This post is written by Sandra (She/Her/Ella pronouns). She is a student staff member and a social work intern completing her field placement at the Women’s Center.

Content Note:This blog post will discuss my personal experience as an adult learner student before and during the current pandemic. The content and images shared may not encompass every adult learner’s student experience.

My experience as an adult learner within the higher education system has been full of challenges. The decision to come back to school to pursue my undergraduate degree was difficult, as I knew that this would mean having to juggle multiple roles and commitments. While attending classes for the past 7 years, I have been working full-time while also managing to maintain a 4.0 GPA as a full-time student.

I have also had to deal with the pressure and obligation of financially supporting myself and my parents. I come from a household that has depended on me since the time I was old enough to apply for a job. On top of the external stressors that have hindered me from graduating within the typical 4 year period, there were also the long hours spent during my weekly commutes from work to class and then back to work. As if it wasn’t bad enough having to deal with the stress from home or school, I also had to worry about getting to class and work on time. My days were split between having to work full-time, commuting for one hour each way to and from school, and trying to manage my workloads for school and work.

[Image Description: A GYF with a calendar layout showing multiple meeting times. The graphics show a moving hand “posting” multi-color sticky notes with to-do assignments such as “exercise, lunch, science lab report, social students chapter, and Spanish video chat.”]

As I approached my senior year of undergrad, this had become life as I knew it until the COVID-19 pandemic made an abrupt shift throughout the world. It was then that I and every other student at UMBC were required to go from in-person learning to attending school via virtual platforms. This was truly a curveball for my last year as an undergrad as I had grown accustomed to my jam-packed schedule. However, the online environment and accessibility to resources alleviated many of the stressors I was enduring as a student. The ability to maintain a full-time job, be a full-time student and start an internship as a part-time student staff member was all made possible from the comfort of my own home.

Once the transition began, I had more time to work on homework and different professional goals which I hadn’t had the chance to start. The online environment also allowed me to be more involved in campus clubs and join many online community activities. I also had access to my professors, advisor, and other campus resources without having to worry about calling off from work or having to commute for over an hour to campus to meet them.

[Image Description: A photo of a white and grey dog with red sunglasses and a colorful text that reads “READY FOR MY ZOOM CALL”]

It is safe to say that this drastic change from in-person to virtual learning has made life so much easier for me. And as my final year of undergrad comes to an end, I can’t help but think about how much easier my life could have been if only this virtual learning opportunity would have been made available earlier on in my academic career. As an adult learner, I could have truly benefited from completing my program based on the virtual resources and opportunities that were made available this past year. I know I am not alone since more than 40% of adult learners make up for the nation’s college student body. There are roughly 17.3 million undergraduate students, and 31.2% of them identified students between the ages of 25 or older in the US. These are all students, who like me, have to juggle multiple roles and commitments outside of being a student. It should also be considered that the number of adult learners has been and continues to increase.

Adult Learners and Higher Education

Historically, higher education was design for the wealthy, particularly for white cis males. It was not made to accommodate the needs of women, parents, caregivers, immigrant students, students of color, LGBTQIA+ folx, people with disabilities, and people from low-income backgrounds (for a visual representation of these experiences, check out the trailer to Unlikely). In particular, higher education was not created to support the needs of adult learners who are usually parents, caregivers, or those who have to work full/part-time jobs to support themselves and their families. Institutions that do not consider the needs of adult learners and continue to sustain racial and oppressive practices directly affect adult learners who already have difficulties accessing education or complete a 4-year degree.

There are also evident achievement gaps in enrollment and retention for underrepresented student populations in higher ed institutions. Some of the most disproportionately affected groups are women who are adult learners. Most often, these women are parents who are trying to take care of their children while also managing their school/workloads. These are also women who are the sole providers of their families; often overworked and underpaid. Most women, especially women of color, who make up the adult learner population face higher dropout rates, higher rates in student debt, and experience higher levels of stress and anxiety. There is no doubt that women of color and people with marginalized identities are struggling to complete their degrees at higher ed institutions. The pandemic has emphasized the disproportion of resources allotted to adult learners, specifically working women who are seeking to better their home life and careers.

Back to “normal”?

As UMBC transitions back to more in-person classes, I would like to encourage the University to start having conversations centered around adult learners, and other students with different experiences who have benefited from the online environment. This is a conversation many other universities and colleges should be having too!

Although some classes have the option to meet online, most classes and programs at UMBC do not offer this option to students. Parents, caregivers, and students from low-income households would potentially benefit from taking more hybrid and online classes. This is because the traditional “rigid” academic schedule is very difficult for adult learners to balance. The convenience of flexible courses, compressed classes, fully online, or hybrid courses could ultimately help adult learners complete their degrees. In addition, adult learners wouldn’t have to worry about resigning from their jobs to attend school, as adult learners depend on their jobs to support themselves and their families. This would also reduce their transportation expenses as some students have to pay for gas or bus/train fares to travel to school for in-person learning.

[Image Description: A GYF showing a computer screen with six animated people in an online class. One individual is talking and a tiger filter suddenly appears over her face. Everyone on the virtual call appears shocked.]

It would also be helpful to continue to have virtual office hours, advising appointments, and online events/workshops for students. Belonging to a community that encourages, nurtures, and provides support to adult learners is critical to a student’s overall success. Plus, having the experiences of adult learners also benefits the learning and social experiences of traditionally aged students as well! For virtual learning to thrive and be as successful as it has been this past year, this will need to stay in place.

Overall, the adoption and continuation of the current virtual learning system could greatly benefit higher ed students, specifically many adult learners. Having been an adult learner who was required to meet in person for every class in my program, I can honestly say that I have personally benefited from virtual learning this past year. Truthfully, I believe that if it weren’t for the online classes this year, I would not be graduating this May. In all, my hope moving forward in my academic career is for virtual learning to be incorporated more as we continue to endure and one day overcome our current global health crisis.

Learn More About Other Adult Learners’ Story!

• Read about UMBC’s Returning Women Student Scholars News Article from last year graduating seniors!
• Returning Women’s Student Scholar spotlight, Christin Fagnani! Learn more about her experience as an adult learner on our Instagram and Facebook page.
• Returning Women’s Student Scholar spotlight, Joana Wall! Learn about her story: Instagram and Facebook
• Returning Women’s Student Scholar spotlight, Emma Earnest! Learn more about her experience as an adult learner on our Instagram and Facebook page!
• Returning Women’s Student Scholar spotlight, Christan Wallace. Learn about her story here: Instagram and Facebook posts.
• Returning Women’s Student Scholar spotlight, Lejla Heric-Safadi Instagram and Facebook.
• Returning Women’s Student Scholar Spotlight, Evangeline Kirigua. Learn more about her story here: Instagram and Facebook page!

Available Resources for Adult Learners at UMBC

• Returning Women’s Student Scholars + Affiliates Program: Returning Women Students Scholarship is to support undergraduate students age 25 and older in the completion of their first bachelor’s degree. In addition to the financial support offered through several different scholarships, the Returning Women Students Scholarships Program run by the Women’s Center provides a scholars community and various other support services and resources for scholarship recipients. 
• Login to your MyUMBC account and click ‘FOLLOW’ on the following individual’s group pages to receive all the updates via email. It contains information about how to get connected to different campus resources and information about upcoming events. 

1. MyUMBC Women’s Center Group Page: 
2. MyUMBC Initiatives for Identity, Inclusion & Belonging (i3b) Group Page: 
3. MyUMBC First_Gen Group page

• Resources for Working Parents & Caregivers
• Office of Student Disability Services (SDS): For general questions: Email disability@umbc.edu or by phone at (410) 455-2459.
• Academic Advocates: are dedicated to serving undergraduates who are admitted as first-time, full-time, degree-seeking students to assist them in resolving academic and institutional challenges
• Academic Success Center
• The Office of Financial Aid and Scholarships
• Off-Campus Student Services 
• The Albin O. Kuhn Library Resources 
• Scholarship Retrieval Tool
• Counseling Center

References

• https://eab.com/insights/daily-briefing/adult-learner/4-things-adult-learners-need-to-balance-school-and-work/
• https://eab.com/insights/daily-briefing/adult-learner/adult-learners-who-they-are-what-they-want-from-college/
• https://online.maryville.edu/blog/going-back-to-school-statistics/
• https://www.insidehighered.com/advice/2020/10/16/many-people-deny-how-pervasive-racism-higher-ed-and-how-its-often-reproduced
• https://www.aacu.org/aacu-news/newsletter/2019/march/facts-figures
• https://ms-jd.org/blog/article/women-and-higher-education-a-brief-history
• https://fas.columbia.edu/files/fas/content/ASHE%20Higher%20Education%20Report.%20Nov2015%2C%20Vol.%2042%20Issue%201%2C%20p49-71.%2023p.%20.pdf
• https://www.aacu.org/publications-research/periodicals/higher-education-and-equity-historical-narratives-contemporary
• http://www.aacu.org/publications-research/periodicals/research-adult-learners-Supporting-needs-student-population-no
• https://www.investopedia.com/personal-finance/why-american-women-hold-23rd-student-debt/
• https://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/Women_FR_Web.pdf
• https://www.washingtonpost.com/lifestyle/on-parenting/working-moms-covid-pandemic-jobs/2020/10/29/e76a5ee0-0ef5-11eb-8a35-237ef1eb2ef7_story.html
• https://educationdata.org/college-dropout-rates
• https://www.americanprogress.org/issues/education-postsecondary/reports/2018/05/23/451186/neglected-college-race-gap-racial-disparities-among-college-completers/
• Larsson, A., Hooper, N., Osborne, L. A., Bennett, P., & McHugh, L. (2016). Using brief cognitive restructuring and cognitive diffusion techniques to cope with negative thoughts. Behavior Modification, 40(3), 452–482. https://doi.org/10.1177/0145445515621488
• Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13(1), 26–29.

Arifat (she/her/hers) is a Senior majoring in Social Work and Political Science. She is working in the Women’s Center this year for her social work field placement.

Content Note: This blog is written from my experience as a first-generation immigrant and a Nigerian-American. After reading I encourage to think about your own identities and communities of belonging especially in relation to the experiences of survivors of sexual violence and ways allyship can be cultivated by yourself and others.

When I started my internship at the Women’s Center last August, I did not know what to expect. We were going through a pandemic and I never imagined that I would have to do my social work field placement online. I was scared, uncertain and still adjusting to being in the virtual space. One of my assigned responsibilities was to be a co-facilitator for an online We Believe You discussion group. This is a group for survivors of power-based violence like sexual violence and domestic violence. I felt on unsolid ground as I navigated the unknown going into this experience. I kept asking myself, why couldn’t you have been asked to facilitate a different group? Why did it have to be this one?  I was worried about how it would affect me mentally; I was worried about saying or doing the wrong thing; I wanted to help, but I was not familiar with providing support to survivors of sexual violence. Yes, I have had friends share their experiences with me, but in those moments when they shared their stories, I was clueless on how to be there for them. I did not know how to be a safe space or what a safe space meant. Fortunately, as I began my work with survivors, I began to learn. 

Photo Credit: Women Center’s at UMBC.
Image Description: This is a Flyer that has varying colors of white pink and blue. The words “We Believe You” is written boldly. While “Discussion group” is written right under and “community building, support + Healing space for survivors” is written under that.

To me holding a safe space for survivors is not just about allowing them to share their stories with you. It is not just about nodding with a sad look on your face, but then acting like they never shared their story with you afterwards (trust me, I have inadvertently done this before!). Sometimes being a safe space is about the little things, like asking if they are comfortable with sharing a potentially triggering post and then accompanying it with a content note; checking up on them during stressful times; listening and believing them; asking them what they need, if they need anything that you are capable and comfortable with providing. It is also about educating yourself. Understanding that sexual violence comes in various forms, and it is does not always include physical violence. Most of all maintaining a safe space even when you assume there are no survivors in the spaces means that you are creating an environment that allows everyone to feel comfortable enough to share their experiences, their stories, and ask for support and help when they need it. Over the course of the past few months I have also realized this requires a brave space which is a framework the Women’s Center uses as a foundation to its programs and space. This means cultivating a space where everyone respects each other’s opinion and are able to challenge themselves or each other. The Women’s Center has a more in-depth outline of what it requires to create a brave space. It does take a tremendous amount of courage to in these spaces. 

As someone who comes from a community of Africans and immigrants, it has been extra hard for me to show up for survivors. When talking to my parents’ generation and some of my agemates I have found that victim blaming and abuser enablement is rooted in our culture. As a child I witnessed and heard stories of extended families going to beg a wife and her family to come back to her husband. It did not matter that she left because of abuse. It did not matter that she did not feel safe anymore. All that mattered was that their marriage stayed intact. One can just imagine what the African LGBTQ+ community has to go through. Especially with countries like Nigeria, where homosexuality carries a criminal offense. LGBTQ+ survivors are not acknowledged, and oftentimes ignored when they speak up. Accusations of rape are often met with disbelieve, shame, and victim blaming. Being an ally in the African/Nigerian community means speaking out not only when it impacts you, but every time.

And, let me be clear. These challenges to a survivor-centered belief system is not isolated to only the Nigerian community. If you are from a different community think about what the culture behavior towards survivors looks like; what can you do to lend your voice to people from your community who have been victims of sexual violence.  Educate yourself and those around you including family. There is a gap in the research on the prevalence of sexual violence in African immigrant communities, or most minority communities, but we are have the capacity to learn and increase awareness of this as a global issue that affects every culture and ethnicity. So, show up and speak out. Be a safe space for anyone who needs someone to believe in them. Find out about resources around you for survivors. You never know who might need it. If you are not sure where to start, some helpful articles will be attached at the end of this blog.

Photo credit: Marie Claire magazine.
Image Description: The picture focuses on two women standing together. One woman is black, while the other is white. They are both turned a way from the camera, and are facing a crowd of people. The crowd is blurred. A big LGBTQ+ pride flag is draped around both of them, and each person holds a hand flag.

African countries like Nigeria might not have laws and resources that protect survivors or victims of sexual violence and assault, but its immigrant community has the opportunity to do better. It might seem like a losing battle against biased cultural beliefs, but I believe it is a battle that can be won. Being at the Women’s Center has shown me the power in creating awareness. Sometimes all some people need is access to education. April is Sexual Assault Awareness Month, so as this month comes to an end I encourage you to a part of the solution. Consider ways in which intersecting identities inform a survivor’s experience as well. For example, as I referenced earlier, the LGBTQ community is one group that shoulders a disproportionate amount of sexual violence globally. This is a group that most minority cultures fail to acknowledge. So, ask questions of your community; Where do these beliefs come from? How can I be a safe space for people within my community? Whether they identify as LGBTQ+, a survivor, or both there is no better time than now.

Helpful Articles/ blogs:

Archives from the Women’s Center blog by clicking here, and here. You can also check out the virtual Take Back the Night experience.

6 Ways to Support a Survivor of Woman on Woman Sexual Violence

Our Society Divides Sexual Violence Survivors into Good and Bad Categories- And There’s an Oppressive History Behind it.

Nigeria has a Rape Culture too

Electable Positions for the 2021-2022 GSA Executive Council

GSA Executive Council elections are officially open for nominations!
Submit a nomination form here

 NOTE: An additional category for the new Graduate Student Success Committee Chair position is available, if anyone needs to amend their nomination form, they are welcome to do so as long as adjustments are made by Friday when the form closes.

All Members of Executive Council

• Strive to represent the opinions and concerns of the General Membership as communicated through the Graduate Senate to UMBC Administration whenever appropriate
• Attend regular Executive Council Meetings
• Ensure that Executive Council Meeting decisions and reports are brought to the attention of the Graduate Senate, where appropriate
• Ensure that the Graduate Senate has access to the resources it needs to be informed and educated on any matters brought before the Graduate Senate
• Present and publish the Governing Documents as appropriate, or as requested by the Graduate Senate
• Work together to ensure all Official Senate Meetings run without issue.
• Attend all Official Senate Meetings
• Attend and participate in events including but not limited to the Graduate School Orientations, Graduate Commencement, Graduate Student Week, Awards Ceremony, & Doctoral Candidacy Ceremony; at the discretion of the President

President

Nominal Time Commitment: 15-20 hrs per week

The Office of the President concerns itself with (1) ensuring that the GSA operates in accordance with all of the Governing Documents and (2) that strong relationships are built and maintained with the relevant parties that exist in and around the UMBC community.

As such, the office has the following duties:

• Oversee the GSA initiatives and ensure that all provisions of the Governing Documents are enforced
• Meet with and maintain strong working relationships with other members of the GSA
• Act as a spokesperson for the GSA in communicating the decisions and opinions of the GSA to the General Membership, to the Graduate School, and to all other relevant parties
• Represent the GSA at the University Steering Committee
• Represent the GSA at various functions at UMBC including, but not limited to Commencement, Graduate School Orientation, & the Doctoral Candidacy Ceremony
• Meet with or ensure that the GSA has representation with all relevant parties on campus
• Ensure that regularly scheduled Senate Meetings meetings are held during the academic year
• Work with other members of the GSA to identify and resolve issues facing graduate students
• Meet with Associate Dean, EAA, OGSL, and other Executive Council members as needed throughout the year
• Meet with and maintain strong working relationships with the other Senates with the President
• Plan and organize events and meetings concerning the Executive Council; including, but not limited to Council Meetings, Retreats, & Graduate School events
• Attend appropriate university meetings: Graduate Council, Middle States, USM Student Council, GPD Meetings
• Supervise other executive positions
• Chair all Council Meetings
• Ensure that the agendas of the Executive Council Meetings are created and distributed prior to the meeting
• Reserve the right to delegate additional issues and responsibilities to other Executive Council members or to committees, where appropriate
• Attend monthly meetings of the University System of Maryland Student Council

Vice President

Nominal Time Commitment: 5-10 hrs per week

The Office of the Vice President aides the Office of the President by helping to maintain the relationships with the relevant parties in the University System of Maryland and that exist in and around the UMBC community.

As such, the office has the following duties:

• Oversee the GSA in the absence of the President
• Chair Senate Meetings with the President to ensure proper procedure
• Represent the GSA with the President on the University Steering Committee
• Responsible for keeping up-to-date on major policy issues involving graduate students and higher education on a state and national level
• Work alongside the Graduate Senate to establish a GSA Legislative Advocacy Platform and then organize and attend state and federal policy ‘Advocacy Days’ to advocate for the policies outlined in the GSA platform
• Serve as the representative of the GSA to the Alumni Association Board in order to maintain and improve graduate-alumni relationships
• Work with the President to maintain strong working relationships with relevant parties on and off campus
• Oversee agenda creation for Official Senate Meetings
• Oversee resolution creation for Official Senate Meetings
• Work with Executive Council to ensure that the Official Senate Meeting agendas and other relevant documents are distributed

Treasurer

Nominal Time Commitment: 5-10 hrs per week

The Office of the Treasurer concerns itself with both the creation and reconciliation of the Annual GSA Budget.

As such, the office has the following duties:

• Responsible for developing and proposing an Annual Budget Proposal to the Graduate Senate for approval pursuant to the Annual Points of Policy
• Work with Graduate School in the development of the Annual Budget Proposal
• Responsible for authorizing and monitoring all expenditures made by or on behalf of the GSA
• Responsible for ensuring that GSA spends within budgeted limits and that funds are properly allocated to any relevant party in accordance to the Governing Documents.
• Responsible for maintaining the budget, monitoring GSA funds throughout the year, and making reports of spending and financial issues at Council Meetings and Senate
• Meetings
• Serve as the ex-officio chair for any committee dealing with financial matters concerning graduate students
• Work with the EAA to reconcile the Annual GSA Budget
• Monitor and help the GSA comment on finance policy issues
• Represent the position of the GSA at the Fee Forum
• Act as the Graduate Program Fee holder
• Responsible for information delivered to the Student Fee Advisory Board

Historian

Nominal Time Commitment: 5-10 hrs per week

The Office of the Historian concerns itself with the preservation of all of the proceedings of the structures of the GSA.

As such, the office has the following duties:

• Determine which programs and organizations are in good standing, as defined by the Governing Documents
• Keep programs and organizations informed about their standing
• Record minutes and attendance at all Council Meetings and Senate Meetings
• Ensure that accurate minutes of the Senate Meetings and Council Meetings are available to the public
• Keep an accurate record of the history of the GSA at UMBC
• Serve as curator of GSA Website
• Act as Parliamentarian at Official Senate Meetings by ensuring proper conduct during the Meetings and ensure adherence to the Governing Documents

GEARS Chair

Nominal Time Commitment: 5-10 hrs per week

• Develop and maintain budget for GEARS funds in concert with Treasurer and Graduate School
• Advocate for GEARS at various meetings and events
• Demonstrate confidence in speaking to groups of faculty, staff, and deans
• Manage meetings
• Assign tasks
• Meet with individual members of the committee and also other stakeholders in GEARS
• Follow Up meetings with the Graduate School
• Be able to delegate tasks
• Develop annual work plan for GEARS Committee (before first meeting)
• Guide GEARS Committee to create individual work plans
• Ensure work plans are adhered to
• Plan/Lead/Facilitate 3MT
• Develop and Send out GEARS Surveys and Information
• Encourage committee member participation

GAAC Chair

Nominal Time Commitment: 5-10 hrs per week

• Must be a Graduate Assistant
• Represent positions and opinions of UMBC GAs to the Graduate School, Graduate Senate, and other bodies, where necessary
• Coordinate any legislative work relating to GAs
• Coordinate review of GA Handbook
• Coordinate review of GA Health Insurance as well as other benefits and obligations regarding GAs
• Work with other members of the GSA to identify and resolve issues facing graduate assistants
• Supervise other members of the GAAC
• Develop and maintain the budget for the GAAC
• Ensure collaboration and collegial relationships with administrative partners

Legislative Concerns Chair

Nominal Time Commitment: 5-10 hrs per week

• Lead investigations of various local, State, and Federal policies as they affect higher education
• Develop Graduate Senate Advocacy Platform
• Coordinate State Advocacy Day for Senate
• Plan and organize legislator engagement events
• Develop and maintain Committee Budget
• To the best of your ability, be the point person for all legislative issues that arise
• Cultivate and maintain relationships with state legislatures