Reach University

Dr. Anastasia Wickham

Dr. Anastasia Wickham, Provost and Chief Academic Officer, is a nationally recognized academic leader with a background as a K–12 teacher and tenured professor at a large university.

She brings deep expertise in teacher preparation, culturally responsive pedagogy, and community-based learning. At the helm of a university advancing job-embedded apprenticeship degrees, she is reshaping higher education through hands-on, workforce-aligned programs that expand access, drive mobility, and transform communities.

A New Model for Learning and Work

Some of the best ideas aren’t new— they’re rediscovered and refined. Apprenticeship, or learning by doing, is one of them. Reflecting on my early experiences in education, I realize how disconnected higher education often feels from real-world work. As a result, many students struggle to bridge the gap between theory and practice. That’s why we’ve embraced apprenticeship-based learning, known as apprenticeship degrees, at Reach. This model ensures that education and work happen simultaneously, allowing students to apply what they’ve learned in the classroom directly to their jobs.

I’ve witnessed firsthand how this approach transforms lives. I’ve seen paraprofessionals, often working for years without a degree, suddenly have the opportunity to move into full-time teaching roles and earn that long-desired degree. These individuals see their salaries increase dramatically, find greater job stability, and open doors to futures they once thought were out of reach. The impact is life-changing.

But the effects go beyond the individual. A well-prepared teacher can shape the lives of hundreds of students. When teachers come from the communities they serve, they bring a unique understanding of those communities, fostering trust, connection, and a sense of belonging that can genuinely transform the lives of students and the ecosystem of schools. This model isn’t just about turning jobs into degrees—it’s about enabling individual people, communities, and the future of education.

Leading with Identity and Integrity

I believe that the most effective leaders and educators start with self-awareness. Early in my career, a principal told me, “I’m not here to evaluate your subject knowledge. I want to know your character.”

That comment has stayed with me, as it taught me an important lesson: How we show up—our presence, integrity, and consistency— matters more than what we know or say.

Leadership, like teaching, requires vulnerability and courage. Change is uncomfortable, and uncertainty is part of the process. But I’ve learned that when we lead with resilience, integrity, and collaboration, we create an environment where others feel safe to take meaningful risks, share new ideas, and contribute to change. We don’t need all the answers to start; we need clarity of purpose and the courage to act on it.

Bridging Access and Representation

Higher education is at a crossroads. For too long, we’ve divided students into those who are “college-bound” and those who are “career-bound.” This divide has left far too many people behind and has led to critical workforce shortages. It’s time for us to do better. Everyone deserves access to the full promise of higher education— not just to meet competencies, but to ask questions, think critically, create boldly, and grow within a supportive community. These educational opportunities are core to our humanity, not perks reserved for the elite.

At Reach University, we work to bridge the chasm between college and career by offering workforce-relevant programs that meet people where they are. These programs provide credentials and equip students with real-world skills, build their confidence, and open doors to long-term mobility. More importantly, they restore trust in higher education, especially among historically excluded or underserved working adults.

“When teachers come from the communities they serve, they bring a unique understanding of those communities, fostering trust, connection, and a sense of belonging that can genuinely transform the lives of students and the ecosystem of schools.”

This is not about choosing between access and rigor; we can and must design systems that deliver both. By intentionally integrating rigorous academics with practical, hands-on learning, we provide a pathway for all learners to succeed, regardless of their background or previous educational experience.

Starting from Where You Are

When I think back to the early stages of my career, I remember what it felt like to step into a new role and wonder where to begin. What has helped me most is learning to start with honesty. I’ve learned to know my strengths and own my areas for growth. The most important lesson has been to show up fully where I am already strong and not wait for permission to lead.

For a long time, I thought leadership came with a title or a certain number of years of experience. But I’ve since realized that it’s not about rank; it’s about how we show up in the roles we already hold. Each of us has influence, and especially in systems that weren’t originally built for us, we need the courage to be grounded and bold—to learn and lead with intention.

The work of education is complex. There is no one perfect plan. What matters is committing to the process: learn, act, reflect, and repeat. This cycle of continuous improvement is something we teach, and I try to live by it every step of the way.

A Timeless Lesson in Leadership

Over the years, I’ve learned that leadership is more than just strategy or expertise—it’s about character and courage. One of the most timeless pieces of advice I can give young professionals is to know yourself. Be honest about your strengths and weaknesses. Put energy into growing where you have room to develop, without letting those areas affect your self-worth. At the same time, step boldly into the roles where you have strength and make a difference.

I spent much of my early career waiting for someone else to change the world. I now know we all have the power to lead, no matter where we sit. Leadership is about humility, self-assurance, and the willingness to take risks. This balance is crucial, especially in the education field, where systems are often not designed to offer everyone a seat at the table.

Our approach at Reach is rooted in continuous learning—both for our candidates and for ourselves. We use a cycle of action and reflection, which I call the Praxis cycle. This cycle applies to everyone, regardless of experience. It’s about learning, acting, assessing, and then repeating the process to improve ourselves and the systems around us.

Reach University and the Future of Apprenticeship Degrees

Reach University is not just a place of learning; it is a movement. We are the nation’s first and only nonprofit University fully dedicated to advancing apprenticeship degrees.

By embedding learning directly into the workplace, Reach and its partners are solving America’s labor shortages and providing opportunities for high-potential individuals to earn rigorous degrees, credentials, and professional careers while contributing to the communities they call home.

Through our National Center for the Apprenticeship Degree (NCAD), we are enabling peer institutions of higher learning, state agencies, and employers to do the same.

Reach University’s model represents the future of higher education: affordable, accessible, and aligned with real-world needs.

In the communities we serve, from coast to coast, our working adults are transforming their lives and careers, one apprenticeship degree at a time. We are committed to building a future where education and work are seamlessly integrated, where every learner has the opportunity to succeed.