1. Barriers that Adult Learners Face
Who are Adult Learners?
Barriers that Adult Learners Face
Keys to Advising Adult Learners NACADA Region 2 Conference
Created by
Sarah Grogan and John Rans
of Drexel University
Potential Barriers to Higher Education
Accessibility
Lack of Time
Lack of Flexibility
Lack of appropriate instructional methods
Affordability
Financial aid designed for FT students
Pell Grant Restrictions
Accountability
Consumer info. on H.E. focuses on traditional students
Program Structure and Duration
Inflexible schedules
Long course and program duration
Inflexible entry, exit and re-entry
Poor Alignment of Learning Systems
Little cross-institutional collaboration
Disconnect between non-credit and credit
Inability to transfer credits
Provide Flexible Scheduling
What Works For Us
https//www2.ed.gov/about/bdscomm/list/acsfa/ptsreport2.pdf
Online and on Campus
Day, Evening, Weekends
Appointments with Advisor
In-Person
Phone
Walk-In
Online (Skype)
Evening courses – 6pm or 7pm start
Saturday Scholar program
Online programs
Advisors available for meetings:
8am-8pm, 8am-3pm on Sat.
Solutions
Flexible programs with varying models
online or hybrid options
Data collection to better understand your institution’s specific needs
Information on employment
Outcomes related to your programs
What Works For Us
Be an Advocate
Hold events for Adult Students
Be on committees across campus
Online learning, Mentor program
Bring up challenges
Walk or fax student forms to appropriate
offices if student is online or can’t come
between 8-5
Adult students can be minority population on campus
Advisors should be aware of challenges
Advisor should be a voice for students
Make colleagues on campus aware of Adult Student differences
Adult Learners
Single Parents
Unemployed Poor
English as a Second Language
Military Personnel
Working Full-time
First-Generation
Students with Disabilities
Under-prepared
Minors
Undocumented
Transfer
How To Meet The Needs of Adult Learners
Adult learners need a guide
Create a Plan of Study
Adult learners need an advocate
Advisors need to be vocal when the institution is creating policies
Education might not be their #1 priority
Family and work can come first
Know Their Goals
What Works For Us
Get degree ASAP
Maximize Transfer Evaluations
CLEP and ACE
Changing Careers
Professional Development
Certificate
Keep case notes for each student
ID best major in College/University
(could be outside of your department)
Career Development Center
Resume writing, Mock interviews
Have a Conversation – Pick up the phone!
Engagement Outside of the Classroom
What Works For Us
Purpose – engage students and their families
Give students a reason to come to events
Saturday Scholars Lunch
Welcome Back Cruise
Family Holiday Party
Jazz Fest
What is Our Experience?
Sarah Grogan M.S.
Senior Academic Advisor
Center for Hospitality and Sport Management
Background advising student-athletes
Was enrolled in graduate school, while working three part-time jobs
Experience advising adult learners for 4+ years
John Rans M.Ed.
Academic Advisor
Goodwin College of Professional Studies
Attended graduate school while working two part-time jobs
Experience advising adult learners for 2 years
Earned a graduate certificate and currently pursuing his Doctorate degree while employed full-time
What the Research Says
Retention– During any term, an institution can expect that up to 40% of our active students will not enroll for a course. Their absence does not mean they are not retained. It only means they are now enrolled at that moment in time (Hadfield, 2003).
At Risk - The National Center for Education Statistics has also found that nontraditional students are more than twice as likely as traditional ones to drop out in the first year (Jenkins, 2012).
Student Development - Adult learners can experience anxiety throughout their educational journey as their competencies are challenged. Academic advisors are an integral part of this transition and in providing guidance with confidently establishing this new identity (Kasworm, 2008).
Looking Ahead
The National Center for Education Statistics reports that of the 17.6 million people enrolled in college in the fall of 2011:
only 15% were attending a four-year college and living on campus
37% were enrolled part time
32% worked full time
43% were attending a two-year college
More than a third were over 25
a quarter were over 30
By 2019, the percentage of those over 25 is expected to increase by more than 20%
The share of all students who are over age 25 is projected to increase another 23% by 2019
(Jenkins, 2012).
How is your campus preparing to meet the needs of this growing student population?