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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2021
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| Accesso online: | https://eric.ed.gov/?id=ED666697 |
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| _version_ | 1867181900119932929 |
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| author | Athea Vanzant |
| author_facet | Athea Vanzant Athea Vanzant |
| collection | Education Resources Information Center |
| contents | Formative Needs Assessment Evaluation of Nontraditional Student-Parents at a Private 4-Year University Athea Vanzant Undergraduate Students Nontraditional Students Parents Private Colleges Academic Persistence Student Needs Flexible Scheduling Blended Learning Student Personnel Services Student Financial Aid Mentors Child Care Centers Graduation Rate Nontraditional student-parents compose approximately one-quarter of the student body on college and university campuses. Student-parents face unique challenges, have unique needs, and graduate at lower rates than other nontraditional students. Yet many campuses, like the local study site, focus support on traditional students. The purpose of this formative evaluation was to assess the needs of student-parents in their persistence to graduation at a private 4-year university in the Southeastern United States. Astin's I-E-O model was the conceptual framework used to identify student-parents' characteristics (input), services needed (environment), and intended outcomes. A basic qualitative design and interviews yielded narrative data from nine participants who were purposefully selected and attended a Regional Academic Center. Descriptive and pattern coding by research question was the approach to data analysis. Key findings were that nontraditional student-parents needed mentorship, convenience and scheduling, financial assistance, and marketed services. Implications of the evaluation were that nontraditional student-parents valued existing support services but needed additional and modified services. Recommendations included offering more hybrid or asynchronous courses, increasing assistance and scholarships, and creating a mentor program, childcare facilities in the library or research centers, and orientation programs specifically for student-parents. Recommendations were presented in an evaluation report for campus stakeholders to review and decide about services for which to seek funding and develop programming. Offering services focused on student-parents may lead to higher graduation rates at the local study site and affiliated regional sites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| format | Recurso educativo Open Access |
| id | eric_ED666697 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | Formative Needs Assessment Evaluation of Nontraditional Student-Parents at a Private 4-Year University Athea Vanzant Undergraduate Students Nontraditional Students Parents Private Colleges Academic Persistence Student Needs Flexible Scheduling Blended Learning Student Personnel Services Student Financial Aid Mentors Child Care Centers Graduation Rate Formative Needs Assessment Evaluation of Nontraditional Student-Parents at a Private 4-Year University Athea Vanzant Undergraduate Students Nontraditional Students Parents Private Colleges Academic Persistence Student Needs Flexible Scheduling Blended Learning Student Personnel Services Student Financial Aid Mentors Child Care Centers Graduation Rate Nontraditional student-parents compose approximately one-quarter of the student body on college and university campuses. Student-parents face unique challenges, have unique needs, and graduate at lower rates than other nontraditional students. Yet many campuses, like the local study site, focus support on traditional students. The purpose of this formative evaluation was to assess the needs of student-parents in their persistence to graduation at a private 4-year university in the Southeastern United States. Astin's I-E-O model was the conceptual framework used to identify student-parents' characteristics (input), services needed (environment), and intended outcomes. A basic qualitative design and interviews yielded narrative data from nine participants who were purposefully selected and attended a Regional Academic Center. Descriptive and pattern coding by research question was the approach to data analysis. Key findings were that nontraditional student-parents needed mentorship, convenience and scheduling, financial assistance, and marketed services. Implications of the evaluation were that nontraditional student-parents valued existing support services but needed additional and modified services. Recommendations included offering more hybrid or asynchronous courses, increasing assistance and scholarships, and creating a mentor program, childcare facilities in the library or research centers, and orientation programs specifically for student-parents. Recommendations were presented in an evaluation report for campus stakeholders to review and decide about services for which to seek funding and develop programming. Offering services focused on student-parents may lead to higher graduation rates at the local study site and affiliated regional sites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| title | Formative Needs Assessment Evaluation of Nontraditional Student-Parents at a Private 4-Year University |
| topic | Undergraduate Students Nontraditional Students Parents Private Colleges Academic Persistence Student Needs Flexible Scheduling Blended Learning Student Personnel Services Student Financial Aid Mentors Child Care Centers Graduation Rate |
| url | https://eric.ed.gov/?id=ED666697 |