Nontraditional students are a rapidly growing population in universities and educational institutions. These students require specialized solutions and considerations as they face a number of difficulties traditional students do not. Further study is needed to truly comprehend this population’s needs and challenges and to develop and implement institutional-level changes to reduce their rate of attrition and increase their academic success.

Meeting the Needs of Nontraditional Undergraduate Students has the potential to impact the field of adult higher education and nontraditional students by advancing and further honing already identified differences between nontraditional and traditional students. The book also considers tools and techniques to address these students’ requirements to meet their educational goals. Covering topics such as gender, stressors, and flexible learning, this reference work is ideal for administrators, school faculty, academicians, scholars, practitioners, instructors, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Adult Learners
Educational Goals
Flexible Learning
Gender
Minority Students
Nontraditional Students
Online Education
Resiliency
Stressors
Student Engagement

Reviews & Statements

This book investigates the considerations of what constitutes a nontraditional student, and thoroughly examines both the strengths and challenges displayed by this ever-growing population of college students. This work explores diverse student demographics such as adult learners, working professionals, parents, and individuals from underrepresented backgrounds and proposes strategies for effectively meeting their needs higher learning. Key aspects covered include tailored pedagogical approaches, flexible scheduling options, accessible resources, and inclusive learning environments. In addition, there is discussion of how the COVID-19 pandemic has changed the ways in which these students are able to meet their educational goals. This book addresses the importance of both understanding and supporting nontraditional students and their educational journeys, as well as promoting equity, diversity, and lifelong learning opportunities.

– Stephanie Babb

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Editor/Author Biographies

Stephanie Babb earned her Ph.D. in Psychology, with an emphasis in Neuroscience and Behavior, from the University of Georgia in 2006. After completing a post-doctoral fellowship at the University of Texas Health Science Center at Houston, she accepted an Assistant Professor of Psychology position at the University of Houston-Downtown (UHD) in 2007. As an Associate Professor, her research interests have shifted from memory and animal behavior to adult education. UHD is a large, urban, non-residential university. It is also a Minority- and Hispanic-serving institution, with approximately 15,000 students, who are primarily undergraduates. The UHD student population presents a unique opportunity to study learning and achievement in nontraditional and minority undergraduate learners. Dr. Babb has presented and published original research in areas such as distance learning, best strategies in hybrid education, academic entitlement and locus of control in nontraditional undergraduates, the effects of the COVID-19 pandemic on students, and resilience in nontraditional undergraduates.

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