non traditional students - uca · 2017. 11. 15. · nontraditional student “anybody who didn’t...
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Work part-time or full-time
Business owner
ParentCaregiver
Aiming for first careerVictim of a lay-off
Coming off active duty
High school drop-out
Home-schooler
Stay-at-home parent
First generation student
Recently divorced
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NONTRADITIONAL STUDENT
“Anybody who didn’t follow the ‘set path’ right
out of high school,
or has experienced delays in their education.“ --Nadine Whitehead, UCA nontraditional student
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NONTRADITIONAL STUDENT
• Delayed enrollment into postsecondary education;
• Attends college part-time;
• Works full-time (35 hours+ per week while enrolled);
• Financially independent for purposes of determining eligibility for financial aid;
• Has dependents other than a spouse (usually children, may also be caregivers of sick or elderly);
• A single parent (not married or married but separated and has dependents);
• And/or does not have a high school diploma (Has GED, high school completion certificate, or
didn’t finish).
NATIONAL CENTER FOR EDUCATION STATISTICS
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NONTRADITIONAL STUDENT
ONE WHO HAS STARTED A DEGREE BUT
FAILED TO GRADUATE
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In 2012 8 million entire student enrollment in 4 year public
colleges/universities
In 2012 10 million former higher education students between
the ages of 25-34
http://er.educause.edu/articles/2014/9/using-technology-to-engage-the-nontraditional-student
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WHY RETURN?•Career advancement… better job, higher salary, better quality of life
•Increase knowledge
•Increase literacy
•Civic education
•Increase technology knowledge
•Leisure
•Community based social-action initiatives
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HOW THEY CHALLENGE EDUCATION
•They request flexibility
•They expect to be accommodated
•They desire online degree programs
•They bring rich life experiences and diversity
•They request relevant course - work and degree programs
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CHALLENGES•SITUATIONAL – Access, finances, childcare, transportation, time
•INSTITUTIONAL- Scheduling, transportation, course material,
bureaucratic issues, course requirements, excessive admission fees
•DISPOSITIONAL – Student perceptions of their ability to access
and complete learning activities. Anxiety, fear, negativity, peer
perception, lack of interest.
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STUDENTS’ REMARKS• Technology is a big barrier, learning how to
navigate through blackboard and portals (i.e.
My UCA)
• Desks are uncomfortable and whoever is
making the purchases should have to sit in
one
• Knowing the resources available on campus
for nontraditional students
• Reading schedules and knowing how to
find the proper class that is on the
schedule, it’s confusing
• I do not feel a sense of belonging on
campus when on campus. There’s a
disconnect in the classroom with the
traditional students; it’s almost like we
have ‘nontraditional’ or ‘old’ written on our
forehead
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UCA NONTRADITIONAL STUDENTS’ NEEDS
•Nontraditional Student Office with lounge area, lockers, computer outlets
• Fulltime employee to operate Nontraditional Student Office, access and empathy
• Line item in UCA budget
•Affordable and accessible childcare
•Affordable family housing
•Reasonable seating in classrooms
•Empathy
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HIGHER EDUCATION ACTION•Special nontraditional cohorts for group support (orientation, re-
entry seminars, study skills)
•Single point of campus contact that connects the student to
library, tutor, tech support, financial aid, and other services
•Shorter class terms, hybrid learning experiences, less rigid
attendance requirements
•A degree audit – course required, time estimate to finish, cost
estimate
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“We have to find a way to create the conditions where students can stay
focused, on task, and be able to complete their credential in a
reasonable amount of time so that they can benefit from actually
having that credential.”
Jamie Merisotis, Lumina foundation for education
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HIGHER EDUCATION ACTION
•Extend student services hours or provide a 24/7 hotline/online
link, integrate services into courses
•Mentor and life coaches to help overcome dispositional barriers
•Flexible entry and exit points
•Recognize previous higher education credits (transfer) and life’s
experiences (Prior Learning Assessment)
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APPLICATION
•Reflect on today’s information and conversations
•Identify personal biases and/or challenges when working with nontraditional students
•Ask yourself…how can I impact those in my ‘circle of influence’ with regard to the nontraditional population?
•Work to ensure students are respected and valued as individuals
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ACADEMIC SUCCESS IN HIGHER EDUCATION
•Gain in economic and personal benefits
•Social, political, and economic benefits for a broader
society
•Stronger America