When we think of adult learners and how to approach them as admissions counselors, program advisors and instructors, several aspects of their adult status usually come to mind. Among these are the fact that adults play multiple roles in their lives, that they often have anxiety about returning to school and that many times they are experiencing some sort of life transition at the time they decide to return to school. One characteristic of current and prospective adult students that is often overlooked, particularly by the administration, is the fact that they are consumers and are generally looking for the most out of their time and money.
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This article describes Sacred Heart University's Hispanic Adult Achievers Program, a program established to address the unique educational needs of Latinos who have immigrated to the United States as adults. The article includes student achievement and retention data, as well as a brief discussion of the advising and retention strategies used.
While academic advisors can, and do, provide guidance and the occasional shoulder, advisors cannot serve as a substitute for the camaraderie and support that comes from a fellow student, someone who is in the trenches.
As veterans transition from a military to collegiate setting, both veterans and the campus communities must adjust to the change and the differing value systems held within the military and academic communities.
Advisors play an important role in the success of non-traditional students. It is critical that we reflect upon our advisor preparation and expectations if we are to help them succeed.
What do nontraditional female students say about their experience as adult learners? Their voices speak eloquently to advisors about the importance of listening and responding to student needs...
Adult students need to be considered in the big picture of campus culture, and I think my initial hesitancy in working with them parallels common misconceptions about adult students and their place in higher education. This outdated view is quickly being established as antiquated as universities are institutionalizing policies and creating spaces to support all students… Here are five critical lessons I have learned about this ever-important, rising student population.
Because non-traditional students have different characteristics and needs than traditional students, advisors must adapt the way they interact with this unique population.
Higher education professionals often think that since transfer students have already attended another college, they don’t need as much attention or assistance. The students often think that since they’ve attended another institution they know all they need to know. Both of these thoughts couldn’t be further from the truth.
With increasing numbers of student veterans entering the nation’s colleges and universities, it is critical that professionals in higher education understand the unique perspectives and experiences they bring to the campus and that appropriate models to support their academic success are developed.
Much like letting young adults spread their wings, an advisor needs to be alert, offering assistance when necessary, but knowing when to let the student “learn the ropes” of academic life to ensure they become strong, independent learners.
The 49er Finish Program at The University of North Carolina at Charlotte has been actively pursuing its stop out students for over 10 years, catering to adult learners who are seeking to finish what they started. Tactics are threefold: personalized marketing, support services, and institutional enhancements.
Nontraditional student enrollment continues to make up a large portion of undergraduate student populations on both traditional college campuses and in the distance-learning sector. Institutions that wish to retain and help their adult learners be successful will need to be aware of the nontraditonals’ time and effort limitations and provide ways to support them academically to facilitate completion.