Engaging with Higher Education as a Non-Traditional Student

2013 ◽  
Keyword(s):  
Higher Education ◽  
Traditional Student

Adult Learners

2019 ◽  
pp. 114-132
Author(s):  
David Deggs
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Real World ◽  
Adult Learner ◽  
Student Activism ◽  
Upper Class ◽  
Traditional Student ◽  
Societal Issues ◽  
American Higher Education ◽  
The 1960S

Student activism is mostly thought of as an activity that engages and motivates the traditional-aged students in American higher education to action. The emergence of student activism in the 1960s occurred when enrollment in American higher education was still primarily limited to youth from middle- and upper-class families. The demographics of American higher education have shifted, and the adult learner or non-traditional student now represents a significant amount, if not the majority, of most campus populations. The adult learner brings unique perspective to the higher education classroom based upon their real-world experiences that directly impacts their values, beliefs, and ideas about societal issues. Adult learners in American higher education have the potential to change the ways, means, and longstanding outcomes related to activism in American higher education.

scholarly journals COMMUNITY COLLEGES AND DISTANCE LEARNING

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Kathleen Susan Ives
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Distance Learning ◽  
Learning Opportunities ◽  
Diverse Population ◽  
Student Body ◽  
Traditional Student ◽  
Environmental Scan

The goal of community colleges is to serve local needs. Community colleges’ low tuition helps keep higher education affordable for a diverse population. Distance learning holds the promise of providing yet another mechanism by which community colleges can bring education to a non-traditional student body. This paper explores the role of distance learning opportunities in community colleges within the context of today’s current environmental scan.

The Use of Debating as an Aid to Effective Widening Participation in Psychology

2008 ◽  
Vol 7 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Joy Coogan ◽  
Chris Pawson
Keyword(s):  
Higher Education ◽  
Academic Standards ◽  
Widening Participation ◽  
Popular Belief ◽  
Essay Writing ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Traditional Student ◽  
The Uk ◽  
Degree Of Innovation

The UK widening participation agenda is in place to unlock the doors of universities for many students. However, contrary to popular belief, beyond the higher education sector, this widening of participation need not mean a reduction in academic standards. It does, however, demand a different approach to learning and teaching and, the authors argue, a degree of innovation. This paper focuses on one way in which the ‘less traditional’ student can participate in an effective course of study by starting at Level 0 and using nontraditional means of assessment, to which their often less academic backgrounds are better suited in the early stages of their studies. The particular module discussed herein introduces key studies in psychology using the skills of debating and essay writing. The evaluation of this module shows that the students gained a great deal of confidence from debating and enjoyed the experience.

scholarly journals A Qualitative Description Investigation of U.S. Higher Education Quantitative Datasets

2021 ◽  
Author(s):  
Mia Ocean ◽  
Karon Hicks
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Degree Completion ◽  
Associate Degree ◽  
Graduate Programs ◽  
Qualitative Description ◽  
Open Door Policy ◽  
Traditional Student ◽  
Success Stories ◽  
Quantitative Metrics

Currently, the U.S. system of higher education is almost exclusively evaluated by quantitative data based on traditional student trajectories and university structured programs. This could be problematic for community colleges and post-traditional students, who are a growing population at all institutions. Therefore, we conducted a pilot, qualitative description analysis of three U.S. quantitative national datasets to assess their accuracy and identify factors that influence classifications. We interviewed individuals (n=13) who would qualitatively be considered success stories, specifically individuals who attended community colleges during their undergraduate studies and ultimately high ranking graduate programs, to gather information about their educational timelines. In some cases, the datasets would classify these individuals as completers but not always. Participants would be classified as non-completers for two major reasons: transfer prior to Associate degree completion and limitations with prescribed timelines. The latter is complicated by the perceived freedom of the open door policy at community colleges. The results from this study indicate a need to modify existing quantitative metrics to purposefully incorporate community colleges and their students, and the findings reinforce the importance of qualitative research in higher education.

Habitus conflicts and experiences of symbolic violence as obstacles for non-traditional students

2017 ◽  
Vol 16 (1) ◽  
pp. 12-29 ◽  
Author(s):  
Erna Nairz-Wirth ◽  
Klaus Feldmann ◽  
Judith Spiegl
Keyword(s):  
Higher Education ◽  
Social Inequality ◽  
Methodological Approach ◽  
Traditional Students ◽  
Traditional Student ◽  
Working Class Students ◽  
Non Traditional Students ◽  
Underlying Mechanisms ◽  
Institutional Habitus ◽  
The University

Despite an expansion of educational opportunities throughout the EU, access to university is still distributed based on social inequality. This tendency can be observed in all EU countries, with Germany, Austria and Slovakia showing particularly low levels of upward mobility. Many working-class students or other non-traditional students never even contemplate entering the field of higher education; others achieve university entry, but fail to overcome the obstacles faced in this field. Drawing on Bourdieu’s theoretical-methodological approach and based on 12 narrative, problem-centred interviews, this study presents a general habitus-oriented analysis of non-traditional university drop outs. We then focus on one case study to describe how the habitus of a non-traditional student is preformed through his family and school background and conflicts with the university field and its institutional habitus requirements. We show that students with a strong sense of their social position and ‘place’ (Bourdieu, 1990; Goffman, 1951) are particularly at risk of feeling like ‘cultural outsiders’ in the higher education field, a situation that leads to increased fears of failure. We conclude with a reflection on the relevance of Bourdieu’s relational thinking for understanding and addressing the underlying mechanisms of social inequality and a discussion of measures necessary to improve graduation rates for non-traditional students in Europe.

scholarly journals The Role of Student Affairs in a New University in a Conflict Zone

2017 ◽  
Vol 7 (4) ◽  
pp. 1048-1064
Author(s):  
Enakshi Sengupta
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Student Affairs ◽  
Extracurricular Activities ◽  
Community Building ◽  
University Student ◽  
Northern Iraq ◽  
Traditional Student ◽  
Conflict Zone

Higher education necessitates an understanding that students cannot be confined to the classroom, as a large part of their curriculum comprises extracurricular activities to educate  intellectually, in spirit, and body. AS a result, community building, advising, and career development became a part of the traditional routine of student affairs. This article explores the role of student affairs in a newly formed university in a conflict zone ravaged by war and terrorism for decades. The data explored in this article reveals some interesting facts, which are different from that of the traditional student affairs manager. In this university, student affairs personnel are viewed as a ‘job giver,’ someone who will arrange funds, bursaries, and scholarships in keeping with the war-ravaged economic scenario of the province in northern Iraq.

scholarly journals Collaborating over Rich Media

2012 ◽  
pp. 357-368
Author(s):  
Andy Lane ◽  
Andrew Law
Keyword(s):  
Higher Education ◽  
Open Educational Resources ◽  
Distance Teaching ◽  
British Broadcasting Corporation ◽  
Student Body ◽  
Traditional Student ◽  
Media Technologies ◽  
Rich Media ◽  
Defined Benefits ◽  
The Uk

Open Educational Resources comprise many types of assets, including rich media. However, dynamic rich media offer different opportunities and challenges for learners, teachers, and higher education institutions alike than do more static items such as text. The Open University in the UK (OUUK) has been extensively developing and using rich media in collaboration with the British Broadcasting Corporation (BBC) for its distance teaching and outreach programmes since it was established in 1969. As new media technologies have arrived, so have the capabilities of the OUUK and the BBC to create rich media in partnership and make them openly accessible. This chapter describes these developments and then discusses the approaches and evidence required to guide them in a way that both serves the BBC, the OUUK, the higher education sector, and the wider community. It concludes that rich media are an essential part of the developing OER landscape and that openly sharing them brings defined benefits to an HEI beyond their traditional student body.

scholarly journals When parents become students: An examination of experiences, needs, and opportunities which contribute to student parent engagement in community college

2017 ◽  
Vol 1 (1) ◽  
pp. 4-17
Author(s):  
Jannette Flores
Keyword(s):  
Higher Education ◽  
Community College ◽  
Full Time ◽  
Traditional Student ◽  
Student Parents ◽  
College And University ◽  
Part Time Students ◽  
Student Profiles ◽  
Part Time ◽  
Education Administrators

While college and university student profiles are changing rapidly, many of our practices and support systems are geared to traditional student profiles. This article focuses on findings from a recent study examining the experiences of student parents enrolled in community colleges, and examines the kinds of student services that help student parents remain engaged in their classes and persist to graduation. This study offers insight on transformative practices for supporting non-traditional, student parents on community college campuses. This study offers a paradigm shift for advisors, counselors and faculty at higher education institutions so that they may effectively engage and support student parents. The research includes student parents who have one or more dependent children aged 17 or younger and who are enrolled as full-time or part-time students. The study investigates some of the barriers to student parent success as well as the challenges they face. The study identifies, describes, and analyzes the support services which are being utilized by student parents, and review successful models of support in surrounding institutions. Nora’s (2006) Student Engagement Model is used as a theoretical framework for this study. The results from this study should be of interest to student affairs professionals and higher education administrators alike, as they reflect the needs and challenges of the growing student parent population and inspire those searching for ways on how to support this unique, growing community of students.

Cost Effectiveness in Course Redesign

2010 ◽  
pp. 1392-1399
Author(s):  
David Kendrick
Keyword(s):  
Higher Education ◽  
Educational Leaders ◽  
Cost Savings ◽  
Access To Higher Education ◽  
Web Based ◽  
Course Content ◽  
Traditional Student ◽  
Course Redesign ◽  
Electronic Delivery ◽  
Opening Up

As Web-based technologies march forward, improved access to higher education by traditional and non-traditional student, alike, is a certainty, but such technologies as a mechanism for lowering costs are still subject for further exploration. Course redesign from traditional to electronic delivery serves not only to grant access or improve achievement for the student, but can offer a cost savings for the institution. Educational leaders in higher education may consider the Web-based redesign alternative as not only a learning instrument, but a means to cut instructional costs. An explanation and application of a cost-measuring instrument, as well as reviews of literature and Web-based instructional models or strategies, is at the heart of this examination of courseredesign. Educational content has become a commodity. Improved networks provide rapid and flexible dissemination of course content, opening up numerous options for organizing programs. Rather than designing content delivery around the schedule and resources of theprovider, the institution, it can be customized around theneeds of the recipient (Lovett, 1996). Courses, programs, and even degrees, can be organized around a combination of flexible course modules to accommodate particular student/client needs. Technology-mediated instruction, taken to its anywhere-anytime extreme, makes traditional academic calendars and curricular structures irrelevant or even a barrier to effective education.

Sign in / Sign up

Export Citation Format

Share Document