Right-wing X accounts are pushing for universities to dismiss any employees that have disparaged Kirk in the days following his death.
Photo illustration by Inside Higher Ed | LeoPatrizi/E+/Getty Images
At least five faculty and staff members have been fired so far for comments they made in response to the death of Turning Point USA founder and conservative firebrand Charlie Kirk, who was shot and killed Wednesday during an event at Utah Valley University.
Investigators announced Friday they arrested a suspect, 22-year-old Tyler Robinson, who is now being held in a Utah jail without bail. Utah governor Spencer Cox said during a press conference Friday that a family friend turned Robinson in to authorities after the suspect suggested to a relative that he’d killed Kirk. Robinson was not a student at Utah Valley.
The Utah Board of Higher Education said in a statement that Robinson is a third-year student in the electrical apprenticeship program at Dixie Technical College and that he attended Utah State University for one semester in 2021.
Among the latest college employees terminated for their responses to Kirk’s killing, Lisa Greenlee was removed as a part-time instructor from Guilford Technical Community College in Jamestown, N.C., on Thursday after she made comments criticizing Kirk to students during an online class, saying, “I’ll praise the shooter; he had good aim.” A video of her remarks made the rounds on X, where right-wing accounts encouraged the college to fire her.
“We deeply regret that students, employees, and the community were impacted by her comments. Greenlee’s behavior is not consistent with the college’s values and mission to serve Guilford County. Her statement regarding the assassination of Charlie Kirk does not support the open and respectful learning and working environment that GTCC provides every day,” GTCC president Anthony Clarke said in a statement. “We want to reiterate that supporting violence is reprehensible and will not be tolerated at the college.” Greenlee did not respond to Inside Higher Ed’s request for comment.
Two employees at Cumberland University in Lebanon, Tenn., were dismissed Thursday for making “inappropriate comments on the internet related to the tragic shooting of Charlie Kirk,” university president Paul Stumb wrote in a statement posted on X. He identified the employees as Michael Rex, an English and creative writing professor, and Max Woods, an assistant esports coach, but he did not share what they said. Like Greenlee, both had been the subject of online campaigns advocating for their firing.
“This decision was not made lightly,” Stumb wrote. “We understand the importance and the impact of this action, and we want to emphasize that we conducted a comprehensive investigation prior to making our decision.”
Before Stumb’s statement was publicized, Rex posted an apology on his Facebook page. “No one deserves to be murdered,” he wrote. “I did not think about the pain and anger that my words would create. My comments were not meant to celebrate nor to foster political violence and for any traums [sic] my words caused, I am truly sorry.” Rex and Wood did not respond to Inside Higher Ed’s request for comment.
The recent firings follow the dismissals of Laura Sosh-Lightsy, a student affairs administrator at Middle Tennessee State University, and an unnamed staff member at the University of Mississippi.
A Clemson university professor is also subject to an ongoing push by X users to have him fired for statements on Kirk’s death. On Friday afternoon, the university posted a statement that alluded to the situation. “We stand firmly on the principles of the U.S. Constitution, including the protection of free speech. However, that right does not extend to speech that incites harm or undermines the dignity of others. We will take appropriate action for speech that constitutes a genuine threat which is not protected by the Constitution.”
Right-wing X accounts are pushing for universities to dismiss any employees that have disparaged Kirk in the days following his death.
Photo illustration by Inside Higher Ed | LeoPatrizi/E+/Getty Images
At least seven faculty and staff members have been fired or suspended so far for comments they made in response to the death of Turning Point USA founder and conservative firebrand Charlie Kirk, who was shot and killed Wednesday during an event at Utah Valley University.
Investigators announced Friday they arrested a suspect, 22-year-old Tyler Robinson, who is now being held in a Utah jail without bail. Utah governor Spencer Cox said during a press conference Friday that a family friend turned Robinson in to authorities after the suspect suggested to a relative that he’d killed Kirk. Robinson was not a student at Utah Valley.
The Utah Board of Higher Education said in a statement that Robinson is a third-year student in the electrical apprenticeship program at Dixie Technical College and that he attended Utah State University for one semester in 2021.
Dozens of Republican politicians and other conservatives spent the weekend calling for Clemson University to fire three employees who they believed disparaged Kirk in social media posts. The campaign for their ouster caught the attention of President Donald Trump, who reposted a Truth Social message from South Carolina state representative Jordan Pace that said, “That’s it, now Clemson faculty are inciting violence against conservatives. It’s time for a special session to end this. Defund Clemson. End Tenure at State colleges.”
In a statement Saturday, Clemson officials said one employee had been suspended while the university continues to investigate their social media posts. “We understand the frustration, and we share the deep concern over the nature of these posts. However, we will continue to act within the bounds of the law and our University policies to ensure accountability and integrity.”
Among other college employees terminated for their responses to Kirk’s killing, University of Miami officials announced Saturday they removed an unnamed employee for “unacceptable public commentary.”
Lisa Greenlee was removed as a part-time instructor from Guilford Technical Community College in Jamestown, N.C., on Thursday after she made comments criticizing Kirk to students during an online class, saying, “I’ll praise the shooter; he had good aim.” A video of her remarks made the rounds on X, where right-wing accounts encouraged the college to fire her.
“We deeply regret that students, employees, and the community were impacted by her comments. Greenlee’s behavior is not consistent with the college’s values and mission to serve Guilford County. Her statement regarding the assassination of Charlie Kirk does not support the open and respectful learning and working environment that GTCC provides every day,” GTCC president Anthony Clarke said in a statement. “We want to reiterate that supporting violence is reprehensible and will not be tolerated at the college.” Greenlee did not respond to Inside Higher Ed’s request for comment.
Two employees at Cumberland University in Lebanon, Tenn., were dismissed Thursday for making “inappropriate comments on the internet related to the tragic shooting of Charlie Kirk,” university president Paul Stumb wrote in a statement posted on X. He identified the employees as Michael Rex, an English and creative writing professor, and Max Woods, an assistant esports coach, but he did not share what they said. Like Greenlee, both had been the subject of online campaigns advocating for their firing.
“This decision was not made lightly,” Stumb wrote. “We understand the importance and the impact of this action, and we want to emphasize that we conducted a comprehensive investigation prior to making our decision.”
Before Stumb’s statement was publicized, Rex posted an apology on his Facebook page. “No one deserves to be murdered,” he wrote. “I did not think about the pain and anger that my words would create. My comments were not meant to celebrate nor to foster political violence and for any traums [sic] my words caused, I am truly sorry.” Rex and Wood did not respond to Inside Higher Ed’s request for comment.
The recent firings follow the dismissals of Laura Sosh-Lightsy, a student affairs administrator at Middle Tennessee State University, and an unnamed staff member at the University of Mississippi.
Retirement remains a far-off — and in some cases, unattainable — goal for many Americans.
About one in four adults over age 50 said they expect to never retire, according to an AARP survey. That’s perhaps not surprising given that Americans believe they’ll need $1.26 million to retire comfortably, per Northwestern Mutual.
In a new report from Bank of America, 68% of employees said that saving for retirement is their No. 1 financial goal, though working toward it often comes with significant challenges.
The research, which surveyed nearly 1,000 full-time employees who participate in 401(k) plans and 800 employers who offer a 401(k) plan, revealed that the average employee doesn’t start saving for retirement until age 30 and wishes they had more retirement education (33%).
Employees’ top expected sources of retirement income were as follows, per the survey: 401(k) or 403(b) (85%), Social Security (75%), checking or savings account 53%), IRA (38%), taxable brokerage or investment account (24%).
Baby Boomers are retiring at a rapid rate, setting a record number of retirees in 2024 that allowed Gen X to outnumber them in the workforce for the first time, GOBankingRates reported.
On average, Boomers began saving for retirement at age 34; now in their 60s and 70s, one in four of them don’t feel on track to retire, according to the Bank of America survey. Additionally, only two in 10 Boomers said they completely understand their Social Security benefits.
Rising healthcare costs in retirement present another hurdle, as only 34% of employees said they’re saving and investing for future healthcare expenses, despite current research showing that a 65-year-old couple could need as much as $428,000 in savings to cover their retirement healthcare expenses.
Respondents said the main reason they don’t save for health care is that they can’t afford it, but many who have access to an HSA through their employer also don’t understand the tax advantages and rollover process.
When employees across generations were asked to reflect on what they would have done differently to prepare for retirement, they cited three common mistakes: not starting to save at a younger age (49%), not taking full advantage of their employer’s 401(k) match (35%) and not paying off debt sooner (36%).
Image Credit: Courtesy of Bank of America
“The modern employee wants help with their broader financial goals,” Lorna Sabbia, head of workplace benefits at Bank of America, said. “Employers should consider additional resources to support their workforce in ways that bolster their long-term goals while also helping them tackle short-term challenges.”
At least seven historically Black colleges and universities across the country went into lockdown on Thursday after institutions received threats, which they did not elaborate on.
Southern University and A&M College in Louisiana asked those on campus to shelter in place in response to a “potential threat to campus safety.”
The lockdown applied to the “entire Baton Rouge landmass,” including the Southern University Law Center, the Agricultural Research and Extension Center, and the university’s Laboratory School, according to a statement from the institution.
The lockdown lifted in the afternoon, but all classes and campus activities were canceled through the weekend.
Alabama State University also received a “terroristic threat,” university officials told local media outlets, and shut down campus as law enforcement officials checked buildings. The university sent an all-clear notice later in the day, noting that “the immediate threat has been resolved,” but told students to continue to shelter in place.
Two HBCUs in Virginia were also targeted.
Virginia State University went into lockdown while local, state and federal law enforcement agencies investigated the credibility of a threat received earlier that day, according to a message from the Virginia State University Office of Communications and University Relations. University officials assured students, “No injuries or incidents have been reported in connection with the threat” and said they would be provided with meals in university housing during the lockdown.
Hampton University canceled all activities and classes for both Thursday and Friday in response to a potential threat. Students were discouraged from moving across campus unless absolutely necessary, and all nonessential employees were told to “evacuate immediately” in a notice on the university’s website.
A threat at Bethune-Cookman University in Florida also forced the university to cancel classes and go into lockdown. A notice from the university told students to go to their dorms and faculty and staff members to leave campus.
Spelman College in Atlanta didn’t receive a threat but issued a shelter-in-place order because of its proximity to Clark-Atlanta University, which did. The order was lifted around 2 p.m.
Howard University, in Washington, D.C., assured students the institution hadn’t received any threats but would maintain “heightened security.”
“At Howard, we denounce all acts of hate designed to foster fear in our communities,” an update from the university read. “Howard stands in solidarity with our fellow HBCUs.”
A predominantly white institution, the University of Central Florida, also reported receiving a threat Thursday. The Orlando Sentinel, which obtained a copy via an anonymous tipster, reported that the expletive-laden message threatened Black students and referenced the killing of Iryna Zarutska, a Ukrainian refugee stabbed on a train in North Carolina.
A message from the UCF Police Department Thursday afternoon said, “Similar messages have been reported at other universities around the country.” The police department added it was working with the Federal Bureau of Investigation to assess the threat but does not consider it “to be credible.”
In what appears to be an unrelated incident, the U.S. Naval Academy in Annapolis, Md., went on lockdown Thursday evening after suspicious activity was reported on campus, The Baltimore Banner reported. One person was injured as Naval Security Forces cleared a building.
Florida A&M University, an HBCU, did not receive any threats but put out a statement of solidarity with institutions on lockdown.
Rep. Troy A. Carter, a Democrat from Louisiana, posted on X that he was “outraged and deeply disturbed” by the threats to HBCUs.
“These reprehensible acts are not only an attack on institutions of higher learning—they are an attack on our history, our culture, and the promise of opportunity that HBCUs represent for generations of students,” Carter wrote. In a statement, he called on the federal government “to utilize every available resource to identify, apprehend, and prosecute those responsible.”
The Congressional Black Caucus also put out a statement calling for action from the U.S. Department of Justice and FBI. Caucus members described the threats as a “chilling reminder of the relentless racism and extremism that continues to target and terrorize Black communities in this country.”
The rash of violent threats is reminiscent of a wave of bomb threats that targeted HBCUs in 2022 and prompted the FBI to get involved. The HBCU campus lockdowns also come on the heels of a series of false calls to colleges and universities about active shooters last month; an online extremist group claimed responsibility for the hoaxes.
This as-told-to story is based on a conversation with Shanaz Hemmati, COO and co-founder of ZenBusiness, a $1.5 billion company that provides an all-in-one platform helping small businesses become official, stay compliant, manage finances and more. Her co-founder is Ross Buhrdorf, who serves as CEO. The piece has been edited for length and clarity.
Image Credit: Courtesy of ZenBusiness. Co-founder and COO Shanaz Hemmati.
At the University of Texas at Austin, I studied computer engineering, starting with hardware design before pivoting to software engineering. I truly love technology, and especially software engineering, because you’re coding to solve problems — I still love solving problems.
My husband’s an entrepreneur who’s always had his own businesses. He’d encourage me to start my own business, but I was too concerned. Sometimes women can think too hard about doing something; that’s what held me back from becoming an entrepreneur.
For women in male-dominated fields, it’s important to seek out mentors who can help you from their experience, even if their journey looked different from yours. You can bounce ideas off them and ask them questions. Mentorship pushes you, but it also gives you assurance and confidence.
Over the course of my career, I learned so much, which helped me when I made the leap to founder.
“Small businesses are what keep the economy growing.”
I first met my ZenBusiness co-founder Ross Buhrdorf when we worked at Excite.com, a web portal company founded in 1994. Several years later, I joined HomeAway, a vacation rental marketplace, where I stayed for 11 years until the company was acquired by Expedia.
Later on, Ross and I met up for coffee, and he started talking about this idea of building something to help entrepreneurs and people who are starting small businesses. I was intrigued and excited. I’d always been passionate about that category in the market: Small businesses are what keep the economy growing and going.
When it comes to a fast-growing company like ours, we have so many things on our to-do list, but we don’t always have the resources to get them done at the same time, so we have to prioritize.
AI has been one of those priorities. Everybody in business should be using it these days. It’s a great tool that saves time once you get employees on board and using it based on their role and function. Our personalized AI assistant, ZenBusiness Velo, is included with every LLC formation and helps entrepreneurs start and grow their businesses.
“It all comes down to this — people are at the center of any great company.”
For a long time, I’ve had this mantra that’s helped me succeed as a business leader: Be fearless, be ethical, be passionate.
Being fearless means recognizing that nothing is ever going to be perfect, but you just do it anyway. Being ethical means always being honest, to yourself, to your co-workers, to anyone. And being passionate is everything. Loving your work and doing the best job possible will help you progress in your career and build your business.
It all comes down to this — people are at the center of any great company. Anything you do is all about people, whether they’re employees, customers or the community.
ZenBusiness puts this rule into action by hearing and supporting its employees.
For example, we became an early adopter of remote work. The company sent employees home when the pandemic hit, but as we continued to grow and hire more people, we listened to employees who said that they preferred working from home. Remote work gave them the chance to spend time with their families, cut down on commute hours and be more productive.
“Maybe you launch as a side hustle to test it out.”
All aspiring entrepreneurs should avoid the pitfall of thinking about a business idea for too long before they take action: Do it sooner rather than later.
You don’t have to drop everything else you’re working on to start. Maybe you launch as a side hustle to test it out. Talk to the people you’re trying to solve a pain point for because those conversations will give you a lot of information.
Every day, you’re learning something new, and being able to pivot fast can be the difference between driving your business in the right direction or not. There are always going to be surprises along the way. So remember, it’s all about the people who are around you — it’s all about the people you bring in to help you go through your business journey.
This article is part of our ongoing Women Entrepreneur® series highlighting the stories, challenges and triumphs of running a business as a woman.
This as-told-to story is based on a conversation with Shanaz Hemmati, COO and co-founder of ZenBusiness, a $1.5 billion company that provides an all-in-one platform helping small businesses become official, stay compliant, manage finances and more. Her co-founder is Ross Buhrdorf, who serves as CEO. The piece has been edited for length and clarity.
Image Credit: Courtesy of ZenBusiness. Co-founder and COO Shanaz Hemmati.
Opinions expressed by Entrepreneur contributors are their own.
For decades, college had no real competition. It wasn’t just an educational path; it was the most powerful brand in American life. Parents, schools and employers marketed it as the only safe route to the American Dream. Glossy brochures, billion-dollar ad campaigns, alumni prestige and rankings in U.S. News & World Report kept reinforcing the message: College equals success.
But today, that monopoly is cracking. Aviation schools, trade programs and trucking startups are mounting their own branding campaigns — promising high pay, entrepreneurial freedom and faster, cheaper paths to prosperity. The reality is already here: Pilots, aircraft mechanics, electricians, independent truckers and others can earn as much or more than many college graduates. What lags is perception. And that’s why the branding war between college and the trades is just beginning.
Universities built their dominance the same way top consumer brands do: with relentless marketing. From campus tours that feel like product demos to billboards touting alumni salaries, college was positioned as both a rite of passage and a must-have credential.
For years, the competition barely showed up. Skilled trades and technical careers weren’t marketed at all — they were stigmatized. A student who skipped college was seen as someone who had “settled.” Even as tuition soared and student debt ballooned, the idea that “college equals success” remained sticky because it was backed by decades of consistent PR.
But perception is shifting. A recent Workforce Monitor poll found that 33% of U.S. adults recommend trade school for high school grads, compared to just 28% who recommend a four-year degree. Parents and Gen Z may still default to college, but more are starting to see skilled paths as respectable, even aspirational.
This shift isn’t just economic. It’s the result of smart PR and branding by industries that know they need to win the perception battle if they want to fill critical jobs.
Aviation: Pilots and mechanics in the spotlight
Nowhere is the branding battle more visible than in aviation. Airlines face a pilot shortage so severe that Boeing projects the need for 804,000 new pilots by 2037. To meet that demand, they’ve leaned heavily into PR and marketing.
Take Thrust Flight’s “Zero Time to Airline” program. The name itself is a masterstroke of branding. It tells a clear story: You can go from zero flight hours to the cockpit of a regional airline in just two years. It’s essentially packaged like a startup accelerator for aviation careers — fast, focused and aspirational.
Airlines themselves are part of the rebrand. In 2022, Delta made national headlines by dropping its four-year degree requirement for new pilots. That move wasn’t simply a policy change — it was a deliberate PR campaign designed to tear down the perception barrier that only college grads could fly for major carriers.
The economics reinforce the messaging. The average U.S. airline pilot earns around $220,000 a year, and with recent wage hikes, new pilots can now recoup training costs in four years or less. For a teenager weighing options, the soundbite is irresistible: “$200,000 without college.”
But it’s not just pilots. The aviation industry is also reframing careers for aircraft mechanics and technicians. With a median salary of around $75,000 and specialized certifications available in two years or less, mechanics are now marketed as tech professionals critical to safety and commerce. Rather than “wrench turners,” they’re positioned as guardians of billion-dollar fleets, a message designed to elevate status and respect.
The combined narrative is powerful: Whether you’re flying planes or maintaining them, aviation offers high salaries, critical skills and prestige — without requiring a bachelor’s degree.
Trucking has undergone an equally dramatic makeover. For years, it was branded as hard work with modest pay and little respect. But startups like Billor and CloudTrucks are reframing it as entrepreneurship on wheels.
Billor’s pitch is simple: lease-to-own programs that put drivers in trucks with no credit check, giving them full ownership in four years. That changes the narrative from “job” to “asset ownership” — a driver isn’t just hauling freight, they’re building wealth.
CloudTrucks takes a tech-first approach. Branding itself as a “virtual carrier,” it equips independent drivers with the same back-office tools, compliance systems and load-booking capabilities that large fleets use. The economics are compelling: Independent drivers keep 82% of revenue, often out-earning company drivers while enjoying the freedom to choose their own routes and schedules.
The contrast in branding is stark: A company driver is positioned as a steady employee, while an independent operator is sold the dream of being a small business owner. That story is working. The U.S. now has more than 900,000 owner-operators, more than double just a few years ago.
The trades: From backup plan to entrepreneurial path
Construction trades are in the midst of their own rebrand. Once considered fallback careers, they’re now marketed as modern, entrepreneurial and future-proof.
Electricians illustrate the shift. The median wage is $62,000, with six-figure potential for those who advance. The field is expected to grow 11% over the next decade, creating about 80,000 openings each year. Unlike college, apprenticeships let people earn while they learn, avoiding student debt.
Companies like Mobilization Funding add fuel to the story by helping subcontractors secure financing upfront, allowing them to scale and compete on larger projects. The implicit message: You’re not just a worker; you’re a business owner capable of growth.
Meanwhile, social media influencers in the trades are helping to reframe these careers as skilled, respected and even aspirational. The stigma is fading — and branding has everything to do with it.
Data as PR’s secret weapon
Behind every one of these rebranding efforts lies data packaged as stories.
“Pilots make $220,000 without college.”
“Aircraft mechanics earn $75,000 with two-year certifications.”
“Independent truckers can own rigs in four years and out-earn company drivers.”
“Electricians are adding 80,000 jobs annually.”
These aren’t just statistics; they’re headlines, crafted to challenge assumptions and shift public perception. For decades, universities mastered this playbook by touting alumni earnings. Now, trades and technical careers are using the same strategy — and it’s working.
The perception gap
Despite the progress, perception still lags reality. Gen Z students remain more likely to pursue college, and parents still see degrees as symbols of status. The economics of alternatives are clear, but the branding battle is far from over.
Colleges had a century-long head start in marketing themselves as the default choice. Aviation, trucking and the trades are only now mounting a counteroffensive. But thanks to startups, social media and data-driven PR campaigns, they’re closing the gap faster than ever.
The American Dream has always been about opportunity. But opportunity doesn’t sell itself — it has to be framed, packaged and communicated. That’s what’s happening now in fields like aviation, trucking and the skilled trades.
The branding war between college and alternative paths is still in its early rounds. Universities will keep promoting degrees as the safest option. But industries hungry for talent are telling a new story: one of accessibility, ownership and financial freedom without the burden of student debt.
For entrepreneurs and marketers, the lesson is clear: Economics may create the opportunity, but branding determines how it’s perceived. If piloting can be positioned as a direct, high-ROI career path, if truckers can be reframed as business owners, and if tradespeople can be reframed as entrepreneurs, then any industry can reshape its image. The future of work will be defined not just by what jobs pay, but by which stories win.
This Side Hustle Spotlight Q&A features Sandra Oh Lin, 50, of Los Altos, California. She is the founder and CEO of KiwiCo, a company that provides educational activities for kids meant to spark creativity and problem-solving through hands-on play. Responses have been edited for length and clarity.
Image Credit: Courtesy of KiwiCo. Sandra Oh Lin.
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What was your day job or primary occupation when you started your side hustle? I had just stepped away from seven years at eBay Inc., where I had launched PayPal Mobile and led the eBay fashion business. I was working on a new fashion-related startup idea before I ended up starting KiwiCo in 2011.
Where did you find the inspiration for the side hustle? When my kids were younger, I tried to find ways for them to exercise their creativity and put their problem-solving skills to work. I wanted them to grow up to feel like they could envision and better the world around them. As an engineer by training, I saw creating and building through hands-on activities as a way to explore, discover and build creative confidence. At the same time, I was drawing on my own childhood — I have such fond memories of making and building things with my mom while I was growing up.
What were some of the first steps you took to get your side hustle off the ground? How much money/investment did it take to launch? I started by creating hands-on projects for my kids. Then, I started to share them with friends and family during playdates. The parents and kids were so enthusiastic about the activities that it gave me the confidence to take it further. I laid the groundwork to see if there was a market for a real business. Then, I leveraged my network to start conversations with investors. We raised a little more than $10 million in venture funding. From there, we were able to become profitable and cash flow positive — and fund our own growth.
Image Credit: Courtesy of KiwiCo
Are there any free or paid resources that have been especially helpful for you in starting and running this business? I had a strong background in product design (having worked in R&D at Procter & Gamble) and ecommerce (from time at PayPal and eBay). Yet, I didn’t have any direct experience with fulfillment, supply chain and operations. I had a lot to learn. So I made a conscious effort to surround myself with people who were true experts. One example is Mike Smith, who was the COO of Walmart. He provided invaluable guidance, and he even helped interview our VP of operations candidates when we were hiring. Advisors like Mike were so helpful to us at that time.
If you could go back in your business journey and change one process or approach, what would it be, and how do you wish you’d done it differently? I had always heard people say that a strong culture is so important to define and cultivate when you build a company. That way, you can point to and reinforce the behavior and values that align. While I was able to grok that academically, I put it aside when I should have addressed it earlier. As a result, some of our hiring was off in the beginning, and we had to course correct, which was costly. It would have been helpful to have put the framework into place from the beginning.
When it comes to this specific business, what is something you’ve found particularly challenging and/or surprising that people who get into this type of work should be prepared for, but likely aren’t? During the pandemic, one of our toughest challenges was sourcing enough supplies to keep up with surging demand. In the years since, we’ve seen our fair share of ups and downs on that front, but one thing has remained constant: the importance of strong, trusted relationships with our suppliers. They’ve been incredible partners through it all, and those collaborations have been key to helping us navigate post-pandemic growth with resilience and adaptability.
Can you recall a specific instance when something went very wrong? How did you fix it? I’ll never forget our very first alpha shipment. We had just 19 crates to send out, and it took a team of five of us the entire day to get them boxed and shipped. By the end, we were exhausted and looking at each other like, There has to be a better way. It was a wake-up call that we needed better systems and processes for fulfillment if we were going to scale. We figured it out along the way, but that moment sticks with me as a reminder of how far we’ve come.
Image Credit: Courtesy of KiwiCo
How long did it take you to see consistent monthly revenue? With our core business being subscription-based, we’ve seen consistent monthly revenue from the beginning. KiwiCo has been profitable and self-funded for many years now. What started in my garage has grown into a company that has shipped more than 50 million crates to families in over 40 countries and created more than 1,500 hands-on products and activities. It’s amazing to see how far we’ve come, while still staying true to the heart of why we started: sparking creativity and confidence in kids everywhere.
What does growth and revenue look like now? To date, KiwiCo has generated more than $1 billion in lifetime revenue. This is something I’m incredibly proud of, not just because of the number itself, but because it represents millions of moments of creativity and discovery for kids and families. Additionally, we launched in Target and Barnes & Noble this past year as part of building our wholesale channels.
What do you enjoy most about running this business? One of my favorite parts of this journey is that my kids not only understand what I do for work but also are involved in helping shape KiwiCo’s products. My kids were the original source of inspiration for the company, and they continue to be critical testers of our products to ensure we’re creating the best hands-on activities for kids to discover and unleash their creativity and explore as they learn about the world around them.
Image Credit: Courtesy of KiwiCo
What is your best piece of specific, actionable business advice? Finding a community of founders can be so helpful. Sharing the challenges and the opportunities that come from building a business with others who are in the same boat can be so valuable. You can gather everything from tangible, actionable advice to empathetic ears that have been there and done that.
This Side Hustle Spotlight Q&A features Sandra Oh Lin, 50, of Los Altos, California. She is the founder and CEO of KiwiCo, a company that provides educational activities for kids meant to spark creativity and problem-solving through hands-on play. Responses have been edited for length and clarity.
I teach a first-year seminar. We call the course Education and the Good Life. The goal of the class is to engage students in a 15-week conversation. We talk about how they can make the most of their courses and our campus, with an eye toward the question of how the college experience can create an approach toward the world that lasts their whole life. In that spirit, last fall, I gave students an example of how I spend my time.
In class, I shared a set of drafts of a poem that appeared in my most recent collection. One by one, I projected versions of the poem onto a screen. I drew attention to the red ink slashing through unwanted words. I pointed out how I added, struck, added, struck and then re-added a comma. I boasted about my careful use of my favorite punctuation mark—the delightfully overlong em dash. In the end, I shared all 32 drafts of the poem, from conception to published work. When I stopped, a student in the front row quipped, “That doesn’t seem efficient.” In response, I quoted Annie Dillard—“How we spend our days is, of course, how we spend our lives”—and I talked about the concept of “craft.” I suggested that a committed craftsperson produces work, but that in important ways, and for the reason Dillard suggests, the work also produces them. In the end, the time we spend on our projects makes us who we are.
I asked the class to think about the time they give to writing assignments. I encouraged them to think about the minutes and the hours that they carve out of their schedules to read and then to write. I told them, “These are investments, not just in the creation of something to turn in on a deadline, but rather, investments in your humanity.” I explained, “When you give yourself time to use your faculties, you end up changing the dimensions of your mind.” I said, “You’re changing yourself.” Then I mused about how a college graduate is a certain kind of person, and how the process of earning a degree is largely a process of becoming.
My students are smart. They understand social conventions. They know how to act, so they humored me. They nodded their heads, even though I detected facial expressions formed with a noticeable twist of “maybe that is how it worked in your generation.” Without saying the words, they made a point. History matters.
In addition to my work on campus, I serve as a member of the Higher Learning Commission’s peer-review corps. Once or twice a year for the past 22 years, I have studied and visited colleges for the sake of ensuring the quality of their operations. When I joined the corps, in the early 2000s, the HLC held a leadership role in the nationwide assessment movement. The assessment of what students submit as their work, and by proxy what they know and what they can do, had become the benchmark by which we judge our institutions and accredit them. Because the question of whom students become during an education is harder to answer, and because the methods to answer such questions are out of necessity qualitative, we left those concerns aside while we moved, as a country, toward documenting the easily measurable, but narrowly defined, cognitive outcomes of the college experience.
In the early 2000s, the heightened focus on the assessment of learning outcomes dovetailed with what were then advances in technology. Web-based platforms, still described as “learning management systems,” made it possible to assess students’ abilities at a distance, anytime, anywhere and under nearly any circumstance. The new, single-minded focus on the cognitive outcomes of higher education burgeoned alongside efforts to legitimize the new online institutions that had removed time in place as a component of schooling. In effect, our message was that we take stock of our success by measuring the end product of education, as opposed to the process of becoming educated. Students are smart. They quietly noted our priorities.
Enter AI. Today we live in an era in which students can feed a prompt into an automated prose generator and, in seconds, have a viable draft of a writing assignment. What are they supposed to think? We’ve spent three decades acting like outcomes assessments are the only things we value. As for questions about how or where or with whom people engage in the process of becoming educated, our general approach has been, “These are not things that we like to know about.”
Consider our focus on outcomes in another sphere of human development: athletics. Assume for a moment that you are a cyclist. I am confident that technocrats will soon create a bot capable of riding a bicycle. On a day when life presents you with too much to do, and you can’t find time to ride, would it seem reasonable to send a bot out in your stead? I hope that sounds absurd. During most of the time that we give to athletics, the outcome is not the point. In cycling, on most days, the point is not that a bicycle was ridden. The point is that you rode a bicycle.
The craft of writing and the art of performing music share a set of similarities. Both demand engagement, practice and the exercise of creativity. The difference is that writing practices, outside of occasional public readings, tend to unfold in solitude, whereas a musical performance is, by nature, a social event. Imagine yourself as a student of the violin. At the end of the semester, during your final recital, would it seem reasonable to bring in a Bluetooth speaker, cue up a music streaming service to a song that you’ve been practicing and hit the play button? Of course not. The point is not that a song was played in the recital hall. The point is that you played the song.
In the era of AI, student disengagement looms like a fog on our campuses, from libraries to studios and laboratories. Our best data on undergraduate engagement suggests that members of Generation Z are reading less. When pressed with assignments that require deep thought, time on task and earnestness, students tend to see technology as a means to maximize efficiency. Should we blame them? We spent years building systems and assessments designed to sidestep questions about the nature of the process students move through on the way to earning degrees.
Through our actions, preferences and even accreditation, we built a set of values that suggest the finish line is what matters. We tend to see the route that we take to arrive there as irrelevant. Every campus I have ever visited staffs an office dedicated to the measurement of cognitive learning outcomes. I have yet to find a similar office aimed at understanding the quality, character or broad-ranging impact of the processes that students engage in during the course of an education.
I would say it’s past time that we started to give the process of becoming educated our attention. But in at least some quarters, we have long-standing and holistic studies of the college experience. In 1991, Ernest T. Pascarella and Patrick T. Terenzini wrote the first of what became a three-volume set, published at roughly 10-year intervals: How College Affects Students. Alongside a chapter on verbal, quantitative and subject matter competence, each edition of the book contains sections on psycho-social change, attitudes and values, and moral development. We should see the AI era as providing us with a reason, and an opportunity, to expand our interests to include an analysis of the broadly formative processes involved in education, as opposed to focusing solely on narrow sets of outcomes. Fortunately, if we find the will to turn our curiosity toward questions about the quality of the time that we ask students to invest in their education, or the kinds of people that college graduates become, there is a well-developed body of literature waiting to guide our efforts.
My first-year seminar includes an end-of-the-semester Saturday retreat. A local museum hosts the event. We take a tour in the morning, then students give presentations throughout the afternoon. The day represents more than just another class meeting. It’s a celebration. We make it a potluck, and the table we use features an impressive array of dishes: snacks, desserts, salads and crocks full of chili and soup.
This past year, at the end of the day, I stood at the table with three students as we were preparing to leave. I happened to point out that half of the contributions brought to the potluck were handmade. The others were store-bought. The handmade dishes were nearly gone, while the efficiently prepared, mass-produced cookies and salads still sat in their plastic containers.
One of the students said, “Hmm.” Then she added, “It’s not just ingredients on a table.” She went on, “How is something made? Who makes it? What kind of time do they spend?” She said, “That stuff matters.”
I smiled and told her I agreed.
Chad Hanson serves as a member of the faculty in sociology and religion at Casper College in Wyoming.
This Side Hustle Spotlight Q&A features Krista LeRay, the 34-year-old founder of needlepoint store Penny Linn. She lives with her husband and two children in Westport, Connecticut. Responses have been edited for length and clarity.
Image Credit: Courtesy of Penny Linn. Krista LeRay.
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What was your day job or primary occupation when you started your side hustle? Before starting Penny Linn, a new-age needlepoint store offering hand-painted canvases, accessories and more, I was a full-time influencer running my blog, Covering The Bases. I started the blog in 2013, but I only took it full-time about a year before starting Penny Linn. While managing the blog, I had a corporate career at Major League Baseball, where I worked on the social media team for over five years.
When did you start your side hustle, and where did you find the inspiration for it? I initially learned to stitch from my grandma, who inspired the name of the business, and then I really got into it in college at the University of Kentucky. I picked it back up again in 2018 when I started stitching custom belts for my dad and husband, and a ring bearer pillow for my wedding in 2019. Little did I know that this would be the perfect hobby to fall back in love with as the pandemic approached.
As I got back into stitching, I quickly stitched through my stash of canvases and was disappointed with both the in-person and online needlepoint shopping experiences. It felt antiquated; there weren’t many sites with a good user experience, a handful of the shops made you call to order, and the designs felt very mature. I found myself wishing there were more fun and better accessories and canvases, so I started making them after my search came up short.
Image Credit: Courtesy of Penny Linn
What were some of the first steps you took to get your side hustle off the ground? How much money/investment did it take to launch? When I started painting my own canvases, I wasn’t even in the mindset of starting a business; it was still just a hobby for me. I probably spent under $100 buying a blank canvas on Etsy and paint at Michaels, and painted the infamous Ralph’s Coffee cup for myself. When I shared it on my Instagram, I had an overwhelming number of followers ask to buy one, so I knew my followers were also interested in needlepoint.
As I began searching for cuter accessories for myself, I found that many custom items had a 100-item minimum. At the time, I had a business bank account for my blog, so I used that money to order the inventory and knew that I could at least sell 90 of them to my followers who also needlepointed. After making a few canvases and seeing the demand, I realized I had enough ideas to launch a larger collection online. So I bought the smallest Shopify package, started sourcing needleminders and project bags, and recruited my friends and family to help paint canvases.
All in all, I spent about $5,000 on the initial inventory for our accessories and an additional $2,000 on shipping materials, canvas tape, etc., but none of this accounted for my time painting the canvases one by one, which was the biggest investment.
If you could go back in your business journey and change one process or approach, what would it be, and how do you wish you’d done it differently? Looking back on how I built my business, it’s a catch-22; if I had known what I know today, I might have done it differently. However, having my hands in every aspect of the business has brought me a great deal of knowledge and appreciation that continues to shape the business.
In the beginning, I hand-painted nearly every canvas, which took many, many hours, but it kept costs low since my labor was essentially free and gave me control over my inventory. If I had known that people outsourced painting, it would have saved me so much time and energy, but doing it myself taught me the value of a hand-painted canvas.
Similarly, I wish I had hired people at the beginning to take more off my plate, but by doing it all, I learned valuable lessons and knew how I wanted every aspect of the business to run. I don’t think Penny Linn would be such a thoughtful and impactful brand today if I hadn’t had my fingers on every aspect of the business in the beginning.
When it comes to this specific business, what is something you’ve found particularly challenging and/or surprising that people who get into this type of work should be prepared for, but likely aren’t? The reason Penny Linn has been so successful as a business, and also in reviving the cultural love for needlepoint, is that we brought much-needed innovation to the industry. I never expected the amount of pushback from vendors and industry vets I received. Across the board, people pushed back on our ideas and how we ran our business.
Today, we have found partners who believe in our growth and are building with us. When we launched our acrylic line in 2022, there was so much chatter online that it wasn’t innovative or unique, but today we hold a patent for the design, and it’s one of our bestselling lines. We also take a slightly smaller wholesale margin than the industry standard because I believe in making needlepoint accessible. Our wholesale partners were initially adamant that it wouldn’t be successful, but it has proven otherwise. I developed a thick skin while blogging and learned to shut out the noise, which has followed me into Penny Linn as we continue to shake up the industry.
Image Credit: Courtesy of Penny Linn
Can you recall a specific instance when something went very wrong? How did you fix it? I vividly remember one of our first bag launches, which did not go as planned. It was a beautiful project bag with leather and PVC that we sold through so quickly! As I was packing them, I tested a few of the zippers and was very disappointed to find that they stuck and were difficult to open, despite the samples working perfectly. I reached out to each customer who had ordered them and let them know that the bags weren’t up to our standards. I offered them a full refund if they wanted to return the bag or a discount if they wanted to keep it.
This became one of my biggest rules in business: When anything goes wrong, I need to take ownership and work to rectify it immediately. Our community was beyond appreciative of how proactive we were, and most ended up keeping the bags. We put the rest of the bags on clearance and now work with our team and vendors to ensure we have quality control measures in place.
How long did it take you to see consistent monthly revenue? How much did the side hustle earn? In the first six months after we launched, the only consistent revenue was what we generated during launches. Everything would sell out so quickly that we wouldn’t have any inventory left until the next launch. We would often have a day or two without sales in between launches, which wasn’t a sustainable way to run a business. To prevent this, we started producing more inventory and introduced our Penny Linn Collective, allowing us to bring on designers who expanded our offerings. Our designer collective has been fruitful for us over the past five years, and we continue to grow it today.
We started seeing more consistent revenue in year two, doing just over $30,000 per month. The popularity of our launches started to level out, and we could better forecast inventory to keep our income steady. It was such a big deal for us at the time to reach these numbers, but we do that in a day now. Each year has been drastically different in terms of demand, and about every six months, we reach an inflection point where we need to increase quantities even more.
What does growth and revenue look like now? It’s been really exciting that Penny Linn has doubled or tripled each year. In 2024, we did $4.4 million in revenue, and we have already surpassed that and are on track to double it in 2025. We are currently averaging $570,000 per month. Whatever I think our ceiling might be, we come in and double it each year. Our growth has been so explosive that I do expect it to start leveling out in the next year or so, but there is still so much opportunity for the business.
My mind is always racing with new ideas for the brand as we expand our product offering, launch new designers under the Penny Linn Collective and bring new accessories to market. Our store opening in Norwalk, Connecticut, earlier this year was a huge milestone for us, and now we are exploring what more stores might look like. I don’t see our growth slowing down anytime soon.
Image Credit: Courtesy of Penny Linn
What do you enjoy most about running this business? I honestly love what I do so much and find great fulfillment in it. I feel so much pride, excitement and joy thinking about what we’ve created at Penny Linn and the business I’ve built in under five years. It’s nothing I could have ever imagined as my career or what I expected Penny Linn to grow into. We haven’t seen many bumps in the road yet, and keep having success after success, which energizes me to keep going.
I pride myself on the fact that Penny Linn is “by a stitcher for a stitcher,” and there is nothing more satisfying as a needlepointer to want something in my collection and to be able to make it. I’m privileged to have the ability to work with our vendors to create the products of my dreams, and it’s just as exciting to see how much our community loves them.
I also find so much joy in the change we have brought to the industry and how we have been able to bring needlepoint to the forefront for a new generation. It’s crazy to sit back and think that my brand has revived a centuries-old tradition and built it into something that will continue to live on and evolve for generations to come.
What’s your best business advice? The first is, “If you don’t ask, the answer is always no.” People are often scared to reach out because they are afraid of rejection, but my motto is always to ask, and if they don’t reply, it’s still not a no. If they don’t respond, it’s not the end of the world, but the opportunity for the answer to be yes is so much greater.
My second is to learn the difference between constructive feedback and criticism. If someone doesn’t like you or your business, they will never have anything nice to say, and it’s not worth listening to. However, if they are a loyal fan and a frequent shopper, and they comment on how a product or process might be improved, it’s worth listening to. It’s easy to get lost in the negative feedback, but the faster you learn what is worth listening to, the better decisions you will make for your business.
If you’ve had internet access since 2005, you’re familiar with Taylor Swift.
Image Credit: Gilbert Flores | Getty Images
The superstar musician is the most-streamed artist in the world. She is the first to win album of the year at the Grammy Awards four times. Her Eras Tour generated more than $2 billion in ticket sales. And she has a net worth of $1.6 billion.
She also has something valuable in common with Amazon, the Jeff Bezos-founded ecommerce giant that boasts a $2.5 trillion market capitalization.
Aside from Swift and Amazon’s status as two of the most successful brands in the world, the pair shares a rare trait that’s helped them get there, according to former strategist at Harvard Business School Sinéad O’Sullivan.
“In an increasingly complex and seemingly random world, some systems perform better in chaos than others.”
The concept of “antifragility” relates to a field of physics called chaos theory. Lebanese American scholar of math and financial markets Nassim Taleb coined the term after noticing a peculiar event unfolding in systems and organizations across a wide range of fields, from biology to urban development, healthcare and more.
“What he saw was that in an increasingly complex and seemingly random world, some systems perform better in chaos than others,” O’Sullivan writes.
Essentially, antifragility flouts the human desire for stability and instinct to fear what’s different or unstable.
“The idea of antifragility goes far beyond saying that uncertainty doesn’t have to be bad,” O’Sullivan explains. “It actually says that uncertainty is good. Antifragility isn’t just about surviving chaos; it’s about flourishing in it. It’s about flipping the script and turning adversity into opportunity, uncertainty into innovation and chaos into creativity.”
The immune system and winemaking serve as real-life examples of antifragility at work, O’Sullivan notes. A strong immune system has been exposed to pathogens and can better ward off future threats. Great wine often comes from vines under stress because they grow smaller grapes with more concentrated flavor.
“Amazon’s business actually gets stronger because the volatility wipes out its competitors.”
The pandemic helped reveal which companies were antifragile, too — those that didn’t have to wait for share prices to recover because they’d never really fallen in the first place, according to O’Sullivan. As many major retailers struggled to stock their shelves, Amazon maintained total control over its supply chain and saw its online business soar.
“At Amazon, there is no single point of failure that would prevent toilet paper from being passed from millions of available sellers to millions of eagerly awaiting buyers,” O’Sullivan says. “Amazon’s business actually gets stronger because the volatility wipes out its competitors.”
Likewise, Swift has demonstrated remarkable antifragility while building her business over the years. O’Sullivan cites four career moments when Swift took a “destructive” path that weakened the competition and strengthened her brand:
1. In 2014, Swift withdrew her music from Spotify, the fastest-growing music streaming platform at that time, because she believed its compensation model for artists devalued their work.
Why wasn’t the move “fatal,” as many industry experts assumed it would be? The “friendship first” and “music later” relationship she has with her fans plays an important role, according to O’Sullivan.
“Taylor Swift can be compared to a Rolex watch, not a Swatch,” O’Sullivan writes. “The harder it is for people to access her music, the more they crave her and are willing to follow her. By withdrawing her music, Taylor Swift became what is known as a ‘Veblen’ or a ‘luxury’ good.”
When Swift left Spotify, her music was in the playlists of more than 19 million users; the week she returned in 2017, she hit nearly 48 million streams.
2. Swift isn’t afraid to “beef” with other musicians and celebrities — like Kanye West after he told her on stage at the 2009 MTV Music Video Awards that “Beyonce had the best video of all time.”
“The more Kanye West beat down Taylor Swift, the stronger her fan base rallied around her, leading to extravagantly higher levels of emotional connection between Taylor and her fans within the Swiftverse,” O’Sullivan says.
O’Sullivan adds that “at least from the outside, Taylor never starts the fights,” which also tends to fit within three main growth-fueling “vibes”: “powerful men taking advantage of less powerful women,” “women who are bitchy and unkind” and “being on the right side of history.”
3. During the pandemic, Swift released not one but two surprise albums despite marketing limitations amid lockdowns and industry precedents.
“When everybody else was fumbling to get a handle on their life, how was Taylor Swift able to Amazon herself?” O’Sullivan writes. “Well, most of it comes down to the fact that, like Amazon, she has spent her entire career creating, buying and owning her own ‘value chain,’ or the different parts of the music industry that she needs to engage with to release music.”
The Swiftverse is “one hell of a strategic asset,” O’Sullivan notes — and kept her able to deliver core products into the market.
4. Finally, Swift rerecorded her albums after Big Machine Label Group was sold to Scooter Braun‘s Ithaca Holdings.
Some industry leaders considered the lengthy and expensive move one that “would suck the oxygen out of her career” — but because Swift is antifragile, the opposite proved true, O’Sullivan says.
“As Taylor and Amazon both show us, [during a crisis] is exactly when their stock is going to rise,” O’Sullivan writes. “Investors who pay hundreds of millions of dollars to try to own what they think is Taylor Swift’s ‘core product’ (music) simply don’t understand her empire as well as she understands it.”
Going forward, business and strategy leaders who successfully lead through chaos will all be building antifragile organizations — Swift just happens to be ahead of the game, O’Sullivan says.
What’s more, as beneficial as antifragility is, O’Sullivan acknowledges that adopting it isn’t easy. It requires embracing uncertainty and volatility, building resilience and accepting “weird and bad things.”
O’Sullivan’s Good Ideas and Power Moves offers other takeaways from Swift’s career that entrepreneurs and business leaders might find applicable to their own, including how to be a unicorn, have a strategy and stick to it, build a world instead of products, negotiate with authenticity and more.
President Donald Trump’s efforts to reshape higher education and the federal government have spurred a flurry of lawsuits as higher education associations, students, legal advocacy organizations and colleges push back and seek relief through the courts.
The lawsuits started almost immediately after Trump’s first day, and seven months later, advocates continue to file new complaints, challenging various executive orders, guidance documents or decisions to cut grants. Inside Higher Ed is tracking some of the key legal challenges related to higher ed. That includes Harvard University’s efforts to restore more than $2.7 billion in frozen research funding and protect its ability to enroll international students as well as several lawsuits aiming to stop the dismantling of the Education Department. Of the 42 included in our searchable database, judges have ruled against the administration in two-thirds of the cases so far. You can find more analysis of the lawsuits filed so far here.
We’ll refresh the database weekly, so check back on Mondays for updates.
What’s new as of Sept. 8: In one of the more significant rulings for higher ed this year, the district court judge ruled that it was illegal for the administration to freeze more than $2 billion in federal research funding for Harvard University. The judge wrote that doing so violated the institution’s First Amendment and procedural rights. The government is planning to appeal but hasn’t done so yet. Legal experts expect the fight over funding to end at the Supreme Court. For more on details of the ruling and what it means for higher education at large, check out Inside Higher Ed’s reporting on the matter here and here.
Julia Haber, the 29-year-old co-founder of career platform Home From College, was a student at Syracuse University when she started her first business: an experiential marketing agency that brought retail pop-ups to college campuses and worked with brands like Shopify to teach students about entrepreneurship.
Image Credit: Courtesy of Home From College. Julia Haber.
The experience gave Haber valuable insight into what the career landscape looks like for Gen Z — and just how much it had changed over the past six-plus years.
“ This next generation is constantly looking for ways to figure out who they are by doing things,” Haber tells Entrepreneur, “and because it’s such a socially native generation, we see all these people online making money in different ways. This next gen really wants to work with brands they love as well and admire, and it’s a blend of this consumer meets career.”
Recognizing that many students graduate without knowing what they want to do with their lives — and often with significant debt — Haber wanted to help them build “multi-hyphenate” careers early on.
So Haber launched the Los Angeles-based startup Home From College in 2021 alongside co-founder Kaj Zandvliet, a former banker at PineBridge Investments and financial analyst at Sony Music Entertainment.
“We position ourselves as the translator between companies and college students.”
Home From College provides students with an opportunity to earn their first dollars and work with the brands they love in a “flexible, student-first” environment.
To that end, Home From College only hosts paid job opportunities, 90% of which are remote. Companies can create an account on the platform and list their “gigs,” which could be anything from a one-day project to a lengthier brand ambassador program. Students and recent graduates create their own accounts on the platform and apply for the gigs that interest them — no prior work experience required.
Home From College is free for students to use. The platform offers four subscription tiers for companies, starting at $49 per month, plus a 20% fee on student compensation. All payments take place on the platform via Stripe.
Students typically earn about $30 an hour, and the average ambassador program pays students roughly $1,000 a month. It’s also common for students to work two gigs at once. Some of the top earners have seen “tens of thousands of dollars in a short period of time,” Haber notes — with one dedicated student’s gigs even amounting to a $50,000 paycheck.
“We position ourselves as the translator between companies and college students, and that really resonated,” Haber says.
The company is using those funds to continue building a “sustainable, fast-moving” business. Home From College has invested in high-level talent and AI to connect students and brands effectively.
“We’ve been implementing a ton of new roles that have more of an AI bent to them.”
Additionally, although Home From College initially focused on low- to no-skilled jobs, there’s an interesting opportunity to lean on the hard skills that Gen Z college students and recent graduates often already have — like those related to AI, Haber says.
“We’ve been implementing a ton of new roles that have more of an AI bent to them,” Haber explains, “and helping companies catch up to the students who are already native [in AI]. So that’s been a new frontier of actually having the students be more of the experts in a topic that companies are less proficient in and helping bridge that gap.”
Companies on the platform are also interested in students with a talent for customer success and sales at scale, Haber says.
For example, some consumer brands look to students for help with distribution in challenging markets, like the outskirts of a college campus or the middle of the country. It’s typical for these companies to recruit students to source new locations, such as a nearby deli, to sell products.
“ So it’s creating almost a business development sales team, boots on the ground at scale, where they can hire hundreds of people for that type of role,” Haber says, “where it’s skill and labor, and then simultaneously social media and content.”
Brands often rely on students to run their TikTok shops too, as it can be a massive undertaking for those that want to launch and scale a meaningful affiliate program, Haber notes.
“[Students] come in and run those programs on behalf of companies,” Haber says, “and it’s great because it helps generate revenue for their business, but simultaneously teaches [the students] marketable skills.”
“You’re not just where you went to school. You’re a bigger version of that.”
Above all, Haber encourages young adults launching their careers to “use your whole self as the opportunity to market who you are” and land the role you want.
Home From College facilitates that by allowing students to share more information about themselves than a typical resume or job application might glean — for instance, having curly hair could make them “really attractive” to a shampoo brand that specializes in curls and needs a social media manager to connect with its target customer base.
“You’re not just your major,” Haber says. “You’re not just what your GPA is. You’re not just where you went to school. You’re a bigger version of that.”
This article is part of our ongoing series highlighting the stories, challenges and triumphs of being a Young Entrepreneur®.
Multiple colleges and universities, including some ultrawealthy ones, have announced plans to cut jobs and academic programs, as well as implement other changes, due to financial challenges driven by a range of factors.
For some institutions, belt-tightening measures are directly tied to the economic forces battering the sector as a whole: declining enrollments, rising operating costs and broad economic uncertainty. For others, financial pressure from the Trump administration, which has frozen federal research funding at multiple institutions, prompted cuts. State lawmakers have also forced program reductions at some public institutions.
Here’s a look at job and program cuts and other cost-cutting efforts announced in August.
University of Chicago
Despite its $10 billion endowment, the private institution is slashing expenses by $100 million, shedding 400 staff jobs and pausing admissions into multiple graduate programs.
Chicago president Paul Alivisatos wrote in a statement to faculty that the university’s financial woes are twofold, tied to a persistent operating deficit, with expenditures outpacing revenues, combined with the “profound federal policy changes of the last eight months [that] have created multiple and significant new uncertainties and strong downward pressure on our finances.”
In recent years, UChicago has been squeezed by debt, which has ballooned to more than $6 billion as leadership continued to invest in building projects, prompting critics to question how well administrators have managed the institution’s finances.
Middlebury College
The private liberal arts college in Vermont is shutting down the Middlebury Institute of International Studies at Monterey, across the country in California, officials announced last week.
Middlebury president Ian Baucom said the university is winding down graduate programs at the campus over a period of two years. Managing such graduate programs was “no longer feasible,” said Baucom, who added that the decision was made for financial reasons.
Earlier this year, the college announced it was taking action to close a budget deficit that was projected to be as high as $14.1 million. In that announcement, officials said the Middlebury Institute of International Studies was responsible for $8.7 million—more than half—of the shortfall.
Middlebury plans to sunset programs at the California campus by June 2027.
University of New Hampshire
Officials at the public university in Durham last month announced the elimination of 36 jobs, 13 of which were vacant, and 10 employees had their hours reduced, according to The Portsmouth Herald.
The layoffs are part of an effort to cut $17.5 million from UNH’s budget.
University president Elizabeth Chilton also announced other cost-cutting efforts last month, including “scaling back professional development, student employment, building hours, dining hall hours, travel, printing, and other support services.”
Carnegie Mellon University
The private research university in Pittsburgh laid off 18 employees in administrative and academic support roles in early August, WESA reported, and more changes are on the horizon.
Those cuts and other moves are part of an effort to reduce expenses by $33 million, President Farnam Jahanian wrote in a message to campus last month, noting that CMU is not operating at a deficit but is “facing significant constraints and unprecedented uncertainty.” Jahanian pointed to lower-than-expected graduate tuition revenues and federal research funding challenges.
CMU has also paused merit raises and limited hiring. While Carnegie Mellon is undertaking a review of education offerings, Jahanian wrote that “we do not have broad layoffs planned.” Jahanian added that such measures remain “a last resort.”
Bennington College
The private liberal arts college in Vermont announced in mid-August that it was eliminating 15 staff jobs “as part of ongoing efforts to address budget challenges,” VT Digger reported.
In an announcement, President Laura Walker called the cuts “a painful moment” but noted that, like its peer institutions, Bennington is “confronting an uncertain economy and a challenging overall environment for higher education.” She added that no “regular faculty positions” were cut and that the college is providing severance to affected employees.
Utah State University
The public institution laid off seven full-time researchers last month after the federal government terminated grants that supported those jobs, The Salt Lake Tribune reported.
The layoffs precede what will likely be deep cuts across multiple public universities in the state, forced by new laws that require institutions to cut some programs and positions and reinvest in others that lawmakers argue are better aligned with workforce needs. So far eight institutions have proposed axing 271 programs and 412 jobs, though those cuts still await final state approval.
Ohio University
Fallout from the Advance Ohio Higher Education Act, which went into effect in June, continues as Ohio University announced plans to suspend 11 underenrolled programs and merge 18 others.
The new law requires universities to take action on underenrolled programs, though Ohio University officials noted that they have submitted waiver requests to continue offering seven other programs that fall below the required threshold of at least five graduates, on average, across the past three years. The institution is seeking a waiver for undergraduate offerings in economics, dance, music therapy, nutrition science and hospitality management, among other degree programs.
Officials cited state workforce needs or “the unique nature” of the programs in waiver requests.
University of Connecticut
Following a review that began last fall, trustees of the public system approved the closure of seven academic programs with low enrollment—four graduate certificate and three degree programs, CT Insider reported.
Nearly 70 other programs are being monitored for enrollment and completion rates. Officials called the review process “good academic housekeeping.”
Milligan University
Citing the need to “exercise strong fiscal management,” officials at the Christian college in Tennessee announced they are suspending enrollment in six degree programs, WJHL reported.
Milligan will no longer accept students in film, journalism, computer science, cybersecurity, information systems or a graduate coaching and sports management program. University officials pointed to falling enrollment in those programs when they announced the changes.
University of Nebraska
The public university system is offering buyouts to faculty members across all its campuses as part of an effort to address a $20 million budget shortfall, Nebraska Public Media reported.
Tenured faculty members older than 62 with at least 10 years of service at Nebraska are eligible to opt in to the voluntary separation incentive program, which opened this week and closes on Sept. 30. Faculty members that opt in will receive a lump-sum payment amounting to 70 percent of their annual base salary and remain employed through June or August, depending on their contract.
University of California, Los Angeles
One of the wealthiest institutions on this list, UCLA announced last month that it has temporarily paused faculty hiring and is making other belt-tightening moves.
Officials also said UCLA is looking to “streamline services,” starting with information technology.
The public university’s move comes at least partly in response to its standoff with the Trump administration, which froze hundreds of millions in research funding to the university last month as it pressured administrators over alleged antisemitism on campus. (Some funding has been restored by a court order.) The Trump administration has also demanded a $1 billion payout from the university, which California governor Gavin Newsom called “extortion.”
University of Kansas
The public university announced last month that it was implementing a temporary hiring freeze as administrators aim to reduce spending by $32 million, The Lawrence Journal-World reported.
“We are again navigating an uncertain fiscal environment because of external factors, such as disruptions to federal funding, changes in federal law, stagnant state funding, rising costs, changes in international enrollments, and a projected nationwide decline in college enrollment,” KU officials wrote in a message to campus.
According to the World Economic Forum’s Future of Jobs Report 2025, nearly 40 percent of workers’ core skills will change in just the next five years. As AI, automation, and global connectivity continue to reshape every industry, today’s students are stepping into a world where lifelong careers in a single field are increasingly rare.
Rather than following a straight path, the most successful professionals tomorrow will be able to pivot, reinvent, and adapt again and again. That’s why the goal of education must also shift. Instead of preparing students for a fixed destination, we must prepare them to navigate change itself.
At Rockingham County Schools (RCS), this belief is at the heart of our mission to ensure every student is “choice-ready.” Rather than just asking, “What job will this student have?” we’re asking, “Will they be ready to succeed in whatever path they choose now and 10 years from now?”
Choice-ready is a mindset, not just a pathway
Let’s start with a quick analogy: Not long ago, the NBA underwent a major transformation. For decades, basketball was largely a two-point game with teams focused on scoring inside the arc. But over time, the strategy shifted to where it is today: a three-point league, where teams that invest in long-range shooters open up the floor, score more efficiently, and consistently outperform those stuck in old models. The teams that adapted reshaped the game. The ones that didn’t have fallen behind.
Education is facing a similar moment. If we prepare students for a narrow, outdated version of success that prepares them for one track, one career, or one outcome, we risk leaving them unprepared for a world that rewards agility, range, and innovation.
At RCS, we take a global approach to education to avoid this. Being “choice-ready” means equipping students with the mindset and flexibility to pursue many possible futures, and a global approach expands that readiness by exposing them to a broader range of competencies and real-world situations. This exposure prepares them to navigate the variety of contexts they will encounter as professionals. Rather than locking them into a specific plan, it helps them develop the ability to shift when industries, interests, and opportunities change.
The core competencies to embrace this mindset and flexibility include:
Creative and analytical thinking, which help solve new problems in new contexts
Empathy and collaboration, which are essential for dynamic teams and cross-sector work
Confidence and communication, which are built through student-led projects and real-world learning
RCS also brings students into the conversation. They’re invited to shape their learning environment by giving their input on district policies around AI, cell phone use, and dress codes. This encourages engagement and ownership that helps them build the soft skills and self-direction that today’s workforce demands.
The 4 E’s: A vision for holistic student readiness and flexibility
To turn this philosophy into action, we developed a four-part framework to support every student’s readiness:
Enlisted: Prepared for military service
Enrolled: Ready for college or higher education
Educated: Grounded in academic and life skills
Entrepreneur: Equipped to create, innovate, and take initiative
That fourth “E”–entrepreneur–is unique to RCS and especially powerful. It signals that students can create their opportunities rather than waiting for them. In one standout example, a student who began producing and selling digital sound files online explored both creative and commercial skill sets.
These categories aren’t silos. A student might enlist, then enroll in college, then start a business. That’s the whole point: Choice-ready students can move fluidly from one path to another as their interests–and the world–evolve.
The role of global education
Global education is a framework that prepares students to understand the world, appreciate different perspectives, and engage with real-world issues across local and global contexts. It emphasizes transferable skills—such as adaptability, empathy, and critical thinking—that students need to thrive in an unpredictable future.
At RCS, global education strengthens student readiness through:
Dual language immersion, which gives students a competitive edge in a multilingual, interconnected workforce
Cultural exposure, which builds resilience, empathy, and cross-cultural competence
Real-world learning, which connects academic content to relevant, global challenges
These experiences prepare students to shift between roles, industries, and even countries with confidence.
Redesigning career exploration: Early exposure and real skills
Because we don’t know what future careers will be, we embed career exploration across K-12 to ensure students develop self-awareness and transferable skills early on.
One of our best examples is the Paxton Patterson Labs in middle schools, where students explore real-world roles, such as practicing dental procedures on models rather than just watching videos.
Through our career and technical education and innovation program at the high school level, students can:
Earn industry-recognized credentials.
Collaborate with local small business owners.
Graduate workforce-ready with the option to pursue higher education later.
For students who need immediate income after graduation, RCS offers meaningful preparation that doesn’t close off future opportunities, keeping those doors open.
And across the system, RCS tracks success by student engagement and ownership, both indicators that a learner is building confidence, agency, and readiness to adapt. This focus on student engagement and preparing students for the world postgraduation is already paying dividends. During the 2024-25 school year, RCS was able to increase the percentage of students scoring proficient on the ACT by more than 20 points to 44 percent. Additionally, RCS increased both the number of students who took AP exams and the number who received a passing score by 12 points to 48 percent.
Preparing students for a moving target
RCS knows that workforce readiness is a moving target. That’s why the district continues to evolve with it. Our ongoing focus areas include:
Helping graduates become lifelong learners who can retrain and reskill as needed
Raising awareness of AI’s influence on learning, creativity, and work
Expanding career exploration opportunities that prioritize transferable, human-centered skills
We don’t know exactly what the future holds. We do know that students who can adapt, pivot, and move confidently from one career path to another will be the most prepared–because the most important outcome isn’t fitting students into today’s job market but preparing them to create value in tomorrow’s.
At Rockingham County Schools, that’s what being “choice-ready” really means. It’s not about predicting the future. It’s about preparing students to thrive within it wherever it leads.
Dr. John Stover, Rockingham County Schools
John O. Stover III, Ed.D. (Shawn) is currently the superintendent for Rockingham County Schools, a system of 11,000 students located in Eden, North Carolina. Dr. Stover holds degrees from The University of North Carolina at Chapel Hill, East Carolina University, and Marymount University in Virginia.
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Approximately 65 percent of the 1.2 million active-duty service members in the U.S. armed forces have less than an associate degree level of education, according to 2023 data; many of them hold some college credits but no degree. Federal aid programs make enrolling in college and earning a degree more accessible for military-affiliated students, but not every student is aware of academic interventions that can help them complete a credential sooner, including credit for prior learning.
A 2024 research article found that prospective students with military experience were most likely to prioritize academic programming when selecting a college, followed by financial assistance and affordability. CPL is one way colleges and universities seek to expedite student veterans’ ability to enroll in and graduate from college, recognizing the learning already accomplished while in the armed forces.
In the most recent episode of Voices of Student Success, host Ashley Mowreader speaks with three experts from the Kentucky Council on Postsecondary Education—senior fellows Matt Bergman and Dallas Kratzer, and Tracy Teater, associate director of adult learner attainment—to discuss the state’s adult education attainment goals, challenges in CPL rollout and other models of success across the country.
An edited version of the podcast appears below.
Inside Higher Ed: Just to get us started, Matt, can you talk a little about the connection between credit for prior learning and adult learner success? What is that link and why is this an important starting point when it comes to engaging adult learners?
Matthew Bergman, senior fellow at the Kentucky Council on Postsecondary Education and an associate professor at the University of Louisville
Matt Bergman: Credit for prior learning has been around quite a long while, from the early 1930s to when we saw the transition of many military back into higher education. [We were] thinking about, how we could transition individuals that are work-ready but have some college-level and credit-worthy learning that would create more efficient pathways?
Credit for prior learning has been a huge benefit to so many of those folks with that experience. And this is just not experience alone; this is very thoroughly and rigorously assessed learning that we can translate and map directly to curriculum.
The University of Louisville was part of a 72-institution study by the Council on Adult and Experiential Learning, or CAEL, and the CPL Boost came out with some really hard-hitting empirical evidence that not only do people get to graduation faster, but they graduate at a higher rate, and also those that actually engage in this work take more credit hours.
That might seem a bit counterintuitive, but what it boils down to is this idea that you increase retention and persistence by percentage points that create a net-positive revenue for institutions along the way. So the myth of taking away tuition from the university is gone. We’ve got empirical evidence that not only does it benefit students and they save money, but actually the institutions are making more money in the long term because they are creating paths that are efficient, meaningful and impactful for these adult learners, military and beyond.
Inside Higher Ed: Why are students with military experience a focus area when it comes to CPL?
Dallas Kratzer, senior fellow at the Kentucky Council on Postsecondary Education
Dallas Kratzer: The American Council on Education has done the evaluation of a lot of military workplace learning, which can include not only the courses they’ve taken in their military careers but also the learning that they’ve had on the job.
In the military, we have a lot of different types of things that we do, and ACE has evaluated many of those. In those evaluations, the great thing is, those types of jobs and skills line up to the civilian sector. About 85 percent of what we do in the military is done in the civilian sector. So, if we can get it right and benchmark off of what ACE has done, it makes it really easy for a higher ed institution to then step across the line to the civilian sector and say, “ACE evaluated it this way. This is how it looks in the civilian sector. We can take that same credit recommendation and make some linkage there.”
As a matter of fact, O*NET has a military jobs crosswalk to civilian jobs. So linking all of that together, and the program that Matt worked on at the University of Louisville, he and I both worked with it, they use it really heavily to make that crosswalk, or that linkage between those two.
Inside Higher Ed: Part of this is from the institution side—making it clear how military experience fulfills civilian responsibilities or those job functionalities. But there’s also making that linkage for the student; if you are somebody with military experience, maybe you haven’t considered the ways that that can translate into the transition outside the civilian world.
Kratzer: You are so on the mark with that comment, because so many folks in the military just see that they’re doing their job. I did 35 years in the Air Force and worked extensively with the Army in the later years, and [military personnel] often think that what they’ve learned on the job or the things that they are doing in their career fields are just that—a job. They don’t see the experiential learning that comes along with that and how that can be translated into college credit.
I’ve had times where I’ve worked with individuals, and I’m like, “So have you gone to college?” Yes, some of them have. “Have you completed a degree?” “No, but I’ve got some college.” And then about a third of them don’t even think about it, and they would say, “No, I don’t have any college [credit] at all.” I’m like, “Actually, you do. There’s this thing called a joint service transcript, and your workplace learning, your military courses have been evaluated, and you have this pot of credits that you need to take to your higher ed institution and say, ‘How does this translate into me completing my degree?’”
Inside Higher Ed: Kentucky has a large plan at the state level to support adults and nontraditional students; how does CPL fit into this vision of student success?
Tracy Teater, associate director of adult learner attainment
Tracy Teater: The Kentucky Council on Postsecondary Education is committed to supporting and improving learner pathways, both to access and then successfully complete postsecondary goals across the age continuum, whether that is a traditional or a post-traditional student. We recognize that supporting our adult learners—whether they be adults with high school equivalency diplomas, adults enrolling for the first time or adults re-enrolling to finish their degree—leads to increased economic mobility for them and their families, increased workforce for Kentucky, of course, and an increased college-going rate for the next generation.
Because our adult learners are often parents, I can’t stress that point enough: By investing in our adult learners and our adult learner returners, we are investing in those generations to come.
Credit for prior learning is a key part of Kentucky’s larger vision for student success. It removes barriers and accelerates pathways for those adults to earn meaningful credentials. That supports Kentucky’s 60 by 30 goal, our North Star, if you will.
To ensure 60 percent of working-age adults hold that postsecondary credential by 2030, it requires that we recognize the learning and experiences that our adults often bring with them from military service, from work, from industry certifications and from their life experiences. This saves tuition dollars for our families and increases return on investment, as Matt shared earlier on, for both the campus and the state. I think also important and sometimes overlooked in this conversation is the fact that it sends a powerful message to the learner that you belong on campus and you’re respected and valued for the college credit–worthy experiences you bring. And so this sense of belonging, I think, impacts persistence towards learning goals. And so CPL for Kentucky is not a stand-alone effort. It’s woven into the broader student success agenda as a way to re-engage adults, and it’s been really exciting to be a part of the work, because Kentucky has a demonstrated commitment to adult learners.
The goals of the Kentucky Student Success Collaborative are we want to set the conditions for a culture of collaboration, and we want to build capacities of our campus partners to innovate and then ultimately accelerate progress.
Kratzer: I’d like to make a comment or tag on to what Tracy just said about one part of that, and that is the tuition dollars and how we can reduce the cost of going to college or returning to college through credit for prior learning. But more importantly, to the military community, the thing that we need to keep in mind is if they have already earned the training and the learning, and we don’t recognize that in higher ed, we’re not being a good steward of the taxpayers’ dollars, because we’re having them go back and take training that they’ve already accomplished. So this is such an important aspect to that military credit recommendation.
Inside Higher Ed: We’ve laid out a lot of the reasons why CPL is so beneficial to the state, to the institution, to the student, to their families, to their future families. But if CPL were easy to do, everyone would be doing it, and they’d be doing it well. So I wonder if we can talk about some of those hurdles when it comes to implementing and executing CPL effectively, and what sort of resources and time it takes to do this work and to do it well.
Bergman: There are a number of barriers, because it is labor-intense. In some ways now, as a result of the American Council on Education, we have military acknowledgment and recommendations for these credits that make it very tangible, almost as though it is transfer credit for most institutions. But the portfolio process that goes beyond that is a bit more labor-intense and faculty-driven. So that is a bit of a barrier.
But what we are seeing as a result of the people on this call here—Dallas, Tracy and so many others that are doing research in this field—we have seen barriers declining. The skepticism of this whole process is starting to wane in a way that is creating pathways for us to reach other institutions in Kentucky, but also nationally. And that’s good. A lot of thanks goes to some of the seminal authors in this work, like Nan Travers and Becky Klein-Collins. These individuals have produced scholarship that has really rooted empirical proof that this is most valuable. It creates efficiency. It helps with tax dollars, and when you boil down all of the pieces and parts, it becomes very process-oriented and very standard in approach.
Now, that has been a long road getting to this moment. So when you talk about barriers, they have been there for so many years that they are starting to diminish, and we are so grateful for that—not only in the Commonwealth of Kentucky, but beyond, because institutions and specifically faculty, which were the biggest barrier in acknowledgment of CPL, are starting to come onboard. Not only because of the demographic cliff, but also because of some of the skepticism that we have in higher education and the shortages that we have in enrollment now. [Faculty] are more likely open to this concept because we are taking this work, we are showing the process, we are showing a portfolio and we are being very transparent about how we calculate and assess learning and translate that to academic credit. In the moment that we do that, we show the robust process. We have new advocates for this work.
When we think about military personnel directly, we plug those individuals into some of those more traditional classes and disciplines, and those faculty are immediately like, “Bring every military learner into my class. They are so mission-driven. They are so committed to this goal of getting to the degree that I want every military learner in my classroom.”
When institutions become military-friendly, that’s when you see the pipeline. Because military folks are insular in their process of communicating about the programs that work well, that are very “military engaged,” to use the phrase from Dallas, but you have to be military engaged and ready for these learners if you’re going to serve them well. And more and more institutions are doing that, showing that commitment.
Kratzer: Just to add to what Matt’s talking about, this whole thing really boils down to awareness. And back in 2015, ACE and a couple of other organizations got together and produced this document called “Credit for Prior Learning: Charting Institutional Practice For Sustainability,” and they identified four major challenges: organizational structure, organizational awareness, student awareness and student engagement. When we see what the challenges are and then address those challenges, it’s really awareness. People just need to become more aware of the population and how what we do in the military can be translated to other sectors and other affinity groups and very easily done.
We’re in a spot right now in higher education. And Tracy alluded to this with the demographic cliff, that we see that adult learners have become a recognized population, and in that adult learner population are different subsets that we can engage with. I think the military one is the best one to start with, because so much of the work has been done and it’s just capitalizing on that. Additionally, the military community is a different set of learners. Military training is about learning, and in the military today, it is very technical thought processes, processing information, very much focused on that academic rigor. So that’s why they make some of the best students today, and anything that we can do to help attract them to our institutions will be incredibly beneficial for all of us.
Inside Higher Ed: We’ve mentioned CAEL and ACE and some other well-known organizations who are supporting this work, but are there other states that you’re learning from or other organizations that you think are doing this work well?
Bergman: One in particular is North Carolina, and through the Belk [Endowment], my buddy Mike Krause is making magic happen down there through InsideTrack and their connection to reconnecting learners that have some college and no degree, but also tying in CPL and then military-connected learners. They are going full force with the type of resources to really re-engage those learners and create a very clear path.
Oftentimes when trying to reconnect with people, they need to see how this might fit into a compartment of their lives. Because we know, as we serve these learners, they have No. 1, No. 2, No. 3 priorities and then education might come into the conversation [later]. So it’s really important for when we engage these types of learners, when we think about military learners, we have to understand that [education] is not likely priority No. 1.
I use this analogy of “Would you give up some streaming services or social media scrolling to the tune of four to five hours a week for a bachelor’s degree in two years?” And oftentimes people are going to say, “What do you mean? Of course I would.” And I say, “OK, let me break this down and work backwards,” and you look at the number of credits one can earn that they get from CPL, but also what they’ve accumulated thus far, and you start to put the pieces of the puzzle together.
States like North Carolina, Tennessee have done an absolutely wonderful job. California has gone all in on CPL as well, to really try and reconnect learners and show them that the light at the end of the tunnel is quite bright.
We learn from one another—these people are just colleagues in the weeds, really grinding, trying to find ways to really replicate and make it respective to our own institutions and just chop and drop these policies so that we really can scale and impact more and more learners. Now we have battled for years and years and years, and you can hear my passion in this, but we have fought the very traditional mechanisms of institutions, and we are starting to break down so many of those barriers, partially because of the demographic cliff, partially because of some of the skepticism. But as Dallas said, adult learners, military learners are on the forefront. We are at the table for traditional higher ed, and that is a huge change in such a benefit for these learners, because there are new funding models, there are scholarships, grants and then CPL, creating efficiency that we just didn’t have 15 years ago.
Kratz: A couple of organizations that I think are doing some interesting work here … the Council of College and Military Educators. They do an amazing job at bringing the senior leadership of the Department of Education, Department of Labor, Veterans Affairs, all these folks together to talk about education related to the military community.
One that I see as a rising star is NASPA Vets. They have a military-connected students conference every year. I was very excited to see what they’re doing, because it’s helping student affairs administrators to better understand the military population, and part of this is this whole awareness and how we can serve that community.
Of course, Student Veterans of America, it’s a great organization to have on your campus. The work they’re doing in getting the word out to service members is so important … “Hey, come and be in higher education, because we have space for you. This is part of your culture and you can be part of it through this student organization.”
Some states to add on to what Matt was saying about Tennessee and California: Ohio started this thing called Collegiate Purple Star, and I think we need to do that across the country. The reason for that is everybody’s military-friendly right now, but with both Ohio and Indiana’s Collegiate Purple Star, it’s about not only being military-friendly, but military-ready, meaning that you’ve gone the extra mile and you’ve created the pathways to degree completion for service members based on their experiential learning that they’ve had during their military careers.
Inside Higher Ed: How are you all tracking effectiveness and the impact of the work that you’re doing? What does it mean to apply data to CPL for military-affiliated students? What are some of those metrics that you’re tracking?
Teater: I would back up one step to say that data alignment has been a gap that we have learned firsthand about during this pilot. One of the things that we know is that across the broader CPL opportunities, our campus partners are tracking that in different ways, which means that it is a definite gap of how we can track impact as a state without having aligned ways to do that. I wouldn’t call it a challenge; I think I’d call it an opportunity. But it’s something that we definitely want to end this with state recommendations so that we can do a really, really good job of tracking all types of CPL across the state. That’s one gap we’ve seen that I think we will be able to end this with a definite solution to and again, looking at some of our neighboring states and how they’ve been able to address that.
Bergman: It’s important to note that the state work that we’re engaged in, the CPL Council on Postsecondary Education initiative, we are collecting data around metrics directly in growth of CPL, total numbers of credits earned, those programs that are offering them—so additional programs beyond just single adult-friendly programs at institutions—and then actually the number of humans that are connected in the work, so hiring individuals that are responsible for CPL and tracking data through the institutional research office.
We are seeing great growth there, but this is also a direct by-product of what we are seeing in the field, in research and scholarship. I did my dissertation roughly 15 years ago, and it was a really challenging enterprise to find empirical work and scholarship that would really drive my dissertation forward, looking at adult military persistence. What I see today, as I am looking at journals almost daily, is new articles, new empirical pieces and new national work and research that is popping up almost monthly now that is focused on these populations. It is such a boon to our work, because individuals are doing this work, not only for their dissertations, but in their research and scholarship field.
There were not a lot of folks doing this work many years ago, but now we have a new crop of young people jumping in as advocates and allies of military and adult learners, and it truly is making a direct impact, because we have data to lean on and say, “Here is empirical proof of how this directly impacts this individual program or this particular state or this region,” and using that to guide a lot of our push and our nudging that we do, both in Kentucky and beyond, to make institutions think differently about how they formalize policy to really attract these folks and know that they can get them to and through more efficiently.
Kratzer: ACE and CAEL just partnered together to do the national landscape of credit for prior learning, talking about how states are making those recommendations. And I think there’s a lot of work to be done yet to help states, particularly at the legislative position, to understand how to help systems better collect the information. Because from the state, we hear them say, “Yes, you must accept military credit recommendations.” And the schools go, “OK, we accepted, but we don’t apply it well.” We need to be better at counting how we apply it so that we can provide back better information to say, “It does. It is valued in our state. It’s not just brought in as elective credit, but it’s brought in as degree credit that will accelerate degree completion,” and we’re not tracking that as well as I think we could.
Inside Higher Ed: I think you bring up a really valuable point there about the different types of credit. Just because it’s accepted doesn’t necessarily mean it’s helpful to the student in their specific career goal. But I think making sure that all credit is recognized and supported as part of a degree pathway is definitely the next step that we need to see.
Bergman: I would be remiss if I didn’t mention the fact that we have nearly 150 institutions involved in the prior learning assessment network. So for listeners that are checking in on this particular podcast, you can say, “Hey, I’m going to connect with Dallas,” or “I’m going to reach out to Matt and join this prior learning assessment network and hear from these institutions that are doing this work on the ground.” Each month, it costs zero money—we have a featured individual from an institution talking about, whether it be marketing or military credit recommendation or policy implementation or the admissions process in CPL; we are looking at all angles of CPL through the prior learning assessment network from people on the ground.
Inside Higher Ed: That’s amazing. I love especially when we can talk about different institution sizes and types, because what works for one institution might not be easy to do at another.
Bergman: And the best part of that is it’s free. We are not charging individuals. We are just a community of committed professionals that have been working for so many years trying to make an impact, and now we see our crop of individuals growing and growing every single month.
Inside Higher Ed: I want to hear more about what’s next for the state as you all consider adult learners and that lofty goal of 60 percent attainment.
Teater: Matt laid it out beautifully from a national perspective; from a Kentucky perspective, we hope to do the exact same thing.
We are exploring ways to align data collection efforts so we can accurately gauge impact across the state, impact for the institutions and then impact, of course, for the adult learner. We also hope to explore ways to align and standardize credit mobility across our two-year and four-year campuses, so that credit earned at one institution can be recognized at another, so that our two-year graduates can seamlessly transfer to our four-year campuses, and then this will lead to state standards and policies to further support CPL efforts. We’re looking to some of our neighboring states on best practices there.
Then finally, we are, in the fall, launching our Kentucky Adult Attainment Network, from which we will convene a state working group and community of practice to continue to build champions for the work, but also share resources, best practices and be able to offer up policy recommendations that will enact to further address this key part of our adult learner action plan.
Inside Higher Ed: Do you have any advice or insight for others looking to support military-affiliated learners?
Kratzer: I think the big thing that my peers need to know and to understand about the military community is that there’s a significant amount of learning that they gain from their military experience. However, the service member doesn’t always appreciate it the way that we as academics can understand it. They just say, “Hey, I was just doing my job.”
Well, that job has worth and value beyond what you did when you were in the service. There’s so much more we can do. The leadership training that they get—business and industry are just dying for that kind of professional development, so let’s recognize it. Let’s help them to see how they can transition to the civilian sector and bring those great learning skills into the workplace and into higher education.
Bergman: CPL for military and beyond is being done very effectively. If your institution is not doing it perfect or is not even involved, it is being done and there are so many people that are ready to provide open-source information, policy practice, forms, strategies, techniques and nuanced information to your institution directly for free, so that you can engage in this work without having to start from scratch. So to boil it down, you don’t have to start from scratch. So many institutions are doing so well in this work, and if you want to engage, just reach out and we will plug you into the prior learning assessment network or any type of forums at the University of Louisville or share data or information that we use in the state of Kentucky’s CPL initiative. We are ready to share these things because it matters and it’s impactful.
Teater: The awareness is critical, and that’s awareness across states, across institutions and within institutions. One of the things that we have seen is sometimes just a gap in awareness on what’s possible, what’s available and then how best to pull the technical levers to make those things happen for students. So I would say every single conversation that we come out of, we learn something new, and hopefully others learn something new as well. And I just think that that awareness can’t be underestimated.
I will never forget the student who—upon being given 15 minutes at the end of class to get rolling on the writing assignment I’d just given—whipped out their phone and starting furiously typing away.
At first, I thought this was an act of defiance, a deliberate wasting of time I’d been generous enough to provide following a carefully constructed discussion activity that was meant to give students sufficient kindling to get the flames of the first draft flickering to life.
I said something about maybe texting people later and the student said that they were working on their draft, that they, in fact, first wrote everything on their phone. Not wanting to make a fuss in the moment, I shut up about it, but a week or so later in an individual conference I asked the student about their method, and they showed me the reams and reams of text in their phone’s Notes app.
The phone itself was a fright, the screen cracked, a particularly dense web of fractures at the bottom, but when I asked the student to show me how they used the app for writing, it became clear that they could type at a speed comparable or better to the average student on a computer keyboard.
I’d been teaching the writing process for my entire career, talking students through the steps and sequence to producing a satisfactory piece of work—prewriting, drafting, revision, editing, proofreading—with more detailed dives into each of those stages, but until that incident I didn’t fully appreciate that I shouldn’t be teaching the writing process per se, I should be giving students the kinds of challenges that allowed them to develop their own writing processes.
As I considered this distinction, I realized how truly idiosyncratic my own process is and how different it can be depending on the occasion and situation. An outside observer looking at how I put together a column or book or proposal would see all manner of inefficiency and declare my method … madness.
But the key thing about my method is that it’s mine, and I think I have sufficient proof that it works. It may continue to evolve over time, which I suppose we could equate with improvement, but it’s really just different.
My student’s strategy was rooted in resource constraints, both time and money. Typing on the phone had started as a way to get stuff done during brief in-between times when working as a bicycle delivery person for one of the downtown-Charleston sandwich shops. They’d capture a draft on the phone on the fly and then transfer it to a computer for further development. The phone text had notes like “put thing from that thing here” as place markers for sources or evidence.
I realized that this method required the student to fundamentally work from a place of their own thoughts and ideas, something that was actually at odds with some of their first-year writing classmates who had been conditioned to defer to their readings, seeing their job as students to prove that they’d read and (generally) understood the content, rather than building on that content with ideas of their own, as I’d been asking them to do.
At the time of the conference, the student didn’t even have a computer, having had theirs stolen and not having sufficient funds at the time to immediately replace it. The student had been using the terminals in the library computer lab for the nonphone work.
This conference also revealed the reason for the rather up-and-down nature of this student’s work that semester. This was a clearly curious and driven person who had a number of extra challenges at simply completing the work of college. The assignment we were working on at the time, an alternate history analysis where students had to take a past event, change some aspect of it and imagine a different future, was probably the most challenging experience of the semester, but according to my archives at least, it proved to be this student’s best work.
Writing the initial draft untethered from any sources or even being able to easily move between information online and the text on the screen required the student to think creatively and analytically in ways that unlocked interesting insights into their choice of subject. Because of fate and circumstance, and without me really planning it, this student was getting a high-level experience in how to harness their own mind.
I started thinking more deeply about the intersection between the affordances of the tools and the writing process. One of the biggest shifts in my method over the years was when I acquired an external monitor that allowed me to see two full pages of text simultaneously on screen. This was something I’d longed for for years but resisted because I’m cheap. I now have a hard time working without it.
This incident happened as I was also experimenting with approaches to alternative grading, so it became a natural fit to start asking students to reflect more purposefully on the literal mechanics of their writing process so they could identify missing needs that they might be able to fulfill.
At the time I hadn’t yet come up with my framework of the writer’s practice, but now I can see how integral asking students to be this mindful about their own process can be to the development of a practice.
It’s also a good route for introducing mindfulness into the choices they may make when it comes to using generative AI tools. If they understand their labor and its meaning, they will have the capacity to assess how using the tool may enhance or—what I think is more likely—distort their process. It is also a reminder to us to design challenges that encourage the kind of labor we want students to be doing.
Before we retreat to old technology that dodges these challenges, like blue books, I think we could do a lot of good by really leaning in to helping students see writing as an experience that will differ based on their unique intelligences, and that if they pay attention, if what they are doing matters, they can come to know themselves a bit better.
This Side Hustle Spotlight Q&A features Demi Marchese, 32, founder and CEO of 12th Tribe, a Los Angeles, California-based fashion brand. Here’s how she used $800 to grow a side hustle into a full-blown business that’s seen over $250 million in lifetime revenue and $35 million annually. Responses have been edited for length and clarity.
Image Credit: Courtesy of 12th Tribe. Demi Marchese.
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What was your day job or primary occupation when you started your side hustle? After college, I worked in sales for my mom during the day and packed orders at night. I didn’t have a fashion degree. I just had a deep desire to build something that felt like me — bold, global, connected. The brand’s identity is grounded in that relentless hustle and the belief that women can create their own rules and lifestyles.
When did you start your side hustle, and where did you find the inspiration for it? I started 12th Tribe in 2015 out of a love for styling, storytelling and standing out. While studying abroad in college, I traveled to 11 countries — each one shaping how I saw the world and fashion. I became fascinated with the idea of expressing where you’ve been and who you are through what you wear.
At the time, I was curating one-of-a-kind vintage pieces to avoid looking like everyone else. One pair of vintage Levi’s shorts became my travel staple and the first product I officially named and marketed as “the short you pack when you don’t know where you’re going next.” That idea resonated quickly.
After moving to LA, I began dressing girls for Coachella with globally inspired pieces I sourced myself. The festival was a cultural moment, and I leaned in — styling every detail from jewelry to boots. Word spread, and soon I wasn’t just styling girls for festivals, I was building an online destination where they could shop the entire look.
Image Credit: Courtesy of 12th Tribe
What were some of the first steps you took to get your side hustle off the ground? How much money/investment did it take to launch? I launched 12th Tribe with $800, no outside funding and a vision I couldn’t shake. I was a solo founder, fresh out of college, doing everything alongside my family and close friends, packing orders, styling shoots and answering every DM. It started as a side hustle, but our first viral moment hit fast. Festival season landed me in sorority group chats and across Instagram, and I was hand-delivering Thrasher vintage shorts to girls across LA. That short became our first cult product and the foundation of something much bigger.
If you could go back in your business journey and change one process or approach, what would it be, and how do you wish you’d done it differently? I would have spent a few years working on management skills. Learning how to manage people while also managing the high level of stress of building a company from zero would have changed my life. I also would have trusted the process more. When I was younger — and remember, I was in my 20s launching this business that turned monster real quick — I second-guessed myself a lot. I questioned what I knew. I let people sway me, and I wish I had trusted my gut a bit more at times.
When it comes to this specific business, what is something you’ve found particularly challenging and/or surprising that people who get into this type of work should be prepared for, but likely aren’t? People see the photoshoots, product drops and glossy growth moments, but not the sacrifices behind the scenes. In my 20s, I missed more relationship moments than I can count. Not because I didn’t care, but because I was drained, too stressed, too responsible or simply empty from pouring into the business every day.
Many assume there’s a team handling everything. But as a founder, especially starting from nothing, you’re in the thick of it. You’re not just driving vision and strategy; you’re carrying the weight of deadlines, departments and the livelihoods tied to your decisions. It’s a responsibility most people don’t understand.
And as a woman, there’s the constant expectation to be “just enough” of everything. Too direct and you’re cold. Too kind and you’re weak. You’re expected to lead with grace under pressure, but the pressure never really lets up. In reality, it’s less about balance and more about stamina, self-belief and learning to keep going even when no one sees the weight you’re carrying.
Can you recall a specific instance when something went very wrong? How did you fix it? During peak season, our warehouse partner at the time mishandled inventory for a major launch. Thousands of units were delayed, and customer orders were sitting in limbo. For a brand built on community and trust, that moment felt like it could unravel years of hard work overnight.
The first step was immediate transparency. I personally stepped in to communicate with our customers, letting them know we were aware of the issue, working around the clock, and that their trust was our top priority. Behind the scenes, I mobilized every department: Our operations team worked directly with the warehouse, our marketing team shifted messaging in real time, and we even restructured fulfillment processes to get orders out manually.
It was a defining moment for me as a leader because it forced me to not only solve the crisis tactically, but also zoom out and reimagine how we protect the business long-term. That experience ultimately led us to transition to a new global logistics partner and completely overhaul our fulfillment strategy.
Looking back, what could have been one of our biggest setbacks became a catalyst for scaling with more resilience. It reminded me that as a founder, my role isn’t to avoid problems — it’s to navigate them with clarity, communicate with integrity and make the hard decisions that position the business for the future.
How long did it take you to see consistent monthly revenue? How much did the initial side hustle earn? In the beginning, it was just me — a one-woman show — with a few friends and family who’d step in to support. That was my first “tribe.” Because I kept the business lean and scrappy, I pushed myself hard and was fortunate to see consistent monthly revenue within just a few months.
I set intense sales targets for myself and made a promise that if I was going to fall short, I would find a way to make it happen. That meant boots on the ground — whether it was setting up a pop-up, inviting girls into my apartment to shop or selling at any opportunity I could find. I refused to let a month go by without hitting the number.
At first, I was only making a few hundred, which grew into a couple thousand. I was living at home, so my overhead was low, and I picked up extra income working for my mom’s sales company. But the real engine was pure hustle — I didn’t just wait for online sales to roll in, I created them.
Eventually, when revenue stabilized, the first hire I made was a finance manager — because I absolutely hated reconciling the books. But those scrappy, do-whatever-it-takes beginnings laid the foundation for everything that came after.
What does growth and revenue look like now? With over $250 million in lifetime revenue and $35 million annually, 12th Tribe has grown into one of the leading DTC fashion brands — all without outside investment. Worn by millions of women worldwide and supported by a loyal 600,000-strong digital community, we’ve become the go-to destination for outfits that make life’s most unforgettable moments. What started with festivals has expanded into a full lifestyle brand, dressing women from college through motherhood and beyond. We’ve achieved double-digit year-over-year growth, launched global shipping that doubled international orders and opened flagship stores in SoHo and on Abbot Kinney in Venice, all while staying 100% female founder–funded.
Image Credit: Courtesy of 12th Tribe
What does a typical day or week of work look like for you? As a founder and creative director, my time is structured very intentionally across the week to keep the business moving forward on both a visionary and operational level. I begin each week aligning with leadership; this sets the tone by clarifying top priorities, addressing roadblocks and ensuring every department has what it needs to execute.
From there, I front-load my week with marketing and product, since they’re the heartbeat of the brand and require the most creative and strategic energy. Toward the end of the week, I shift into finance and operations, making sure we’re on track with budgets, forecasting and organizational flow.
A typical day can swing between big-picture strategy and very hands-on work. I’m often on set for photoshoots, immersed in the creative process, because I believe in being boots on the ground when it comes to storytelling and product presentation. It’s a balance of vision-setting, team alignment and rolling up my sleeves where it matters most, keeping me deeply connected to both the brand and the people who bring it to life.
I’m currently building out one of the biggest departments that is the center of the brand, so I work pretty heavy hours Monday through Friday. I have given myself the weekends to reset, but by Sunday night, I am prepping for the week ahead. It is really important that I get a full read on my schedule and prioritize what is most important.
What is your best piece of specific, actionable business advice? I want women — especially young founders — to know that you don’t need a million followers, VC funding or a perfect plan to start. You need conviction, community and the courage to show up again and again. That’s what built 12th Tribe. And that’s what will keep us moving, one powerful moment at a time.
In a nearly daily barrage, President Trump and his MAGA forces heave fireballs at science and higher education. In the last weeks alone, the administration has been busy hurling a demand for a billion dollars from the University of California, Los Angeles; axing proven mRNA vaccine research; and demanding colleges submit expanded sex and race data from student applications, among other startling detonations. Amid the onslaught of these unsettling developments, it would be easy to miss the decisive change in conventional scientific and scholarly practice, one so vast that it threatens to overturn our revered American research achievements.
On Aug. 7, Trump issued an executive order that uproots more than a half century of peer review, the standard practice for funding federal scientific grants. Taking approval out of the hands of experts, the new rule makes grant approval contingent upon the assent of political puppets who will approve only those awards the president finds acceptable.
When I first came upon the order, I was immediately struck by how closely it resembles the unquestioned authority granted to senior political appointees in Soviet Russia and Communist China. As if dictated by commissars, the new rule requires officials to fund only those proposals that advance presidential priorities. Cast aside, peer review is now merely advisory.
It took my breath away, suddenly realizing how completely threatening the new order is to the very foundations of the democratic practice of research and scholarship. As Victor Ambros, Nobel laureate and co-discoverer of microRNA, aptly put it, the order constitutes a “a shameless, full-bore Soviet-style politicization of American science that will smother what until now has been the world’s pre-eminent scientific enterprise.”
Decades ago, long before I entered higher ed, I worked at a small publishing company in New York that translated Russian scientific and technical books and journals into English. As head of translations, I’d travel once or twice a year over many years to Moscow and Leningrad (now, once again, St. Petersburg) to negotiate with Soviet publishers to obtain rights to our English translations.
One evening in the late ’60s, I invited a distinguished physicist to join me for dinner at a Ukrainian restaurant not far from my hotel in Moscow. We talked for some time openly over a bottle of vodka about new trends in physics, among other themes. As dinner drew to a close, he let his guard down and whispered a confidence. Mournfully, he told me he’d just received an invitation to deliver the keynote address at a scientific conference in England, but the Party official at his institution wouldn’t permit him to travel. I still remember the sense of being privy to a deep and troubling secret, reflected in the silence that followed and the palpable unease at the table. Shame enveloped him.
Over a couple of dozen years of frequent trips to the Soviet Union and Communist China, I never met a single Party official. My day-to-day interactions were with administrators, editors, researchers and faculty who managed scientific publishing or were involved in teaching, research or other routine matters. The Party secretary remained hidden behind a curtain of power as in The Wizard of Oz.
On one rare occasion in the 2010s, at a graduation ceremony at a local technical university in Beijing where I ran a couple of online master’s degrees in partnership with Stevens Institute of Technology, a student seated next to me in the audience drew near and identified a well-dressed official several rows ahead of us up front. “The Party secretary,” he revealed in hushed tones. I saw the officer later at the reception, standing by himself with a dour expression, as faculty, students and family members bustled about at a distance.
One afternoon at that university in Beijing, I came upon a huddle of faculty in a corner office. As they chatted quietly among themselves in Mandarin, I took a seat at the far end of the room to give them privacy. But I could make out that a man in the group was disturbed, his face flushed and his eyes close to tears. Later, I approached one of the faculty members in the group with whom I’d grown close and asked what had troubled his colleague.
“Oh,” he replied. “He often gets upset when the Party secretary objects to something we’re doing. He worries that our joint program is in jeopardy.”
These personal reflections, based on my limited encounters with scientists and faculty, do not reveal the full extent of the control over scientific research exerted by Party functionaries. But if you compare the president’s new order with that of the Party’s authority in Soviet Russia and Communist China, you’ll find they’re all out of the same playbook.
The order’s demand for political appointee approval takes decisions out of the hands of apolitical, merit-based peer-review panels. In the Soviet Union and China, adherence to the Party line and loyalty to the regime was (or is) paramount, with grant funds being used to advance ideological or state power. Similarly, the president’s order establishes a party line, stating that federal money cannot be used to support racial preferences, “denial … of the sex binary in humans,” illegal immigration or initiatives deemed “anti-American.”
Relegating peer review is no small matter. It is at the center of modern science, distributing responsibility for evaluating scholarly work among experts, rather than holding this responsibility in the fist of authority. Even though peer review is under criticism today for its anonymity and potential biases, among other perplexing features, when researchers referee proposals, they nevertheless participate in a stirring example of collaborative democracy, maintaining the quality and integrity of scholarship—characteristics anathema to far-right ideologues.
Of all the blasts shattering American science and higher education since the president assumed office in January, this executive order may be the most devastating. It is not one of Trump’s random shots at research and scholarship, but an assault on democracy itself.
Nearly half (46%) of Gen Z between the ages of 18 and 27 depend on financial assistance from their family, according to a 2024 report from Bank of America.
What’s more, even though some parents are willing to help their kids out with cash, those loans don’t always come without strings attached — sometimes in the form of interest.
Financial media company MarketBeat.com‘s new report, which surveyed more than 3,000 parents, found that an increasing number are charging their adult children interest on family loans.
“The Bank of Mom and Dad has always been generous, but even generosity comes with boundaries,” says Matt Paulson, founder of MarketBeat.com. “What’s striking is that while most parents don’t expect repayment — and certainly not at commercial interest rates — inflation and rising costs are starting to reshape how families think about money.”
The average interest rate charged by parents was 5.1%, according to the data. That’s still well below the costs their children might incur elsewhere: The average personal loan rate is 12.49% for customers with a 700 FICO score, $5,000 loan amount and three-year repayment term, per Bankrate.
Only 15% of parents would be comfortable with lending their kids $5,000 or more at one time, according to MarketBeat’s research.
Family loan repayment terms can also vary significantly by location. The top five toughest state lenders based on the interest rates parents charge were Nebraska (6.8%), Oregon (6.8%), Mississippi (6.5%), Georgia (6.4%) and Arkansas (6.3%), the report found.
Parents in Delaware and Maine tended to be the most lenient when it came to charging their children interest on loans, with 2% and 4% rates, respectively, according to the findings.
Many parents who expect repayment also have a fast-tracked timeline in mind. Twenty-one percent anticipated seeing their loan repaid in one month, 15% within one year and just 8% more than a year later, per the survey.
Although 59% of parents reported being happy to help their kids with money, 27% said they would only do it if necessary, and 4% admitted to feeling resentful.
In many cases, family loans don’t just provide financial support — they’re also “emotional transactions that test trust, responsibility and family dynamics,” Paulson notes.
Nearly half (46%) of Gen Z between the ages of 18 and 27 depend on financial assistance from their family, according to a 2024 report from Bank of America.
What’s more, even though some parents are willing to help their kids out with cash, those loans don’t always come without strings attached — sometimes in the form of interest.
Opinions expressed by Entrepreneur contributors are their own.
It’s an almost daily occurrence: It’s 2:37 a.m., and while staring at your laptop, you’re wondering to yourself if your current coffee consumption has changed course and has gone from a habit to a full-blown personality trait. The investor call tomorrow looms heavily, and your inbox has become a minefield while your “to-do” list has begun to grow to the point it’s developing its own gravitational pull.
Have you guessed it yet? Yep, welcome to being an entrepreneur, where the highs are exhilarating but infrequent, and the lows are humbling and an almost daily occurrence, now to where the pressure is relentless.
Being an entrepreneur isn’t for everyone. Building a business is hard, but it’s a privilege and an adventure with great rewards that requires a strong, sustainable mental fortitude to last the emotional marathons — because there’s no sprinting a marathon. Those founders who “make it” aren’t just labeled as talented or lucky; rather, they’re resilient. These founders have found the secret sauce; they’ve learned through the ups and downs that protecting their mental health, adapting under extreme pressures and keeping going is absurdly tough.
Entrepreneurship inherently comes with its own stress profile. Financial uncertainty is consistently identified as one of the most stressful burdens an entrepreneur deals with, especially early on. Couple that with the ongoing leadership isolation effect and the reality that your decisions could potentially make-or-break the company, piles on. Add in one more layer called “hustle culture,” and you’ve now somehow turned isolation and exhaustion into a competitive sport, complete with its own LinkedIn medals to showcase, “Sleeps Less Than You.”
Resilience in this aspect isn’t just a word; it’s the definition of not ignoring stress or toughing it out until you absolutely break. It’s feeling like Mike Tyson going 13 rounds, taking the punch, adapting and continuing to push forward without losing sight of the ultimate goal and bigger picture. The American Psychological Association continually correlates resilience to making better decisions, higher performance and more effective leadership — all of which are non-negotiables for an entrepreneur trying to stabilize and survive turbulence.
Building resilience through mental health practices
Here’s the good thing, though: Resilience is learned. It’s a skill that can be picked up and trained for in the same way some professional runners train for a big 10K — only the running mainly takes place mentally in your head (and occasionally between back-to-back meetings).
1. Mindset shifts:
Remember that setbacks as an entrepreneur aren’t career-ending; they’re really just expensive learning opportunities, sort of like paying tuition for a real-life MBA you didn’t realize you’ve signed up for. The challenges you take on and reframing them into data points versus failures can be all you need for a momentum builder that keeps the panic at bay.
2. Mind-body maintenance:
Remembering that your brain is an essential part of your body is crucial; treating it accordingly goes a long way. Be sure to build in exercise, even if just a simple walk, mindfulness and rhythmic breathing techniques can help regulate stress and improve cognitive ability. Numerous neuroscience studies showcase how regular mindfulness practice has the ability to reshape the brain, shaping it to handle curveballs more effectively, practice it, live it and turn it into a routine.
3. Support networks:
This should be as clear as day. Find the Alfred to your Batman. Having a person there you trust to help support your path. Whether it’s a mentor, peer group or personal coach, it can make the difference in putting things into perspective, solving problems faster and just reminding you that you’re not alone in the trenches.
4. Boundaries and recovery:
Thinking downtime is laziness is a waste of your energy; it’s preventive maintenance that you should embrace. Would you run your car engine 24/7, low on oil? Of course not, unless you like paying for repair bills. Your brain is no different. Ensuring you schedule whitespace, dedicated time to reflect on your current state, use it to create something non-business related or just zone out staring at a wall without guilt — it’s what you need it to be.
As an entrepreneur, the pressure is inevitable from various angles. The way you accept it, face it and come through with a response when it arrives doesn’t have to add to your stress, especially on a Monday right before a critical investor pitch. Those entrepreneurs who endure and thrive are not the ones who are tallying the most hours in the day; they’re the ones who have understood that mental health isn’t just “self-care” and have built systems to protect their mental health and solidify their resilience.
So take it by the horns, treat your mental health like your financials, monitoring them, investing in them and pivoting before a small problem becomes a major crisis. Because with this game, being resilient isn’t just about being able to survive the storm; it’s the ability to dance in the rain, and preferably with a cup of coffee that now isn’t doubling as your personality.
It’s an almost daily occurrence: It’s 2:37 a.m., and while staring at your laptop, you’re wondering to yourself if your current coffee consumption has changed course and has gone from a habit to a full-blown personality trait. The investor call tomorrow looms heavily, and your inbox has become a minefield while your “to-do” list has begun to grow to the point it’s developing its own gravitational pull.
Have you guessed it yet? Yep, welcome to being an entrepreneur, where the highs are exhilarating but infrequent, and the lows are humbling and an almost daily occurrence, now to where the pressure is relentless.
Being an entrepreneur isn’t for everyone. Building a business is hard, but it’s a privilege and an adventure with great rewards that requires a strong, sustainable mental fortitude to last the emotional marathons — because there’s no sprinting a marathon. Those founders who “make it” aren’t just labeled as talented or lucky; rather, they’re resilient. These founders have found the secret sauce; they’ve learned through the ups and downs that protecting their mental health, adapting under extreme pressures and keeping going is absurdly tough.
Image Credit: Courtesy of 12th Tribe
Image Credit: Courtesy of 12th Tribe
Image Credit: Courtesy of 12th Tribe