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Proposal Defense

Angelica M. Garner

Angelo State University

Critical Analysis Topic

Influence of institutionally-sponsored resources on the success rates of non-traditional higher education students.

Nontraditional Students. [Online image]. (2018). Retrieved from https://www.theodysseyonline.com/hey-colleges-listen-up-non-traditional-students-matter.

Critical Analysis Topic

Who are Nontraditional Students?

Nontraditional students are adult learners who fit in one of seven categories:

  • Delayed enrollement into postsecondary education.
  • Attends college part-time.
  • Works full-time.
  • Financially independent for financial aid purposes.
  • Has dependents other than a spouse.
  • A single parent.
  • Does not have a high school diploma.

(Pelletier, 2010, p. 1).

The Nontraditional Student Population

[Campus Movie Set]. (2010, February 20). The invisible invincibles: Nontraditional students [Video File]. Retrieved from http://www.easybib.com/guides/citation-guides/apa-format/youtube-video/.

Proposed Student Outcomes

  • The student will appropriately determine a student population.
  • The student will identify an issue in curriculum and instruction and cultivate a plan of action that is suitable for the determined student population.
  • The student will demonstrate an understanding of appropriate research maneuvers.
  • The student will apply contemporary assessment ideals to effectively evaluate a curriculum and instruction issue.

Proposed Student Outcomes

Analysis of Student Outcomes

Analysis of Student Outcomes

In various colleges and universities, in the United States of America, the traditional student population is a regular topic of concern. Yet, the nontraditional student population is quickly becoming the new majority among college-going students. According to Hittepole, to meet the demands of university stakeholders, including the nontraditional student population, colleges and universities "must make nontraditional students a priority" (Hittepole, 2016). If not, colleges, universities, and nontraditional students will lose out on beneficial partnerships and institutional experiences.

For the purpose of curriculum and instruction, educators must make certain to create student learning outcomes that are significant to the learning needs of nontraditional students. Within my module seven presentation, I have included four student learning outcomes that I find relevant to the scholastic growth of nontraditional students. For me, I find it necessary to educate my student population on the ways in which they can work alongside administrators, faculty, and staff to cultivate learning communities that are conducive to their needs. The topic of research and assessment maneuvers is crucial to the academic needs of nontraditional college students.

Assessment Trends

The perception, of higher education satisfaction and engagement, is significant to the nontraditional student population. Because of this, it is crucial for colleges and universities to utilize effective assessment procedures that are pertinent to the ever-changing needs of nontraditional students. Due to a lack of applicable services and programming, nontraditional students are not fulfilling the institutional requirements for retention and college completion. As it relates, a major trend in low retention and college completion rates has developed. Yet, according to Miller, "implementing programs intended to increase nontraditional student retention and success will assist postsecondary institutions with retention and completion rates" (Miller, 2014, p. 141). With effective assessment usage, higher education institutions can not only help current nontraditional students in their desire to successfully meet the requirements of graduation, but colleges and universities can develop programming that is consistent to the needs of prospective nontraditional students.

Assessment Trends

Utilization of Assessment Data

Utilization of Data

As a future higher education professional, I would use assessment data to create effective programming for nontraditional students. As a current nontraditional student, I know how necessary it is to have resources that support my needs and the needs of my peers. Because of this, I desire to partner with administrators, faculty, staff, and students to formulate institutional procedures that are relevant to the needs of nontraditional students. With continuous assessment use, I am confident that we, as a team, can create learning environments that encourage success for nontraditional students.

References

References

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