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Serving Adult Learners

Serving Adult Learners. Models for Effective Practice. Carolyn J. Palmer Jeannette M. Passmore John L. Garland. ACPA National Convention Washington, D.C. March 2009. Introductions. Who are we? Who are you? Who are adult learners? Why are we talking about them?. Inspiration.

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Serving Adult Learners

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  1. Serving Adult Learners Models for Effective Practice Carolyn J. Palmer Jeannette M. Passmore John L. Garland ACPA National Convention Washington, D.C. March 2009

  2. Introductions • Who are we? • Who are you? • Who are adult learners? • Why are we talking about them?

  3. Inspiration Presentation inspired by two books: Serving Adult Learners: A Handbook for Effective Practice (Palmer, Bonnet, & Garland, 2008) Improving Higher Education Environments for Adults (Schlossberg, Lynch, & Chickering, 1989)

  4. Moving In Moving In– Functional Areas • Recruiting and Admissions • Financial Aid • Orientation

  5. Recruiting and Admissions • Perceptions of college • Validating prior & experiential Learning • Services • Bringing it all together

  6. Financial Aid • Federal barriers • Communication • Non-degree seeking students

  7. Orientation • Time • Guests • Technology • What to include

  8. Moving Through Moving Through – Functional Areas • Counseling Services • Advising • Campus Activities • Learning Assistance • Housing • Service Learning • Studying Abroad

  9. Counseling Services for Adult Learners • How student needs have shaped college counseling services • Counseling needs of adult learners • Examples of good practice

  10. Advising Adult Learners • Needs of adult learners related to academic advising • Three basic practices for effective adult learner advising • Examples of good practice

  11. Campus Activities for Adult Learners • Why involvement is important • What the Council for the Advancement for Standards says about campus activities and how to adapt these standards for adult learners • Examples of good practice

  12. Moving On Receives the least attention from higher education (and other organizations) •  moving on  moving in • “starting over again”

  13. Taking Stock reflection, discussion, real life experiences, internships, culminating projects, capstone courses, etc. help to answer three fundamental questions: •  What? • So what? • Now what?

  14. Developmental Vectors Revisited Five particularly important: • Competence • Autonomy • Identity • Relationships • Purpose

  15. Decisions, Decisions, Decisions (and issues related to them) • Employment(new, same, PT-FT, none) • Service(Peace Corps, RSVP, church- related, public office, military, etc.) • Education(grad/professional school, job training program, internship supplemental coursework, etc.) • Moving(effects on self and others) • Community involvements • Partnerships, marriage, children

  16. Discussion • What are your most valuable tools in working with adult learners? • What areas would you like to see discussed in the future? • Questions?

  17. Contact Us • Presenter contact information: • Jeannette M. Passmore • Graduate Student • Site owner: www.ntsaonline.com • A comprehensive resource for professionals working with nontraditional students. (Under development, please visit often.) • jeannette@ntsaonline.com • Carolyn J. Palmer • Assistant Professor – Bowling Green State University • Scholar – National Clearinghouse for Commuter Programs • cpalmer@bgsu.edu • John L. Garland • Assistant Professor – Alabama State University • Scholar – National Clearinghouse for Commuter Programs • jgarland@alasu.edu For more information about Serving Adult Learners: A Handbook for Effective Practice Please visit the National Clearinghouse for Commuter Programs at www.nccp.umd.edu

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