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After 40 Semesters, a Part-Time Student Sees the Finish Line

April 25, 2011, 7:15 pm

Spring is full of stories about who gets into college, but stories about who comes out the other side are just as compelling. Take the one about Kathy Vitzthum. Many students graduate after four or five years; she’s graduating after 19.

Ms. Vitzthum, 48, is a senior accountant for Micrel Inc., a technology company. Next month, she will earn a bachelor’s degree in accounting from Iowa State University. She enrolled there after her boss promised to promote her if she took some accounting courses. That was 1992.

At the time, Ms. Vitzthum’s daughter, Kristina, was eight and her son, Kyle, was six. She decided to take just one course each semester. For years, she studied late at night, after her children and husband, Keith, had gone to sleep. She took her textbooks on family vacations. She turned down many invitations to hang out with friends.

Courtesy Iowa State U.

“They would say, ‘Hey, everybody’s going boating this weekend,’ and I would tell them that I couldn’t come because I had to study for my finals,” she says.

Early on, Ms. Vitzthum struggled in her math courses. All that algebra she learned in high school had evaporated. Some nights she wanted to quit. Her husband encouraged her, and so did her parents, who had a tradition of giving their eight children gifts upon graduating from college.

A while back, Ms. Vitzthum spotted an antique curio cabinet, but she couldn’t afford it. Her father, who was seriously ill, knew he wouldn’t live long enough to see her graduate. He asked his daughter to promise him that she would graduate, and so she did. About 11 years ago, her parents bought her the cabinet—a gift from the future.

Ms. Vitzthum buckled down. Over the years, she met other adult students at Iowa State, but she didn’t get to know them well. “They all came and went,” she says. “They were taking a much more aggressive approach than I was.” Recently, Iowa State’s online offerings have allowed her to double up on courses.

Ms. Vitzthum’s daughter earned a bachelor’s degree in 2005. Her son will earn a nursing degree the same day that she receives her diploma. But first she must study for two last exams, one in Management 478, and another in a course called “Human Development and Family Science.”

Her diploma will bring peace of mind, Ms. Vitzthum says. If she ever lost her job, she knows that she would need a bachelor’s degree to find another one.

And then there’s the curio cabinet, which stands in her living room. “My father said ‘you don’t own this until you graduate,’” she says. “Now, I’ll own it.”

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  • chguk

    Interesting remark about “coming off as too absorbed in the digital world”. It’s the same problem that faces people with multiple disciplinary interests: you could be the best brain surgeon and Chaucer specialist in the world and some (not all) hiring panel members would immediately place you under suspicion. “How can she be brilliant at both? Let’s take the guy who says he spends all his time in the library stacks.”

    But I think you’re right – you have to be careful not to intimidate the Luddites. In fact, downplaying technical expertise works to your advantage down the road. Colleagues will be wowed by your efficiency as you save a bundle of time by /actually being able to edit documents other people have sent you/.

  • jdamerell

    Julie, we’re lucky you decided to give MCC a try. I like what you say here about students, particularly the point about unfulfilled potential and your summary of reasons students may not stay with us.

  • koufax33

    Having been involved w/ both major student affairs professional associations, I’ve seen quite a bit of involvement from CC personnel and sessions related to CCs, particularly at the national conferences, however this is a recent occurrence.
    Most Higher Ed/Student Affairs prep programs spend little time on community colleges, which is a shame. I’ve seen some CC’s make really good efforts to present themselves as desirable workplaces and in many instances, they are the ones hiring right now. You are right about the perceived stigma about working at a CC – that might make for a good column!

  • juliewhite

    Thank you!

  • juliewhite

    I agree that the visibility of community colleges is on the rise, thankfully. However, if you look at the research literature, there is a “higher ed” literature and a (mostly) separate “community college” literature, which is reflective of the relative lack of inclusion of community college issues in many of our graduate programs, as you reference.

    Thank you for the column suggestion! It’s going into my “ideas” folder!

  • missoularedhead

    I grew up thinking that CC’s were for the ‘loser’ students…the slackers in high school who couldn’t get into a ‘real’ school (the CC’s in Montana are called Vo-Techs, and they are definitely vocational). 5 years ago, needing the money, I started adjuncting at the local CC (in California, you trip over them!). Talk about an eyeopener! Not only did I have bright, engaged students, I found their perspectives profoundly refreshing, and the challenge of teaching students who might not be prepared was so very different from my students at the UC. I knew that I wanted to teach, and suddenly, here I was. And like you, Julie, it changed my life. I can’t imagine not being at a CC now.

    Now, if I could just get off the adjunct track!

  • dmazmani

    Well said. There is so much opportunity at community colleges that have gone untapped. Thank you for sharing your experience.

  • http://twitter.com/sdecamillis Susan DeCamillis

    Hi Julie…I’m a first year doctoral student in a Community College Leadership program. Your commitment to the community college mission is encouraging — and exciting for those of us who have worked in this environment and know what good work we are doing for and within our communities. One question: As I look for a dissertation topic, is there one particular area (or I would take a couple of suggestions!!) where additional research is needed — on a national level? I’m leaning in the direction of researching transferability issues — creating a framework for community colleges to ‘standardize’ the general education courses (English, Math, Humanities, etc), with the intent of state universities accepting these courses (we do not have a state-wide educational system) eliminating course duplication, saving taxpayer dollars, etc. Any thought or other directions?

  • lkaplan

    Thank you for this article. I have always been a strong advocate of community colleges. For I am a product of one myself. That is where my love of student affairs stems from. I graduated from a four year instiution with my masters in higher education last May and now I am searching for the next opportunity in this job market. I would also like to pursue a doctorate in higher education one day. I am glad you took the opportunity to explore community colleges. For they are a hidden treasure a lot of people don’t know anything about.

  • crazycoach

    Julie,

    Thanks for your article. I have loved my community college students. One gave me the greatest compliment, “You have taught us skills for life!” :)-Eileen

  • juliewhite

    That is high praise indeed!

  • books4jocks

    Amen. It didn’t occur to me until about a year ago that I should look into teaching in a community college, even though I’ve been teaching and loving developmental education as a TA at a university for 4 years. I wish a professor or flyer or something had alerted me to this world before I got embroiled in a pointless graduate degree: I’d have gone straight for the credentials that would allow me to teach community college right away. I love the adjuncting I do for a local CC.

  • skepticalteach

    It’s about time for CCs to get their due. I’ve been at my CC for 11 years and love it. I began at a Vo-Tech a while ago and saw the same inspiring students I see today. It’s so great to have an educational ‘place’ for students to come in – learn new skills – come back in – use their skills; and on and on.

    With the increase in tuition (oh, and the economy!), we have seen a 20%+ increase over the last several semesters at my CC. I’m still surprised when students say, “who knew there are so many great instructors at a CC”. I’m proud to be be here, and continue to be inspired by students who took that first step across the parking lot to their first class.

  • jeldridge

    Julie,

    I am in a similar position, in terms of my current career path. I am working FT at a community college, pursuing my doctorate, and working on a research proposal for my dissertation. My focus is distance education in the community college. If you are interested, I would love to correspond with someone with a similar focus – my grad school cohort does not include anyone with a CC focus.

    Jennifer Eldridge (jeldridge)
    at forsythtech dot edu :-)

  • laker

    Thanks for your endorsement of the community college. I have been told by many of our alums that the best instruction they received was here. Many faculty at four-year schools have other pressures that their commitment to teaching sometimes suffers. The focus on student success at the community college is, for me, the great differentiater.

  • cowdogz4

    Would that all community college humanities adjunct instructors had full-time gigs elsewhere, or didn’t really need to work full-time, so they could devote full-time effort to their part-time classes. The reality is that part-time humanities faculty is pushing 70% in many community colleges, and the colleges are using adjunct positions primarily to cut expenses and vet potential instructors for the few full-time positions that come available, not to improve the expertise and effectiveness of instruction. “Standardizing” the general education courses (a topic Susan wishes to explore) is already underway, since it makes it easier for the college to exchange the moveable parts (adjunct instructors) for a one-size-fits-all delivery system of the product, whether that is what the individual students need or not. This trend is especially pernicious in the lower-level composition courses. Check out Jeffrey Klausman, “Not Just a Matter of Fairness” TETYC May 2010 and Curtis V. Smith (unpublish diss.) The Impact of Part-Time Faculty on Student Retention, U. of Missouri, 2010.

    That said, yes, the older students at community college are a delight, and the younger students a challenge but wonderfully bright. Now if only the administration and boards of directors could get off the marketplace ideology for education, and back to educative ideology for education, to treat students and faculty both like humans rather than FTEs or “products.”

  • 11274135

    One of the aims of the national Preparing Future Faculty program that started up about 15 years ago was to expose students in research unversity doctoral programs to the various employment options that they were likely to have upon graduation. The university partnered with a community college and a private liberal arts college and maybe with the comprehensive university (Masters granting), and the students had a chance to meet with faculty from all such institutions, to visit campuses, to talk with students, and usually to teach–often a whole course or to team teach for a couple of weeks. This was a revelation to our students, and many of them were quite taken with the students, faculty, mission, and quality of life in the community colleges. And many went on to become successful and satisfied community college faculty. Initially, they really had no idea of what their professional options were.

  • juliewhite

    That sounds like a great program! Do you happen to have any information on whether it’s still continuing, and/or how institutions can get involved?

    Thanks for the comment.

  • muffettrout

    I recently finished my doctorate at the University of Minnesota and was able to participate in multiple Preparing Future Faculty seminars. They were very good, and did everything that 11274135 mentions in the above post. The program still exists, as far as I know, and may be housed in the Center for Teaching and Learning at the University.

    Thanks for an inspring blog post, Julie. After a decade of teaching high school students in the rural Midwest, I found myself at the National Association for Developmental Education’s annual conference. It was there that I became acquainted with the most satisfied teachers I have ever met, and they all worked in community colleges!

  • skellyfenske

    Julie,
    Thanks so much for your post! It really resonated with me as you and I have very similar paths with a student affairs background. I have worked at one of WI’s technical colleges for the past 6 years and it has also changed my life. I never dreamed coming here from a four-year university would be so impactful. I am in the final sprint of doing edits to my dissertation and hope to set a defense date within a month or so! My research revolved around identifying the characteristics of Millennials at two-year colleges and I hope it will be helpful for student affairs professionals in similar positions. There is such a need for a focus on what our field can offer in this very untraditional setting! I often feel like a round peg in a squre hole – but so be it! If I can reach students in a meaningful way, none of the other stuff matters!
    -Susanne
    sfenske@wctc.edu

  • jomiller

    I am very glad that there is a blog presence on The Chronicle for community colleges. I am not so fond of the title, The Two-Year Track. There are many four-year colleges who also offer associate degrees and have “two-year tracks.” The use of the word “track” instead of “degree” may indicate, again, that those in charge feel the predominate two-year college degree (e.g., the associate degree, in some form or fashion–AA, AS, AAS, etc.) lacks validity. However, having another place to communicate about the strengths and challenges of community college life is still a great idea.

    Maxcg asks about the job prospects for faculty with master’s degrees as opposed to PhDs at community colleges. I am a Dean, in the health sciences, and I have a M.Ed., plus everything except the dissertation for the PhD. After 21 years as dean, nobody is “making” me finish the PhD, but I would be lying if I said it doesn’t make a difference. PhDs are still preferred, especially in academic leadership positions and in all faculty positions, such as the liberal arts, where there is an abundance of PhD candidates available. In health sciences, we are thrilled to find candidates with both significant work experience and master’s degrees. I do not have any PhD faculty.

    I am not sure the PhD is always a bonus in the day-to-day teaching of community college students–sometimes the strong academic background and years of college completed by the faculty member is a silent barrier to someone struggling with entry-level course work. A good teacher, regardless of degree, overcomes such barriers and turns them into positives. A faculty member with a PhD, who is not a good teacher (or scholar, or community servant), is an asset only in the back of the catalog where faculty and pedigrees are listed! Unfortunately, community colleges rarely support pure scholarship, and teaching 4-5 courses each semester leaves little “side” time for those pursuits. Some faculty with PhDs become frustrated when they want to continue their research and writing, and find so little support other than pats-on-the-back.

  • juliewhite

    Your study sounds interesting. Good luck with your defense!

  • juliewhite

    Thanks, MJ! That example from your PhD program is appalling. I am so glad you persevered in studying the experiences of community college students!

  • meman

    If I could take a different spin on this article–I wondered how as an adjunct instructor the author can draw conclusions comparing it to teaching at a four-year institution? If she isn’t teaching full time at a CC, then how can she know the burden of the incredible workload of teaching full time? Many of those who commented are also adjuncts or came to CC teaching from a CC or vo/tech background. I’m wondering what it’s like to go from a being a full-time faculty member at a four-year liberal arts college to teaching full-time at a CC.

    I’m in that situation now–considering an opportunity from a CC after many years teaching at private and public four-year institutions. The CC job opening is one where I would come in and start a program mostly from scratch–and that type of thing excites someone treading water at a liberal arts school that does the same old thing over and over. I know why they really want me–because I’ve built a successful program–but it does feel like a step backward to go to a CC.

    In my preliminary dealings with the CC staff and faculty they are super secretive, won’t answer questions out of fear of saying something illegal, are completely impersonal and sound robotic in any conversation. The search committee is made up of people who have nothing to do with my field of study, even though there are a couple staff members on campus who teach adjunct courses in that department. Why is a non-teaching admissions employee on the committee but not the people who teach classes in the area? There is no set budget for the new program–with them saying they are “waiting for the right person to be hired” before they ask the state to fund it! The pay range is much lower than my current job (they say they can’t quote a specific salary since that’s negotiated after I accept the offer!?! Are they serious?). The course load is heavier. The classes are about twice as large. The controversy over collective bargaining is threatening to make the faculty’s benefits decrease. And they don’t pay travel expenses for the out-of-state job interview!

    I’m interested purely because I’d love to start a program from scratch–but are there any positives of working at a CC?

    I can’t seem to find any yet, and I’ve spent years guest lecturing each semester to a CC class as well as teaching students that transfer from CCs. My many experiences have been mostly negative. Whether young or non-traditional, they are often the laziest, least motivated students in the four-year classroom. They expect everything to be done for them, don’t seem to care about deadlines and haven’t developed critical thinking skills. They like technology and projects that are fun, but even then are unable to put together something that comes close to students who started at a four-year school. The CC students have very low expectations of themselves but very high expectations of others doing things for them. Yes, there will be the one or two outstanding over-achievers who went to CC due to finances and then brought their gifts to the four-year level, but for the most part the CC students seem ill-prepared for higher education or even the real world.

    I’m not trying to insult anyone who works in the CC system–it seems like a very difficult job and I admire those who take up the challenge. But this job search process has reinforced the stereotyped CC image. Is there anything I’m missing? Why should I give CC teaching a try? I understand with my current attitude that I probably shouldn’t be working there but I also feel I may just be the thing that place needs. I am very willing to listen to those that can give solid examples of full-time CC experiences, especially if you used to work full time at a four-year institution. Thanks for your help.

  • juliewhite

    Meman,
    I do work full-time at a community college. My full-time job is in student services, as an administrator managing our counseling and advising services and programs. In addition, I am an adjunct instructor of sociology. My work prior to the community college included positions at four-year public and private institutions, again, in student services, not as a teaching faculty.

    However, I do not have the experience, of moving from a full-time faculty position at a four-year liberal arts college to teaching full time at a community college, about which you are seeking insight. You may want to check out posts by the other 2-Year Track Bloggers (Rob Jenkins, Isaac Sweeney, and Eliana Osborn) for insights.

    I will just say that my experiences with community college students, both in and out of the classroom, is not consistent with what you report, so, like they say when you buy a new car, “your mileage may vary.”

    Best of luck to you in your career path.

  • farmboy

    What a Great Story !!

  • iris411

    Good lord, she beats me. I thought I was persistent…but not up to snuff compared with Ms. Vitzthum.

  • kherndon

    You go, Kathy! I’m 48, finishing my second master’s while working fulltime and taking care of a family, and am finally preparing to apply to a PhD program. One course at a time really can work, particularly if you have the support of loved ones and your institution.

  • georwes

    Kudos, Ms. Vitzthum!

  • happyprof

    Fantastic story. So many people say they will go back someday, few have the guts to follow through. Congratulations, Ms. Vitzthum.

  • 11317836

    Bravo! Great story. Persistence really does pay, and that curio cabinet is truly a gift of love.

  • katybrandes

    Congratulations! We tell students every day that it can be done with persistence. Her story is living proof!

  • agagliardi

    As an adult student working on a 25-year degree, I thank the Chronicle for such a motivational story. Congratulations, Kathy, from adult students everywhere!

  • akprof

    This has got to be a first – not one negative or snarky comment. Congrats to Ms. Vitzthum – and the the commenters on this article. It’s nice to have a totally feel-good story!

  • MasterMAMA

    As a single mom working toward my Ph.D., Kathy gives me hope that with persistence, ambition, and drive we can all achieve our goals. A big woot! woot! for SuperMama–Kathy Vitzthum!!!

  • kath68911

    thats a great story… as I was thinking about how long it will take me to complete my degree and how it’s not soon enough.
    Bravo

  • http://twitter.com/BritMichael Brittany michael

    I hope to never be in school this long!

  • crhoppes

    I’m honored to work everyday with students who share Ms. Vitzhum’s persistence and commitment. On Thursday, we’ll celebrate their milestones at commencement and I’ll once again be reminded why this is really a great way to spend a career! Congratulations to all who, despite the odds, have never given up on the dream of a bachelor’s degree!

  • wilkenslibrary

    I have a license plate that says PHDAT50! Yay for life-long learners!!!

  • laurel86

    This is such a wonderful story!

  • burger1376

    For all the criticism US universities get, and most of this criticism comes from Americans who haven’t experienced higher education in other nations, US universities still are superior to anything in Asia. I studied at Nanjing University in China and have tutored students from Peking University, Renmin University, and even Qinghua University. When American students study most of their hours in schoo, partying the rest of course, Chinese students spend most of their time playing video games. Even when I went to Nanjing University, most of the classes were empty, because students are not required to go to class. Most of the time they copy papers from the internet, and the professor doesn’t care. I have friends from Japan and Korea who say their universities are similar to that of China. I can’t claim to know much about european universities, but so far, Asian universities have not impressed me. I know a computer science student from Chongqing who couldn’t reformat a computer. Americans can criticise themselves, but they also need perspective. We have room to grow, but Asia, at least, is not catching up with us.