Supporting Students Based on Student Characteristics

Date & Time

Aug 4th at 1:45 PM until 2:30 PM

Track

Research To Practice 
ePoster 

Location

Rating ( votes)

Horn, L. J., & Carroll, C. D. (1996). Nontraditional Undergraduates: Trends in Enrollment from 1986 to 1992 and Persistence and Attainment among 1989-90 Beginning Post-secondary Students. Post-secondary Education Descriptive Analysis Reports. Statistical Analysis Report. US Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. Identifying students as traditional or non-traditional based on age is only part of the learner profile. In 1996 Horn and Carroll provided a scale of nontraditional students that ranked them from minimally nontraditional to highly nontraditional. They further presented research that indicated there was an inverse relationship between the increase of nontraditional characteristics and the students success. Today we still look at students primarily based on age. In order to provide student services that make an impact on student success we need to consider other characteristics that are considered Nontraditional such as: student dependents, number of hours per week a student works, the number of years a student has been out of high school and if the student has a traditional high school diploma. These characteristics will have a direct impact on the student definition, the needs they have, and more importantly, their success. For these reasons, we need to create a better student profile to align with services students need. This presentation will explain the nontraditional student scale, why it's important, and provide alternative student characteristic data that should be collected in order to determine if a student is traditional or nontraditional. VIEW THIS SESSION [Mediasite player]