Collaboration Fuels Higher Education Innovation

‘Colleges and universities, states, and our country can do more to help prepare students for the critical transition from college to the labor market.’

The gift of time. A recognition of talent. A helping hand. How our mentors helped shape us as people and professionals.

At the heart of MiraCosta College’s Increase Diversity, Equity, and Advancement in Biotechnology (IDEA-BTEC) program, funded in part by a $400,000 grant from Strada Education Foundation, is a unique partnership between the college and two local biotech employers: Sterogene Bio-Separations and Open Biopharma Research and Training Institute.

The community college learning lab and dental clinic is now a newly refurbished space where dental hygiene students refine their technique on mannequins outfitted with realistic incisors, molars, and cuspids. The clinic was remodeled through a partnership with Delta Dental of Rhode Island and supported by a $400,000 grant from Strada Education Foundation.

A rich mixture of skills gained in college improves post-completion outcomes for graduates

A 12-week internship for individuals who are bold, curious, motivated team players — and passionate about advancing equity.

Delaware State sophomore accounting major eyes and a different career path after viewing a wealth of options.

Sophomore engineering ‘rock star’ learns to become a leader while following in the HBCU grad footsteps of his parents and brother.

As a natural leader, student embraces opportunities to work in her field and build campus community

With a passion for writing and teaching, student seeks ways to teach while she’s still learning

At the innovative Rochester campus of the University of Minnesota, our vision is to “inspire transformation in higher education through innovations that empower graduates to solve the grand health challenges of the 21st century.”

Ducks Rise: Empowering Underrepresented Minorities and Low-Income Students Through Research Internships and Intentional Student Experiences

Developing In-Demand Skills Among Undergraduates for Better, More Equitable Post Completion Outcomes

Access to college isn't enough. Neither is completion of degrees. It's time to focus on outcomes

Credit for prior learning helped Loyce Shelley see herself in a new way — and complete her degree.

Even before the pandemic, employers struggled to find the skilled labor they needed to fill jobs.

The labor market in the United States faces seemingly contradictory challenges: Many employers have trouble finding qualified applicants for current and future jobs, while millions of Americans are out of work or are underemployed—their paths to living-wage jobs blocked by systemic barriers or lack of adequate skills.

The origin story of Grow With Google, like so many initiatives at the global technology company, begins with data.

Recent Strada research points to a striking disparity between first-year students’ aspirations for career planning in their undergraduate years and seniors’ actual experiences.

More than 18 months into the pandemic, the employment headlines can seem like an algebraic riddle: If U.S. employers are seeking workers to fill 10.9 million jobs, how can 8.4 million workers be unemployed?

Economist Beth Akers insists she’s not a college debt crisis denier. College is expensive — more than double the cost today compared to the 1980s. And too many students pay too much for it, she said, not only in relation to what they can afford now, but also to what they will earn after graduation.

As provost and later president at the University of Utah, Ruth Watkins called out the “hollow promise” a university delivers to college students who have access to higher education but leave without completing a degree.

Deborah Santiago’s parents always made clear she and her three siblings would go to college.

Roslyn Clark Artis grew up in southern West Virginia, the only African American in her graduating class. The daughter of a coal miner, she dreamed of becoming a lawyer and applied to every public university in her home state, hoping to find an affordable route to college.

Nationwide, about 80 percent of students enrolling in community college say they intend to continue at a four-year college or university to earn a bachelor’s degree. But only 15 percent of community college students achieve that goal within six years.