Angela Shaver has more trouble coping with every day life than most non-traditional students at The University of Memphis -- she is overcoming a very traumatic and life-changing experience.
Shaver suffered a serious brain injury three years ago when she was thrown off the back of a golf cart.
Now 33, she is a freshman art major and single mother of two boys ages 6 and 14.
For the past three years, she has been trying to put her life back together and re-learn the most basic tasks.
"I had to learn how to be a mom again, learn how to cook again," she said.
Shaver enrolled at The University of Memphis in January and is a full-time student.
"It's rough, it's really rough," Shaver said. "The stress of school, the stress of kids, the stress of my disabilities. I have to work so much harder than the normal person, and it takes me twice as long."
"The hardest things for me are cooking, cleaning, helping my kids with their homework and finding time to do my own homework without staying up all night," Shaver continued. "But, returning to college has been a positive change in my life. I am so thankful to have been given a new start."
Shaver earned an associate's degree in accounting prior to her accident, but because of the deficits caused from her brain injury, she cannot pursue a degree in this field.
According to Shaver, she is constantly making adjustments to keep her life going because her brain injury limits the things that she can do. She has lost math abilities, vision perception of distance, hearing loss in her left ear, and her equilibrium. Shaver says she cannot remember a lot of things, and forgets instructions easily. She finds this very frustrating.
Therefore, she chose to study art.
"Art has always been an interest for me, but more of a hobby than a career path," Shaver said. "I have always had creative artistic abilities. It's funny, but studying art is helping me strengthen my vision perception."
Shaver takes several medications, experiences chronic headaches and has a hard time waking up since her accident, especially if she hasn't gotten enough sleep.
So far she is doing well in school and feels the adult students she has met at the Adult Student Development office on campus have been a big help. Some have picked up her children for her, called to check on her, given encouragement and made early morning wakeup calls.
The Adult Student Development office has a diverse role, providing opportunities for non-traditional students to receive peer mentoring, encouragement and information tailored to their educational needs.
Non-traditional students are defined as adult students who are at least 21 years of age and who have been away from formal education for some time.
The students may hold either a full- or part-time job, have established their own home and assumed roles other than that of traditional students. Adult students are frequently part-time learners since education is often not their primary concern.
Cynthia Culver, a peer counselor interning at the Adult Student Development office, said the office aims to help non-traditional students fit in.
"We want to help adult students meet other students who share the same concerns, to provide a support system for the adult learner," Culver said. "They can generally find any resource they might need here. If not, we will direct them to where they can."
Culver, widowed in 1998, went back to school at age 38. She has two children and is a senior this year.
"Angela really pushes herself," Culver said. "She wants to provide stability for her children. They are very important to her."
Shaver said it helps to know she is a survivor and can take things one day at a time.
