Colin Tuttle’s path to sociology didn’t begin in a classroom—it unfolded across multiple states, careers, and lived experiences -- long before arriving at the University of Iowa to pursue a PhD.

Colin was born in Clovis, California and went to high school in British Columbia, Canada. After graduation, he joined the U.S. Navy, serving for just over eight years with assignments in Washington and Virginia. When his military service ended, he completed a bachelor’s degree at the University of Mary Washington in Fredericksburg, Virginia. He has been a graduate student in our department since Fall 2025.

His interest in sociology grew out of everyday conversations - more than any single defining moment. During his time in the Navy, he was struck by the different paths that brought people into the military. Some spoke about service and patriotism, but many others described joining because it was the most stable option available at the time—shaped by financial strain, unpredictable work schedules, or barriers to education. The overlap of very different life stories within the same institution raised deeper questions about inequality, opportunity, and how structural forces shape “choices.”

That curiosity grew stronger during an independent study project on student veterans during his undergraduate years. The project highlighted the challenges non-traditional students face in higher education, especially when it comes to navigating campus life, building connections, and staying engaged. With encouragement from faculty mentors, that work became a turning point toward graduate study.

Now, Colin’s research brings together sociology of education, veteran studies, and social networks, with a focus on non-traditional students in higher education. A central interest is understanding how students—especially veterans—build connection and belonging in environments often designed around traditional-age college experiences. For many non-traditional students, college can feel like being on the edges of campus life rather than fully inside it. His work aims to better understand those experiences and identify ways institutions can support persistence and engagement.

So far, one of the highlights of graduate study has been quantitative methods courses. With a strong interest in analytical work, he has especially enjoyed learning how different methods work, when to use them, and what their strengths and limitations are. It has been challenging at times, but also exciting to think about how those tools can be used in future research.

Teaching is also a strong interest for Colin. In the final two years of his military service, he served as an instructor, teaching full-time in both lecture and lab settings—often on overnight shifts. Teaching at 4 a.m. is no small task, but it shaped a strong sense of what it takes to keep students engaged in tough conditions. It also reinforced how rewarding teaching can be, especially in moments when something finally “clicks” for a student.

Outside of academia, Colin enjoys spending time reading, especially science fiction. After years living in the Pacific Northwest, he became very fond of spending time outdoors—though the Iowa winter has made that a little harder! He still tries to get outside when he can and has been eyeing the climbing wall at the rec center with plans to finally give it a try!

For incoming graduate students, his advice is simple: stay open. Research interests, opportunities, and even career directions often shift in unexpected ways. A class, a TA role, or a new theoretical perspective can open doors you didn’t even know you were looking for. The key is not shutting those doors too early.