Getting to Know You: Our Student Population

Our undergraduate population-all women-is diverse with a high level of financial need: 39% are women of color, 43% are first generation college students, and 51% are eligible for the federal Pell Grant.  Many of our undergraduates are employed and work a significant number of hours while they pursue their degree.   About 45% of students are enrolled full-time, taking between 12-18 credits per semester, with the remaining student body taking 11 or fewer credits per semester.  39% of our students fall within the 25-35 age range.

The majority of adult students who enroll at the American Women’s College are not first-time full-time students, and so the graduation rate is not reflected in the IPEDS graduation rate for the University.  Many began college at other institutions and were unsuccessful and may be returning to college with some transfer credits.  Our students bring in an average of 45 transfer credits.  They are juggling work, family and financial responsibility to achieve a college degree, and may get sidetracked from completing a course if they lose childcare or a parent gets sick.  We have built flexibility into the program so if a student has to stop out for any reason, which often happens, she can step back in again as soon as possible.

Watch this brief [3:51] video featuring Dr. Vana Nespor, the pioneer of the Saturday One Day a Week College (now The American Women’s College), sharing her inspiration for the program, as well as students dedicating their rose during the 2018 Rose Ceremony.

Profile of the Online Learner

As we consider the question, “What makes an online learner successful?” we must first consider the motivating factors that drive students to enroll in an online course in the first place.  It is these motivating factors that help contribute to these students’ successes.  The report, Online College Students 2018, references the demographics of online students, pointing out that 74% of online learners are motivated by their careers.  This results in a direct link between their educational path and their professional goals, highlighting the relevancy and importance of their endeavor.  It’s not surprising, then, that nearly 91% of respondents from the 2018 survey reported that they knew their specific academic program or knew the general field of study they wanted to pursue^[1].  These students are consciously deciding to attend and/or return to school because they know what they want to do and they can anticipate the reward.

Another factor contributing to the success of these students is their overall life experience.  More than half of these students have enrolled in online courses previously, and as a result, they are prepared for the structure, expectations, and technical skills that are required to be successful in an online environment^[2].  In addition to their past experience with online coursework, many of these students have been exposed to technology for most of their lives, so studying in a digital environment is second nature to many of them.  While not all schools award credit for previously acquired skills or knowledge, some programs are moving towards a more competency-based education.  In these situations, adult students are provided the opportunity to earn credit for their lived experience.  This is a more holistic approach to education and it honors and recognizes what these students bring to the table. Bay Path University recognizes the professional, academic, and personal experiences that adult learners bring with them to the classroom environment. Because we value and want to affirm the diverse ways that adults learn, the University offers Prior Learning Assessment (PLA) to undergraduate adult students. There are three types of PLA opportunities available: CLEP exams, Computer Challenge Exams, and portfolio claims for credit.

One of the most important factors to discuss in relation to student success is curriculum design and support services.  According to Magda and Aslanian (2018), just over half of their participants reported that peer-to-peer engagement contributed to their success in the classroom.  These activities can be either synchronous or asynchronous, but the desire to connect and share among classmates still exists, even in a virtual classroom.  Each course at the American Women’s College will have a weekly discussion activity, providing students the opportunity to engage with their instructor and peers.  These weekly discussions are one of the critical touch points for instruction, providing faculty the opportunity to demonstrate their expertise in the topic area, share additional resources, ask thought provoking questions, and provide clarification when needed.  A report conducted by Wiley Education Services (2020) mentions faculty engagement as one of the top three reasons students remained motivated to succeed.  The American Women’s College addresses these needs through quality curriculum design and faculty training and development.  It’s important that our faculty and curriculum design teams are equipped with the skills and knowledge required to develop courses that encompass these types of engagement opportunities.

While many students have found success through their online educational journey, there are unique challenges that exist as well.  Since many new high school graduates are still looking for the “traditional” college experience, many of the online learners are adult students^[3].  As adult students, these individuals are balancing family responsibilities, a career, school, as well as other obligations.  One of the allures to online programs is the convenience and flexibility the format offers for these students.  Additionally, some of these students may have been out of school for a long time, so their writing, study, and technical skills may not be as refined as they once were.  One recommendation for online institutions is to offer wrap-around support services to address some of these needs^[4].  The SOUL Model is built upon the foundation of offering students wrap-up around support services through the use of academic advisors, career coaches, technical assistants, tutors, and online librarians who can help students adjust to online learning and persist through graduation.

This video [1:16] features several students sharing their perspectives and experiences as online students at the American Women’s College.

This video [1:28] features TAWC students and faculty discussing the sisterhood that develops in our courses and programs at the American Women’s College.