Michael A. Dicianna
WR123 Research Writing
April Carothers
November 2009

The Non Traditional Student Phenomenon: How have the Non Traditional Student demographic affected teaching methods and institutional accommodations in Higher Education today?


With the higher number of older students returning to college over the past 10 years, institutions and instructors have had to adapt to a new demographic in higher education. The nontraditional student population has added a new dimension to the classroom. Older students have specific issues to deal with that traditional students just out of high school are not subject to. This research paper will document these unique characteristics and show that the nontraditional students have caused some changes in higher education over the past couple of decades.
Moreover, institutions of higher education have had to adapt and accommodate to the nontraditional students who have become a major population on college campus today. Issues such as class schedules, distance learning and even parking have had to be addressed in ways never before seen. With the current downturn in the nation's economy, these issues have been magnified by increasing enrollments and severe budget cuts in colleges today.
Statistics available for enrollment for nontraditional students is somewhat dated from the US Department of Education, dating from 2002. In one study in 1999-2000, 7.1 million adults age 24 or older constituted 43% of all undergraduates in U.S. institutions of higher education, compared to 5.73 million adult students enrolled a decade earlier (1989-1990). When defined as people 25 and older, adult students constituted 27% of all undergraduates in 1979-1980 (National Center for Educational Statistics [NCES], 1995, 2000). The growing proportion of adult undergraduates has become a significant source of enrollment and income for numerous institutions for which the proportion of "traditional age" students (typically defined as between 18 to 22 years of age) is shrinking. (Donaldson, pg 27)
Although these statistics are a few years old, the percentage of nontraditional students has risen to 47% as of 2007 as noted by Brian Pusser's study for the Lumina Education Foundation. Again, these numbers are affected by the current downturn in the economy. Enrollment statistics for Linn Benton Community College have seen almost a 25% increase over fall term 2008. A higher number of younger "traditional" students have been seen in fall term 2009 due to the poor job market in Oregon currently. (Lathrop)
In a special report for the National Center for Educational Statistics, Susan Choy presents the criteria used for defining notational students:
The term "nontraditional student" is not a precise one, although age and part-time status (which often go together) are common defining characteristics (Bean and Metzner 1985). An NCES study examining the relationship between nontraditional status and persistence in postsecondary education identified nontraditional students using information on their enrollment patterns, financial dependency status, family situation, and high school graduation status (Horn 1996). Specifically, in this study, a nontraditional student is one who has any of the following characteristics:

• Delays enrollment (does not enter postsecondary education in the same calendar year that he or she finished high school);
• Attends part time for at least part of the academic year;
• Works full time (35 hours or more per week) while enrolled;
• Is considered financially independent for purposes of determining eligibility for financial aid;3
• Has dependents other than a spouse (usually children, but sometimes others);
• Is a single parent (either not married or married but separated and has dependents); or
• Does not have a high school diploma (completed high school with a GED or other high school completion certificate or did not finish high school).(Choy)

The definition by the Department of Education does not specifically address the age of the typical nontraditional student, but it is generally accepted that a student over the age of 25 returning to, or beginning college is considered a non trad. Although this study is a number of years old, the demographic of the nontraditional student is very similar today.
In a study by the Lumina Education Foundation in 2007, the author Brian Pusser conducted a survey of 1500 college students and 700 institutions and the data for the nontraditional students was reported as : "The adult learners in both two-year and four-year continuing-education programs were considerably older than traditional students. Students in the smallest institutions were the oldest on average (40.7 years), whereas students in the largest institutions were younger (37.9 years). Students who attended institutions of between 501 and 10,000 students were the youngest (mean age ranged from 30.7 years to 31.3 years). "(Pusser) The current population at Linn Benton Community college on the surface, appears to mirror these statistics. Current statistics regarding the population of nontraditional students in higher education are reflecting the economic situation in the United States and Canada over the past 18 months.
The nontraditional student faces many challenges that the younger students just coming out of high school do not have to deal with. Issues such as balancing a family schedule and a full college load; working and going to school, relearning study skills and simply "fitting in" are all major concerns for the older returning student. Further, the older student returning to college after a significant number of years will encounter an entirely different set of problems. Educational skills either were never learned or are very rusty. College placement examinations go a long way in guiding the student into programs that can get them up to speed. A nontraditional student may have been in the workforce for a number of years before returning to school. This work ethic as applied to the classroom is more of a benefit to the student (as well as the entire classroom quite often.)
Financial aid for the nontraditional student is a subject all in itself. There are currently specific programs available to the older student to help with college funding. Many of these programs are driven by the employment situation in the state of Oregon. Nontraditional student financial aid is one of the benefits as well as a challenge to the returning student.
Online education programs are one area that has made huge strides over the past 10 years. Linn Benton Community College has been dealing with the high number of older/family related issues for a number of years now. They provide a campus located daycare/preschool program for mothers returning to school. The issue of fitting in is of major concern to nontraditional students and programs developed directly for older students through both college administrations and Student Body Governments on a nationwide basis.
With this large demographic in classrooms today, how have teaching methods adapted and accommodated the nontraditional student. There are specific techniques and challenges to be faced. In a paper presented at the FIE Conference by Robert Hofinger, the instruction of nontraditional students has both positive and challenging characteristics. It is shown that an older student brings experience and enthusiasm into the classroom. There are also some challenges that they face which can affect the classroom as well. As pointed out in his presentation, Hofinger lists some of the strengths the nontraditional student may have; "The non-traditional student who is working, usually has a wider range of resources available to him/her. At work, it might be the company library or a co-worker. Encourage the student to use them often. The critical element here is the variety and richness of the resources, their availability, and the student's skill in making use of them." (Hofinger)
The author is correct in his assessment of the characteristics of the students in that they already have experience with work ethics and many skills that help them succeed in the classroom with some kindly attention. Teaching the nontraditional student has aspects that need to be recognized by instructors.
The adult student is motivated to learn in the classroom, as noted by Hofinger: "Adults are motivated to learn as they experience needs and interests that learning will satisfy; they understand the importance and the necessity of the educational background, both from a work related benefit and from a personal improvement benefit." (Hofinger) Perhaps the most inclusive description of an adult student in the classroom comes from Colorado State University: " Highly motivated and purpose-driven, adult learners come equipped with a more fully developed set of life skills and core competencies than their younger classmates. Some chose to spend a year or more in the workforce right after high school and some have whole careers under their belts. Generally speaking, they're "take-charge" type of people." (U of Col.)
Colorado State University has produced a teacher's resource online for instructors to recognize specific issues related to older returning students. Tips for teachers such as: "Adult learners are already accustomed to time commitments, so be very clear in your syllabus about your assignment and deadlines expectations. Be particularly clear about make up exams, assignments, and project extensions. Bear in mind that deviations from your initial agenda can be particularly alarming."(University) The guide also gives insights about older students in the classroom environment: "Highly focused on their studies, adult learners often approach their assignments with a sense of urgency that might not be shared by many of their classmates. They might expect turn-around and feedback on their assignments in a more immediate fashion than instructors are typically able to provide. Be clear about your response procedures." (U of Col.)
This online guide for instructors specifically addresses the special needs and challenges of teaching nontraditional students. There are many sites on the internet with similar contents. The need for different skills in teaching nontraditional students has been recognized in the instructor community and resources have been developed for educator's development.
In a personal interview conducted with Robert Ross, Professor Emeritus of LBCC, some interesting observations about teaching methods was obtained. Mr. Ross was one of the original instructors in Biology at Linn Benton Community College in 1968. Over the 40 years in the classroom, he noted that the age of students often was affected by the current economy. "During the 80s, we were seeing huge increases in adult students retooling after losing jobs in the timber industry". He also stated that the older students did require some extra attention and reassurance in the classroom. The student population of many community colleges around the nation always has been influenced by vocational programs, students "retooling" for better jobs and regional economic factors. "Turkey Tech is what the OSU crowd used to call LBCC when it was first forming…" Students who wanted to enter OSU were finding it more economical to attend community college before transferring to University. The concept of a nontraditional student was not part of educational statistics at the time.
The development of online class schedules and distance adult learning programs has been around for a number of years. These programs are well tailored for the busy nontraditional student. With many students juggling schedules and families, the only option they have is to take classes online on their schedules. Adult Learning was one of the key factors in the development of these programs. The growth industry of complete online "universities" such as University of Phoenix and Kaplan Online has also been tapping into the nontraditional student pool. It can be argued that these organizations do not provide the same quality of education than a conventional brick and Mortar College can. They are making millions of dollars per year, and VERY ACTIVELY solicit new students.
Online classes are one of the major adaptations to the nontraditional student population. They have spilled over into the general population as well. Another format for the online curriculum involves a "Hybrid" online course. This format has both online coursework coupled with conventional in classroom face to face sessions. Many new innovations in online distance education have been developed. Studies are showing that there is about a 60% attrition rate involved with online classes. Henry Gillow-Wiles, an instructor in mathematics at LBCC is currently doing a Doctorial Dissertation about this subject. He states: "I am currently developing a model for online math courses that will address the dropout rates…LBCC will be working with OSU on a test program of these new course models". The field of online education is still in its development stages. New innovations such as Hybrid courses and new course models will continue to enhance this resource for students.
Institutions are recognizing this increase in nontraditional student enrollment and have developed curriculum and programs to meet these needs. Dr Brenda Harms noted in an article for University Business.com describes the adaptation by colleges in today's climate:
"While adult student programs of the past have been focused within two-year and private for-profit colleges, there is a recent strong showing of public institutions that have partnered with community colleges for baccalaureate degrees and fully developed their own niche-oriented graduate degrees targeted to adult students." (Harms) This recognition that the nontraditional students are a growing demographic as well as a "revenue source" for institutions of higher learning is evidence that the nontraditional student phenomenon has caused changes in the colleges of today. In a similar paper it was noted: "The recent downturn in the economy has also provoked a dialogue in higher education about offering more distance learning courses and has charged higher education leaders to look for ways that institutions can cut costs and increase economic efficiency." (Copper) Institutions of Higher Learning have to adapt in many ways due to a number of factors. One constant theme is that there will be an increase in nontraditional students over the next 15 years.
The Association for Nontraditional Students in Higher Education is a nationwide group with the mission statement: ANTSHE is an international partnership of students, academic professionals, institutions, and organizations whose mission is to encourage and coordinate support, education, and advocacy for the adult learner. This organization supports nontraditional student groups in colleges all over the world. They provide resources, scholarships and conferences directly related to nontraditional student issues.
A number of factors need to be considered regarding the nontraditional student phenomenon. The current economic situation will continue to drive more and more people into colleges. Whether to retool for a new profession or to return for that coveted college degree, there is every indication that enrollments are going to continue to increase. Colleges will continually be adapting to new course modalities and teaching methods tailored to a growing number of older students. By 2015, it is probable that the nontraditional student population will be in the majority in institutions of higher education. As these demographic shifts higher, more accommodations will be needed to serve the older students. College admittance policies will need to be revised to reflect an individual's work history and life skills in conjunction with placement tests. What will colleges do to compete with the growing Online for Profit Degree programs? It is already noted that the classroom dynamic has changed. Teaching methods have been adapting to the needs of the older student.
As an active nontraditional student advocate, this subject has been top of mind since I returned to college in spring term 2009. "Non Trads" are a growing demographic in colleges today and are shaping the delivery of higher education in many ways. Colleges and Universities have made huge strides in accommodations for the nontraditional student. The look of colleges such as Linn Benton Community College is becoming more diverse each year. With the growing number of older students returning to college after years in the workplace, the dynamics of a student population will be changed dramatically.