Seeing Their Future: Piney Woods Learners Reflect on Fall College Tour

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For learners at The Piney Woods School, this October’s college tour brought the next chapter of their education into sharper focus. Walking campuses, asking questions, and meeting university students helped them consider where their interests might lead—and what kind of college community could feel like home.

The journey included visits to historically Black colleges and universities across the South, with stops including Tuskegee University, Clark Atlanta University, Morehouse College, Claflin University, South Carolina State University, Florida A&M University, Southern University, and Xavier University. A stop at Alabama State University also gave learners an opportunity to experience the campus over a meal.

For Bryania Page, Atete Celia, and their fellow travelers, the experience sparked reflections on history, academic opportunities, and belonging. Their observations offer a personal look at how college exposure helps learners imagine their futures.

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Finding Connections Through History

Tuskegee University stood out to Bryania for its rich history and the legacies of Booker T. Washington and George Washington Carver. Learning about the institution’s beginnings, business program, and graduate connections encouraged her to consider what it might mean to continue her education in a place with such a significant legacy.

“Tuskegee University made a great impression on me that made me think that maybe I could attend a place of history,” Bryania wrote.

Meeting a former Piney Woods student during the visit added another personal connection, bringing the possibilities of life after graduation closer to home.

Atete also found a meaningful link between Tuskegee and her own school. She learned that students had helped construct some of Tuskegee’s buildings—a history that reminded her of Piney Woods.

That connection reflects a tradition familiar to generations of Piney Woods learners: education that engages the Head, Heart, and Hands through study, service, and purposeful work.

Exploring Academic Interests and Campus Life

At Clark Atlanta University, Bryania was interested in learning about the Atlanta University Center and opportunities to take classes across its member institutions. Her reflections highlighted academic programs, research, scholarships, and the importance of relationships with professors and fellow students.

“The visit to Clark Atlanta University reminded me to be persistent, learn with an open mind, and make wise decisions throughout my college life,” she shared.

For Atete, Clark Atlanta was among the most anticipated stops. She described its campus spirit as “vibrant and welcoming” and was especially interested in hearing about biology and hands-on learning experiences.

Conversations about residence halls, student activities, and campus life also prompted her to think about the personal growth college would require. She reflected on the importance of stepping outside her comfort zone and becoming involved in the community around her.

Together, their observations show how campus visits can help learners consider both what they want to study and how they hope to grow.

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Discovering a Sense of Belonging

At South Carolina State University, Atete’s interest in nursing helped guide her questions about academic opportunities. She also appreciated conversations about scholarships and the experiences of international students.

One discovery, however, carried a particularly personal meaning. Among the cultural items on display, she recognized objects from Rwanda, including ibiseke and igisoro.

Seeing those familiar items, Atete wrote, “gave me a sense of home and belonging.”

Her reflection illustrates how the college search involves academic goals alongside the need for connection and support. For learners preparing to enter a new environment, feeling welcomed and seeing their experiences reflected in campus life can matter deeply.

At Claflin University, Atete valued the opportunity to hear from students, administrators, and the university president. Learning about the institution’s mission and its emphasis on “Claflin Confidence” offered another perspective on how a college community can help students develop a stronger sense of themselves.

The visit also included campus traditions and a memorial honoring those affected by the Orangeburg Massacre, connecting the college experience with a broader history of courage and educational opportunity.

Learning Beyond the Campus Visits

The journey also offered opportunities to experience the places surrounding the campuses. In New Orleans, learners gathered for photographs outside St. Louis Cathedral and shared beignets at Café Du Monde.

These experiences added cultural exploration and time together to a trip focused on the future. Shared meals, conversations, and new surroundings became part of the learning—and part of the memories learners brought home.

Across their reflections, learners considered questions that will help guide their next steps: What do I want to study? Where will I feel supported? What opportunities should I seek? How can I make the most of my college years?

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Returning With Gratitude and Direction

Gratitude was a consistent theme in the messages learners shared after the trip. Alongside their discoveries about college life, they recognized the care, planning, and resources that made the journey possible.

For Kasadiyah Baird, the experience provided valuable time to consider her future.

“This trip meant a lot to me because it gave me the chance to see different colleges, learn new things, and think more seriously about my future and where I want to go,” she shared.

Kasadiyah also expressed appreciation for the staff who organized the trip and the drivers who helped the group reach each destination safely.

Nathan echoed that gratitude, recognizing the investment behind the opportunity to explore colleges before making a decision about where to attend.

“We understand the planning, the sacrifice, and the money that went into this trip,” he wrote, describing the journey as truly memorable.

Thero’s reflection captured how significant the experience had been: “This trip was a turning point for a lot of us and the experiences will stay with us as memories do.”

Radhika Fredrick emphasized that the journey affected learners in different ways, thanking the adults whose efforts made it possible. Her message, like those of several classmates, closed with a prayer for God’s continued blessings and protection over the people who supported them.

Together, these reflections reveal the lasting value of the experience. Learners returned with colleges to consider, a clearer understanding of their interests, and a deeper appreciation for the community investing in their futures.

For Bryania, Atete, Nathan, Thero, Kasadiyah, Radhika, and their fellow travelers, the tour offered space to imagine what comes next—and begin approaching those possibilities with greater confidence and purpose.