Journeys in Learning Beyond the Classroom

(U-WIRE) ARLINGTON, Texas -- Leaving behind a 15-year journalism career, journalism senior Ruben Villegas, 43, spends time learning to teach others his skills.

It happened while I was doing volunteer work with a high school journalism class," Villegas said. "I got hooked on teaching."

Villegas represents a rising national trend in higher education. Nontraditional students numbered about 5,000 in the university's spring semester, said Pamela Haws, Institutional Research and Planning director. Most of the students, about 4,600, are ages 25-44, but the number includes students ages 60 and up.

This year, the U.S. Department of Education reported that almost 75 percent of the nation's university students qualified as nontraditional. It defines a nontraditional student as someone waiting a few years after high school graduation to enter college and/or complete a degree. Other common characteristics among nontraditional students are financial independence, supporting dependents and part-time class attendance.

Many nontraditional students share a similar reason for returning to university classes -- a career change.

Returning to school after several years involved some adjustments, said some of the students. Feeling like they weren't "as fresh" at studying posed a few problems, but the changes happened easier than expected.

Although fitting into the classroom dynamics concerned some, they have been treated with respect and support by the younger students.

"I do feel odd sitting in a class with kids half my age," said Ester Hadnot, counseling graduate student. "I sometimes feel that, 'Hey, shouldn't I be teaching these kids?'Yet, I am learning right along with them."

Focus and determination, not always abundant in their younger years, propels nontraditional students through the adjustments, some said. In some cases it's been 10-20 years since they attended college classes, like Hadnot, an elementary teacher for the last 12 years.

"I am a lot older now. I know exactly what I want and I have a realistic plan to achieve my goal," she said.

A few nontraditional students said the professors treat them differently than traditional students. Some like the way faculty relate to them almost as peers, but a few said sometimes it's a hardship.

"From my perspective now, the professors are a lot smarter than when I first went to college 25 years ago," information systems senior Leslie Dixon said as he chuckled. "What used to annoy me about them is ignorable now."

On the other hand, Villegas said professors tend to call on him to assist in class too often.

"I'm lecturing about as often as I hear a lecture," he said. "I don't object to requests, but sometimes they catch me off guard, particularly when I'm trying to finish my own assignment."

Older students seem to have better manners, like showing up prepared and on time for class, said communication professor Allen Sheffield. He likes to see them in class because they seem more confident and capable -- not cocky.

"Very seldom do I see an older student with a head down on the desk asleep or reading other materials in class," Sheffield said.

UTA draws more nontraditional students than most of the Metroplex's institutions mainly because of its central location, said Michael Moore, assistant vice president of academic affairs.

"From my personal experience, typically, nontraditional students have more demands on life, but are better prepared and work harder," he said.

Overall, nontraditional students said the benefits of more education outweigh the disadvantages. For some students, more education means a better position and better pay in the same career field.

Dixon, 44, worked for TXU when he realized he needed more education in order to advance his career and find job security. He decided to leave work and devote full-time attention to finishing his degree.

"I'll be the first one in my family to get a college degree," he said. "After spending a lot of years in the business world, I am able to concentrate better and I see things not only from the student's viewpoint, but also from the professor's viewpoint."