Motivated to Learn: Creating an Institutionally Responsive Environment for Adult and Nontraditional Learners

Who We Are

Organizational Leadership & Learning Academic Breakdown Matt

Organizational Leadership & Learning 2016 Association for Continuing Higher Education South – Distinguished Program Award 2013 Malcolm Knowles Award for the Nation’s top program for Adult Learners (AAACE) 2014 National Program of Distinction in the American Public and Land Grant Universities’ MVP Awards for Campus Based Strategies for Student Success. 2013 Innovation in Educational Attainment Prize from the Gheen’s Foundation for the advancement of national adult degree attainment Top 25 Human Resource Graduate Program in United States Matt

Traditional & Non-Traditional Small Group Activity In small groups discuss the unique characteristics of traditional student populations and non-traditional populations. Be as specific as you can.

Who Are These Adults? Range from early 20s to 70+ In other words, this is not a homogeneous group These people include mid-career executives down to low or unskilled laborers Categories for these Comebackers Career Accelerators Career changes Remote or transplant Career starters

Characteristics of Adult Learners Highly Motivated Self Efficacious/Self Directed Achievement Oriented More Independent Possess “Real World” Knowledge Lack of Age Cohort Stronger Consumer Orientation More non-school related involvement Matt Sources: Bandura, 1994; Cross, 1980; Richter-Antion, 1986, Bergman et al, 2014

Andragogy The art and science of helping adults learn Term introduced in 1968 by Knowles

Pedagogy & Andragogy Traditional Learners: Learn in a linear manner Dependent on the instructor for knowledge Motivated by external pressures Adult Learners: Want to decide which topics to focus Bring their experiential knowledge Will self-assess if provided tools Matt

Workforce Realities United States ranks #12 for 25-34 year olds - We will be behind Bulgaria by 2019 Matt

Pedagogy & Andragogy Breakout Activity In small groups discuss what methods would you use to teach each population. Can you describe those activities

Why Return to School Develop skills to stay competitive Improve their employability Increase their earning power/workplace advancement Prepare them for a career change Personal fulfillment Inspire children and set the example U.S. Department of Education, National Center for Education Statistics Brief, May 2014 Matt

Barriers Adult Students Encounter Background Characteristics Influences External Environment Influences Internal Campus Environment Influences Age Finances Enrollment Status (full or part-time) Income/SES Employer Tuition Assistance Programs Institutional support/flexibility Parental Education Work Responsibilities Faculty/Advisor support Previous College Credit Significant Live Events Financial Aid Educational Goals Community Responsibilities Cost of Tuition Children Hours of Employment Flexible Course Offerings Motivation Family Responsibilities Active and Relevant Learning Marital Status Prior Learning Assessment Obstacles Stigma / Embarrassment Lack of Cohort Life Balance (incl. displacement) Budgetary Lack of school guidance U.S. Department of Education, National Center for Education Statistics Brief, May 2014

Bergman model (2012) Classroom Success

Final Thoughts Large Group Activity What are ways that we can support non-traditional adult learners in our classrooms? Are there specific strategies? Acknowledge that personal, professional and academic goals greatly influence continuing education for most adult learners Respect their diversity of age, gender, race, social class and experiences Accessibility, flexibility, practicality and equity Of course all of these people should not go back or start school. However, we are in the business of providing a pathway that is efficient, affordable, and relevant to the needs of each individual. Highest gain is from highest touch partners