Nontraditional student

Last updated

Nontraditional student is a term that refers to a category of students at colleges and universities. The term originated in North America and usually involves age and social characteristics. Nontraditional students are contrasted with traditional students. [1] [2]

Contents

The United States Department of Education estimated that 73% of all undergraduates in the United States attending accredited institutions in 1999–2000 had one or more nontraditional characteristics. [3] This remained consistent in the following years: 72% in 2003–2004, 72% for 2007–2008, and 74% for 2011–2012. [4]

Definition and history

It is uncertain exactly how or when the term “nontraditional student” was first incorporated into educational language. However, it is thought that K. Patricia Cross is responsible for the phrase becoming the accepted and appropriate term to describe adult students. [5] Scholars disagree on the exact definition of nontraditional. Modern defining characteristics usually include social traits and age, with most studies agreeing that undergraduates age 25 or older are classified as nontraditional. [6] : 1–7 

In the United States, gender was a defining characteristic of nontraditional students, with women particularly older women being viewed as unusual. But gender is no longer a defining characteristic of nontraditional students in the United States. [6] : 4 

The National Center for Education Statistics (NCES) categorized anyone who satisfies at least one of the following as a nontraditional student: [1]

Demographics

Regarding the 2011-2012 demographics distribution of nontraditional undergraduate students in the United States, the following were identified by the National Center for Education Statistics: [4]

In 1999–2000, the most common nontraditional characteristics included financial independence (51 percent), part-time attendance (48 percent), and delayed enrollment (46 percent). [7]

The NCES divides tertiary educational institutions into three categories: public, private-non-profit, and private-for-profit (PFP). With regard to the age demographic of students enrolled in these institutions, the NCES uses three age categories: under 25, between 25 and 34, and 35 and older. According to its most recent publication, in a section called The Condition of Education 2013,"most nontraditional students are enrolled in PFP’s. In fact, for the fall enrollment in 2011, in four-year PFP institutions 71% full-time and 78% part-time students were at least 25 years old or older. In two-year PFP institutions, 52% full-time and 61% part-time students were also included in this 'nontraditional' category." [3]

Special characteristics

Nontraditional students frequently have different characteristics than traditional students, experience different barriers, and have different instructional and campus support needs than traditional students. [8] [9] [10]

While many institutions offer programs for nontraditional students and services in response to their specific needs, [11] it is frequently observed that traditional higher education programs and policies are geared toward, and the outcome of, the previous era when traditional students were the main market for higher education. [12] Institutional barriers most frequently identified in research include difficulty obtaining financial support, negative attitudes toward adult learners, a general lack of resources at times and places suitable to adult learners, and recognition of prior learning and academic credentials. [13] [12] The nontraditional student designation has also to a lesser extent been used to refer to socially, economically or educationally disadvantaged students. [14] [15] [16]

Situational barriers most frequently experienced by adult nontraditional students typically include managing multiple conflicting responsibilities in addition to their studies (e.g., life and work responsibilities and roles), financial problems and limited financial aid options for nontraditional students, lack of adequate and affordable childcare services, and lack of support from others. [13] [12]

Attitudinal barriers most frequently identified in research include low self-esteem and negative attitudes about being an adult learner. [13] [12]

Barriers related to academic skills most frequently discussed in the literature include a lack of knowledge and experience in literacy, numeracy, and computer-related skills, accessing and understanding information, critical and reflective thinking, essay writing, and writing examinations and tests. [13] [12]

An Australian study conducted in 2017 sampled 442 (316 female, 126 male) first year undergraduate psychology students at a major publicly funded university. Data was drawn from an online mental health survey to measure student resilience. Resilience can be defined as the ‘personal qualities that enable one to thrive in the face of adversity’ (Connor and Davidson, 2003: 76). The Connor–Davidson Resilience Scale (CD-RISC 10; Campbell-Sills and Stein, 2007) was adopted as a measure of resilience. Out of the total 442 respondents, 25.6% identified themselves as ‘non-traditional’ students (n = 113). Those who identified themselves as ‘non-traditional’ were significantly different from those who considered themselves as ‘traditional’ on a number of demographic measures. They were more likely to be male, older, hold a previous degree, study part-time, be an international student, speak a language other than English, have longer gap year, have more children, be reliant on government financial aid, work longer hours and admit to university via methods alternative to the standard pathway (i.e. Australian Tertiary Admission Rank). The most common reason that students used to identify themselves as ‘non-traditional’ was age (58.4%, n = 66). Other reasons included cultural background (43.4%, n = 50), admission pathway (42.5%, n = 48), geographical origin (30.1%, n = 34), being employed (25.7%, n = 29), household income (20.4%, n = 23), being a parent (18.6%, n = 21) and mode of study (14.2%, n = 16). Seventeen students nominated other reasons (15.9%, n = 17), including richer life experience and reason for study (e.g. for self-improvement rather than occupational reasons). The major finding from this study is that those who perceived themselves to be ‘non-traditional’, particularly in terms of age, roles as a parent and role as an employee, have reported higher resilience. [17]

Resources


U.S. News & World Report, known for education ranking, published a guide to help nontraditional students navigate topics such as the application process, selecting the best fit college, and financial aid. [18]

See also

Related Research Articles

Distance education, also known as distance learning, is the education of students who may not always be physically present at school, or where the learner and the teacher are separated in both time and distance. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet. Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning, or a combination of both online learning and traditional offline classroom instruction. Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).

<span class="mw-page-title-main">Adult education</span> Any form of learning adults engage in beyond traditional schooling

Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.

In the higher education system of the United States, minority-serving institution (MSI) is a descriptive term for universities and colleges that enroll a significant percentage of students from minority groups.

The Carnegie Classification of Institutions of Higher Education, or simply the Carnegie Classification, is a framework for classifying colleges and universities in the United States. It was created in 1970 by the Carnegie Foundation for the Advancement of Teaching. It is managed by the American Council on Education.

Continuing education is an all-encompassing term within a broad list of post-secondary learning activities and programs. The term is used mainly in the United States and Canada.

The National Center for Education Statistics (NCES) is the part of the United States Department of Education's Institute of Education Sciences (IES) that collects, analyzes, and publishes statistics on education and public school district finance information in the United States. It also conducts international comparisons of education statistics and provides leadership in developing and promoting the use of standardized terminology and definitions for the collection of those statistics. NCES is a principal agency of the U.S. Federal Statistical System.

<span class="mw-page-title-main">Higher education in the United States</span> Education beyond high school

In the United States, higher education is an optional stage of formal learning following secondary education. It is also referred to as post-secondary education, third-stage, third-level, or tertiary education. It covers stages 5 to 8 on the International ISCED 2011 scale. It is delivered at 3,931 Title IV degree-granting institutions, known as colleges or universities. These may be public or private universities, research universities, liberal arts colleges, community colleges, or for-profit colleges. U.S. higher education is loosely regulated by the government and by several third-party organizations.

The National Survey of Student Engagement is a survey mechanism used to measure the level of student participation at universities and colleges in Canada and the United States as it relates to learning and engagement. The results of the survey help administrators and professors to assess their students' student engagement. The survey targets first-year and senior students on campuses. NSSE developed ten student Engagement Indicators (EIs) that are categorized in four general themes: academic challenge, learning with peers, experiences with faculty, and campus environment. Since 2000, there have been over 1,600 colleges and universities that have opted to participate in the survey. Additionally, approximately 5 million students within those institutions have completed the engagement survey. Overall, NSSE assesses effective teaching practices and student engagement in educationally purposeful activities. The survey is administered and assessed by Indiana University School of Education Center for Postsecondary Research.

The Integrated Postsecondary Education Data System (IPEDS) is a system of interrelated surveys conducted annually by the National Center for Education Statistics (NCES), a part of the Institute for Education Sciences within the United States Department of Education. IPEDS consists of twelve interrelated survey components that are collected over three collection periods each year as described in the Data Collection and Dissemination Cycle. The completion of all IPEDS surveys is mandatory for all institutions that participate in, or are applicants for participation in, any federal financial assistance program authorized by Title IV of the Higher Education Act of 1965, as amended.

College transfer is the anticipated movement students consider between education providers and the related institutional processes supporting those secondary and post-secondary learners who actually do move with completed coursework or training that may be applicable to a degree pathway and published requirements.

A part-time student is a non-traditional student who pursues higher education, typically after reaching adulthood, while living off-campus, and possessing responsibilities related to family and/or employment. Part-time student status is based on taking fewer course credits in a semester than full-time students. Part-time students may choose to pursue part-time studies for a variety of different reasons. A benefit of pursuing higher education as a part-time student is the opportunity to be able to balance learning with work, family and other personal commitments. Not every program will have the option for part-time students to enroll. The selection of programs that are available in a part-time format will vary depending on the institution.

The College of General Studies (CGS) is one of the 17 schools within the University of Pittsburgh located in Pittsburgh, Pennsylvania. The College of General Studies offers programs of special interest to adults and non-traditional students, including baccalaureate degrees (BA/BS) and standalone certificates. The administration of the College of General Studies is overseen by the Kenneth P. Dietrich School of Arts and Sciences.

<span class="mw-page-title-main">Higher education in Ontario</span> Colleges and universities in Ontario, Canada

Higher education in Ontario includes postsecondary education and skills training regulated by the Ministry of Colleges and Universities and provided by universities, colleges of applied arts and technology, and private career colleges. The current minister is Jill Dunlop who was appointed in June 2021. The ministry administers laws covering 22 public universities, 24 public colleges, 17 privately funded religious universities, and over 500 private career colleges. 18 of the top 50 research universities in Canada are in Ontario.

An adult learner—or, more commonly, a mature student or mature-age student—is a person who is older and is involved in forms of learning. Adult learners fall in a specific criterion of being experienced, and do not always have a high school diploma. Many of the adult learners go back to school to finish a degree, or earn a new one.

<span class="mw-page-title-main">National University (California)</span> Private university in San Diego, California, United States

National University is a private university headquartered in San Diego, California, United States. Founded in 1971, National University offers academic degree programs at campuses throughout California, a satellite campus in Nevada, and various programs online. Programs at National University are designed for adult learners. On-campus classes are typically blended learning courses, concentrated to four weeks or on weeknights with occasional Saturday classes. The university uses asynchronous learning and real-time virtual classrooms for its online programs.

First-generation college students in the United States are college students whose parents did not complete a baccalaureate degree. Although research has revealed that completion of a baccalaureate degree is significant in terms of upward socioeconomic mobility in the United States, a considerable body of research indicates that these students face significant systemic barriers to postsecondary education access, academic success once enrolled, and degree completion. Many of these obstacles result from systemic racial, cultural, social, and economic inequities.

<span class="mw-page-title-main">Online learning in higher education</span> Development in distance education that began in the mid-1980s

Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.

A traditional student is a category of students at colleges and universities. Traditional students are contrasted with non-traditional students.

Higher education in the United States is an optional stage of formal learning following secondary education. Higher education, also referred to as post-secondary education, third-stage, third-level, or tertiary education occurs most commonly at one of the 3,899 Title IV degree-granting institutions in the country. These may be public universities, private universities, liberal arts colleges, community colleges, or for-profit colleges. Learning environments vary greatly depending on not only the type of institution, but also the different goals implemented by the relevant county and state.

<span class="mw-page-title-main">National Postsecondary Student Aid Study</span> American government study

The National Postsecondary Student Aid Study (NPSAS) is a study conducted every four years by the National Center for Education Statistics, a division of the Institute of Education Sciences in the U.S. Department of Education. This study captures data regarding how students pay for postsecondary education, with special attention to how families fund higher education. The NPSAS, which has been conducted periodically since 1987, has a complex design, utilizing sampling and weighting to achieve a sample that represents college students nationwide.

References

  1. 1 2 National Center for Education Statistics. "Nontraditional Undergraduates", Institute of Education Sciences, U.S. Department of Education. (p. 2) Accessed 30 Sept 2013.
  2. ↑ Pascarella, Ernest T.; Terenzini, Patrick T (Winter 1998). "Studying College Students in the 21st Century: Meeting New Challenges". The Review of Higher Education. 21 (2): 151. doi:10.1353/rhe.1998.a30045. S2CID   142073525.
  3. 1 2 National Center for Education Statistics. "Nontraditional Undergraduates", Institute of Education Sciences, U.S. Department of Education. (p. 146-7) Accessed 30 Sept 2013.
  4. 1 2 Radford, A. W., Cominole, M., & Skomsvold, P. (2015). Demographic and enrollment characteristics of nontraditional undergraduates: 2011-12.
  5. ↑ Ross-Gordon, J.M. (2011). "Research on adult learners: Supporting the needs of a student population that is no longer nontraditional" (PDF). Peer Review. 29: 1. Archived from the original on 26 March 2024. Retrieved 2 October 2013.
  6. 1 2 Stephanie, Babb (2022-06-10). Meeting the Needs of Nontraditional Undergraduate Students. IGI Global. ISBN   978-1-7998-8325-8.
  7. ↑ National Center for Education Statistics. "Nontraditional Undergraduates", Institute of Education Sciences, U.S. Department of Education. (p. 3) Accessed 09 July 2017.
  8. ↑ Kasworm, Carol E. (2003). "Setting the Stage: Adults in Higher Education". New Directions for Student Services. 2003 (102): 3–8. CiteSeerX   10.1.1.546.1980 . doi:10.1002/ss.83.
  9. ↑ Serving adult learners in higher education: Principles of effectiveness. Executive summary (PDF). Chicago, IL: Council for Adult and Experiential Learning. 2000. Retrieved 8 July 2017.[ permanent dead link ]
  10. ↑ Panacci, Adam G. (2017). "Adult Students in Mixed-Age Postsecondary Classrooms: Implications for Instructional Approaches". College Quarterly. 20 (2). Retrieved 8 July 2017.
  11. ↑ Principles in Practice: Assessing Adult Learning Focused Institutions. Case Studies (PDF). Chicago, IL: Council for Adult and Experiential Learning. 2005. Retrieved 8 July 2017.
  12. 1 2 3 4 5 Chao, E. L.; DeRocco, E. S.; Flynn, M. K. (2007). "Adult learners in higher education: Barriers to success and strategies to improve results" (PDF). Employment and Training Administration Occasional Paper 2007-03. Washington, DC: U.S. Department of Labor, Employment and Training Administration.
  13. 1 2 3 4 MacKeracher, D.; Suart, T.; Potter, J. (2006). "State of the field review: Barriers to participation in adult learning" (PDF).
  14. ↑ Kim, K.A. (2002). "ERIC review: Exploring the meaning of "nontraditional" at the community college". Community College Review. 30 (1): 74–89. doi:10.1177/009155210203000104. S2CID   143876218.
  15. ↑ Schuetze, Hans G.; Slowey, Maria (2002). "Participation and exclusion: A comparative analysis of non-traditional students and lifelong learners in higher education". Higher Education. 44 (3–4): 309–327. doi:10.1023/A:1019898114335. S2CID   142558044.
  16. ↑ Rowan-Kenyon, Heather T. (2007). "Predictors of delayed college enrollment and the impact of socioeconomic status". The Journal of Higher Education. 78 (2): 188–214. doi:10.1353/jhe.2007.0012. ISSN   1538-4640.
  17. ↑ Chung, Ethel; Turnbull, Deborah; Chur-Hansen, Anna (2017). "Differences in resilience between 'traditional' and 'non-traditional' university students". Active Learning in Higher Education. 18: 77–87. doi:10.1177/1469787417693493. S2CID   151910667.
  18. ↑ "A College Guide for Nontraditional Students". U.S. News & World Report.

Further reading

This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.