The Insect Whisperer’s Second Act

In recent years, academia has placed increasing emphasis on diversity, particularly among students from nontraditional backgrounds. One such student is Christine Crick-Giltner, an entomology student who, in her 50s, returned to formal academic training after a long career in veterinary medicine.

Crick-Giltner’s decision to reenter the academic world highlights the value of lifelong learning and challenges traditional notions of what it means to be an “older” student. Her unique perspective as a nontraditional student has had a profound impact on her field, raising important questions about the role of mentorship in supporting adult learners.

As Crick-Giltner notes, adapting to evolving technologies, assessment styles, and classroom dynamics can be daunting for returning students. However, with the right support system in place, this experience can also be transformative. Academic environments that recognize and value diverse backgrounds and experiences are essential for unlocking the full potential of nontraditional students.

Crick-Giltner’s story underscores the importance of inclusive academic environments that tap into the wealth of knowledge and expertise held by adult learners. In fields like entomology, where applied science and real-world relevance are paramount, the perspectives of returning students are particularly valuable. By embracing nontraditional students, universities can foster a more dynamic and effective learning environment.

Mentorship plays a critical role in supporting nontraditional students, extending beyond guidance and support to recognize their inherent value as contributors to the academic community. As Crick-Giltner observes, being met with the assumption that one belongs and has earned a seat at the table can fundamentally alter the experience of reentry.

Professional maturity brings numerous benefits to academic pursuits, including resilience, time management, and critical engagement with complex material. Experience outside academia enhances interdisciplinary thinking, allowing connections across various fields, such as veterinary medicine, ecology, public health, and conservation. In entomology, where applied science is central, these perspectives matter significantly.

Crick-Giltner’s experience also highlights the importance of lifelong learning in today’s rapidly evolving scientific landscape. As new technologies and discoveries emerge at an unprecedented pace, it’s essential for scientists to remain adaptable and open to new ideas. Nontraditional students like Crick-Giltner demonstrate that it’s never too late to pursue a new passion or area of interest.

As the academic community continues to address issues of diversity, equity, and inclusion, Crick-Giltner’s story serves as a powerful reminder of what we can learn from nontraditional students. By embracing their perspectives and experiences, we can create more inclusive and effective learning environments that benefit everyone involved.

The future of entomology will increasingly rely on recognizing and valuing the contributions of returning students like Crick-Giltner. Their unique blend of experience and expertise will help shape the next generation of scientists and researchers in the field. By embracing diversity, equity, and inclusion, we can create a vibrant and effective scientific community that benefits from the diverse backgrounds and experiences of its members.