Professional blog

Sustainability. Is it a common buzzword? Is it real? Is it achievable? Yes, to each of these. Unfortunately it is often a buzzword to gain favor in someone’s agenda. Instead of it being a buzzword, it should be acclimated into our entire construction process such that the word itself no longer exists. It is just done.

We achieve this through the application of sustainable processes to the myriad of construction functions, construction materials, design, site selection, facility use, maintenance, serviceability and longevity. We use a foundation for sustainability that includes considerations of economy, social interaction/responsibility and environmental cognizance. The selection of construction functions may include utilizing construction equipment with lower carbon emission or sequencing and managing construction such that the use of certain high emission equipment is minimized.

Much headway has been made in the manufacturing and use of construction materials that enhance or achieve sustainability. Concrete is the most commonly used material in construction. It is made from cement, aggregates and water in its simplest form. Portland cement, the binding agent for concrete, is produced in such a manner that it releases large amounts of carbon dioxide. Even though carbon dioxide is a necessary ingredient for plant life cycles, too much of it creates significant environmental issues and harms the atmosphere. For this reason, there have been significant strides in the development of “green” cements and, correspondingly, “green” concrete. In addition to the use of green cement, the use of recycled concrete as aggregate and the use of waste byproducts from other industries as aggregates helps even more to reduce carbon emissions. Couple that with the use of byproduct additives such as fly ash, which has some cementitious properties, to replace part of the portland cement in concrete creates a final product that significantly helps the environment as compared to not using such processes and materials. Other materials that enhance sustainability are wood products such as “engineered wood”, a term used to describe a wood-like material made of wood byproducts and resins, molded and pressed together to create a new product that has many of the same properties as natural wood and in some cases, even better properties.

Other considerations can include site selection and even the placement and orientation of a building on a site. For example, a building might have its orientation relative to the sun to take advantage of energy efficiency either in cooling, heating or both. The building design can also be used to increase its use and energy efficiency. Further, through better design, building practices and material selection we can make buildings last longer and thus, reduce the need to construct new buildings when the existing ones are functional, serviceable and energy efficient.

Sustainable practices are becoming more commonplace as we realize the implications of our prior lack of sustaining diligence. For the future of construction and quality of life, we must work toward sustainability as the norm, not the “add on”.

The big challenge

The University of Maryland Global Campus made a major decision several years ago. Instead of investing in curriculum from various publishers, the school opted to try Open Education Resources or OER back in 2014. It was a way to ease the financial burden for students.  

Years later in 2018 the school, which today has a worldwide enrollment of 305,000, reduced and in some cases eliminated developmental math as a pre-requisite. It proved to be a disaster. Unfortunately, OER didn’t provide nearly enough critical support for students who were ill-prepared for college level courses.

A perfect fit for success! 

Given the nature of the challenge, UMGC Math and Statistics Program Director John Beyers partnered with Tiffany DePriter, Statistics Coordinator/Instructor, to explore possible solutions. They decided to use an adaptive resource and elected to pilot Pearson’s MyLab and compare it to ALEKS from McGraw Hill. After extensive testing and evaluations, MyLab was selected primarily because of its continuous assessment approach to support each student’s individual pace along the way. In addition, it was an ideal way to customize the learning and fully engage with students using the remarkable array of tools that MyLab provides.

Q&A with Student Support Coach Kristina Campbell 

Coaching students isn’t just a job, it’s a two-way bond that helps students focus on their academic goals. It also gives the student support coaches a unique understanding of what students need to complete their online degrees or programs. And it affords institutions the ability to retain students who are tracking toward their goals. Kristina Campbell tells her story as a student support coach below.

What do you enjoy most about coaching students?

For me, it’s being with a student from start to finish. Nothing is more satisfying than being a part of the student’s process and hearing the excitement and joy they have upon their completion of the program. To be part of their celebration of a momentous achievement.

What's it like to have a long-term relationship with a student and watch them succeed?  

Long term relationships are the most rewarding experience of being a coach. They give me a deeper and richer connection with the student. I even love going through those rough stages and gently pushing others when they feel that they can’t continue moving forward.

Recently, I spoke with a student who is in their last semester. They told me that had I not given a gentle nudge the first week of class, they would’ve stopped and never reached their last semester. Students have told me they truly value the role of a coach; they’ve gone through programs before where coaching wasn’t provided and have felt the importance of having one in the programs we provide.

What are 3 characteristics or skills that you need to be an effective coach of adult learners? 

1. Good communication that goes beyond just talking. A coach needs to listen actively, provide helpful responses, and cultivate an atmosphere where students feel comfortable to speak.
2. Empathy to understand that going through an educational program is not an easy feat. Students want to work with someone they believe will try to understand and show they care.
3. Being supportive because everyone wants to be affirmed in their decisions. Coaches are part of the support system for a student.

How do you help students overcome their concerns as they’re working toward their degrees? 

Time management is one of the main concerns I hear from students when starting a program or when the tempo of the program changes due to course load. Students have several constants in their lives that take priority before everything else (i.e., family and work). School is a wonderful variable that they are throwing in the mix.

I try to help students figure out how to balance school, work, home, and life. We work on finding ways to make time for learning, figuring out what needs to be adjusted or omitted in their schedule, and on making time for self-care.

How do you help learners stay engaged with their courses and programs? 

I try to keep learners engaged by calling them regularly, sending emails, and texting. I also send reminders, resources, and any aids or tools I can find regarding their courses.

How do you coordinate with the university to support your students? 

My team has a wonderful relationship with our school partner. We have been able to identify issues and bring them to the institution’s attention as needed.

And, on multiple occasions, I’ve reached out to instructors to advocate or help a student succeed. I had one student who was diagnosed with a severe health condition. They were in the hospital and needed help to get extensions on their work. I was able to connect with the instructor to get resources to help the student complete the course.

Q&A with Senior Student Support Specialist Justin Tate

If you're an online learner, it's great to know you can always turn to someone who’s been in your shoes, understands how challenging it can be — and knows you can succeed. Senior Student Support Specialist Justin Tate earned his own graduate degrees online. Now, drawing on that life-changing experience, he counsels other online graduate students on how to stick with the program, balance its demands, and make the most of the experience.

What led you to become a coach?

I grew up in a family where college was expected. There was never any doubt whether I would be getting a degree after high school. Unfortunately, when I got to the university, I realized my study habits weren’t as good as I thought. The workload was way more intense than I expected. It took me two years, and a few dropped classes, before I understood myself: how I learned, and how I needed to balance life, work, and education.

By junior year, I was doing great. I even started working at the university Writing Center where I tutored other students on developing their essays. That’s where I first realized I enjoyed helping learners like me — those who had what it took to succeed, but needed to find their own strategy to get there.

What do you enjoy most about coaching students?

College is tough, especially if you're a working adult with many competing priorities. For me, grad school was an entirely different challenge from undergrad. In the long gap between, I developed professional skills and a greater sense of purpose in my life, but I also had more commitments beyond even a full-time job. My priorities and energy levels had changed so much it was like starting over. Again, it took a while to find a strategy that worked.

It’s rewarding to support students through their challenges in class and in life, because I know how tempting it can be to give up. If I didn’t have someone to talk to — or people in my life who understood what I was feeling — it’s very possible I would have dropped out. My goal is to be that person you can call any time, who understands what it’s like, and can guide you through the difficult times.

What is it like to work with a student from enrollment to graduation, and to watch them succeed academically?

The path to graduation does not always run smooth. It’s great to maintain that relationship all the way through, because you have a greater understanding of individual situations and what approaches might work best on a personal level. I tend to get emotional every time a student graduates, because I know what it took for them to get there.

What characteristics or skills do you need to coach adult learners well?

Start by understanding that every adult learner is different. They have a wide variety of priorities, obligations, and challenges. The only way to understand the obstacles they may face is to take time to listen to what’s going on in their world. Once you build that relationship, it’s easier to offer support that is relevant to their unique situation.

What are some of the main concerns students share, and how do you help them overcome those concerns?

The most common concern is fear about how to find time for higher education. Adult learners balance a lot of big priorities. At first it can seem impossible to find time for them all. Helping them process each class, shift strategies, or find their own unique study style isn’t easy, but we try to get to that space as fast as possible.

How does your coaching help learners stay engaged, so they don’t fall by the wayside?

I’m always personally interested in how classes are going, what big assignments are coming up next, and the general feeling each student has about their experience. By talking through what’s going on in and outside of class, we can collaborate on strategies to help them become more efficient as a student and still get the most from their education.

How do you work with the university to support students?

As a support coach, I’m primarily focused on talking with students, learning about their challenges, and supporting them through times of stress. This includes navigating complicated university processes, registering for the correct courses, and connecting them with the appropriate financial resources, or other departments which are part of the college experience.

As a coach, I collaborate closely with the university to share feedback from students, smoothly implement changes, and distribute information. Since I’m usually the first person to hear about a potential obstacle, I can easily pass that information along to the appropriate parties.

It’s also common for faculty to reach out to me if there are students who could use some extra support, are lacking engagement, or could benefit from walking through resources. All this has retained learners who don’t just go through the motions, but actually feel a part of the program.

Have you or your colleagues ever helped a university discover a problem sooner, so they could support their students more effectively?

My goal is to be a neutral advocate for student learners. That means many students are comfortable sharing their honest perspectives on courses and university processes. This includes identifying clear frustrations about their experience, but also the things they love most. Sharing this feedback with the university has led to more efficient processes, improved curriculum, and innovation in the classroom.

What new issues are you beginning to see now, as more learners come online, or move through and beyond the pandemic?

The pandemic has impacted students in very different ways. Some mention they’re more motivated than ever, with fewer competing social obligations. Others feel additional stress, as they support family and their own mental health during difficult times. Almost everyone has been touched by it in some way, and a good week can easily turn bad. Planning ahead and making contingency plans are a big part of coaching conversations, so we can expect surprises and work through them together.  

Q&A with Student Support Coach Nisha Khan

Learners today are stressed. They hold down full-time jobs. They’re returning to learning as adults highly focused on careers. They worry about debt. But even with all these additional obligations, learners have big dreams of advancement through education.

Student Support Coach Nisha Khan works with learners in MBA programs to bridge the gap between institutions and students. And both sides benefit from higher retention rates, less stress, and fewer hurdles to graduation. She shares her story of helping students below:

Why did you become a student support services coach?

I was with a cosmetics company for 3 years where I worked my way up to a services coordinator. I already had the customer service skills — active listening and the ability to offer quick solutions. I knew that I wanted to help people and continue to build strong relationships. When I saw the job description for the student services specialist, I knew this would be the perfect role for me!

What do you enjoy most about coaching students?

It is a joy to work with the same population and have the same group of students for years at a time. You really get to know a lot about each student as an individual, but also learn a lot of insights about the program that, as a coach, you might not have the opportunity to experience.

What it’s like to have a long-term relationship with a student and watch them succeed?

It's truly so special to be part of a student’s life during their studies. You get to watch them from the start, when they are the most passionate and excited to start their degree, through the ups and down of an MBA, and come out the other side to graduate.

We learn a lot about students through proactive outreach. You could be calling a student to simply check in, and they will share that they are nervous to take the upcoming accounting class. You’ll then get a call from that student after the class is over to celebrate their passing grade with you.

For them to include you in their wins is so heart-warming. We also learn about students' personal lives, and we are there to celebrate these milestones as well. Watching a student grow in all aspects really drives me to find out as much about my students as possible!

What are 3 characteristics or skills that you need to be an effective coach of adult learners?

You need to be compassionate, empathic, and have great attention to detail — simple as that!

How do you help students overcome their concerns as they’re working toward their degrees?

Students value their education and have a high expectation of the quality they will receive, especially with how high tuition can be. Even though we strive to provide the most cutting-edge and smooth experience for our students, sometimes “life happens.” It can be a technical error, a miscommunication on course materials, or grades on their homework that they disagree with. For many of our students when their expectations are not met for the price of their tuition, it can be grounds to take time off from the program, and, in the worst case, withdraw entirely.

Many times students want to be heard, and that is exactly why I’m here. When they share feedback on the quality of the program, I can see whether it was a one-time incident, or if there is an overall trend that I can report to the partner to see if we need to implement change.

How do you help learners stay engaged with their courses and programs?

My school has 9 terms a year and classes are between 3–5 weeks in length. While there are benefits to this model, it means that students have registration and drop deadlines in conjunction with their class deliverables deadlines.

My biggest role is assisting students with registration and ensuring they are reminded about upcoming registration periods. By staying in constant email and text communication, along with proactive phone calls, we help the student think in the future and keep track of the administrative and degree planning items while they focus on their studies.

When have you worked with the university to help students more effectively?

I am a coach to online MBA students where most students do not have a background in accounting or finance. As a result, the accounting and finance classes have the highest fail rate and the highest drop rate. Coaches also hear the most amount of feedback in these specific courses.

Q&A with Student Support Coach Lourdes Carvajal

Learners today are stressed. They hold down full-time jobs. They’re returning to learning as adults. They’re first-generation college students. They're highly focused on careers and worry about debt. But even with all these additional obligations, learners have big dreams of advancement through education.

Student Support Coach Lourdes Carvajal works with learners to bridge the gap between institutions and students. And both sides benefit from higher retention rates, less stress, and fewer hurdles to graduation. She shares her story of helping students below:

Why did you become a student support services coach?

I was an online student in my graduate program and had a lot on my plate to balance. I didn’t even know there were resources at my university to help students like me. I wanted to make the difference in a student’s experience while they’re achieving their academic dreams. It would have made my life a little easier if I had someone to go to from the university on the tough days.

What do you enjoy most about coaching students?

I love when a student confides in me that they’re struggling and need help. Life throws us curveballs when we least expect them and having someone to confide in makes it a little bit easier to withstand. The trust that I have earned from my students means a lot to me because I know how much they want to make it to graduation. I want to be able to help them get there.

What is it like to have a long-term relationship with a student and watch them succeed?

It’s an honor helping someone who has dreamt of achieving their academic goals. They share those goals with me from the very beginning, and I remind them of those goals throughout their journey. We go through ups and downs together, and we get to know each other very well. We become like family. I’m always so proud of them when they do finally achieve their academic goals.

What are 3 characteristics or skills that you need to be an effective coach of adult learners?

You need to be able to see the student holistically. They’re an individual who’s balancing a lot on their plate in addition to their coursework. As an effective coach you need to check in on how they’re doing, not just in the classroom but at home, too. This will greatly affect their performance academically as well.

You also need to be supportive, in whatever decision the student makes. Our students come to rely on us, as they may not always have an effective support system at home.

I believe another skill needed is to have good communication among your students but also the university. I believe the phrase “it takes a village” is very much applicable when working with students. Having good communication in the end will result in better support for the student.

How have you or your colleagues helped a university better meet the needs of students?

Some of the main concerns I hear from students are about mental health and overall wellbeing while being a full-time online student. We brought up this issue to the university and worked together to develop more mental health resources for our program. We have partnered with a resource center at the university to provide workshops on mental health for our students.

How do you help students overcome their concerns as they’re working toward their degrees?

My background is in social work, and mental health is very near and dear to my heart. I do mental health check-ins with my students, just to see how they’re feeling. We so often are busy taking care of everyone else, we tend to put ourselves at the bottom of that list. I remind them to prioritize themselves by doing some self-care every once in a while. We talk about activities or hobbies that they like to do to de-stress, and I remind them to do this when things are becoming too stressful.

How do you help learners stay engaged with their courses and programs?

My coaching style is to be very transparent with my students. If I’m transparent with them, that will make them more comfortable to come to me when they do have an issue. I remind them that they’re never on their own throughout this journey, and I’d love to help them as much as I can. I believe this has helped my students stay engaged in their courses in the program. Just knowing that someone is really looking out for them makes them feel more comfortable and motivated.

How do you work in tandem with the university to support students?

I like to define my role as being here to support the student. The university really likes how my role interacts with learners, as there is generally an academic adviser for the program as well.

The academic adviser takes care of any academic issues, like course planning and grades.

I work with the student to ensure they’re always set up for success. I allow the student to talk about their week, how their personal lives are affecting their coursework, and we also talk about their courses.

The academic adviser and I talk almost every day so we can both brainstorm ideas on how to best support the student.

In what ways do you partner with faculty members to help a student succeed?

I’m very lucky to work with such amazing faculty members at the university. A faculty member will reach out to me personally to talk about a student who could use more support. I work to find the root of the issue and help find resources to best support them.

I reach out to faculty members as well when I notice a student struggling academically and provide the context for what’s going on and how I’m working with the student. I love the collaboration between the faculty, the institution, and myself because we all want the same thing for our students, and that is to see them succeed.

Q&A with Student Support Coach Natasha Prospere, M.ED

Every online learner needs somewhere to turn when they have a problem or need someone to listen — someone whose advice is empathetic and reliable, and who can point them to resources that help them succeed. For many learners, Student Support Coach Natasha Prospere is that person. See how she approaches the crucial work of guiding learners from enrollment to graduation — so learners, institutions, and employers all get the outcomes they’re hoping for.

What do you enjoy most about coaching students?

I enjoy interacting with my students. And I enjoy working on new challenges every day — you never know what to expect. It's rewarding to support each student along their path, to encourage them and to provide the resources they need, from orientation to graduation.

I let them know what to expect along the way, guide them through their upcoming courses, and help them meet their graduation requirements. I can help them access the resources they need, whether that’s mental health, tutoring, writing center, or something else. Students often thank me for being their advocate and facilitator.

What's it’s like to have a long-term relationship with a student and watch them succeed?

Building relationships and positive rapport with students is fundamental to their success. My students know I truly care about them, their families, and their academic success. They feel supported by me.

In our first conversation, I learn about their academic goals — and also about their home life, what brought them to the institution, who’s part of their support system, and their ultimate goals. So, when times get tough — and they will — I can be there to remind them why they started in the first place.  

As coaches, we provide motivation, as well as encouragement through personal struggles and life events, whether that's sick children, taking care of elderly parents, or even divorces.  We also celebrate, sharing in joyous occasions such as weddings and pregnancies!  Whatever’s happening in their lives, we’re there, with personal outreach, regular communication, and timely feedback. 

What are three skills or characteristics you need to coach adult learners effectively?

First, you need empathy and compassion. Second, you should be a constructive, active listener. Third, you need to be a problem solver — and to do that, you need to thoroughly understand the resources you can provide to learners, and the university policies you’re operating within.

What are some concerns you help learners overcome?

Time management is a main concern: feeling overwhelmed as they try to balance work, school, personal life, and raising a family. I provide tips on being a successful online learner, both during our conversations and via email. For example, I tell them to:

• Plan your study time.
• Print and/or download your syllabus so it’s always handy.
• Check your school email every day — something important might be happening.
• Log into your course(s) several times a week.

Stepping back, I also encourage them to find their passion. What do they do for fun? Are they making sure to take time for self-care, exercise, time with family and friends? Are they eating well and getting enough sleep? That’s especially an issue for my nursing students.

How do you help learners stay engaged with their courses and programs?

Online graduate advising is so much more than telling students “what class comes next!”

Students rely on their Support Coach for information to solve problems, make decisions, navigate university procedures, and overcome technology challenges. We help them register for their next class, but we also make sure they know what to expect in their upcoming courses. We help them add the concentration courses they’ll need, transfer programs, take leaves of absence if they must, and — for our Nursing suite — prepare for clinicals and campus visits.  

We don’t just connect frequently with students. We advocate for them. We share their concerns with the university. We provide the right guidance: information they can use. It’s all about building a personal relationship that shows each student we truly care about them as individuals — and about their success. 

How do you coordinate with the university to support your students?

The institution’s on-campus Academic Advisors (AAs) handle grades, GPA concerns, academic standing, instructor concerns, and similar issues. With my Nursing program, Duquesne also has a clinical coordinator to help learners secure a preceptor and complete their required clinical hours. As a success coach, I send learners a program plan to follow, and remind them when it's time to register, order books, and complete financial aid.

Students tend to reach out to me first, as their main point of contact. I can direct them to their AAs, clinical coordinators, or instructors, as needed. I often copy the AA on emails, and provide time and day when it’s best to reach the student. We follow up via email, and we meet bi-weekly with the university to discuss student affairs.

We're a great team. Here's an example just from today. An AA called me with a heads up that a student may contact me. The AA said she knows we have a great relationship and wanted me to know what was going on with him academically. Since I know his academic situation now, I can proactively reach out to him, as he may need an updated program plan.

What issues are rising to the forefront, as more learners come online, or as they begin moving beyond the pandemic?

Some continuing issues are even bigger — for example, time management. We're always offering advice to help learners stay organized, set aside a dedicated study space, or use a physical or digital planner. And some students who’ve been out of school for awhile struggle with the technology. We’re there to provide resources, including a 24-hour tech support, live chat, and a writing center. So they always have what they need.

One issue I’m anticipating: helping nursing students find a clinical rotation. With COVID-19, many sites weren’t accepting students in person. Now, I suspect, there will be an overflow that we’ll all have to carefully manage together.

It’s only natural that our brains are in a constant state of alert due to the disruption and uncertainty caused by the Covid-19 pandemic, which has continued into the new year. Not only do we need to take steps to protect our bodies from the virus, we also need to take care of our minds to deal with the stress and anxiety occurring as a result. One approach that has been shown to be beneficial in dealing with this is mindfulness. 

What exactly is mindfulness? 

When I get asked this question, I always quote Jon Kabat Zinn, one of the leading figures in bringing mindfulness to Western audiences. He says it is “the awareness that arises from paying attention, on purpose, in the present moment and non-judgmentally.”  

I came to mindfulness was because it was recommended to me by my doctor. I'd suffered from anxiety that, at times, could be quite debilitating. He suggested a book: Mindfulness: Finding Peace in a Frantic World, co-authored by Professor Mark Williams, the Founding Director of the Oxford Mindfulness Centre. I managed to get a place on the Centre’s eight-week MBCT (Mindfulness-based Cognitive Therapy) course in September 2013. Following several years of daily practice and seeing the positive impact it had in my life, I later trained as a mindfulness teacher.  

By attending the weekly group sessions and doing the practices and meditations in my original mindfulness course, I could see my anxiety calming little by little. I was more present in the moment, less reactive to difficult situations, and generally calmer and more focused. I was able to observe the working of my own mind and see thoughts as subjective mental events, rather than an objective view of the world. Understanding the two modes of mind, ‘doing’ and ‘being’, and being able to shift the gear between the two, helped me better navigate daily life. It’s not some kind of quick fix. It takes daily practice (meditation) to help rewire the brain towards calmer, wiser ways of thinking and approaching life.  

How can mindfulness help us get going in 2021 mid-pandemic?  

We're all concerned about Coronavirus. Questions like ‘Will I/loved ones be okay?’, ‘What impact will this have on my learning and/or work?’, and ‘When will this be over?’ are never far from our minds. 

Right now, we don’t have all the definitive answers and while mindfulness doesn't serve to make everything better, it can help us develop ways to feel okay during times of uncertainty. Mindfulness can help offer moments to pause and step back from what's going on around us, all the information we're receiving, and our own thoughts. Rather than getting trapped in ‘doing’ mode and trying to problem solve tricky emotional situations, we learn to stand back, be present in the moment, and observe. Therefore, if we choose to respond, we do so with the calmest and wisest approach to a given situation.  

What are some ways to embrace mindfulness, starting today?  

The best way to learn how to be mindful is by attending a course. This will give you a deep understanding of ‘doing’ and ‘being’ modes, the characteristics of mindfulness, and the practices covered. There are many courses being offered online and many apps that can help too. To help you get started today, here are some suggestions for beginning the new year with a mindful perspective: 

Consider intentions rather than goals. A lot of what we learn through mindfulness is training the focus of attention. In order to do this, we need to be clear about our intentions. Having clear intentions sets where the attention goes. Setting your intentions at the beginning of the year is often more favourable than using language of goals. Rather than setting specific metrics that can be used to beat yourself up, intentions allow us to have more flexible parameters that can be adapted as situations evolve and change.  

Be gentle and kind to yourself. Self-compassion is so important. Very often we can be our own worst enemies with how we talk to ourselves. Given how much is going on in the world right now, give yourself a pat on the back for what you are able to do. Practising self-care and compassion has the added benefit that it makes us kinder and more understanding to other people too. It has a positive upward cycle effect for us and those around us. It’s a win-win.  

Reconnect with your body and reengage the senses. Mindfulness is great at helping increase focus and reduce distraction and rumination. Simple ‘everyday’ mindfulness practices, like mindfully preparing a cup of tea or coffee, are an easy way to do this. For example, going through the steps of boiling the kettle and pouring the water into the cup, smelling it as it brews and feeling the heat through the cup, adding milk and noticing the colour change, to finally tasting the drink. This helps focus the mind and train it gently to focus on one thing at a time.  

Although the benefits of mindfulness are well documented, it’s important to check that it’s the right approach if you’re currently experiencing any mental distress. Please always check in with your doctor or clinician before undertaking a mindfulness course. Remember that talking things through with friends, family members, or one of the many support lines out there can help if you feel things are becoming difficult.  

When every enrollment matters to the health of an institution and, more importantly, to the dreams of every student, keeping them on track to graduate is vital. And when you have a nontraditional student body, they need a student support services team to step in to play a central role, helping students transition back to the classroom.

As student support specialists at Pearson, my team has the privilege of connecting with online students, supporting their goals, and providing resources for their success.

Throughout the COVID-19 pandemic, we worked closely with our retention managers and institutions (we call them academic partners) to alleviate some of the additional stress this pandemic has placed on students.

Along the way, we learned three key lessons that can help your team whether your student support services are provided by a partner or from an in-house team.

Help nontraditional learners balance school and life

When nursing student Mary* called me in March 2020, she was in her final semester and didn’t know how she was going to earn the remaining credits she needed to graduate. With elementary-school age children and a newborn, she was already juggling a lot. And with facilities closed, she struggled with figuring out how to meet her program’s clinical requirements.

We worked with her institution to communicate the school’s policies with Mary. But, more broadly, our student support services team became a crucial lifeline for students. We reached out proactively to:  

• educate students on how credits for the clinical portion of the program would work
• share the university’s plans for a virtual graduation ceremony
• ease their fears about how colleges and universities could continue to operate seamlessly and safely

Nontraditional students tend to be older than traditional college students. They have careers, marriages, and children to contend with on top of managing their studies. The students we support reflect this reality as well. According to the 2020 Pearson Enrollment Experience Survey, for enrollments in our graduate programs: 

• the average age is 37, compared to a traditional graduate student at 32 years old
• over half (53%) are married and have children 
• students are working/experienced, with 78% of students working full-time and 50% having at least 7 years of work experience 

Focus on student mental health and wellbeing

Like everyone everywhere, our nontraditional learners grew weary as the months dragged on and the pressures mounted. They had jobs, kids, and life stressors on top of working toward completing their degrees. Their previously mapped out routines of school, work, and family had dissolved. Some students continued to juggle homeschooling kids with work and school. Others struggled to find work while keeping up with their education.

While online courses remained constant, the balancing act became harder. We spoke with students, employed as front-line workers, who contracted COVID-19. We became the ear for many, helping students cope with all the changes. We realized that we needed to:

• direct students to mental health resources
• advise them on time management and organizing tips
• encourage students to keep going or take time off for self-care when needed

Serve nontraditional students in novel ways

When nursing student Josefina* needed to find a clinical placement, she faced a roadblock that could have derailed her studies. She was living overseas with her military spouse and didn’t have many options for placement since the country where they were based was in lockdown.

Our solution? Josefina participated in a Zoom session with her academic advisor and student support specialist to develop a plan that would help her lock in a clinical placement on the base.

We learned to:

• tailor solutions to the student
• connect students with program staff
• coach them on options to complete program requirements