The New "Traditional Student"

Autor/in	Jenkins, Rob
Titel	The New "Traditional Student"
Quelle	In: Chronicle of Higher Education, (2012) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	Student Financial Aid; Outcomes of Education; Student Attitudes; Nontraditional Students; Counseling Services; Divorce; Educational Objectives; Tutoring; Veterans; Females; Student Role; College Faculty; Instructional Design; Student Needs; Relevance (Education) + Suchen Sie Ihr Suchwort? Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Lernleistung; Schulerfolg; Schülerverhalten; Ehescheidung; Educational objective; Bildungsziel; Erziehungsziel; Förderkonzept; Nachhilfeunterricht; Kriegsteilnehmer; Veteran; Weibliches Geschlecht; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Relevance; Relevanz
Abstract	The author's experiences and those of the students he encounters at elite campuses no longer resemble the common experience of many college students today. What people used to call "nontraditional" students--older, working, married, and maybe still living at home--now constitute a large and growing percentage of those attending college in the United States. In fact, they are fast becoming the new traditional. Those in student services picked up on that trend long ago and began developing programs to help nontraditional students: (1) assistance with financial-aid forms; (2) special tutoring and counseling services; and (3) new centers for veterans and for divorced women who were suddenly thrust into the role of breadwinner. Those are all wonderful programs, and much needed. And yet other research shows that one of the most important factors in determining whether nontraditional students succeed is their experience in the classroom--or what Sherry Miller Brown calls "academic integration." Brown, director of the University of Pittsburgh's McCarl Center for Nontraditional Student Success, said that if nontraditional students perceive their educational outcomes "to represent a fair exchange for time, effort, and money invested, they will be more committed to staying at that particular institution." In other words, if nontraditional students are going to graduate, then much of the onus falls on classroom instructors. And since classroom instructors seem to be finding more and more of those students on their rosters every year, perhaps they ought to start taking them into account as they design their courses, plan their lessons, and approach their teaching. In this article, the author makes these suggestions: (1) Recognize special needs; (2) Design courses accordingly; (3) Demonstrate relevance; and (4) Roll out the welcome mat. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; Tel: 202-466-1000; Fax: 202-452-1033; e-mail: circulation@chronicle.com; Web site: http://chronicle.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10