Non-traditional students, the new normal
Apr. 30, 2013 at 08:10 AM | By Marlysa Connolly | Comment Count
Today's collge student body is vastly different from that of fifty, twenty-five, or even ten years ago. In part, because a new movement of student is capitalizing on changes taking place in higher education learning models, curriculum, student services, and aid. Non-traditional students, typcically defined as students age 25 or older, account for more than 38% of today's college students. What's more, non-traditional student numbers are expected to increase by another 33% by 2019. But, with change often comes challenges and challenges facing non-traditional students usually stem from the "constant competing tension between life obligations and educational obligations."
Michael Wilson isn't your average undergrad. With a family and a full-time job, Michael represents the new normal; a growing population of student with different needs, learning styles, and barriers that must be addressed by instiutions if these students are to experience a successful transition and, oftentimes, return to college. As a full-time senior aiming for a bachelors in management and ethics, Michael discusses his non-traditional experience thus far, giving us a glimpse into why some non-traditional students choose to return to school, what challenges they face, and lessons learned along the way.
Hobsons: Why did you decide to go back to school?
Michael: To fulfill a promise to myself and family memebrs to go back and finally get my degree.
Hobsons: What challenges do you face that are different from traditional undergrads?
Michael: Finding the time to go to school. To have to say no to what I wanted to do so that I could do the things I needed to do.
Stress.
The times that you feel like you are missing out because you have to do school work instead of goofing off. [College] is something else added to your life. Work and family life doesn't stop.
Hobsons: What appealed to you about your selected school?
Michael: The flexibility that the one-night-a-week program offered. It allowed me to go to school, work a full-time job, be involved in my families' life, and all the other activities I am involved in while being successful at school. I originally applied to another school but they acted like they didn't care that I was coming. With MACU, they acted like they cared about who I was.
Hobsons: Did you feel connected to the school's community?
Michael: I did feel connected because I developed relationships within the classes. Anytime I saw my student success coach or instructor, they asked me how I was doing and showed they cared about me.
Hobsons: Any pros or cons to your online classes?
Michael: The "up" is convenience. I could [attend class] at my own pace, turn [assignments] in when I needed to no matter where I was. The [downside] is you have to discipline yourself in order to get it done. There is no one there to push you to do it. No one to hold you accountable other than yourself.
Hobsons: Which teaching methods do you learn best from?
Michael: When [I'm] in a group setting and there is an engaging hands-on activity. [When I] use the information that is being presented and [learn] how it can shape your life; the potential effect not just immediate.
Hobsons: What is the best part of your experience so far?
Michael: The sense of accomplishment. To check off what classes were being done on my way to graduation.
From deciding where to apply to taking those first steps onto campus to receiving a degree, join Hobsons over the next few months as we follow students, counselors, and their families on the path from college choice to completion. See more in the series.
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