Post-traditional learners make up over 60% of enrolled undergraduate students in the U.S. This influx of students is making it crucial for higher education to redevelop teaching methodologies to accommodate non-traditional students and offer support for these students in the geosciences.

Later adult learners, adults over the age of 25, are typically a lower percentage of enrolled students in 4-year universities but are among the most motivated students to obtain their respective degrees. This group’s involvement in the geosciences is crucial for the progression and diversity of the discipline. Job demand is projected to increase by about 5% within the next decade and potentially grow further as the baby boomer generation retires. However, we are seeing a decrease in the enrollment of geoscience students in university systems.

Remodeling the relevancy of the geoscience discipline as a promising career path for later adult learners who are interested in the environment, energy, and community involvement, and discarding elements that can be off-putting or cause non-traditional student disengagement are some of the key pathways to increase the participation of these later adult learners. Rigid scheduling, intensive fieldwork requirements, and lack of diversity are among the top motives to not pursue a degree in geosciences, aside from financial burdens. However, emphasizing realistic, obtainable career paths through a bachelor’s degree and implementing more recognition of prior learning-type programs could be a pragmatic option for reducing a demanding course load. Strengthening and initiating more professional networks within underrepresented groups through educational networks, unions, and professional groups that showcase the success of these non-traditional students allows for the development of a diversified community bond. Additionally, skill sets that can be achieved at different stages in geoscience career paths, along with the financial burdens and gains encountered through completing a degree, have to be clearly articulated. Implementation to this capacity comes down to local departments and must be a continuous, large-scale effort within the geoscience community.

Supporting the development of future geoscientists entails presenting realistic career pathways across all educational levels, addressing internal barriers within academia for later adult learners, and encouraging community establishment of underrepresented groups.

By intentionally creating a more inclusive and flexible education model, the geoscience community can better engage non-traditional learners and everything they have to offer.