Serving Adults and Other Non-traditional Students

American Student Assistance 2007 Symposium Roundtable Discussion

ASA Roundtables are a unique Symposium experience, enabling colleagues to come together and discuss current issues in higher education. Each facilitated session is designed to allow focused and in-depth discussions on topics at the forefront of our industry. This year our roundtables focused on:

Serving Adults and Other Non-traditional Students

Connecting with students is vital to our industry, but different students communicate in different ways. How do we provide quality financial assistance and engage in effective dialogues with non-traditional and adult students?

Moderator:

The Lumina Foundation’s Emerging Pathways project findings point to 4 lessons. One such lesson states, “To find the right path, adult learners need a guide.” How are you guiding your adult and non-traditional students through the financial aid process?

Respondents:

  • – Schools should have easier access to technology and flexibility of schedule
  • – Teach students, show them the process
  • – It’s a lengthier conversation with non-traditional students. It’s a more confrontational discussion over choices that must be made (ex. life as a professional vs. living as a student/quality of living issues)
  • – Only use professional judgment with child care or unusual medical situations. There are more robust reasons to use professional judgment with undergrads
  • – Online is the only way to reach these students
  • – Text messaging
  • – One-on-one counseling

Moderator:

What are the differences in communicating with non-traditional students?

Respondents:

  • – Tough to assist these students because of language or cultural barrier
  • – There are unique problems with these students such as supporting other family members while attending school; being able to afford college despite financial aid is difficult
  • – Many of the younger students are internet-savvy
  • – Some school representatives expressed a concern for students with disabilities and how they have less access to financial literacy information and support. It was also pointed out that many students have disabilities that are invisible to the school
  • – Adult students have family duties, existing debt and may also be new immigrants
  • – Almost all have a heavy focus on career preparation, instead of pure academics
  • – Aid formulas are geared toward traditional students instead of adult learners
  • – FAFSA data biased against adult learners–encourage them to appeal adverse decisions based on FAFSA data
  • – Adult and non-traditional students cling to one person rather than working with any counselor
  • – English not 1st language
  • – Prior debts exist
  • – Cultural and religious reasons not to borrow
  • – Also with this population sometimes you see the student making $10k per year income, while a parent is on Social Security Insurance. So the student is actually supporting the parents
  • – Adult learners are not too well-off in terms o f the amount of student aid they’re eligible for–It’s mostly a loan package
  • – Students go from having a job to being a full-time student. They are being treated differently than a 1st year traditional grad student who has more debt.
  • – Get more in-depth questions from non-traditional students
  • – Non-traditional students may be in repayment already–also carrying debt for cars and property. Students want more, but won’t get more aid

Moderator:

What ways have you communicated in the past that has worked? What ways have not worked?

Respondents:

  • – Most use online resources, although communication with parents is traditionally done via postal mail
  • – Most student communication is done via e-mail
  • – Schools encourage students to regularly check their e-mail accounts
  • – E-mails need to be brief and to the point, using a catchy subject line or introduction, as students average 100 + e-mails a day
  • – If more detailed information is necessary, schools try to add a link in the body of the e-mail that brings the student to a site where the information can be found
  • – Many schools using automated systems, which they believe students find more helpful
  • – Adult students want to be called or receive a letter—no e-mail
  • – It should be an option to advise non-traditional students to go to community college to reduce debt.

Moderator:

What are some of the industry’s best practice processes regarding customer service to non-traditional student populations?

Respondents:

  • – Welcome non-traditional students into a specific program so that they can receive the best customer service—they still sit in the same classroom but are treated differently by administrators
  • – Programs give them survival skills and are very nurturing
  • – Financial aid should have extended office hours to assist these students
  • – College Goal Sunday; extending office/business hours; a list of available child care centers and costs
  • – Establish an office for transitional students, some schools do this
  • – When seeing an increase in non-traditional students without undergrad degrees and supporting families already, use professional judgment for this group
  • – Co-Branding is excellent

Moderator:

What are the top 5 concerns that you hear from this population?

Respondents:

  • – Loan indebtedness, family concerns, more dedicated to school and know what they want
  • – Parents going to school while their children going to school—FAFSA does not account for this
  • – Family status is challenging–for instance gay couples are married legally in MA, but cannot put that on federal forms
  • – Students are in your office asking specific questions about their specific case and they are intimidated by loans.
  • – Child care and health care are issues
  • – Money
  • – Rigor of program

Moderator:

What are the specific needs of nontraditional and adult students? How can ASA assist in ensuring more effective communication?

Respondents:

  • – Adults and non-traditional students need convenient financial aid office hours to fit their work and class schedule
  • – Adults and non-traditional students need human points of contact as a backup to online contact
  • – Adults and non-traditional students need computer literacy, lack of which is becoming barrier to access
  • – Adults and non-traditional students need a clearer explanation of who does what in the financial aid office and with its partners
  • – Adults and non-traditional students need a better knowledge of supporting organizations such as ASA
  • – Some of the toughest students are adult students–they are the least prepared and most in need, they need a lot of hand-holding
  • – Adult students have better questions at exit counseling and are more on top of things–they are concerned with deadlines and will meet them
  • – Put all loan forgiveness information in one place on the website
  • – The message should be default prevention–help is available
  • – Entire financial picture needs to be handled unlike traditional students with simple financial needs

Moderator:

What external resources to you rely on in order to assist these students?

Respondents:

  • – Try to stress the importance (to parents) for the students to be assertive and responsible with their student loans.
  • – Top 5:

    • – Portal to all info like what MEFA has with Parent/Answer
    • – access to info
    • – a peer group of other adult learners @ school because they feel isolated
    • – technology and help to utilize it
    • – taking refresher courses and finding refresher courses
  • – Enrollment management doesn’t allow us to be less than supportive. It’s not an option for financial aid to tell students what’s really going on (like we don’t think you will make it in a college environment) without upsetting the dean’s office.

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