From Non-Traditional Learners to the New Traditional Learners: Investing in America’s Future Workforce

Title: Online by Design: Improving Career Connection for Today’s Learners

Authors: William Carroll and Brenae Smith

Source: The Center for Higher Education Policy and Practice

The Center for Higher Education Policy and Practice (CHEPP) recently published a report on building new career services and strengthening work-based learning strategies for the ever-growing share of adult, working, and online learners at institutions of higher education.

CHEPP found that “new traditional learners”—which represent the one-third of all students who are adult learners, the two-thirds of all students who are working while in school, and the more than half that are enrolled in online courses—face increasing barriers to four-year institution’s traditional in-person career services. Research shows that work-based learning improves career and employment outcomes upon graduation, yet these opportunities are significantly difficult to pursue for online learners and working adults who cannot forgo their online status, working hours or wages to participate.

The report introduces a taxonomy of career connection strategies which categorize effective programs that can be implemented by colleges and integrated into curriculum to better serve new traditional learners.

Some of the key strategies outlined in the taxonomy include:

• Workforce-aligned curriculum: Learning outcomes of a program are mapped to specific career skills and competencies.
• Career exploration, exposure, and skills assessment: Institutions can create individualized and efficient pathways towards student career goals based on prior learning, work experience, and certifications.
• Career services and advising: Institutions can utilize community employer partnerships to provide more meaningful resume development, professional development, and career exposure programming.
• Work-based learning: Institutions are responsible for alleviating barriers to entry in work-based learning that affect new traditional learners, like adequate compensation, connecting students with relevant and authentic work experience, and comprehensive supports through mentorship.

The report concludes that ultimately better data is needed on this relatively new student group and how these groups interact with career strategies. Further data will inform institutions and policymakers which strategies are most effective. CHEPP also finds that while there are substantial trade-offs when prioritizing new traditional learners, bolstering the integration and accessibility of career connection strategies will only strengthen the nation’s workforce.

Read the full report here.

—Harper Davis