Navigating Into the Unknown Waters of College

Over the past year, I have developed what has become one of my greatest personal passions: freediving. 

What is freediving, you ask? Put simply, it is underwater diving on a single breath. No tank, no regulator, no other equipment besides your lungs, your fins, and your mask. While it may sound intimidating, freediving has allowed me to explore my home state of Florida’s natural springs and ocean waters in a way that is immersive, intimate, and, well, freeing. 

But during one of my diving adventures, I was struck by an unexpected connection. The uncertainty I felt while diving into an unfamiliar body of water reminded me of stepping onto a college campus for the first time.

We have come a long way over the past decade in making our institutions more student-ready. But we still have a long way to go, and it all starts long before a student even applies to attend college. My diving experience helped me re-center that reality in my daily work at Student-Ready Strategies. In sharing this story, I hope to offer a meaningful reminder to consider the student experience from the other side of the water’s surface. I also reflect on what we can do to help students navigate what may feel like unfamiliar waters.

Beneath the Duckweed 

With my wetsuit on and fins in hand, I walked down the wooden steps to the dive platform at the surface of one of Florida’s many spring-fed sinkholes. Deep sinkholes filled with crystal-clear spring water are some of my favorite places to explore. But this time, it was different. This time, the water's surface was completely carpeted with a green, algae-looking substance. 

It wasn’t algae; it was duckweed: a tiny aquatic plant that floats on the surface of the water. I knew what it was, knew it wasn’t harmful (or slimy like algae–gross!), but that didn’t change the ultimate effect of its presence. I couldn't see the actual surface of the water, much less what lay beneath it. 

The duckweed

The lack of visibility and not knowing what to expect sent numerous questions spiraling through my mind: What if the water is murky and I can’t see? Are there rocks, trees, or other vegetation I need to watch out for? How deep is the water? And perhaps most pervasive, what else might be lurking down there? 

Truth be told, I was scared. The uncertainty got to me. Doubt crept in. Maybe I’m not a good enough diver for this? Had I been by myself, I likely would have left and found a less swampy-looking swimming hole. But I was with a dive buddy who had been there before, and she reassured me that the dive would be beautiful. So, I positioned my mask and dove in. 

And what I found below that blanket of duckweed was truly magical. The water was so clear, you could easily see down to the bottom of the sinkhole dozens of feet below. Gorgeous limestone shelves, fallen tree branches, and lush vegetation made for a picturesque scene, with numerous fish swimming throughout. However, the most striking aspect was the duckweed itself. What had seemed scary from the surface was illuminated by the sun’s rays from below, making it appear to glow with an ethereal sheen. My unease dissipated, and I had one of my most memorable dives to date.    

Supporting Students as They Dive In 

I was so glad I took the plunge, as the payoff was pretty incredible (I am a nature-loving nerd, I know!). But the experience surfaced several truths to keep in mind when helping students navigate the uncertainty of making their way to, and ultimately through, college. 

1. Starting college is intimidating at best, and downright scary at worst. 

Those of us in higher education live and breathe it. We navigated the system ourselves, and now we work within it every day. Even with the best intentions, I think it is easy to lose track of just how unfamiliar and unintuitive a college’s structures, policies, culture, norms, and even language can be for those who don’t regularly operate in this world. We know what is beneath the duckweed of higher ed, and we also know its value. But we can’t assume students and their families do, too. 

The field has made tremendous progress over recent years in making college easier for students to access and navigate. Initiatives like Guided Pathways have helped institutions create clearer paths, and programs like GEAR UP continue to expose students from high-poverty communities to college opportunities. Dual enrollment is increasingly viewed as an on-ramp to higher education for underserved students, and with the help of Student-Ready Strategies, many institutions are leveraging institutional policy to build more student-centered systems.

But even at the ideal, most student-centered institution, starting college would still be daunting. Many students would still experience uncertainty about what to expect and have to learn how to navigate a new, unfamiliar campus culture and system. This can be especially true for students who may face additional barriers on their path into college, like first-generation students, multilingual learners of English, and adult learners. 

Me, in the duckweed

When working with new and prospective students or on the systems that support them, remember the duckweed. For those considering or just starting out in college, it can feel like a blanket of duckweed is obscuring their path, fueling uncertainty and doubt. Our job is not only to give them the tools and support they need to succeed in college, but also to help them feel confident diving in at all.  

2. Students should not be expected to navigate their college path alone. 

The number one rule in freediving is: Never. Dive. Alone. Always have a dive buddy with you. This rule ensures diver safety and also contributes to an active, supportive diving community. I likely would not have experienced the incredible world beneath the duckweed if it weren't for my dive buddy. Even though I was new to diving, she made me feel like I belonged there. That gave me the reassurance I needed to stick with the dive. 

This concept also contributes to student success in college. A recent study found that a student’s sense of belonging can significantly influence whether or not they earn a credential. Students need connection: to each other, to their faculty, and to the larger campus environment, which all contribute to their engagement at the institution. Colleges seeking to create a more welcoming, supportive campus culture should focus on student belonging and connection. Additionally, student support services should be structured so students can easily reach someone for the help or guidance they need. 

The traditional “sink-or-swim” mentality is not only ineffective, but it’s also unnecessarily isolating and a poor way to support students. When interacting with students, remember the dive buddy concept. That student may need you to be their buddy in that moment. 

3. Not every student needs the same support, but every student deserves the support they need. 

One of the first things I noticed upon entering the water, besides the beautiful scenery, was that we were not alone in the sinkhole. (No, there were no gators present. I know that’s what you were thinking!). I saw the distinctive bubbles of a scuba regulator, and sure enough, down at the bottom of the basin I spotted a couple of scuba divers. 

Those scuba divers and I were both exploring the same place successfully, but we were each using the equipment best suited to our needs. I am not scuba trained, so attempting to use scuba gear would most certainly result in injury (or worse). However, I am trained to hold my breath to reach depth, using long fins to propel myself more efficiently through the water to conserve oxygen. Scuba divers, on the other hand, do not need to focus on movement efficiency because they carry an oxygen supply. Instead, they wear shorter fins that afford them the greater maneuverability they need to navigate underwater. 

When designing or providing student support, remember the scuba divers. Just as a scuba diver would not benefit from being handed a pair of long fins when what they need to dive is a scuba tank, a new English as a Second Language (ESL) student seeking support would likely not benefit from being handed a list of college resources written in English. Instead, they may need those resources translated or to be paired with someone who can walk them through the college’s services. A one-size-fits-all approach will not work. Effective tools and supports will look different depending on the student and their individual needs. 

Additionally, what a student needs may not be immediately evident or aligned to the college’s standard resources and supports. If I walked into a dive shop and asked for help selecting diving equipment, the shop associate might assume I meant scuba diving equipment, since scuba is a much more popular form of diving. Without digging deeper, they may begin showing me scuba gear that I can’t use. In my case, I could simply clarify I meant freediving. But for a student seeking help or guidance, this misalignment could lead to frustration, and in some cases, broken trust in the system. 

Students, if you are reading this, take a moment to reflect on what you have accomplished and be proud! Whether you are about to finish your credential or just starting out, it took a lot to get where you are now. 

If you are considering enrolling in college, be proud of that, too. And if you decide the time is right, I encourage you to dive in. It’s okay to be nervous, but you may find something incredible.