The Transition to College of the Adult Learner ATP 2007 Fall On-line Workshop Jim Valkenburg, HBPE Delta College

Agenda Broad stroke generalizations Responsibility Support Stress Non-traditional-Adult Learners Veterans Adults with disabilities

Responsibility Students will face: An increased number of choices and decisions More independent reading and studying The necessity of setting and reaching their own goals

Support Students should understand that there is: Reduced contact with instructors Less individual feedback from faculty More opportunity and responsibility to choose what and how to proceed

Stress Students should anticipate: An increased workload with a faster pace The need to be more independent More financial responsibilities and social pressures

Stress Family/Work/School Finances Keeping up to speed

Stress Technology

Non-Traditional—Returning After a few years child rearing, brief stint in job market Older Skills sets Reintroducing learning strategies

Non-Traditional—Returning Channeling motivation

Non-Traditional—Returning Gaining confidence and learning new skills

Non-Traditional—Returning Time Management Eliminating time as the enemy

Non-Traditional—Returning Socialization

Non-Traditional—Returning Developing contacts Study groups Positive relationships Faculty Advisors Career Counselors

Non-Traditional—Returning Reintroducing academic regimen

Non-Traditional—Returning Relearning learning strategies

Non-Traditional—Returning Going to class

Non-Traditional—Returning Using textbooks Usually a dramatic difference from how the student was allowed to use a text in high school

Non-Traditional—Returning Test taking strategies Just because they’re in college doesn’t not necessarily imply that they use good test taking strategies.

Non-Traditional—Returning Retirees

Non-Traditional—Vets The difference of the vets’ experience Reserve Status The need for reacclimating to society Reacclimating to the school environment

Non-Traditional—Vets What the vet has to offer/what the vet needs to know Transportal

Non-Traditional—Vets Seeking help on campus

Non-Traditional—Vets Motivation is probably not a problem Focusing on what is needed to achieve the goal

Non-Traditional—Vets Working in the classroom

Non-Traditional—Vets Independence and Direction

Adult Students with Disabilities Special needs, special accommodations Self-advocacy The major difference Getting what they need

Adult Students with Disabilities College: ADA & 504 Eligibility for reasonable accommodations is driven by “severity of impact on a major life activity” Documentation of a disability is required (an IEP is NOT sufficient) Eligibility is based on definition of disability, not on diagnosis It is not age restricted (504/ADA cover until death)

Adult Students with Disabilities Academic Environment Students should be aware of and prepared for: Instruction is primarily by lecture Reading lengthy assignments Must adapt to the instructor’s style

Adult Students with Disabilities Students should realize that: Knowledge Acquisition Effective reading comprehension skills are important Taking good lecture notes is necessary More independent work is required outside of class

What Your Campus Can Do Establish a campus wide support network to focus on transitioning that could include: Admissions Advising or Counseling Center Learning Support Center Student Affairs Health Center Residential Life

What You Can do, con’t: Offer summer Transition Programs Organize Student Support Groups Encourage peer mentoring Encourage self-sufficiency Increase campus and faculty awareness

Transitions Thank you Please go to the discussion board and respond to the prompt your will find there about this module.