CU Boulder students in an overcrowded lecture hall. (Kai Casey/CU Independent)
You may have seen them: older people who show up to your class every day and turn out to be fellow students. Some are old, some are really old, and they are usually far too eager to learn. What are they doing? Didn’t they finish college years ago? Maybe they did (or didn’t) and now they’re back for more.
The University of Colorado Boulder has a variety of these so-called “adult learners,” and they are plentiful. Of the over 37,000 students at CU Boulder, thousands are part-time, either graduate or undergrad. A portion of this part-time demographic is made up of adult learners. This means many traditional students are likely to encounter a “nontraditional” student each semester. That’s why you may have seen them.
But who are these adult learners?
According to Graham Douglas, the assistant director for student success at CU Boulder’s Division of Continuing Education, they range from professional athletes finishing their degrees to retirees auditing a single lecture. While their individual stories may be quite different, CU Boulder’s adult learners all possess impressive skills and perspectives that make for interesting friends.
Continuing education works “with a lot of students who have not yet completed a Bachelor’s Degree, [but] maybe have some college in their background,” says Douglas. As life circumstances change, these students have decided to start again on their undergraduate degrees. A subset of these are veterans or military-affiliated, who may have taken courses during their active service.
Some of these students will be served by special programs designed specifically for former students, such as “CU Complete” for students who started at CU Boulder but didn’t finish, and “Finish What You Started” for Colorado residents whose undergraduate schooling was impacted by the pandemic.
The division of continuing education also offers a post-baccalaureate pre-health program for students who’ve already earned a bachelor’s degree and are looking to further their education for a career change into healthcare.
“[These students] need the undergraduate science prerequisites in order to apply for admission into professional schools. Most of them are looking at medical school, others are looking at PA programs or… dentistry,” Douglas said. “That’s a significant population for us [at the division of continuing education].”
There’s a smaller group of adult learners, he describes, who “already have bachelor’s degrees and are looking to either enhance their career prospects or change directions in their career. They may need just an additional course or two at the graduate level,” Alternatively, they may try out a graduate degree in a whole new field to see if it’s a good fit.
Lastly, there is a group of nontraditional students who come from the community and are interested in auditing courses. The community auditor program requires instructor approval and there is even a senior auditor program for community members over 55 years old.
“[Community auditing] definitely brings a lot more experience to campus … and some unique perspectives,” said Douglas.
So why should a traditional undergraduate care about this?
First, these adult learners are just that-adults. They are usually working, sometimes at more than one job. They may be raising children, caring for elderly parents, keeping a home, maintaining a marriage or all of the above. Although their particular situations vary, they all have followed fascinating paths to CU Boulder and usually have a full life outside of it.
Second, adult learners tend to be determined to use their schooling to advance their careers. With that, they have great determination and focus and make excellent study partners.
Third, friendships between traditional and nontraditional students are unique. The two groups are in different stages of life, with different priorities and outlooks, but they share the common bond of classwork. They’re climbing the same mountain together, and they can help each other advance with their different skills and perspectives.
I was an adult learner who took JRNL 5822: Reporting on the Environment last semester. As a former scientist who took years off to raise her kids, I wanted to take a journalism class to jumpstart my new career as a science writer. I could have done it on my own, taking a free, online, anonymous course to dabble in and ponder my new career. Instead, I chose a rigorous, in-person, graded class at CU Boulder. I went big, and I’m so glad I did.
My experience was nearly perfect, with the only negative being the price tag. I found the professor, Hillary Rosner, to be spot-on: she taught us the how-to’s of science journalism, coached us to improve our skills and, most amazingly, trained me to develop the courage to dive into a new career, no matter my age. She is wise, has an impressive background and would always answer my many job-related questions.
My fellow students, both graduates and undergraduates, were uniformly accepting of me. I am still amazed how they seemed interested in my prehistoric opinions and when I asked a question that was invariably career-focused, they wanted to hear the answer too. Few eyebrows ever were raised, and I now have several new friends the age of my own children! I know I can turn to these new friends for mutual advice and support as we put our learning into practice.
And don’t forget, it’s not just nerdy fifty-somethings in the adult learner ranks.
“It is fairly common to have student-athletes return to wrap up their degree, either while they’re playing professionally or after their professional career has ended,” said Douglas. “[These students have] a lot of unique experiences … and an incredible work ethic!”
So next semester, if you notice any gray-haired (or impossibly jacked) classmates, don’t hesitate to plunk yourself down in the seat next to them. You may just be in for a long, motivating and novel friendship.
Contact CU Independent guest writer Wendy Orlando at wendyorlandowriter@gmail.com
