Essay On Non Traditional Students

Being a non-traditional student, I have the opportunity to attend school while also pursuing a career in Information Technology (IT). Within the field of IT there are many avenues to explore ethics depending on the type of business that is being supported, or what the technical specialty may be. For instance, if the business operates in a medical environment that treats patients, there are privacy concerns, and ethical standards that must be followed. The same can be said for the financial community, and education. While the breadth of Information Technology and the available specializations are vast, perhaps even more impressive are the amount of trust and ethical burden placed on the Information Technology professional.

Adult students applying to college is more common than faculty thinks. Colleges are seeing more adults returning to college to complete a degree that they began when they were younger. The adult student is working longer in life and needs to keep up with their competition which is a younger group and better-qualified. The younger employee is technical savvy and has graduated from college with new ideas to share in the workforce. The research that will be included in this paper will focus on the conceptual framework.

Finding out early which type of student you are will help you out in the long run. Traditional students tend to be more productive in school when it comes to doing work and actual attendance. They keep up on homework better and have less distractions, so they also tend to have a higher graduation rate then none traditional students. Additional students will have a higher stress rate from school induce stress than a nontraditional student. "However, the traditional students reported actually attending class more often, as well as worrying about school performance more often".(HENLEY, January 1998). Nontraditional students on the other hand tend to be affected less by school induced stressed and more by their problems outside of school. For example

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.

According to Lundberg (2003), “adult students are one of the most rapidly growing segments of today’s college student population, making up approximately 40% of all college students” (665).

Understanding how students are motivated can help educators engage students in learning activities and ultimately improve their academic performance. Researchers Mandy Sedden and Kevin Clark summarizes students’ and instructors’ perspectives on motivation and explores instructional strategies educators can use to motivate college students (Sedden & Clark, 2016). This journal article discusses the impact student motivation or lack of motivation has on the overall outcome of their educational experience. Sedden and Clark noted that many students of the millennial generation view education as an acquisition rather than a process of learning (Sedden & Clark, 2016). In other words, the thought of the high-paying job or improved intellectual status that awaits after completing school is more alluring than the process of attaining knowledge. According to the research students are intrinsically motivated when the instructor is motivated themselves, the lessons are interactive, the atmosphere is positive and well-organized, and the instructor demonstrates they care about the students.

Eight college students attending the University of Louisville were interviewed. Within this group, half were females and the other half were males. Among the females, two were biracial and the other were African American. Of the individuals who

Non-traditional students of color are often faced with obstacles that make life that much more challenging as compared to traditional students. Rendon (1994) labeled “non traditional students as those that attend affordable community colleges and minority serving institutions, and traditional students are those whose families have a history of college attendance, come from middle and upper class families, and typically feel confident about attending college”

Participants in this study were online graduate male and female students at Southern New Hampshire University (N= 14; 7 women and 7 men), ranging in age from 21-30 years old.

Participants in this study were online graduate male and female students at Southern New Hampshire University (N= 20; 10 women and 10 men) ranging in ages of 30 or younger.

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

I choose these four articles below because either I could relate to them, in some form or fashion, or I gained knowledge of the events as well as people in the articles. The natural plumbing article I found insightful, how infrastructure has changed so much. The Anne Frank article I did not remember her story from childhood, through this article I have been encouraged to gain more knowledge about WWII and the concentration camps. Coronel Sanders and his celebrity reign with his franchise KFC encouraged me to stay focused and not give up. Hence why I am a non-traditional college student, I want to finish something I started years ago for self-gratification. The slave sold to save Georgetown I related to because of the similarity of recently finding out about my ancestry and who is in my family lineage.

The traditional adult attending a college or university is attempting to get their foot in the door of life. While the non-traditional adult, someone who is already in the workforce, is attending college for a different reason: either to change a career, improve a job skills, or for the joy of learning. The wise employers are sending employees back to school in order to make the business successful. Universities and colleges are adapting their programs to the needs of these non-traditional adults. As the non-traditional adults flood the colleges and universities, corporations and educational institutes are collaborating to establish the most optimum way to support the needs of the students while providing the best trained and educated workers in the industry.

IBM SPSS Statistics 21 was used to input and analyze the data. Our sample of 407 consisted of participants; 204 males and 203 females, with an age range of 18 to 66 years and a mean age of 21. A total of 96% of the participants were undergraduate students, 1.5% were professors, and 2.5% were other/unidentified. The overall classifications of race/ethnicity were comprised of mainly Caucasian at 55.5%, followed by African American at 30.7%, Hispanic at 2.9%, Asian at 1.2%, and lastly other/unidentified at 9.6%.

Students: including those studying from full-time to part-time, locally or by distance, from high to low socio-economic backgrounds and of varying ages