Ethos in College: Non-Traditional Age Students and Younger Professors

Our social lives are amazingly impressionable and subject to many influences, both positive and negative. Whether we are a part of a sports league, a club, or a even a student of university, we are impacted by the ethos of those groups we choose to have membership with. The word "ethos" is defined by one dictionary as, "the distinguishing character, sentiment, moral nature, or guiding beliefs of a person, group, or institution" (Merriam-Webster). In short, "ethos" refers to the "color" or "flavor" of a given culture or sub-cultural group. It might also be said that ethos refers to the "measuring stick" that defines whether a particular action or attitude can be judged acceptable or as rejected by a particular group.

Racial and ethnic minority college students: Traditional college age students, ages 18 – 24, who identify within a racial or ethnic minority population, attending college and wanting to enter into the work force within their field of study.

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 in higher education, just 17 percent of college students are considered traditional (Harpe and Kaniuka 250). With the overwhelming amount of non-traditional undergraduates in America comes three major challenges: institutional, situational, and dispositional.

The first classifications, ethos is used when a writer uses his or her own credibility to appeal to their intended audience. Martin Luther King Jr. used ethos when he stated,

Ethos is described as “the natural disposition or moral character, an abiding quality” (The Editors of Encyclopaedia Britannica, n.d.). This description informs us that ethos is an internal characteristic, morals, and values. The Roman Ethos encompasses the family, values, as well as religion (Matthew et. al., 2014). The Romans were lackluster in the opinion of the Athenians, consequently, they were enthralled with their morals displayed through their diligence, loyalty, and sacrifice.

Writers of the online website, Elder College, A Center for Information on Senior Colleges (Staff Writer, 2011), believes that a non-traditional learner is an adult deciding to return to college either to finish a degree once started, but never completed, or to obtain an advanced degree for better career future (Staff Writer, 2011). Recently, community colleges have seen a large influx of non-traditional students due to America’s changes in the workforce climate. A tradition community college student is a student that enrolls directly have completing high school or obtaining the GED. Both traditional and non-traditional students have experienced and overcome many different challenges such as for the non-traditional students; Financial - 1) Balance of cost of education with other financial obligations, including basic living expenses, 2) Financial aid program assistance is typically available to full-time students, non-traditional students are often working full-time hours and desire part-time class hours therefore, have had problems with financial aid requirements (Women in

As people age there are many physiological changes that occur because of the age related changes in each body system. There are numerous of physiological changes in the major body systems such as the cardiovascular and the respiratory systems. The physiological changes of the cardiovascular system in older adults may include slower heart rate, decreased cardiac output, abnormal rhythms (arrhythmias), increase in blood pressure, and angina (chest pain). Also, orthostatic hypotension, a sudden drop in blood pressure when standing, is common with older age and could lead to a fall

Despite the similarities between traditional and non-traditional students, differences in adult students’ experience of and perceptions about education make their transition to college unique. In order to be successful in recruiting and retaining non-traditional students, universities need to provide resources and incentives to this sector of students. In American in the mid 1970’s, only 30% of all jobs required higher education (Gonzalez). Today, the reality is that 63% now require post-secondary education (Gonzalez). The immense number of job losses in the last few years due to the declining economy has had a large impact on the non-traditional student population. With this growing trend in education, universities need to compete

I also agree with your choice of theory to address multigenerational classroom. Adult education theory is an ample model. This theory encompasses several concepts that approach the way adults learn. I definitively concur with you that these concepts will allow an inclusive approach to students from different generations. If the instructor creates an environment that promotes self-learning, autonomy and helpful feedback, it will help to transform the learning process and will allow the students to suceed. If the instructor takes time to know the students and creates learning groups based in harmony and different learning styles will also help the students to achieve their maximum potential, no matter what generation they belong to. Lastly, never

Age related changes affect the teaching learning process in a variety of ways, but one main aspect that tends to outshine the others is performance. Performance in different tasks differs with age. For example, younger adults generally learn more quickly and memorization is easier for them. However, they are not as well equipped to apply new knowledge to life as are older adults. They do not have the background, experience, and education to integrate learning with life as effectively.

The two articles I selected to write about addressed nontraditional students. Nontraditional student is a term that has been described many different ways, but a common consensus is - a full-time or part-time college or university enrollee that is age 25 or older (Scott & Lewis, 2011, p. 1; Ely, 1997; Jinkens, 2009; O’Keefe, 1993).

At St George’s University there is also a psychological centre that caters to the needs of an ever growing student population. As modern societies grow and develop, so does the diversity of college and university students. The increase in technology creates a surge in individuals looking to further develop and create better opportunities for themselves. These individuals are referred to as Nontraditional students. The number of college students 25 years and over has grown from fewer than 4million in 1980 to more than 6 million in 2000. Nontraditional students make up 45% of the total US graduates population (National Center of Education Statistics, US Census Bureau, 2001). Nontraditional students includes; older, part-time, First Generation, Minority culture and students Athletes. These group although separate can sometimes overlap into each other, An older student can be a part time as well as a first generation could belong to a minority Culture group. Despite this however,

Walk onto a community college camps today and you will see a student population that does not quite match the college campus stereotype, and is much different than what is traditionally portrayed in film and literature. The true dynamic consists of a diverse group of students, ranging in age from older teens just out of high school, up to an unlimited age of adults who returned to school later in life. A substantial portion of community college students are considered to be nontraditional students, based on demographic factors including their age, living arrangement, and financial situation.

The second emotional challenge faced by the adult learner is “ongoing engagement in a collegiate environment” (Kasworm). This means that the adult needs to continue to readjust with each course that is completed. The adult needs a “classroom world (that) should ideally connect them with their other worlds.” (Kasworm) It’s important for them to gain knowledge that will help them in their jobs and allow them to put it to practical use or they have a hard time investing in the time necessary.

Who is the adult learner? According to Connell (2011), “So what is an adult?” The term ‘adult learner refers to learners “who have assumed the social and culturally-defined roles characteristic of adulthood and who perceive themselves to be adult, or, if those qualities are not ascertainable, learners who have achieved an age, such as 25, which would be regarded as adult irrelevant of social circumstances.” (p.95) On the other hand, Compton, Cox, & Laanan (2006), a growing segment within higher education is adult learners. Adult learners are considered to be called non-traditional students. There are various characteristics that set apart non-traditional students