Since 2020, BYU Continuing Education has provided opportunities for students who are not formally admitted to BYU to take courses and earn university credit through BYU Evening Classes, the BYU Salt Lake Center, and the Visiting Students Program offered by BYU FlexGE. This program has made it possible for more young members of The Church of Jesus Christ of Latter-day Saints to have a BYU experience as part of their higher education journey.
To better understand what it’s like to be part of the BYU FlexGE program, several past students were interviewed to learn more about their experience.
Chandler Jackson
For Chandler Jackson, the BYU FlexGE program was much more than just a way for him to begin his collegiate studies at BYU; it was the springboard for personal and academic growth. Whether he took a course through BYU Evening Classes or at the BYU Salt Laker Center, he affirmed they “were just as good as any class . . . offered at BYU” because they are BYU courses.
While Chandler was originally planning on attending medical school, the program gave him the room to explore other avenues and helped him reimagine his path going forward. Academic advisors played an essential role in that process. “My counselor . . . helped me out a ton, not only with building my schedule . . . but also with my essays and applying to BYU,” he explained.
Chandler also noted all of the resources that BYU FlexGE provides, such as tutors, teaching assistants, and strong academic advisement that helps set students up for success and teaches them to balance schoolwork and personal life. Chandler encouraged all future students to make use of these resources: “If you use all the tools that are provided to you, then you have the opportunity to become a greater student, a greater leader, and someone who [the world] needs.”
Macy Schild
Growing up in Mission Viejo, California, Macy Schild was always drawn to BYU after attending youth sports camps on campus and visiting family friends in Provo. These experiences left her with “very childhood-like, nostalgic memories at BYU.” However, when it came time to apply for college, she doubted her chances. “I didn’t think I was fit for BYU, or I [thought I] didn’t have the GPA or the work ethic,” she admitted.
Instead, Macy began her studies at BYU–Idaho and then later served a mission. It was during this time that she learned more about the BYU FlexGE program, which offered her a path to Provo. The flexibility of taking classes at the BYU Salt Lake Center and evening classes in Provo made that path possible, but for her, the real difference was the people who supported her along the way. Macy described her academic advisor, Sarah Larson, as life changing, saying, “It was like having a mom here, like a home away from home kind of thing.”
As part of BYU FlexGE, Macy not only was able to improve her grades and polish her application but was also able to become involved in the greater community by joining student council, taking evening classes, and even finding on-campus work. When her BYU acceptance letter finally came, she described it as unforgettable: “I finally did it . . . it was such a rewarding feeling.”
When reflecting on her journey, Macy views BYU FlexGE as the turning point for her both academically and personally. “Honestly, it made me a better student,” she said. “If it’s the BYU experience you’re wanting, you can still get that through the Flex program. You just have to go out there and make the most of it.”
Hallie Whitten
After beginning her college experience at Hillsdale College and then transferring to Utah Valley University, Hallie learned about the BYU FlexGE program after being denied admission twice to BYU. Taking history and religion courses at the BYU Salt Lake Center, Hallie was surprised by how much she loved them. “I had no idea that I would love it so much . . . I loved feeling the spirit on campus in Salt Lake,” she said, recalling how helpful her professors were in bringing the Spirit to class while still engaging deeply in academic subjects.
For Hallie, BYU FlexGe gave her the opportunity to strengthen her application and get support from mentors. “I met with probably four different academic advisors . . . they were so helpful. And Professor McBride offered to write my letter of recommendation.”
Reflecting on her journey through the BYU FlexGE program, Hallie admitted, “I felt inferior to the other students . . . like the imposter syndrome. But then the professors didn’t treat me any differently. I felt just as important as any other student.”
Now, as an admitted BYU student majoring in history, Hallie is grateful for her experience as a BYU FlexGE student: “I don’t take education for granted . . . It’s the exact same classes as fully matriculated students. If it’s an option, for sure, do it.”
Conclusion
The journeys of these three students illustrate the wonderful role that BYU FlexGE can play in helping students pursue both academic and personal growth wherever their education journey takes them. While each of their paths has been different, all three found support from professors, advisors, and peers who encouraged and supported them throughout. Their stories demonstrate how BYU FlexGE is more than just an entry point—it’s an opportunity for students to have a BYU experience that fosters confidence, resilience, and a sense of belonging. For these students and others, BYU FlexGE is the bridge that connects students with a sense of hope and achievement.