Services and support for nontraditional students in higher education: A historical literature review

Abstract

While nontraditional students are a growing population in colleges and universities today, their presence can also be seen throughout history. National policies and practices throughout United States history enabled a more diverse population of students to enter higher education, thus increasing the nontraditional student population. In this historical literature review, I examine four time periods in which nontraditional students persisted and the unique services and support offered to them. Common among the four time periods were three ways that nontraditional students were supported historically: institutions (1) awarded credit for nonacademic activities, (2) increased flexibility in their policies and procedures, and (3) provided resources specific to nontraditional students’ needs. While policies have allowed greater numbers of nontraditional students to enter higher education, admitting these students does not guarantee their retention and degree completion. Therefore, this manuscript offers suggestions, taken from historical trends, for how institutions can continue to support current and future nontraditional students. Although institutions today are certainly more aware, understanding, and inclusive of diverse students’ needs, lessons from history can still be used to make improvements. Examining past students, services, and practices may help to improve future policies and attainment strategies for this diverse population of students in higher education.