Academic advising is the collaborative process by which students engage with a member of their institution (professor, mentor, or advisor) to receive direction or advice on academic or personal decisions. The purpose of this process is to counsel or inform students, so they get the most of their college experience. Advising includes establishing educational goals or milestones based on the student’s interests and intentions.

Belonging is a student’s perception that they are accepted, supported, and valued as a full member of the academic community, and that they have legitimate pathways to participate and succeed. Students receive signals—formal and informal—that their experiences, identities, and contributions matter.

A strong sense of belonging is associated with higher levels of academic engagement, persistence, well-being, and degree completion, particularly for students from historically underrepresented or nontraditional backgrounds. Across multiple decades of research, findings show that belonging can:

• Improve retention and persistence, especially in the first year of college.
• Buffer against imposter syndrome.
• Strengthen academic motivation and behavior to seek help.
• Enhance mental health and resilience.
• Act as the bridge between support structures and actual student outcomes: services exist, but belonging determines whether students use them.
• Have a particular impact for first-generation students, adult learners, students of color, part-time students, and commuters.

Ways higher education can foster belonging include:

• Faculty and Staff Practices
  • Use inclusive pedagogy (transparent assignments, flexible pathways, varied participation modes)
  • Learn and use students’ names and preferred forms of address
  • Normalize struggle and growth in academic spaces
  • Embed belonging-affirming messages in syllabi and coursework
• Early and Continuous Touchpoints
  • First-year seminars and onboarding that emphasize “you belong here” rather than just compliance
  • Proactive advising and check-ins before problems escalate
  • Early alert systems paired with human follow-up, not just automated flags
• Structured Peer Connection
  • Use of cohort models, learning communities, or guided study groups
  • Peer mentoring that includes adult learners and commuters
  • Intentional design for hybrid and online students, not afterthoughts for these student groups
• Campus Climate and Systems Design
  • Clear, consistent communication across offices
  • Curricula that reflect diverse perspectives and lived experiences
  • Institutional storytelling that highlights multiple definitions of success
  • Simplified processes that reduce friction and stigma
  • Policies that assume students want to succeed (e.g., flexible attendance, compassionate leave)
  • Short, research-backed interventions that reinforce:
    • “People like me succeed here”
    • “Struggle is normal and temporary”
    • “Asking for help is a sign of engagement, not weakness”

An open standard developed by 1EdTech (formerly IMS Global Learning Consortium) that provides a structured approach to describing, collecting, and exchanging learning activity data at scale. This open standard defines a common vocabulary and data format for learning events, facilitating interoperability among educational tools and platforms. Caliper also specifies an application programming interface (API), known as the Sensor API™, for transmitting event data from instrumented applications to target endpoints for storage, analysis, and use.

Unizin integrates Caliper Analytics into its Unizin Data Platform (UDP) to collect and process learning activity data from various educational tools and platforms. By leveraging the Caliper standard, Unizin ensures that learning activity data from diverse sources can be integrated, analyzed, and utilized to enhance educational outcomes across its member institutions.

See:  https://learnworkecosystemlibrary.com/initiatives/unizin-data-platform-the-caliper-analytics-standard/

See: Unizin | Learn & Work Ecosystem Library

Refers to the 1EdTech standard that enables consistent format and exchange of information about learning and education competencies, skills, or academic standards in an open, machine-readable format. The CASE Network was launched by the 1EdTech community to enable all 50 U.S. states to use interoperable academic standards and national learning standards. Through CASE, it is possible to electronically exchange outcomes, skills, and competency definitions so that applications, tools, and platforms can access the data. This enables school districts, schools, and other users in the learn-and-work ecosystem to act upon this data and support instruction accurately. The Network has built a central repository of K-12 state academic standards and competencies frameworks (414), and other national learning standards. These are available in 11 categories: English Language Arts; Math; Science; Social Studies; World Languages; Computer Science; Fine Arts; Health; Physical Education; Career/Tech; Other.

Catalog Rights refers to an institutional policy that allows students to complete an academic program under the degree requirements that were in effect when they entered the institution, declared a major, or otherwise became subject to a particular academic catalog, provided they meet the institution’s requirements for maintaining those rights (such as continuous enrollment).

Catalog Year refers to the specific edition or academic year of a college or university catalog that governs a student’s academic requirements. A student’s catalog year establishes the curriculum, degree requirements, and academic policies that generally remain in effect throughout the student’s program unless the student chooses or is required to adopt a newer catalog.

Catalog rights are intended to provide academic continuity and fairness by protecting students from changes to graduation requirements after they begin a program. Catalog rights generally do not apply to tuition, fees, or other institutional charges, which colleges and universities may change according to institutional policy unless they offer a guaranteed tuition program or similar pricing policy.

For example, a student who begins a bachelor’s degree under the 2026–2027 catalog may be allowed to graduate under those degree requirements even if the institution later changes its curriculum or general education requirements. However, unless the institution guarantees tuition, the student’s tuition and fees may increase during enrollment.

These terms are most commonly used in the United States. However, many higher education systems globally have comparable policies that allow students to complete programs under the academic requirements in effect when they began their studies.

• In Canada, institutions commonly refer to the academic calendar.
• In the United Kingdom, students typically follow the program regulations or student handbook that apply when they enter a program.
• Universities in Australia and New Zealand often use the terms course handbook or handbook year.
• Across much of Europe, institutions generally provide transition arrangements that allow students to complete their programs under earlier curriculum requirements when major changes are introduced.

Although the terminology and legal framework vary, the underlying principle of providing continuity and fairness for students is widely recognized globally.

Type of award conferred by a college, university, or other postsecondary education institution indicating the satisfactory completion of a non-degree program of study. Typically, the course requirements for earning a certificate are less than those for earning a degree. Most certificates require no more than one year of full-time academic effort. A certificate may be for-credit (academic certificate) or non-credit (continuing education certificate). They are not time limited and do not need to be renewed.

College Assistance Migrant Programs (CAMP) are federally funded through the U.S. Department of Education, Office of Migrant Education. The CAMP program was established to identify, recruit, admit, and enroll migrant and seasonal farm worker students and provide them with academic, social, and financial support to enable the completion of their first year of college. Programs are supported at higher education institutions in the U.S. through a grant competition. Typically, CAMP programs:

• Help students transition from secondary school to postsecondary school.
• Fosters the knowledge, skills, and attitudes necessary to succeed in postsecondary school.
• Facilitates students’ development of the academic skills, personal self-confidence, and financial resources necessary to continue in an undergraduate program.
• After their first year of participation, students often have the opportunity to receive ongoing academic support services that facilitate CAMP students’ retention in higher education through graduation and beyond.

As defined by the Velocity Network Foundation, an entity that creates and issues verifiable credentials to individuals, such as employers, academic institutions, and certification agencies. They can sometimes be referred to as “attestors” and participate in a network through data processors or specialized software vendors.

A commercial, membership-based interactive digital tool (platform) designed to help higher education institutions manage the life cycle of Credit for Prior Learning (CPL). The tool captures student learning narratives and skill extraction to CPL matching, advisor workflows, and administrative dashboards at the institution. Developed by the Council for Adult and Experiential Learning (CAEL) to help streamline CPL processes, the tool is used by a range of stakeholders:

• Students/Prospective Students: Start the self-guided experience by completing experiential-learning profiles that include certifications, military experience, workplace skills, etc.
• Advisors: Review student submissions, create or edit CPL matches, and use dashboards to manage cases or reassign them to faculty reviewers. Workflow guidance and status updates are integrated into the system.
• Faculty Reviewers: Assess credentials routed to them, determine whether students qualify for credit, may request additional documentation, or recommend exams or portfolios.
• Administrators: Receive institutional dashboards for monitoring overall CPL program usage, advisor-student interactions, and key performance indicator (KPI) outcomes.  API access (protocols that allow different software applications to communicate and interact with one another) enables integration with other campus systems such as Student Information Systems (SIS) and Customer Relationship Management (CRM).

The tool is used at a range of institutions such as Wilmington University, Tiffin University, Thomas Edison State University, and Davenport University.

A type of apprenticeship that combines working and studying toward a university degree. It allows individuals to gain practical work experience in a specific profession while also completing academic coursework that leads to a degree, typically in fields like engineering, healthcare, IT, and business. Degree apprenticeships are particularly prominent in the United Kingdom and some other European countries, where they integrate the workplace with university education, offering an alternative to traditional higher education.

Features include:

• Work-Based Learning: Apprentices work for an employer, applying what they learn in real-time, often in a structured program.
• Academic Study: Apprentices undertake academic study which could be at the level of a bachelor’s or master’s degree, often delivered by a university or higher education institution.
• Employer Sponsorship: Employers sponsor the apprenticeship (pay apprentice’s salary and often cover the costs of academic tuition).
• Paid Employment: Apprentices receive a salary while participating in the program.
• Qualification: Upon completion, apprentices earn both a degree and work experience.

Degree apprenticeships differ from other types of apprenticeships:

• Academic Focus: Traditional apprenticeships focus on learning practical skills on the job, while degree apprenticeships require the completion of higher education qualifications (degrees). In regular apprenticeships, participants may not pursue a formal degree.
• Level of Study: Traditional apprenticeships may lead to a certificate or a vocational qualification rather than university degree. Degree apprenticeships are typically tied to degree-level qualifications (such as Bachelor’s or Master’s degree).
• Duration: Degree apprenticeships generally take longer than nondegree apprenticeships because they require academic study in addition to the work experience. Degree apprenticeships tend to last 3-6 years compared to other apprenticeships (1-3 years).
• Costs: Employers and government often split the cost of degree apprenticeships. Traditional apprenticeships are usually less expensive and shorter-term for employers and participants.

Refers to a technology-enabled, integrated operating model that helps colleges and universities deliver and scale holistic student supports through connected platforms, interoperable data, and automation or artificial intelligence (AI). DHSS extends beyond traditional advising systems by bringing together services such as academic advising, enrollment support, financial aid guidance, career services, case management, mental health referrals, and basic needs assistance into a more coordinated student experience. The goal is to reduce fragmentation, improve responsiveness, and make it easier for students to access help when needed.

In practice, DHSS may include shared student records, early alerts, coordinated care workflows, self-service portals, AI assistants, personalized outreach, and dashboards that help staff identify needs earlier and intervene more effectively. By reducing routine administrative tasks, DHSS can also allow advisors and student support staff to spend more time on high-value human interactions.

The term is increasingly associated with institutional digital transformation efforts focused on persistence, completion, equity of access, and better learner outcomes.

A structured marketing communication strategy in which a series of pre-scheduled messages (typically emails or texts) are automatically delivered to prospective or current students over time. These messages are usually triggered by user behavior or time intervals and are designed to nurture engagement, provide information, and guide individuals toward enrollment, persistence, or completion in educational programs.

In higher education, refers to the achievement and positive outcomes of learners during their first year at a college or university. This includes their academic performance, social integration, emotional well-being, and retention rates. Students who experience first-year success are more likely to feel confident in their abilities, develop a sense of belonging to the academic community, and persist in their educational journey. Examples of efforts that promote first-year success:

• Freshman Orientation Programs: Some institutions offer comprehensive orientation programs (workshops, social activities) to familiarize incoming learners with campus resources, academic expectations, and support services.
• First-Year Experience Courses: Some institutions offer courses specifically tailored to the needs of first-year learners. These typically focus on improving core academic skills (e.g., computer literacy, study skills, library skills), time management techniques, seeking learner supports (career and academic advising, childcare, financial aid assistance, tutoring), and fostering a sense of community among faculty and peers (e.g., use of freshmen learning communities/cohort models). They often provide personalized support and guidance to help learners thrive academically and socially in their first year.

Academic diplomas legitimately awarded by higher education institutions based on recognition of authority or experience, without traditional academic study in a discipline.  Some universities also award holders of a lower degree such as a bachelor’s degree an honorary higher degree such as a master’s degree without formal study.

Industry refers to a group of companies operating within a particular field which share common characteristics.

Industry sectors refer to a large economic segment that contains multiple industries. The economy has traditionally been divided for purposes of study into sectors to enable analysis of how the various sectors of the economy are functioning.  In the U.S., industry sectors are often classified within 5 categories:

1. Primary (extraction and production of raw materials such as agriculture, forestry, fishing, mining).
2. Secondary (manufacturing and construction such as factories, construction).
3. Tertiary (services such as retail, banking, transportation, tourism, healthcare, education).
4. Quaternary (knowledge-based activities / intellectual development such as research, Information Technology, academic institutions, government, libraries).
5. Quinary (industries that have a major impact on society’s organization and efficacy such as key decision-makers in major corporations and domestic businesses that help keep society functioning including executives in the government, science and academic fields, public services like fire and police departments, domestic endeavors like childcare and housekeeping).

The largest industry sectors are automotive; chemical; electronics; machinery; steel; aerospace; textile; and metalworking. Other large sectors based on their contributions to the national gross domestic product (GDP) include: real estate rental and leasing; utilities; state and local; administrative/waste management services; healthcare and social assistance; professional, scientific and technical services; educational services; management of companies and enterprises; durable goods and manufacturing; arts, entertainment and recreation; construction.

Intensive tutoring is a targeted, structured, and frequent academic support strategy. Key characteristics:

• Typically occurs at least 3-5 times per week, with sessions lasting 30-60 minutes.
• Often provided in small groups (1:1 to 1:3 ratios), allowing for personalized attention.
• Directly tied to the school or course curriculum to reinforce classroom instruction.
• Delivered by well-trained educators, paraprofessionals, or other skilled individuals, ensuring expertise in the subject matter.
• Regular assessment and feedback guide instruction, ensuring progress monitoring and adjustment to individual needs.

 While intensive tutoring is often highlighted as a K-12 intervention, it is also relevant in higher education:

• K-12 Focus: Frequently employed to close achievement gaps, support struggling students, or provide equitable learning opportunities. Programs such as those supported by federal funds focus on foundational skills in literacy and math.
• Higher Education Context: Colleges and universities use intensive tutoring to support underprepared students, particularly in entry-level or gateway courses (e.g., math, science). Programs like Supplemental Instruction (SI) or intensive academic support initiatives target specific at-risk populations such as first-generation students and those from underserved communities. Higher education institutions also use intensive tutoring for retention strategies, ensuring students stay on track for graduation.

The aims of intensive tutoring:

• For K-12 Students: Closing learning gaps, improving test scores, building foundational skills in critical subjects.
• For Higher Education: Enhancing retention, improving course completion rates, supporting underrepresented students in STEM and other challenging disciplines.

Alternative names for intensive tutoring:

• High-Dosage Tutoring
• High-Impact Tutoring
• Targeted Tutoring
• Acceleration Academies (when part of larger school-day or summer programming)
• Tutoring Interventions (in research contexts)

 Regular tutoring is generally less frequent and less structured. Key differences:

• Often ad-hoc or scheduled once or twice a week.
• May involve larger groups, making individual attention less feasible.
• Typically reactive, addressing immediate academic struggles or specific assignments rather than preemptively targeting learning gaps.
• May include peers, volunteers, or less specialized instructors.
• While personalized, it may not be as systematically aligned with curriculum goals or informed by ongoing assessment.

Refer to postsecondary students who move among higher education institutions and who may be seeking to transfer academic credit they have acquired (college level learning) laterally, vertically, or through reverse transfer while completing a degree or credential.

As described by the Education Strategy Group, refers to an approach that improves access to high-quality college and career planning support in high schools.  Programs (1) enlist students who are further along in their educational journey as guides and mentors to support newer students, and (2) provide targeted resources and guidance to improve learner persistence. Various models are used to structure near-peer mentoring programs: some employ recent college graduates, some use current college students to support high school students. Examples include:

• College Advising Corps (CAC) – Places fulltime college advisors in under-resourced high schools across the country. As of 2022, CAC reached over 200,000 high school seniors and 71% of seniors submitted one or more college applications.
• AdviseMI – Hosted by the Michigan College Access Network, advises MI partners with 16 higher education institutions statewide to place recent college graduates in high schools with low college-going rates and provide near-peer advising to support students as they transition into postsecondary.
• College Access and Research (CARA)‘s peer-to-peer advising programs (New York-based) resulted in a 19% increase in postsecondary enrollment in schools that offer year-round advising. Since college student mentors have recent experience navigating the complex college admissions process, they are often well equipped to talk students through both the logistical components and emotional barriers that come up when applying to and enrolling in a postsecondary institution.

The modern U.S.  student body can no longer be described as traditional high school graduates with the ability to live in dormitories. The study body also includes:

• Independent Learners:  Some 35% of current students are financially independent of their parents, reflecting a shift towards older, more self-reliant learners.
• Student-Parents: About one-third have children of their own, requiring them to balance family responsibilities with academic pursuits.
• Working Students: About 60% are employed, with 40% working fulltime while pursuing their education.
• Age:  Over one-third are over 25 years old.

Serving this increasingly diverse student body requires adaptations by higher education in areas such as academic programs, policy, and support services.

In higher education, refers to the ability of learners to continue their academic journey and remain enrolled in their chosen program during their second year of study. It involves overcoming challenges, maintaining motivation, and staying on track toward completing their degree.  Examples of efforts that promote second-year persistence:

• Sophomore Success Programs: Some institutions offer support programs (e.g., courses, workshops) to help learners complete the general education core and recognize completion of this learning (some institutions offer a certificate or microcredential for completion of the gen core). Support services often include advising services, peer mentoring, academic workshops, and career exploration activities tailored to the needs of second-year students.
• Academic Support Centers: Some institutions provide academic support centers where students can access tutoring, writing assistance, study skills workshops, and other resources to help them succeed academically.

Skills profiling is a way to measure an individual’s strengths and is often used to track career progression and communicate the skills an individual possesses to employers. Companies also use profiling tools to identify skills possessed in their teams, how best to build teams based on skills, and how to inform individual employees of areas for professional development (reskilling, upskilling). Skills profiling is commonly used in the career advising field.

Examples of Skills Profile Tests: DISC test; Holland Code (RIASEC) Test; Myers-Briggs Type Indicator^®(MBTI^®) assessment; OECD Skills Profiling Tool; O*NET Interest Profiler; Skills Matcher:

See Topic: Skills Profiling / Skills Profile

Consist of free-standing body of knowledge with organized, graded higher education courses, and are often offered in an interdisciplinary manner. Generally, learners are certificate-seeking students although some may choose to apply to be degree-seeking learners and enroll subsequently into academic degree programs.

Student success in higher education extends beyond academic achievement and degree completion. It reflects an institution’s responsibility to create conditions in which students are able to thrive academically, personally, and professionally, from the point of recruitment through graduation and into their careers and/or further education. The approach includes:

• providing equitable access
• fostering belonging and well-being
• offering proactive academic and career support
• ensuring students are prepared to succeed beyond college.

Many high school graduates are admitted to college and indicate intention to matriculate in the fall term, but do not show up on campus—this is known as “summer melt.”  One approach to addressing summer melt and boosting matriculation are summer bridge programs offered by higher education institutions. These programs vary among institutions but typically offer the opportunity for learners to enhance their academic skills, foster a sense of belonging among peers (social networking), and navigate the array of resources on campus—before the start of the academic year. The aim of bridge programs is to improve learners’ access and success.

The phenomenon in which high school seniors who have received an “accepted” college offer do not enroll in the fall because of barriers they face over the summer. The problem is more common among low-income students and those who plan to attend community college. Reasons for summer melt include not obtaining sufficient financial aid, missing college administrative deadlines, feeling anxious about attending college, lack of support from family and friends. Students accepted to college often feel overwhelmed by understanding academic term (semester/quarter) bills or navigating the course registration process, especially if they no longer have access to their high school counselors and lack support from other knowledgeable adults.

Refers to the circumstance in which a higher education institution must provide completion opportunities for impacted learners when the institution discontinues an academic program or closes or ceases operations of an academic program.

Refers to types of technology that support student transfer and credit mobility. Many aim to automate and speed credit evaluation and verification processes for learners and reduce biases introduced by evaluators:

• Transfer portals that provide students one-stop baseline transfer information (e.g., credit equivalencies and information on programs, admissions, cost, financial aid, academic advising)
• Sharing machine-readable electronic transcripts by postsecondary, K-12, employers, and community organizations
• Course equivalency and automated credit evaluation tools
• Degree audit and planning tools that allow students and academic and career advisors to map evaluated credits to credentials of interest.
• Dynamic credit mobility+ portals that access transcripts to combine credit evaluation and identification of optimal degree pathways with determination of time and estimated costs to completion; career supports and labor market alignment; credit for prior learning; eligibility for Pell grants, military aid, and scholarships
• Comprehensive learning and employment records in electronic wallets that students carry with them and that document learning from a variety of academic and non-academic settings
• Artificial intelligence (AI) and machine learning advances that automate course equivalencies through algorithms rather than applying a limited set of transfer rules

Refers to the problem of adjustment – especially accompanied by a temporary drop in grade point average – sometimes encountered during the 1-2 academic terms at a college or university to which a student has transferred. Research has found that a subsequent recovery in grade point average is common.

Refers to the use of Short Message Service (SMS) texting or mobile messaging platforms that enable real-time, interactive communication between students and educational institutions. Unlike one-way broadcast alerts or notifications, two-way texting allows learners to respond to messages, ask questions, request assistance, and receive personalized or automated support through mobile messaging. The approach combines mobile communication, behavioral science, and conversational technologies—often supported by artificial intelligence (AI)—to deliver timely, accessible, and personalized guidance throughout the learner lifecycle. The approach is increasingly aligned with broader shifts toward personalized learner support, data-informed advising, and mobile-first service delivery models.

Two-way educational texting emerged in the late 2000s with “nudge” interventions designed to improve college enrollment and student success outcomes. Early randomized trials demonstrated that targeted text reminders could significantly increase college enrollment and financial aid completion behaviors.

During the 2010s, dedicated education messaging platforms expanded, particularly within enrollment management and advising operations. Adoption accelerated substantially during the COVID-19 pandemic as educational institutions sought scalable mobile communication tools capable of supporting remote student services. Because texting is widely accessible across demographic groups and does not require specialized applications or broadband connectivity, it is frequently used to improve communication equity and responsiveness.

Today, conversational texting is widely used across K-12, postsecondary, and workforce training environments. Community colleges, online learning providers, and adult education programs have been among the most active adopters due to the need to support diverse and often nontraditional student populations.

Two-way texting platforms typically include:

• Real-time conversational communication between students and staff or automated virtual assistants
• Personalized and targeted messaging based on student milestones, risk indicators, or service needs
• Immediate responses to student questions or requests for assistance
• Integration with advising, financial aid, tutoring, enrollment management, and student success systems
• Availability outside traditional business hours through automated or AI-supported messaging
• Data tracking and analytics to support student success interventions and institutional decision-making

Evidence from research studies, pilot programs, and institutional implementation reports suggests that two-way texting can:

• Improve student engagement and responsiveness to institutional communication
• Increase completion of enrollment and financial aid processes
• Strengthen advising and tutoring participation
• Support persistence, particularly among part-time and first-generation learners
• Expand access to support services outside standard operating hours
• Foster stronger student-institution connection and sense of belonging

Examples of platforms supporting two-way texting and conversational messaging in education include:

• Remind — K-12 communication platform supporting teacher-student-family messaging and classroom communication
• Ocelot — AI-enabled conversational student engagement and support platform used primarily in higher education
• Mongoose (Cadence) — Higher education conversational texting and student engagement platform used for recruitment, advising, and retention communication
• Modern Campus Message — Student lifecycle communication and engagement platform integrated with student information and success systems
• Voxer — Push-to-talk and messaging platform used in some advising, coaching, and training environments
• Persistence Plus — Behavioral messaging and coaching platform focused on student motivation, nudging, and persistence support

Work-related identity refers to how people see themselves in relation to work— their jobs or roles in the workforce. Work-related identity reflects how individuals define themselves through their roles in the workforce.

A worker-first identity describes individuals who sees themselves primarily as a worker, even if they are also a student, parent, or caregiver. For example, some college students think of themselves first as workers who happen to be going to school—rather than students who happen to have jobs. This self-perception can influence their educational choices, motivations, and engagement with career pathways.  A student with a worker-first identity might make different choices than one who sees themselves mainly as a learner—for example, choosing short-term training over a longer degree, or preferring flexible learning options that fit around work schedules.

Understanding the worker-first identity is important for educators, policymakers, and employers. It underscores the need for flexible learning models, supportive services, and policies that accommodate the realities of students who balance work and education. Recognizing this identity can lead to more inclusive and effective strategies that support student success and workforce development.

The concept of worker-first identity has been increasingly recognized in research. The Student Financial Wellness Survey (Trellis Strategies, 2024) finds that over one-third (36%) of surveyed students identified primarily as “a worker who goes to school,” indicating a shift in self-perception among students. This identity is more prevalent among students at two-year institutions and those working more than 20 hours a week. The Trellis 2023 study reported that a large population of undergraduate students work while enrolled in college, and nearly four in ten identify as workers first, students second. These students often face heightened challenges, including financial insecurity, long work hours, and barriers to academic engagement. The work identity of students, whether they see themselves primarily as workers or students first, shapes their experience and the support they need to succeed.

A term used to describe a package of services found in the research literature to support learner success. Tutoring, counseling, childcare, transportation and other non-instructional services can help learners at community colleges and universities complete their credentials. These services may include full or partial payment of tuition expenses, full or partial payment for books and materials, frequent contacts with a career counselor, mentoring, academic advising, tutoring, childcare voucher for hours spent in classes for students actively enrolled at the institution, transportation assistance (e.g., local bus passes), and one-time emergency assistance with rent or other expenses on a case-by-case basis.