Sixty-six African American seniors at Martin University, graduating in 2002, described the activities, programs and procedures experienced at Martin University that they judged contributed to their persistence to graduation. Often the reported experiences of the graduates were similar to those of students who dropped out of college, yet these66 persisted to completion of their degree. Also, the graduating seniors suggested policies and procedures to support persistence of current and future students.As a commuter university, many important learning experiences that supported students to graduation occurred in Martin University classrooms. Well-prepared, empathetic, and competent instructors were very important in causing graduating students to realize that the university respected them as serious and worthy students and valued them as competent and determined individuals. Graduating students valued prompt, just communications with administrators concerning instructors and computer equipment.Students stated that the faculty members, other students, administrators, and Martin University as an organization had provided them with life changing experiences, differing from their off campus lives, yet shaping and adding opportunities to their off-campus lives.Responses indicated that Martin University should follow classroom and administrative procedures that cause students to earn a sense of ownership in the university. Also, the university should provide a constant flow of communications about university convocations, policies, procedures, and about changes to academic programs.Martin University must maintain and build on the policies and practices graduating seniors have found valuable. / Department of Educational Leadership

The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in addition to their student role. Minimal research has been conducted with this population enrolled in a college environment designed for traditional students.The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky's Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Demographic data was collected using a researcher designed tool and semi-structured interviews were conducted with each participant. Participants completed Stevenson's Margin-in-Life Scale and demonstrated an average margin of 0.60492.All interviews were audio taped, transcribed, and subjected to systematic phenomenological analysis inspired by the work of Max van Marten resulting in the identification of five main themes entitled success, support, transitions, challenges, and relationships. Success was comprised of three sub-themes including motivation for returning to school, persistence or determination to complete the nursing program, and time management strategies. Support included two sub-themes of support from family and friends of the participants and support from self-care strategies.The transitions theme included feelings of anxiety upon returning to college and academic difficulties encountered. The challenges theme was comprised of financial challenges and challenges encountered balancing multiple responsibilities. The fifth theme, relationships, included relationships with university faculty and staff and relationships with fellow students.Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model.The five themes identified and margin-in-life scores provided rich information about the lived experience of this group of re-entry women. Further research is needed to gain a more complete understanding of this population and implications for nursing education. / Department of Educational Studies