Abraham Baldwin has long been
known as an academic institution that is willing to help those who are willing
to help themselves. This is evidenced by a rapidly growing segment of the
student body, non-traditional students, who wholeheartedly embrace both the
work ethic and a creed of self-improvement. In turn, the college endorses their
efforts, believing that those who are willing to help themselves add a special
dimension to the learning process and should be encouraged to do so.
Approximately 20% of the ABAC
student body is made up of non-traditional students. Many of these
non-traditional students deferred or interrupted their academic goals after
high school for reasons of work, family, and other commitments; others were not
ready for college when they were younger; and many have found that lifelong
learning is required for professional development, active citizenship, and
personal satisfaction.
Abraham Baldwin is committed
to accommodating the needs of the non-traditional students by offering college,
career, and developmental programs at times and places which are convenient. It
acknowledges that most non-traditional students are adult learners who have
family and work responsibilities. Because of this, many have special needs but
quite often possess unique strengths and experiences which enhance the
classroom environment.
Due to its commitment to the
non-traditional student, ABAC has established the Office of Evening and
Off-Campus Programs to coordinate and administer the college’s evening and
off-campus credit programs. The Director serves under the Vice-President and
Dean of Academic Affairs as chief administrator for the planning, improvement,
development, implementation, marketing, and management of these programs. The
Office of Evening and Off-Campus Programs works to foster an environment which
enhances the partnership among administrators, faculty, staff, and
non-traditional students, recognizing that achievement can accrue on a
part-time schedule, that there is more than one way to achieve a degree other
than the traditional path from high school student directly to day full-time
college student, and that learning is often enhanced by the richer context of
experience that adults bring to their studies.