The job market of the last few years has sent working (and non-working) adults back to school in record numbers. Whether starting or finishing a bachelor's program, or learning newer, more marketable skills, non-traditional students have high hopes, but face some serious challenges.
The graduation rate for non-traditional (working adult) students in 4-year programs is approximate 31 percent, versus 54 percent for traditional college students, according to the National Center for Education Statistics. Higher education is a big commitment, and experts believe students would have a much better chance of success if they would seriously examine the following questions before diving in.
What is my ultimate goal?
Students are more successful when they know why they're in school, according to Jasmine Stirling, Chief Marketing Officer at InsideTrack, which offers technology-enabled student coaching services.
"If you're thinking about returning, ask yourself "What specifically am I aiming to achieve by earning a degree?" Stirling says. "Write down the top reason you're going back to school and tape it to your bathroom mirror. Think about how your life will be different when you've earned this degree. What will your day be like? Where will you live? How will it impact you and your family? When the road gets difficult, re-read the note to yourself and recall your vision -- it will motivate you to persist."
What degree(s) will help me achieve my goal?
Once overarching general goal is clear, map what degrees and types of courses could lead to that goal. For this step information is key, according to Hassan Akmal, director of career services for DeVry University in Sherman Oaks, Palmdale, and Oxnard, California. "Identify some coaches and mentors in your field before you enrol in any degree program, and ask them what it's like to work in that field, what degree and courses helped them the most and what are some of the typical duties and job titles."
Stirling agrees, adding that you can check CareerBuilder.com, and look at the job descriptions, salary, experiences, and required degrees of jobs you would like to have.
"Attend alumni events. Research the job placement rate. Sit in on classes and talk to other students. You are looking for a high number of concrete examples of alums who earned the degree you're interested in and got the kind of job you want."
Do I have enough time?
Once you identify your goal and the specific programs to reach it, decide how feasible it is to add school to your long list of commitments. Can you make school your top priority and still keep the rest of your life running smoothly? Your answer must be a definite yes before you enrol, says Mike Doolen, a professor of English at Monroe Community College in Rochester, NY, and author of "The Success Manual for Adult Students.
"Disorganized people or folks with poor time management skills rarely succeed at college, especially when juggling other responsibilities. You need to seriously explore what is this decision going to do to your personal, professional, and business relationships. This is especially critical for family, as they are going to have to pick up the slack. Who's going to cut the grass/do the shopping/take the kids to soccer?"
Can I afford this?
You'll need to carve out part of your budget for school. Can you afford to do that? If you have to cut back on work hours to make time for school, will that throw your budget into crisis? Is the future earning potential worth the cost?
Again, your college of choice can help. Ask the school's financial aid officer where you can go for financial aid. You can also shake the financial aid tree yourself through resources on DegreeDriven.com, the U.S. Department of Education and other resources. How long will this take?
Doolin suggests putting together a "pro forma" schedule -- classes needed and when they're offered, prerequisites, and possible substitutions -- with a college advisor to make sure you'll be able to use your time in college efficiently.
"A good adviser can put a pro forma schedule together for a student in under an hour. Then the student merely has to follow that plan, one course at a time, one semester at a time. It pretty much removes the guesswork - and the chance for error - for that student."
|
|
|
|
|