'Bouncing Forward, Not Back' - WSSU's Resilience Coaching for Adult Learners

At Winston Salem State University (WSSU), a unique and profoundly personal approach to student support is transforming the experience for adult learners. Enter Lisa-Jones Matthews, WSSU’s University College Resilience Coach. The role is not just professional but is deeply personal for Ms. Matthew-Jones, shaped by her journey as an adult learner who navigated parenting, work, and divorce while returning to school at WSSU seven years ago. This firsthand experience solidified her conviction that resilience is about "bouncing forward rather than merely 'bouncing back.'"

Winston-Salem State University is one of four universities within Lumina’s North Carolina HBCU Adult Learner Initiative Grant. In 2024, CAEL was awarded a grant from Lumina Foundation as part of its 2021 Historically Black Colleges and Universities (HBCUs) initiative and its student success portfolio for four-year institutions. CAEL’s work on this initiative in North Carolina focused on addressing the mindsets, capabilities, and performance outcomes for the HBCU partners that can result in more equitable outcomes for adult learners in these institutions. Resilience Coaches at WSSU are an essential part of its work in supporting adult learners and ensuring the success of post-traditional students. 

What makes a Resilience Coach so unique at WSSU? While academic advisors focus on the "what and when" of a student's educational path, these coaches delve into the "how and why." They're trained to tackle the emotional, psychological, financial, and situational barriers that often go unspoken but directly impact student performance and persistence. Ms. Matthew-Jones emphasizes creating a safe space for vulnerability and growth, helping students shift their mindsets, and reclaim their confidence.

Defining Success Beyond Graduation

For Ms. Matthew-Jones, success can be seen along a student's journey. While graduation is the ultimate goal, it's truly a win when a student begins to believe in their own ability to persevere," stops apologizing for their age or their story, and starts to reframe their failure as feedback. It’s about that vital internal change, when students become "successful advocates for themselves," confidently asking questions and accessing resources.

When students enter WSSU’s Academic Support Program, designed for post-traditional students, the Academic Scholars Prepared for Impact, Retention, and Engagement Program (ASPIRE), they undergo an onboarding process to identify their needs and goals, and to create an academic success plan. The frequency of meetings is based on a student's GPA, with students who are more at risk having more required touchpoints each semester to increase their GPA. These sessions often include mentoring and support conversations, connecting students with vital institutional resources, such as tutoring, the wellness center, and counseling. Ms. Matthew-Jones even gives out her personal cell phone number to ensure students know "somebody cares," fostering a powerful sense of belonging. 

Navigating Common Hurdles

Adult learners frequently encounter several key challenges, such as imposter syndrome, believing they are too old, or letting past negative education experiences impact them.  

Caregiving responsibilities, as many juggle family duties, can lead to feelings of disconnection from younger peers and traditional student life. Ms. Jones-Matthews also noted that many of her students are often intimidated by technology, finding digital tools like calendars and Zoom daunting. These students also usually work full-time jobs, and to meet them where they are, Ms. Matthew-Jones works a schedule that allows her to be present when post-traditional students are on campus and available. 

The institution has provided additional resources and support to help foster a sense of belonging for post-traditional students. 

Ms. Matthew-Jones helps address these by using strength-based coaching that focuses on their existing accomplishments. They also encourage students to find accountability partners and mentors within the campus community, much like Ms. Matthew-Jones's own mentors who supported her during her own adult learner journey returning to school as an adult.

Transforming Campus Culture

Ms. Matthew-Jones believes her role is to act as a bridge that humanizes support services, making them more accessible, especially for adult learners. Through University College, the coach helps students participate in non-academic events such as the Adult Learner Summit, movie nights, trips to Carolina Panthers games, and painting parties to strengthen their sense of belonging.

Lessons Learned and Affirmation

Adult learners have taught Ms. Matthew-Jones that "it's never too late," that growth is nonlinear, and that "healing, reinventing themselves, and learning ... happen side by side." Ms. Matthew-Jones finds immense pride and affirmation in notes and calls from students, with one student recently referring to her as the "encyclopedia of WSSU" for always having (or finding) the answers. 

Ms. Matthew-Jones’s work truly embodies a deep passion for higher education and adult learning, driven by a personal mission to "give people hope and remind them that it's not too late and to support students in finishing what they start.