Non-traditional student

The dynamic of University environment has changed over the course of the last decade, with nontraditional students encompassing between 50 and 75% of the undergraduate population. These nontraditional students possess the responsibility and self-regulation that is not commonly found in the traditional University student, as displayed in a research study performed by H. B. Slotnick, M. H. Pelton, and L. Tabor. Their motivation for education relies in their personal interests and satisfactions, job

two-thirds of students entering the college setting are classified non-traditional (Brown, 2007). Bill (2003) found that there was an 11% increase of non-traditional student enrollment from 1991-1998 displaying 35% in 91 and 46% in 1998. These numbers have since increased according to Jacobson & Harris (2008) showing that half to 75% of undergraduates consist of the non-traditional student sitting the reasons for reentering the college setting to be economic. What exactly defines a non-traditional student

Non Traditional Students According to current estimates approximately 75 percent of college students are now nontraditional students – older than 25, attending school part time, and having delayed entry or reentry into college for a variety of personal reasons. Post secondary education is needed by such students to develop their careers and to acquire knowledge and skills required by a constantly changing global society. This trend is not restricted to North America; it is a worldwide phenomenon

age separation between the teacher and student should not negatively impact the instructor’s ability to educate the student. Moreover, teacher-student age separation should not hinder an educator’s ability to establish and maintain ethos. This paper will provide a brief background of non-traditional aged students, discuss the positive aspects of having older students in a collegiate classroom, how to establish ethos between the young teacher and the older student, provide personal experiences, and present

I would be the oldest student in class. Walking in on my first day I saw this little old, grey haired lady, with reading glasses on and I thought she must be the teacher. Then a younger lady walked in and introduced herself as Mrs.Blinn. She said, “Hello I will be your anatomy and physiology teacher.” I got so excited! That means the little old lady enrolled in classes just like me so I am not the only nontraditional student. What do traditional and nontraditional students have in common? How do

This study compared and contrasted preferences and experiences of traditional and non-traditional students. Students at a mid-sized state university in the southeast region of the United States were surveyed to determine the number of hours spent working off-campus, hours spent studying, their preferred learning format, and current GPA. Results of the study revealed that non-traditional students surveyed spent significantly more hours studying and working off-campus. No statistically significant

nontraditional students vs. traditional students. “The research indicates that non-traditional students bring different expectations for the college experience, were less involved in various college social activities and were less interested in “having a good time” in college than traditional students.” I can relate this study to my online experience, in comparing on campus and academic to work and family obligations. The National Center for Education reports that 73% of all students have some characteristics

Non-Traditional Being an undergraduate as an adult is strange. It’s at once unnerving and inspiring. It’s not a unilateral experience, but there are commonalities between adult students; there are a lot of them. Toward the end of my almost final year of undergraduate studies, I was sitting with Annie, another thirtyish former bartender, smoking cigarettes and trying to commiserate. Annie was in tears, shocked that she would be the only non-traditional student from our department walking in our school’s

Introduction 100 years ago, the student population in colleges and universities consisted of privileged males (Kinzie, 2015). The demographics of the student population in higher education have changed drastically over the past few decades, shifting the majority to non-traditional students. This population will continually increase in the coming decades (Scott & Lewis, 2012). A non-traditional student will possess one or more of the following characteristics: enrolled part-time, financially independent

A non-traditional student is defined as a student that has one or more of the following qualities: delayed enrollment after high school, full-time employment, part-time college attendance, financial independence, and/or does not have a high school diploma (Cox 7). The National Center for Educational Statistics (NCES) estimated in a 1999 report that almost 75 percent of all undergraduates possessed one or more nontraditional characteristics. However, according to the 2012 studies of research studies