NON-TRADITIONAL STUDENTS Can’t live with them; Can’t live without them FASTeam Presentation April 30, 2007 Presented by Peg O’Brien

Who Are They? The non-traditional student wears many hats such as parent, employee, etc. who waited at least one year after high school before enrolling in college. – Dill and Henley (1998) The non-traditional student is one whose key responsibility is not being a full-time student and is over 25 years old. – The Association of Non-Traditional Students in Higher Education (2005) Over 25 – U.S. Census Bureau Are older, come from working-class backgrounds, work at least part-time, and are predominantly minority and first generation. – Terenzini (1994)

Who are they? Students can be described as minimally, moderately or highly non-traditional based on seven characteristics: 1. Older than typical 2. Attend part-time 3. Work full-time 4. Independent 5. Have dependents 6. Single parent 7. GED or high school completion certificate – Assigned one point per characteristic Minimal (one point) to highly (four or more points) – Horn and Carrol (1996)

Who are they? 46% of non-traditional students work full-time 39% receive external financial support – A major issue and stressful concern 57% are married 53% support more than one dependent 29% are single parents between the age of 30 and 40 Women make up 59.2% of adult students – National Center for Education Statistics (2002)

Student representation In 1970, 14 to 21 year old college students represented 55.3% of the collegiate population. By 2010 this same group will represent only 46.3% of the collegiate population. By 2010, the 22 to 24 year old group will reflect 15.5% and adults aged 25 and older the remaining 38.2%. – National Center for Education Statistics (2002)

Growing population Adult Students in higher education represent a growing population. – An increase from 28% to 43% of total undergraduate enrollment in the last 30 years. – This represents over four million students – Projected enrollment - this population will represent 35% - 38% of the undergraduate population for the next 15 years – National Center for Education Statistics (2002)

South Dakota Adult Population The following statistics are taken from the 2003 South Dakota Board of Regents Opportunities for South Dakota. – There is an expected 28% drop in traditional-aged freshmen over the next 10 years. – By 2025, the 18- to 24-year-old population will decrease from 82,000 to 74,000 in the state. – 25- to 64-year-old population will increase from 375,000 to 394,000 in the state.

What do non-traditional students want from higher education? Kasworm (2003) identified changing beliefs by adults and society about the importance of a college credential linked to work, financial support, and related life opportunities – Main college enrollment goals: Career reasons (number 1) Personal transitions and changes Proactive life planning

What do they want? Schools that are – Readily accessible – Relevant to their current life needs – Cost effective – Flexible in course scheduling – Supportive of their lifestyle commitments

What do they want? Support services Child care Transportation Health care Employment Academic support – Flexible scheduling Night Saturdays Distance

What do they want? Non-traditional or alternative programming – Removing time and place barriers – Assisting in life and career planning – Financial aid – Emphasizing learning outcomes rather than educational inputs and process – Implementing learning contracts – Adult student orientation and support systems – Increased use of technology – Flint & Frey (2003)

Vincent Tinto (Retention Guru) Barriers for adult students As a group, older students have somewhat different needs from traditional students However, programs for non-traditional students combine many of the elements of programs designed for traditional students such as – Academic assistance – Advising – Counseling – Mentoring

Other Barriers Juggling their multiple Roles – Family member – Parent – Spouse – Worker

How can higher education respond to these non-traditional needs? Remove institutional – Red tape – Program fees – Scheduling – Procedures Institutions must be committed to adopting policies and procedures that address the special needs of the adult learner

Responding to non-traditional needs Programs must ensure they provide whatever information the adult student needs to form clear, realistic expectations, set targets, and monitor progress. – Full and relevant information in areas such as: Purpose Goals Activities Responsibilities Schedule Logistics – Wonacott (2001)

Responding to non-traditional needs Admissions departments should: – Devise recruitment efforts that attract non-traditional students. – Develop the same type of pre-college counseling for adult students as that provided for traditional students. – One-on-one contact with a counselor to discuss the academic and social expectations of college life. – Help the non-traditional student feel a part of the college environment.

American Council on Education Report (2004) National Description of institutional policies, programs and practices that campuses have implemented to help low-income adults meet their academic and career goals, and those that may impede their success.

ACE Report – Where the responding institutions performed best Acknowledging the importance of adults in the campus mission statement or strategic plan Offering special academic programs (night, weekend) Developing early warning systems to identify struggling students Establishing full-service satellite campuses Being accessible via public transportation Welcoming adult students through an orientation program

ACE Report Areas needing institutional improvement: – Identifying the low-income adults – Funding programs for low-income adults – Finding and developing faculty who know how to teach adults – Offering childcare – Providing financial assistance to low-income adults

What can we do? Develop and communicate a clearer campus understanding of the non-traditional student’s needs and expectations, both in and out of the classroom. – Traditional campus policies and procedures, are not always applicable. – Develop recruitment and marketing strategies for this population – Provide financial aid counseling, and alternative forms of financing (loans, grants, scholarships)

What more can we do? Provide more flexible hours of operation – Help desk – Enrollment Services – Class schedules – Student Services – Tutors

What can we do as advisors? – Provide informational sessions and advising sessions directed to the non-traditional student Time commitment required in and out of the classroom Number of credits versus working schedule – Faculty and Staff recognition that “life gets in the way.” Students will place family and work commitments above their educational commitments – Not a lack of commitment, but a shift in priorities – Voluntary student success workshops geared to this populations’ needs – Academic support Tutor schedules to match student availability Faculty availability and assistance – Whatever it takes because…

We need these students!! In South Dakota, the issue of higher education retention is a major concern of the Board of Regents, the State Legislature, and others. The expected drop in traditional-aged freshmen over the next 10 years means that all SD universities will be vying for this limited pool. It becomes imperative for colleges and universities to recruit and retain the growing non-traditional student population. Which means meeting their unique needs and expectations in higher education.