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Degrees of determination

Feisty Cambridge College sets a high standard for helping adults build on life experience and go back to school

By Stacy A. TeicherStaff writer of The Christian Science Monitor / April 4, 2000


The U-shaped group of seminar tables in a class here at Cambridge College sport as many soda cans and snack wrappers as notebooks. Students wolf down pizza slices, slouch a bit in their chairs, and talk back to the professor.

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The professor, Paul Harrington, loves every minute of it - because he knows it means his students care.

These adults care so much about their education, in fact, that they are settling in - after a full day's work and perhaps a quick call home - for a 4-1/2-hour marathon of interactive learning. About 20 people come to this every-other-Tuesday class on negotiation and conflict resolution, a mix of lecture, discussion, and role play. Tonight, part of the much-needed comic relief is Mr. Harrington's brief rendition of an aria while students strategize how to hammer out an opera contract for the fictional Sally Soprano.

Some Cambridge College students wear jeans, others wear ties. Some are here for a master's degree, while others haven't yet earned a bachelor's. Their average age is 40. They are parents, immigrants, former drug addicts, teachers, managers. And all of them have found a place that gives them credit, literally, for lessons they've learned in the school of life.

When it started nearly 30 years ago as a program for urban teachers to earn master's degrees while continuing to work, it was among a small group of pioneering adult-learning institutions. Today, with nearly half the college population in the United States over the age of 24, higher education is increasingly looking to schools like Cambridge College to find out how it can supply the "lifelong learners" so desperately needed in an Information Age.

"Cambridge [College] is one of the leading institutions doing adult-learning work in the country; they are very innovative," says Pamela Tate, president of the Chicago-based Council for Adult and Experiential Learning.

To keep classes convenient, the school has 18 satellite sites. Its main campus is a relatively new, four-story brick building with windows that showcase the towers of its much older and more-famous neighbor, Harvard University. On weekdays, the warm yellow hallways are virtually empty, the classrooms dark. But at night and on the weekends, it is a bustling place where people's aspirations are palpable.

"Accrediting agencies and the other colleges [now] truly understand that, for the bulk of the population, different modes of instructional delivery have to be created," says Eileen Moran Brown, the college's founder and president. "We've tried to create an academically excellent, time-efficient, cost-effective education.... More and more, other colleges are turning to us and saying, 'How do you do that?' "

The answer touches upon everything from entry requirements to relationships among faculty, students, and the community.

Reaching those left behind

Serving 2,200 students at any given time, the college targets populations that have been largely excluded from higher education. In 1998, African-Americans and Latinos made up 12 percent and 10 percent of the US population, respectively. Yet they accounted for only 7.5 and 4.7 percent of bachelor's degrees (and 4.7 and 3.4 percent of PhDs).

Cambridge College has an impressive record with these groups: It is the source of 25 percent of the master's degrees granted to African-Americans and Hispanics in Massachusetts (and 1 percent of these degrees nationwide), according to the magazine Black Issues in Higher Education. One-third of students earn less than $25,000 a year.

"I have said all along that college can't just be for the privileged and the lucky," says Ms. Brown. She sees the school in the middle of a continuum between traditional campuses and new 'virtual' universities. Most adults returning to education after a long hiatus don't have four years to wander. What they need, she says, is personal contact and "that initial spate of 'You can do it!' "

Putting the gate at the end instead of the beginning is one way Brown describes the college's approach. Rather than using measures like the SAT, "admissions is really a counseling process," she says. The college has developed a battery of tests and exercises to measure math, reading, and writing skills, but its focus is largely on determining what adults have learned from jobs, family, or community service - things that 18-year-olds might have to learn from a sociology textbook. Students can get into programs with what may seem like few qualifications by traditional measures, but before they get a degree, Brown says, they are held to high standards.