Non-traditional Students
Posted on August 17, 2009
By Diana Reetz-Stacey
We hear a lot about nontraditional students, we frequently assist nontraditional students, and many of us (including me) are ourselves nontraditional students. Who are they and what should we know as we work with them?
If we consider a traditional student as one who begins a Bachelors degree immediately after high school and completes the degree in four years on campus, then we may define a nontraditional student as any other student. Others may include in the definition students who are parents, even if they complete their degree in four years. Part-time status, age, and distance learning are other common attributes mentioned. “Adult Learners” is another common term used. UM defines nontraditional freshmen as “those students who do not enter college for a period of at least three years from the date of high school graduation or from the date they would have graduated from high school if they have a GED.” (2008-2009 catalog, p. 12) Nontraditional students may be working more hours than other students, have more dependents, fiscal and home responsibilities, and have fewer opportunities to network with other students, staff, and faculty.
Nontraditional students are not a new phenomenon, but have been a significant part of the student population since GIs returned from WW II. National statistics vary widely, depending upon how nontraditional students are defined. I found statistics that varied from 37% to 80% of the student population.
In a Spring 06 enrollment analysis, UM found that nontraditional students are more likely to attend part-time and have a higher dropout rate, which is a concern for FTE and retention. As a result, UM set the following goals which directly relates to our work (The University of Montana Partnering for Student Success Report, Fall 2008):
1) Create online orientation for nontraditional and returning students by FY2010.
2) Investigate the need and interest in specific degree programs for weekends, evenings, and online access by FY2011.
We need to remember that nontraditional students may:
- Need access to students services, faculty, and resources after hours
- Need extra help with computer skills
- Want more rigorous and dense course content
- Want applicable career information, counseling, and contacts
- Be interested in noncredit, skill building courses as well as academic programs
There are plenty of online resources available, including discussion and support groups, tips, scholarship information, etc. Sites include:
http://www.antshe.org (Association of Nontraditional Students in Higher Education)
http://www.nontradstudents.com
I believe that by simply being aware of the different nature and needs of nontraditional students, we will be able to serve them better. I also welcome discussion about how XLS as a team could better serve nontraditional students and also about how we may be able to assist UM with meeting the goals of online orientations and flexible degree options. I’d like to propose that we invite relevant UM stakeholders to a round table to discuss this further and join our brainpower, staff talent and resources to these mutually advantageous goals.
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