Voices from the Early College Classroom: Innovating to Promote College and Career Success

Kirstie Lynn Dobbs is an Assistant Professor of Practice in the Department of Political Science, Public Policy, and History. She is the Director of the Early College Program and Faculty Community Engagement Strategy at Merrimack College in North Andover, MA, and the Special Assistant to the Vice-Provost of Community Engagement at Merrimack. Her research specializes in youth development and inclusion across society, the economy, government, and politics.

Kirstie enjoys Early College students’ tenacity and their love of learning. She also relishes being able to introduce students to something new – like journaling, reflection, or mindful eating. Traditional undergraduates come from all over, with different experiences, to the classroom. With traditional students, “You might not have that ‘very first time’ experience, to see them bloom from the same starting point of growing up in Lawrence, going to Lawrence High School.” Traditional college students’ approach to their education can also be more transactional; Kirstie finds that in her Early College classroom, the sense of social connectedness is stronger. She remembers fondly the playlist that her Early College students made for her last year as one way of expressing their care.

Asked about advice to other Early College educators, Kirstie reflects: “Higher education is changing. It’s not going to look the same, for a lot of reasons. Many of us got our Ph.D. because we wanted to change the world. Early College is a great way to have an impact in higher education. It’s a position that gives you more one-on-one contact with students.” Kirstie goes on to say, “I don’t think that publishing and teaching five sections – the old business model – will survive. Early college is the way to make a difference now. As these programs grow across the state and across the country, it’s a place to be innovative and creative. It’s a rewarding place to be.”

You can read more about Kirstie here.

As Academic Advising Coordinator and faculty member at University of Massachusetts – Dartmouth, Jessica works with students across all majors within the college, connecting them to appropriate resources that support their academic and emotional development. In fall 2023, she began teaching Early College courses at Argosy Collegiate High School in Fall River.

Jessica believes Early College is helping students overcome “imposter syndrome,” the feeling that “I don’t belong here.” Throughout the course, she shows them all the resources that are available to them in college – from the career center, to internships, to getting letters of recommendation from faculty. She says, “I’m first gen myself and I think they’re surprised when I say that. So we talk about that. We talk about what our fears are, what our concerns are. And I think that’s what breaks down some of those barriers.” To Jessica, Early College is a way to open doors for her students.

Her advice for other faculty teaching Early College is simple: “take the time to get to know your students early on, get to know their community. Seek opportunities to make that engagement. Because you can be the greatest professor on the planet, but if you don’t connect with your class, they’re going to just tune you out. They’re not going to listen. And so you could have all of these amazing lesson plans and curriculum, but if that connection isn’t made early on, forget it. This is especially important if you’re teaching online. Without those relationships, you’re just going to be talking to a screen.”

You can read more about Jessica here.