Story #19: Lisa Cortright
This story about Lisa Cortright was originally written in 2018. Today we are re-sharing it to highlight this special alumna as part of our anniversary series!
The term ‘nontraditional’ can be applied to postsecondary students, ages 25 and up, who meet at least one of seven characteristics as defined by the National Center for Education Statistics (NCES): delayed enrollment into postsecondary education; attends college part-time; works full time; is financially independent for financial aid purposes; has dependents other than a spouse; is a single parent; or does not have a high school diploma. After a languishing thirty-year interval, at age 50, Lisa Cortright returned to USC in the Fall of 2015 to complete her undergraduate degree and fits five of the seven distinctions, barring the last two.
Cortright will walk in the 135th commencement ceremony on May 11, 2018, graduating from Dornsife College of Letters, Arts and Science with a Bachelor of Science Degree in GeoDesign. She has an overall GPA of 3.55. Cortright’s strong character and proven abilities make her an outstanding example of someone who possess the five traits of a Trojan: Faithful, Scholarly, Skillful, Courageous and Ambitious. Cortright even has plans to acquire a Masters Degree in Landscape Architecture.
Not only did Cortright return to USC to complete her credentials and advance her educational status, she also recommitted to JEP and the community outreach experience it provides. Our JEP staff member, Sharon Blount—who was a ‘nontraditional’ student before graduating from USC in 2016—interviewed Cortright to find out about her incredible journey back as a USC Trojan.
Blount: As a ‘nontraditional’ student, what were your biggest obstacles in returning to USC?
Cortright: When I first went to the student orientation, the students passing out brochures wouldn’t give me one. They said they were for students. I said, “I am a student.” I’ve also been mistaken for an instructor. There have also been numerous changes in degree requirements since I left USC. I’ve had to take additional General Requirement add-ons and retake some classes, for example, my language requirement. I had already taken two years of Spanish, but the new requirements added an additional year. Well, after thirty years I couldn’t just pick up where I left off. I had to retake all three years. So, I took classes at Saddleback College. I applied as a returning student but wasn’t accepted. I was accepted as new transfer student. I live in Orange County and the commute has been tough. So far, I’ve put 7500 miles on my car commuting just this semester.
Blount: When did you first participate in JEP? What was your motivation?
Cortright: I enrolled at USC in the Fall of 1984 as a 17-year-old freshman, I was undeclared and deciding between Architecture and Graphic Art. I was told to enroll in a Calculus class that turned out to be more challenging than I anticipated. I received a low grade in the class and my GPA sank below the required 3.0. I was in jeopardy of losing my merit scholarship, so when I signed up for Sociology 200 in the Spring of 1985, I signed up for JEP for the extra credit portion. I knew I needed to do everything I could to boost my GPA. That was my only motivation then. Unfortunately, I lost my scholarship and, being the oldest of thirteen kids, my parents did not have the financial means to pay for my education, so I had no choice but to leave USC. There was no freshman forgiveness back then; if there was, I didn’t know about it. I was hired as a Graphic Design Computer Specialist and eventually receive my AA in Graphic Design from Orange Coast College in 1988. I got married in 1989 and had my first child that same year, which delayed my plans for continuing my undergraduate degree. (Cortright has four children, two over the age of 18, both college graduates; and two minor children at home, ages 10 and 16.)
Blount: I know it’s been decades since your first JEP experience, from what you remember, can you share about it?
Cortright: I don’t recall the assignment details; the name of the school, teacher, or the student’s name, but I tutored a second (or third) grade little girl in math and reading. It was a two-hour session once a week. I worked with her in the classroom but off to the side. She always looked forward to me coming. Her confidence grew and I saw my impact on her. I do remember the lasting impression it made on me, which is still fresh in my mind. I may have written a summary at the end of the assignment explaining what I learned.
Blount: Transitioning back into a postsecondary institution can be extremely demanding, especially as a ‘seasoned nontraditional’ student. What was it that impressed you about JEP that motivated you to add the extra work involved? How would you compare your current experience to your earlier experience in 1985?
Cortright: I knew I needed my four-year degree and I wanted to make sure service-learning was included. I knew JEP needed to be a part of it again. Even if it doesn’t change my grade, I will benefit; even with the additional requirements, I would learn. The first time I was more grade motivated. I didn’t have the depth of concern then. This time, even with JEP being offered for extra credit with my Philosophy 166 class, I’m much more community oriented. I did not realize it would be as involved, but I wanted to take advantage of the privilege of being back and being a better example. I knew I wanted to get involved some way. It feels more authentic this time. You’re forced to look in depth at why you’re participating in JEP and to evaluate the different community issues, especially with the series of required essays. I benefitted more this time. I hope the students did too. I had a curiosity about JEP and wanted to know how it progressed from back then.
This semester, I was assigned to Martin Luther King Jr. Elementary School. This time twice a week for one hour. It was a little intimidating at first, but I knew this was important. I knew it was character building. I was disturbed to find a shortage of equipment and supplies for the students. There were twelve books for twenty-four students. I had no idea of the inability to access to equipment. It just didn’t seem right. It forces you to look in depth at why you’re here and evaluate different issues. The students are inspiring. They want to learn yet they are in a situation where they don’t have the means. I was able to get headsets donated to the class for their language lesson. They made a card to thank me. I saw these students who were so motivated. They were like sponges. Their environment was not like mine and they appreciated everything. This time was so inspiring.
Blount: By participating in JEP, what skills were you able to develop and sharpen?
Cortright: JEP is such an awesome program. I’m glad it has grown as it has. I like the new structure. It drives the students to take a deeper look into themselves no matter what their major. It helps you better perform no matter what your career choice. I have a better understanding of my community and the one I’m serving through JEP. My confidence working with larger groups has grown, as well. I have developed more patience and understanding. I appreciate things a lot more. I see unfairness that I wasn’t aware of. It’s changed me for the better.
Blount: In your opinion, since you’ve experienced JEP decades apart in its evolution, what changes did you discover? Does JEP ever get old?
Cortright: When I first signed up for JEP in the 80’s, the requirements were very basic. There was one essay required at the end of the semester to summarize your experience.
I’ll admit, I was not aware of the current JEP requirements when I signed up this semester. I thought the requirements were the same. They’re not. It’s very different. Throughout the assignment more reflective time is asked of the USC students to gage how this experience is impacting them and how they are affecting the population they are serving. Now, there are seven intermittent essays due, group discussions, training sessions, one-on-one chats, in addition to the two hours per week at the site.
Back in the 80’s, USC didn’t need TB testing. Now, the state requires TB testing {for people volunteering with frequent or prolonged contact with school age children. (California Education Code, Section 49406 and California Health and Safety Code, Section 121545).}
I know I will benefit from it, and hopefully it will be a benefit to whomever needs help, despite the additional requirements. Yes, JEP has definitely evolved. It’s not a static entity. I’m already sad that my assignment is over. I miss the class. No, JEP never gets old.