Nontraditional+student+experiences

Suzanne Buglione, Ph.D. Candidate, University of Massachusetts at Boston; Instructor, Worcester State University; Principal, CommunityBuild CmUnityBuild@aol.com]
 * Nontraditional student experiences of service-learning and identity development **



**Keywords: ** Nontraditional students, service-learning, social change, implications, phenomenological inquiry, identity

**Track: ** Student development and learning

**Format: ** Research paper

**Date & time:** Thursday 9:30-10:40 **Location:** Salon 12

**Summary: ** Nontraditional students are increasing, yet our understandings of the factors predicting their success have not. Challenged by the characteristics that define them these students have poor academic outcomes. Service-learning can strengthen student identity and draw connections across their multiple worlds. This study examines the experiences of students, aged 30-50, in undergraduate service-learning courses. This research examines the effects of this pedagogical intervention on nontraditional students with attention to civic and student identity development as demonstrated in Ingroup and Outgroup experiences reflecting the extent to which students perceive these identities as marginalized. The phenomenological inquiry examines the lived experiences of highly nontraditional students enrolled in credit-bearing, undergraduate higher education courses, and engaged in pedagogy related to service and learning.

The central question guiding this inquiry is: To what extent do experiences of learning and service contribute to the civic and student identities of highly nontraditional students? The research unearths the essence of the nontraditional student’s experience in a service-learning course through ten explorative, open ended, face-to-face interviews recruited from three Massachusetts Universities which sustain significant nontraditional student populations. This analysis enables the examination of qualities of the participants interviewed as well as qualities of their experiences, both of which are essential to present a narration of the ‘essence’ of their experience as nontraditional students in engaged in service-learning.

**References: ** Council for Adult and Experiential Learning. (2000). S//erving adult learners in higher education.// Retrieved from  [].

<span style="color: black; font-family: Arial,sans-serif; font-size: 140%;">Eyler, J., & Giles, D. (1999). //Where’s the learning in service-learning?// San Francisco: Jossey-Bass.

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<span style="color: black; font-family: Arial,sans-serif; font-size: 140%;">Knowles, M. S. (1990). //The adult learner: A neglected species//. (4th edition). Houston: Gulf Publishing Company.

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<span style="color: black; font-family: Arial,sans-serif;">National Center for Education Statistics. (2002). //Special analysis: Nontraditional undergraduates.// Retrieved <span style="font-family: Arial,sans-serif;">from []

<span style="color: black; font-family: Arial,sans-serif; font-size: 140%;">Moustakas, C. (1994). //Phenomenological research methods//. Thousand Oaks, California: Sage Publications.

<span style="color: black; font-family: Arial,sans-serif; font-size: 140%;">Reed, C., & Marienau, C. (Eds). (2008). Linking adults with community: Promoting civic engagement through community based learning. In //New Directions for Adult and Continuing Education//. San Francisco: Josey-Bass.

<span style="color: black; font-family: Arial,sans-serif; font-size: 140%;">Saddington, T. (2000). The roots and branches of experiential learning //NSEE Quarterly//. National Society for Experiential Education.

<span style="color: black; font-family: Arial,sans-serif; font-size: 140%;">Tajfel, H. & Turner, J.C. (1986). The social identity theory of inter-group behavior. In S. Worchel & L. W. Austin (Eds.), //Psychology of Intergroup Relations//. ChiCago: Nelson-Hall.

<span style="color: black; font-family: Arial,sans-serif; font-size: 140%;">Weil, S., Warner, & McGill. (1989). Making sense of experiential learning//.// (Ed.), //Diversity in theory and practice//, Milton Keynes: Open University Press.

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