In a recent conversation with Steven Girardot (Vice Provost for Undergraduate Education at Georgia Tech), Keith Renshaw (Senior Associate Provost for Undergrad Education at George Mason University), and Ann Marie VanDerZanden (Associate Provost for Academic Programs at Iowa State University), we explored how public-private partnerships are transforming student support models in higher education. Each of these academic leaders is rethinking how their institutions approach academic support—and doing so with a sense of urgency shaped by the evolving needs of today’s students.
Rethinking Academic Support for Today’s Learners
The nature of student support has changed dramatically in the last five years. Where institutions once focused largely on providing tutoring for specific content areas, today’s students need a more holistic layer of academic support—help with time management, study strategies, accountability, and simply adjusting to the demands of college learning environments. Many students are arriving on campus with disrupted learning histories and varying levels of preparation, making the need for accessible, just-in-time support more critical than ever.
Layered on top of this is the growing expectation for tech-enabled solutions. Today’s students expect services to be available on their own schedules—late at night, on weekends, and from wherever they are, whether that’s a library desk or their bedroom at home. The shift from a “come to us” model to one that meets students where they are—both in terms of location and learning needs—is no longer optional; it’s foundational to how institutions can foster academic belonging and success.
COVID-19 accelerated these shifts, but it also revealed new possibilities. Institutions are increasingly embracing flexible, hybrid support systems that blend the best of in-person connection with the convenience and scalability of online tools. What’s emerging is a more student-centered approach to academic support—one that acknowledges the reality of students' lives while still upholding the high standards of academic rigor and accountability.
From Pilot to Scaled Impact
Each institution shared how partnering with Knack has allowed them to address these challenges head-on:
- Georgia Tech has seen strong student engagement since launching its partnership with Knack in January 2023, onboarding over 350 student tutors and expanding access campus-wide. Roughly 44.9% of sessions take place outside of traditional Monday–Friday, 9–5 hours, demonstrating the demand for flexible, student-centered support. Notably, 44.9% of students using Knack had never accessed peer tutoring at Georgia Tech before, highlighting the platform’s role in reaching new populations. With an average tutor rating of 4.96/5 stars and a 34% increase in student confidence in course material, the impact is clear. More than half of Knack users (53.16%) have completed three or more sessions this academic year alone, showing sustained engagement and trust in the program.
- Iowa State University launched its Knack partnership in Fall 2024, onboarding over 225 student tutors and completing more than 3,600 sessions in the first term alone. The vast majority of support—88.9% of sessions—is delivered online, with 24.2% occurring outside of standard Monday–Friday, 9–5 hours, offering students the flexibility they need. Impressively, 52.5% of students using Knack had never engaged with peer tutoring at Iowa State before, expanding the reach of academic support across campus. Students reported a 40.4% increase in confidence with course material, and the program boasts an average tutor rating of 4.92 out of 5 stars, underscoring both quality and impact.
- George Mason University began its Knack partnership in Fall 2024, onboarding over 115 student tutors to support 28 high-impact courses, with sessions already completed in 26 of them. The program has been instrumental in expanding access: 59.2% of students using Knack had never previously engaged with peer tutoring at Mason. Support is highly flexible, with 71.7% of sessions conducted online and 34.2% occurring outside of the traditional 9–5 weekday window. Students report a 31.1% increase in confidence with course material, and the program maintains an average tutor rating of 4.93 out of 5 stars, reflecting both quality and consistency.
A Strategic Shift with Tangible Benefits
One theme that resonated across all three campuses: efficiency. These partnerships reduce the administrative overhead associated with traditional tutoring models—like hiring, onboarding, and scheduling—while providing richer data and insights on usage and outcomes. Students benefit from 24/7 access, and student tutors are paid for their time, creating a reinvestment loop that supports academic success and peer leadership.
There’s also a strong equity dimension. By removing fees and expanding support to courses that were previously underserved, these institutions are helping level the playing field for students who may not have otherwise sought out or accessed academic help.
Navigating the Growing Pains
Of course, implementing any new model comes with challenges. Cultural resistance from staff, tech integration hurdles, and questions around sustainability require careful planning and transparent communication. Running parallel support systems—as George Mason currently does—can also raise questions around data consistency and comparative effectiveness.
But institutions are finding creative ways to overcome these obstacles. From reallocating existing budgets and tapping into strategic planning initiatives, to seeking foundation support and justifying costs through improved student outcomes, the funding models are as dynamic as the partnerships themselves.
Looking Ahead
As more campuses explore peer support through public-private partnerships, the conversation is no longer about whether this approach fits—it’s about how to implement it well. The examples shared by Georgia Tech, Iowa State, and George Mason offer a blueprint for how institutions can rethink academic support in ways that are scalable, equitable, and aligned with the real lives of today’s learners.
