2. The Issues and Challenges Encountered by Non-Traditional Graduate Students at the University of Illinois at Urbana-Champaign Co-authors Shad Comboy & Kindra Cotton

3. Non-traditional Graduate Student Definition A non-traditional graduate student at the University of Illinois at Urbana-Champaign is someone who satisfies at least ONE of the following criteria:  is over the age of 24,  pursues graduate studies on a non-continuous basis, or on a continuous basis via non-traditional avenues, and/or  has life concerns outside of the university that take precedence over their academic needs in times of crisis. Text

4. Research Question Text What are the issues and challenges encountered by non-traditional graduate students enrolled in online degree programs at the University of Illinois at Urbana-Champaign?

5. Literature Review Text What the literature says about Non-traditional students:  They have come to make up an increasing share of the total student population on campus.  They have unique challenges and needs; some challenges faced tend to be gender-specific.  They tend to be more settled and mature.  They tend to have difficulties balancing the demands of multiple roles (i.e. student, employee, family/community member).  Institutions have been slow to adapt to the needs of this growing population.  Distance education provides them with a viable option for completing advanced studies, though difficulties can arise as a result of the instructional medium.

6. Literature Review Text What the literature says about Online Degree Seeking Students:  They tend to be working professionals seeking professional development.  However this trend is shifting as more online programs are introduced and as a younger generation, that is accustomed to the Internet, are willing to integrate it into their daily lives.  They tend to be self-motivated and are able of managing time well.  They often feel isolated and tend to take issue with the impersonal communication associated with online learning.

7. Literature Review Text What the literature says about Online Degree Programs:  They can be a challenge with different learning styles (i.e. visual & auditory learners).  They tend to be costly for the student.  Socialization:  Course design – a social presence should be initiated in the actual design of an online course.  Instructors play a significant role in establishing social presence for online environments.  Participants need to assume responsibility for creating positive learning environments for themselves and others.

8. Sample Name Sex Age Marital Status Ethnicity Student Status Employment Status Family Commitments Area of Study Brenda F 27 M White PTFT 1 child Human Resource Education Kelly F 44 M Caucasian PTFT 1 child Human Resource Education Donna F 47 M Caucasian PTFT 3 Children Human Resource Education Andrea F 42 M White, Non- Hispanic PTFT 2 Children Human Resource Education Brandon M 35 M Asian PTFT 2 Children Human Resource Education Valerie F 26 S Filipino PTFT None Human Resource Education Dylan M 32 M Asian PTFT 1 Child Human Resource Education

9. Research Design  Data Collection Analysis:  Data was collected through online questionnaires. Analysis of the data began with taking each question with non-quantifiable data (i.e. text) from the instrument, and analyzing the responses for common themes that emerged from the question.  Content analysis was used to determine the presence of common themes, where we analyzed the presence, meaning, and relationship of the themes, then makes inferences about the messages within the text (Palmquist, M. E., Carley, K.M., & Dale, T.A., 1997).

10. Issues/Challenges* Time Management Balancing Priorities Support Other Barriers  Personal  Family  Relationships  Work  Family  School  Communities  Support Groups  Institutional  Family  Technology  Financial  Age  Transitioning  Communication  Personal *From our original study.

11. Findings  Consistent with the literature, most of our respondents indicated that:  They returned to school for professional development purposes.  They felt “disconnected” or missed “face-to-face” interaction.  They were organized and felt capable of managing their priorities.  Participants also noted:  One of their biggest challenges was finding time for their studies.  There is an issue with a perception of inferiority from those with traditional degrees.

12. Limitations  Lack of central definition.  Lack of research and literature focused on non-traditional graduate students.  Limited research and literature focused on online degree-seeking students.  Information collection method (i.e. online questionnaires).  Time constraints of researchers and subjects.

13. Question/Comments? THANK YOU! Handouts of our presentation can be retrieved from our EOTU iLab Page: http://www.inquiry.uiuc.edu/bin/unit_update.cgi?command=select&xmlfile=u14086.xml