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Introduction

Support for the Nontraditional Community College Student: The Life Management Model Melissa Patton Benedictine University. CHAPTER 1:. Introduction. The Narrative Hook.

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Introduction

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  1. Support for the Nontraditional Community College Student:The Life Management Model Melissa PattonBenedictine University

  2. CHAPTER 1: Introduction

  3. The Narrative Hook The data provides evidence that there may be a gap among the support systems that student affairs departments offer nontraditional students at some community colleges. Community colleges need to look to external community based resources in the form of formal partnerships, to reduce high rates of attrition amongst nontraditional students.

  4. Statistics • According to a study of over 45,000 nontraditional students almost 30% of dropouts amongst adult college students are due to challenges balancing school, work and family (Inside Track, 2011). • Research performed at Wesleyan University provided evidence that two-thirds of adult students drop out and of that about a third do so because of their inability to balance commitments (Inside Track, 2011).

  5. The New Traditional Student “…Yet there was a distinct change in the age of enrolled students. There was a decrease in the proportion of students between the ages of 16 and 22, while the proportion of students between 25 and 65 – traditional workforce age – increased 2.8 percent” (Iowa Department of Education, 2009). How are community colleges deflecting the “revolving door dilemma” – students dropping out as quickly as they enroll?

  6. The Research Problem The rapid increase in students has left college administration in a frenzy to support the revolving door dilemma – students dropping out just as quickly as they enroll. To prevent this from continuing, Student Affairs departments need to provide additional opportunities for nontraditional students that engage their interpersonal, professional and academic needs. Furthermore, Student Affairs staff at community colleges must change their approach to working with nontraditional students.

  7. Purpose Statement The purpose of this qualitative study will be to explore the influence that a life management model has on ten nontraditional TRiO Student Support Services (SSS) students at a Midwestern community college.

  8. Research Questions • What influence does a life management program have on nontraditional community college students? • What are the factors that improve nontraditional student retention? • What are the benefits for nontraditional students who participate in life management programming at their local community organization (CO)?

  9. Significance of the Study • Study is needed to find a more productive way to meet nontraditional students where they are, in regards to their interpersonal, professional and academic needs. • Life management programming OR programming that involves community based organizations can help bridge the gap enabling students to receive the support they need.

  10. How Does This Add to the Research in the Field • This information will be valuable to the field of higher education and community based organizations. • It will be valuable because the research already tells us that community colleges need additional support with the life management issues of their students. • If higher education administrators were to read this study they might decide to begin a life management relationship with their local community based organization. • Starting a program like this at their respective colleges might help provide an additional layer of support for their students.

  11. How Does This Improve Practice and Policy • This study will improve policy and practice by having an alternative outlet for Student Affairs departments • With large student to staff ratios Student Affairs staff need intentional programming for students who need additional life management support

  12. CHAPTER 2: REVIEW OF THE LITERATURE

  13. Review of the Literature Please copy and paste this into your web browser to review my Literature Review: file:///C:/Users/Melissa%20Patton/Documents/Benedictine%20University/HEOC803/Week%207/Patton.Melissa.LitReview.8.6.12.htm

  14. Key Sources • Dr. Norma Perez, Director, TRiO SSS: I have been working directly with Dr. Perez the last year and a half in regards to my dissertation. She has provided mentorship support and guidance over the last year as I have gone through the program. I have researched her program and we have strategized on how to bring my dissertation idea to Des Moines Area Community College. • National Organization for Human Services (NOHS): I am the organization’s Midwest President. Over the last two and a half years I have had the privilege to learn more about the impact community based programming has on nontraditional college students’ success in college.

  15. Key Sources • Benedictine University Internship: My internship at Brevard Community College last spring helped me better wrap my head around the organizational structure of a community college. I was able to assist in writing the college’s strategic plan as well as many other documents that helped me understand policy and procedure at the community college. • Purpose Community Development Foundation, Inc: I founded this organization and have found that my role as Executive Director has allowed me to see the specific needs of nontraditional students. My clientele is made up of about 55% of this target audience and many of them attend DMACC. Of this 55% we provide the support that I have laid out in my methodology. Without additional support from our organization many of those students would not have childcare for their kids or someone to get assistance from when they are in need of social support.

  16. Major Bodies of Research/Approach Proposed Methodology: Phenomenology Qualitative Study Themes: Academic achievement, social involvement, community college staff, CBO’s, at risk factors, college based programs that support nontraditional students, adult/nontraditional students, adult development theory, student success, student persistence, student retention/attrition, underrepresented students, disadvantaged students Sources: • Housing and Urban Development (HUD) • TRiO SSS • NOHS (National Organization for Human Services) • Council for Standards in Human Service Education (CSHSE) • Community Colleges in general • Student Affairs Departments in general

  17. Theoretical/Conceptual Frameworks Until I read Peterson and Hamrick (2009), I did not know it was possible, in the same paper, to have both conceptual and theoretical frameworks. Peterson and Hamrick painted a picture that showed how feasible it is to include both. I imagine that I will follow this same model. I will not only share the problem and the feasible solution but I will also provide a qualitative approach. My qualitative approach will include semi-structured interviews and the ethnographic stories of my participants. I also plan to have a healthy literature review that shows the research that is already out in the field as well as new research that needs to be discovered.

  18. CHAPTER 3: Proposed Methodology

  19. Unit of Analysis • This qualitative study will use participants who are nontraditional students that have been admitted into a TRiO Student Support Services program. • All 200 SSS participants will receive a survey through which ten students will be identified to be admitted into the Academy of Student Empowerment and Academic Success (ASEAS) Life Management Program. • This researcher will collect data from the ten selected students via phenomenology; interviews and open- and close-ended questions

  20. Proposed Methodology Major Research Perspective: Qualitative Theoretical Paradigm: Interpretive Type: Phenomenology Population and Site: Ten Des Moines Area Community College Students who have been admitted in the TRiO SSS program AND Purpose Community Development Foundation, Inc., a nonprofit organization in urban Des Moines. Sampling Procedures: Purposeful Sampling Data Collection: Semi-structured/Open-ended interviews

  21. Target Audience Understanding how to retain and support nontraditional college students within the community college setting is of utmost importance. By using an phenomenological qualitative approach, this study will help community colleges and community organizational professionals gain a better understanding of the impact of the collaboration between these two entities. Consequently, community colleges can better accommodate, retain, and increase completion of nontraditional college students while helping them have a successful college experience.

  22. Proposed Methodology Explanation file:///C:/Users/Melissa%20Patton/Documents/Benedictine%20University/HEOC803/Week%207/Patton.Melissa.Methodology.8.6.12.htm

  23. References Association for Non-Traditional Students in Higher Education. (2011).. Retrieved from http://www.antshe.org/, 2011. Bailey, T. (2008) Challenge and opportunity: Rethinking the role and function of developmental education in community college. Retrieved from: http://ccrc.tc.columbia.edu/Publication.asp?uid=658. Callan, Pat. (2011). Improve student services to help graduation rates. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Improve-Student-Services- to/125938/ City-data.com. (2011). City-data.com. Retrieved from www.city-data.com. Creswell, J. (2013). Qualitative inquiry & research design. Thousand Oaks, CA. Sage Publications. Des Moines Area Community College (2011). TRiO/student support services. TRiO/Student Services . Retrieved from https://go.dmacc.edu/urban/triosss/Pages/welcome.aspx

  24. References Garcia, E. (2011). College students with children need campuses with child care. Institute for Women’s Policy Research. Retrieved from http://www.iwpr.org/blog/2011/05/03/college-students-with- children-need-campuses-with-child-care/ HUD. (2011). HUD awards nearly $34 million to 10 public housing authorities to create education centers for children, adults. RealEstateRama. Retrieved from http://www.realestaterama.com/2011/05/25/hud- awards-nearly-34-million-to-10-public-housing-authorities-to-create- education-centers-for-children-adults-ID09170.html iJag, (2011). iJag website. Retrieved from http://www.ijag.org/. InsideTrack, Inc. (2011). Inside track website. Retrieved from http://www.insidetrack.com. Iowa Department of Education (2009). Fall Report. Des Moines: Community Colleges and Workforce.

  25. References Jenkins, D. T. (2008). Using longitudinal data to increase coummunity college student success: A guide to measuring milestone and momentum point attainment. CommunityCollege Resource Center. (N. Perez, personal communication, June 6, 2011). Patton, M.(2010-2011). The Purpose Group. Retrieved from www.thepurposegroup.com Peterson, R. Darrell & Hamrick, F. A. (2009). White, male, and “minority”: Racial consciousness among white male undergraduates attending a historically black University. The Journal of Higher Education, 80(1), 34-58. Quinn, G. (2011). Simple Confidentiality Agreement. IP watchdog: An online magazine focusing on the news and & business of IP. Retrieved from http://www.ipwatchdog.com/tradesecret/simple-confidentiality- agreement/

  26. The End

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