1. Adult Learners Stefanie Buck Instruction Roundup 2013 Oregon State University Libraries

2. Agree or Disagree? “Individual differences among people increase with age; therefore, adult education must make optimal provision for difference in style, time, place and pace of learning.” Knowles, M. S., Holton, E. F., & Swanson, R.S. (2005). The adult learner (6 th ed.). San Diego, CA: Elsevier.

3. Rossman Adult Learning Inventory Exercise

4. Objectives o Define Andragogy o Identify characteristics of adult learners o Identify ways to create a teaching environment conducive to adult learners

5. What is an “Adult Learner?” Exercise

6. What is an “Adult Learner”? o Delayed enrollment/Does not have high school diploma o Part time student for at least part of the academic year; o Works full time (35 hours or more per week) while enrolled; o Financially independent: o Retraining; o Is married/a single parent/dependents o Veterans

7. Adult Learners at OSU “Using age as a measure, about 38 percent of undergraduates are non-traditional. The proportion age 25 or older: 21 percent at the University of Oregon; 27 percent at Oregon State University; 60 percent at PSU; and 68 percent at Eastern Oregon University.” Graves, B. (2011, June 9 ) Oregon universities see more non- traditional students graduate. The Oregonian. http://www.oregonlive.com/education/index.ssf/2011/06/oregon_un iversities_see_more_n.html

8. What is an “Adult Learner”? o Not just related to age o State of learning readiness

9. Pedagogy the art and science of educating children

10. Andragogy people become adults psychologically when they arrive at a self-concept of being responsible for their own lives, of being self-directing Knowles, M.S. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco, CA: Jossey-Bass.

11. Are university’s today based on a pedagogical or andragogical model? Discuss

12. Six Key Assumptions of Andragogy 1)Adults need to know why they need to know something, 2)Self-concept, 3)Experience, 4)Readiness to learn depends on need, 5)Problem centered focus, 6)Internal motivation as cited in Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: Wiley.

13. Andragogy (Adult Learning) http://www.youtube.com/watch?v=v LoPiHUZbEw

14. Characteristics o Adults need to be involved in the planning and evaluation of their instruction. o Experience (including mistakes) provides the basis for learning activities. o Adults are most interested in learning subjects that have immediate relevance to their job or personal life. o Adult learning is problem-centered rather than content-oriented.

15. What it means to me Worksheet

16. Creating a Climate

17. What matters to me? Exercise

18. Climate for Adult Learners o mutual respect, o collaborativeness, o supportiveness, o mutual planning, o openness, o fun…

19. The Critics

20. Andragogy (Adult Learning) http://www.youtube.com/watch?v=v LoPiHUZbEw

21. Pedagogy vs. Andragogy http://youtu.be/17T1h0gf3IM Structure vs. Autonomy

22. Best Practices a)Create a safe, welcoming learning environment b)Culture empathy, respect, approachability, authenticity c)Collaborate on the diagnosis of learning needs d)Collaborate on developing learning objectives and in instructional planning e)Ensure the practicality of all learning activities