demographics (e.g., low-income mid-achieving students and mid-income high-achieving students, students at different stages in their education). A funder could also potentially provide resources to continue to follow the treatment group over a longer period of time, to determine the magnitude of the benefits they receive from attending more selective colleges. Lobby the federal government to share more extensive data with researchers in an appropriate fashion. The researchers note that interventions like ECO are only possible with ample data from the federal government and that such data is currently hard to access Read full article about interventions for low-income college students at Open Philanthropy Project.


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