From National Survey of Student Engagement
The Disengaged Commuter Student: Fact or Fiction?
George D. Kuh, Robert M. Gonyea, Megan Palmer
National Survey of Student Engagement
Indiana University Center for Postsecondary Research and Planning
The Individual and Environmental Effects of Part-Time Enrollment Status on Student-Faculty Interaction
Thomas F. Nelson Laird and Ty M. Cruce
Based on over 55,000 responses from seniors at 224 public colleges and universities, this study focuses on the difference between full-time and part-time students’ interactions with faculty, the effect of those interactions on self-reported gains in general education, and the differential impact of institutions with greater percentages of part-time students. We found, not surprisingly, that part-time students interact with faculty less and report slightly less gains in general education than their full-time peers. We also found that the proportion of part-time students is a negative predictor of full-time student interactions with faculty, suggesting that campuses with greater percentages of part-time students are negatively effecting the engagement of full-time students. The effect of student-faculty interaction on self-reported gains in general education was relatively strong for all students (in fact, slightly stronger for part-time students),which implies that campuses that can find a way to increase the student-faculty interaction offull-time and part-time students will see a beneficial impact on student outcomes.
Enrollment and retention barriers adult students encounter.
Authors: Spellman, Natasha
Source: Community College Enterprise; Spring 2007, Vol. 13 Issue 1, p63-79, 17p
Abstract: By estimate, more than 47% of enrollees in U.S. higher education institutions can be classified as adult learners (Creighton & Hudson, 2002). Adults pursue higher education for various reasons including personal enrichment, change of career, or a requirement for promotion. The majority of adult students enroll in community colleges to fulfill educational and training needs. Adult students may face barriers when attempting to enroll in college. Program planners must understand characteristics of adult students recognize social issues, and identify with cultural issues to effectively develop training and degree programs that not only attract students, but also encourage student retention. Community colleges have the ability to reduce or eliminate student barriers and subsequently prepare adults for the workforce.