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Confounding the Data

Explore the impact of non-traditional students on a Georgia university system campus, comparing their needs and perspectives to traditional students. Data trends, analysis, and conclusions highlight potential program adjustments for student success.

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Confounding the Data

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  1. The Impact of Non-Traditional Students on Student Needs Confounding the Data

  2. Origins • 4-year, State College in the University System of Georgia • Authorized by GA Legislature in May 2005 • President hired in September 2005 • Campus opened with 118 students and 10 faculty in August 2006

  3. Current Status • Students: • Fall 2006 Enrollment: 118 • Fall 2007 Enrollment: 787 • Fall 2010 Enrollment: 5380 • Faculty • Fall 2006 Total: 11 – all FT • Fall 2010 Total: 333 (196FT; 137PT) • Degree Programs • Fall 2006: BBA Business; BS Biology, Psychology • Fall 2007: BBA Business; BS Biology, Psychology, Information Technology • Fall 2010: BBA Business; BS Biology, Psychology, Information Technology, Mathematics; BA English, History, Political Science; BSEd: Early Childhood Ed, Special Ed

  4. Basic Demographics Four Year Trend

  5. Short Lit Review

  6. The Questions • Is ‘Transfer Student’ synonymous with ‘Non-traditional Student’ on our campus? • Do non-traditional students have identifiably different perspectives and needs from those of traditional students? • Do those differences rest only in the transfer population or do they apply equally to older students beginning college for the first time?

  7. The Analysis • Data Sources • FoE survey conducted in Fall 2009 • Participants were students who had entered GGC in Fall 2008 • Transfer student survey conducted Summer 2010 • Participants were new transfer students attending orientation sessions

  8. The Analysis, cont. • Recoded all age data into a binary variable • Age <=24 is Traditional Student • Age >=25 is Non-traditional Student • As appropriate to data type, tested for statistical difference between the two groups

  9. Results • NT rate themselves higher on time management • NT less likely to get involved in traditional activities • NT perceive the institution as providing more information about how college helps with life • NT perceive instructor feedback as timely more than T • NT report working more hours per week • NT less likely to live with family • NT more likely to have clear intent for next year enrollment • NT less likely to have a parent with a college degree (probably GGC specific)

  10. Conclusions • T and NT may not be a different as we all assume • Student Affairs programming needs to move beyond traditional activities if you want to involve NT students • NTs may make good partners in helping their T aged colleagues understand the value of the classroom experience or of college in general • FY programming – if engagement is a goal – needs to be different for NT and T students • NT students may engage academically more easily (infer from reporting that faculty/staff/college have helped them understand how college helps, etc), but engage socially less easily (or at least in different ways)

  11. Next Steps

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