Let’s face it: The land-grant story remains largely untold. It’s invisible to much of the world. Most of the public has never heard the term “land grant,” let alone made the connection between these universities and the vital work they do through extension programs, applied research, 4-H programs, and K–12 enrichment.
In our most recent research report, The Reputation Rethink, we found that the public has significant skepticism about how universities prioritize and spend their money. So we asked them what they wanted to see more of from universities. Their answers:
- Partnerships for learning, research, and careers.
- Making campus a community hub for learning and leisure.
- Expanding K–12 partnerships and youth access.
- Giving back consistently to their communities.
To say this another way: People want to see the work of the land-grant mission.
The work of land-grant schools often goes uncredited — the connection between the institution and the impact gets missed. Land-grant universities have people on the ground, living and working within the communities they serve, which gives them an unparalleled ability to respond quickly.
But this localized, grassroots strength also contributes to one of the biggest challenges: defining and communicating the collective impact.
Public trust is declining globally, affecting all institutions and industries. Yet higher education is uniquely positioned for action. Recent research from Edelman confirms this: Scientists and teachers are the most trusted people today, and out of 17 sectors measured, education is still the most trusted overall (2026 Edelman Trust Barometer).
Clearly, there’s some nuance here, but I see this as a signal for higher ed to take action — to find a way to demonstrate its collective, measurable impact.
Because if we don’t, then who will? And if not now, then when?
Out of sight, out of mind.
Most institutions treat this declining trust as a perception problem that requires better messaging. We see it as a visibility problem. Because when you can’t see something, you tend to forget about it, misunderstand it, or not fully appreciate it.
Turning again to our Reputation Rethink report, we see that 77% of the public views higher education as a societal good. But folks are skeptical, and they’re calling for more tangible community engagement.
“The more colleges and universities are part of their communities, the more people would know about them. I’ve been feeling they’re pulling away from their communities more and more.” — Focus group participant, The Reputation Rethink
They just don’t see enough of the work of higher ed in their community.
The research feels distant. The money feels mysterious. Global reach overshadows local impact. Overall, the connection to the community is almost invisible.
We’re telling too many “big” stories.
As an industry, higher ed concentrates on the big stories. We talk a lot about global impact and international reach. We tout the millions of dollars in research expenditures; the huge, transformative gifts; the massive athletic deals.
These are all impressive stories that deserve attention — but they’re also the very stories that create distance between institutions and individuals. They symbolize the gap that exists between the ideals of higher education, and the daily realities that people face.
People don’t want those larger initiatives to happen at the expense of local impact and attention. With this kind of global work, there’s a lot to be proud of and excited about. It’s not that schools need to pull back on the big efforts. But we need to do a better job at balancing the narrative with smaller stories.
A built-in advantage.
Edelman’s research suggests that we “leverage established relationships to boost institutional trust” (2026 Edelman Trust Barometer). And this is where land-grants have something other universities can’t replicate: trusted relationships in every county of every state.
These relationships offer opportunities for schools to zero in on smaller stories — forgoing lingo like “innovation,” “excellence,” and “global challenges,” and focusing on the lives of individuals.
In this way, the university acts as more than a messenger: It becomes a megaphone for residents and community partners like employers, neighbors, teachers, alumni, and taxpayers.
Our research (from The Reputation Rethink) shows that, regardless of political affiliation, people care most about these five things:
- jobs
- community impact
- scholarships
- teaching
- research
Let’s connect land-grant institutions with the invaluable outcomes that people already trust and rely on. Let’s make the land-grant mission synonymous with nonpartisan problem-solving, centering on the topics listed above, and making specific connections to the needs of state and local communities.
When we do, imagine how the higher ed narrative could change.
Frequently Asked Questions About Land-Grant Universities.
What is a land-grant university?
A land-grant university is a public institution established under the Morrill Acts of 1862 and 1890 to expand access to higher education. These universities were founded to teach practical subjects like agriculture, engineering, and military science, alongside classical studies. Today, land-grant universities continue that mission through research, teaching, and community engagement across every county in their states.
What is the land-grant mission?
The land-grant mission focuses on three core pillars: teaching, research, and extension. Extension programs connect university research directly to communities through services like agricultural advising, 4-H youth development, small business support, and public health initiatives. The mission is rooted in making higher education accessible and useful to everyday citizens.
How do land-grant universities serve local communities?
Land-grant universities serve communities through applied research, workforce development, K–12 partnerships, and county-based extension offices. Unlike institutions that operate primarily on campus, land-grant universities have a physical presence in communities statewide. This allows them to respond quickly to local challenges, support employers, and create pathways to jobs and scholarships.
Why are land-grant universities important today?
Land-grant universities are important because they connect higher education to tangible community impact. At a time when public skepticism about universities is rising, the land-grant model demonstrates visible outcomes: job creation, practical research, youth programs, and local partnerships. Their structure positions them to strengthen public trust through measurable service.
How can land-grant universities rebuild public trust?
Land-grant universities can rebuild public trust by making their community impact more visible and measurable. Rather than focusing only on large research totals or global initiatives, institutions can highlight local partnerships, student success stories, and county-level outcomes. When communities clearly see the benefits, trust grows.
What makes land-grant universities different from other public universities?
The defining difference is their statewide extension infrastructure and formal mandate to serve the public. Land-grant universities are designed not only to educate students but also to solve practical problems in agriculture, industry, health, and community development. Their embedded, on-the-ground presence gives them a built-in advantage in building long-term relationships.
References
Reputation Rethink: https://ologie.com/full-circle/2025/08/the-reputation-rethink/
2026 Edelman Trust Barometer: https://www.edelman.com/trust/2026/trust-barometer
