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Older students filling the ranks at regional campuses

Josh Bluhm, 24, a non-traditional student at Miami University-Middletown, pours out a liquid, which contains the fat from chocolate, from a tube during the analysis of chocolate study he is working on in Dr. Susan Marine's undergraduate research lab at the school in Middletown, Ohio Friday Jan. 21, 2011. Staff photo by Pat Auckerman

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By Andy Sedlak, Staff Writer 8:20 PM Sunday, January 23, 2011

MIDDLETOWN — For the first time, nontraditional students make up exactly half of the student body at Miami University Middletown.

Of MUM’s 2,217 students this semester, 1,118 are nontraditional, meaning they are 23 or older, often married with kids and have had some kind of prior education or workforce experience.

“I think that’s reflective of a trend that’s been building for a number of years,” said Jan Toennisson, MUM’s director of public affairs.

In 2002, nontraditional students accounted for 43 percent of MUM’s enrollment. Numbers hovered in that range until nontraditional enrollment increased four percentage points between 2008 and 2009. The numbers continue to increase.

“We have veterans, people who have been laid off, and stay-at-home moms whose kids are finally in school,” Toennisson said. “They come from all over the place.”

Nontraditional students make up 42 percent of Miami’s Hamilton campus. More than half of the enrollment at both Cincinnati State and Sinclair Community College consists of nontraditional students, though the two schools define “nontraditional” differently.

Scott Chapel, 38, represents many bullet points often associated with the nontraditional student. A veteran of the Marine Corps and licensed carpenter for 15 years, he began attending MUM this past September with over 100 credit hours already earned through Kent State and Youngstown State.

He is on pace to graduate in 2012 with a bachelor of integrative studies degree, a new offering at the regional campuses.

“I need something that isn’t so feast or famine,” he said. “I have two small boys so I’ll be in this area at least until they reach adulthood.”

Michael Pratt, dean of Miami’s regional campuses, said students like Chapel could help the chamber of commerce redevelop the area.

“Southwest Ohio should think about these students. They’re here,” Pratt said. “They have their jobs here. Their families are here. They will likely stay here. They’re not looking to leave.”

Bill Triick, president and CEO of the Chamber of Commerce Serving Middletown, Monroe and Trenton, said students of such a pedigree may show employers a renewed sense of dedication.

“Once they finish their studies they’re going to come into the workplace with what I would call ‘real world’ experience,” Triick said. “The fact they’ve settled down here and they’ve gone back to finish their studies shows a lot of maturity.”

BIS degree popular

University officials attribute much of the increase in nontraditional students to the popularity of the new BIS degree. Introduced in 2008, the program was developed on Miami’s regional campuses and is designed to blend workplace skills into the traditional liberal arts and science background through 10 concentrations ranging from organizational leadership to applied kinesiology.

By the spring of 2009, approximately 200 students declared a BIS degree. There are now more than 650.

“Compared to the College of Arts and Sciences at Oxford, there would only be two or three departments that have that many majors,” said Rob Schorman, associate dean for academic affairs. “This is a really large program, even within the university, and it’s really only two and a half years old.”

The degree is attractive to students who have earned an associate’s degree, or have already recorded college hours, and are looking to build up to a bachelor’s.

“I’m focusing like I’m a full-time student, like I’m living in a dorm,” said Youlanda Rogers, 51, who earned her associate’s degree from MUM in 1997 and started in the BIS program this past fall. “I’m living very modest and I’m taking care of business.”

The program consists of three BIS seminars. In the first, students explore how their concentrations will relate to their educational, career and personal goals. In the second, students must complete at least 20 hours of work with a nonprofit agency. During this semester, students reflect on these experiences in journals, presentations or interactive discussions. In the final seminar, students create a project, typically a term paper, tying everything together.

Rogers, who would eventually like to work in collegiate sports or promote healthy lifestyles for youth, is enrolled in her second seminar and is working at an after-school program for girls 8 to 12 years old at Crawford Elementary in Hamilton.

“It’s fast-paced and communication skills are a plus in this program because it’s very reflective,” she said.

Chapel said he eventually wants to work with municipalities and special interest groups on a range of environmental issues. He is working at Hueston Woods near Oxford as part of his service learning.

“The Department of Labor is saying this is the (third fastest) growing field in the nation,” Chapel said. “When I saw the BIS offered it, I kind of jumped on it.”

Chapel called the program “rigorous,” saying that after 15 years as a carpenter and nine months in the Marine Corps, from which he was honorably discharged, he was “rusty.”

“I have a lot of anxiety about my two computer classes, but I will get through it,” he said. “I don’t have the option of dropping classes. At 38 years old, I have to get done.”

Louise Davis, director of the BIS program, said there are a number of “integrative studies” programs around the country, though most are more or less general studies programs and not as structured with three developmental seminars.

“I think we have something pretty unique here,” she said. “This is a 21st century degree that provides students with transferable tools they need to go out and succeed in the changing job market.

Contact this reporter at (513) 705-2871 or asedlak@coxohio.com.

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