Nontraditional Students Research Articles

Creating a culture of success: A framework for addressing at-risk student.

The lack of diversity in nursing and the projected nursing shortage is a clarion call for higher education to create inclusive programs where all students can thrive. Despite an increase in enrollment, attrition remains an issue. To address the looming nursing shortage, colleges and universities are expected to increase the enrollments in baccalaureate and accelerated baccalaureate programs. As traditional and nontraditional students are admitted into nursing programs, institutions and nursing programs will be faced with tackling issues students who are historically labeled as "at-risk" may have. To help these students succeed, colleges and universities must come up with new ways to work with at-risk students. In this paper, we are proposing a new framework for how faculty in nursing programs can perceive "at-risk" students by systematically examining the factors that lead to this at-risk status. The framework proposes that students encounter a plethora of individual and institutional critical elements, categorized into domains. By understanding the critical elements that impact student outcomes, nursing programs will be better able to strategize ways to effectively support and sustain student success.

‘Non-traditional students’ at European universities. A special problem of social inequality

‘Non-traditional students’ at European universities. A special problem of social inequality

Assessing the Efficacy of a Character Development Program in Non-Traditional Undergraduate Students

The purpose of this quantitative ex post facto study was to examine if there is a significant difference in mean moral judgment levels of first year undergraduate students after participating in a character development program at a non-traditional program in a university in the southwestern United States. This study included new non-traditional students matriculating between October 2019 and June 2020. The measurement instrument for the study was the Defining Issues Test-2 (DIT-2). Pre- and post-test DIT-2 archival data was retrieved from the study site for the two assessments. The independent variable was the character education program of study, and the dependent variables were the difference in the mean scores from the DIT-2. Paired t-tests were used to determine if a statistical difference existed after character training. The positive mean change in post-conventional thinking scores, P (M = 2.24), N2 (M = 1.70), were not significantly different than zero (P score p = .203, N2 score p = 0.203). The positive mean change in scores for the lowest level of moral reasoning, PI, (M = 0.15) was not significantly different from zero (p = 0.912). The predominant moral schema used by the students, maintaining norms (MN) demonstrated a negative mean change (M = -1.35) but it was not significantly different from zero (p = 0.348). Therefore, the character program of study at the site did not increase moral reasoning levels. The results are significant, as they help to define what works and what does not in non-traditional student ethical development.

Time for a Change: An Exploratory Study of Non-traditional Students’ Time-use in the Southern Cross Model

Time for a Change: An Exploratory Study of Non-traditional Students’ Time-use in the Southern Cross Model

“I Have a Lot of ‘I'm Doing It’ Moments”: Improving the Success of Non-Traditional Students Through the Southern Cross Model

“I Have a Lot of ‘I'm Doing It’ Moments”: Improving the Success of Non-Traditional Students Through the Southern Cross Model

Theoretical Framing and Dissemination of Ageism First Aid: A Significant Tool for the AFU Movement

By graduation most high school students have negative feelings about aging, the idea of working with older people is unappealing, and few choose to study aging. When non-traditional students of any age enroll after gaining experience in the workforce, they experience ageism and may not persist to degree completion. The value of Ageism First Aid (AFA) as an internal and external AFU tool is supported by Bronfenbrenner’s Ecological Theory and Rogers’ Diffusion of Innovation theory. AFA utilization during high school can increase traditionally-aged student enrollments. Its use for professional development on campuses can improve the campus climate for all constituents and ensure graduates will know how to avoid contributing to aging stigma. AFA use by providers of aging services and support can reduce the aging stigma older people experience. Attendees will receive handouts with a variety of dissemination models and information on how to gain institutional access to AFA. Part of a symposium sponsored by Age-Friendly University (AFU) Interest Group.

Facilitating the Acquisition of Critical Writing Skills? An Exploration of Pedagogical Practices Within a Business School at a New University in the UK

This case study of writing practices at a Business School at a “new university” attempts to ascertain whether a constructivist and dialogic pedagogical approach is utilised in order to facilitate the acquisition of critical writing practices among predominantly undergraduate non-traditional students. Constructivist learning theory assumes that knowledge is constructed by individuals through a phenomenological subjective interpretation of experience. Hence learning is a dialectic process resulting from a synthesis between preconceived ideas and reflections on experience. It is assumed that a student-centred dialogic approach to teaching is likely to facilitate learning and the acquisition of the higher critical skills within the disciplinary context. Therefore, dialogic feedback plays a crucial role in the learning process and guidance on the pre-writing tasks of selecting and evaluating source material, planning, feedback and disciplinary interpretations of criticality are likely to have an impact on the production of academic texts. The research triangulated semi-structured interviews with academics and students and incorporated an examination of educational artifacts. The paper concludes that assumptions of the unidirectionality of student-teacher relationships and a perception that the acquisition of critical skills is external to disciplinary practice may have mitigated against a truly dialogic approach to facilitate critical writing. In addition, the increasing marketisation of higher education and promotion of generic attributes to produce employable graduates has seemingly led to an emphasis of reproducing institutional normative perspectives and writing practices, thus blurring the distinction between education and training.

Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning

The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies.

192 Meeting Industry Needs and Changing Dynamics of Equine Students

Abstract Over the past twenty years, the “typical” equine student has drastically changed. Today’s equine and agriculture students now come from a more urban, rather than rural background, which presents a challenge to the traditional equine programs where research and horse husbandry were the norm. Equine programs at colleges and universities have had to change in order to accommodate these non-traditional students; however, industry needs, especially as it relates to the horse as a production animal have not changed. The challenge therefore is to bring together what the industry needs with the available talent “the students” and what colleges and universities can offer with ever increasing limited budgets. Using data from twenty years of applicants (>1000) to the Kentucky Equine Management Internship program, we compared today’s equine student to those of five, ten and twenty years ago to demonstrate the changing dynamics and evolution of today’s equine undergraduate student. We also examined transcripts of these equine interns to assess what courses the students are actually taking. The needs of the modern equine production farm were also analyzed in so that recommendations can be made as to the sustainability of equine programs to meet the needs of the equine industry going forward.

Celebrating the Last 10 Years of Community College Internationalization

Celebrating the Last 10 Years of Community College Internationalization

Exploring the Relationship Between College Students’ Barriers to Exercise and Motivation

Background: Demographics among college students are becoming increasingly diverse and the enrollment of students who are considered “nontraditional” is on the rise. Traditional and nontraditional students are faced with numerous physical activity barriers and increased responsibilities when it comes to balancing school, work, and physical activity. The purpose of this study was to examine relationships between college students’ barriers to exercise and motivation among traditional and nontraditional students. Furthermore, the study explored the relationships between college students’ barriers to exercise and motivation among males and females. Methods: Participants (n = 217) completed the Barriers to Being Active Questionnaire, the Psychological Need Satisfaction in Exercise Questionnaire, and the InternationalPhysical Activity Questionnaire. Results: The study found there were no differences among motivational factors, barriers to exercise, and traditional and nontraditional students. Females in this study reported significantly higher ratings of barriers compared to males. However, they reported higher ratings in the competence construct of Self-Determination Theory as compared to males. Conclusions: The current study,revealed traditional and nontraditional students, as well as males and females, all reported the same top three barriers to exercise that include: lack of time, energy, and willpower. Understanding college students’ motivation and barriers to physical activity is an important step in developing strategies to help them enhance their health and well-being. With the help of health professionals, college students can learn howto overcome these barriers.

Supporting the Educational Interests of Adult Patrons through College-bound Programming

ABSTRACT Public libraries are information centers for communities, serving the needs of children and their families, seniors, veterans, and small businesses. Content analysis of rural public libraries shows that, based on the placement of information within their website, college planning information and programs are aimed at teens rather than adult learners. Prospective adult learners and other non-traditional students would benefit from programs and services designed to help them navigate the maze of requirements and processes for earning a college credential. This article advocates for the role of public libraries in advancing college literacy among adult patrons.

Adults as non-traditional students in the tertiary education of Denmark and Ukraine: comparative discourse of structural, psychologic and pedagogic peculiarities

Today with the demand of a knowledge-based society to adapt workforce to modern flexible and innovative production, sustainable and coherent adult education becomes an integral part of the European education system. The article offers a comparative analysis of the structural models, principles and new political initiatives of adults training in tertiary education systems of Ukraine and Denmark. The Danish context is the most important for the development of adult education policy in Ukraine as Denmark has gained a unique experience in creating of democratic adult training system existing as a component of lifelong learning. Multiple sources in Ukrainian, European and Danish educational environments at various time points from 2000 till 2020 have been used in data collection for this study. Adult education in Ukraine requires a substantial adjustment at the legislative, structural and technological levels. Based on a comparative analysis of the adult education systems characteristic features of Denmark and Ukraine, the author has substantiated suggestions for the construction of efficient adult training models in higher educational institutions of Ukraine.

Driving Out Fear in the Nontraditional Classroom: Five Practical Strategies From Neuroscience to Build Adult Student Success

Although enrollment of nontraditional students in higher education is skyrocketing, the failure rate of these students is staggering. They come to a university full of fear and misgivings for a variety of reasons, and it keeps them from succeeding. Referencing the neuroscience of fear, this article offers practical strategies for university educators that will help nontraditional students, not only succeed but also flourish in higher education.

To Teach or Not to Teach Online: Pedagogical Considerations About Distance Learning

The use of online course delivery has been promoted at many institutions of higher education as a way to provide greater access to students in a variety of degree programs. The lack of emphasis of online pedagogical strategies has left many faculty members to not consider teaching online, while administrators look for ways to increase revenue through enrollment with limited classroom space on campus. In this paper, the reasons faculty who have taught not online are explored and examined, while providing insight into the motivations of teaching online that could lead to increased participation within distance learning frameworks. Currently, universities across the globe are continuously challenged to provide increased opportunities to non-traditional students without increasing tuition for students or the overall operating budget. As most non-traditional students are not able to attend their classes in a full-time status, many universities are now encouraging and developing a strong distance education program across their institutions. Although distance learning does in fact provide non-traditional students the opportunity of higher education the integrity of university must not be lost, and the following case study of a Hispanic Serving Institution in the Southwest United states is a good example of how universities must consider the consequences and not just the benefits that online teaching has to offer.

Predicting Dropout for Nontraditional Undergraduate Students: A Machine Learning Approach

Student attrition represents one of the greatest challenges facing U.S. postsecondary institutions. Approximately 40 percent of students seeking a bachelor’s degree do not graduate within 6 years; among nontraditional students, who make up half of the undergraduate population, dropout rates are even higher. In this study, we developed a machine learning classifier using the XGBoost model and data from the National Center for Education Statistics (NCES) Beginning Postsecondary Students (BPS) Longitudinal Study: 2012/14 to predict nontraditional student dropout. In comparison with baseline models, the XGBoost model and logistic regression model with features identified by the XGBoost model displayed superior performance in predicting dropout. The predictive ability of the model and the features it identified as being most important in predicting nontraditional student dropout can inform discussion among educators seeking ways to identify and support at-risk students early in their postsecondary careers.

Nontraditional and Struggling: Academic and Financial Distress Among Older Student Clients

Few researchers have examined the mental health needs of nontraditional student clients (age 25 and older) using a multisite counseling center sample. This study (N = 4,499) included 630 nontraditional students (age 25 and older) who sought counseling services across one state university system. Compared with traditional‐age student clients, nontraditional clients were more demographically diverse, presented with different concerns and challenges, and were more likely to report financial stress. Financial stress mediated relationships between nontraditional students status and academic dysfunction.

140 Recruitment “Red Flags”: A Thematic Analysis of Emergency Medicine Applicant Experience

EM-bound medical students must identify factors that will influence their selection of residency programs. They then rank programs using those criteria as well as information gained during the interview process. Love et al described the programmatic and geographical factors related to residency applicant program choice; however, we believe there are “red flags” that may cause an applicant to either lower their ranking of a program or not rank it at all. Our objective was to, therefore, describe the factors that medical students identify as “red flags,” during the EM residency recruitment process. We conducted a mixed-methods cohort study of graduates of US medical schools applying in emergency medicine (EM). We distributed our survey between the rank list certification (February 21st, 2020) and match day (March 20, 2020). As part of the survey, medical students were asked to provide a free text response to the following question, “Please describe any “red flags” that caused you to significantly lower the position of a program on your rank list or not rank it at all.” Two independent reviewers then performed a thematic analysis and discrepancies were addressed via consensus with third-party oversight. We received a total of 1,183 completed surveys that met inclusion criteria and comprised 42% of all US applicants. The median age of respondents was 27 years, 55% were male, 44% were female, and <1% were nonbinary or preferred not to answer. Our respondents were diverse with 23% of our cohort identifying as underrepresented in medicine (URiM). Applicants were 66% white, 13% Asian, 8% black, and 10% of our population identified Latino. A total of 11% of respondents identified as LGBTQIA+. Forty-one percent of applicants identified as nontraditional students. Of all respondents, 73% reported “red flags” that we grouped via thematic analysis into 6 key themes - “Resident wellbeing/program culture,” “leadership concerns,” “training environment/quality,” “program characteristics,” “interview day,” and “lack of diversity and discrimination” (Figure 1). An alarmingly high 73% of EM-bound medical students reported “red flags” during the application and recruitment process that fit within 6 key themes. While some factors such as “program characteristics,” are difficult to change, program leadership should focus on increasing wellness, maintaining a positive culture, focusing on quality, and confronting discrimination while supporting diversity.

Social Integration of Student Veterans: The Influence of Interactions with Faculty on Peer-Group Interactions

Student veterans are distinct nontraditional students, inasmuch as their transition to campus is twofold. They are not only taking on the role of a student, but also their new lives as civilians. Their relationships with peers can then be strained, as the age, maturity level, and expectations may differ from the traditional-aged college student. Therefore, interactions with faculty members are imperative to help encourage student veterans’ peer-group interactions. This quantitative analysis studied peer-group and faculty interactions of 87 veteran undergraduate students in the spring 2020 semester at a regional comprehensive university. Using a linear regression analysis, findings demonstrate that faculty interactions accounted for 23% of the variance in peer-group interactions. Further examination showed there was no statistically significant difference between peer-group and faculty interactions based on gender. Recommendations for practice to support faculty in recognizing the unique needs of student veterans and considerations for further study are offered.

Nontraditional Students’ Experiences With Food Insecurity: A Qualitative Study of Undergraduate Students

As higher education continues to see a changing student population, there is clear evidence that food insecurity is a real concern on college campuses. The need to increase food availability and access on campuses is critical to the retention and educational experiences of students. Eight students participated in interviews about their experience with food insecurity. This study also examined the lived experiences of students who encountered food insecurity. From the analysis of interviews, 15 sub-themes emerged, organized into four broad themes. The first three themes offer the voices of students who expressed the physiological, psychological, and academic impacts of food insecurity. The final section shares the coping strategies and consequent difficulties of food insecurity as these students manage their food situations. Sub-themes included coping strategies, physical and mental strain, compounded financial challenges, stigma, campus support, commitment toward degree completion, adverse academic implications, high food costs, and the feeling of isolation or lack of socializing. An important recommendation drawn from these findings is for higher education institutions to consider establishing a variety of food relief initiatives that address the issue of student hunger, especially for nontraditional student learners, and to challenge policies preventing students from getting the support they need.