Higher Education Blog
Marilyn Glazer-Weisner
Language Program Coordinator
Cambridge College
Several years ago I was an adult student and a very untraditional adult student at that. I was juggling the responsibilities of single parenthood with three adolescents, maintaining a part-time job, and attending college simultaneously. If my professors and advisors at North Shore Community College did not take the time to reach out to me and develop a connection, I could have been swallowed up by the struggles and challenges of trying to succeed. Instead they taught me the value of building a relationship with a student. As a result, if any of my students or clients miss a class, workshop, or an appointment, they immediately get a phone call from me. I take the time to let them know they matter to me and when I do not see them I worry about their well-being. This little effort goes a long way and I have really good results with student and client retention. My efforts contribute to their long-term success and perseverance.
Cross-posted from The EvoLLLution, originally published May 7, 2012.
My “non-traditional adult learners” as you call yourself outnumber the traditional students in my classes at a community college 2 to 1. They consistently make the “A”s, rarely ask for concessions, and rarely whine about assignments.
Margaret
In addition to building relationships between students and instructors, creating opportunities for students to establish relationships with each other can contribute to improved retention rates and enhanced learning. In my classes, I try to construct diverse learning groups, rather than homogenous groups, so that students can also enhance their cultural sensitivity.