Will Education Be Part of Your Second Act?
The year was 1978. I was almost 14. During dinner on that memorable night, my mother announced she was returning to school for her MBA. She had been a nurse for 10 years yet wanted something more: to be a nursing home administrator, or as she called it, “a business tycoon”.
She was 39 years old when she entered Wharton School of Business as a freshman. I also remember the dinner discussion following her first day at college when dad asked how her first day of classes went. “I’m so old. All the other younger students stare at me. I feel so uncomfortable.”
Yet, she pursued and graduated in 1980, at the age of 41. She was incredibly happy and I still remember her smiles.
Today, the desire to pursue a first degree or advanced degree after 40 is gaining rapid popularity. With life expectancy extending into our 8th, 9th, and possibly 10th decade, more people are wondering how to fill up their time. Some choose to continue to work beyond the traditional retirement years, while others are seeking to transition to a new career. That new career sometimes begins by returning to college. Yet, just as my mother felt too old at age 39, age and other fears continue to stall older adults from returning to college.
Nancy Morrow-Howell, Director for the Harvey A. Friedman Center for Aging at Washington University in St. Louis (WUSTL), is among many professionals nationally and world-wide working to support and encourage older students’ return to education. At WUSTL, she helped establish the Next Move Student Group which assists older students as they re-enter and readjust to school. Next Move offers training, orientation to current technology, helping with the job hunt following graduation, and to help these students understand that their age can be an asset rather than a burden. Additionally, she works with WUSTL professors to better understand and improve outcomes with multigenerational classrooms.
The original concept to address ageism at universities began with the Age-Friendly University Global Network. The network originated in Dublin, Ireland in 2012 and established 10 principles which form the foundation for an Age Friendly University. Read about the 10 Principles for an Age Friendly University here. Since its inception, several universities around the world have joined the Age Friendly (AFU) Global Network. Find an age-friendly university here.
Even with the positivity of age-friendly universities and more non-traditional students returning to college, there is one universal concern all students have: student debt. ROI (return on investment) is a real concern for all students, but the older student faces additional fear of paying off their student debt, especially with ageism in the workplace. The AFU Global Network is addressing this concern, and outlines several benefits the older student brings to campus:
- Older students bring more life experience and a wealth of knowledge they can utilize during their education.
- Specific career goals. When I first entered Bowling Green State University in 1982, I had no idea what I wanted to be when I grew up. The first two years were spent fulfilling prerequisites and dabbling in potential majors. When I finally declared a major, I dove deep into a full class schedule for the next 2.5 years. Older students have a definite goal in mind and don’t require as much time to earn their degree, potentially saving money.
- Maturity. Older students have experienced real life and understand the value of responsibility, organization, time management, and often balance.
- Less intimidated by challenges.
- More contacts from a long life of networking.
- More tuition reimbursement opportunities.
(For additional benefits, visit 10 Biggest Advantages of Being an Older College Student.)
Additionally, I have mentioned several times to Baby Boomers and GenX peers, “We have the same number of years ahead of us to pursue what we now know we really want while our adult children are still trying to figure it out. There is no reason why education should not be included in that opportunity.”
Still not sure if a college degree is in your second act? Here’s what Joe Casey, Executive Coach and Managing Partner at Retirement Wisdom, had to say during a brief interview:
1. Why return to school later in life?
I believe that returning to school later in life offers many benefits. First and foremost, it offers the opportunity to continue learning, especially new things which helps add variety and novelty, and spurs curiosity and creativity. Second, it offers opportunities for new social engagement and connectivity.
2. What was your motivation to return to school?
I consider myself a lifelong learner, so I’m often involved in some type of class or program. I went back to school in a formal Master’s program, primarily because of interest in the topic (gerontology) and secondarily for professional development.
3. Do you recommend a second act education or not?
I had an excellent experience and I do recommend going back to school. However, be careful not to overcommit and take on too much too soon. Try one class. See how it goes. When I returned at 57, the university advisor expressed concern that I was only taking one class at a time as it would take twice as long to graduate, and she was concerned I may not ever finish. I told her that I wasn’t in a rush. It took me three years – but I completed it at 60, which was great for me.
4. What are the pros of going to or returning to college?
- Intellectual stimulation and learning.
- Interacting with and learning from faculty and other students.
- Sense of accomplishment.
5. Possible Cons:
- There is a real workload to it and real deadlines to meet.
- Opportunity costs – You are sacrificing free time, so it has to be something you’re really interested in.
- You have to be open to learning some new technologies; nothing overwhelming, but it’s something you have to be attentive to.
6. How does one address tuition and student loans, especially if financing the education is a concern?
I was able to self-fund it. I believe that there are options for financial aid, but you should research that early.
7. Did you face issues in regard to ageism, or other common fears?
I was in a Gerontology program, so no. There was a good mix of traditional students and mature learners. There were several people in my class who were older than I was.
I found younger students to be welcoming and interested in us as mature learners, but that may have been partially because it was a Gerontology program. I found faculty, for the most part, to be very supportive. However, I can see where these issues can be a concern – ageism is real. But it depends on the school.
8. Is there anything else you’d recommend others to know if they are considering returning to school?
- Be clear about why you wish to return to school. Keep in mind that [one’s reasons] may evolve over time. If it’s for a career change, it’s very important to talk with a number of people working in your desired career choice to assess how helpful the degree will be in that field.
- Take one class that you’re really interested in.
- Try things out. Test how it fits in your life.
- Be proactive and talk with professors and other students and seek their advice.
- It can be very helpful.
For another second act education story, Andy Levine, founder of the Second Act Stories podcast, recently interviewed Melisanda Short-Columbe about her experience returning to collect at age 63. Listen to her story, At 65, Descendant Of Georgetown Slaves Finds Second Act On Campus for another viewpoint on returning to school.
Are you thinking about returning to college? If so, NOW is the best time. Why? You have time, opportunity, and a great many gifts to bring with you. The next question, then, is, “What’s your major?”
Kristen Edens
photo credit: Nancy Morrow-Howell, WUSTL, Crash Course on Aging workshop.