Why Access Matters in Higher Education

Philip Smith

4 Why Access Matters in Higher Education

Instructors at ETSU work with students from a wide range of backgrounds, each bringing different strengths, challenges, and life experiences to the classroom. Some are returning adult learners; others are just out of high school. Some come with strong academic preparation; others are navigating college systems for the first time. Many students balance work, family, or military responsibilities. Still others are adapting to new academic cultures or managing physical, cognitive, or emotional conditions that shape how they learn.

What unites these students is not a shared identity, but a shared goal: to succeed in college. And what unites us as instructors is our ability to support them by designing learning environments that provide clear pathways to success.

A Broader Understanding of Access

Access in higher education goes beyond physical accessibility or legal accommodations. It’s about ensuring that all students—regardless of their previous experiences, academic background, or current life situation—can fully engage with the learning process.

This means designing courses that:

Provide clarity and transparency in expectations
Offer flexibility in how students participate and demonstrate learning
Anticipate variation in preparation, time availability, and learning preferences
Reduce unnecessary barriers while maintaining academic challenge

Rather than assuming an “average” student, we design with variability in mind. This approach benefits not just students who may be at the margins—but everyone in the classroom.

Moving Beyond the Deficit Model

A common but limiting approach in education is to treat student differences as deficits to overcome. This can lead to assumptions about who is “prepared,” “motivated,” or “college-ready.” Instead, an access-based approach asks: What do students bring? What do they need? And how can we build courses that make learning more reachable, without lowering the bar?

By focusing on access, we support high expectations while increasing the number of students who can meet them. Research shows that when students encounter clear guidance, relevant examples, varied engagement options, and genuine connection with instructors, they are more likely to persist and succeed.

Why Student Variability Matters

Understanding students’ varied pathways into college helps us anticipate the supports they might need. Some students may be balancing coursework with full-time employment or caregiving. Others may be experiencing college culture for the first time. Still others may be adjusting to a different language, academic system, or social expectation. Some students face physical or mental health conditions that make concentration, participation, or communication more difficult.

Rather than listing every potential category or label, it is more useful to ask:

How are students likely to differ in readiness, experience, and available time or resources?
What structures can I put in place to support their success without singling anyone out?

Access-Informed Teaching Practices

An access-oriented approach supports all students by improving clarity, flexibility, and engagement. It promotes practices such as:

Offering multiple ways to participate (e.g., discussion, reflection, projects)
Clearly stating goals and expectations in assignments
Checking in regularly and inviting feedback
Sharing campus resources proactively
Allowing some flexibility for deadlines or alternative formats when appropriate

In the next section, we’ll explore specific examples of student experiences that can inform how you design and teach your courses. These examples highlight how a focus on access—rather than categories—can guide inclusive, effective practice.

Students Navigating College for the First Time

Strengths:
Often bring strong motivation and a desire to make the most of their education. Many are resourceful, independent learners who bring fresh perspectives to classroom discussions.

Challenges:
May be unfamiliar with academic expectations, college norms, or available support systems. Often unaware of when or how to ask for help. Some may be in the early stages of exploring personal identity, values, or goals—sometimes without the support of family or previous community structures.