Adult learners enter higher education carrying uncertainty, competing responsibilities and a need for clarity and support. Creating confidence early through human connection, clear communication and coordinated assistance can shape how these learners persist and succeed over time. In this interview, Paulina Nozka discusses how early human connection, clear expectations and coordinated institutional support help adult learners overcome uncertainty and build momentum toward long-term success.
The EvoLLLution (Evo): What early touchpoints matter most for adult learners balancing work, family and returning to school, often after being away for years?
Paulina Nozka (PN): It’s a tough transition—I see it all the time. What matters most early on is the human touch. Adult learners need a real person they can connect with, someone they can go back to with questions. This should start as early as possible in the process. It’s good for the candidates to be paired with an advisor even at the admissions stage. This way, they can get their questions answered and make an informed decision. At Smith, students in each program have a dedicated program manager, who maintains a relationship with them throughout their entire school experience. Having someone there at every step helps ease a lot of fear.
Clarity is the other critical piece. Adult learners are juggling work, family and life, so they need to understand expectations upfront—time commitment, schedules, exams and major milestones. The more clearly they know what’s coming and what they’ll get out of it, the better they can plan their lives and feel confident moving forward.
Evo: Where are institutions succeeding in personalizing that onboarding experience, especially for an adult learner who may feel very uncertain about re-entering higher ed?
PN: From what I’ve seen, institutions can start succeeding from the very first touchpoint. At Queens, that begins with an admissions advisor who is directly connected to the student and really knows the program. Those advisors reach out to us early with student questions, and being able to answer those upfront helps ease a lot of uncertainty.
The next touchpoint can come through the admissions interview. At this point, they meet with the program director, which gives them space to ask real questions and assess fit on both sides. Once they begin the program, they’re quickly connected to additional supports—career services, team coaches and peers. At Smith, for instance, the program structure itself is very intentional, starting with an immersive, week-long experience to start off the program and placing students into teams that stay together throughout. It all comes back to personal connection, clear support points and knowing exactly where to turn for help.
Evo: What are some indicators of momentum or hesitation that you could see among adult learners? And what interventions tend to move the needle for those students?
PN: You can often see the overwhelm early on, and that’s completely normal. During orientation, I don’t expect students to remember much. I’m happy if they remember my name and know there’s someone they can reach out to. The first few months are intense, especially for learners who have been out of school for years. It’s like retraining a muscle while juggling work, family and life.
For me, early engagement—even when a student is stressed—is a positive sign because it means they’re asking for help. The bigger concern is disengagement. That’s when we try to increase touchpoints and gently remind students of available support. Program managers play a key role here by staying close to students and flagging when someone might be struggling. Often, just validating that this phase feels hard—and that it does get easier—is enough to help students push through.
Evo: What kind of partnerships are essential for delivering more consistent personalized support with these touchpoints for adult students, from onboarding to the end of the term?
PN: It really takes the whole institution working together. The more embedded the partnerships are, the more effective the support becomes. It starts with admissions advisors understanding the program and staying closely connected to program teams and the career center, so students enter with clear, realistic expectations.
From there, career support is woven into the program itself. I work directly with program directors and managers to plan career content, adjust based on what students need and add touchpoints when engagement dips. We stay connected through orientation sessions, coordinated class visits and regular check-ins with student representatives. Team coaches are another key partner, providing ongoing support within the cohort structure. When all these pieces are connected, we’re able to meet students where they are and deliver the right support at the right time.
Evo: From your vantage point, what does a strong start look like for an adult learner, and how do you measure the long-term impact?
PN: In the career space, a strong start means early engagement. When students come in for that first coaching conversation, we can set a clear direction and strategy before they become overwhelmed by academics and day-to-day responsibilities. When that happens, it’s a strong indicator of long-term success.
Students who engage early tend to be less stressed, more focused and more intentional about opportunities that come their way. They’re better able to take advantage of speakers, events and networking moments because they know what they’re looking for. Over time, that leads to better outcomes and a smoother experience overall. The earlier we start, the more confident and sustainable the journey becomes—for both career planning and personal well-being.
One example that really stands out is a student who started doing this work early in the program. She had multiple informal touchpoints with a company throughout her studies—conversations here and there during academic events—without any indication from the company that they may be hiring. She was networking, exploring and building relationships without pressure. By the end of the program, they reconnected and offered her a role. She hadn’t even known they were looking, but because she had clarity about her direction, she was able to articulate her value naturally. Those informal interactions, over time, led to a great opportunity.
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