Nontraditional students have many avenues

LEARNING CURVE

Nontraditional students are a growing demographic in New Mexico colleges, universities and trade schools and nationwide. These students often fall outside of the 18-24 age range that typically comes to mind when we think of college students. The National Center for Education Statistics defines nontraditional students as meeting one of seven criteria: delayed enrollment into postsecondary education; attends college part-time; works full time; is financially independent for financial aid purposes; has dependents other than a spouse; is a single parent; or does not have a high school diploma.

Nontraditional students are also those that have attended college, taken a break, and are returning students. Another term often used to refer to nontraditional students is “adult learner.” These students are an integral part of their university’s diverse population, contribute to the rigor of the academic arena and to the country’s workforce.

Nontraditional students have a unique perspective, because they often come to college with life experience that they can share in their classrooms. However, nontraditional students may also be balancing family responsibilities, health issues and their current jobs. They often need flexibility with attendance policies, deadlines and office hours.

Some universities have groups dedicated to supporting nontraditional students, such as UNM’s Association for Non-Traditional Students (ANTS) which according to their website is “a studentrun organization which offers nontraditional students a variety of resources, information, and peer support networks to assist in acclimating and succeeding in the university environment.” Bridges encourages students to seek out these types of resources to help them in their higher education experience.

People have many reasons for going to school later in life. Some are prompted by a life transition, others are seeking a career change or need more training to progress in their field, and some pursue further education to enrich their lives and express their love of learning. No matter the motivation for attending higher education, these students bring vibrancy to their respective programs, classrooms, and communities. Now more than ever, it is important to support nontraditional students in college. The changes brought on by the COVID-19 pandemic may have been especially difficult for students who are not as familiar with computers and have had to adapt to remote learning and less faceto-face interaction. Conversely, some nontraditional students may thrive with distance learning because of its flexibility.

Ultimately, it may be that the term “nontraditional student” will become less common, as the demographics of those seeking higher education may change significantly in the coming years. The demographic of universities change based on many factors including trends in the economy, current events such as the COVID-19 pandemic, and the needs of individuals and their families.

Learners come to higher education when it works for them, based on their needs, timing, and life goals, and what should be a constant is that they get the support and encouragement to succeed.

Bridges works with students of all ages. We recognize that some community members are navigating the challenges of precarious employment during the COVID-19 pandemic. Many people will be looking to pursue further education and training to adapt to these changing circumstances. If you are thinking of returning to school, contact Bridges today and we can help you get started. Call or email Bridges Project at 575-758-5074 or info@bridgesproject.org .

Aimee Lynn Stearns is the Community Engagement Specialist for the Bridges Project. Bridges’ mission is to expand access to college and vocational training for people of all ages, with an emphasis on students who are the first generation in their families to seek higher education. Bridges Project for Education has been providing free college counseling since 1997.