Georgia Highlands College Adult L earning Program

1. Georgia Highlands CollegeAdult Learning Program Final Project EDLD 8135 Sherri Beideck

2. Adult Learning Program 63% of Georgia Highlands College students are identified as Adult Learners. These are currently identified as being students over 24 years of age. GHC is currently in the process of building a strong support system for these students. The idea began with the Spring Adult Learning Consortium conference in February 2012. There are currently 13 USG campuses that form the ALC. Georgia Highlands will join next Spring. In the meantime we have to plan our path to best assist our adult learners.

3. Discerning the Context • In looking at GHC faculty, staff, and students, we determined that the Interactive Program Model will best suit our needs as all points lead back to the central focus of assisting our adult learners to succeed. We began by building determining what we wanted to accomplish. The new office of Adult and Service learning is currently evaluating programming and services available to our Adult Learners here at GHC. • It is the Mission of the Office of Adult and Service Learning to foster a culture of success through programs, partnerships and opportunities that support students' development as active and educated citizens in a global society. (Georgia Highlands College, 2012)

4. Building a Solid Base of Support • Form the Adult Learning Advisory Group (ALAG) to discuss trends, issues and opportunities currently available to adult learners. • This group will also be instrumental in application and participation with the Georgia Adult Learning Consortium, an organization dedicated to increasing access to public higher education in Georgia.

5. Identifying Program ideas • Identify what other current ALC member schools are doing to accommodate adult learners • Determine areas of possible interest for Prior Learning Assessment. • Assess needs of military adult learners. • Assess the availability of online offerings for adult learners and how to improve this option. • Develop a support program to specifically target the needs of the adult learner

6. Sorting and Prioritizing Program Ideas • Determine how to get adult learners to self identify • Develop guidelines for Prior Learning Assessment evaluations. • Form an advisory group to determine the needs of the students and keep up to date with program initiatives • Determine specific needs of military adult learners and assign an advisory group member or new position to assist these students. • Assessment of career counseling, faculty and staff in their knowledge of the needs of adult learners They will all be made aware of initiatives and what is expected from them in regards to assisting adult learners.

7. Developing Program Objectives • Promote academic success of adult learners pursuing a path to college completion • Adult learning students will reach their academic and professional goals while attending to adult responsibilities • Outcomes measured in completion rates and student satisfaction

8. Designing Instructional Plans • Faculty evaluations to determine knowledge of adult learning needs • Faculty training if necessary • Align program objectives with desired outcomes • Program overviews to determine if there is a gap in needed program offerings • Overview of program objectives to determine if they are consistent and manageable by adult learners • Make any changes necessary in program selection and content

9. Devising Transfer of Learning Plans • Provide programming and services that encourage and enable all students to be successful learners. • Raise student awareness regarding adult learning and service opportunities/courses within the college community. • Oversee assessment of adult and service learning initiatives and programming. • Support engaged teaching and scholarship among faculty. • Foster community relationships that facilitate partnering for mutual success. • Work with students, faculty and community partners to connect classroom and community needs. • Advocate for quality teaching and learning focused on academic achievement and personal and professional growth • Advocates for teaching and learning that prepares students for responsibility and leadership in an evolving global environment.

10. Formulating Evaluation Plans • Identify clear responsibilities for learners, supervisors, co-workers and trainers • Determine how evaluations will be analyzed and the how results of those evaluations will be distributed • Form a complaint or advisory number for students to call with any questions or concerns with the program • Develop consistent adult learner evaluations for each class

11. Making Recommendations and Communicating results • Evaluations will be analyzed and results sent to ALAG • ALAG will evaluate successes or problems based on these results and on any other student feedback received through the student groups or the hotline number • Recommendations based on those results will come from ALAG to president’s cabinet or other concerned parties

12. Selecting Formats, Schedules, and Staff Needs • Determine what extra staff is needed successfully meet student needs • Evaluate instructors and determine who is best suited for the program needs • Assign specific advisors for adult learners • Evaluate times and formats of offered programs to make sure they meet the needs of the adult learner

13. Preparing Budgets and Marketing Plans • Determine areas of access to adult learners in the community • Recruit in workplaces, schools, military facilities, department of labor • Determine funds needed for this program • ALC membership allows for some funding assistance for adult learning programs • Fund development officers will seek funds specifically to be assigned to this program

14. Coordinating Facilities and On-Site Events • Assign area for adult learners to study, access computers, and tutors • Furnish adult learning area with staff and equipment • Form adult learner student groups for student interaction and create an atmosphere of involvement • Recognize adult learners and other participants in the program (faculty, staff and community)