Persistence of new "non" traditional students: New definitions and policy implications

Persistent Link:
http://hdl.handle.net/10150/278718
Title:
Persistence of new "non" traditional students: New definitions and policy implications
Author:
Leverenz, Susan Elizabeth
Issue Date:
2000
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The "new traditional student" population in our nation's universities has been steadily increasing for decades and this trend continues. It is prudent for universities to examine how to design and evaluate intervention strategies and student services to motivate these students to persist because they contribute to improved GPA scores for all students and are the preferred students of faculty members. However, since there is no standard set of criteria for defining this population, it is not known who these students are. Therefore data reported on these students' persistence rates are questionable and student services are inadequate. Defining these students by a standard set of criteria is needed to adequately identify a more differentiated population.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Adult and Continuing.; Education, Educational Psychology.; Education, Higher.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Wilkes, Glenda; Good, Thomas

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titlePersistence of new "non" traditional students: New definitions and policy implicationsen_US
dc.creatorLeverenz, Susan Elizabethen_US
dc.contributor.authorLeverenz, Susan Elizabethen_US
dc.date.issued2000en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe "new traditional student" population in our nation's universities has been steadily increasing for decades and this trend continues. It is prudent for universities to examine how to design and evaluate intervention strategies and student services to motivate these students to persist because they contribute to improved GPA scores for all students and are the preferred students of faculty members. However, since there is no standard set of criteria for defining this population, it is not known who these students are. Therefore data reported on these students' persistence rates are questionable and student services are inadequate. Defining these students by a standard set of criteria is needed to adequately identify a more differentiated population.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Adult and Continuing.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Higher.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorWilkes, Glendaen_US
dc.contributor.advisorGood, Thomasen_US
dc.identifier.proquest1398916en_US
dc.identifier.bibrecord.b4048046xen_US
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