In a recent article for the evoLLLution, Luke Dowden (Alamo Colleges District) urges institutions to recognize “non-traditional” students as the norm and redesign programs, policies, and supports to meet their needs. He advocates for an approach to institutional design rooted in empathy, vulnerability, and learner-informed data—one that reflects students’ lived realities, such as caregiving or career shifts, rather than relying solely on demographics. Dowden highlights how institutions can use tools like persona development to better understand learners and integrate supports—such as paid internships and labour market-aligned microcredentials—that foster economic mobility. Passion-driven programs, he adds, do not need to disappear, but should be enriched with pathways to viable careers. “The modern learner isn’t a category—it’s a call to action,” writes Dowden.
