At National University we recognize that our students are not just students. Many are students and parents, students and military personnel, students and leaders, students and caretakers. We have intentionally fashioned our mission, vision, and values to support the ANDer student, and provide whole human education.

The advances in distance-based education allow diverse learners to pursue their career goals and achieve educational dreams. The word ANDer refers to multiple obligations that adult learners face while being students: students and spouses, students and caregivers, students and active military personnel, students and employees.  The complex lives of ANDers present several challenges and considerations when developing and implementing effective and efficient curricular and extracurricular experiences (Leggins, 2021). 

Session Goals

Individuals attending this panel discussion will be able to: 

1. Discuss multiple strategies for identifying effective supportive mechanisms for adult learners.  

2. Learn about unique needs and various contexts of ANDers in higher education. 

3. Articulate next steps in the implementation of the presented strategies in their respective learning environments.

Considering learners within multiple contexts, National University has implemented a web of strategies to attend to the educational needs of ANDers. These  mechanisms view the person of the learner in the framework of ANDers various supports, constraints, and strengths. The whole person approach aims to address the curriculum design as well as extracurricular aspects, allowing the learner to connect not only to the coursework, but to the University community at large.

While creating a supportive web, National University focuses on academics, financial needs, career aspirations, family life, and social well-being. Varied services and supports have been implemented including curriculum flexibility, tailored tutoring, experiential learning, mental health services, and supportive virtual community. It is this thoughtful holistic approach that creates an empowering atmosphere that helps students to succeed (Ivers et al., 2024). To emphasize the importance of supporting the ANDers, National University has developed training and encourages all faculty and staff to complete the training. For it is not until we can truly walk a mile in their shoes and understand the difficulties and constraints our students face, that we can begin to adequately support their goals.

In addition to these fundamental supports, National University continuously gathers data to improve the learners experience. Through regular feedback loops, student surveys, and performance metrics, the University is able to identify emerging needs and adjust support systems accordingly. This agile and responsive model ensures that student voices remain central in shaping policies and practices.

Faculty development also plays a crucial role. Educators at National University are not only subject matter experts, but also facilitators of a student-centered learning experience. By equipping faculty with tools for culturally responsive teaching, trauma-informed pedagogy, and inclusive online engagement, the institution strengthens its capacity to serve ANDers with empathy and effectiveness (Aniano, 2025).

Moreover, technology-enhanced solutions are leveraged to remove barriers to access and increase personalization. Learning platforms that provide 24/7 access, asynchronous course options, and adaptive learning tools make it easier for students to learn on their own terms. Combined with robust technical support and a user-friendly digital ecosystem, these solutions help ANDers balance their many responsibilities.

The success of this approach is reflected in student outcomes, including retention, degree completion, and post-graduation satisfaction. Many students report feeling seen, heard, and supported; not just as learners, but as whole people navigating complex lives. National University’s commitment to meeting students where they are, both literally and figuratively redefines what it means to be a truly student-centered institution.

National University’s intentional, integrated, and inclusive approach to supporting our ANDers offers a replicable model for institutions seeking to expand access, equity, and excellence in higher education. By affirming the value of each learner’s journey and designing systems that align with their lived realities, the University transforms potential obstacles into pathways for success.

As an Alumni, I can attest to how National University distance based education model empowered me to thrive as an ANDer. As a military spouse, full-time professional, and mother, the flexibility and accessibility of online learning allowed me to pursue my educational aspiration. My experiences align with recent research indicating that adult learners benefit most from flexible learning environments that acknowledge and accommodate their multiple roles. 

Wang (2024) mentions that learning is a fundamental aspect of the human experience. He holistically examined the 4 core types of interaction with content (C), with others (O), with oneself (S), and with tasks or practical experiences (T). Known as the COST model, this framework provides a comprehensive understanding of the learning process and highlights how technology can support and enhance it. 

Furthermore, in a recent mixed-methods study, Ustun and Tracey (2024) found that adult learners’ motivation and engagement in online education were significantly higher when instructional design accounted for their complex responsibilities, such as caregiving, employment and military service. Additionally, effective learning design should support students in engaging meaningfully with content, peers, tasks, and their own thought processes. Online programs are most successful when they help learners develop and externalize complex thinking such as interpreting challenging material, solving real-world problems, and communicating nuanced ideas while also providing the scaffolding necessary to navigate and master such complexity. National University’s commitment to creating this kind of learning environment exemplifies how thoughtfully designed distance education can be both effective and empowering. 

Level of Participation

This session is structured as a case illustration, where each panelist is provided five to seven minutes to introduce different aspects of the whole human approach to ANDers education. Following the introduction of the various topics, attendees are then engaged in an interactive discussion, where they have an opportunity to ask questions about the presented cases. The panelists will then serve as facilitators of brainstorming and provide additional reflective questions to stimulate the discussion.

References

Aniano, J. (ed.). (2025). Frameworks for Multi-Tiered Systems of Support for Trauma-Informed Educational Settings. IGI Global.

Ivers, M., Alderton, E., & Swanson, R. (2024). Nontraditional post-baccalaureate students: How to better provide support for perceived mental health needs. Journal of American College Health, 72(8), 2614–2621. https://doi.org/10.1080/07448481.2022.2120357

Leggins, S. (2021). The “New” Nontraditional Students. Journal of College Admission, 251, 34–39. 

Wang, Minhong (2024). Rethinking How People Learn: A Holistic Framework for Effective Learning Design. Knowledge Management & E-Learning, 16(2), 208–216.

Ustun, A. B., & Tracey, M. W. (2020). An Effective Way of Designing Blended Learning: A Three Phase Design-Based Research Approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9

Dr. Brian Endfinger

Director of Curriculum, Sanford College of Education at National University

Dr. Brian Endfinger is the Curriculum Director for the Sanford College of Education at National University and works with Department Chairs and Program Directors to keep online program content fresh and utilizing current and emerging technology. Dr. Endfinger has over 25 years of higher education experience focusing on blending content and technology to provide an environment for engagement and an opportunity for high achievement. Dr. Endfinger has previously served as Program Success Director, Director of Learning Resource Integrations, and Senior Instructional Designer at National University and Northcentral University, now merged. As a classroom instructor, Dr. Endfinger taught educational technology to elementary teacher candidates at both the bachelor and masters levels to prepare teachers to utilize technology within their classroom.

Dr. Endfinger holds a Doctor of Philosophy in Instructional Leadership with emphasis on instructional technology from the University of Alabama, and a Master's of Science in Educational Technology from Columbus State University. He currently sits on the D2L Assessment Advisory Board and has served as administrator of D2L Brightspace and Blackboard learning management systems.

Dr. Amir Khalighi

Assistant Professor at National University

Dr. Samira R. Galvao

University Alumni Mentor, and Part-Time Faculty Member at National University

Dr. Samira R. Galvao (She/Her/Dr./Ela/Ella/Dra.) is the University Alumni Mentor with the Academic Success Center and a Part-Time Faculty member with Sanford College of Education at the National University. Dr. Galvao has over 20 years of experience as an educator between PK-12 and higher education. Her passions and research focus on student success, especially English for Speakers of Other Languages (ESOL) student support.

Dr. Nina S. Russell

Dr. at National University

Dr. Nina S Russell is a dynamic leader with a passion for empowering individuals and organizations thrive. Holding an Ed.D. in Global Training & Development, along with a B.A. and M.A. in German, and an M.A. in Mental Health counting, Dr. Russell combines academic excellence with deep compassion for personal and professional growth.
With other 20 years of experience in corporate America, including leadership roles in Fortune 500 companies, Dr. Russell has developed an extensive background in corporate training & development, project management, client relations, leadership development, and cross-functional collaboration. Her expertise in coaching and mentoring has positively impacted countless professionals, guiding them toward realizing their full potential.
Dr. Russell is a dedicated advocate for fostering inclusive work environments and promoting a sense of belonging. She is deeply committed to mental health awareness and stands as a strong supporter of military spouses and the veteran community. Whether collaborating across business units or cultivating transformative leadership, Dr. Russell brings unmatched enthusiasm and expertise to every endeavor.

Dr. Yulia Watters

Director of Curriculum Development at National University

Aniek Bradley

Doctor at National University

Dr. Aniek Bradley is the CEO at Sun Therapy Inc. and primary therapist at Cloud Clinic. Dr. Bradley has over 16 years of clinical counseling experience focusing on marriage and family therapy. Dr. Bradley has previously served as PSR Quality Assurance Supervisor at Nueva America Mental Health Community Center in Miami. Dr. Bradley is an AAMFT Clinical Fellow and Approved Supervisor. Dr. Bradley was a Volunteer Teacher in Haiti and taught an Ethics course for students aspiring to have a MS in Social Work.

Dr. Bradley holds a Doctor of Philosophy in Marriage and Family Therapy, Specialization Couple Therapy from National formerly known as Northcentral University, San Diego, and Masters in Science of Psychology, Major in Marriage and Family Therapy from Carlos Albizu University, Miami, FL 2009.

Dr. Asha Lessey-Charles

Director, Peer Learning and Academic Enhancement. at US Army Command and General Staff College

Dr. Asha Lessey-Charles is a Grenadian educator, academic mentor, and higher education administrator with over 19 years of experience in higher education. Her current areas of focus include curriculum design, student support, and educational leadership. She holds a Doctor of Education (EdD) in Curriculum and Teaching, a Master of Education in Medical Education, an MBA in International Business, and a B.Sc. (Hons) in Business Administration. Dr. Lessey-Charles currently serves as the Director of the Peer Learning and Academic Enhancement Unit in the Department of Educational Services and the Director for the Academic Enhancement Program at St. George’s University. She also serves as an instructor in the Master of Education program at St. George’s University, with notable expertise in mentoring graduate research students. Her research interests include educational equity, psychological safety, student success, peer learning, reflexive inquiry, and Caribbean educational reform. Her scholarly work emphasizes community-based research and the transformative value of insider positionality in postcolonial contexts.