Early career advising for post-traditional learners
It’s important for community college leaders to understand why post-traditional learners attend college. Most enroll in higher education out of career aspirations, such as the need to work to support themselves or their families, or pursuing skills or credentials required by a job.
When advisers better understand what motivates post-traditional learners, advisers can help students build a program of study aligned with their specific needs.
Data suggests early career advising should have a three-pronged approach:
1. The college should help students realize that college is an opportunity for self-discovery, aligning interests to opportunities, and making informed choices about career aspirations.
2. Students should have plenty of built-in opportunities to explore professional pathways.
3. Students should have access to data and insights from peers and leaders in their field of choice.
Adapting the college to working students
Faculty and administrative practices have an important role in helping post-traditional students feel they belong on campus and in helping students develop purposeful relationships with advisers.
Because these students have professional and personal demands to juggle, community college leaders should consider what might happen if their practices were more aligned with the needs of working students.
Services that engage off-campus students, course schedules crafted for students’ availability, and classroom adaptation through the use of technology are all retention strategies worthy of exploration.
Community colleges often have strong relationships with local businesses, but career preparation workshops, co-ops, and internship are typically offered during the day when many post-traditional students are working.
Federal Work Study as practical experience, apprenticeships in industry, partnerships with workforce development boards and community-based organizations, career-preparation workshops in flexible formats, and employer-student networking during nonworking hours are viable retention strategies that speak to employment preparation.
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