Alternative Options for Nontraditional Students in Higher Education PDF Download

Author: Kate White
Publisher:
ISBN:
Category : Nontraditional college students
Languages : en
Pages : 113

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Author: Fred A. Bonner II
Publisher: Taylor & Francis
ISBN: 1000977714
Category : Education
Languages : en
Pages : 368

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Book Description
Developing alternative student development frameworks and models, this groundbreaking book provides student affairs practitioners, as well as faculty, with illuminating perspectives and viable approaches for understanding the development of today’s diverse student populations, and for building the foundation for their academic success and self-authorship. With the increasing number of adult working students, minoritized, multiracial, LGTBQ, and first-generation students, this book offers readers vital insights into –and ways to interrogate– existing practice, and develop relevant responses to the needs of these populations.Building on and critiquing the past frameworks, and integrating the insights of contemporary scholarship on student development, the contributors collectively put forward a robust theoretical and methodological foundation for this work, using Critical Race Theory as their central frame. CRT allows chapter authors to situate race related encounters at the center of their proposed alternative framework or model, and deconstruct and challenge commonly held assumptions about diverse college student development. In the tradition of CRT, each author offers an alternative model or framework that can be applied to the diverse population upon which the chapter is framed, prompting readers to address such questions as:• Who are our college students?• What set of experiences do our students bring to the higher education context? • What role have their environments/contexts (i.e. home, p-12, community, family, peer groups, mentors) played in our student’s lives? • What impact have intervening variables (i.e. race, oppression, power) hadon their experiences?• What strategies do they use to overcome developmental obstacles?• How do they define success, and how they know they have achieved it ?By laying bare the experiences of these diverse college students that inform this volume’s “alternative” frameworks this book contests that notion that they constitute square pegs that must fit into the round holes of traditional frameworks.

Author: Sherry Anne Chance
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 138

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Book Description
Nontraditional adult students in higher education must balance a multitude of responsibilities while completing their college education. This student population juggles work, family, and college coursework. To maximize options for this student population and meet their needs, institutions of higher education have developed alternative modes of instruction, such as hybrid classes, which use both face-to-face instruction and online instruction. Delivering alternative options for instruction provides the convenience and flexibility that adult students need. However, it requires educators to design courses and create a campus climate that promotes student engagement. Research supports the theory of student engagement as a predictor of student success and degree completion; thus, the hybrid format is intended to facilitate a greater degree of engagement. This case study explored undergraduate nontraditional adult learners' perceptions of hybrid classes and student engagement in this alternative format. This study drew upon the research literature bases of adult learners, nontraditional students, student engagement, online and hybrid course design, and social presence.

Author: James E. Rosenbaum
Publisher: Russell Sage Foundation
ISBN: 1610448685
Category : Education
Languages : en
Pages : 212

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College-for-all has become the new American dream. Most high school students today express a desire to attend college, and 90% of on-time high school graduates enroll in higher education in the eight years following high school. Yet, degree completion rates remain low for non-traditional students—students who are older, low-income, or have poor academic achievement—even at community colleges that endeavor to serve them. What can colleges do to reduce dropouts? In Bridging the Gaps, education scholars James Rosenbaum, Caitlin Ahearn, and Janet Rosenbaum argue that when institutions focus only on bachelor’s degrees and traditional college procedures, they ignore other pathways to educational and career success. Using multiple longitudinal studies, the authors evaluate the shortcomings and successes of community colleges and investigate how these institutions can promote alternatives to BAs and traditional college procedures to increase graduation rates and improve job payoffs. The authors find that sub-baccalaureate credentials—associate degrees and college certificates—can improve employment outcomes. Young adults who complete these credentials have higher employment rates, earnings, autonomy, career opportunities, and job satisfaction than those who enroll but do not complete credentials. Sub-BA credentials can be completed at community college in less time than bachelor’s degrees, making them an affordable option for many low-income students. Bridging the Gaps shows that when community colleges overemphasize bachelor’s degrees, they tend to funnel resources into remedial programs, and try to get low-performing students on track for a BA. Yet, remedial programs have inconsistent success rates and can create unrealistic expectations, leading struggling students to drop out before completing any degree. The authors show that colleges can devise procedures that reduce remedial placements and help students discover unseen abilities, attain valued credentials, get good jobs, and progress on degree ladders to higher credentials. To turn college-for-all into a reality, community college students must be aware of their multiple credential and career options. Bridging the Gaps shows how colleges can create new pathways for non-traditional students to achieve success in their schooling and careers.

Author: Michael Steven Hill
Publisher:
ISBN: 9781392389485
Category :
Languages : en
Pages :

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The research team interviewed 15 students who were identified by their college as having been enrolled fully online during the prior academic year. A phenomenological interview approach was used to gain a better understanding of how students gather information, what sources were most useful, and the alternatives considered. Consistent with the rational choice framework, some students tend to gather only enough information to support their decision, while others conduct a more comprehensive search shaped by the extent to which needed information is readily available. These findings suggest that students are aware of the availability of online classes and make the choice to attend based on convenience, finances, and familiarity with the college. Colleges think carefully about how information and support are provided to those students wishing to complete classes and find creative ways to engage students and provide campus resources virtually. Taken together, these studies will expand our understanding of non-traditional students and the pathways they utilize to complete postsecondary goals. A significant majority of all postsecondary students in the United States are “non-traditional” (Radford et al., 2015; United States Department of Education, n.d.). Nontraditional students are over-represented in open-access public and private institutions offering accelerated and technology-mediated programs (Ross-Gordon, 2011). Increases in the proportion of nontraditional students show no signs of abating, suggesting that it is more important than ever to understand the educational needs, trajectories, and experiences of the students who, though called nontraditional, are the new normal in U.S. colleges and universities.

Author: Connecticut. Committee on Alternate Approaches for the Delivery of Higher Education
Publisher:
ISBN:
Category : Alternative education
Languages : en
Pages : 166

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 358

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Author: Kenneth C. Gray
Publisher: Corwin Press
ISBN: 148335184X
Category : Education
Languages : en
Pages : 265

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Help teens in the academic middle succeed by creating and valuing other ways to win! Research suggests that more than half of high school graduates are not academically prepared for college, yet they do not have significant learning disabilities preventing them from succeeding in a traditional classroom setting. This timeless bestseller, now in its third edition, has been updated with new data, recommendations, and observations to explore the choices available to these students beyond traditional four-year colleges. Illustrating options that are more accessible and carry a much higher probability of student success, this resource: Dispels the "one way to win" myth Presents "other ways to win" that do not require a four-year college degree Provides benefits for students with alternate forms of post-high school education All teens deserve to succeed regardless of the post-secondary educational path they take. Other Ways to Win can help make it happen.

Author: Dr. Lateshia Woodley
Publisher: AuthorHouse
ISBN: 1504980603
Category : Education
Languages : en
Pages : 97

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This book is about viewing alternative education through the lens of being an alternative education student and then being a turnaround leader working with schools to transform alternative education programs. This book celebrates the successful work of many alternative schools, making a difference in the lives of students, and highlights the areas in which additional work is needed.

Author: Ryan Craig
Publisher: Macmillan
ISBN: 1137279699
Category : Education
Languages : en
Pages : 254

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There is a revolution happening in higher education—and this is how it's unfolding