Academics

“It was clear that some new students after the pandemic were still ailing from COVID disruption,” said Rosemary DeJarnett, dean of academic affairs. “Issues ranged from reading and writing problems to attention deficit, lack of self-confidence and motivation — all of which are familiar at Beacon but were exacerbated by the pandemic.”

Much of the disruption stemmed from the sudden shift to remote learning, DeJarnett said.

“When high school students were forced to go online so suddenly, it interrupted their learning,” she said. “Schools had to switch their curriculum and reduce academic support. Many didn’t have time to develop an effective model.”

As a result, Beacon saw more students struggling with acute anxiety, fear of failure, writer’s block, impaired reading skills and overall lethargy about education. But the college was uniquely equipped to respond.

Beacon’s comprehensive support model includes small class sizes, a 14-to-1 student-to-faculty ratio and a team-based approach that surrounds each student with professors, learning specialists, peer tutors and life coaches. Academic support centers for math, writing and executive functioning are built into the college experience — without hidden fees or barriers.

“I think we were in a much better position to tackle the issues that the newer students were experiencing,” DeJarnett said. “And now we’re seeing much more improvement, especially in our juniors and seniors who were the ones really impacted the most by the pandemic.”

For its part, Beacon had avoided the downside of remote learning, using it only sparingly during the COVID sheltering-in-place. The college implemented its Responsible Community Initiative (RCI) from August 2020 through the Thanksgiving break to maintain in-person learning during COVID-19. The policy required masks, hand sanitizing, physical distancing, regular testing, and restricted campus movement within a controlled “Beacon Bubble” to safeguard student and staff health. Managing the bubble effectively allowed Beacon to have regular in-person classes, student club activities, and other campus events — preserving the sense of community that is central to the Beacon experience.

In May, Munoz graduated summa cum laude with a bachelor’s degree in psychology, received the Senior Excellence in Leadership Award and was inducted into Beacon’s Psi Tau Omega Academic Honor Society. He spent the summer as a resident advisor and was slated to begin graduate studies at the University of Central Florida this fall, aiming to become a student life advisor or administrator.

“Beacon gave me a great experience,” he said. “I want to deliver the same experience to other students.”

Fortunately, Munoz is not alone in his comeback story, DeJarnett said. A growing number of students are rediscovering their motivation and connecting their day-to-day education to future careers.

“More and more, we are starting to see them put it all together,” she said. “In those moments of realization, they see how that skill in math class or writing assignment in English is so much more than just classroom work. It’s essential to their careers and their future. And it’s so gratifying to see them getting it.”