Presentation on theme: "Non-traditional Students Defining, Recruiting and Supporting Wendolyn D Davis Assistant Director/Transfer Student Services John VanElst Program Manager."— Presentation transcript:
Non-traditional Students Defining, Recruiting and Supporting Wendolyn D Davis Assistant Director/Transfer Student Services John VanElst Program Manager
Research from the early 90's through today the nontraditional student has been defined. This population makes up a growing number of students at the two year and four year institutions, and present with different needs than traditional students. Being able to adequately define this student, recruit from this population and then provide specific unique supports to them will increase the likelihood of degree attainment. Continued collaboration between two year and four year institutions in terms of streamlining transferring will also impact graduation rates for both types of institutions. This session will present academic research and trade information that describes (1) the push to address this population of students, (2) how to best recruit and serve them, (3) the types of programs/services that are beneficial to students and institutions, (4) options that can be cost effective in existing programs, and (5) opens the floor for professionals to share what they have in place, are planning, what has worked, and what has not.
Delayed Enrollment No High School Diploma Part-time Student Employed Independent Caring for Dependents Single Parent National Center for Education Statistics http://nces.ed.gov/pubs/web/97578e.asp http://nces.ed.gov/pubs/web/97578e.asp
Minimally nontraditional: Students with one nontraditional student characteristic – Generally an older student – Made up 13 – 15% of the undergraduate population Moderately nontraditional: students with two to three of the nontraditional student characteristics – Generally older, independent, and part time student – Made up 25 – 31% of the undergraduate population Highly nontraditional: students with four or more nontraditional characteristics – Generally older, independent, attending part-time, with dependents – 2/3 either had dependents or worked full time – ¼ were single parents
“According to the Current Population Survey (CPS), in 2011 about 41 percent of full-time undergraduate students and 74 percent of part-time undergraduate students ages 16 to 24 years old worked in addition to being enrolled in a postsecondary institution.” The Condition of Education 2013 nces.ed.gov 18% of these same full-time students reported working 20 – 34 hours; 6% full time (35+ hours) 28% of these same part-time students reported working 20 – 34 hours; 33% full time In total 41% of full-time undergraduate students reported working in addition to being enrolled in a postsecondary institution; 74% of part-time undergraduate students reported working
41.2% transfer from 2 year public to 4 year public; 60.8% of those who transferred from a 2 year public went to a 4 year institution. (50.2% of transfers from 2 year private npo; 40.6% of transfers from 2 year private fpo) These numbers don’t include students who completed a degree These numbers do include students who “transferred” to a community college for summer courses and may have returned to a 4 year (counted as reverse transfers)
Rapid growth experiences in this population (Stenno, et al, 2009) The majority of students would be considered nontraditional Present with unique needs that could assist other students that may become nontraditional while enrolled For profit enrollment, although declining, has shown this population has a strong interest in degree attainment when flexibility is included in the process. Impacts completion and degree attainment Will allow higher education institutions to assist students before they fail or leave
Family Obligations Financial Obligations/Lack of Financial Resources to pay for education Employment/Time for courses Advisors/Campus Support available only during daytime (working) hours Disbelief in ability to complete/succeed Culture Shock (including transfer shock) Fear of rejection/stigmatization of status Disbelief in ability to complete/succeed Not enough support services geared towards their needs Unclear path to degree completion (timelines) Transfer credit/articulation mismatch Not becoming part of Campus life and campus culture
Has to address stigma that may be attached/perceived Has to address ways to achieve a goal Has to have a appeal specific to nontraditional students – should not seem like an alteration of recruitment for other students Require reasonable and achievable pathways to completion Requires realistic timelines for completion Has to include resources that nontraditional students can use May need to include some nontraditional pathways – ways to achieve goals Must be customer oriented – customer friendly Has to reach nontraditional students where they are and in places they frequent
Clear pathways to degree completion Clear communication between institutions, if transferring Connections and support systems to address unique needs Campus programs and organizations that will encourage participation in campus life Consistent advising connections to avoid campus culture shock and/or academic/coursework difficulties Requires addressing hurdles, tools, tips and supports to address them May require coaching/training to transition from one academic environment to another.
Nontraditional flexibility Evening/ Weekend availability – Courses – Advisor/Counselors – Support Services Increased distance learning/blended courses* Customer service oriented approach* Ease in transfer process* Coaching and Advising Prior learning credit* Include non-traditonal students in the University mission*
CMU STEP Program CMU New Office for Student Services (OSS) GRCC Pathways to Prosperity Michigan Works PATH JET Program
Johnson, B., Stenmo, A., and Goren, E. (2009). 10 best practices for Non-traditional student recruitment: A guide for post-secondary schools competing for non- traditional students. Presented by Greenwood & Hall at the AACRAO Conference 2009. Retrieved from http://www.slideshare.net/tallguy2270/a10-best- practices-for-nontraditional-student-recruitment http://www.slideshare.net/tallguy2270/a10-best- practices-for-nontraditional-student-recruitment *Cooper, B. (2006). Changing demographics: Why nontraditional students should matter to enrollment managers and what they can do to attract them. SEM Source. AACRAO Consulting. Retrieved from http://consulting.aacrao.org/publications- events/publications/changing-demographics-why- nontraditional-students-should-matter-to-enrollment- managers-and-what-they-can-do-to-attract-them/ http://consulting.aacrao.org/publications- events/publications/changing-demographics-why- nontraditional-students-should-matter-to-enrollment- managers-and-what-they-can-do-to-attract-them/
John VanElst, Program Manager Grand Rapids Community College firstname.lastname@example.org 616.234.3806 Wendolyn D. Davis, Assistant Director of Transfer Student Services Central Michigan University email@example.com 248.526.2621