U of M: Office for Student Affairs

Traditional-aged students, particularly those who have never lived on campus who live at home or with relatives
These students face particular challenges in adjusting to the University and making campus connections when much of their lives are based off campus. First-year students must learn to balance home, work, and school while addressing transportation and family issues. The first few weeks of classes are particularly critical, because the habits and decisions they make now will set the pattern for the first semester and will be the basis for the way the view their college education.

Issues for this group include the following:

Most are working at least part-time; most are working off campus.
Compared with our residence hall population, a greater percentage of students of color live at home. A greater percentage of first-generation students live at home. In some cases, students don't feel that their parents understand the college experience and may feel that their family doesn't value what they are doing.
Students feel marginalized. First-generation students have taken a significant step by committing to college; this can feel like a break from their family. At the same time, they remain at home; this can feel like they are separated from residence hall students.
Some of these students have chosen to live at home primarily because they do not want to share a room, eat all their meals in the residence halls, or live in close contact with so many other students. They do, however, want the social and academic benefits of campus, but they have more difficulty making the necessary connections.

Traditional-aged students who lived on campus for a semester or more, then moved to off-campus housing either alone or with others of the same approximate age
These students typically know the support services provided by the University and have a support group of friends, acquaintances, and faculty/staff they can turn to for assistance and advice.

Traditional-aged students who begin college by living in apartments or houses off-campus
These students frequently do not know the support systems of the University, and they often fail to make the necessary connections that are critical to student success.

Non-traditional students (over 23) who are returning to college or are beginning college as older adults
These students generally find support in non-University resources, including family and friends who are not associated with higher education. They typically work full-time off campus or have major family responsibilities that compete for their time and energy.

Traditional-aged students who have never lived on campus face issues very different from residence hall students regarding expectations, time constraints, and the demands of non-collegiate responsibilities.

How many commuter students are there at the University of Minnesota?

About 75 percent of University of Minnesota undergraduates live off campus, with 20 to 25 percent of freshmen living off campus.
Commuters spend a large portion of their lives off campus; the University is a place they come for a few hours at a time.

What are the major issues?

Transportation - Traffic, parking, transportation schedules, weather, car maintenance, costs of commuting, alternative means of transportation when one fails.

Time - Commuting takes time and energy. Commuters tend to schedule their classes in blocks. They prefer to come to campus fewer than five days a week, if possible. Their study time tends to be scattered-they have to fit studying around work schedules, class time, commuting time, and their personal life. It is hard for commuters to schedule group assignments, study groups, or special assignments. They participate in activities and out-of-class assignments that they believe will be truly valuable and will potentially provide multiple benefits. They will not participate in activities that simply seem like "something to do."

Support systems - Their greatest support comes from off-campus - parents, children, spouses, siblings, friends in the community, employers, co-workers. Each semester, commuters must renegotiate their time and financial commitments with their family, employers, and friends. These negotiations are much more difficult if family, employers, and friends don't understand the challenges of higher education.

Sense of belonging - Commuters lack a "home base" on campus. They benefit by having lockers, study spaces, eating places, social spaces; places to refrigerate or cook lunches; phones and computers; and places to nap. They also face greater challenges than residential students in building relationships with faculty, staff, and other students. Without a sense of belonging, commuters look at a college education as a necessary credential rather than as an educational experience.

What is different for commuter students?

Commuters are less likely to study abroad, participate in community service projects, or complete an internship. (Source: National Survey of Student Engagement: The College Student Report, 2000)

Why do they commute?

Many have financial reasons, but others prefer living at home (room to themselves, home-cooked meals), and still others have family responsibilities or feel a family obligation that keeps them at home (children of first-generation Americans are often the cultural and language interpreters for the family; children of single parents often feel an obligation to be home to help the family).

How do we reach them?

Schedule group projects and student activities at times when commuters are most likely to attend. Develop communication methods that allow commuters to know about activities (word of mouth and posting fliers in the residence halls is less effective in reaching commuters than class announcements or e-mails). Flexibility in office hours or alternatives to in-person conferences allow commuters to communicate on a schedule that fits with their conflicting demands.

How can faculty/staff support commuters?

Don't assume that all freshmen live on campus.
Ask about students' responsibilities outside the classroom.
Offer flexibility in office hours if students must meet before classes, after classes, or during the lunch hour.
Provide walk-in services (commuters cannot always come back in a few hours for an appointment).
Recognize that inclement weather may be a factor in attendance. Let students know campus or class policies regarding weather cancellations.
Assign group projects that will engage commuters with other students.
Consider providing in-class time for group work or special assignments if students cannot otherwise schedule meetings.
Consider time factors when scheduling review sessions. Are there technological solutions to scheduling extra class meetings?
Take a commuter to lunch.
Know student support services and advise commuters on how and where to get the help they need.
Include commuter stories in your examples of student success.
Use complete phone numbers, not just the last five digits as dialed from a campus phone.

Information comes from "Engaging Commuter Students: Redesigning Campuses for the Majority of America's College Students." Teleconference produced by The National Resource Center for the First-Year Experience and Students in Transition. April 26, 2001.

Also from The Student-as-Commuter: Developing a Comprehensive Institutional Response, Barbara Jacoby, ASHE ERIC Higher Education Report 7. 1989, Washington, D.C.: George Washington University, ERIC Clearinghouse on Higher Education.

For assistance with an issue that is not listed, please call Office for Student Affairs at 612-626-1242.