Non Traditional Vs Traditional Learners

With today’s changing world and the economy the way it is, it is not uncommon for people of all ages to enter the college setting. In fact, 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 and what services may they need in comparison to the traditional student.

I have observed all these different classifications of college students and I, too, fall into one of the classifications above. Whether coming directly from

Jeffrey Jansen Arnett’s annual poll of emerging adults show how young adults view college and why they go there. These results were found online at: http://news.clarku.edu/news/2015/08/25/new-clark-university-poll-surveys-emerging-adults-on-work-education-and-identity/. The results show that the highest percent (87%) of young adults go to college to have a better chance of finding a good job, and the lowest percent (61%) of young adults go to college for the potential to have fun while attending more school. The majority of college students attend college for all the right reasons, according to this poll, only the smallest percent of college students attend college and waste tax payer dollars. The third poll regarding the realities of attaining a college education shows the majority of college students (89%) believe a college education should be available to anyone who wants it, regardless of their ability to pay. It also shows that half (51%) of young adults didn’t go to college because of family responsibilities. The second poll shows that the majority of young adult’s students (69%) didn’t go to college because they couldn’t afford

Colleges have always encouraged their students to live on campus, especially freshman. This is for the reason that living on campus allows student to encounter new cultures, participate in organizations, and reach academic heights. For example, Tarleton State University states that “Living on campus will enable [the student] to interact with diverse people enriching [their] educational experience and will provide convenient access to professors and academic resources the campus offers. In addition, on-campus students are more likely to become and stay involved in clubs and organizations” (Tarleton State University, 2016). Along with the notion that students residing on campus are likely to reach academic heights, a study conducted at the University of North Dakota during the fall semester of 1966-1967

Obtaining a degree remains one of the most important pathways to economic and social class in the United States (U.S.), regardless of rising tuition costs and the value of having a higher education coming in to question. Of the 20.6 million students enrolled in a college or university, first-generation college students represents about one-third (The Institute for Higher Education Policy, 2012). These group of individuals are more likely to encounter academic, financial, professional, cultural, and emotional difficulties (Sanez, Hurtado, Barrera, Wolf, and Yeung, 2007).

While tuitions rose and salaries static, families no longer see the need to splurge on the “college experience”. Not only are students paying for the expense of academics, but on campus dorms and a meal plan as well. Although Students could choose to commute to cut out the cost of dorms, many colleges are too far away from home to do so. If living on campus and commuting were out of the question, then students may enroll in online schooling to get the education they need

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.

College is not for everyone because some students cannot confront the academic or financial challenges college brings. Students should apply to as many grants, scholarships or financial aid to be capable to pay off materials and charges for their college classes. There are many ways college is not for everyone. Many young adults don’t comprehend the expenses that is necessary between books and other living investment. Financial obstacles such as food, rent, attire, and other things influence college students who are not adapted to making payments for these types of things on their own. Pharinet states “It is estimated that in the U.S., 50% of students who begin college never graduate because they are not are ready for the academic and financial challenges of college or do not have the desire to learn” (635. Practical Argument: A Text and Anthology). In

The term “non-traditional” has been coined to describe and categorize students from non-traditional backgrounds. Non-traditional student diversity may include “age, color, ethnicity, gender, national origin, physical, mental and emotional ability, race, religion, language, sexual orientation and socio-economic status” (Taylor and House 46). From the age perspective, non-traditional students exceed the normal age range of college students. The normal age range for students attending higher education institutions is 18-24 years of age. “The rise of non-traditional-age students – that is, students who are either coming to college or retuning to it” has been increasing for the past several decades (Lang 188).

The United States, the country that was founded on ideologies that promised the “American Dream” has increasingly become a more diverse nation. Thousands of immigrants from all over the world still continue to flock to the United States in hope of a better future. These foreigners start a new life and have children who can reap all the benefits of being United States citizens. One of those benefits is partaking in one of the best education systems in the world. American higher education promises superb schooling allowing for social mobility, status, and ensures financial security. As a result, first-generation students are reshaping the demographics in higher education, accounting for one third of the undergraduate population.

Due to their work status, usually they are not able to attend college full-time. Therefore not only is their opportunities to attend school functions decreased, but their graduation expectancy date has increased and also their risk factor to drop out of college altogether. So, while first-generation students make up more and more of the student body at U.S. colleges and universities, they are not necessarily making up a higher percentage of graduates (Unknown). This semester, there were many CSUSM students who admitted to either not having time for extracurricular activities due to their workload, were unaware of the festivities that take place on campus, or were afraid that organizations may have a problem if they were unable to attend functions due to their work schedule. Just from hearsay, I have heard that sororities and fraternities are especially non-tolerant if a member does not comply with their schedule.

The head administers and creators of the NSLLP, Dr. Karen Inkelas and Dr. Keith Brower both occupational researchers and professors at the University of Virginia and the University of Wisconsin-Madison respectively, are considered to be the founders of modern-day research in the field of living-learning communities. Launched in 2001, the NSLLP is a survey tool which assesses how participation, or lack thereof, in a living-learning program/community influences the social, academic, and developmental paths of colleges students. The survey, which is based on previous literature on LLCs, takes in inputs such as a student’s demographics or high school achievements as well as various environmental factors. These factors, such as the student's major, peer and teacher interactions, and extracurricular activities are all taken into consideration by the administers of the survey. The algorithm then outputs the percent chance of dropout risk, their sense of belonging, and and appreciation of diversity among other things (Brower, 2004). The NSLLP was administered to both students in and not in a living-learning community in order to accurately gauge the effects that LLCs have on a student. The study, which was repeated once in 2007 and again in 2014, has become the cornerstone of the majority of research done in the the field of learning

The average age of a community college is 29, and more than 60% of the students attend part time. Since 1985, more than 50% community college have been women. Most students are adults and many of them have married and have kids, they have to take care of their family, go to work and at the same time attend school. It takes a lot of time and effort to take care of their family, so it is difficult for them to focus on school. According to study, 60% of community students work 20 hours per week, and 25% of them work 35 or more hours per week. 23% of the students have dependent children. On the other hand, the majority of Black and Hispanic low income students study at Community College, they suffer from the family financial issue, and short of family support. The multitasking students have family responsibility, which cause their time limitation, lack of sleep, social demand. One single mother shared her stress : “…my two-year-old ‘s schedule conflicting with my schedule, the fact that I have 12 [credit] hours in the summer, trying to hang out with my friends but screwing up my other obligations, and I have to still go through family court..” Compare to other students, this group of people who care of their families have more limit time to study. According to American College Health Association (2006), some participants who feel overwhelmed said: “It’s anything that may cause you to worry. And for me it’s like not

Traditional and nontraditional college students share few similarities in today's quest for a college degree.  In fact just about the only similarity between the two types of students is just that, they are both students.  The Wall Street Journal estimated in a 2013, article the number of traditional students was just 29% down almost 10% from 1990.  The National Center for Education Statistics defines a nontraditional student "as meeting one of seven characteristics: delayed enrollment into post-secondary education; attends college part-time; works full time; is financially independent for financial aid purposes; has dependents other than a spouse; is a single parent; or does not have a high school diploma" (Pelletier, p. 1).  Being a student at Kennesaw State University it is hard to imagine anyone who does not fit into one of those seven outlined categories. Being asked to compare traditional and nontraditional

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,