Non-traditional No More: Policy Solutions for Adult Learners

Coronavirus (COVID-19) Resources

WICHE is closely monitoring the outbreak of “SARS-CoV-2,” and the disease it causes, which has been named “coronavirus disease 2019” (abbreviated “COVID-19”). To inform and facilitate your response to a rapidly changing situation, WICHE has compiled the following set of resources, which will be updated as new information becomes available.


A project of the Western Interstate Commission for Higher Education (WICHE), with funding from Lumina Foundation for Education, Non-traditional No More is working with five states – Arkansas, Colorado, Nevada, North Dakota, and South Dakota – to identify their “ready adult” population – those adults who are close to having enough credits to obtain a degree but have not yet returned to college.


WICHE-facilitated Meeting in
North Dakota: SEPT 20

Policy staff held a WICHE-facilitated meeting with staff from the North Dakota University System, key higher education leaders in the state, and members of the Adult Learners Council that focused on how the state can identify and bring their "ready adults" - those adults who have previously earned a significant number of college credits but who have not yet returned to campus - back to postsecondary education to complete their credentials. Meeting materials will be available here soon.


NTNM State leader meeting: Sept. 15-16

WICHE hosted policymakers and leaders from numerous states in Denver to share new ideas and successful strategies for serving ready adults. Click here to view the agenda and presentations for the meeting.


Bringing the Stop-outs Back to Campus

Remarks by WICHE's Dr. Demi Michelau are featured in this article entitled "Re-enrolling the Stop-outs: Overcoming the Barriers." She also led an Academic Impressions Webinar on Starting a Stop-out Program on Campus, on September 13, 2010.


CAEL Releases Survey on Prior Learning Assessment

The study by the Council for Adult and Experiential Learning (CAEL) examines how students fare when they receive academic credit for prior learning. To download a copy of the study through CAEL's website, click here.


The project employs two strategies: (1) Identifying Ready Adults and (2) Building a Path to College Success. The first strategy is designed to help states (and institutions) identify their ready adults. This work includes mining state data systems and engaging partnerships with other public or private data system partners to identify each state’s ready adults. The second strategy is comprehensive and focuses on academic policies, financial aid/financing, student support services, and communications (marketing and information strategies designed to reach out to the ready adult population).