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A large percentage of community college students are first-generation students. In this Higher Ed Careers interview, Marjorie Morrison of Cuyahoga Community College shares best practices for engaging and retaining this population and student veterans.
Monika Sziron (HigherEdJobs): According to the American Association of Community Colleges nearly 30% of community college students are first-generation students. How does your institution help promote first-year student success acknowledging that these students may not have familiarity with higher education?
Marjorie Morrison (Cuyahoga Community College): Cuyahoga Community College has been nationally recognized for its work with first-generation students. Faculty and staff are given the opportunity to engage with professionals from other institutions to exchange ideas and create learning opportunities that subsequently benefit first-gen students. Innovative thinking has created greater opportunities for students in the community. The College operates four Access Centers that provide community-based education and workforce training in the community. Partnerships with the local housing authority, cultural center, health provider, and religious organizations allow students to connect with the College in their own neighborhood, leading to a greater sense of belonging and engagement for these students.
Sziron: What do you do to prepare for the fall semester that is different than the spring semester?
Morrison: Obviously fall is a traditional “start date” for students. We encourage students to prepare early, as data shows that earlier registrants are more likely to succeed than those who sign up at the last minute. For our veteran students, early registration is especially important to ensure that documents are processed timely, particularly if the student will rely on any funding for housing. Preparing for fall is an all-hands-on-deck affair!
Sziron: Community colleges are fortunate to have a diverse population of students including veterans. Can you tell us more about your institution’s Veterans Education Access Program? What have been the most rewarding and the most challenging outcomes of that program?
Morrison: The Veterans Education Access Program (VEAP) was an outgrowth of Veterans Upward Bound (VUB). VUB is a valuable program, but we recognized some areas that we wanted to address to improve successes for our military community. The first area was improving service to students already enrolled in college coursework. We found that many of these students needed additional academic support but were often uncomfortable seeking tutoring assistance. As older, non-traditional students, many expressed feeling intimidated by tutoring sessions geared toward younger students. Other students wanted to be self-sufficient (“I’ve got this.”) or tried to put others first (“They need it more than I do.”), but quickly found themselves lost in class. Our VEAP program was housed in the veteran office, providing free tutoring in a safe space. The second area we wanted to address was that of family. We had many veterans request help for their child or spouse who was preparing to enter college. Tri-C has a strong commitment to families. Our department name (Veteran and Military-Connected Services) reflects our intentional inclusiveness of service members’ families. The VEAP program even provides tutoring to these dependents. Ultimately, the financial support the College provides for this program is an undisputable statement regarding how valued the veteran and military community is at Tri-C.
Sziron: What are some of the unique services the VEAP at Cuyahoga Community College offers? Which do you feel are the most important for colleges and universities to provide for their student veterans?
Morrison: The VEAP program provides tutoring for academic support, information sessions that address financial aid, time management, study skills, and other topics important for academic success. Individualized attention, as well as small-group sessions, provide our students with a sense of belonging that encourages retention. I think all of our services are important, but the relationships formed are critical. Too often, we forget that students don’t know what they don’t know. As an example, one session we use to discuss the value of an education, but we leverage that to discuss what various credentials are — students may not understand the differences between a certification and an associate degree, or why an applied degree is considered a terminal degree. These discussions help students to remain mindful of what is required to reach their career goals.
Sziron: The Veterans Education Access Program at your institution works with a number of different departments on campus — what are some tips for successful interdepartmental programs that you can share?
Morrison: Cuyahoga Community College has multiple campuses, which can present hurdles, but visibility and accessibility are two key strategies. The veteran population is unique and can be easily misunderstood or pre-judged. To alleviate some of the hesitancy some instructors may have, we host learning sessions for faculty and staff to discuss questions they present and to provide suggestions on working with veterans in the classroom. We also work to see and be seen across our campuses by participating in campus events, providing information tables, and working with other programs towards mutual or college-wide goals.
Sziron: As mentioned above, the community college has a broad range of students from different backgrounds. What are some best practices you have learned over the years for creating inclusivity and “community” at community colleges?
Morrison: We know that students who are connected and engaged are more likely to finish their educational objectives. Integration into the college is particularly important for student veterans who may not feel they belong at college due to coming into the environment as non-traditional students. Beyond their age at entry, they also have a multitude of life experiences that sets them apart from their peers. They sometimes have a heightened need to belong because of the positive comradery they experienced in the military. For these reasons, it is imperative that students have an appropriate veteran space on campus. Each of our campuses has a veterans’ center where students can hang out with other veterans, get tutoring, have conversation and a cup of coffee with peers who understand their language and their path. It is equally important that the center does not have a “bunker mentality” and that students are encouraged to integrate themselves into the college fabric as part of their transition back into civilian life.
Sziron: What is the most rewarding part of working in the community college sector in higher education?
Morrison: I was a first-generation student who benefitted greatly from others who invested their time and energy into my success. When I can influence students’ lives by investing my time and energy in their journey, the circle completes itself, ready to be multiplied when they, in turn, invest in the future of others. Knowing I have made a difference in someone’s life is immensely rewarding.
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