By Tanzania Kennedy
Trinity Times Correspondent

When Josefina Rodriguez first arrived at Trinity College in 1992, campus life was built around close-knit traditions and an out-of-state residential student body. Nearly 25 years later, she returned to a university now shaped by commuter students, evolving traditions and digital learning.

Rodriguez, now a sociology and global affairs double major, originally enrolled at Trinity after graduating from high school. She was on track to graduate in 1996. However, personal circumstances led her to step away from her studies, eventually building a 20-year career as a licensed massage therapist.

In recent years Trinity has been a home for “nontraditional” students who return to finish their degrees after working or raising families. However, Rodriguez stands out because she chose to live on campus, a rare choice for a student over 35.

Trinity’s administration has observed a shift toward an older student body across campus.

“From when I started four years ago until now, we’ve seen a larger older population, not just the typical 18-year-old straight out of high school, but also 60-year-olds returning to school,” said Cindy Lemus, an enrollment services specialist at Trinity.

Living in a dorm again means adjusting to a lifestyle Rodriguez has not seen in two decades. She described the experience of living with 18- to 22-year-olds as “daunting.” 

In 1992, she used a typewriter to turn in assignments. Now, she’s using technology for nearly every part of her coursework.

“I originally came to Trinity with a typewriter, and I thought I was so cool because I had a Brother’s typewriter that had two lines on digital,” Rodriguez said.

“The electronic system Moodle really whacked my noodle for a long time,” Rodriguez added, describing the difference between coming to Trinity in the ’90s and returning in the digital era.

Rodriguez is doing more than adapting to technology; she is redefining her place in the classroom as a “nontraditional student.”

She has remained determined, taking on a rigorous 18-credit semester and often claiming a seat in the front row of her classes.

Rodriguez said she has also become a natural “icebreaker” in classes by asking questions her classmates may hesitate to ask.

“I tend to raise my hand and ask a question, especially if I see a lot of raised eyebrows, because I used to be in that position, and there’s a lot of first-generation college students that don’t feel safe enough or comfortable enough to ask the first question,” she said.

For Rodriguez – who expects to graduate from Trinity in January – this academic push is also a form of recovery. After a car accident resulted in a traumatic brain injury, she decided to pivot careers.

“When my body decided to act its age, I decided that my brain really is as old as you make it,” she explained. “The brain really is neuroplastic. The more you use it, the less you lose it.”

While Rodriguez actively engages in the classroom, building connections outside of it has been more challenging. She admits that many traditional-aged students tend to form friendships within their own age groups, while “nontraditional students” often live off campus, leaving her to navigate the on-campus experience independently.

For students navigating the challenges of returning to the classroom, the Health and Wellness Center provides a wide range of academic and emotional support.

Anne Cosimano, a counselor for the Health and Wellness Center, emphasized the inclusivity of its programs.

“We have counseling for everyone: full-time, part-time, male, female, no matter whether you are taking one class or six,” Cosimano said. 

She added that the center helps bridge gaps for students by connecting them with on- and off-campus resources to ensure they receive the accommodation they need.

Rodriguez has expanded her academic experience through Trinity’s consortium program, taking courses at Georgetown University.

“Being able to study at Georgetown University is as much a privilege as it is to study here,” she told Trinity Times.

Returning to Trinity has allowed Rodriguez to complete her degree and grow in unexpected ways. Through her coursework and academic engagement, she continues to challenge herself, proving that the college experience is defined not by age, but by determination and tenacity.

“Don’t take a break, just slow down,” Rodriguez advised. “If you slow down, you can gain momentum. But if you stop, you lose it. Just keep continuing.