Nontraditional Adult Learners

Abstract

In the discourse on diversity in colleges and universities in the United States, an often-neglected population is nontraditional adult learners. This article explores this invisible aspect of undergraduate diversity, and addresses how competence-based education, which focuses on demonstrating the actual ability to do, is an innovative approach that caters to adult learners’ life phase and learning needs. College arguably is a youth-centric phase of life generally designed for the younger student. However, the stereotypical full-time student who lives on campus is actually a small percentage of the entire postsecondary population. Due to the demands of an increasingly competitive world of work, nontraditional adult learners will continue to seek out postsecondary education. Unfortunately, the credit hour system is a significant barrier for both entry and success of adult learners. Merits of competence-based education are discussed, and implications are provided to best meet this significant component of student diversity.

Mentoring non-traditional students in clinical practicums: Building on strengths

“…[7] Participating instructors in this study, who worked in a program only available to non-traditional students, seized the opportunity to find simple, practical approaches that begin to address this deficit. Although they could not do anything about the time students were required to be away from their work and families, the instructors found ways to genuinely affirm their sacrifices.…”

“…[3] For many, their educational needs have been neglected, particularly in relation to the limited periods of time they are able to spend away from their employment setting. [7] For non-traditional nursing students, practicum experiences, where attendance at clinical sites for consecutive days and weeks at a time is required, can be especially challeng-ing. [8][9][10] Yet, it is often their practicum experiences that most help adult students become socialized into a new professional nursing role [11] and to re-imagine their professional identities in new ways.…”

How online competency‐based education can enable greater access to higher education

“…One of the major underserved populations in the United States is the nontraditional adult learner (NAL). Chen (2017) states that despite the fact that approximately 38% of postsecondary learners are NALs, current efforts largely fall short of meeting their needs and treat NALs as having "secondary student status" within the institution. Chen (2017) also argues that despite the need for NALs to be educated for the workforce, institutions largely focus improvement efforts on items that privilege traditional-aged students, with the exception of expanded online offerings.…”

“…Chen (2017) states that despite the fact that approximately 38% of postsecondary learners are NALs, current efforts largely fall short of meeting their needs and treat NALs as having "secondary student status" within the institution. Chen (2017) also argues that despite the need for NALs to be educated for the workforce, institutions largely focus improvement efforts on items that privilege traditional-aged students, with the exception of expanded online offerings. For example, it is common for institutions to spend millions improving residence and dining halls, fitness centers, and other structures that largely support traditionalaged students' lifestyles.…”

“…Given the challenges universities face in meeting enrollment targets and balancing the budget, tremendous opportunities exist for schools to address NAL and other students' needs in order to provide a diversified enrollment stream. Chen (2017) argues that competency-based education (CBE) is a good fit for NALs because of its flexibility. Online CBE programs can provide NALs and other learners with flexible programming and self-paced learning many desire.…”