California colleges and universities should permanently adopt policies that were put in place to better support students during the pandemic. These practices can help students graduate more quickly, lessening debt loads and making students eligible more quickly for higher paying work.

Some of the biggest differences these pandemic-inspired changes made for students were immediate: They did not have to commute to campus or search endlessly for parking. Access to support wherever, whenever and however they could find it allowed students to do all they need to in their busy lives and still be successful students.

For example, Rachelle Blanco, 27, a transfer student and receptionist, found the recorded lectures beneficial. “If you’re driving, and you wanted to listen to a lecture to internalize what’s being taught, I think it’s super good, so I really like that,” she said.

Colleges and universities that serve large numbers of low-income students need to accommodate the varied lives of our students, and that requires truly understanding the demands and structures of their lives. Decades of research shows that low-income students often are also caring for younger siblings, elders, or their own children; working additional jobs to help their families and pay their way through school; and, in some cases, commuting long distances to campus.

While the changes did not work wholly for all students, the effect of moving the classes and services online was positive. Many of the student workers I supervise were able to maintain their academic focus, meet more regularly with their faculty, and work on campus while still being able to take care of themselves and their families.

Mirna Maamou, a senator with CSU, East Bay’s student government body, Associated Students, Inc., said the students had shared with new college president, Cathy Sandeen, a list of things they would like the university to continue going forward, including:

  • Later tutoring hours during the week and tutoring on weekends,
  • Extending the deadline to change classes from credit to non-credit, and
  • Requiring professors to host live, online office hours.

Read the full article about pandemic changes in higher education by Shonda L. Goward at EdSource.