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Helping Adult Learners

Reach the Peak

Pat Carley, CNSA570


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Agenda
Adult Learner or Non-Traditional Student
Demographics & Statistics
Goals of the Adult Learner
How Life Roles Impact Goals
Overcoming Everyday Challenges
How SA Professionals Can Help
Appreciative Advising

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Adult Learner or Non-Traditional Student

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Non-Traditional Student?

Article Discussion
How might the term make a student feel?
What does the term conjure up in your
mind?
Other discussion questions (attachment)

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Demographics & Statistics

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Profile of the Adult Learner

A student 25 years or older


There is no typical adult learner profile
Diverse population

Social, Cultural &


Socioeconomic
Diversity

Retirees Homeless

Veterans
Career
Changers Etc.

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What They Bring to the Table

Practical Work Experience


New & Different Perspectives
Practical in Approach to Academics
Multiple Life Roles
Maturity
Motivation

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In 2016, 40% of the 20.5 Table 303.40. NCES.edu
[In thousands]
Attendance status, sex, Projected
million post secondary and age
1
2000
5
2013
16
2014
17
2015
18
2019
19
2024
20
All students ................
15,312 20,376 20,255 20,234 21,630 23,135
students were 25+. 14 to 17 years old ...................
131
18 and 19 years old .............
270 254 259 278
3,258 3,710 3,879 3,850 4,132 4,313
311

20 and 21 years old ........................


3,005 4,248 4,472 4,414 4,526 4,747

NCES projects only a 1% 22 to 24 years old ................


2,600 3,949 4,075 4,035 4,121 4,429
25 to 29 years old ...........................
2,044 3,031 2,995 3,071 3,467 3,525
30 to 34 years old ........................
1,333 1,629 1,494 1,508 1,685 1,931

increase by end 2019.


35 years old and over .............................
2,942 3,538 3,086 3,097 3,421 3,879

Full-time .......................
9,010 12,597 12,664 12,615 13,467 14,352

However, with declining high 14 to 17 years old ...................


121
18 and 19 years old .............
226 214 218 235
2,823 3,151 3,171 3,147 3,393 3,553
263

20 and 21 years old ............


2,452 3,362 3,443 3,391 3,496 3,680

school aged populations 22 to 24 years old ...................


1,714 2,630 2,688 2,651 2,729 2,946
25 to 29 years old .............................
886 1,515 1,487 1,531 1,745 1,784
30 to 34 years old .....................
418 701 688 697 784 900

coupled with an aging 35 years old and over ........................


596 1,012 974 979 1,085 1,225

population, others believe


Part-time ............................
6,303 7,779 7,590 7,619 8,163 8,783
14 to 17 years old ...................
10 44 40 40 43 48
18 and 19 years old .............
435 559 708 702 739 759
20 and 21 years old ............
553 886 1,029 1,023 1,030 1,067
the growth rate will be 22 to 24 years old ...................
886 1,319 1,387 1,383
25 to 29 years old .............................
1,158 1,516 1,508 1,540
1,393
1,722
1,483
1,741
30 to 34 years old .....................
915 928 806 812 901 1,031
higher. 35 years old and over ........................
2,345 2,527 2,113 2,119 2,335 2,654

NOTE: Distributions by age are estimates based on samples of the

25+ may become the civilian noninstitutional population from the U.S. Census Bureau's
Current Population Survey.

majority.
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Goals of the Adult Learner

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Adult Learners Goals

Concrete Career Outcomes

Obtain a better job


Improve financial status
Enable promotion/advancement
Transition to new industry
Professional development

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Adult Learner Challenges

Financial
Child Care
Fear
Confidence
Time Poverty
Sense of Belonging

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Life Impacts Goals

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Adult Learners Perspectives

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Family

Life
Education Work

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Adult Learner Needs
Ease of Transfer/Admission
Innovative Assessment Programs
Work/Life Credit
Flexibility of Programs
Scheduling options
Convenient locations
On-line options
Services
Financial counseling and assistance
On-site child care
Language support
Emotional & psychological support
Help with coping skills
Job placement

(Best Universities for Adult Learners,Glastris, 2017)


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I Need Support
Staying motivated
Alleviating stress
Balancing responsibilities
Solving problems
Focusing on possibilities
Creating positive outcomes
Aligning needs and goals
Attaining personal/career goals
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How SA Professionals Can Help

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Show student the image of personal
success in their future.
Ascribe to intentional advocacy.
Make connections with students.
Perform proactive outreach.
Engage them early and often.
Help them to stay connected.
Set up affinity groups &/or support
networks.

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Institutional Success Factors
High percentage of adult learners drop out and never
finish their program of study (Gary et al., 2004).
Build a dedicated advisory & support staff
focused on collaboratively working and
advocating for adult learners and building
relationships.
Implement services to help students cope.
Create support groups.
Provide on-site day care.
Create a warm & welcoming campus center.
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An Advising Approach
Appreciative Advising the Six D's
Social-constructivist philosophy providing framework
for advisor interactions with students.
DISARM- Advisors intentionally use positive, active, and
attentive listening and questioning strategies to build trust
and rapport.
DISCOVER- Uncover student strengths and skills based on
their past successes.
DREAM- Encourage and be inspired by students' stories and
dreams.
DESIGN- Co-construct action plans with students to make
their goals a reality.
DELIVER- Support students as they carry out their plans.
DONT SETTLE- Challenge yourself and your student to do
and become even better.
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Origins of Appreciative Advising
Positive Psychology- based on a wellness model and emphasizes
inquiry into human goodness and excellence, affirming developmental
and situational stops between birth and death.
Appreciative Inquiry- means to engage people across a system in
renewal, change and focused performance.
Reality Therapy a counseling technique based on choice theory
through which people are taught ways to direct their own lives, make
effective choices, and develop strengths to handle life stresses and
problems.
Self-Worth Theory- students strive for academic achievement out of
a need to protect their sense of worth or personal value.

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Appreciative Advising Mindset
Caring about & believing in the potential of each student.
Appreciating the good fortune to positively impact other
peoples lives and the future of society.
Acknowledging that one can always become better.
Remembering the amount of power students perceive
advisors to possess and reflecting on how best to use that
power.
Being truly interested in students and enjoying learning
from them.
Being culturally aware and responsive in interactions with
students.

Slides 20-22 adapted from Bloom, J. et al. (20xx) The Appreciative Advising Revolution
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Case Study
Review Student Inventory.
What internal assets does the student bring
with them?
What external assets?
What questions might you ask the student to
understand their story?
Can you surmise what types of support this
student may require?

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Questions?

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References/Sources
Bloom, J.L., Hutson, B.L. & He, Y. (2008). The Appreciative Advising Revolution. Stipes Publishing L.L.C., Champaign, IL.

Bohonos, J. (2014). Understanding Career Context as a Key to Best Serving Adult Students. Adult Learning, 25(1), 28-30.
doi:10.1177/1045159513510144

Gary, J. M., Kling, B., & Dodd, B. N. (2004). A Program for Counseling and Campus Support Services for African American and
Latino Adult Learners. Journal of College Counseling, 7(1), 18-23.

Glastris, P. (2016). America's Best Colleges for Adult Learners. Washington Monthly, 1.

Gulley, N.Y. (2016, August 5). Defining students as nontraditional is inaccurate and damaging. Inside Higher Ed. Retrieved from
https://www.insidehighered.com/print/views/2016/08/05/defining-students-nontraditional-inaccurate-and-damaging-
essay?width+775&height=500&iframe=true

McKnight, C.P., & Martin, B.N. (2015). Creating an effective educational environment for adult learners: A qualitative, multi-case
study of off-campus center administrators use of invitational leadership. Journal of Invitational Theory & Practice, 21, 48-67.

Ross-Gordon, J. M. (2011). Research on Adult Learners: Supporting the Needs of a Student Population that Is No Longer
Nontraditional. Peer Review, 13(1), 26-29.

Rothes, A., Lemos, M. S., & Gonalves, T. (2017). Motivational Profiles of Adult Learners. Adult Education Quarterly, 67(1), 3-29.
doi:10.1177/0741713616669588

U.S. Department of Education, National Center for Educational Statistics. (2016). Digest of education statistics (Table 303.40).
Retrieved from https://nces.ed.gov/programs/digest/d15/tables/dt15_303.40.asp?current=yes

Video
https://www.youtube.com/watch?v=eQq1-0eveuc
Images
https://www.google.com/search?q=images+non+traditional+students&oq=images+non+traditional+students&aqs=chrome..69i57.10
384j0j7&sourceid=chrome

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