We Are Not Eighteen: Welcoming Non-traditional Students on Campus
dc.access.option | Open Access | |
dc.contributor.advisor | Puckett, Heidi | |
dc.contributor.author | Shivar, Ashley | |
dc.contributor.committeeMember | Lewis, Travis | |
dc.contributor.committeeMember | Siegel, David | |
dc.contributor.committeeMember | Ranero-Ramirez, Jessica | |
dc.contributor.department | Educational Leadership | |
dc.date.accessioned | 2022-06-09T16:23:50Z | |
dc.date.available | 2022-06-09T16:23:50Z | |
dc.date.created | 2022-05 | |
dc.date.issued | 2022-03-31 | |
dc.date.submitted | May 2022 | |
dc.date.updated | 2022-06-07T16:40:25Z | |
dc.degree.department | Educational Leadership | |
dc.degree.discipline | EDD-Educational Leadership | |
dc.degree.grantor | East Carolina University | |
dc.degree.level | Doctoral | |
dc.degree.name | Ed.D. | |
dc.description.abstract | Non-traditional students are quickly becoming the majority on college campuses, with three-fourths of campus populations fitting the definition of a non-traditional student. However, many institutions still lack a tailored orientation model for non-traditional students. This leads to the marginalization of adult learners, distance education students, transfer students, and veterans, creating an "outsider" mentality. This outsider mentality can affect non-traditional student success, causing these students to stop-off or drop-out completely. While much research and program assessment has been conducted around first-generation students and their lack of collegiate knowledge, the same level of attention has not been paid to non-traditional students. Like other four-year institutions, East Carolina University (ECU) focuses orientation efforts on the traditional student population; therefore, this mixed methods study evaluated the current online orientation program for transfer students at East Carolina University using a modified version of Cuseo's (2015) Self-Assessment Model for Evaluating Orientation Programs in order to expand the discussion around non-traditional student success. The most effective methods for addressing the diversity of incoming non-traditional students were explored through quantitative surveys, semi-structured individual interviews, and focus groups with current non-traditional students attending East Carolina University. The study concluded with suggestions for a new online orientation model specifically catered to non-traditional students. Findings from this project can assist Student Transitions staff at ECU in creating a new online orientation model specifically catered to the growing non-traditional student population, as well as provide suggestions for other four-year institutions' orientation programs. | |
dc.format.mimetype | application/pdf | |
dc.identifier.uri | http://hdl.handle.net/10342/10629 | |
dc.language.iso | en | |
dc.publisher | East Carolina University | |
dc.subject | non-traditional | |
dc.subject.lcsh | College student orientation--North Carolina | |
dc.subject.lcsh | Adult students--Services for--North Carolina | |
dc.subject.lcsh | Transfer students--North Carolina--Services for | |
dc.subject.lcsh | Veterans--Education--North Carolina | |
dc.title | We Are Not Eighteen: Welcoming Non-traditional Students on Campus | |
dc.type | Doctoral Dissertation | |
dc.type.material | text |
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