Getting to Know Our Students
Our undergraduate student body is highly diverse and has a significant level of financial need. A large number of students are students of color, and many are the first in their families to attend college. The majority of our students qualify for financial aid. Many of our undergraduates are employed and work considerable hours while pursuing their education. The student body is split between those who are full-time students and those who take a lighter course load. A significant portion of our students are between their mid-twenties and mid-thirties.
The majority of adult students who enroll at Bay Path Online are not first-time full-time students, and so the graduation rate is not reflected in the IPEDS graduation rate for the University. Many began college at other institutions and were unsuccessful and may be returning to college with some transfer credits. Our students bring in an average of 45 transfer credits. They are juggling work, family and financial responsibility to achieve a college degree, and may get sidetracked from completing a course if they lose childcare or a parent gets sick. We have built flexibility into the program so if a student has to stop out for any reason, which often happens, she can step back in again as soon as possible.
Profile of the Online Learner
The students at Bay Path Online are motivated individuals, often juggling a complex life filled with professional, family, and personal commitments. Unlike a traditional student, their decision to pursue a degree is typically driven by specific, career-oriented goals, such as a promotion, a career change, or a desire for increased earning potential. They bring a wealth of life and work experience to the classroom, which serves as a valuable asset for both their learning and class discussions. This demographic values flexibility, affordability, and efficiency, and they thrive in a structured yet adaptable environment that respects their unique circumstances.
These students are driven by a deep sense of purpose, seeking direct relevance in their education. While they are often highly self-disciplined and adept at time management, they may also feel a sense of anxiety about returning to an academic setting after a long absence. Therefore, a successful learning environment for them is one that validates their prior experience, directly connects course material to their professional and personal lives, and provides robust support systems that acknowledge their responsibilities outside of the classroom.