Nontraditional student returns to school after 30 years

At 55, Vicki Weldon is not a traditional student at the University of South Dakota.

Weldon, who is taking two undergraduate classes, currently has a Bachelor of Arts degree in Social Work. Weldon said since the degree is now 30 years old, it doesn’t mean anything in the work force.

Weldon had originally applied to USD’s graduate school to get her masters in English, but was told because she did not have a minor in English she did not have the background to be accepted into the program.

“I didn’t have the background, well on paper anyway,” Weldon said. “I have done a lot of reading on my own.”

Weldon said people who look at her resume may see it as a mix of occupations. She has taught, worked at Barnes and Noble and been a yoga instructor, her current occupation.

Weldon said she did not stay in social work because she felt she didn’t have enough life experience for the job.

“Frankly, having a B.A. in social work at 22 years of age with no life experience, I did not feel comfortable making decisions and advising people about their lives,” Weldon said.

Lindsay Sparks, Assistant Director of Student Services, said each non-traditional student has a unique story for why they chose to come to college at a later point.

“It varies for everyone on timing and what is going on in life and outside of the school stuff,” Sparks said.

Weldon said she does not like being in a workplace that has a hierarchy and would rather work somewhere she can be self-employed. She said she would like to be writer.

“I have a passion, a passion for self expression, but also a passion for never ever having to play those games again,” Weldon said.

Sparks said nontraditional students have the opportunity to be role models to younger students in classes and student organizations, although non-traditional students sometimes have trouble finding their place on campus.

“I think an advantage is you’re a great role model to students, you’re continuing to pursue higher education,” Sparks said. “I think something that is hard is trying to find their place on campus, because when we think of a college student we often think of an 18-24 year old living on or near campus.”

Weldon said a disadvantage she has experienced is not being used to the technology is used for her classes. She said she is scrambling to figure out the technology that her younger counterparts just seem to know.

When it comes to success within classes, Sparks said there is no difference between non-traditional and traditional students—their success is based on determination and time management just like it is for traditional students.

“How they’re spending their non-class time is a big difference between traditional and non-traditional students,” Sparks said.

Weldon said being a non-traditional means she has different priorities right now than other traditional students may have. Weldon said her priority right now is spending time with her grandson and her family.

Weldon said  if she had to do it all over again she would not have gone through high school and college as fast as she did, only spending three years in each.

“I went through high school, college, got married, had a baby, and got divorced by the time I was 22,” Weldon said.

She said she felt as if she had checked off everything on the traditional checklist and didn’t know what to do next.

“My best advice is to stay in school as long as you possibly can, because that’s the only place you’re going to have the freedom to think your own way,” Weldon said.

Weldon said being a non-traditional student makes her see college in a different way than before.

Weldon said when she first went through she did not take as much away from her education as she wishes. She said now if she were to be in a class where she feels she was not learning enough she would try and get even more out of the instructor.

Jenna D’Ottavio is a traditional senior at the USD who has multiple classes with non-traditional students, including Weldon.

“Often they seem more prone to asking probing questions and more involved within our class,” D’Ottavio said.

Weldon said she now takes her education and really tries to learn as much as possible in all her classes. She said while some teachers are passionate, this isn’t always the case.

“You have to take your education,” Weldon said. “Take it and make your teachers teach you.”