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Hi everyone,

Welcome to HEL 101: Foundations for Success in Higher Education. I’m so glad you’re here. Whether you're returning to school after years away, juggling work and family, or simply ready to invest in yourself, this course was designed with you in mind.

We believe adult learners aren’t just students. You’re professionals, parents, leaders, and dreamers with valuable life experience. As Knowles (1984) emphasized in his theory of andragogy, adult learners thrive when education is relevant, respectful, and built around real-life application. You’ll find exactly that here.

Throughout this course, we’ll explore practical tools from time management and study strategies to digital navigation and personal finance. But more than that, we’ll tap into your motivation and purpose. As Maslow (1943) taught us, true learning flourishes when our basic needs are met and we feel safe, valued, and supported.

This course also invites transformation. Mezirow (1997) reminds us that adult learning becomes powerful when we reflect on our experiences, challenge old assumptions, and grow in new directions. That means we won’t just check off assignments. We’ll connect the dots between who we are and who we’re becoming.

And don’t worry, this isn’t about perfection. McKeachie and Svinicki (2014) remind us that effective learning environments are flexible, reflective, and grounded in empathy. We’ll learn together, adapt together, and support one another along the way.

So whether you’re here for career growth, personal healing, or simply to prove to yourself that yes, you can still do hard things, I’m excited to walk alongside you. Every student brings their own bubble of experience, culture, and thought. Learning should celebrate this individuality.

Let’s get started!

Sincerely,
Mrs. Scott

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This infographic provides a snapshot of the diverse needs, preferences, and challenges of the adult learners enrolled in HEL-101. Rooted in Knowles’ (1984) theory of andragogy, the image reflects the importance of honoring learners’ life experiences, learning styles, and motivations. It also aligns with Maslow’s (1943) understanding of motivation—reminding us that students are more likely to thrive when their basic needs, including emotional support and relevant learning, are acknowledged. As Mackh (2024) emphasizes, building this kind of student-centered awareness helps us create environments where learners feel valued, supported, and ready to succeed.

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Section 2: Learning Experience #1: Story Circles- My Journey Here

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Section 2: Learning Experience #1: Story Circles- My Journey Here

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Starting the semester with a room full of adult learners, each carrying their own hopes, fears, and responsibilities can feel like meeting strangers at a crossroads. One of the most powerful ways to build connection from day one is through Story Circles.

This activity invites students to reflect on their journey back to school. In small groups of three or four, they take turns sharing personal stories about why they returned, what they hope to achieve, and what obstacles they’ve overcome to get here. It’s not about performing or impressing- just speaking, listening, and being heard.

Why it works: Adult learners thrive when their lived experiences are acknowledged. As Knowles (1984) noted, adults learn best when content is relevant and connected to real life. Story Circles honor that truth by giving students space to lead with their humanity, not just their academic goals.

The activity also supports transformative learning. Mezirow (1997) emphasized that adult growth happens when we reflect on our experiences and reconsider the stories, we tell ourselves. Hearing others share their truths can shift how we view our own paths and inspire new purpose.

Finally, Story Circles address a critical emotional need: belonging. According to Maslow (1943), the sense of being seen, valued, and accepted is foundational to all higher learning. When students realize they are not alone in their fears or hopes, walls start to come down.

We end with a full-class reflection. I ask, “What did you learn about someone else?” and “What did you learn about yourself?” The room is quieter, softer—but somehow more connected.

It’s a small moment. But for many, it’s the first time school has ever felt like a place where they truly belong.

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Mackh (2024): Embedding these tools directly in your course fulfills cocurricular engagement by bringing connection into the classroom.

Maslow (1943): Helps learners feel safe, valued, and part of something bigger.

Mezirow (1997): Promotes transformative reflection- self-awareness leads to growth.

Knowles (1984): Respects adult learners' autonomy and their need for relevant, experiential content.

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Section 3: You Belong: Encouragement Resource

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Section 3: You Belong: Encouragement Resource

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Resource: YouTube Video

Why it’s great:
This true story is a moving metaphor for gratitude, belonging, and recognizing the often-unseen people who support us. It invites students to reflect on who has helped them “land safely” in life- mentors, teachers, friends, or family, and reminds us that no one succeeds alone. It’s especially powerful for adult learners who may be balancing unseen responsibilities while also serving as someone else’s “parachute packer.”

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Charles Plumb on Who Packed Your Parachute

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Section 2: Learning Experience #3: Campus Resource Scavenger Hunt

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Section 2: Learning Experience #3: Campus Resource Scavenger Hunt

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Create teams of 3-4 students. Each team receives a list of campus resources to investigate (library, writing center, tutoring services, etc.). Teams must gather specific information about each resource and create a creative presentation to share with the class. This can be done through campus websites or, if time permits, by actually visiting these locations.

Duration: 45-60 minutes
Materials: Resource checklist, presentation materials

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Maslow (1943) placed belonging near the base of his hierarchy of needs. Before learners can take intellectual risks, they must feel emotionally safe and seen. For adult learners juggling work, family, and self-doubt, school must become a space of affirmation rather than alienation.

Belonging means:

“I matter here.”

“My story is welcome.”

“I don’t have to leave parts of myself at the door.”

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Designing for belonging means intentionally creating space for:

Reflection over rote memorization

Relationships over rigid structures

Real-world relevance over abstract theory

Respect for prior knowledge, culture, and difference

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Section 2: Learning Experience #2: Bubble Mapping Belonging

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Section 2: Learning Experience #2: Bubble Mapping Belonging

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Bubble Mapping Belonging

Sometimes the best way to build community is to simply see each other- not just as students, but as full people.

Bubble Mapping Belonging invites learners to create a visual representation of who they are. Starting with their name in the center, students draw “bubbles” around it that reflect their roles (parent, worker, student), values (faith, honesty, resilience), identities, and communities. No grades. No right or wrong answers. Just self-expression.

This simple activity opens powerful conversations and connections. It honors the complexity of adult learners, especially those who are neurodivergent, multilingual, or returning to school after time away. As Maslow (1943) reminds us, belonging is the foundation for motivation. And as Knowles (1984) noted, adults bring rich life experience that should shape how they learn.

For visual learners, it’s empowering. For introverts, it’s a safe starting point. For everyone, it’s a reminder: we all carry stories worth sharing.

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let them eat cake marie antoinette - Google Search

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Recommended Activity Links (for belonging and engagement):

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Recommended Activity Links (for belonging and engagement):

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Truity Enneagram Personality Test
https://www.truity.com/test/enneagram-personality-test
A free and insightful tool to help adult learners explore their personality type, motivation patterns, and stress triggers. Great for self-awareness, metacognition, and optional sharing to foster understanding and connection in the classroom.

123test Big Five Personality Test
https://www.123test.com/personality-test/
This no-login assessment offers insights into traits like openness and conscientiousness, perfect for class discussions on teamwork, learning styles, and self-reflection.

Inclusive Icebreakers That Promote Connection
https://inclusiveschools.org/wp-content/uploads/Student_Connection_Activities_and_Icebreakers.pdf
A PDF from the Inclusive Schools Network with low-stakes, culturally responsive icebreaker activities like “Find Someone Who…” and “Lost on a Deserted Island” - designed to build trust and emotional safety.

Red Cross Diversity & Inclusion Icebreakers
https://www.redcross.org/content/dam/redcross/red-cross-youth/dei-toolkit/diversity-ice-breakers.pdf
Activities such as “Find 10 Things in Common” and “Web of Connection” help learners forge empathy and appreciate diverse identities.

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Why Diverse Learners Make Stronger Classrooms

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Why Diverse Learners Make Stronger Classrooms

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Diverse learners bring more than just different backgrounds, they bring different ways of thinking, seeing, solving, and relating. When a classroom includes adult students of different ages, cultures, languages, learning styles, and life experiences, it becomes a richer space for everyone.

Adult learning theory reminds us that education isn’t just about transferring knowledge—it’s about making meaning. Learners with varied experiences challenge assumptions, deepen discussion, and build empathy across difference. As Tisdell (2003) notes, inclusive classrooms support not only academic growth but also spiritual, emotional, and relational development.

Whether it's a working parent offering insight into time management, an ESL learner modeling persistence, or a neurodivergent student reframing a problem in a creative way—diversity doesn't slow learning down. It strengthens it.

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This toolbox integrates belonging into the design of early learning experiences. For example:

Story Circles give students permission to speak from experience. They reflect Mezirow’s (1997) transformative learning theory by encouraging personal reflection and peer empathy.

Bubble Mapping Belonging honors identity through visual learning. It creates space for multilingual, neurodivergent, and culturally diverse students to show up as their full selves.

Campus Resource Scavenger Hunts foster confidence by helping students navigate unfamiliar systems with peer support, aligned with Knowles' (1984) emphasis on relevance and autonomy.

Each of these activities is grounded in the belief that adult learners don’t need to be remade, they need to be recognized.

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Section 3: You Belong: Resiliency Resource

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Section 3: You Belong: Resiliency Resource

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Resource- Podcast

On Being with Krista Tippett – Episode: “Brené Brown: Strong Back, Soft Front, Wild Heart”

Link: https://onbeing.org/programs/brene-brown-strong-back-soft-front-wild-heart/
Why it’s great:
This deeply moving conversation focuses on belonging, resilience, and vulnerability-themes essential for educators and adult learners. Brene and Krista explore how compassion, wholeheartedness, and connection help us show up authentically, especially during difficult seasonings.

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Section 3: You Belong: Chasing your Dreams Resource

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Section 3: You Belong: Chasing your Dreams Resource

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Resource: Book

The Mountain Is You by Brianna Wiest
This beautifully written book explores how self-sabotage, fear, and emotional wounds often block us from becoming who we're meant to be. With short, reflective chapters, Wiest offers hope and honesty for college students navigating doubt, burnout, or big life changes. The Mountain Is You is a reminder that the greatest obstacle and the greatest potential is within. Perfect for students chasing dreams through hard seasons.