The Common Elements of an Educational Case Management Model for NonTraditional Students in the Community College

The purpose of this study was to examine the supportive elements needed by nontraditional students in the community college setting as they relate to an Educational Case Management approach. Two “like” community colleges were selected as defined by the Michigan Community College Activities Classification Manual (MCCNET, 2003, p. 2). These activity measures consisted of general revenue source, first-year equivalent students (FYES), contact hour equivalent students (CHES), and unduplicated head count. Two community colleges that agreed to participate were Grand Rapids Community College and Washtenaw Community College. Student surveys were distributed through an online survey to ascertain the common elements of Educational Case Management or its proxy. To triangulate, Delphi surveys were used to ascertain field-expert opinion regarding the common elements of Educational Case Management or its proxy. The study is significant because identifying the important elements of a sustainable model of Educational Case Management can provide nontraditional community college students a non-academic support service that contributes to postsecondary academic success, retention and completion. The major findings in this study were that an Educational Case Management model utilizing common elements such as intrusive outreach, collaborative relationships with a caring institutional agent, career assessment, value clarification, short and long term goal development and navigation of the postsecondary system are important for nontraditional student feelings of mattering and belonging in the community college. Developing positive relationships that provide structure, engagement, feedback and support is essential in giving nontraditional students a respectful place in the academy. Recommendations for student-centered sustainable change in the community college should focus on a shift from policy and rule enforcement to student-centered interventions, establishing early and long-term relationships with students, use of technology to augment high touch outreach, and consistent assessment and evaluation of interventions and programs.