Adult Learners Redefine Higher Education Landscape
Millions of U.S. adults are enrolling in college courses, both credit and non-credit, to earn professional certificates, learn new skills, or pursue academic degrees. These students often seek career advancement, higher pay, and job security, while others explore personal interests or new hobbies. The growing trend reflects a changing demographic in higher education.
Eric Deschamps, director of continuing education at Northern Arizona University, notes that returning to school "opens doors to education for students that might not have those doors open to them otherwise," including those juggling work, childcare, and other family responsibilities.
Meeting the Needs of the Modern Learner
UCLA Extension, the continuing education division of the University of California, Los Angeles, showcases the scale of this movement. It enrolls about 33,500 students annually, with nearly half over the age of 35. They offer over 90 certificate programs and a wide range of individual courses, from interior design to artificial intelligence.
Traci Fordham, UCLA's interim associate dean, describes these individuals as the "new majority student," often employed, supporting families, and seeking to "up-skill" or change careers due to economic concerns and rapid technological changes.
Planning Your Educational Journey
Experts advise potential adult students to evaluate their time and budgets, considering potential benefits and challenges like financial impact and burnout. Deschamps suggests aligning educational pursuits with 5-10 year goals, such as starting a business or aiming for a promotion.
To facilitate this, institutions like UCLA and Northern Arizona University aim to make continuing education accessible through relatively lower costs, financial assistance, and flexible learning environments including in-person, online, accelerated, and self-paced options.
Overcoming Challenges and Building Support
Katie Swavely, assistant director for academic advising at UCLA, shared her experience of returning for a master’s degree a decade after her undergraduate studies, aided by employer-sponsored tuition. She emphasized the difficulty of balancing family and finances but highlighted the value of investing in oneself.
Psychological barriers, such as concerns about rusty academic skills or self-doubt, can deter adults from returning to school. Fordham noted that many learners may not have previously envisioned themselves in higher education.
Swavely recommended building a strong support network, utilizing available counseling and advising, setting boundaries, and allowing oneself grace. Her primary advice is that "you’re never too old to learn."