Empowering Texas Students: The Impact of myFootpath’s New Partnerships
Chicago, Illinois – 3/11/2025 - myFootpath, a leading higher education service provider for over 20 years, has announced new partnerships with The University of Texas at Tyler, a public university located in Tyler, Texas and Sam Houston State University, a public university located in Huntsville, Texas. This collaboration aims to tackle the increasing demand for support among nontraditional students in Texas, especially those who have encountered obstacles on their journey to earning a degree. myFootpath will offer comprehensive analysis of former student data, cutting-edge technology solutions, and personalized coaching for students, all designed to help a greater number of Texans resume education, maintain their studies, and ultimately complete college degrees.
Each university partnership highlights the significant demand for better solutions to reduce the number of stop-out students, a challenge that is being felt state and nationwide. According to the National Student Clearinghouse Research Center, the some college experience but, no credential (SCNC) population has reached 40.4 million within the United States. "At myFootpath, our mission is to provide every student with the resources they need to finish their degree. The University of Texas at Tyler and Sam Houston State University are ideal partners in this mission, as they share our passion for supporting students in their educational journey,” said JT Allen, Founder and CEO of myFootpath. “Through each partnership, we aim to equip Texas students with the tools and guidance they need to overcome barriers to return and complete college degrees."
Since 2000, myFootpath has been supporting institutions by developing a unique, comprehensive approach to identify, coach, and guide adult students from first reengagement contact through graduation. myFootpath company core values of being resourceful, transparent, and authentic to not only their partners but their students is core to their successful track record.
"As an institution, The University of Texas at Tyler has always been committed to meeting the evolving needs of our students and the state of Texas. Partnering with myFootpath allows us to enhance our ability to support adult learners who have faced challenges along their academic path, get them back on track, and help them graduate,” said David Barron, Vice President for Enrollment Management, University of Texas at Tyler.
We are in unprecedented times, with more and more students shifting to online, while institutions face the looming enrollment cliff. This presents a monumental opportunity to rethink how we attract, support, and retain students. Together with our own institutional expertise, and myFootpath’s proven strategies, we are excited to help more Texans return to school, persist, and graduate,” said Dr. Bill Angrove, Associate Vice President and Chief Online Education Officer, Sam Houston State University.
About myFootpath
myFootpath provides marketing, enrollment, and retention services to college and university clients. With a focus on and a passion for adult students looking to complete their degrees, myFootpath has tackled every aspect of the student enrollment funnel. By prioritizing rigorous data analysis, myFootpath extracts invaluable insights to guide the allocation of effort within institutions. This strategic approach ensures targeted and impactful interventions, maximizing enrollment outcomes, and bolstering overall student success. To date, myFootpath has collectively reached, encouraged, and helped enroll over 28,000 adult students in partnership with higher education clients.
About The University of Texas at Tyler
The University of Texas at Tyler (UT Tyler), established in 1971, is a public research university located in Tyler, Texas. As a member of The University of Texas System, UT Tyler offers a comprehensive range of undergraduate, graduate, and doctoral programs across various disciplines. The university is dedicated to fostering student success through innovative scholarship and research, aiming to serve and advance the educational, economic, technological, and public interests of East Texas and beyond.
About Sam Houston State University
Sam Houston State University (SHSU), established in 1879, is a public research university located in Huntsville, Texas. As the third-oldest public institution in Texas, SHSU offers a diverse range of undergraduate, master's, and doctoral programs across various disciplines. The university is committed to providing quality education, fostering research, and serving the community. With a student enrollment exceeding 20,000, SHSU is recognized for its strong academic programs and vibrant campus life.
From Housing Insecurity to Graduation: Teresa’s Inspiring Journey
Teresa’s path to earning her degree has been anything but conventional, and her story is a powerful testament to perseverance, self-worth, and community support.
When Teresa first started her college journey, she was facing significant challenges, including housing insecurity. Armed with just a Chromebook and determination, she completed her assignments by hopping between public Wi-Fi hotspots. Despite the hurdles, she never let her circumstances define her.
One of the driving forces behind Teresa’s decision to return to school was her commitment to helping others. A person in long-term recovery, she felt a calling to support individuals overcoming addiction. This passion led her to pursue a career in human services with the goal of becoming a licensed clinical social worker (LCSW).
Throughout her academic journey, Teresa found immense value in the support of myFootpath. Our team of Graduation Specialists provided her with encouragement, resources, and the confidence she needed to believe in herself.
"It felt like someone was always in my corner rooting for me," she shared.
Now, with just four classes left, Teresa is preparing to graduate. She recently received her graduation pass and is weighing the logistics of attending the ceremony—a celebration of not just academic achievement but also personal triumph.
Teresa’s advice to others considering going back to school is simple yet profound:
- Believe in yourself and your ability to overcome challenges.
- Stay organized and proactive with your time management.
- Remember past successes as proof of your capability to tackle new obstacles.
- Accept the support that comes your way
Her story is a reminder that no matter your circumstances, education can be a transformative experience that empowers you to achieve your dreams. As Teresa says, “If I can do it, you can do it too.”
Rewriting Her Future: Tasha’s Road Back to School
Returning to school as an adult is no small feat. It requires courage, resilience, and a belief in the power of education. Tasha, a current Bachelor's student, embodies all these qualities. Her journey from overcoming personal challenges to achieving her academic goals serves as an inspiration for anyone considering a return to school later in life.
Overcoming Early Challenges
Tasha’s educational journey was marked by sacrifices from the start. As a teenager, she dropped out of high school to care for her premature baby brother. But she never lost sight of her goals. When she was able to get back into class, she walked miles each day to earn her high school diploma and celebrated her achievement on her 18th birthday, calling it the best gift she ever gave herself.
This milestone set the tone for Tasha’s lifelong love for learning. She explored various career paths, including cosmetology and pharmacy school, always seeking to better herself despite life’s unpredictability.
Building a Support System
Tasha’s determination to become a forensic anthropologist led her to our Graduation Specialists who were able to connect her with the resources she needed to succeed. The support she received, from encouragement to practical guidance, became a game-changer.
Having an official support system gave me the confidence to be more independent and achieve what I once thought was out of reach," Tasha shared
Through this program, she completed her associate degree and transitioned seamlessly into her bachelor’s program. By transferring credits, she saved both time and money, reinforcing her decision to return to school.
Facing and Conquering Challenges
Tasha’s journey was not without its trials. During her associate degree program, she underwent major abdominal surgery and endured a lengthy recovery period. Despite these obstacles, she stayed committed to her studies.
“Schooling kept me motivated and gave me the structure I needed to align all aspects of my life,” she said.
Now excelling in her bachelor’s program with an impressive GPA, Tasha’s disciplined approach to her education is paving the way for her future success.
Lessons Learned and Words of Encouragement
Tasha’s story highlights the power of perseverance and the importance of having a strong support network. Her advice for others considering a return to school is clear:
- Set Non-Negotiables: Define your priorities and stay disciplined.
- Use Available Resources: Don’t hesitate to seek out and use the resources available to you.
- Stay Focused: Keep your goals in sight and take it one step at a time.
For universities, Tasha’s journey underscores the importance of providing outreach and support for adult learners. Institutions that foster a sense of community and offer personalized guidance can empower students to overcome obstacles and succeed.
A Story of Transformation
Tasha’s determination, coupled with the right support, enabled her to overcome significant challenges and pursue her dreams.
Her story is a powerful reminder that it’s never too late to invest in yourself, embrace new opportunities, and rewrite your future.
It Takes New Enrollment Efforts To Get Results Today
It Takes New Enrollment Efforts To Get Results Today
Maybe there have been times as tumultuous as these, however, I do not remember them. We had real estate and economic crises a while ago. They negatively affected higher education enrollment, yet today’s publicly expressed anti-university sentiment seems new to me. It is true that some institutions cost more than a mortgage in a nice area, and that some do not see more than half of their incoming students graduate within six years. I am going to chalk that up to poor management. However, with anecdotal evidence of having been an enrollment management leader for several decades, I will posit, based upon recent conversations, that most institutions really do care. And that many are trying really hard to find their north star. From what I have heard over the last year, there are a few challenges facing us – you’ll not be surprised.- We thought we’d be immune to the demographic cliff (we just need to work harder)
- Our student success efforts have limited impact (we can’t afford to scale them)
- The 6-year grad rates we have will go unnoticed (we have support systems in-place, it’s not us, it’s them)
Enrollment Challenges: An Urgent Call to Action
Let’s forget about the top-tier and flag-ships for a moment as they are not struggling as much as the rest of us today. We strive to offer something regionally or distinctively special, yet our traditional pool of candidates have so many options. 100+ academic majors, 200+ clubs, this and that, makes a lot of noise to prospects. At the end of the day the families ask the students - will you get a good job, will you be safe and will you have a network? We know that we must bring in a certain number of students and retain them to financially support the institution. Now, more potential students are choosing to forego higher education and there is about to be a significant shift in high school graduates. The answer is to begin recruiting those students whom we admitted yet who never finished. There are over 40 million adults with some college credit and no degree. There is no shortage of a pool here. There are enough potential readmits of our own stop-outs, who are already familiar with us and may retain an affinity.Supporting Non-Traditional Students
How did we get to a place where the average rate of completion is 60% and that is acceptable? Well, I think it is because there was no shortage of traditional new students to keep enrollment numbers at a prescribed level. Many of us do not have strong retention initiatives in place and have been expanding clubs and student activities in an effort to keep the students engaged and enrolled. Today, we need to focus upon our different types of students. Let’s look at our commuters and non-traditional students. They may prefer a quick convenient bite over an all you can eat dining plan. They may value parking near their classes over tickets to a game. They may also desire to conduct transactions outside of traditional business hours and to be able to take classes in-person as well as remotely. It is important that we get to know how resilient our students are and to support those who most need it.A Collaborative Solution
A few years ago I began serving as an advisor to myFootpath. My role was to provide feedback on a service designed to re-enroll stop-outs. I found great value in their work for a number of reasons. As an enrollment manager, my admissions teams were focused upon filling seats with freshmen and transfers. We did not have the luxury of increasing staff to meet future students while they were in ninth grade, nor to hunt down the many thousands of folk who left before graduating. Half of the current student contact information was bad and there was no way we would be able to clean-up contact data of those who had already left. Another reason was that a large fraction of those who left prior to graduating were from marginalized populations. If we believe education brings about equity, that means we need to improve both the access as well as the completion of studies. Finally, when institutions are able to recapture tuition revenue, those funds can be allocated in ways to best support students.Celebrating Success: Over 27,000 Lives Changed and Counting
Today, I continue to serve as a senior advisor to myFootpath. We have incorporated additional measures to support students including a non-cognitive assessment that indicates who is more or less likely to persevere in the face of adversity, and returning to college can certainly be scary. Not only do we provide additional support to low-scoring students, but we also provide personal development workshops for them to be able to better manage areas where needed. Over 27,000 students have returned to their native institutions through myFootpath. That means over 27,000 lives have been changed for the better. It takes new enrollment efforts to get results today. Written by: Luke Schultheis, Ph.D.
Perspectives in Higher Education: Anika Olsen
Educational institutions are dedicated to ensuring students not only graduate but also transition into sustainable, meaningful employment. However, the reality is that some students may temporarily halt their academic pursuits, posing a challenge for institutions in reengaging and supporting their success.
Bringing a compelling real-world success story, we are delighted to introduce Anika Olsen, the Vice President of Enrollment Management at Northern Arizona University, who will unravel the remarkable journey that brought back an impressive 2,500 students within a mere three and a half years, all through their partnership with myFootpath. In this exclusive session, Anika will impart her valuable insights, shedding light on the effective strategies that drove this achievement, all without the need for extensive internal staff capacity. Through this partnership with myFootpath, Northern Arizona University witnessed a significant 3% annual increase in enrollments, backed by a proven framework for reengaging with stop-outs. When the time came to transition these strategies in-house, NAU was well-prepared for the task, setting a remarkable example for other institutions.
With over 25 years of experience in higher education, Anika Olsen brings a profound understanding of the inner workings of educational institutions and the crucial role that student services play in fostering success and a sense of belonging on campus. Her extensive background as a consultant for EAB Enrollment Services has allowed her to advise some of the nation's most esteemed colleges and universities on improving and modernizing their operational and recruitment strategies.
Leading this enlightening conversation is Gerry Henley, a seasoned professional who formerly served as the Assistant Vice Chancellor of Academic Technology Services at California State University.
Gerry: When it comes to re-enrolling students, it's important to recognize that their needs and circumstances differ from those of entirely new students. The challenge arises in seamlessly integrating these new requirements and responsibilities into an organization that may not have been initially prepared or established specific processes for re-enrollment. How do you effectively navigate this transition?
Anika: Great question, and it didn't happen overnight. I would say it's something we're still working towards. So we began this partnership in the later part of the fall of 2019, and we didn't have any staff team that was like, oh, pick me, I want to do all of this work. It really required us to look internally into enrollment management in our one-stop as well as our admissions processing team. We then had to explain the need to that group and then reach out to advising, the registrar's office, and academic affairs to make sure courses were offered when students wanted to re-enroll. And so it truly, truly was a cross-divisional effort and thankfully colleagues at NAU understood that this was a population that we had a moral obligation to go back to and give them a pathway and an on-ramp back to the institution.
Gerry: You said that it didn't happen overnight, but from what I've learned about you, it happened pretty fast. In terms of higher education's timeline, do you want to talk about the benefits of the ReEngage NAU results? They really are amazing.
Anika: Yeah, I'm very proud of these results. You can see the number of students impacted by our fourth year is over 2,500, which is phenomenal. We're a campus of just over 28,000 grad and undergrad online students. And when we began this effort, we kind of assumed that a lot of students would be going back via online learning, and that's true. But we also found that initially, a lot of students wanted to be back on the main campus or in one of the Arizona statewide campuses. Certainly, re-enrolled students bring revenue to the institution and that certainly has been amazing, especially in the last couple of years.
I'll also say it did happen a little faster than we thought, but we also had very willing leaders ready to champion this work. The way this partnership is designed, it's not for myFootpath to do it forever and ever for NAU. It's to teach us along the way through the partnership to build that capacity. And so when we've had employees leave or move on to other opportunities, we've been able to think, okay, now planning ahead, do we want to reallocate this position to this effort knowing that in another year, year and a half, two years, we are going to be taking this work back? And so those have been awesome discussions amongst leadership across campus where we're examining and trying to find efficiencies in our own system, which the myFootpath team has been very helpful with.
Gerry: That's just wonderful. When you look at it, you have to think of it like an investment. Look at the return on the investment that you’ve made, you've gained almost 2,500 students—that's almost a 10% increase in enrollment. And any campus would go wild about that type of increase and the funding. Now that's the outcome that we all would like to achieve. Now, do you want to give us a little background on how you made this happen?
Eager to learn more about the solutions that helped NAU bring back over 2,500 students? Watch the full recording for webinar 3 to dive deeper into the strategies universities can adopt to dismantle barriers and guide students toward graduation.
Webinar 2 Overview: Mapping the Journey
Universities can create a clear path towards graduation, but there are always students who drop out of the funnel—students who had high hopes and big dreams, who year after year, wait for the right moment to jump back in and finish that degree. For universities, tracking and re-connecting with these students can be monumental for retention rates, but re-enrolling these students starts with understanding why they left.
For the second webinar in our series, Katie Dawson from the University of Louisiana System is here to dive into the four main barriers that are holding back your students. From institutional hurdles to situational obstacles, Katie will map out the main stop-out points that are backed by research—giving your university an inside look at the lives of these students and how you can create support systems to get them back in the classroom. Having helped over 27,000 students resume their college journey, myFootpath is teaming up with Katie to discuss how you can do the same through partnerships that drive enrollment and bring back stop-outs.
To access the complete recording of our second webinar, "Mapping the Journey: Identifying Stop-Out Points in the Enrollment Funnel," simply click here. Additionally, for an in-depth exploration of insights from Katie Dawson, be sure to read our "Perspectives in Higher Education" blog by clicking here.
Interested in our stop-out webinar series? Click here to watch the recording of our first webinar, "Decoding Stop-Outs: Unveiling the Hidden Demographics," and delve deeper into Ruru Rusmin's work by clicking here.
Perspectives in Higher Education: Dr. Katie Dawson
It is with great pleasure that we introduce Dr. Katie Dawson, the Assistant Vice President for Academic Innovation and Learning at the University of Louisiana. Dr. Dawson's extensive experience spans both on-campus and state-level systems within Louisiana, making her a valuable source of insights. Her expertise in re-enrollment and support strategies for students who have temporarily halted their education is invaluable, offering a roadmap for their successful return and contribution to the state. Her passion for innovation and deep understanding of student support systems align seamlessly with the data-driven approach emphasized by myFootpath.
Dr. Dawson is deeply passionate about the subject matter at hand. In Louisiana, she has been instrumental in implementing the Compete Louisiana program, designed to re-engage adults who possess some college experience but lack a completed bachelor's degree. Within this initiative, Dr. Dawson's success coaches play a pivotal role in collaboratively charting personalized pathways for these students' return to higher education.
A fundamental aspect of success lies in comprehending the unique characteristics of your student population. In the context of Compete Louisiana, these individuals typically boast 60 to 70 credit hours when considering their return, often juggling full-time employment, familial obligations, and community responsibilities. Dr. Dawson's profound understanding of the demographic is central to guiding them forward.
When considering the broader context of adult students, it becomes evident that four distinct barriers to reentry persist among this demographic. What has notably intrigued Dr. Dawson during her research and engagement with this program is the observation that the measures taken to address the challenges faced by returning adults can also have positive implications for traditional students.
Katie: The first barrier I'd like to discuss today is what we call "dispositional barriers." These are internal obstacles that reside within the student themselves, primarily tied to their perceived competence level and self-efficacy. Stop-out students often carry a history of attempting to return to education, only to fall short of earning a bachelor's degree. Within them, a lingering seed of doubt persists, questioning whether this time will be any different. As practitioners, recognizing and comprehending these dispositional barriers is crucial. By actively working to bolster the confidence of these students throughout their academic journey, we can significantly improve our chances of retaining them.
The second type of barrier that we typically encounter is what we call "situational barriers." These barriers encompass a wide spectrum of life events, ranging from joyous occasions like marriages, the arrival of new babies, and landing new jobs, to more challenging experiences such as job losses, bereavement, and illnesses. In these instances, as an institution, there may not be much we can do to prevent these life circumstances from occurring in our students' lives. However, what we can control are the processes and policies we have in place to support students when life events become barriers to their education.
Gerry: Thank you so much, Katie. One of the things I'm hearing is that your first two barriers are focused on finding compassion for your students, understanding their circumstances, and then finding ways to address those concerns as an institution. It's a pretty complex system that you're trying to juggle. I know from a state institution and community college perspective, we often struggle to know how to address all of these different barriers. When we don't have a lot of time or staff, where would you recommend we prioritize our efforts?
Katie: For me, it always starts with relationship building. You have to reestablish that relationship with the student and regain their trust, being upfront when you don’t have all the answers or when the school is still working to address structural problems. What I tell my team all the time is that we're in the business of setting expectations. It doesn't mean that there won't be difficulty, but it means that you have somebody who's going to stick with you and help you navigate that difficulty as you move forward.
Gerry: It seems that your leadership is instrumental in guiding the various staff members who interact with re-enrolled students across different services. Effective communication of this message is crucial.
Katie: Absolutely. I'm very lucky to be one of many great leaders within our system who have their eye on the prize of student success and student engagement. And so I think that if we work together, which we'll talk about in a little bit, there's a lot more that we can accomplish than just working as a team of one.
The third type of barrier I want to discuss is what we call "institutional barriers." It might sound a bit strange to say that I have a favorite type of barrier, but the reason I appreciate institutional barriers is that they fall within our control to change. These barriers are essentially obstacles that we, in higher education, often unwittingly create, making it more challenging for students to return.
The fourth barrier we often encounter is technology. The pandemic emphasized disparities in tech access, from internet infrastructure to hardware for online learning. Many adult students opt for online formats due to flexibility and affordability. We must prioritize digital literacy support, as some students may be entirely new to online courses. This means comprehensive orientations, early skill assessments, and resource assistance are crucial, even for seemingly basic digital skills.
Gerry: With all these barriers, you have a pathway that you can guide people through what we need to keep in mind.
Katie: I have some guiding principles that can frame our work and ensure that student success and access remain at the forefront of our efforts. Earlier this summer, my leadership team asked if there's a universal process that all institutions should follow to efficiently move students through and prioritize their needs. I pondered this question and explored various models. However, the reality is that there's no quick and easy fix for these challenges. If such a solution existed, it would already be widely known. I believe in the strength of diversity in our approaches to working with students because each student group is unique, and you are best equipped to engage them effectively.
Eager to learn more about the barriers holding back stop-outs? Watch the full recording for webinar 2 to dive deeper into the strategies universities can adopt to dismantle these barriers and guide students toward graduation.
Webinar 1 Overview: Unveiling the Stop-Out Demographic
Every student starts their college journey with their eyes on the prize—graduation. But for those who have faced one too many obstacles along the way, that journey may have been cut short. For universities, connecting back with these hopeful graduates can boost retention rates and enhance student success—but how do we reengage these students, and how do we break down the barriers keeping them from putting on that cap and gown?
In this webinar series, we’ll be diving into the leading practices, effective interventions, and successful support systems that bring back adult students and get them across that finish line.
Featuring our special guest Ruru Rusmin, the Assistant Dean of Faculty Development and Technology at CUNY School of Professional Studies, our first webinar will dive into the many ways she’s impacted retention rates at her own university and helped struggling students overcome roadblocks.
Gain a deeper understanding of where students are leaving the enrollment funnel and what obstacles are keeping them from finishing their degree. Addressing common roadblocks such as pace of learning, credit for prior learning, speed of admission, and student support systems, you’ll learn exactly where and how to spend your time and resources to make the biggest impact on stop-out re-engagement. Having re-enrolled over 27,000 students, myFootpath is helping your university reconnect with the nearly 40.4 million stop-outs through data, resources, and interventions that will bring them back.
To access the complete recording of our first webinar, "Decoding Stop-Outs: Unveiling the Hidden Demographics," simply click here. Additionally, for an in-depth exploration of insights from Ruru Rusmin, be sure to read our "Perspectives in Higher Education" blog by clicking here.