January is a time when the phrases “new beginnings," "changes," and “self-improvement” dominate the narrative. As the twenty-fifth year of this millennium ramps up, feelings of uncertainty permeate society, and the higher education macrosystem is no different. Whether your institution is just launching its spring term or already knee-deep into the semester, now is the time to prioritize being student-ready. Being student-ready means evolving to ensure the success of diverse students with complex lives.
As this year speeds on, here are some items to keep in mind to remain student-ready, even on the hard days when you can’t find the time to grab a bite to eat:
Be aware of and well-versed in new legislation and executive orders that impact higher education.
Some of the “changes” that January brings includes new and/or revised legislation. If you’re like me, the thought of reading legal jargon can be akin to the idea of folding the laundry as soon as the dry cycle finishes. However, knowing the new legislation (state and federal) and how it affects your institution and students is important. Students typically seek out whom they feel most comfortable with when they have a question, so being prepared is best practice.
Review institutional policies and revise any that cause barriers for students.
New legislation can also bring a reminder to complete institutional policy review. January is a whirlwind with multiple, immediately pressing tasks that have to be done. Understandably, those tasks are most important at the moment. Still, proactive, consistent policy review must be prioritized year round. While policy review and revision may feel like a passive to-do item, policy impacts every student at an institution. A student’s collegiate journey is steered by policies that govern their institution, and when those policies do not center students, inequity can reverberate.
Have and keep a growth mindset.
A growth mindset allows challenges to be viewed as developmental opportunities, and encourages folks to learn from feedback. My favorite aspect of a growth mindset is finding inspiration in others. However, during times of high stress and pressing student needs, maintaining this mindset is often easier said than done.
Having a growth mindset helps us really celebrate the wins, and better navigate the losses. Keeping a growth mindset assists practitioners in getting through the tough days, and that perspective trickles down to students.
Listen to students and their perspectives.
While this probably feels obvious, even with years of practice and theory behind me, I can recall multiple times- especially in times of high stress- when I failed to listen to a student. Or worse, I forgot the “practice” part of “theory to practice” and assumed I knew what a student needed. Students are the experts of their own experiences. When we fail to acknowledge that expertise, students can feel like an obstacle was put directly in their path. Listening is more than hearing—it's about validating their voices, taking action whenever possible, and building trust.
Center your “why”.
Determine your motivation for why you do what you do, and keep that at the center of your practice. Finding solutions to systemic barriers that students face can often feel like shoveling snow during a blizzard. It can be hard to get to the bottom of the issue, and progress can seem slow.
For me, my “why” centers on critical hope. No matter how much snow piles up on the driveway (gracias, Chicagoland), I unequivocally believe that I can and will clear it. Maybe not today, or tomorrow, but I will see a clean driveway before April.
Take care of colleagues and yourself.
You cannot pour from an empty cup. When students face real-time crises, survival mode can kick in fast, for both you and your colleagues. January is saturated with self-care rhetoric, but it is frequently juxtaposed with messages to be selfless and ‘keep grinding away’. To truly be student-centered, we first need to center ourselves and practice self-compassion. Caring for ourselves and each other isn’t a detour from student success; it’s an essential part of the journey.
With 2025 in full swing, I find myself reflecting on W. Edwards Deming’s quote: “Every system is perfectly designed to get the result that it does.” All of the advice above is focused on what we can do to change systems, moving them from how they were designed in the past to how we want them to work in 2025. Fortunately, we have strategies like these at our disposal that can help drive higher education institutions towards student readiness. As a critical hope enthusiast, I have an unwavering belief that we will get there