Electronic Theses and Dissertations

Date

2019

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Leadership & Policy Studies

Committee Chair

Ronald Platt

Committee Member

Donna Menke

Committee Member

Wendy Griswold

Committee Member

Kristin Mumiukha

Abstract

This article explored the academic experiences of nontraditional students enrolled in an undergraduate degree program. For the purposes of this study students were deemed to be nontraditional if they met one of the following characteristics: had delayed enrollment into postsecondary education; attended college part-time; worked full time; were financially independent for financial aid purposes; had dependents other than a spouse; were a single parent; and/or were a GED recipient (NCES, n.d.). The researcher sought to justify the importance of gleaning additional information regarding different components of the learning processes and academic experiences in which nontraditional students were engaged in throughout their educational endeavor. Furthermore, it was the researchers hope that this study would add to the body of research that already exists on the academic side of nontraditional students journey to a bachelors degree. This article specifically addresses the experiences of nontraditional students at a large public university in the South.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

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