Edward Fenner on Mature Students

Mature students offer a great deal to the post-secondary institutions (PSIs) they attend. They tend to be strong, highly- focused students who ask intelligent questions and provide intelligent answers. They cause little grief to instructors, professors and staff. They do their assigned work, and tend not to ditch class for other activities. They just do not have the time to waste. Most are on a mission and are paying their own way while juggling myriad responsibilities (work, spouses, children, aging parents, bills) younger students are less entangled with while studying.

So what are PSIs offering back to these adult learners? It depends on the institution, where mature student services range from next-to-nothing to specially-designed degree programs and tailored offerings. Geographically speaking, adult learners face either good or bad fortune. If they live in a community with only one college or university whose courses come without special services or consideration for mature students – or are pulling back continuing education programs (as Trent University recently announced) – you are out of luck. Move, commute, or find an online program.

However, if you live in Calgary, for instance, you have the option of attending Weekend University.

There, you can earn any of several degrees strictly by studying outside mainstream hours – a key desire of the average mature student. Many, if not most, PSIs offer classes in the evenings or on weekends. A number offer degrees, certificates, and diplomas exclusive to those hours, but not nearly enough of them offer the flexibility that adult learners desire – and desire for good reason. It comes back to time management. There never seems to be enough hours in the day to get things done. Now picture the prospective mature student looking to start or finish a degree or certificate needed to further their career. Your institution offers such a program that fits perfectly, except only during daytime hours. Your prospect is only able to attend at night because of a day job that cannot (or will not) allow time off for daytime studying. You just lost that student to a more accommodating competitor.

Then there are services problems. Say you can offer that prospective adult learner what they are looking for. Great, right? Maybe not. Bureaucracy now stands in the way. The student needs to get some things done on campus. They have to meet someone, sign some documents, or attend to other business in person, but the offices are open only from 9 to 5 – the exact same timeline as the mature student’s day job. Faced with the inability to take time off work without burning a sick day or vacation day (if they can tap into it, or if they even have such a benefit), the student becomes frustrated by inflexible processes. They want to book off hours for an appointment, but no services or persons are available off-hours. More frustration. Your school wants this adult learner, but is not realizing the different needs the mature student faces from Day One.

Let’s say your institution does not have these issues. You offer evening and weekend courses and basic services. Your mature students are attending classes, but now need other amenities. Are your advisors and counsellors aware of issues and problems unique to older students? Is there a quiet place for them to study, free of cell phones, yakkers, and other distractions? Is your student council or union providing any events, services, or entertainments for mature students? (They pay their fees, too.) Is there a club or other social group for adult learners to help foster community and develop peer mentoring? What is your school doing for your mature students? Do you really know how many you have? The answer may surprise you.

These are common issues mature students face every day. I know, I’m one of them. Over the coming months, this blog will address these concerns in greater detail and, I hope, provoke a national dialogue on how to improve services for this valuable and unique group of engaging students. I will tell you not only about my experiences as a mature student at York University, but also those of the students I represented in my role as a mature student leader and advocate – and how York has addressed (and embraced) this demographic. I will explore what other PSIs are doing – or not doing – for adults learners as they embark on their voyage of self-improvement.

I invite readers to post comments on my blog and suggest areas of discussion for future entries. I especially encourage readers to post comments and links regarding their own school’s mature students and services provided to them. I want to know what’s really going on and how readers really feel about the issues affecting this group.

Cheers,

Edward

Edward Fenner is a mature student studying at York University. In 2004, he enrolled in the professional writing program in order to get a BA (Hons.) – after a career as an editor, writer, and publisher in the corporate sector for over 20 years. That same year, he founded YUMSO (York University Mature Students Organization) as an advocacy and social group. It was a runaway success and influential in raising the profile of mature students at York and in affecting policy changes. YUMSO has over 600 opt-in members to their e-newsletter, a website, a facebook site, and an office at Vanier College.

Edward volunteered over 1,500 hours in 4 years to his peers at York and was awarded the 2007 Deborah Hobson Award for Student Leadership by the university. As a student, Edward also revived York’s arts and literary journal Existere, where he volunteers as a student mentor. YorkU magazine made Edward its cover story in April 2008.

Edward now works at York in the Office of the Associate Vice-president International where he helps with various communications and edits e-MAGINED (The Canadian e-Magazine for International Education).

E-mail: efenner@yorku.ca

Website: http://www3.sympatico.ca/edwardfenner/

Copyright (c) 2008 Edward Fenner