Tulane Killed the ‘Why Us?’ Essay. That Matters More Than You Think.

Tulane Killed the ‘Why Us?’ Essay. That Matters More Than You Think.

Why did Tulane drop its “Why Tulane?” essay—and what does that tell us about where college admissions is heading? The change may seem small, but it points to a larger shift from what students say about fit to what their application behavior reveals. Corey Alderdice, a national voice on talent and transformation, explores how colleges are increasingly reading demonstrated interest through behavioral signals like Early Action, Early Decision, campus engagement, timing, and enrollment predictability. Using Tulane as a case study, this episode considers why the old “love letter” essay may matter less in an era of application inflation, AI-assisted writing, and sophisticated yield management. For additional thoughts from Corey, visit coreyalderdice.com [https://coreyalderdice.com]. You can also follow him on Twitter/X [https://x.com/alderdice], LinkedIn [https://www.linkedin.com/in/coreyalderdice], BlueSky [https://bsky.app/profile/alderdice.bsky.social], YouTube [https://www.youtube.com/coreyalderdice], Instagram [https://www.instagram.com/alderdice], and Threads [https://www.threads.net/@alderdice].

Coming Soon: College Before College

Dual enrollment and early college programs have rapidly shifted from specialized opportunities into a defining feature of modern American education. Students are earning college credit earlier than ever before, but the rise of acceleration is also raising deeper questions about quality, purpose, pressure, and what education is ultimately supposed to become. Corey Alderdice, a national voice on talent and transformation, previews this special Summer School series exploring how acceleration became normalized, why achievement is increasingly measured through accumulation, and how the growing overlap between high school and college may fundamentally reshape the future purpose of higher education itself. Learn more about the current landscape of college-level learning in high school in the National Alliance of Concurrent Enrollment Partnership's report Beyond Rigor: Closing the Quality Gap in State Dual Enrollment Policy [https://www.nacep.org/beyond-rigor-closing-the-quality-gap-in-state-dual-enrollment-policy/]. For additional thoughts from Corey, visit coreyalderdice.com [https://coreyalderdice.com]. You can also follow him on Twitter/X [https://x.com/alderdice], LinkedIn [https://www.linkedin.com/in/coreyalderdice], BlueSky [https://bsky.app/profile/alderdice.bsky.social], YouTube [https://www.youtube.com/coreyalderdice], Instagram [https://www.instagram.com/alderdice], and Threads [https://www.threads.net/@alderdice].

If It Surprises You, We Failed

Clarity doesn’t make a school easier—but it does make it more trustworthy. And in selective environments, that difference matters more than we often admit. Corey Alderdice, a national voice on talent and transformation, explores what it would mean to design schools with trust in mind from the very beginning. Building on the tension between trust and power in higher education, this episode turns to selective high schools as a proving ground—places where questions of fairness, rigor, access, and student experience aren’t theoretical, but lived in real time. The conversation moves beyond admissions mechanics to something deeper: purpose, alignment, and the responsibility institutions carry to make their intentions legible to the students and families they serve. At the center is a simple but demanding idea: nothing about a school experience should come as a surprise. Not the pace, not the expectations, not the challenges. And if it does, that’s not a failure of the student—it’s a failure of the institution to explain itself clearly. This episode offers a framework for thinking differently about selective education, not as something to defend after the fact, but as something to design with clarity, coherence, and trust at the core. For additional thoughts from Corey, visit coreyalderdice.com [https://coreyalderdice.com]. You can also follow him on Twitter/X [https://x.com/alderdice], LinkedIn [https://www.linkedin.com/in/coreyalderdice], BlueSky [https://bsky.app/profile/alderdice.bsky.social], YouTube [https://www.youtube.com/coreyalderdice], Instagram [https://www.instagram.com/alderdice], and Threads [https://www.threads.net/@alderdice].

Rebuilding Trust in Colleges Isn’t a PR Problem

Higher education doesn’t have a messaging problem—it has a trust problem. And the more openly institutions acknowledge that reality, the more complicated the path forward becomes. Corey Alderdice, a national voice on talent and transformation, explores the tension at the heart of higher education’s current moment. Using the recent report from Yale University as a starting point, this episode examines what happens when elite institutions name concerns about cost, fairness, transparency, and academic rigor—not as outside criticism, but as internal reflection. The conversation moves beyond the report itself to consider a deeper question: whether colleges and universities can meaningfully rebuild trust without giving up the very mechanisms that have long defined their power and prestige. As peer institutions signal agreement but hesitate to act, a paradox emerges. The honesty required to restore credibility can also fuel external criticism and internal caution, creating a narrow path between defensiveness and reform. This episode sets the stage for a broader conversation—not just about higher education, but about any selective system navigating the balance between excellence, access, and public trust. For additional thoughts from Corey, visit coreyalderdice.com [https://coreyalderdice.com]. You can also follow him on Twitter/X [https://x.com/alderdice], LinkedIn [https://www.linkedin.com/in/coreyalderdice], BlueSky [https://bsky.app/profile/alderdice.bsky.social], YouTube [https://www.youtube.com/coreyalderdice], Instagram [https://www.instagram.com/alderdice], and Threads [https://www.threads.net/@alderdice].

Teacher Appreciation Week Got Meme-ed by the US Dept. of Education

A Teacher Appreciation Week meme campaign from the U.S. Department of Education may have been designed for engagement, but its fictional teacher choices revealed something deeper about how educators are feeling right now. Beneath the nostalgia and internet humor is a surprisingly honest portrait of exhaustion, dedication, passion, and the desire to be heard. Corey Alderdice, a national voice on talent and transformation, explores how characters like Ms. Frizzle, Mrs. Puff, Elizabeth Hoover, Miss Nelson, and Ms. Fowl became more than simple appreciation graphics—and why sometimes the subtext accidentally tells the truth. For additional thoughts from Corey, visit coreyalderdice.com [https://coreyalderdice.com]. You can also follow him on Twitter/X [https://x.com/alderdice], LinkedIn [https://www.linkedin.com/in/coreyalderdice], BlueSky [https://bsky.app/profile/alderdice.bsky.social], YouTube [https://www.youtube.com/coreyalderdice], Instagram [https://www.instagram.com/alderdice], and Threads [https://www.threads.net/@alderdice].