In this episode, host Jeff Yan interviews Lizz Colon, the Director of Learning in Public at College Unbound.
Discover College Unbound's unique approach to addressing educational trauma and fostering adult learning. Learn how their program supports students from diverse backgrounds by providing flexibility, community support, and a commitment to lifelong learning.
Join us for an insightful discussion on the transformative power of education.
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Listen to Part One of our Digication Scholars Conversation with Adam Bush, co-founder and Provost of College Unbound: https://podcasts.apple.com/gb/podcast/s1-e25-the-new-college-unbound-turns-chaos-of-life/id1538850043?i=1000518019620
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Episode Transcript
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(00:00):
Welcome to DigicationScholars Conversations.
I'm your host, Jeff Yan.
In this episode, you will hear part one ofmy conversation with Lizz Colon, Director
of Learning in Public at College Unbound.
More links and information about today'sconversation can be found on Digication's
Twitter, Facebook, and Instagram.
Full episodes of Digication ScholarsConversations can be found on
(00:22):
YouTube or your favorite podcast app.
Welcome to DigicationScholars Conversations.
I'm your host, Jeff Yan.
My guest today is Lizz Cologne, Directorof Learning in Public at College Unbound.
Hi, Lizz.
Hi, how are you?
Good.
(00:43):
I have been a massive fan ofCollege Unbound for a very
long time, since its inception.
I have, uh, been friends with your,um, Uh, current president, Adam
Bush, uh, for over a decade when heco founded, uh, College of God with
Dennis Littky, uh, whom I've alsoadmired for another decade before that.
(01:05):
In fact, Adam, Adam Bush was aDigitation Scholars, um, back in
season one, episode 25 and 26.
So people should check themout if, um, this story, you
know, um, resonates with you.
Um, so Lizz, um, why don't you tellus a little bit about College Unbound,
(01:25):
uh, for those who may not be aware,um, of what it is and, you know,
how is it different from others?
Colleges, and the fact that it's,it's a college, it's a degree
granting college and some peopledon't even know about that.
Right?
So go ahead and tell us a littlebit about College Unbound.
So College Unbound, uh,started about 15 years ago.
(01:46):
Um, in 2020, we actuallygot our, uh, accreditation.
Uh, through NECHE.
And, um, they're the consortiumthat, that accreditates, uh,
all New England colleges.
Um, and, um, we have been ableto build a, um, rigorous program,
(02:08):
which is a bit untraditional.
Um, we're not like other colleges in away that, you know, it is, here's a book.
Read the information,take a test, and move on.
We really have a commitment toour students who have had, um,
a lot of, uh, educational traumain a lot of different ways.
(02:31):
Um, you know, being lack of schools orovercrowded schools, thinking about,
um, the level of diversity, poverty, youknow, all of those things that we look at.
Um, You know, we are the, uh, thecollege that really serves people.
(02:52):
Who are not going to do thatmainstream traditional path.
And so we, uh, have, uh, created aprocess to embrace the fact that as an
adult, you can go to college, you canhandle a full time, um, level of, of.
You know, full time courses, um, youcan work full time, you can raise
(03:15):
your family, and believe it or not,with all of that in the mix, you can
still have time for self care, right?
And it is so important.
Um, so we've been able to, uh, create andmodel this program into a way where we
really care deeply about our community.
And because we're passionate aboutour community, um, there are three
(03:38):
ways that students can learn.
Go through College Unbound.
One, each student has to have a projectand it's a project that they care about.
It's a project that can be,um, can be, you know, as large
as this 5 year scale project.
It can be a fundraiser.
It really could be anything that,um, can That you are passionate
(04:01):
and that you care about.
And with that beco comes community impact.
So we do a lot of asset mapping.
We do a lot of, um, working with thestudents to figure out what is your plan?
What is your goal?
What are your passions?
Um, how would you impact this community?
Uh, what are the different types of stepsthat you would take to be able to do this?
(04:22):
Or if you were to build abusiness or create a nonprofit.
Um, and these are all,uh, things that we want.
And we get from people who are, um,coming back into college that have
been either out for a very long timeor never had the opportunity before.
Um, a couple of ways that we do thisis one, um, College Unbound is, uh,
(04:46):
takes, uh, Any type of credit youmight have from a previous institution.
So it could have been military credit.
It could have been credit throughcredentialing services like ACE.
It could be, um, that you have, youknow, you went to college years ago
and that college, you know, yourtransfer, uh, credit will come in.
And so people are coming inin multiple different ways.
(05:08):
And so everybody startsthe same type of process.
Um, although no matter how muchcredit you come in with, um, you
still have to The first semester isthe only semester we kind of dictate.
Um, and the reason for that is becausewe want to be able to set people up, um,
with the right supports that everybodyis starting at the same foundation.
(05:31):
Even though you might come in withdifferent credits and you might
come in with different skills.
Um, this really sets you up becausewe do things in a different way.
It's not about just, you know, um,reading, taking a test and moving on.
It is really sitting with.
And learning about how weprocess reflective learning.
(05:54):
And so because of that, you reallyhave to sit in the mix with this.
It's not just an easy one, two,three, um, way of doing things.
Uh, it's a little unique.
We have this really, um, We call it thesecret sauce, uh, can't tell you exactly
what it is because I think there are alittle bit of there are pieces throughout
(06:18):
and sprinkled throughout the wholecollege to make this community, um, what
it is, but it's a place of belonging.
It's a place of caring.
It's a place of learning.
And we really embrace, um, the factthat we are all lifelong learners.
And so this isn't something that, youknow, you're just going to school for
(06:39):
you move on and you never think ofagain, but how do you continue to learn
throughout your lifetime as you know,and in, in a community, um, my title is,
uh, the director of learning in public.
And so when we think aboutlearning in public, usually people
don't like, Oh, what is that?
But it's, we learn.
(07:00):
Through lots of different things.
We learn through, um, thinking aboutthe ways that we've been able to, to
think about our health care system.
We learn through the ways of workingwith libraries and working with people.
Um, we learn inside andoutside of the classroom.
(07:20):
But why does it only countwhen it's inside the classroom?
And so we all have these lived experiencesthat are very unique and there's a lot of
value and there's a lot of worth to that.
And I think that we don't honor peopleenough in those different ways to
be like, wow, you really did that.
Like, that's amazing.
Um, and so it's a really,um, a way for people to find.
(07:45):
Their voice to people, to find theways that they really want to be
in community with other people.
And, um, there's just so muchthat you get and that you take
away from College Unbound.
As a student coming in, um, I, Ienrolled in College Unbound in 2019.
(08:09):
And, um, I had, you know, dropped out of.
High school in the 9th grade, got myGED, um, went to community college for
a little while, got about 20 credits,and then for the following 25 years,
worked as a community organizer doing alltypes of, um, environmental and social
justice work, um, and public policy.
(08:33):
When I came to College Unbound,my first thing was like, you
told me I got lived experienceand I could be able to use that.
And I was able to use that.
I was able to help, um, createa program and a structure.
That's the program that I now oversee,um, to figure out the ways to, um, look at
(08:53):
that lived experience, do a comprehensiveportfolio assessment on what was learned.
For And then be able tobestow credit to students.
Um, it has been quite a journey for me.
Um, I fell in love for the 1st timeas an adult at College Unbound.
Um, I didn't really ever think thateducation, um, was in my wheelhouse.
(09:17):
It just wasn't somethingthat I was good at.
I was a C and D student.
I barely passed.
Um, I really struggled in school.
And The first time I came to CollegeUnbound and I got an A, I was like, Oh
my gosh, I can do college level work.
And I was like, surprised myself.
Um, and then I realized, no,this is something I can do.
(09:38):
It was, I think the learning piecesand the way that we're able to
model and the way that we're ableto engage in the community, which
really helped me foster my learning.
Because there was a reason I wanted tolearn and there was something behind it.
It wasn't this arbitrary, you know,go do a portfolio on elephants.
(10:00):
And what if I don't like elephantsand why do I have to do it?
I'm not going to get agood grade, you know?
Um, but because it's really basedon your values and what you think
and what you want and the studentsin the driver's seat, um, it's
been an unbelievable journey.
Hey.
I think you're being very modest,by the way, I, I know a little bit
(10:25):
about your journey, so I'm goingto, we're going to dig deeper.
Okay, you can do that.
Right, but I also want to just reallyquickly comment on a couple of things.
Um, I, I think it's important toacknowledge that, The, the, the sort
of, you know, expected paths that peoplehave for children going from K 12 school
(10:50):
and then to college, spend a few yearsin college, and then they go and get a
job, maybe go even get graduate degrees,you know, and then get a job and then,
um, and then, uh, and then, uh, builda family and then at some point retire.
This kind of, you know, picket fence,you know, sort of dreamy, sort of,
(11:12):
um, you know, paths, they existfor some people, but I think it
doesn't exist for millions of people.
I don't think that people realizelike, Oh, that's just the minority
that, that it doesn't work.
That's not true.
If we, I mean, even ifit is true, minority.
And for millions and millions,there are still millions
(11:35):
and millions of them, right?
So it's a very large number ofpeople that it doesn't, and it has
to do with a little bit of that.
What you were saying, look, Idon't see a reason building a
portfolio on elephants, right?
Or to, to read a book about somethingthat you just didn't feel the
connection for, especially when.
(11:58):
Your life priorities have other thingsgoing, maybe someone's sick in the family,
maybe you are responsible for taking careof your children while, while being there.
And if in comparison, you know, Iget to spend time with my children or
I can go to this class, except thatthis class is making me do things that
(12:19):
I'm not all that passionate about.
Man, that's hard day in and day out.
How could they spend years doingthat and complete that degree, right?
I think we look at, you know, not in anyway to not community colleges, but it
just, the way that they're structured.
(12:39):
Um, you know, when, when you go andyou, you apply to go to any school,
there's certain times, there's certainclasses, there's the maximum class
size, there's, you know, you havethese other things that come into play.
And if you're a working parent, right,whether you're a single parent or not,
um, If you're a parent or you're working40 hours and your kids are in school and
(13:04):
plus you're in school, there needs to bea way to be able to find that balance.
And for a lot of colleges,because it really is catered to
those 18 to 25 year olds, right?
Who couldn't work at nightand do these things, right?
When you've got a family andyou've got little ones that
just doesn't always work out.
Um, especially if you'rea single parent household.
(13:27):
And yeah.
It's a trade off.
It's, you know, do I work to put food onmy table or can I possibly take a class?
Like, and I don't really havethe time to invest in that.
And so I think College Unboundis unique in the way that we only
have to, um, we only ask studentsto show up in person once a week.
(13:48):
For 3 hours, and during that timeof those 3 hours, we also build
our community by breaking breadtogether and having a communal meal.
Right?
We offer child care, um, on site so that,uh, students can either come with their
(14:09):
cohort on either Tuesdays or Wednesdays.
But even if you're a Tuesday student,you can come to school on Wednesday
and have your child in childcare while you're doing homework.
You know what I mean?
In another area of the building.
So, like, there's still that availabilitybecause if you've got kids and you've got
homework to do, it's not always that easy.
(14:31):
Um, the way that we also structured itin regards to the child care portion is
that, um, The students who are coming whoare kids, they get their homework done and
that's the first thing they have to do.
And so there's homework help, um,so that parents are not necessarily
spending the time on that night becausethey have their own classes to do.
(14:53):
And it really is nice to see the mix ofgenerations that come into the building.
Um, we've got husbands and wivesthat are coming to school together.
We've got partners,we've got best friends.
We have, um, a, uh, a mother,a daughter and a granddaughter
(15:14):
all attending class together.
And it really is.
So it's not just, it'sfirst and second generation.
Um, sometimes third gen that we're seeing.
And it's a great model for the kids toeven come into the school building and
say, all right, mom or dad has got to goto class and you're going to go to class
(15:34):
and you're going to do this and you'regoing to have some fun stuff and arts and
crafts and whatever after your homework.
And by the way, we're alsogoing to provide your meal.
So people are not just driving from,you know, their job to pick up their
kid, to get some fast food, right?
We also make sure that we have healthymeals for people and it's great.
Like I will go in and I'll,there's students that come in the
(15:56):
building and they're like, Oh, youknow, the traffic was horrible.
And I'm like, sit down.
What do you want?
I'll grab you a plate.
Let me bring you some water.
And students will look at me and belike, seriously, you're doing this?
And I'm like, why not?
I'm already here.
Um, but it's a way just toeven, to appreciate them for
making the effort to come.
(16:18):
And then those other days of the week,while they're not in, they're not in
that cohort class, all the other classesthey take are on Zoom so that there is
flexibility around, um, being able, likeI said, to be able to work, to be able to
maintain a family, to be able to maintain.
Your self care, right?
You don't want to just run out oftime and say, I have no time for me
(16:39):
because all I can do is work and study.
And this, I think is also, by the way,what an amazing thing to have a brand
new college where you can invent thesenew ways of just, I mean, think about
this ending the finances part, right?
Like some people might go,well, what does it cost?
(16:59):
A hundred K a year to attend a schoolwhere you provide feed free childcare?
No, but because it's two days, you areable to limit it in those three hours.
You're able to do that andprovide them with food.
And guess what?
You also, they're not spending moneyon a gym and on, you know, the swimming
pool, the, the, the, you know, theother extravagant things that, you
(17:21):
know, some college campuses have, right.
Um, and you are able tobalance that out with.
You know, on things thatreally are going to serve this
population of students better.
And, you know, also students everyeight weeks, um, there's an exhibition.
So students have to show their work,uh, and they have to talk about, um, and
(17:42):
there's different ways that we model that.
And we have assignments, uh, so thatpeople can have their exhibitions.
But how great is it to be ableto present and then have your
kid give you feedback, right?
Or you bring in your family oryour friends or your coworkers so
they can see what you're doing.
Um, and they can see like,yeah, just cause I'm in school.
(18:03):
I'm not just sitting in a classroom, likelistening to, you know, blah, blah, blah.
Like this is really hands on education.
Um, and because of that,it feels different.
It feels like a placethat you want to come to.
Right.
And, um, it's, it's, you know, goingdown that path of having, I think,
(18:24):
thinking about the ways that wehave, Like, a lot of adults have
been traumatized in education, right?
They're scared of that red penin the way that we just say,
oh, this isn't good enough.
Um, but that's not it.
And I think College Unbound is veryunique in the fact that because we're
not Um, extremely traditional andwe haven't been institutionaLizzed
(18:47):
with 100 year history, right?
We can come in and we can say what worksfor us and what's happening in real
life right now and how we can, how canwe structure and make these adjustments
so we don't end up like that place.
Right?
Because we, we, we want peopleto, um, feel like they have, they
(19:08):
have control and that they areat the, the center of attention.
Um, and I think one of the waysthat we also do that is because we
also have one bachelor's degree.
And so that one bachelor'sdegree, which is in organizational
leadership and change.
Um.
Is a great way to go.
(19:28):
One, you're not on a specific trackwhere you have to stay in this lane.
Organizational leadership and change.
It can ebb and flow and it's inmanagement and it's, you know,
you can use it for for profit.
You could use it in a nonprofit.
You could use it as, you know, astartup as an entrepreneurship.
(19:48):
There are so many ways and,and the degree is so versatile.
That you have opportunity to be able tosay, this is where I can think I can fit
in, in this type of field, and you're notbeing held to a very like linear standard
of, you can only do this in this track.
(20:12):
I, I said before that we need todig into some of what you've done as
well, because it's an, an amazinglyimpressive work that you've done and.
And for some, and I want people to hearthis probably also because for someone
as brilliant as you are, Lizz, you had,like you said, education trauma in such
(20:37):
that 29 years after you attended school,you get an A and you surprise yourself.
But if we look at your 29 years ofthat career, which we're going to
go into, right, I think everyone'sgoing to be like, she's impressive.
How could she?
Be scared of not getting an A.
(20:59):
She's clearly an A material, right?
But I think we forget that students,when they are young, when they
go through schools, these grades,these feedback that they get, it
matters to these little brains.
They have nothing.
They have no way to defend themselves,but by saying negative things to
(21:22):
themselves, to think that theyare less than capable, right?
Because someone said so, andit could, it's so easy to give
someone a C and a D, like you said,I'm a C and a D student, right?
It's so easy for them to fall intothat and then think less of themselves.
(21:42):
And that education trauma is real.
And I think that it's.
It's the kind of things that
most college, you know, haveadmissions, you know, and it's It
further perpetuate that feeling andthat idea that you don't belong.
(22:02):
So when you said that we do theseprojects and it's based on belonging
and care, purpose and mission getsbuilt and confidence get built.
Guess what?
People are more successful andit, you'd wonder why, right?
You wonder why these people are like,like you are saying, I found my place.
Well, no kidding, right?
Because you were traumatized, you wereyoung and you had no way to fight it.
(22:28):
You had to do it, right?
You were just told and you didn'thave a way to defend yourself and
you didn't fit into that mold.
And, and, uh, and so I think it's,it's really, I mean, it's, it's an
incredibly amazing message, not onlyfor people who are interested in
college and back, but if you're ina, if you're listening, you are in a.
(22:49):
K 12 school, you're in a college,a more traditional college.
Think about these things, you know, andhow we continue that system with our
students and what that means for them.
As a, as a student, I mean, youknow, my, my glass ceiling was, I
want to get my bachelor's degree.
(23:10):
That was all I wanted.
I was like, if I'm going to get mybachelor's degree, I've done all these
things in my life and that's all I want.
And then I got really close tograduation at College Unbound
and I was in my capstone classand I was like, but what do I do?
I don't want to leave.
(23:31):
How do I, how do I stay?
Like, can I take some more classes?
I know I'm supposed to graduate,but I had this sense of like,
if I walk away, Now what?
And, and that was kind of scarybecause all of a sudden I went from.
You know, just kind of working, butthen I went into this being of community
(23:52):
that was very much of belonging and Iwas like, I don't, I like these people.
These are my people.
I want to stay and Ididn't want to graduate.
And I was scared to graduate becauseI was like, what happens next?
Now what?
Um, and so two things happened.
Um, one, I fell in love witheducation for the first time
(24:13):
in my life during this process.
And so I decided that I hadenough confidence and I enrolled
in Roger Williams University.
And I went to, um, took me another15 months, but I got my master's
degree in community development.
And, um, It was a great experienceand you know, I ended up with a 4.
(24:39):
0 and it was something that I'venever, that I had never had.
I mean, that would happenwhen I was in college.
I'm in my mid 40s at this point, right?
Going, I got an A for the first time.
What?
You think I could actuallyhandle a master's degree program?
I don't know.
And I did it.
And I was like, wow, I did it.
(24:59):
And I rocked it.
And it was really, really coolto have that feeling of like, it
wasn't just me that couldn't learn.
Like there was somethingelse in those pieces.
And instead of, um, blaming myself, itwas like, well, now I understand why
education is, is like, you need to beinvested in it and you need to want it.
(25:23):
Um, And if you didn't have those happystories or you're able to kind of get
over that hump and be like, I did agood job on this particular thing.
And it's always, youdidn't do good enough.
You should have get a C.
Why aren't you getting A's?
Um, there's always, you know,red pen all over my paper
because I didn't do this right.
And I didn't meet yourspecifications as a teacher.
(25:46):
Um, and, and that reallywas, I think, had.
My issues with my lack of confidencefor years, that's how it was downplayed.
Um, and it was like, even workingin a nonprofit, you know, I remember
my executive director going, Oh,well, maybe you should take a writing
(26:06):
course and maybe you should do this.
And I'm like, eh, no, I'm just me.
Um, So Lizz, tell us a littlebit after you had, had a, 20
credits from a community college.
You, um, was it around that timewhere you started to venture out to
(26:27):
do other things and, and, um, tell usabout that because I, I think that's
an amazing story, what you then.
Yeah.
So, um, I came to College Unboundand it was my third weekend.
And I was,
you know, told upon, you know,doing the recruitment process and
(26:48):
coming in that, you know, you canget up to, you know, a bunch of
credits for your lived experience.
And so I brought in a, WB Mason boxand had it filled with some stuff and
brought it to the provost and put iton her desk and said, You said I could
get learned experience from stuff.
This is some of the stuff I've done.
Um, I worked for thecenter for disease control.
(27:11):
Um, I was on the scientificboard of counselors.
I had, you know, done some work on SesameStreet and was able to, um, be an advisor
on one of the segments for their content,um, for lead poisoning prevention.
I, you know, had traveled all over the US.
I was key, a keynote speakerat, at many, many conferences.
(27:34):
Um, you know, I, I hadjust done a lot of types.
This is Lizz before, this isLizz before Lizz went to college,
did all of this without college.
I was a lobbyist for about 5 years.
Um, I worked on a significanthousing legislation, um, in
the state of Rhode Island.
(27:56):
Um, I was able to work with,uh, the EPA on their renovation
and remodeling program.
Um, I was a, uh, an industrial hygienistfor the Rhode Island Department of
Health, uh, where I used to, to do leadinspections and raid on the asbestos.
Um, there were a lot of differentthings that I've done in my life.
(28:16):
And you thought youwere going to get an A.
You go to your first home.
But I had never gotten an A.
I had written grants.
Um, you know, I've, I've worked, uh,on boards, um, you know, through,
through, you know, uh, differenttypes of boards and committees and
commissions and you name it for,for years during my 29 year career.
(28:38):
And, um, yet I was extremelyintimidated and paranoid.
To go to school as an adult and at thesame time as I enrolled as an adult,
one of my sons, um, you know, was, was,uh, also entering college, you know,
but, you know, he was 17, 18 at thetime and, uh, very different college.
(29:02):
You know, he lived on campus andhe, you know, he did that whole
college dorm thing and here Iam going, I'm in my mid forties.
I'm going to my first day of class.
I don't know what to expect.
I don't know if I can even pull this off.
Like, am I really doing the right thing?
Um, and so it was also reallyinteresting because during that time,
(29:24):
um, it was also during the pandemic.
And so I got to see, like, these nuancesof, like, college and traditional
life through my son's experiences.
And at the same time, I was all in Youknow, um, full, you know, course load,
uh, and trying to do probably a lot morethan I should, um, But it was so new to
(29:50):
me and I just, I couldn't get enough.
Um, and then, so when I graduated collegeon balance, um, I didn't want to leave.
And so one of the things I did was ask,I was like, can I, can I get hired?
Can I work for you?
Like, I am totally transformed.
This, this school changedthe trajectory of my life.
(30:11):
It literally did that.
Um,
And so what, what are the next steps?
How do I stay connected?
And so I became, um, a teacher'sassistant and an alumni mentor, and I
started helping out in other cohorts.
And, uh, then I started working as,uh, an recruit recruitment associate
because I totally believed inthe program and it worked for me.
(30:34):
I wanted everybody to have thegreat experiences that I had.
Um, and so it was an easy thing to do.
It felt like an easy, I didn't have tosell my, like sell something to somebody.
You're right.
I just had to tell them like, andshare the journey of education
and what you could get out of it.
Um, and that was a really bigdeal for me, uh, in that role.
(30:58):
Because I wanted everybody to havethe great experience that I had.
And, uh, once I was able to do that,and then I, um, after that got my
master's degree, then I moved, uh, Ikind of moved up, uh, the provost who I
had brought my big box to, um, in thatinitial three weeks, uh, was leaving and
(31:19):
I was asked to take over her position.
And so that's how I became thedirector of learning in public.
Um, Knowing that for the last fouryears that we have operated, um, for
learning in public, which is, um, Ourversion of CPL, so credit for prior
learning or, or, um, prior learningassessments are done throughout, you
(31:44):
know, institutions all over the U.
S.
Um, but we decided not to use thosenames because it's not just what
you've done prior and it's not just.
The things, um, that you've donein your past, but it's also what
are you doing now and what areyou looking to do in the future?
And that's why we have come upwith the name of Learning in
(32:05):
Public, because it really is.
Right, you can learn anywhere.
You can learn through your home.
You can learn online, right?
You can learn in school.
You can learn at the doctor's office.
You can learn in the library.
Here's a preview of what'scoming up next in part two of
my conversation with Lizz Colon.
Learn Director of Learningin Public at College of Bell.
Welcome to DigicationScholars Conversations.
I'm your host, Jeff Yan.
In this episode, you will hear part one ofmy conversation with Lizz Colon, Director
of Learning in Public at College Unbound.
More links and information about today'sconversation can be found on Digication's
Twitter, Facebook, and Instagram.
Full episodes of Digication ScholarsConversations can be found on
(00:22):
YouTube or your favorite podcast app.
Welcome to DigicationScholars Conversations.
I'm your host, Jeff Yan.
My guest today is Lizz Cologne, Directorof Learning in Public at College Unbound.
Hi, Lizz.
Hi, how are you?
Good.
(00:43):
I have been a massive fan ofCollege Unbound for a very
long time, since its inception.
I have, uh, been friends with your,um, Uh, current president, Adam
Bush, uh, for over a decade when heco founded, uh, College of God with
Dennis Littky, uh, whom I've alsoadmired for another decade before that.
(01:05):
In fact, Adam, Adam Bush was aDigitation Scholars, um, back in
season one, episode 25 and 26.
So people should check themout if, um, this story, you
know, um, resonates with you.
Um, so Lizz, um, why don't you tellus a little bit about College Unbound,
(01:25):
uh, for those who may not be aware,um, of what it is and, you know,
how is it different from others?
Colleges, and the fact that it's,it's a college, it's a degree
granting college and some peopledon't even know about that.
Right?
So go ahead and tell us a littlebit about College Unbound.
So College Unbound, uh,started about 15 years ago.
(01:46):
Um, in 2020, we actuallygot our, uh, accreditation.
Uh, through NECHE.
And, um, they're the consortiumthat, that accreditates, uh,
all New England colleges.
Um, and, um, we have been ableto build a, um, rigorous program,
(02:08):
which is a bit untraditional.
Um, we're not like other colleges in away that, you know, it is, here's a book.
Read the information,take a test, and move on.
We really have a commitment toour students who have had, um,
a lot of, uh, educational traumain a lot of different ways.
(02:31):
Um, you know, being lack of schools orovercrowded schools, thinking about,
um, the level of diversity, poverty, youknow, all of those things that we look at.
Um, You know, we are the, uh, thecollege that really serves people.
(02:52):
Who are not going to do thatmainstream traditional path.
And so we, uh, have, uh, created aprocess to embrace the fact that as an
adult, you can go to college, you canhandle a full time, um, level of, of.
You know, full time courses, um, youcan work full time, you can raise
(03:15):
your family, and believe it or not,with all of that in the mix, you can
still have time for self care, right?
And it is so important.
Um, so we've been able to, uh, create andmodel this program into a way where we
really care deeply about our community.
And because we're passionate aboutour community, um, there are three
(03:38):
ways that students can learn.
Go through College Unbound.
One, each student has to have a projectand it's a project that they care about.
It's a project that can be,um, can be, you know, as large
as this 5 year scale project.
It can be a fundraiser.
It really could be anything that,um, can That you are passionate
(04:01):
and that you care about.
And with that beco comes community impact.
So we do a lot of asset mapping.
We do a lot of, um, working with thestudents to figure out what is your plan?
What is your goal?
What are your passions?
Um, how would you impact this community?
Uh, what are the different types of stepsthat you would take to be able to do this?
(04:22):
Or if you were to build abusiness or create a nonprofit.
Um, and these are all,uh, things that we want.
And we get from people who are, um,coming back into college that have
been either out for a very long timeor never had the opportunity before.
Um, a couple of ways that we do thisis one, um, College Unbound is, uh,
(04:46):
takes, uh, Any type of credit youmight have from a previous institution.
So it could have been military credit.
It could have been credit throughcredentialing services like ACE.
It could be, um, that you have, youknow, you went to college years ago
and that college, you know, yourtransfer, uh, credit will come in.
And so people are coming inin multiple different ways.
(05:08):
And so everybody startsthe same type of process.
Um, although no matter how muchcredit you come in with, um, you
still have to The first semester isthe only semester we kind of dictate.
Um, and the reason for that is becausewe want to be able to set people up, um,
with the right supports that everybodyis starting at the same foundation.
(05:31):
Even though you might come in withdifferent credits and you might
come in with different skills.
Um, this really sets you up becausewe do things in a different way.
It's not about just, you know, um,reading, taking a test and moving on.
It is really sitting with.
And learning about how weprocess reflective learning.
(05:54):
And so because of that, you reallyhave to sit in the mix with this.
It's not just an easy one, two,three, um, way of doing things.
Uh, it's a little unique.
We have this really, um, We call it thesecret sauce, uh, can't tell you exactly
what it is because I think there are alittle bit of there are pieces throughout
(06:18):
and sprinkled throughout the wholecollege to make this community, um, what
it is, but it's a place of belonging.
It's a place of caring.
It's a place of learning.
And we really embrace, um, the factthat we are all lifelong learners.
And so this isn't something that, youknow, you're just going to school for
(06:39):
you move on and you never think ofagain, but how do you continue to learn
throughout your lifetime as you know,and in, in a community, um, my title is,
uh, the director of learning in public.
And so when we think aboutlearning in public, usually people
don't like, Oh, what is that?
But it's, we learn.
(07:00):
Through lots of different things.
We learn through, um, thinking aboutthe ways that we've been able to, to
think about our health care system.
We learn through the ways of workingwith libraries and working with people.
Um, we learn inside andoutside of the classroom.
(07:20):
But why does it only countwhen it's inside the classroom?
And so we all have these lived experiencesthat are very unique and there's a lot of
value and there's a lot of worth to that.
And I think that we don't honor peopleenough in those different ways to
be like, wow, you really did that.
Like, that's amazing.
Um, and so it's a really,um, a way for people to find.
(07:45):
Their voice to people, to find theways that they really want to be
in community with other people.
And, um, there's just so muchthat you get and that you take
away from College Unbound.
As a student coming in, um, I, Ienrolled in College Unbound in 2019.
(08:09):
And, um, I had, you know, dropped out of.
High school in the 9th grade, got myGED, um, went to community college for
a little while, got about 20 credits,and then for the following 25 years,
worked as a community organizer doing alltypes of, um, environmental and social
justice work, um, and public policy.
(08:33):
When I came to College Unbound,my first thing was like, you
told me I got lived experienceand I could be able to use that.
And I was able to use that.
I was able to help, um, createa program and a structure.
That's the program that I now oversee,um, to figure out the ways to, um, look at
(08:53):
that lived experience, do a comprehensiveportfolio assessment on what was learned.
For And then be able tobestow credit to students.
Um, it has been quite a journey for me.
Um, I fell in love for the 1st timeas an adult at College Unbound.
Um, I didn't really ever think thateducation, um, was in my wheelhouse.
(09:17):
It just wasn't somethingthat I was good at.
I was a C and D student.
I barely passed.
Um, I really struggled in school.
And The first time I came to CollegeUnbound and I got an A, I was like, Oh
my gosh, I can do college level work.
And I was like, surprised myself.
Um, and then I realized, no,this is something I can do.
(09:38):
It was, I think the learning piecesand the way that we're able to
model and the way that we're ableto engage in the community, which
really helped me foster my learning.
Because there was a reason I wanted tolearn and there was something behind it.
It wasn't this arbitrary, you know,go do a portfolio on elephants.
(10:00):
And what if I don't like elephantsand why do I have to do it?
I'm not going to get agood grade, you know?
Um, but because it's really basedon your values and what you think
and what you want and the studentsin the driver's seat, um, it's
been an unbelievable journey.
Hey.
I think you're being very modest,by the way, I, I know a little bit
(10:25):
about your journey, so I'm goingto, we're going to dig deeper.
Okay, you can do that.
Right, but I also want to just reallyquickly comment on a couple of things.
Um, I, I think it's important toacknowledge that, The, the, the sort
of, you know, expected paths that peoplehave for children going from K 12 school
(10:50):
and then to college, spend a few yearsin college, and then they go and get a
job, maybe go even get graduate degrees,you know, and then get a job and then,
um, and then, uh, and then, uh, builda family and then at some point retire.
This kind of, you know, picket fence,you know, sort of dreamy, sort of,
(11:12):
um, you know, paths, they existfor some people, but I think it
doesn't exist for millions of people.
I don't think that people realizelike, Oh, that's just the minority
that, that it doesn't work.
That's not true.
If we, I mean, even ifit is true, minority.
And for millions and millions,there are still millions
(11:35):
and millions of them, right?
So it's a very large number ofpeople that it doesn't, and it has
to do with a little bit of that.
What you were saying, look, Idon't see a reason building a
portfolio on elephants, right?
Or to, to read a book about somethingthat you just didn't feel the
connection for, especially when.
(11:58):
Your life priorities have other thingsgoing, maybe someone's sick in the family,
maybe you are responsible for taking careof your children while, while being there.
And if in comparison, you know, Iget to spend time with my children or
I can go to this class, except thatthis class is making me do things that
(12:19):
I'm not all that passionate about.
Man, that's hard day in and day out.
How could they spend years doingthat and complete that degree, right?
I think we look at, you know, not in anyway to not community colleges, but it
just, the way that they're structured.
(12:39):
Um, you know, when, when you go andyou, you apply to go to any school,
there's certain times, there's certainclasses, there's the maximum class
size, there's, you know, you havethese other things that come into play.
And if you're a working parent, right,whether you're a single parent or not,
um, If you're a parent or you're working40 hours and your kids are in school and
(13:04):
plus you're in school, there needs to bea way to be able to find that balance.
And for a lot of colleges,because it really is catered to
those 18 to 25 year olds, right?
Who couldn't work at nightand do these things, right?
When you've got a family andyou've got little ones that
just doesn't always work out.
Um, especially if you'rea single parent household.
(13:27):
And yeah.
It's a trade off.
It's, you know, do I work to put food onmy table or can I possibly take a class?
Like, and I don't really havethe time to invest in that.
And so I think College Unboundis unique in the way that we only
have to, um, we only ask studentsto show up in person once a week.
(13:48):
For 3 hours, and during that timeof those 3 hours, we also build
our community by breaking breadtogether and having a communal meal.
Right?
We offer child care, um, on site so that,uh, students can either come with their
(14:09):
cohort on either Tuesdays or Wednesdays.
But even if you're a Tuesday student,you can come to school on Wednesday
and have your child in childcare while you're doing homework.
You know what I mean?
In another area of the building.
So, like, there's still that availabilitybecause if you've got kids and you've got
homework to do, it's not always that easy.
(14:31):
Um, the way that we also structured itin regards to the child care portion is
that, um, The students who are coming whoare kids, they get their homework done and
that's the first thing they have to do.
And so there's homework help, um,so that parents are not necessarily
spending the time on that night becausethey have their own classes to do.
(14:53):
And it really is nice to see the mix ofgenerations that come into the building.
Um, we've got husbands and wivesthat are coming to school together.
We've got partners,we've got best friends.
We have, um, a, uh, a mother,a daughter and a granddaughter
(15:14):
all attending class together.
And it really is.
So it's not just, it'sfirst and second generation.
Um, sometimes third gen that we're seeing.
And it's a great model for the kids toeven come into the school building and
say, all right, mom or dad has got to goto class and you're going to go to class
(15:34):
and you're going to do this and you'regoing to have some fun stuff and arts and
crafts and whatever after your homework.
And by the way, we're alsogoing to provide your meal.
So people are not just driving from,you know, their job to pick up their
kid, to get some fast food, right?
We also make sure that we have healthymeals for people and it's great.
Like I will go in and I'll,there's students that come in the
(15:56):
building and they're like, Oh, youknow, the traffic was horrible.
And I'm like, sit down.
What do you want?
I'll grab you a plate.
Let me bring you some water.
And students will look at me and belike, seriously, you're doing this?
And I'm like, why not?
I'm already here.
Um, but it's a way just toeven, to appreciate them for
making the effort to come.
(16:18):
And then those other days of the week,while they're not in, they're not in
that cohort class, all the other classesthey take are on Zoom so that there is
flexibility around, um, being able, likeI said, to be able to work, to be able to
maintain a family, to be able to maintain.
Your self care, right?
You don't want to just run out oftime and say, I have no time for me
(16:39):
because all I can do is work and study.
And this, I think is also, by the way,what an amazing thing to have a brand
new college where you can invent thesenew ways of just, I mean, think about
this ending the finances part, right?
Like some people might go,well, what does it cost?
(16:59):
A hundred K a year to attend a schoolwhere you provide feed free childcare?
No, but because it's two days, you areable to limit it in those three hours.
You're able to do that andprovide them with food.
And guess what?
You also, they're not spending moneyon a gym and on, you know, the swimming
pool, the, the, the, you know, theother extravagant things that, you
(17:21):
know, some college campuses have, right.
Um, and you are able tobalance that out with.
You know, on things thatreally are going to serve this
population of students better.
And, you know, also students everyeight weeks, um, there's an exhibition.
So students have to show their work,uh, and they have to talk about, um, and
(17:42):
there's different ways that we model that.
And we have assignments, uh, so thatpeople can have their exhibitions.
But how great is it to be ableto present and then have your
kid give you feedback, right?
Or you bring in your family oryour friends or your coworkers so
they can see what you're doing.
Um, and they can see like,yeah, just cause I'm in school.
(18:03):
I'm not just sitting in a classroom, likelistening to, you know, blah, blah, blah.
Like this is really hands on education.
Um, and because of that,it feels different.
It feels like a placethat you want to come to.
Right.
And, um, it's, it's, you know, goingdown that path of having, I think,
(18:24):
thinking about the ways that wehave, Like, a lot of adults have
been traumatized in education, right?
They're scared of that red penin the way that we just say,
oh, this isn't good enough.
Um, but that's not it.
And I think College Unbound is veryunique in the fact that because we're
not Um, extremely traditional andwe haven't been institutionaLizzed
(18:47):
with 100 year history, right?
We can come in and we can say what worksfor us and what's happening in real
life right now and how we can, how canwe structure and make these adjustments
so we don't end up like that place.
Right?
Because we, we, we want peopleto, um, feel like they have, they
(19:08):
have control and that they areat the, the center of attention.
Um, and I think one of the waysthat we also do that is because we
also have one bachelor's degree.
And so that one bachelor'sdegree, which is in organizational
leadership and change.
Um.
Is a great way to go.
(19:28):
One, you're not on a specific trackwhere you have to stay in this lane.
Organizational leadership and change.
It can ebb and flow and it's inmanagement and it's, you know,
you can use it for for profit.
You could use it in a nonprofit.
You could use it as, you know, astartup as an entrepreneurship.
(19:48):
There are so many ways and,and the degree is so versatile.
That you have opportunity to be able tosay, this is where I can think I can fit
in, in this type of field, and you're notbeing held to a very like linear standard
of, you can only do this in this track.
(20:12):
I, I said before that we need todig into some of what you've done as
well, because it's an, an amazinglyimpressive work that you've done and.
And for some, and I want people to hearthis probably also because for someone
as brilliant as you are, Lizz, you had,like you said, education trauma in such
(20:37):
that 29 years after you attended school,you get an A and you surprise yourself.
But if we look at your 29 years ofthat career, which we're going to
go into, right, I think everyone'sgoing to be like, she's impressive.
How could she?
Be scared of not getting an A.
(20:59):
She's clearly an A material, right?
But I think we forget that students,when they are young, when they
go through schools, these grades,these feedback that they get, it
matters to these little brains.
They have nothing.
They have no way to defend themselves,but by saying negative things to
(21:22):
themselves, to think that theyare less than capable, right?
Because someone said so, andit could, it's so easy to give
someone a C and a D, like you said,I'm a C and a D student, right?
It's so easy for them to fall intothat and then think less of themselves.
(21:42):
And that education trauma is real.
And I think that it's.
It's the kind of things that
most college, you know, haveadmissions, you know, and it's It
further perpetuate that feeling andthat idea that you don't belong.
(22:02):
So when you said that we do theseprojects and it's based on belonging
and care, purpose and mission getsbuilt and confidence get built.
Guess what?
People are more successful andit, you'd wonder why, right?
You wonder why these people are like,like you are saying, I found my place.
Well, no kidding, right?
Because you were traumatized, you wereyoung and you had no way to fight it.
(22:28):
You had to do it, right?
You were just told and you didn'thave a way to defend yourself and
you didn't fit into that mold.
And, and, uh, and so I think it's,it's really, I mean, it's, it's an
incredibly amazing message, not onlyfor people who are interested in
college and back, but if you're ina, if you're listening, you are in a.
(22:49):
K 12 school, you're in a college,a more traditional college.
Think about these things, you know, andhow we continue that system with our
students and what that means for them.
As a, as a student, I mean, youknow, my, my glass ceiling was, I
want to get my bachelor's degree.
(23:10):
That was all I wanted.
I was like, if I'm going to get mybachelor's degree, I've done all these
things in my life and that's all I want.
And then I got really close tograduation at College Unbound
and I was in my capstone classand I was like, but what do I do?
I don't want to leave.
(23:31):
How do I, how do I stay?
Like, can I take some more classes?
I know I'm supposed to graduate,but I had this sense of like,
if I walk away, Now what?
And, and that was kind of scarybecause all of a sudden I went from.
You know, just kind of working, butthen I went into this being of community
(23:52):
that was very much of belonging and Iwas like, I don't, I like these people.
These are my people.
I want to stay and Ididn't want to graduate.
And I was scared to graduate becauseI was like, what happens next?
Now what?
Um, and so two things happened.
Um, one, I fell in love witheducation for the first time
(24:13):
in my life during this process.
And so I decided that I hadenough confidence and I enrolled
in Roger Williams University.
And I went to, um, took me another15 months, but I got my master's
degree in community development.
And, um, It was a great experienceand you know, I ended up with a 4.
(24:39):
0 and it was something that I'venever, that I had never had.
I mean, that would happenwhen I was in college.
I'm in my mid 40s at this point, right?
Going, I got an A for the first time.
What?
You think I could actuallyhandle a master's degree program?
I don't know.
And I did it.
And I was like, wow, I did it.
(24:59):
And I rocked it.
And it was really, really coolto have that feeling of like, it
wasn't just me that couldn't learn.
Like there was somethingelse in those pieces.
And instead of, um, blaming myself, itwas like, well, now I understand why
education is, is like, you need to beinvested in it and you need to want it.
(25:23):
Um, And if you didn't have those happystories or you're able to kind of get
over that hump and be like, I did agood job on this particular thing.
And it's always, youdidn't do good enough.
You should have get a C.
Why aren't you getting A's?
Um, there's always, you know,red pen all over my paper
because I didn't do this right.
And I didn't meet yourspecifications as a teacher.
(25:46):
Um, and, and that reallywas, I think, had.
My issues with my lack of confidencefor years, that's how it was downplayed.
Um, and it was like, even workingin a nonprofit, you know, I remember
my executive director going, Oh,well, maybe you should take a writing
(26:06):
course and maybe you should do this.
And I'm like, eh, no, I'm just me.
Um, So Lizz, tell us a littlebit after you had, had a, 20
credits from a community college.
You, um, was it around that timewhere you started to venture out to
(26:27):
do other things and, and, um, tell usabout that because I, I think that's
an amazing story, what you then.
Yeah.
So, um, I came to College Unboundand it was my third weekend.
And I was,
you know, told upon, you know,doing the recruitment process and
(26:48):
coming in that, you know, you canget up to, you know, a bunch of
credits for your lived experience.
And so I brought in a, WB Mason boxand had it filled with some stuff and
brought it to the provost and put iton her desk and said, You said I could
get learned experience from stuff.
This is some of the stuff I've done.
Um, I worked for thecenter for disease control.
(27:11):
Um, I was on the scientificboard of counselors.
I had, you know, done some work on SesameStreet and was able to, um, be an advisor
on one of the segments for their content,um, for lead poisoning prevention.
I, you know, had traveled all over the US.
I was key, a keynote speakerat, at many, many conferences.
(27:34):
Um, you know, I, I hadjust done a lot of types.
This is Lizz before, this isLizz before Lizz went to college,
did all of this without college.
I was a lobbyist for about 5 years.
Um, I worked on a significanthousing legislation, um, in
the state of Rhode Island.
(27:56):
Um, I was able to work with,uh, the EPA on their renovation
and remodeling program.
Um, I was a, uh, an industrial hygienistfor the Rhode Island Department of
Health, uh, where I used to, to do leadinspections and raid on the asbestos.
Um, there were a lot of differentthings that I've done in my life.
(28:16):
And you thought youwere going to get an A.
You go to your first home.
But I had never gotten an A.
I had written grants.
Um, you know, I've, I've worked, uh,on boards, um, you know, through,
through, you know, uh, differenttypes of boards and committees and
commissions and you name it for,for years during my 29 year career.
(28:38):
And, um, yet I was extremelyintimidated and paranoid.
To go to school as an adult and at thesame time as I enrolled as an adult,
one of my sons, um, you know, was, was,uh, also entering college, you know,
but, you know, he was 17, 18 at thetime and, uh, very different college.
(29:02):
You know, he lived on campus andhe, you know, he did that whole
college dorm thing and here Iam going, I'm in my mid forties.
I'm going to my first day of class.
I don't know what to expect.
I don't know if I can even pull this off.
Like, am I really doing the right thing?
Um, and so it was also reallyinteresting because during that time,
(29:24):
um, it was also during the pandemic.
And so I got to see, like, these nuancesof, like, college and traditional
life through my son's experiences.
And at the same time, I was all in Youknow, um, full, you know, course load,
uh, and trying to do probably a lot morethan I should, um, But it was so new to
(29:50):
me and I just, I couldn't get enough.
Um, and then, so when I graduated collegeon balance, um, I didn't want to leave.
And so one of the things I did was ask,I was like, can I, can I get hired?
Can I work for you?
Like, I am totally transformed.
This, this school changedthe trajectory of my life.
(30:11):
It literally did that.
Um,
And so what, what are the next steps?
How do I stay connected?
And so I became, um, a teacher'sassistant and an alumni mentor, and I
started helping out in other cohorts.
And, uh, then I started working as,uh, an recruit recruitment associate
because I totally believed inthe program and it worked for me.
(30:34):
I wanted everybody to have thegreat experiences that I had.
Um, and so it was an easy thing to do.
It felt like an easy, I didn't have tosell my, like sell something to somebody.
You're right.
I just had to tell them like, andshare the journey of education
and what you could get out of it.
Um, and that was a really bigdeal for me, uh, in that role.
(30:58):
Because I wanted everybody to havethe great experience that I had.
And, uh, once I was able to do that,and then I, um, after that got my
master's degree, then I moved, uh, Ikind of moved up, uh, the provost who I
had brought my big box to, um, in thatinitial three weeks, uh, was leaving and
(31:19):
I was asked to take over her position.
And so that's how I became thedirector of learning in public.
Um, Knowing that for the last fouryears that we have operated, um, for
learning in public, which is, um, Ourversion of CPL, so credit for prior
learning or, or, um, prior learningassessments are done throughout, you
(31:44):
know, institutions all over the U.
S.
Um, but we decided not to use thosenames because it's not just what
you've done prior and it's not just.
The things, um, that you've donein your past, but it's also what
are you doing now and what areyou looking to do in the future?
And that's why we have come upwith the name of Learning in
(32:05):
Public, because it really is.
Right, you can learn anywhere.
You can learn through your home.
You can learn online, right?
You can learn in school.
You can learn at the doctor's office.
You can learn in the library.
Here's a preview of what'scoming up next in part two of
my conversation with Lizz Colon.
Learn Director of Learningin Public at College of Bell.
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