Educating Sandy:  Taking College Correspondence Courses

By Sandy E. Becker

Originally published in Youth Allied By CFIDS, Summer 1996

Whenever I tell people that I took correspondence courses from the University of Michigan, I always hear the same reply: "I didn't even know you could do that!" Well, I did and it worked out quite well.

In late 1991, I contacted the Dean of Undergraduate Admissions at the University of Michigan in my home town of Ann Arbor and explained to him that I was ill but would like to attend school. The University accepted me as a special non-degree undergraduate, and I took one course on campus in early 1992. While I did well in the course, my health and my ability to attend class declined as the semester went on, and I decided that taking another course on campus was not in my best interest.

Later in 1992, I was anxious to continue my education, but uncertain about how to do so. So, I again contacted the Dean of Undergraduate Admissions and explained my situation. He directed me to the Independent Study program at the University, which I had not even known existed. I contacted the Independent Study office and found out more about their services, which sounded like a perfect solution for me. Textbooks and study packets with detailed descriptions of course material and assignments were given to students. Each assignment was to be completed at the student's own pace and delivered to the office when finished. Assignments were then mailed to the professor in charge of the course, who graded and mailed them back to the student. Tests were scheduled at the convenience of the student and taken in privacy in the Independent Study office.

I elected to take two courses this way - an economics course and a calculus course. I was initially given a year to complete each course, but applied for (and was granted) a six-month extension because my health interfered with my ability to complete the courses on time, since I didn't work on my assignments on bad days. If I had questions, I was encouraged to contact my professors. I knew both of their e-mail addresses, so I received prompt feedback from them. Whenever it came time for a test, I called the Independent Study office and asked for an afternoon testing time on whatever day I thought I'd be able to take it. If I had to reschedule the test, I could have done so at any time without penalty.

At the end of each course, I was given a grade and an itty bitty diploma from my professor. My courses count just like regular college courses, since I followed the same program as "regular" students, but just did the work at a slower pace and almost entirely at home. It all worked out very well for me, and I'd encourage others to look into the programs their local colleges or universities have for students with special needs.