Activities for Engaging the Non-Traditional Student Across Three Dimensions: Behavior, Affect, and Cognition

Non-traditional students, a demographic encompassing various backgrounds and circumstances (Chung & Chur-Hansen, 2017; Postsecondary National Policy Institute, 2023; Trowler, 2015), constitute a significant and growing proportion of college attendees. They represent individuals from underrepresented groups (Chung et al., 2014; Schuetze & Slowey, 2002) with statistics revealing diverse profiles: 37% aged 25 or older, 42% students of color, 46% first-generation, 49% financially independent from parents, and 64% full-time workers (Lumina Foundation, n.d.).

These students have varied educational experiences and engagement preferences (Trowler, 2015), underscoring the necessity for multifaceted approaches to enhancing their involvement in learning (Harvey, Burnheim, Brett, 2016). Common underlying themes for non-persistence of non-traditional students include balancing commitments, managing finances, navigating course work, and addressing health issues or inadequate support systems (de Vise, 2011) highlighting focal points of intervention.

To this end, I advocate for the adoption of Fredericks et al.’s (2004, pp. 62-63) framework of student engagement comprising behavioral, affective, and cognitive dimensions. Implementing these three dimensions as a cohesive meta-construct within higher education institutions is crucial (Fredericks et al., 2004), not only to bolster the academic success and retention of non-traditional students but also to enhance outcomes for all students.

Student Engagement and Behavior

Behavioral engagement involves the idea of participation in the academic setting (Fredericks et al., 2004) both inside and outside of the classroom. Participatory behaviors include academic tasks inside a classroom such as persistence on tasks, concentration on that task, and contributing to discussions (Birch & Ladd, 1997; Finn et al., 1995; Skinner & Belmont, 1993) as well as outside class activity involvement such as clubs or student government (Finn, 1993; Finn et al., 1995).The latter, being involved with student initiated activities outside of the classroom, have even been argued as evidence of students’ greater engagement (Finn, 1989).

To enhance the encouragement of these behaviors, consider: • Scaffolding in-class assignments to help support student persistence on lengthy or complex tasks (Huber & Wilson, 2023; Tuckman, 2007) • Providing instruction to students on how to set up an environment conducive to concentration on tasks, such as clearing your work area physically and from distractions (Jones, 2022) or organizing schedules by using calendar systems such as Micrsoft Outlook (Britton & Tesser, 1991; Kaufman, Agars, & Lopez-Wagner, 2008) • Furnishing opportunities for class conversations through discussion boards, digital platforms such as Microsoft Teams, Slack, and Discourse, or group activities in ways that support student-student and student-instructor interaction (Braxton, Milem & Sullivan, 2000, Chapter 11, p. 82; Gašević, Adesope, Joksimović & Kovanović, 2015; Molinillo, Aguilar-Illescas, Anaya-Sánchez, & Vallespín-Arán, 2018; Wilson, 2019) • Offering opportunities for students to be involved in outside class activities such as clubs or experiential learning programs (Barkley & Major, 2020) • Tasking students to assess their own or other’s performance (Coon & Walker, 2013), in some specific cases referred to as authentic assessment (Chopra & Chhabra, 2022; Janesick, 2006; Wiggins, 1998) • Promoting certificate programs (Rosenbaum, Ahearn, & Rosenbaum, 2017)

Student Engagement and Affect (i.e., emotion)

Emotional engagement encompasses students’ positive and negative reactions to the academic environment, including teachers, other students, instruction, and the school (Fredericks et al., 2004).

To foster positive emotional reactions, consider: • Creating positive interaction opportunities with faculty, administrators, and staff (Forbus, Newbold, Mehta, 2011) • Promoting continuous faculty improvement in the science of teaching and learning techniques, focusing on adding positive teaching behaviors and reducing negative behaviors such as allowing for student autonomy/choice in assignments and making assignments relevant (i.e., personally relatable and interesting) to students, making connections between assignment and real life meaningful (Hollis & Was, 2016; Parker,, Coniam, & Falvey, n.d.; Vancell, 2018) • Setting the tone for an inclusive collegial classroom environment (Addy, Dube, Mitchell, & Mallory (2021). • Providing students with academic support and resources to address their various circumstances, including financial, behavioral-health, and academic (Lehman & Conceição, 2014; Mohamad & Boyd, 2023)

Student Engagement and Cognition

Cognitive engagement entails students’ effortful engagement involvement in complex tasks and skill mastery (Fredericks et al., 2004), necessitating self-regulation. Offering instruction and opportunities for students to self-regulate their cognitions can promotes engagement.

To bolster support for these cognitions, consider: • Encouraging a growth mindset (Dweck, 2016; Ivanova & Rimanoczy, 2022; Tseng & Walsh, 2020) • Teaching students coping skills and how to learn from setbacks (Cotton, Nash & Kneale, 2017; Persellin & Daniels, 2023; Torsney, Burke, Milidou, Lobardi, Symonds, Torsney & James, 2023) • Motivating organization of work-life balance by modeling scheduling/calendar • Creating assignments for the purpose of skill mastery (learning goals rather than performance goals; Ames, 1992; Dweck & Leggett, 1988) • Assigning reflection and evaluation assignments that allow students and instructors to process their cognitions with the opportunity for helpful feedback so that the students and instructors can change their behaviors accordingly through reflection and evaluations (Aaronson, 2011; Watson & Kenny, 2014)

Focusing on the dimensions of behavior, emotions, and cognitions within an instructional setting will enhance student success and the persistence of non-traditional students by fostering their engagement in the learning process. Rather than a single approach, universities and colleges can explore diverse strategies, all contributing to student success.