Prior to the COVID-19 pandemic, institutions of higher education had started to rely heavily on digital tools to supplement the services they offered their at-promise students—that is, students from historically minoritized or low-income backgrounds (formerly referred to as “at-risk”). Texting platforms had gained popularity as a means to disseminate information and send reminders; websites had grown in significance as repositories of information and key tools for recruitment and student service provision; and learning management systems had assumed key roles in supporting students’ navigation through coursework and campus services.
From “Rename and Remain” to “Reframe and Regain”: Reimagining Campus Inclusiveness
In my last article, I highlighted the crucial strategies of “person-first” and “targeted universalism” amid the wave of anti-DEI legislation in higher education. Initially, many of us embraced a “rename
Molly Kerby
July 7, 2025
