Nontraditional Graduate Research Articles

Leveraging Flexible Trajectories to Meet the Needs of Non-Traditional Graduate Students in Master of Education Degree Programs

Leveraging Flexible Trajectories to Meet the Needs of Non-Traditional Graduate Students in Master of Education Degree Programs

The good, the bad, the ugly: Predictors of positive and negative experiences of traditional and nontraditional graduate students

Nontraditional students pursuing an advanced degree face unique challenges as compared to full-time traditional students. Current and former masters and PhD students ( N = 266) were surveyed to examine differences in their educational experiences and emotional outcomes, and determinants of their positive and negative graduate education experiences. Traditional and nontraditional students differed significantly on most of the variables. Compared to traditional students, nontraditional students reported higher positive emotional experiences. Simple linear ordinary least squares (OLS) regression models were used to examine the determinants of positive and negative experiences during graduate education. Self-fulfillment motives were the strongest predictors of positive emotional experiences, while stress and anxiety uniformly predicted negative experiences; with variability in determinants of emotional experiences between traditional and nontraditional students.

Creating Pathways for Nontraditional Graduate Students

As past and present nontraditional students, our group of authors experienced firsthand a range of hurdles in our pursuit of ocean science graduate studies. Some of us attended graduate school while working full time in our fields as a means to advance our careers. Others returned to graduate school to pursue a second career in a new field. Combining our experiences with broader demographic information (Wendler et al., 2010) led us to define nontraditional ocean science graduate students as any of the following: mid-career professionals pursuing graduate degrees for career advancement and those who are embarking on a second career, hold an undergraduate degree outside of STEM, are in their thirties or older, or are balancing school with work and/or family responsibilities. While we highlight these characteristics, we recognize that there are others who self-identify as nontraditional, such as those facing a serious medical condition or disability. We hope that by sharing ways to remove barriers to entry, retention, and advancement for nontraditional students, our field will become more inclusive, equitable, and diverse.

Nontraditional post-baccalaureate students: How to better provide support for perceived mental health needs

Objective: Mental health is noted as a central indicator of academic success. This study explored the perceived mental health needs of nontraditional post-baccalaureate students and what may increase their abilities to meet these needs. Participants: Participants (n = 79) were students at a mid-sized Midwestern university enrolled in identified nontraditional programs targeting students who previously obtained a bachelor’s degree and nontraditional graduate students. Method: Participants completed an online survey assessing perceived mental health needs, service utilization, and potential barriers to service utilization. Surveys were analyzed using descriptive analysis, coding qualitative data, and two-tailed correlations. Results: Results demonstrated nontraditional post-baccalaureate students perceive themselves as having mental health needs due to stress and time constraints. Participants’ responses reflected 5 areas that may help increase mental health service utilization. Conclusions: Results indicate nontraditional post-baccalaureate students have perceived unmet mental health needs. Ways to help meet these needs are discussed.

A comparison of the academic performance of graduate entry and undergraduate entry pharmacy students at the course exit level

IntroductionGraduate entry (GE) pharmacy students are trained in a shorter timeframe than undergraduate entry (UE) students. This study compares the academic performance of GE and UE pharmacy students at the course exit point. MethodsA retrospective analysis of final exam grades in written and objective structured clinical examination (OSCE) was performed between GE and UE students from three graduating cohorts. Final written examination contained clinical case study questions, whereas OSCE involved role play with simulated patients or doctors. Statistical analyses were performed by t-test and one-way analysis of variance at .05 significance level and Pearson's correlation coefficient. ResultsNo significant difference in academic performance was seen between GE and UE groups at course exit (P > .05). There was a trend for GE students performing marginally better in OSCE than UE students. Females showed better performances in verbal communication than males. GE males showed significantly lower empathy scores than all other groups. No significant difference was seen in problem-solving scores amongst all groups. Both UE and GE groups scored significantly better in written examinations compared with OSCE. ConclusionsGraduate entry pharmacy students from accelerated learning pathway and UE students performed similarly at the course exit point, providing empirical support for non-traditional graduate entry pathway as a viable option.

Work-Life Management Challenges for Graduate Students of Color at an HBCU During a Pandemic

This article expands the student work-life discussion to include nontraditional graduate students of color. The Afrocentric theory is used as a conceptual framework. A collaborative inquiry approach was used to capture the reflections and experiences of three urban graduate students of color matriculating at a historically Black university during a pandemic. Six themes emerged: COVID-19, ties that bind, financial responsibility, linked fate, mental and physical well-being, and student work-life management. The article concludes with implications for education, research, and policy.

Examining nontraditional graduate students' experiences with video feedback in a fully online course

This study examined the effects of feedback type and treatment order on nontraditional graduate students' perceptions of instructor-provided feedback in a fully online instructional design course. The graduate students were provided with video feedback and text feedback for four interconnected instructional design document assignments. A mixed design was utilized with feedback type as within-subjects factor and treatment order as between-subjects factor. Further, an inductive analysis approach with open coding was used to analyze the data from open-response items. The quantitative results demonstrated that the interaction between feedback type and treatment order was significant for perceived learning, feedback quality, presentation format, and engagement with feedback. The qualitative findings revealed that the students in both groups acknowledged the value of receiving video and text feedback, and identified several benefits and drawbacks of working with each feedback type.

A pilot practice-based outcomes evaluation of low-intensity cognitive behavioural interventions delivered by postgraduate trainees to children and young people with mild to moderate anxiety or low mood: an efficient way forward in mental health care?

AbstractAnxiety and depression affect a significant number of children and young people (CYP) and can have a far reaching and long-lasting impact. Cognitive behavioural (CB) interventions can be effective for treating anxiety and depression in CYP but are difficult to access. Recent government policy in England seeks to train a non-traditional graduate workforce to deliver a range of CB interventions for mild to moderate anxiety and depression to CYP, in community settings. This practice-based evaluation aimed to estimate the effectiveness of CB interventions delivered by postgraduate trainees undertaking training in a range of CB interventions for mild to moderate anxiety and depression whilst on placement in schools or community Child and Adolescent Mental Health Services (CAMHS). Self- and parent-reported routine outcome measures (ROMS) were completed pre- and post-intervention, including measures of symptom severity, symptom impact and goal achievement. Significant improvements were demonstrated across all self and parent-reported measures post-intervention, with mean scores falling firmly in the non-clinical range, a significant reduction in the proportion of CYP in the clinical range on measures, and predominantly medium to large effect sizes. Results are promising in terms of the capacity to train a graduate workforce to deliver a range of low-intensity CB interventions to CYP experiencing mild to moderate depression or anxiety-based difficulties in either CAMHS or school settings, increasing capacity across the system. The current practice-based evaluation also supports the potential effectiveness of current training models/programmes. Further research is needed in terms of long-term outcomes and to compare outcomes between settings, interventions, and demographic groups.Key learning aims(1)To understand the potential prevalence rates of mental health difficulties in children and young people in England, and their wider impact.(2)Critical awareness of the evidence base for cognitive and behavioural interventions for depression and anxiety in children and young people.(3)Awareness of gaps in access to evidence-based psychological interventions for children and young people in England.(4)Knowledge of emerging graduate-level low-intensity psychological practitioner roles in England.(5)Awareness of the emerging evidence base for the estimated effectiveness of low-intensity cognitive and behavioural interventions delivered to children and young people by graduate-level practitioners in schools and community mental health settings.

Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Direct affectiveness surfaced where participants showed a strong emotional need to make connections with instructors and peers. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students’ satisfaction with online learning. Implications for research and practice are discussed.

Examining the Predictive Validity of the Health Sciences Reasoning Test (HSRT) in a Nontraditional Graduate OT Program

Abstract Date Presented 03/28/20 The purpose of this study was to determine whether the HSRT predicts student success. The data was analyzed using an ordinal logistic regression and a Spearman’s rho correlation coefficient. Statistical analyses revealed that the HSRT is not a valid predictor of student success, and there is also a weak relationship between the HSRT and student success. The HSRT can be further studied with other admission tools to determine what most accurately measures student success in a graduate OT program. Primary Author and Speaker: Kathryn Kendrick Additional Authors and Speakers: Joanna Such, Aileen Burke Contributing Authors: Catherine Cavaliere, Pamela Story

Beyond bricks and mortar: a qualitative examination of factors influencing diffusion of an innovative PETE graduate program

ABSTRACT As novel approaches to post-graduate education emerge and professional learning concepts evolve, there is a need for additional research investigating the processes by which physical education teacher education (PETE) faculty and administrators conceptualise and launch non-traditional graduate programming. The purpose of this study was to investigate stakeholders’ perceptions of the factors influencing the diffusion of a one-year, contextually based, full-immersion master’s degree in PE. Six stakeholders, including individuals from a mid-sized university, a global fitness corporation, and a rural K-12 school district all located within the United States, participated in semi-structured interviews. Deductive content analysis methods were used to analyse the data. Utilising Roger’s Attributes of Innovation, eleven sub-themes emerged. Findings represent stakeholders’ perceptions of facilitators and barriers to the implementation and diffusion of an innovative effort to deliver graduate education. Challenges and lessons learned provide insight for PETE faculty and administrators seeking to expand graduate education beyond bricks and mortar.

The State of Prior Learning Assessment in Graduate Education in the United States

Prior Learning Assessment (PLA) has been available at the undergraduate level for decades. This article provides information to encourage institutions to consider implementing graduate-level PLA. It provides an analysis of the increasing demand for graduate education in the U.S. and shows the growing number of non-traditional graduate students who could potentially benefit from graduate-level PLA. It also focuses on graduate-level PLA that has been adopted at some public, private, and for-profit institutions who follow the policies or guidelines established for PLA credit at their regional accrediting bodies. The need for graduate level PLA is evident, and though many schools have started offering graduate level PLA it is still not common in universities across the United States.

Modulations by Nontraditional Graduate Students to Overcome Imposed Withdrawal

Failure to thrive among nontraditional graduate students—whether by attrition, degree noncompletion, or failure—may represent an inability to manage competing demands rather than an inability to perform academically. University personnel have considered themselves limited in the ability to support non-traditional students to overcome nonacademic barriers to persistence and degree completion. However, nontraditional graduate students possess a capacity to change in order to participate successfully in higher education, and university personnel can positively inform such changes. This study examined the experiences of nine students who overcame imposed withdrawal (i.e., dismissal or academic disqualification) and continued successfully or completed a graduate degree. An analysis of interview transcripts revealed eight change attribution themes demonstrating how nontraditional students enacted several changes to themselves or their approaches to learning and how they shared responsibility for changing in their relations to others—all as an effort to overcome failure and to succeed academically.

Environmental Nutrition: A Registered Dietitian Nutritionist-led Graduate Degree Program Designed for a Niche Student Population

Upon completion, participant will recognize that registered dietitian nutritionists can lead non-traditional graduate degree programs.

IDENTIFYING STUDENT ATTITUDES AND LEARNING STYLES IN DISTANCE EDUCATION

As universities and businesses move toward the use of online education and training, there is need to discover how to make this alternative both more attractive and viable for different populations. Our research efforts examined the cluster of opinions held by students, with respect to technology and its application to education, across two populations: traditional college undergraduate students and adult learners (nontraditional graduate students). None of the students had any experience with online coursework. Q-methodology was used to identify opinions, shared among students, on issues they considered important about the application of technology to course instruction. This research suggests approaches on how an educational program might fine tune its online delivery for maximum suitability and acceptability to the broadest group of learners in post-secondary education.

Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden

The aim of this article is to examine non-traditional graduates’ life transitions before, during, and after higher education (HE) in Sweden. The article builds on a theory called biographical work, which is used for understanding non-traditional graduates’ identity formation and transformation. The article is based on the narratives of two non-traditional graduates who were selected from biographical interviews with nine non-traditional graduates, 2–5 years after graduation from HE. By exploring significant events, learning paths and the formation and transformation of identities in the two graduates’ lives, we identified two expressions of their ongoing life transitions: being in recurrent formation and being in constant transition. Being in recurrent formation means returning to well-known paths in life and learning reactively by reflecting on experiences, whereas being in constant transition means a constant focus on what is next in life and a constant commuting between reactive and proactive learning, i.e. by both reflecting on experiences and preparing oneself for the next move. In the article, we discuss what it means to be in transition as a non-traditional graduate. We conclude that the theory of biographical work helps to understand identity formation and transformation processes in periods of transition, and also how periods of transition occur as parts of biographical learning.

Technology-Enhanced Project-Based Learning: A Platform for Graduate Student Research and Outreach on Campus and in the Community

Linguists are well positioned to carry out community engagement work, not only as individual scholars but also through our teaching, in ways that can be particularly appealing to and beneficial for underrepresented students. I describe my work in the interdisciplinary PhD program in Language, Literacy & Culture at the University of Maryland, Baltimore County (UMBC), where the graduate population consists of substantial numbers of underrepresented and nontraditional graduate students. Many of our students work in the K-12 arena, on local college and community college campuses, in government organizations, and in nonprofits; as a result, they are often eager to engage in academic work that promotes social justice and seeks to address the social inequalities they confront in their personal and professional lives. To that end, I discuss how my doctoral sociolinguistics seminar, “Language in Diverse Schools and Communities” (LiDSC), is designed as a launch pad for graduate students to carry out projects that raise awareness of linguistic issues among the broader public, in general and in higher education, that also engage students in direct academic research. Students in LiDSC, structured to follow the principles of Project-Based Learning (PBL), are guided to engage in active, inquiry-based learning that often results in tangible, applied products. In two iterations of the course, my students and I produced four podcasts based on original research about language variation and a short film that highlighted linguistic diversity on campus. Through these projects, students learned firsthand the processes of sociolinguistic data collection, from research design and ethical considerations to selecting appropriate methods and communicating findings to broader audiences. In addition, by integrating the use of technology into the PBL experience, students produced shareable products that appeal to the public and thereby serve as an effective means for raising awareness of language variation, both inside and outside of academia.

Book Review: How to use emotional, cultural, and spiritual intelligence to mentor doctoral learners: Best practices and tools to help mentors and doctoral learners navigate the dissertation process by McCollum, W. R.

McCollum, W. R. (2014). How to use emotional, cultural, and spiritual intelligence to mentor doctoral learners: Best practices and tools to help mentors and doctoral learners navigate the dissertation process. Fort Washington, MD: McCollum Enterprises. 439 pp. ISBN: 978-0-9791406-5-5 (paperback, large print) Graduate school attrition rates of 40% to 50% raise concern for mentors and mentees struggling to beat these odds. Poor self-esteem, inadequate preparation, limited finances, and dysfunctional social supports are common barriers, especially for underserved, nontraditional graduate students. In How to Use Emotional, Cultural, and Spiritual Intelligence, Walter McCollum (2014) contends that emotional, cultural, and spiritual intelligence facilitates the successful navigation through the dissertation process. Combining theory, practice, and experience, McCollum defines successful mentoring as the ability to create opportunities and environments that provide clear expectations, tools, and support for graduate students. Relying on his experience with underserved, nontraditional online doctoral students, he offers mentors and mentees best practices for reducing the attrition rates. The first chapter, Emotional Intelligence is the Heart of Mentoring Doctoral Learners, briefly summarizes the literature on emotional intelligence. Preferring Goleman's (2000) emotional intelligence model because it measures the personal competence, empathy, and social skills of the mentor and mentee, McCollum (2014) uses his personal assessment scores to illustrate the development of his mentoring practices. He suggests that mentors with high emotional intelligence possess competencies to create the opportunities mentees need to succeed. In the second chapter, Using Cultural Intelligence as a Critical Success Factor to Mentor Doctoral Learners, McCollum (2014) defines cultural intelligence as the ability to grasp what makes all people human and different at the same time. Acknowledging the changing global demographic in traditional and nontraditional doctoral programs, he asserts that cultural intelligence is a vital component for a successful mentoring relationship. He views mentoring as the bridge between interpersonal differences and cultural intelligence as the key to avoiding misunderstanding and conflict within a mentoring relationship. In Chapter 3, Aligning Spiritual Intelligence Principles With the Dissertation Process, McCollum (2014) admits that research is sparse and finding a definition for spiritual intelligence is difficult. Settling on Sisk and Torrance's (2001) definition of spiritual intelligence as a sensory approach to problem-solving and learning that listens to one's inner voice, McCollum presents qualities evident in those with spiritual intelligence. …

A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs

The purpose of this study was to explore the differences in perceived stress and coping styles among non-traditional graduate students in both on-campus and distance-learning programs. The study employed a quantitative causal-comparative design that involved collecting survey data. The sample consisted of 36 non-traditional graduate students who enrolled in distance learning classes along with 36 non-traditional students attending traditional on-campus courses in a graduate program. For statistical analyses, t-test and multiple linear regressions were conducted to simultaneously assess the effects of group membership and all demographic variables on each of the dependent variables (stress level and coping style). An alpha level of .05 was used to test statistical significance. Overall, there is no significant difference between the coping styles and the perceived stress levels of non-traditional graduate students who enrolled in distance-learning and on-campus programs.

An empirical analysis that forecast a high likelihood of emergency loan need between ages 27-41 among graduate students for policy decisions

The increase in graduate schools’ enrollments due to the global recession poses a complex challenge for graduate school deans and policy decisions. The data indicate that between the ages 27 to 41 emergency loan need is high among graduate students. As more non-traditional students seek admission into graduate school, there may be a prescribed role for the emergency loan in order to reduce the level of borrowing necessary among traditional as well as non-traditional graduate students for effective policy decision making. Analysis of emergency loan recipients provides insight for future researchers to investigate other critical factors that influence emergency loan need not addressed in this assessment. In any case, however, emergency loans will clearly improve policy decisions relating to retention and completion rates among graduate students in a post recession world. Key words: Emergency loan, graduate students, graduate schools.