The recent student movement activities across the nation marked a new era in student activism in higher education. Similar to past student movement eras, a powerful aspect of these activities was the issuance of demands to change various institutional policies, procedures, and infrastructure to promote diversity as well as equity and inclusion. Student demands were often concerned with changing issues that hampered the academic and social well-being of marginalized students. However, identifying how the student demands relate to patterns of systemic issues across institutions needs additional attention. Through a reorientation of a college impact approach to further center on student experiences, the current study promotes the consideration of students impacting their institutions, which challenges a traditional linear view of colleges affecting students with little possibility of a reciprocal relationship. Through an analysis of student demands across the nation, we find subtle patterns about where demands were issued and the context of these demands that gesture to how students readily identified what administrators need to do to support the educations of marginalized students. Further, when considering the institutionalized feature of Africana Studies that resulted from a student-led social movement of the past, our analyses suggest how students can shape their institutions for future generations and push to transform higher education into a more equitable, inclusive, and socially just educational environment.