Holistic Student Success

“I am from Bryson City, North Carolina, a very rural, Appalachian area. I also come from a West Indian immigrant household and was a first generation college student,” says Sage Holden. “All of these things formed my own college access and college experience.” In part, Holden’s experience is also what inspired her to pursue a graduate degree from the Center for the Study of Higher and Post Secondary Education (CSHPE) with a concentration in diversity and social justice.

As an undergraduate at the University of North Carolina, Chapel Hill, Holden held a work-study job providing literacy support to elementary students. The work opened her eyes to education equity and to social justice. After graduating, she took a position with College Advising Corps working as a post-secondary access counselor for high school students in rural Eden, North Carolina. Sharing her own experience of accessing resources, navigating higher education, and figuring out what she wanted to study helped her connect deeply with students.

Holden knew she had found her niche in education. When she looked for a graduate program that would equip her with the skills to pursue student-facing roles in higher education, CSHPE was her top choice.

“I found that this program was the most open with information about its values, connections with faculty, and connections with current students. Their commitment to diversity was also a really big selling point for me and what I wanted to do with my professional career,” says Holden.

As a graduate student, Holden says the program has expanded her understanding of the field of higher education. At the same time, she has been able to delve into topics close to her own background, like the experiences of rural Students of Color and how undocumented students can access higher education. Above all, she enjoys how student-centered her classes have been. From receiving “detailed and intentional” feedback on assignments, to making the course content personal, Holden has felt the benefit of faculty who care deeply about her development.

“You really are prompted to reflect on yourself and tie that into the impact that you want to make as a professional.”

During her first year in the program, Holden had an internship in the Academic Success Department at the School of Information. There she researched how to create a peer-to-peer model for student success. Holden did a project and gave a resulting presentation on digital accessibility of the department’s communication materials—an aspect of student access that was new to her. Over the summer, she worked in a research capacity with the U-M International Center to evaluate its communication methods. This opportunity was part of CSHPE's Experience in Program Evaluation, a seven-week course in which students engage with a university department partner and complete a research project for them. In addition to her CSHPE coursework, she has been able to take a class at the Ford School on immigration policy and enjoys attending the many talks and events that take place across campus.

In her second year, Holden looks forward to interning with the Non and Post-Traditional Student Community Group in the College of Literature, Science, and the Arts. She is also now familiar with the norms and demands of graduate school, which has led her to seek more opportunities for growth and networking.

“I feel way more comfortable going to faculty office hours now,” she says. “Knowing who the faculty are, and knowing that it’s not a weird thing to do. I am excited to continue fostering those connections and to learn from the higher ed community around me.”