by Andrew Hibel
Colleges and universities are known for helping young adults prepare for the next stage of their lives, but what about supporting mid-life transitions? In this Higher Ed Careers interview, the executive director of Stanford's Distinguished Careers Institute discusses the rise of mid-life transition programs and how higher ed can help older adults plan for their next 20-30 years.
Andrew Hibel, HigherEdJobs: Tell us about your current role in higher ed and the career path that led you there.
Katherine Connor, Executive Director, Stanford Distinguished Careers Institute: I came to Stanford's Distinguished Careers Institute (DCI) as a Fellow in 2018 and am now the program's Executive Director. DCI allows accomplished individuals in midlife to return to college in order to prepare for and design their next 20-30 years. Prior to DCI, I was the executive director of undergraduate career development at the University of Colorado's Leeds School of Business, where we implemented an extensive mentoring program connecting students to peer and professional mentors to enrich their academic experience. I came to higher ed after spending the first 15 years of my career in engineering and business and found that my connections to the business world, as well as my experience with technology and metrics, were incredibly useful for providing personalized support for students and tracking progress towards our goals. I was interested in the DCI role because I discovered that DCI Fellows and undergraduates faced similar challenges in navigating transitions -- finding new purpose, building community, and maintaining wellness -- which were as critical to the successful launch of a first career as to the transition to new endeavors after a long, successful career.
Hibel: Part of your role at Stanford is to broaden the discussion on how higher ed improves the lives of individuals in midlife -- what would you like to highlight about the possibilities that higher ed provides for this population?
Connor: Postsecondary schools are critical in supporting individuals as they go through major life transitions. While they provide a path for young people to take exploratory steps to move into the next stage of their lives, there isn't a clear roadmap for adults as they move to their next stage -- approaching the end of their 'traditional' career/work-life into the next stage that can last 20 or 30 years or longer. Given longer lifespans and the rapid pace of technological change, it is more important than ever for individuals to continue learning, developing new skills, and finding creative ways to solve complex problems. The opportunity for individuals in their 40s, 50s, or 60s to return to college to learn from and work with younger students provides a powerful combination of experience, wisdom, and connections with creative talent, energy, and technology. Colleges and universities are already centers of learning and community development. If they can contribute to the healthy longevity and ongoing contribution of individuals throughout their lifespan, universities can serve not only their own communities, but society at large. The Nexel Collaborative supports schools that are considering or have launched mid-life programs and has grown to include 26 member institutions across the U.S., Canada, and Europe. It has been exciting to see this concept take off and spread to different types of institutions and populations.
Hibel: What makes an effective mid-life transition program at a college or university? And how does it differ from just returning to college as an adult?
Connor: In order for a program to be effective, it needs to serve the needs of the community and align with the mission of the institution. Each of the current programs reflects the culture and unique strengths and attributes of that institution. One important attribute of most existing programs is building a new social network (akin to becoming a freshman again), going through this experience with a cohort of peers who can provide support and connection. We have found that creating opportunities for regular connections and interactions across generations is also beneficial. Rather than being participants in a siloed program for "non-traditional" students, integrating these types of programs with traditional students and classrooms can provide a richer experience for all.
Finally, it is important to consider scaffolding and programming that may be unique for this demographic. For example, DCI provides unique programs, including memoir writing, life-design, and wellness classes that support deep reflection, as well as intentional design and exploration of what's next. Re-orienting older students to life on a college campus and providing meaningful opportunities for engagement with and mentoring of traditional students can be valuable to help integrate these programs and support other initiatives on campus.
Hibel: Do you feel these programs are part of the solution for colleges facing enrollment decline?
Connor: Possibly. Clearly, there is a demographic imperative to broaden access to and opportunities for students of all ages to gain the skills they need to support themselves and contribute to their communities. These programs may be part of the solution, but they are not a "silver bullet" for declining enrollments or university finances, since many in this age group are living on a fixed income. However, I think the upside of programs like these can be tremendous, and it is worth exploring opportunities within your institution's unique context.
Hibel: What is a university or college's role in helping people move between life stages? And who exactly does this help? Are these programs accessible to the middle and working classes?
Connor: Colleges and universities have traditionally focused on a big transition early in life, preparing students to live and contribute independently as young adults. These institutions are hubs of learning, innovation, and cutting-edge thinking on a broad range of topics. They are well-positioned to address the needs of individuals transitioning and looking to expand their horizons at later life stages, as well. As more programs are developed at different types of institutions, I think they will be more broadly accessible and fit the needs and interests of a broader range of participants. Several new programs are designed to be more flexible and affordable, including hybrid and shorter duration models being offered at the University of Indiana Kokomo, the University of Colorado Denver, Queens University in Canada, and a new program launching at Claremont Graduate University.
Hibel: What are 2-3 top things that institutions should consider when marketing to this population?
Connor: Like any group of students, we are not all the same, and these programs are not a "one-size fits all" proposition. Being clear about the goals of your program, what you can provide, and to whom are crucial first steps in considering how to design and market your offering. We have found that flexibility and creating a strong learning community are helpful and valued by participants. Market to your strengths and think about how this new community can be additive to your current programs and students. Be clear about how you want this population to engage with the rest of your community. Also, take advantage of and learn from the institutions that have already launched programs. The Nexel Collaborative is one place to get advice and learn more about best practices and how existing programs are evolving.
Hibel: What keeps you passionate and engaged about this line of work?
Connor: I believe these programs are a win-win-win for students, institutions, and society. It is so inspiring to see the connections fellows make and how they go on to contribute, often with other fellows or students, after the program. There are literally positive ripple effects around the world. Fellows have launched new products and organizations to support mental health, address climate change, and promote bilingualism. They have written and published books, plays, and podcasts. They are working in high schools and teaching entrepreneurship to underserved communities and in the criminal justice system. It is an honor to work with these students and to see the excitement and energy they bring to addressing important challenges, locally and globally. Here are some profiles of our fellows and what they have accomplished. As a lifelong learner and someone who has made many career transitions, I enjoy working with others to help them discover new interests and pathways for their next chapters.
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