Table of Contents
The Failure of the ‘One Right Path’
For the first decade of my career as a higher education consultant, I was a cartographer of a very small map.
On it, there was one road, clearly marked: a straight line from a good high school to a four-year university.
Everything else—vocational schools, gap years, and especially community colleges—was relegated to the margins, labeled “detours” or “backup plans.” I projected this map onto the bright, anxious faces of hundreds of students and their parents.
It was the “one right path,” the accepted script for success, and I was its faithful narrator.
Then came Maria.
She was everything you’d want in a student: brilliant, driven, with a passion for biology that was infectious.
She had followed the script perfectly.
We celebrated her acceptance into a well-regarded state university.
I checked the box, moved on to the next student, and considered it a job well done.
A year later, her mother called me.
Maria had dropped O.T. The sprawling campus, the 300-person introductory science lectures, the lack of personal connection with professors, and the quiet, crushing weight of student loan debt had overwhelmed her.1
She felt like a failure, and frankly, so did I.
Her story wasn’t an anomaly; it was a symptom of a systemic illness.
My map was wrong.
That experience forced me to confront a deeply ingrained bias in our culture: an obsession with a single, linear definition of post-secondary success.
We’ve built a rigid hierarchy with a handful of elite universities at the apex, casting everything else in a subordinate role.2
This is especially true for the institutions we still sometimes call “junior colleges.” The term itself, though largely replaced by “community college,” reveals the bias.
“Junior” implies a lesser, incomplete version of the “real” thing, a foundational element of a social stigma that persists to this day.4
The very evolution of the name from junior college to community college reflects a century-long struggle for identity and a shift in mission that the public has never fully grasped.6
Maria’s story, and the stories of countless others since, sent me on a quest to redraw my map.
It led to an epiphany that didn’t just offer a new path, but an entirely new way of seeing the landscape.
Our mistake isn’t in the existence of different educational options, but in the flawed, hierarchical model we use to evaluate them.
The truth is, community colleges are not a “backup plan.” They are a distinct and powerful engine of opportunity, and to understand their true role, we need a new framework, a new way to see the entire structure of American higher education.
The Skyscraper Epiphany: Unveiling the “Service Core” Model of Higher Education
The breakthrough came to me not in a library or a conference room, but on a busy street corner in Chicago, staring up at the gleaming facade of a skyscraper.
We admire these towers for their height, their penthouse views, their prestigious addresses—much like we admire elite universities.
But what I realized, standing there, was that the visible glamour is not what gives the building its strength or function.
The real power of the skyscraper is hidden from view, deep within its center: the Service Core.
The Service Core is the building’s heart and spine.
It’s the massive network of structural steel that bears the load, the high-capacity elevators that provide access to every floor, the powerful HVAC systems that make it habitable, and the complex web of electrical and plumbing conduits that deliver essential services.
Without the Service Core, the penthouse is just an unreachable, uninhabitable glass box.
The building ceases to function.
This is the epiphany that changed everything for me: Community colleges are the Service Core of the American higher education ecosystem. They are not a lesser version of the university skyscraper; they are the essential, load-bearing infrastructure that makes the entire structure stand, function, and serve its diverse inhabitants.
This model shatters the flawed, linear hierarchy.
Instead of a ladder, we now have a functional, integrated system.
It allows us to analyze the roles of the community college not as compromises, but as distinct and powerful functions, each essential to the health of the whole.
The Service Core performs three primary, interconnected functions that will form the pillars of our new understanding:
- The Transfer Truss: The structural framework that provides a robust and affordable pathway from the foundational levels to the skyscraper’s highest floors.
- The Workforce Engine Room: The powerful, responsive generator that fuels the local economy with skilled, career-ready professionals.
- The Community Foundation: The accessible, supportive ground floor and bedrock on which the entire structure rests, ensuring entry and opportunity for all.
By examining each of these functions, we can move beyond the “backup plan” myth and begin to appreciate the community college for what it truly is: the indispensable and powerful core of educational opportunity in America.
Pillar 1: The Transfer Truss: A Bridge to the Penthouse
Within our skyscraper model, the academic transfer role of the community college is the “Transfer Truss”—the critical network of structural steel that connects the foundational levels to the upper floors of four-year universities.
It is not a lesser entrance or a back door; it is an alternative, often more strategic and supportive, pathway to the exact same destination.
To understand its strength, however, we must first examine its original, and surprisingly elitist, blueprint.
The Original Blueprint: A History of Sorting and Serving
The origin of what was then called the “junior college” is one of the great paradoxes of American education.
It was not born from a populist movement to expand access, but from an elitist one to restrict it.
At the turn of the 20th century, presidents of major universities, led by William Rainey Harper of the University of Chicago, sought to reshape their institutions in the image of the German research university.6
Their goal was to shed the responsibility of teaching freshmen and sophomores to focus on upper-division studies and research.7
Harper’s solution was radical: in 1892, he formally split the University of Chicago into a “junior college” and a “senior college”.6
He then championed the idea that the first two years of college-level work could be pushed down into secondary schools, creating a six-year high school model.6
This had a dual purpose: it would offload the burden of lower-division teaching and, more importantly, it would act as a filter.
The new “junior colleges,” like the one established in Joliet, Illinois, in 1901, were designed to “divert students away from the university,” ensuring only the “best and brightest” made it to the senior levels.7
This historical fact completely inverts the modern stigma.
The community college was not created as an inferior institution separate from the university system; it was created by the university system as a gatekeeping mechanism.
The great irony is that this tool, forged to protect elite exclusivity, has evolved over the past century into the single greatest engine for democratizing access to those very same institutions.
The elitist filter became the people’s bridge.
The Modern Truss: The Promise and the Peril of Transfer
Today, the transfer mission is central to the community college identity.
Surveys consistently show that nearly 80% of students enrolling in a community college aspire to earn a bachelor’s degree.10
This is the immense promise of the Transfer Truss: a pathway to a four-year degree for millions of students who might otherwise be excluded due to cost, academic preparedness, or life circumstances.
But this promise is shadowed by a significant peril.
While the intent to transfer is high, the reality is starkly different.
The pathway is often a “leaky pipeline” or a “transfer trap.” Research from the National Student Clearinghouse Research Center, the Community College Research Center, and the Aspen Institute reveals a sobering reality: only about one-third of community college students successfully transfer to a four-year institution.
Of those who do transfer, fewer than half go on to earn a bachelor’s degree within six years of their initial community college enrollment.10
The result is a national bachelor’s degree attainment rate for community college entrants of just 16%.10
This rate is even more devastating for the very students the system is meant to serve best.
For Black students, the completion rate is a mere 9%.
For Hispanic students, it is 13%.
And for students from low-income backgrounds, it is just 11%.10
The cause of this systemic failure is not, as the stigma might suggest, a lack of student ability.
A primary culprit is a phenomenon known as “transfer shock,” which is often rooted in a hidden and punishing “credit loss tax.” On average, transfer students lose 13 credits in the transition—the equivalent of nearly a full semester of work, time, and money.11
Some analyses have found the loss to be as high as 40% of a student’s earned credits.15
This loss occurs when a four-year institution refuses to accept credits or, more subtly, accepts them only as general electives rather than applying them toward a student’s major requirements.15
This is not merely an inconvenience; it is a systemic tax levied on transfer students, one paid disproportionately by the most financially vulnerable populations.
It lengthens the time to degree, inflates costs, and demoralizes students, turning a promising path into a frustrating maze.
This was the maze that trapped Maria.
The problem wasn’t her; it was the broken connections in the system.
Reinforcing the Truss: The Blueprint for a Seamless Pathway
Fortunately, institutions are increasingly aware of these structural flaws and are working to reinforce the Transfer Truss.
The solutions are not mysterious; they require intentional design, clear communication, and robust partnerships.
The most critical tool for ensuring a smooth transfer is the articulation agreement.
These are formal, binding contracts between two-year and four-year institutions that create a clear roadmap for students.
They detail exactly which courses a student should take at the community college to ensure those credits will transfer and apply directly to a specific major at the partner university.17
These agreements are the architectural blueprints that guarantee the truss connects perfectly to the upper floors, eliminating the guesswork and the risk of credit loss.
In California, for instance, the “Degree with a Guarantee” program provides students who complete an Associate Degree for Transfer a guaranteed spot at a California State University (CSU) campus.20
Online tools like ASSIST.org provide transparent access to these agreements for all public institutions in the state.21
Building on this concept are Guided Pathways, a more holistic reform model.
Instead of leaving students to navigate a confusing catalog of courses, Guided Pathways institutions redesign the entire student experience around clear, structured program maps that lead from day one to completion, transfer, and employment.22
Both of these structural solutions rely on a human element: high-quality academic advising.
Effective advising is the single most important factor in navigating the transfer process successfully.23
However, advising centers at community colleges are often chronically understaffed, with student-to-advisor ratios sometimes as high as 1,200 to 1.15
This makes proactive, personalized guidance nearly impossible.
In contrast, institutions that invest in specialized transfer advisors who can provide accurate, major-specific information are building a stronger, more reliable truss for their students.16
The proof that a strong Transfer Truss can be built is evident in the data.
Certain community colleges have become exceptionally effective transfer hubs, consistently sending large numbers of well-prepared students to even the most selective universities.
Table 1: Top California Community College Transfer Hubs to UCLA, Fall 2023
| School Transferring From | Applicants | Admit Rate |
| Pasadena City College | 1,043 | 35% |
| De Anza College | 891 | 23% |
| Diablo Valley College | 733 | 25% |
| Irvine Valley College | 714 | 34% |
| Santa Monica College | 682 | 34% |
| Mt. San Antonio College | 596 | 36% |
| El Camino College | 554 | 35% |
| Orange Coast College | 550 | 31% |
| Los Angeles Pierce College | 530 | 44% |
| Moorpark College | 480 | 36% |
Source: UCLA Office of Undergraduate Admission 25
This table provides concrete evidence that the transfer pathway is not a myth.
Institutions like Pasadena City College and Los Angeles Pierce College are not just sending students to a top-tier university; they are doing so at scale and with impressive success rates.
They have engineered a stronger truss, proving that with intentional design and robust support, the bridge to the penthouse can be a safe, reliable, and well-traveled route.
Pillar 2: The Workforce Engine Room: Powering the Economy
If the Transfer Truss is the skyscraper’s structural support, then the Career and Technical Education (CTE) function is its “Workforce Engine Room.” This is the powerful, dynamic core that generates the economic energy for the entire community.
It is not an afterthought or a secondary track; it is a primary mission that directly connects education to employment, powering local industries with the skilled professionals they need to thrive.
The Rise of the Engine Room: A Response to Need
While the junior college’s early identity was tied to the transfer mission, its vocational purpose evolved rapidly in response to national crises.
The Great Depression saw a surge in enrollment from unemployed young adults seeking practical, employable skills.6
This pushed the American Association of Junior Colleges (AAJC) to formalize a “two-path model” that included both transfer and terminal vocational programs.7
This vocational mission exploded in the wake of World War II.
The G.I.
Bill of 1944 sent millions of veterans to college, with a huge number—3.5 million—seeking technical or vocational training.7
This massive influx of students, combined with the needs of a booming postwar economy, cemented workforce development as a central pillar of the community college mission.
This practical, demand-driven identity has only grown stronger over time.
Today, many argue that job training is rapidly becoming
the primary mission of the community college, a direct and powerful response to the economic needs of the 21st century.26
The Output: High-Value Credentials and Careers
The modern Workforce Engine Room is incredibly diverse, offering a vast array of programs that lead to associate degrees and certificates in hundreds of fields.
These range from high-tech areas like cybersecurity, cloud technologies, and data analytics to essential healthcare roles like nursing, dental hygiene, and diagnostic medical sonography, as well as skilled trades such as automotive technology, welding, and electronics.27
For too long, the associate degree has been viewed through the lens of the university hierarchy—as a “consolation prize” for not completing a bachelor’s degree.
This perspective is fundamentally flawed because it ignores the degree’s true purpose and value in the labor market.
An associate degree is not a failed bachelor’s degree; it is a successful, targeted credential with a clear, positive, and measurable economic return.
The data is unequivocal.
According to the U.S. Bureau of Labor Statistics, workers with an associate degree had median weekly earnings of $1,058 in 2023.
This is significantly higher than the $899 earned by those with only a high school diploma, translating to an annual earnings premium of over $8,000.33
Over a lifetime, this difference is substantial.
Furthermore, the unemployment rate for associate degree holders is consistently lower than for those with only a high school education.33
This credential is a powerful key that unlocks immediate economic mobility and stability.
Yanee Hardeman, a graduate of a CTE program in healthcare, noted that the intensive courses gave her the “endurance for rigorous courses after high school” and that the skills she learned were foundational to her career.36
The Fuel: Direct Partnerships with Industry
The most effective engine rooms are not isolated academic departments.
They are deeply integrated with the local economic grid through robust workforce development partnerships.37
Community colleges excel at collaborating directly with local businesses and industry leaders to design customized training programs, apprenticeships, and curricula that meet real-time labor demands.39
For example, when Eastern Millwork, Inc. (EMI) in New Jersey needed highly skilled workers, it partnered with Hudson County Community College (HCCC).
Together, they created the Holz-Technik Apprenticeship Academy, a five-year, tuition-free, “earn-while-you-learn” program that provides hands-on training and leads directly to an associate degree from HCCC and a guaranteed, well-paying career.39
This is the engine room at its best: identifying a specific need, co-designing a solution with industry, and producing a pipeline of perfectly matched talent.
This direct connection ensures that the engine is always producing the precise type of energy the local economy requires.
The output of this engine is not just a generic workforce, but highly skilled professionals ready to step into some of the most in-demand and lucrative careers in the country.
The notion that a two-year degree leads only to low-wage work is a myth that is easily shattered by a look at the actual jobs and salaries available to graduates.
Table 2: High-Earning and High-Growth Careers Powered by an Associate Degree
| Career | Typical Entry-Level Education | Median Annual Salary (2023-2024) | Projected Job Growth (2023-2033) |
| Air Traffic Controller | Associate Degree | $137,380 | 3% (As fast as average) |
| Nuclear Technician | Associate Degree | $101,740 | -6% (Declining) |
| Radiation Therapist | Associate Degree | $98,300 | As fast as average |
| Dental Hygienist | Associate Degree | $87,530 | 9% (Much faster than average) |
| Diagnostic Medical Sonographer | Associate Degree | $84,470 | 11% (Much faster than average) |
| MRI Technologist | Associate Degree | $83,740 | Faster than average |
| Respiratory Therapist | Associate Degree | $77,960 | 13% (Much faster than average) |
| Aerospace Engineering Technician | Associate Degree | $77,830 | 8% (Faster than average) |
Sources: U.S. Bureau of Labor Statistics 41
This data tells a powerful story.
A student can enter a community college, complete a two-year program, and step into a career earning a six-figure salary.
These are not outlier professions; they are core components of our healthcare, transportation, and technology sectors.
The Workforce Engine Room is not a backup system; for millions of Americans, it is the most direct, efficient, and powerful generator of economic opportunity available.
Pillar 3: The Community Foundation: The Bedrock of Access and Equity
The final, and perhaps most defining, function of the community college is its role as the “Community Foundation.” In our skyscraper analogy, this is the bedrock on which the entire structure is built and the accessible, welcoming ground floor.
It is defined by a radical philosophy of inclusion, a supportive environment designed for a diverse population, and a fundamental commitment to equity.
This foundation is what allows the entire edifice of higher education to serve not just a select few, but the entire community.
The “Open Door”: A Radical Philosophy of Access
At the heart of the community college mission is the “open-door” or “open access” admissions policy.
With few exceptions, these public institutions guarantee admission to anyone with a high school diploma or its equivalent.44
This policy represents a profound philosophical inversion of the university model.
Universities, particularly selective ones, are largely defined by their exclusivity.
Their prestige, and thus their perceived value, is often measured by who they exclude—the lowness of their acceptance rate.
Community colleges are defined by the exact opposite principle: their value lies in who they include.
Their mission is to serve everyone: recent high school graduates, working adults retraining for a new career, single parents, veterans, first-generation students, and individuals from historically marginalized communities.3
They enroll 44% of all U.S. undergraduate students and nearly half of all minority students, making them the primary entry point to higher education for a vast and diverse population.6
The social stigma surrounding community colleges arises directly from judging this inclusive public square by the exclusionary rules of the university pyramid.
“Open access” is misinterpreted as a lack of standards when, in fact, it is a testament to a different and profoundly democratic mission.
It is the system’s most essential feature, not a bug.
A Different Kind of Rigor: The Focus on Teaching and Support
The commitment to access does not end at the door.
The entire community college environment is typically designed to support the success of its diverse student body, offering a different kind of rigor—one focused on teaching, flexibility, and comprehensive support.
This begins in the classroom.
Unlike the massive, impersonal lecture halls common in the first two years of a university, community college classes are small, typically averaging 25 to 35 students.51
This fosters a more interactive and personalized learning environment.
Furthermore, community college faculty are hired and promoted based on their dedication to teaching, not their research output.
Their primary focus is the success of their students, making them more accessible and invested in the learning process.56
As one transfer student, Hongli Zhao, recalled of her time at Cañada College, “People are especially friendly and each one of them becomes a part of my life journey.
At Cañada, you really get to know each and everyone on a personal level”.57
This student-centered approach extends beyond the classroom.
Recognizing that their students often juggle jobs, families, and other responsibilities, community colleges offer unparalleled flexibility, with extensive evening, weekend, and online course options.58
Perhaps most importantly, the Community Foundation provides “wraparound” support services designed to address the holistic needs of students.
These go far beyond typical academic advising to include robust tutoring centers, financial aid counseling, mental health services, and, increasingly, support for basic needs like childcare, food pantries, and emergency aid.50
Programs like Hudson County Community College’s “Hudson Scholars” have shown that by scaling up comprehensive, proactive advising and support, they can nearly double student completion rates.39
This reveals a crucial distinction for any prospective student: the choice between starting at a community college or a university is often a strategic trade-off between a “high-prestige” and a “high-touch” environment.
A university may offer the prestige of its name and extensive research facilities.
A community college offers a high-touch environment defined by personalized attention, teaching-focused faculty, and comprehensive support systems.
For many students—especially those who, like Maria, might be overwhelmed by a large, impersonal setting—the high-touch environment is not just a cheaper option; it is an objectively superior learning environment, far more conducive to their success.
Confronting the Stigma Head-On
This brings us back to the persistent social stigma.
It is real, and it is damaging.
Students report feeling judged by their peers, as if they “weren’t smart or ‘good enough’ to go to a university”.2
The perception is that community college is a “catch-all for any student who ‘couldn’t cut it’ in a so-called ‘real’ college”.2
This stigma is a social construct, not an academic reality.
Research by the Jack Kent Cooke Foundation, which studies high-achieving students, found that community college students who transfer to the nation’s most selective institutions graduate at rates equal to or higher than students who enrolled directly from high school or transferred from other four-year institutions.67
The potential is there.
The academic rigor is there.
The failure is not in the students, but in a societal narrative that refuses to see the Community Foundation for the powerful, equitable, and essential bedrock that it Is.
The Blueprint for the Future: Reinforcing the Service Core
Just as a city’s skyline is never static, the educational skyscraper is constantly undergoing renovations and upgrades.
The community college Service Core, as the most adaptive and responsive part of the structure, is at the forefront of this evolution.
It is being reinforced with new financial models, integrated with new technologies, and positioned to meet the demographic challenges of the future.
Systemic Upgrades: The “College Promise” Movement
One of the most significant recent upgrades is the rise of “College Promise” programs, often referred to as “free college” initiatives.
Now active in dozens of states, these programs guarantee tuition-free community college for eligible residents.68
Most operate on a “last-dollar” model, meaning the program covers any tuition and fees left after federal and state grants (like the Pell Grant) have been applied.69
The impact has been significant.
Studies show that Promise programs increase college enrollment, particularly for low-income and minority students, and reduce the need for student borrowing.70
However, the most profound effect may be psychological.
Research on programs like the Milwaukee Promise found that the primary catalyst for increased enrollment wasn’t the financial aid itself—as many eligible students already qualified for enough aid to cover tuition—but the simple, powerful, and unambiguous
message that “college is affordable for you”.71
This clear promise cut through the bewildering complexity of the financial aid process, which is itself a massive barrier, and gave students the confidence to apply and enroll.73
This demonstrates that the future of access depends as much on simplification and communication as it does on funding.
It is important to note, however, that these programs can have unintended consequences.
Some research suggests they can induce “downshifting,” where academically prepared students who might have gone directly to a four-year university are drawn to the free-tuition offer at a community college.
While this saves money upfront, these students may become caught in the “transfer trap” and ultimately be less likely to complete a bachelor’s degree than if they had started at a four-year institution.74
This highlights the critical need for Promise programs to be paired with robust efforts to reinforce the Transfer Truss.
Technological Integration: AI and Skills-Based Credentials
The Service Core is also being wired for the future.
Community colleges are beginning to leverage Artificial Intelligence (AI) to enhance their efficiency and effectiveness.
AI systems can act as “capacity-extenders,” automating repetitive administrative tasks and freeing up staff and faculty to focus on the high-touch, personalized student support that is their greatest strength.76
Simultaneously, colleges are adapting their educational offerings to the new demands of the economy.
There is a growing trend toward short-term, skills-based credentials and certificates, which are surging in popularity not just with adult learners, but with traditional-age students as well.76
These non-degree credentials offer a fast, direct pathway to employment.
Because of their close ties to local industry and their inherent flexibility, community colleges are uniquely agile in developing and deploying these programs to meet immediate market needs, keeping the Workforce Engine Room perfectly tuned to the future of work.40
Navigating the Future: The Demographic Cliff
Higher education is bracing for the impact of the “demographic cliff”—a projected decline in the number of traditional 18-year-old high school graduates beginning in the mid-2020s.76
While this poses an existential threat to many tuition-dependent four-year institutions, community colleges are better positioned to weather the storm.
Their mission has always been to serve a much broader population: adult learners, incumbent workers seeking new skills, and students of all ages engaged in lifelong learning.
As the pool of traditional students shrinks, the community college’s role as the foundation for continuous, accessible education for the entire community will become more vital than ever.79
Conclusion: Your Personal Blueprint: How to Leverage the Service Core
For decades, we have been using the wrong map to navigate higher education.
The old map, with its single, linear path to a four-year university, has led too many students like Maria to frustration, debt, and a sense of failure.
It’s time to discard it.
The Skyscraper Service Core model provides a new map—one that is more accurate, more functional, and infinitely more empowering.
It reveals the community college not as a lesser alternative, but as a powerful, versatile, and essential piece of infrastructure with three distinct functions: the Transfer Truss providing a bridge to a bachelor’s degree, the Workforce Engine Room powering the economy, and the Community Foundation ensuring access and support for all.
Viewing the landscape through this lens is the key to unlocking its true value.
This new understanding leads to a personal blueprint, a set of strategic questions that every student and parent should ask as they plan their journey:
- Assess Your Needs, Not Just Your Stats: Are you a “high-touch” or a “high-prestige” learner right now? Forget the rankings and the bumper stickers for a moment. Do you thrive with personalized attention and strong support, or are you ready for the independence and scale of a large university? For many students, two years in a high-touch community college environment is the best possible preparation for success in a high-prestige university setting.
- Investigate the Transfer Truss: Don’t just ask “if” credits transfer; ask “how.” Look beyond vague promises. Seek out institutions with formal articulation agreements and clearly defined guided pathways for your specific major.80 Use state-level tools like California’s ASSIST.org to see the exact blueprints for yourself.21 A strong truss is built with intention; find the colleges that have done the engineering work.
- Explore the Engine Room: Research high-demand CTE programs with an open mind. Do not assume you know what is offered or what the outcomes are. Look at the real-world data on salaries and job growth for graduates of programs in healthcare, technology, and advanced manufacturing. You may find that the most direct and lucrative path to your desired career runs directly through a two-year degree program.
- Leverage the Foundation: Embrace the advantages of the community college environment. Take full advantage of the open-door policy, the smaller classes, the teaching-focused faculty, and the comprehensive wraparound support services. Do not let an outdated and inaccurate social stigma rob you of what could be a superior, more supportive, and more successful learning experience.
After Maria dropped out of the university, she felt lost.
The old map had led her off a cliff.
Together, we used this new blueprint.
She enrolled at her local community college, not as a step back, but as a strategic reset.
In the high-touch environment, she thrived.
The small classes and accessible professors reignited her confidence.
Through an introductory course, she discovered a passion not for lab-based biology, but for digital media and science communication—a CTE program she never knew existed.
She completed her associate degree with honors and, guided by a strong articulation agreement, transferred seamlessly to a state university as a junior with a clear purpose, a portfolio of work, and zero debt.
She found her penthouse view, but she got there by taking the stronger, smarter, and more supportive route through the Service Core.
Her story is the proof.
The question is not whether community college is “good enough.” The real question is, “How will you strategically leverage the most powerful and versatile piece of infrastructure in American higher education to build the future you want?”
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