Reflection of my Blog Experience

This image is representing the success of college graduates. It is the day I am looking forward to and talk about often.  This is the visual that I keep in my mind constantly.  It is what keeps me motivated to persevere through the times I think I cannot achieve a task.  I am focused on the "prize" and that is what keeps me going as a nontraditional student.      

Even though I knew social construction was popular, it was something I never took the time to engage in.  I have been use to the traditional social contact with others and to relate my issues and connecting researched information was only done in writing in essay format and was not publically available such as my blog.   I was intrigued with this project and learned that my intellect and emotions where not just my own.  I was interest to find that there was research connected to my thoughts and that they were indeed interesting enough for others to think the same as I.  I also found that this nontraditional online format was similar yet different compared to the traditional format I am accustomed to.  To see my work on the internet was a new experience for me and different in the way of that I could actually take my personally connected issue, collaborate it with research and invite others on the web to comment on my views of my topic.  The images I searched for connecting them to my context was also a very new experience and to add the visual rhetoric strategies engaged me to think at a deeper level.  I have however, had subconsciously used rhetoric strategies but never connected the thought at the level I had in this project.    I can now see why others are engaging in the activity of blog posting.  It is very unique and interesting on every level and now having done it myself I am a big fan!

Image from Google Images, Retrieved December 10, 2010, http://www.good.is/tag/nontraditional-students , WWW.

Visual Rhetoric

               Image about nontraditional students graduating college, (n.d.) Retrieved December 7, 2010

                      from Google Images, http://www.cartoonstock.com/lowres/dre1402l.jpg, WWW.

This image illustrates the new age of college students.  The homogeneity of older returning students could indicate their belief in lifelong learning.   The importance of many older adults to obtain higher education is rising because of lack of employment in today’s economy.  Another reason, my primary reason, is that even though I have ventured many job professions and titles I have never majored at any of them.  Motivation to persevere and obtain a degree in a career path of my interest excites me.  Audience for this image may be a stay at home mom or dad or one wanting to expand their academic knowledge and connect it to their already established life and experiences.   

Mythos is a term meaning to engage community.  I feel this image represents mythos by encouraging anyone interested in returning to college to do so. Diversity in the college community is widespread as I have experienced. 

Pathos in this image connects feelings of accomplishment regarding age or gender.  Showing that education is achievable and success is possible for ones with the emotional mind set.  The image shows emotion of success as they walk toward receiving their diplomas. 

Ethos meaning creditability is another strategy illustrated in this image.  I would think that a younger student viewing this image would make them realize that education is important enough for an older person to return to college, and would encourage them to strive forward with their academic studies.  As well an older person unhappy with their current job or wanting to advance to a higher position, this image may motivate them to broaden their education.

This image lastly shows logos which mean words engaging showing rational appeal.   The words are in bold above the image and it validates that the nontraditional student is a reality.  The words encourage the viewer to look at the people illustrated in the image, they appear to be different age groups and the last one looks rather old but what it is basically stating is no one is ever too old to learn and achieve. 

Image showing college student going to study (n. d.) Retrieved December 7, 2010 from Google Images, http://www.cartoonstock.com/directory/m/midnight_oil.asp from WWW.

                This image illustrates an adult student going to study.  He has his gear including coffee and food.  I found this image to be humorous but serious at the same time.  As you can see he is loaded down with a bulging backpack.  This is a reality for any college student, in fact for a nontraditional student like myself with other responsibilities as a mother and wife, I spend many days after classes, days off from classes and late nights doing homework and studying.  The intended audience would be in particular a nontraditional student.  I feel this image strongly shows the effects on personal life.

                I feel this image shows pathos by directing to his loved one not to wait up for him. His loved one looks disappointed in this image.  I have seen this look before in my family’s faces.  I feel the emotion of this image because though I have family support with my decision to go to college, I tend to feel guilty at times because I do miss out on quality family time.  It is challenging enough to just get the necessities of my personal life complete; to spend an entire day with the family would only make me feel the stress of getting my studies done. 

                  The image contains a caption, logos, engaging words to the image to help clarify the illustrator’s message.  Without the words, you can assume maybe the person is leaving home, or going to visit a friend for dinner and coffee. 

 

Ethos, giving belief that college is hard work and can interfere with personal life is shown in this image.  One has to be focused, with understanding and support from their loved ones to handle the stresses of being able to embrace school and personal life.

Nontraditional Students in Community Colleges

The number of nontraditional students enrolling in community colleges is rising.

I have found that attending community college has been a wonderful experience for me.  I have learned a lot and I feel the staff encourages all traditional and nontraditional students alike.  I had originally applied at a university because I wanted to complete all educational requirements related to my field of study at one school. 

After being denied acceptance due to grades in high school, which was well over 20 years ago, I was devastated.  Not giving up, I registered at J. Sargeant Reynolds Community College, took a placement test and then was able to register for classes.  I am pleased with the outcome because I feel that if I was accepted at the university I may not had been able to keep up with the large classroom environment and being recognized as a number and not by my name.  I feel I wouldn’t have the opportunity to develop a relationship with my professors as I have at this college and may not had received the additional instruction when I may be uncertain on a particular assignment.  I feel community college is the best place to start if you are an older returning student.  I am very comfortable completing my general education requirements here and I will also obtain an Associates’ Degree with guaranteed acceptance to VCU.  Being enrolled in community college for me is preparing me for the university setting.

When I was not accepted at VCU, it bothered me that the reason was because of my grades.  I had written a polished essay on why I was interested in the university and my desire to study nuclear medicine.  At the time it did not occur to me that college programs are set up primarily with the traditional student in mind.  That is a newly high school graduate.  For someone like me, a university as a first choice would most likely not happen.  No one told me that a community college may be the best place for me to further my education.  I went to VCU’s open house, went to the radiation sciences orientation, and toured all departments within this program. Matter of fact everyone encouraged me to apply at VCU, even after I described my situation of not attending school for years and my high school transcripts were not exactly what a college of VCU’s caliber may want to accept as a student. 

Through research I found starting at the end of the 20^th century higher education has evolved to accommodate both traditional and nontraditional students.   Traditional students are students that enroll into a college program directly out of high school and generally have their parents financing their students.  Nontraditional students however are defined as students that hold full time jobs, having family and financial responsibilities and having to financially support their studies.   United States Department of Education reported of all undergraduate students, 73% were considered in some way nontraditional. 

I found it interesting that with the rise of nontraditional students enrollment into college, most academic programs are still structured around the traditional student models.  The admissions and progressions for the success of the learning process are based primarily on grades.  That would explain why I wasn’t accepted at VCU because they were looking at my past grades and not on current life experiences and my desire to further my education.  It is more common for the nontraditional student to attend a community college. It may be due to furthering education to obtain a promotion for a current job or like in my situation to obtain a degree to obtain a job in my field of study.

Donaldson and Graham, educational researchers have investigated adult experience and outcome in higher education.  They came up with a model that examines six major elements relating to adults undergraduate experiences: 1) Prior Experience and Personal Biographies, 2) Psychosocial and Value Orientations, 3) Adult’s Cognition, 4) the Connecting Classroom, 5) the Life-World Environment, and 6) the Outcomes. (See Chart Below)

Here I would like to briefly explain each of the 6 elements (as noted in the chart below). Prior experience and personal biographies relates to structures of adult cognition relating to self, education and classroom.  Also relates to how adults will evaluate and use their surroundings to help encourage their experiences in college. Psychosocial and value orientations regards to motivation, self confidence and values.  These are in relation to the motivations that influence adults’ abilities to learn and stay in college. Adult cognition includes the knowledge structures and learning process that adults bring to college.  Pertaining to which adults are successful in accomplishing the value of their college experiences.  Connecting the classroom defines the college experience for the adult student.  These students use academic knowledge to transform real life and academic knowledge into new meaning.  Life world environment couples current family and work situations that either enhance or detract the elements the psychosocial and value orientations component when adults attend college.  The outcomes from the educational process vary in adults.  They distinguish between learning that can be functional at work, family or everyday life experiences.  Refer to chart below for further understanding.

 

(Philibert, 2008)


               The chart states that all six elements listed are involved in the successful outcome of a nontraditional students college experience.  The findings also show that nontraditional students needs differ from some of the programs provided by educational institutions.  Some institutions design programs that are based on assumption that the student can fully participate in the academic and social aspects of the college.  This is quite impossible for the nontraditional student.  I believe that community colleges are nontraditional student “friendly” in regards to the flexibility of the combination of education and outside responsibilities. 

             Due to the fact that the majority of students today have other responsibilities that may interfere with the traditional college requirements, further research needs to be conducted to determine the type of student and their needs to fulfill their educational goals. 

Works Cited

Philibert, N.,et. al. (2008). Nontraditional students in community colleges and the model of college outcomes for adults. Community College Journal of Research & Practice, 32(8), 582. Retrieved October 22, 2010 from MasterFILE Premier database.

Image retrieved November, 2010 from Google images, WWW.    http://www.braintrack.com/college-transfer-guide/articles/returning-to-college

Various Motivations: Same Goal

Motivation comes from within

         I have found it interesting as I am in the classroom, the diversity of students.  I have observed behaviors that I am quite intrigued with regarding the motivation and interest between students according to their age.  I have observed students’ texting on their cell phone, reading a book for leisure, talking to the student next to them and these activities are going on during lecture! An example that comes to my mind is in one of my classes.   I am the only student who asks questions.  It is an awkward feeling because now the instructor automatically looks at me when she asks, “Does anyone have questions from the homework?”  I wonder if I am the only student who has questions on material that is taught or are some of the other students just not interested. 

            I am also interested in whether difference in age, young versus older adults in college, makes a difference in the desire to be motivated and interested in learning.  Through my observation I have encountered that more of the young adult students tend to be in my opinion not focused on learning because they are engaged in other distractions.  Could it be that now in a very technical world, they are just accustomed to multitasking and are obtaining material from class, or are they not interested?  Being an older student I feel a need to be attentive, engaging in listening, writing and observing  every note written on the board.  I even record lectures in each class to refer to later for clarification of my handwritten notes.  Is it because I haven’t been in a learning environment in a long time?   However, I do know personally I am motivated and determined to succeed with my education.  My past life experiences have made me recognize that education is important for one’s future and that lifelong learning makes one more worldly.  Though education as an older adult is more challenging due to familial and financial responsibilities, I find education exciting giving me hope for a brighter future. 

            My research includes the intrinsic motivation which are factors that come from within an individual such as self discipline and desire to achieve goals and extrinsic motivation which are external factors that motivate an individual to do well such as a reward like money or grades.    The studies are compared with that of traditional and nontraditional undergraduate students. The 300 undergraduates in the study were between 18 to 60 years of age.  The studies concluded that nontraditional students, defined as a student 25 years old or older with familial and financial responsibilities, displayed higher levels of intrinsic motivation meaning motivation that comes from within, than traditional students.  Though the study shows higher levels intrinsic motivation of nontraditional students, all students showed that positive affect determines the level of intrinsic motivation and interest.  Positive affect did not direct a necessary outcome of learning for the older adult student but more so a desired motivation to learn whereas with younger students is more independently intrinsic. 

            Extrinsic motivation is defined as motivation coming from being rewarded, such as money encouraging a student to succeed. In the study, levels were similar in all students but the types of extrinsic motivation varied.  For instance, extracurricular social or financial stressors made extrinsic motivation factors more relevant for nontraditional students.

            I also found it very interesting that emphasis on reinforcing intrinsic motivation in the diverse classroom will lead to greater levels of positive affect.  This leads to persistence in academic goals.  Older students may be given special attention by instructors to encourage competence of academic material and validating the student as an active participant in the learning experience.  This makes learning more enjoyable.  I believe this to be accurate, because all of my instructors have been very supportive in my desire to learn.  Do I on the other hand, think the instructors give special attention to just nontraditional students?  From my experience I have not felt that I was a “special case” by any instructor, I see the instructors in my classes giving equal attention to all students who are willing to learn.  With that said, teachers can create conditions within the classroom such as respect and social support along with some humor which nurtures the nontraditional student toward academic success. 

            In conclusion, students with greater levels of interest are eagerly engaged in seeking knowledge and this is what leads to lifelong learning.  Being self motivated whether you are a younger or older student is the key to being successful in their academic goals. 

Works Cited

Bye, D. P., et al. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students.  Adult Education Quarterly, 57(2), 141-158.  Retrieved October 22, 2010 from Academic Search Complete database.

Image retrieved November 19, 2010 from Google images, WWW.    http://www.teachersatrisk.com/2008/10/20/nuturing-intrinsic-motivation-in-your-students/

Responsibilities of Being a Parent and a Student

Multiple roles can be stressful at times for a parent in college.

I have experienced a very stressful week.  I am in the home stretch of completing the fall semester and all of the sudden my daughter has gotten involved in a few time consuming extra circular activities.  One of which is very exciting, she auditioned last week for acting and was accepted to attend acting classes and a manager audition.  We are all thrilled, but the day she has to be at these classes is the day I do a great deal of my homework.  My husband works usually seven days a week so I can get my education without working full time.  So that leaves me having to get her back and forth to these classes for the next 5 weeks.  Also I need to make a resume for her and find a photographer to take a head shot of her.  My daughter is also involved in preparing for a Christmas concert for both band and chorus and is also trying out for the school wrestling team.

 I am definitely feeling the pressure because my school work load is especially full now and it is certainly a priority in my life.   Just trying to coordinate all of these extra events has drained me mentally.  I am on edge and anxious recently because I have to fit everything in.  I am finding it odd that I can keep it all together.  I assume it is my motivation to be successful academically and to be a caring parent.  I am very proud of my daughter and want her to experience everything she can but at the same time I want to succeed with my education.              

I have proceeded in research in regards to this issue and found that it is indeed psychological distress in balancing both as a student and a parent.   I found an interesting fact that in comparison of male and female nontraditional students, females tend to underestimate their abilities and lack self confidence of succeeding in college.  This alone can affect performance and adjustment to college.  I can see this being accurate because I tend to always underestimate my abilities.  Balancing different roles affects my self confidence. 

Continuous support from family, friends and college professors help tremendously with my confidence levels.  I have gathered through research that support from external sources is an important element in decreasing stress and to gain well-being. Nontraditional students who do receive support tend to be satisfied in the student role and functions better mentally. 

An interesting point I found was that there has been plenty of research on nontraditional students adapting to school and personal well being but to date no studies have been done directly involving female nontraditional students with children.  This is a misfortune that studies are vague in this population because the number of nontraditional female students is growing rapidly. Studies being done in this area would be beneficial to counselors in college to help relate to the growing number of mothers enrolling with the desire for higher education. 

However there has been ample research done regarding women in college married with children and it is concluded that this group can manage the dual roles because their lives are generally more stable and fulfilled.  I do believe this because even though I get stressed out at times, I am overall happy and fulfilled with my life and my decision to go to college.  With that said; stability and fulfillment in one’s life often leads to greater self confidence and psychological stress is at a minimum resulting in academic success.

Family is a key element in overall happiness in one’s life.

Works Cited

                       

                        Quimby, J.,et.al. (2006). Predictors of well-being among nontraditional female students with children. Journal of Counseling & Development, 84(4), 451. Retrieved October 22, 2010 from MasterFILE Premier database.

                        Image retrieved November 11, 2010. Google Images. 

                        http://www.ehow.com/how_5866969_do-great-finals.html

                        Image retrieved November 11, 2010. Google Images. WWW

                        http://www.mchb.hrsa.gov/thechild/family.htm

So Much to Do, So Little Time-The Stressors of Work, School and Personal Life of a Nontraditional Student

Being married with children, going to school and work can be very stressful.  I experience this personally because I live this on a daily basis.  Everyday there is a deadline that must be met whether it is work, school or personal and they are all important.  How do we cope?  How do we prioritize and manage our time to fit everything in?  How does it affect us mentally and physically?  Why do we choose to go to school when our lives are already so full of responsibilities?

            I experience some kind of stress every day, but today was one of those days.  I woke up this morning to get my daughter off to school and she wasn’t feeling well.  I also had to go to work.  I work several times a month cleaning a house which you would not think it would be as stressful as a full time job, but it always seems that something will happen on these days I do work that makes it a start to a stressful day.  It could be I really need to study for a test or an assignment that has to be complete before the next class or a personally issue will arise.  Therefore I feel the pressure of trying to get everything done.  I did manage to go to work, trying to rush through so I could get back home to check on my daughter, but I also had to go to the grocery store.  It was late mid afternoon before I got home and then had to prepare dinner, do laundry and homework.  I get it done, but sometimes it means late nights resulting in less sleep. 

            What drives me to persevere is motivation.  I am dedicated to my decision to return to college and focused on the outcome for my future.  The support I receive from family, friends and my instructors also keeps me going.  I can do this!

            I have talked with other students of my age and we agree that our motivation is also driven from the desire to complete our education.  When we were younger we wanted to continue our education, but things happened.  We may had fell in love and married early assuming we will continue our education once married, but then it is a concern of finances to take care of ourselves, work, and then we had children.  The thought that education was not important at the time was another factor.   We also agreed that the consequences of not going to college after high school made life harder.  First of all job searching is difficult because most jobs require some type of college education.  Another factor is that education today has advanced since we had attended school; to help our children with homework is difficult and for me I find this discouraging.   Being older and learning from our mistakes makes it essential to correct the wrong and pursue what we intentional wanted when we were young.  You are never too old to learn.  In fact if you do not use your mind, you lose it!

My research confirms that there is stress related to adult students with family and work responsibilities.  Going back to school creates another domain in competition with their already established lives.  Balancing these roles is physically and emotionally stressful.  Compared to traditional students, adult responsibilities added to school can lead to a heavy amount stress and role conflict.  Depending on the adult students’ context, it can either elevate or hinder their learning expectations. 

Studies conducted showed that adult students reported the biggest conflict role was with school and family.  I can relate to this because there have been times where I was conflicted between involving myself in a family activity versus a must do school assignment. It is extremely difficult especially when your child wants quality time with you the very moment you are deeply involved in a school assignment.

There are however positive ways of handling this by planning the time for family and school.   Planning ahead makes life much easier for me.  Making a schedule that includes family time everyday is important.  Sometimes just going to the grocery store together can create quality family time and it is a winning situation for me because I am engaging in two essential roles at the same time.

Work was reported as a significant stressor for adult students as well.  Whereas we can have some control over school and family, work there is less control.  This makes sense because you can prioritize your schedule accordingly for school and family most of the time.  Work on the other hand, controls your livelihood.  This is your finances being affected by your work performance.  We can negotiate our family and social demands but that doesn’t work as effectively in the workplace. However, the roles between school and family remain the biggest obstacle for the adult student. 

In conclusion, balancing life between these three domains is essential for one emotionally and physically health.  Stress can be relieved in a positive way by exercise, engaging in a family oriented activities and keeping up with your school work load. 

                                                                                                                   

Works Cited

  

Giancola, J.,et al. (2009). Dealing with the stress of college: A model for adult students. Adult Education Quarterly, 59(3), 246-263. Retrieved October 22, 2010 from Academic Search Complete database.

             Image retrieved November 4, 2010 from Google Images.  WWW.

http://images.google.com  http://win-edge.com/Chores.shtml

                Image retrieved November 4, 2010 from Google Images. WWW http://images.google.com

 http://www.lairdogden.com/html/homework.html

I am a Nontraditional Student

Returning to College as an Adult

                Coming back to school at 42 years old was a huge decision for me.  I attempted it when I was in my early 20’s.  Things always got in the way like a part time job to accommodate my full time job, being a single mom and trying to find childcare for her as I attended school at night.  At that point in my life I found it too difficult. 

            Now remarried for 16 years and a total of two children, I began to have a burning desire to come back and not let anything get in my way to continue my education.  My oldest daughter is an adult herself and on her own and my youngest is in the 8^th grade.  With that in mind, I thought how exciting it would be for my youngest to graduate from high school and myself graduating with a Bachelor’s Degree at the same time.  So, here I am, in my third semester with a ways to go but I am focused and dedicated to my education.  I have lots of support from family, friends, peers and my professors. This drives me to go forward even when I think I can’t do something. 

            It was of course awkward for me at first.  I spent lots of time just adjusting to the technology of learning today because it was so different when I last attended school.  I was also a bit uncomfortable because of my age and wondering if I could “fit in.”  But I do, surprisingly enough, some of closest peers in my classes are much younger than me and we can communicate and study together.  It is wonderful.

            I do struggle at times trying to keep up with all of my responsibilities as a wife and a mother and my full time school work.  I find myself working on school work most of the time and have to not engage in some family activities, but everyone understands and continues to support me. 

            I am looking forward to the future in my education and where it will take me when I graduate. 

Citation:  Adult Students Rock image retrieved on October 28, 2010, Google Images, nontraditional students, WWW.

http://www.zazzle.com/adult_students_rock_tshirt