The New Traditional Student: Recapturing Adult Students

Background: Adult learners are a growing population of college students in the United States. Public institutions of higher education have recently evolved to recognize the needs of the adult learner in college; however, services and appropriate guidance for adult learners remains inadequate. Close to 75% of students enrolled in college in the United States report one or more characteristics of nontraditional students. However, college resources, course format, and schedules remain vastly geared to the traditional learner. Challenges confronted by the nontraditional student typically force them to leave college without completing a college degree. In fact, there are currently 36 million people nationwide who have completed some college credits but who do not have a college degree. In Texas, that number is 2.2 million people. Most often, public institutions hold the responsibility of designing suitable programs to help this group of students return and finish a bachelor’s degree. Purpose: The goals of this study were (a) to define the characteristics of adult students enrolled at a target institution, (b) to review the current programs for adults that exist at public institutions across the nation and define the key characteristics that make these programs unique, and (c) to analyze the needs and resources that adult students say they need to succeed as they return to college. Methods: This archival record mixed methods analysis provided a quantitative analysis of enrolled students at the target institution who are considered adult students (25 years old or older). The study also conducted a qualitative analysis of institutional interventions and programming from a sampling of 4-year institutions, and, to help administrators at the target institution to understand the specific needs of adult students, an analysis of an archival survey that included feedback from enrolled students who are considered adult learners. Results: Adult students represented in this study had a significantly large number of credits completed (range, 4-333 credits). The majority had from 61 to 90 credits already completed. These students mostly had GPAs above 3.0 and showed higher numbers of enrolled credits when they enrolled in a combination of online and face-to-face courses. Adult programs at 4-year institutions typically included flexible admission standards, online courses, and academic programs and services that aligned with the students’ needs. Student survey responses helped to identify the course delivery format and support needs that could help them to progress in their academic pursuits. Conclusion: College enrollments from traditional students are shrinking. Enrollments from adult students will become a reliable source to leverage enrollment numbers. Adult programs are becoming more popular among public institutions, especially among small to midsize universities. Adults transfer a large number of credits and perform well once they re-enroll. This group of students wished to return and complete a degree but feared the added debt and ability to succeed if enrolled back in college. Institutions that offer flexibility in admissions requirements, academic programs that specifically cater to them, including stackable credentials, clear tuition costs with flexible payment options, and resources to help them succeed will help this group of students achieve a long-term goal, while contributing to meet the goals of the institution and perhaps their state. Student feedback from surveys indicate that adult students want programs that are designed for them; they want academic services to help them succeed, which are offered at times when they can access them; and they want opportunities to advance in their careers.