signals in higher ed

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.

High schoolers are overwhelmed — and not just by homework. The path to college can feel like a maze of forms, essays, and deadlines, with little guidance on where to begin. A recent survey found that nearly three-quarters of students describe the college application process as “difficult.” For many, that difficulty isn’t academic; it’s emotional. It’s about confidence, motivation, and finding a sense of belonging before they even set foot on campus.

So, can making college exploration fun actually improve readiness and enrollment outcomes?

That’s the question explored in the latest episode of signals in higher ed, where host Darin Francis talks with Eric Menna, Co-Founder of Loper — a gamified college readiness app now engaging more than 300,000 high school students nationwide. Francis and Menna discuss how Loper is reshaping the recruitment experience by blending discovery, data, and design into an engaging, student-first journey.

What you’ll learn…

• Reimagining Student Engagement: How Loper’s “Duolingo for college readiness” approach turns exploration into a gamified journey that builds confidence and curiosity early in high school.

• Data That Drives Enrollment: Institutions gain valuable insights from student behavior and sentiment, helping them target the right students — not just more students.

• AI and the Future of Enrollment: How Loper leverages artificial intelligence to personalize experiences while keeping human connection at the heart of student discovery.

Eric Menna is the Co-Founder of Loper, a gamified college readiness platform helping high school students explore and prepare for higher education. Before launching Loper, he worked in management consulting at Bain & Company and in product strategy at IBM, specializing in market growth and digital engagement. A graduate of Georgetown University, Menna also serves on the Associate Board of The People’s Music School, supporting equitable access to arts education in Chicago.

Non-traditional students—adult learners, student parents, veterans, and first-generation college-goers—are carrying heavier burdens than ever. Upswing’s 2024 Ana Insights Report found that nearly nine in ten students intended to complete a FAFSA application, while many also sought help with essentials like food, housing, and bill payments. Perhaps most concerning, students expressed declining confidence in higher education’s promise of upward mobility, reflecting mounting doubts about whether the investment is truly worth it.

How can colleges and universities adapt their support models to meet these urgent student needs—while sustaining retention and completion rates in uncertain times?

On this episode of signals in higher ed, host Darin Francis, CEO & Managing Partner at Harbinger Lane Consulting, sits down with Laurie Koehler, Principal and Founder of Koehler Consulting, and Melvin Hines, CEO & Co-Founder of Upswing Retention. Together, they explore the findings of Upswing’s latest Ana Insights Report and examine how institutions can deliver holistic, student-centered support that goes beyond the classroom.

The main topics of conversation…

• Financial Stability as a Fulcrum: Nearly 50% of students flagged financial aid as their top concern, underscoring the need for institutions to think creatively about scholarships, work-study, and community-based resources.

• Early Intervention & Mental Health: Data show students thrive when institutions act proactively. Examples like North Carolina A&T highlight how early alerts and 24/7 teletherapy can prevent attrition and support mental well-being.

• Breaking Down Silos: From career services integration to campus resource referrals, holistic student support requires dismantling institutional barriers and rethinking how colleges connect students to both internal and external resources.

Laurie Koehler is a seasoned higher education leader and consultant specializing in enrollment management, student success, and institutional strategy. She has held senior executive roles at Ithaca College, George Washington University, Bryn Mawr College, and others, where she oversaw admissions, financial aid, retention initiatives, and marketing, and led the creation of award-winning brand and student success strategies. Through Koehler Consulting, she now advises institutions nationwide on enrollment strategy, leadership development, and organizational change, with a strong focus on diversity, equity, and inclusion.

Melvin Hines is the CEO and Co-Founder of Upswing, a student engagement and retention platform that supports hundreds of thousands of nontraditional students nationwide. With over a decade of experience leading Upswing, he has become a recognized advocate for student success, leveraging technology to address challenges in access, persistence, and holistic support in higher education. His earlier career spans roles in research, strategy consulting, and legal education, equipping him with a diverse background that informs his innovative approach to educational equity and retention.