Impacts of LA Programs on the Success of Nontraditional Students: A Case Study

Rowan University, a public school located in southern New Jersey, serves a high number of non-traditional transfer students. Almost half of all upper division students within the Department of Physics and Astronomy are transfer students, and one-tenth are over age twenty-four. This student population often faces unique challenges compared to traditional students matriculating directly from high school. Our team presents findings from interviews with non-traditional transfer students who serve the department in the role of learning assistants (LAs) within introductory physics courses. Analysis of interview data provides insights into particular challenges this population faces and manners in which the LA program has been beneficial to psychosocial growth or career development.