Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kelly Hall

Abstract

Nontraditional student-parents compose approximately one-quarter of the student body on college and university campuses. Student-parents face unique challenges, have unique needs, and graduate at lower rates than other nontraditional students. Yet many campuses, like the local study site, focus support on traditional students. The purpose of this formative evaluation was to assess the needs of student-parents in their persistence to graduation at a private 4-year university in the Southeastern United States. Astin’s I-E-O model was the conceptual framework used to identify student-parents’ characteristics (input), services needed (environment), and intended outcomes. A basic qualitative design and interviews yielded narrative data from nine participants who were purposefully selected and attended a Regional Academic Center. Descriptive and pattern coding by research question was the approach to data analysis. Key findings were that nontraditional student-parents needed mentorship, convenience and scheduling, financial assistance, and marketed services. Implications of the evaluation were that nontraditional student-parents valued existing support services but needed additional and modified services. Recommendations included offering more hybrid or asynchronous courses, increasing assistance and scholarships, and creating a mentor program, childcare facilities in the library or research centers, and orientation programs specifically for student-parents. Recommendations were presented in an evaluation report for campus stakeholders to review and decide about services for which to seek funding and develop programming. Offering services focused on student-parents may lead to higher graduation rates at the local study site and affiliated regional sites.

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