Non-Traditional Students

Students who delayed enrollment, enrolled part-time, work full-time while enrolled, who are a student parent or a single parent, or do not have a high school diploma.

Group of students laying in a circle

Tips for Advising

In many cases, students returning to the University of Minnesota after an extended absence, or students who started a degree plan somewhere else several years ago, may be looking for new alternatives to their original plan. There are a wide variety of descriptors related to the non-traditional student population. The content on this page will likely overlap with information on advising for:

  • non-degree
  • student parents
  • part-time/returning learners
  • senior citizens
  • veterans
  • and others

Drive & Doubt for Non-Traditional Students

Returning learners or students frequently described as non-traditional students bring a combination of drive and doubt to the process. 

Their drive may be based on a dream they set for themselves, or the demands they are feeling to change or advance in their careers. Many have built a solid foundation of accomplishment and are feeling ready to take on the goal of getting a degree.

Their doubt comes with the understanding that their lives, with regular jobs or busy families, can make the plan for returning to class a daunting task. How can the student cobble together an academic plan that meets their interests or needs? A plan where their work schedule can accommodate the extra time and energy needed to go to class, study and do classwork, find time for their family, pay for their education, and still have personal time to help keep themselves in balance? 

Considerations for Returning Learners

  • They need flexibility
    Adult learners have busy lives with lots of responsibilities. They often need information that can show them how the degree/returning to school can fit into their busy lives. Taking the time to lay out a degree program and how that might fit the student’s life can be reassuring for them. Students may be eager to complete their degrees as quickly as possible, especially if their access to part-time financial aid is limited. Yet, it’s important to assess the student’s other responsibilities and explain the number of study hours typically required for academic success.
  • Finding or designing a degree plan that works may be ideal
    With the wealth of degree options the U of M offers, there are many different paths that can lead to degree and/or career success. Exploring flexible degree options such as those offered by the College of Continuing and Professional Studies or the College of Liberal Arts may be a preferred path for many returning learners. These programs may also offer the most effective way to use prior credits that can transfer, thus speeding up time to degree completion. However, if a student was in close proximity to completing their UMTC major/degree and wishes to complete that degree (i.e., within 15-semester credits), it may be best to encourage exploration of the student’s original college/major.
  • Becoming familiar with U of M technology 
    Technology is an integral part of most U of M functions. Even if a non-traditional student has made use of technology in a work setting, becoming familiar with UMTC technology expectations might take some time. Help students avoid academic and financial problems by sharing links to tutorials, such as those listed below - being careful not to overwhelm students tech-anxious students at this early stage.
  • Return on their investment is key
    Students value the reputation of the University of Minnesota. Adult learners are interested in their return on investment and career advancement and should be encouraged toward career services advising. College-specific career centers offer a range of services to assist non-traditional students in their exploration of employment or graduate-level study.