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Meshanda Phillips: A Researcher’s Mission To Improve Mature Students’ Experience


Meshanda Phillips holding a Mature Student Hot Tip for Success, which she curated along with Jacqueline Morgan.
6 minutes


By Saran Davaajargal

In the expansive realm of understanding the experiences of mature and transfer students at Humber College, Meshanda’s research project aspires to be more than a mere examination. Through an intricate exploration, the research project is committed to amplifying the depth of students’ educational journey by adopting a universal design lens. The overarching objective is not only to identify but also to actively implement measures to enhance the overall collegiate experience for these students by creating support and enhancing a sense of belonging.

Are you collaborating with anyone on this project?

My co-investigator is Jacqueline Morgan, Director of Strategy and Innovation within the Office of the Dean of Students. Together, we are closely collaborating with the various departments across Humber College, which currently offer student support programming, resources and services.

Has the project received funding from Humber or another organization?

The project has been funded internally through the Office of the Dean of Students in recognition of the want to explore and learn more about the changing learner demographics at Humber.

What is the inspiration behind this research project?

My dedication to assisting mature learners stems from my personal journey—returning to post-secondary education after an eight-year hiatus. This endeavour is fuelled by the challenges of readjustment, the distinctive needs of mature students and the pursuit of a seamless transition.

Initially, my return to post-secondary education felt isolating, making me contemplate quitting. Fortunately, I discovered a supportive community that became my anchor. These peers not only helped me rediscover my sense of belonging but also aided in relearning crucial study habits. Moreover, my institutional village, comprised of dedicated faculty and staff, played a pivotal role in guiding me through challenging moments and offering unparalleled support during struggles with coursework.

One standout figure in this journey is Emma Smith, PhD, who is now Associate Dean of Research & Development. She instilled belief in me and helped me envision my capabilities in ways I hadn’t for a long time. Returning to school amid a tumultuous divorce and adapting to single parenthood magnified the hurdles, yet Smith’s support made a significant difference.

By understanding the myriad challenges faced by mature students, we begin to recognize that the classroom may only sometimes be a top priority. Family obligations, financial stress and single parenthood can often take precedence. To address a wider view of competing priorities that mature learners may face, the mission of our research and applied solutions is to provide easily accessible support and resources, aiming to alleviate the various stressors a mature learner may encounter. 

Meshanda Phillips stands with a group of learners
Meshanda Phillips with learners. Photo by Humber Today.


What is the current status of the project? What is the research team working on?

Since taking on this role, I’ve assessed Humber’s current state in programming, resources and student services. Utilizing a universal design lens, I delved into industry literature from Canada, America, Australia and England. Aiming to take as much of a comprehensive perspective as I could, I facilitated focus groups and surveys specifically targeting self-identifying mature students, seeking their firsthand experiences, identifying areas of support and pinpointing potential gaps.

Through faculty and staff engagement, as well as collaboration with students and resources, I engaged with various faculties as partners to gain more reach to students, as well as utilized social media to seek input on where mature learners face gaps in accessing support or gaps in feeling a sense of belonging. Input led me to develop and prototype new initiatives, which we have implemented to see if increased engagement and belonging might be achieved.  Of the ideas prototyped, this project will conclude with a meeting with existing service areas to share back learnings and work to integrate successes into operations and thus evolve service delivery to take a more universal lens to design and access, which is influenced by the mature learner community at Humber. 

It’s crucial to emphasize that while my focus revolves around mature student engagement, our universal design initiatives are open to all students. Through targeted communications and the mature student mailing list, we ensure tailored outreach while actively participating in campus events to engage with mature students and foster a sense of community. This project’s grounding principle is to leverage what we already have in place at Humber, as well as make sure we create something sustainable.

What do you see as the impact of this research project?

The impact of our research is dedicated to seamlessly integrating and enhancing various facets of the mature learner experience. It goes beyond visibility, aiming to ensure that mature learners not only feel seen but are provided with readily available resources and support throughout their academic journey. Cultivating a profound sense of belonging and facilitating meaningful engagement is crucial. The goal is to create a sustainable solution that outlasts my direct involvement, achieved through continuous iteration and exploration of diverse prototypes. Rooted in a universal design lens, our approach proactively addresses the needs of mature students, fostering an environment of perpetual inclusivity without the need for constant adjustments. This includes gaining a richer understanding of the unique needs of mature learners and implementing strategies for the institution to readily meet those needs.

Two women stand beside each other, both holding microphones
Meshanda Phillips and Shanell Roye, a student in the Civil Engineering Technology program, cohosting a mature student event. Photo by Nathalia Campos, student, Film and Television Production (FMCA)


What has been the highlight of conducting this project? Any ‘aha’ moments?

Amidst the research journey, numerous moments stand out, with particular resonance in understanding the commonalities in needs among learners. The realization that a universal lens, as opposed to a narrowly youth-centric perspective, holds more efficacy in addressing the diverse needs of mature students has been a pivotal ‘aha’ moment.

What does ‘research’ mean to you?

This role is not just a job; it’s a personal journey. Years ago, as a student, I envisioned something like this project, which goes beyond academics—it’s about making a positive impact in Canadian colleges. My focus is on reshaping the narrative of post-secondary education, ensuring it becomes more inclusive, especially for mature learners. This work is more than a career; it’s a commitment to enhancing the overall college experience for everyone.

This project holds profound personal significance as it addresses the challenges faced by mature students returning to education. I’ve experienced the difficulty of this transition firsthand, and now, through the resources I am helping to provide, I aim to make this journey smoother for others. It’s a chance to make a meaningful impact, especially considering the increasing trend of mature students entering post-secondary education.

I believe in the power of second chances, having found success, community and my second chance. Now, my goal is to help others do the same—to ensure they not only come back but also stay and accomplish their dreams. Age should not limit one’s pursuit of education, and I am fortunate to be in a position where I can contribute to making that belief a reality. My mantra is simple: “I will keep building so they can all come and achieve success.”

About Meshanda

Meshanda Phillips (she/her) is a dedicated Special Project Coordinator at Humber College, spearheading impactful initiatives for mature and transfer students. With over six years of post-secondary engagement, her passion lies in cultivating inclusivity through an Equity, Diversity, Inclusion, and Belonging lens. Holding a post-graduate certificate in Alternate Dispute Resolution and a Bachelor’s in Social Science-Criminal Justice from Humber College, she has earned recognition for academic excellence.

In her previous role as a student advocate, she was passionate about elevating student voices and fostering inclusivity in collaboration with senior college administrators. She ensured students were consistently a priority as well as supporting students with self-advocacy and conflict resolution skills as former manager of the Dispute Resolution Clinic (now Conflict Resolution Centre).

Meshanda takes pride in initiating Humber College’s first Mature Student Success Events, which ultimately led to her creating the Humber Mature Student Success Club.

Beyond her professional role, she is committed to mental health advocacy, leveraging personal experiences to inspire others. She also conducts EDI workshops and organizes events to amplify student voices. Eager to connect and collaborate with those who share their values and goals, she brings a wealth of experience to their endeavours.