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

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.

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.”

Belonging means:

• “I matter here.”

• “My story is welcome.”

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

• Reflection over rote memorization

• Relationships over rigid structures

• Real-world relevance over abstract theory

• Respect for prior knowledge, culture, and difference

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.

• 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.

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.

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.

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.