The Narrative Hook

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Support for the Nontraditional Community College Student: The Life Management Model Melissa Patton Benedictine University

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Page 1: The Narrative Hook

Support for the Nontraditional Community College Student:The Life Management Model

Melissa PattonBenedictine University

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The Narrative Hook

The data provides evidence that there may be a gap among the developmental programs that student affairs

department’s offer adult students at some colleges.

Community colleges need to look to external community based resources in the form of formal partnerships, to reduce

high rates of attrition amongst nontraditional students.

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• According to a study of over 45,000 nontraditional students almost 30% of dropouts amongst adult college students are due to challenges balancing school, work and family (Inside Track, 2011).

• According to Wesleyan University’s research, about two-thirds of adult students drop out and of that about a third do so because of their inability to balance commitments (Inside Track, 2011). The data provides evidence that there may be a gap among the developmental programs that student affairs department’s offer adult students at some colleges.

Statistics

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The New Traditional Student

Yet there was a distinct change in the age of enrolled students. There was a decrease in the proportion of students between the ages of 16

and 22, while the proportion of students between 25 and 65 – traditional workforce age – increased

2.8 percent (Iowa Department of Education, 2009).

How are community colleges deflecting the “revolving door dilemma” – Students dropping

out as quickly as they enroll?

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The Research Problem

The rapid increase in students has left college administration in a frenzy to support the revolving

door dilemma – students dropping out just as quickly as they enroll. To prevent this from continuing,

Student Affairs departments need to provide additional opportunities for nontraditional students that engage their interpersonal, professional and

academic needs. Student Affairs staff at community colleges must change their approach to working

with nontraditional students.

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Purpose Statement

The purpose of this study is to provide recommendations based on data analysis on behalf of a developmental-life management

program for nontraditional community college students. This researcher hopes to evaluate the

program based upon participant perceptions, learning outcomes, retention, and their

satisfaction. The overarching more longitudinal goal would be to find that participants’ outcomes are significantly different from non-participants’

showing a more positive experience for participants.

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Research Questions• What influence does a life management

program have on nontraditional community college students?

• What are the factors that improve nontraditional student retention?

• What are the benefits for nontraditional students who participate in developmental programming at their local community organization (CO)?

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Target AudienceThere is significant importance understanding how to retain and support nontraditional adult college students within the community college setting. Using qualitative approaches, studying students, as well as their satisfaction with the program, will help us to better understand the impact of community colleges collaborating with CO’s. With this understanding community college staff can better accommodate and retain adult college students, helping them to have a successful college experience, that leads to graduation.

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ReferencesAssociation for Non-Traditional Students in Higher Education. (2011).. Retrieved from http://www.antshe.org/, 2011.Bailey, T. (2008) Challenge and opportunity: Rethinking the role and function of developmental education in community college. Retrieved from: http://ccrc.tc.columbia.edu/Publication.asp?uid=658.Callan, Pat. (2011). Improve student services to help graduation rates. The Chronicle of Higher Education. Retrieved from

http://chronicle.com/article/Improve-Student-Services-to/125938/City-data.com. (2011). City-data.com. Retrieved from www.city-data.com.Des Moines Area Community College (2011). TRiO/student support services. TRiO/Student Services . Retrieved from https://go.dmacc.edu/urban/triosss/Pages/welcome.aspx

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ReferencesGarcia, E. (2011). College students with children need campuses with child care. Institute for Women’s Policy Research. Retrieved

from http://www.iwpr.org/blog/2011/05/03/college-students-with- children-need-campuses-with-child-care/HUD. (2011). HUD awards nearly $34 million to 10 public housing authorities to create education centers for children, adults. RealEstateRama. Retrieved from http://www.realestaterama.com/2011/05/25/hud- awards-nearly-34-million-to-10-public-housing-authorities-to-create- education-centers-for-children-adults-ID09170.htmliJag, (2011). iJag website. Retrieved from http://www.ijag.org/.InsideTrack, Inc. (2011). Inside track website. Retrieved from http://www.insidetrack.com.Iowa Department of Education (2009). Fall Report. Des Moines: Community Colleges and Workforce.

http://www.realestaterama.com/2011/05/25/hud-
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ReferencesJenkins, D. T. (2008). Using longitudinal data to increase coummunity college student success: A guide to measuring milestone and momentum point attainment. CommunityCollege Resource Center.(N. Perez, personal communication, June 6, 2011).Patton, M.(2010-2011). The Purpose Group. Retrieved from

www.thepurposegroup.comQuinn, G. (2011). Simple Confidentiality Agreement. IP watchdog: An online magazine focusing on the news and & business of IP. Retrieved from

http://www.ipwatchdog.com/tradesecret/simple-confidentiality- agreement/

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The End


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