Abstract
Purpose. The purpose of this Delphi study was to explore single-parent nontraditional student experiences within nontraditional university classroom environments and to determine methods for providing better support within the classroom setting. Methodology. The Delphi technique was conducted through 3 survey rounds to explore ways professors and faculty can support single-parent nontraditional students in the classroom by asking the following important questions: (a) What do nontraditional single-parent students identify as challenges in completing their 4-year degree? (b) For the challenges identified, what strategies do these nontraditional single-parent students identify that faculty should use to address these challenges? Findings. The researcher found that according to the expert panel (a) single-parent nontraditional students have higher stress levels than the traditional student, (b) most work full time while trying to complete a 4-year degree, (c) are the financial providers for their family, (d) are the main caretakers of their children, (e) desire academic and emotional support from their professors, (f) desire more clarity and assistance in assignments, (g) encourage professors to be more accessible via telephone and e-mail, and (h) professors show interest in their lives. Conclusions. Single-parent nontraditional students recommend faculty implement the following academic strategies: (a) time management, (b) flexibility, (c) provide clear and precise handouts and reminders, (d) access to technology, and (e) study room accessibility. Single-parent nontraditional students suggest faculty implement the following emotional strategies: (a) empathy, (b) understanding, (c) care and concern, (d) encouragement in a friendly environment, and (e) mentoring and guidance to support single-parent nontraditional students within the classroom environment. Recommendations. Consideration of single-parent nontraditional student emotional and academic needs within the classroom is of key importance. The recommendation is that other researchers investigate in more detail how universities and colleges can provide conferences, seminars, and trainings for faculty in preparing them to work with this rapidly growing population of single-parent nontraditional students attending colleges and universities today. Awareness of this focus group will be a step towards support in the classroom.