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

2. Who We Are

3. Organizational Leadership & Learning
Academic Breakdown
Matt

4. 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

5. 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.

6. 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

7. 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

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

9. 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

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

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

12. 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

13. 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

14. Bergman model (2012)
Classroom Success

15. 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