Colleges overlook the potential of students who didn’t finish their degree, study says

Unlocking Potential: Why Colleges Must Re-Engage Students Who Paused Their Degree Journey

Many college students face unexpected life events that lead them to pause their academic pursuits.

While these individuals often possess valuable skills and a strong desire to succeed, educational institutions sometimes create unnecessary hurdles for their return.

This article explores the significant untapped potential within this student demographic and offers actionable strategies for colleges to foster their successful degree completion, ultimately benefiting both the students and society.

The Overlooked Majority: Students with Unfinished Degrees

A substantial number of individuals begin their college education with aspirations of earning a degree, only to find themselves unable to complete it due to various circumstances.

Research indicates that millions of students across the globe have amassed college credits but have not yet obtained their degree.

These students, often referred to as "comebackers" or returning students, represent a significant pool of talent that many colleges currently overlook.

Instead of actively supporting their re-enrollment, some institutions inadvertently make the process more challenging, creating a barrier to entry for those eager to finish what they started.

This oversight has profound implications, not just for the individual students' career trajectories but also for the broader economic landscape.

Common Obstacles to Re-enrollment

When students decide to return to college after a hiatus, they often encounter a labyrinth of administrative procedures.

These can include:

• Outstanding small debts, such as library fines or parking fees, which can prevent re-registration.
• The requirement to repeat the entire application and enrollment process, even for students who previously attended the institution.
• Financial aid complications, where past academic performance, even from years ago, can disqualify them from receiving necessary funding.
• A general lack of clear pathways and personalized guidance for returning students.

The prevailing attitude, as some students have described, can feel like a punitive system: "If you didn't make it the first time, it's your fault, and if you want to come back, you'll have to figure it out yourself." This sentiment discourages rather than encourages, failing to acknowledge the life experiences that often lead students to pause their education.

The Untapped Assets of Returning Students

Contrary to the perception that students who have paused their studies are academically deficient, they often bring a wealth of practical skills and real-world experience to the college environment.

These individuals have frequently navigated demanding work schedules, managed family responsibilities, and developed resilience and problem-solving abilities that are invaluable in any academic setting.

Skills Developed Outside the Classroom

Students who return to college after a break often possess a unique set of competencies that enhance their learning and contribute to classroom discussions.

These include:

• Work Experience: Many have held jobs, gaining practical knowledge and understanding of professional environments.
• Teamwork and Collaboration: They have likely worked in diverse teams, learning to collaborate effectively with different personalities and under various supervisors.
• Professional Development: Some have engaged in on-the-job training or professional development, acquiring specific industry skills.
• Life Management: Juggling work, family, and other commitments demonstrates exceptional organizational and time-management skills.

These are not weaknesses but significant strengths that can enrich the learning experience for all students.

Colleges should reframe their perspective, recognizing that these students are not returning with deficits but with a diverse set of assets.

Strategies for College Success: Empowering Comebackers

To effectively support students who wish to complete their degree, colleges need to adopt more flexible and student-centric approaches.

This involves streamlining administrative processes, offering tailored support services, and fostering a welcoming and encouraging environment.

Rethinking Academic Policies and Language

The language used by institutions can significantly impact a student's perception of their academic standing.

Terms like "academic probation" can sound punitive and discouraging, making students feel like they are being monitored as potential failures rather than supported as learners.

• Reframe Terminology: Instead of "academic probation," consider terms that suggest support and a path to improvement, such as "academic support plan" or "academic success initiative."
• Proactive Support: Colleges should proactively offer academic assistance to students who are struggling, rather than waiting for them to fail.

  This could include tutoring, academic advising, and workshops tailored to common challenges faced by returning students.

By adopting more positive and supportive language, colleges can help students feel empowered and motivated to overcome academic challenges.

Enhancing Flexibility and Accessibility

The traditional college schedule may not align with the realities of students who have ongoing work or family responsibilities.

Offering greater flexibility can make a significant difference in their ability to succeed.

• Flexible Course Scheduling: This includes offering evening classes, weekend courses, and hybrid learning options that combine online and in-person instruction.
• Shorter Program Formats: Consider offering accelerated courses or modules, such as eight-week intensives, which allow students to complete coursework more quickly and fit it into their busy schedules.
• Simplified Re-enrollment: Streamline the administrative process for returning students, making it easier for them to navigate admissions, financial aid, and course registration.

These adjustments not only benefit returning students but can also improve the overall student experience for a wider range of learners.

Targeted Outreach and Support

Many students who have paused their education are unaware of the resources available to them or may feel hesitant to reach out.

Colleges can play a proactive role in reconnecting with these individuals.

• Data-Driven Outreach: Utilize existing student data to identify individuals who have stopped attending but have earned credits.

  Develop targeted communication campaigns to inform them about re-enrollment options and support services.

• Dedicated Support Staff: Establish dedicated advisors or support staff who specialize in assisting returning students, providing personalized guidance through the re-enrollment and academic planning process.
• Financial Aid Guidance: Offer comprehensive assistance with financial aid applications and appeals, helping students understand their eligibility and navigate the complexities of funding their education.

By actively reaching out and providing tailored support, colleges can demonstrate their commitment to helping these students achieve their educational goals.

Conclusion

The potential residing within students who have paused their college journey is immense.

By recognizing their inherent value, removing systemic barriers, and implementing flexible, supportive strategies, colleges can unlock this untapped talent.

This not only empowers individual students to achieve their full potential and secure better career opportunities but also contributes significantly to a more skilled workforce and a stronger economy.

It is imperative for educational institutions to embrace these returning students, not as individuals who failed, but as resilient learners with valuable life experiences ready to complete their degree and contribute meaningfully to society.