Enriching Education - Rethinking Higher Education

As more families question whether traditional college models are truly working, Maximilian Kolbe College, founded by Dr. Tera Torres, reflects a shift toward a more intentional approach—one that moves beyond accommodation-based systems and instead focuses on a relationship-centered, experiential model designed around how students actually learn. 

I had a chance to learn more in this interview.

Why aren't accommodation-based models the best way for higher education to support students who learn differently?

Accommodation-based models are built on the idea that the student is the problem and needs to be “fixed” or adjusted to fit the system. In higher education, that usually looks like extra time on tests or note-taking support—small adjustments layered onto a structure that was never designed for different kinds of learners in the first place. While accommodations 

can be helpful, they don’t address the bigger issue: the learning environment itself often isn’t accessible or flexible. 

Students who learn differently don’t just need more time—they need different approaches, relationships, and ways of engaging with content. When we rely only on accommodations, we’re asking students to adapt to a system that doesn’t work for them, rather than building a system that actually supports how they learn. At Maximilian Kolbe College, we start from a different place: the environment, teaching, and support are designed with these students in mind from the beginning, not added on after the fact.

Why is relationship-centered learning so effective?

Relationship-centered learning works because students learn best when they feel seen, known, and safe. For many students—especially those who haven’t thrived in traditional settings—learning isn’t just about content, it’s about trust. When a student knows that someone understands how they think, how they struggle, and what they’re capable of, they’re much more willing to engage, take risks, and persist through challenges. In traditional higher education, students can feel anonymous and disconnected. Relationship-centered learning flips that. It creates consistent, meaningful connections between students and faculty, which allows teaching to be more responsive and individualized. When relationships come first, students don’t just perform better academically—they build confidence, develop a stronger sense of identity, and start to believe in their own ability to succeed.

What do students need beyond academics to be prepared for the adult world?

Students need far more than academic knowledge to be prepared for the adult world. They need executive functioning skills—things like time management, organization, decision-making, and follow-through. They also need social and communication skills, the ability to navigate relationships, advocate for themselves, and work as part of a team. Just as important is confidence: believing they can handle challenges, recover from mistakes, and figure things out. 

Many students who struggle in traditional systems haven’t had the chance to build these skills in a meaningful way. That’s why real-world experience matters so much. When students are given opportunities to work, solve problems, and take responsibility in supportive environments, they begin to develop independence and resilience. Academics are important, but they’re only one piece of what it takes to function successfully in adult life.