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DEFINING OPPORTUNITIES FOR RETIREMENT OPTIONS:

A CONTINUING EDUCATION COURSE DESIGNED FOR BABY BOOMERS

by

Deborah K. Whitlatch

B.S., Southern Illinois University Carbondale, 2010

Research Project

Submitted in Partial Fulfillment of the Requirements for the

Master of Science in Education Degree

Department of Workforce Education and Development

In the Graduate School

Southern Illinois University Carbondale

July, 2010


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ACKNOWLEDGMENTS

This researcher wishes to thank Dr. Marcia Anderson, a leading-edge boomer

herself, for her tireless help with reviewing, editing, and encouraging the work shown in

this project. Without her, this project would not be a fine-tuned instrument of adult

continuing education. Also, a heart-felt thank-you to Dr. Sandra Rhoads, a long-time

personal friend and now colleague in adult education, for her assistance in making sure

my is were crossed (and subsequently un-crossed) and my ts were dotted. Perhaps both

of these educators will find the information in this course helpful to them in the near

future.

I also want to thank my son, Jeff, for allowing me to use his original Power Point

background design for my professional presentation. His creative eye for graphic design

is superb. And, thanks to my daughter, Elise, whose artistic eye took my handout cover

page from boring to fine. And thank you, Corinne. While you didnt add design or

composition to this project, I appreciate all that you are (with just a few more hours,

youll finish your masters degree, too). But I want to send all of my gratitude and love

to my husband, Fred. Thanks for your loving support, without complaint, through my

early retirement and subsequent return to school.

This would not have been possible without all of you. Thank you so much!


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TABLE OF CONTENTS

CHAPTER PAGE

CHAPTER 1 INTRODUCTION....1

Background......1

Purpose and Statement of the Problem........2

Significance of the Problem.3

Definition of Terms .....6

CHAPTER 2 REVIEW OF LITERATURE..7

Background..7

Overview......8

Issues and Trends in Adult Continuing Education..... 9

E-training and Distance Learning... 9

Corporate Universities and Higher Education...12

Marketing to Older Student...........14

Preparing the Baby Boomers for Retirement.16

Summary18

CHAPTER 3 RESEARCH PROJECT20

REFERENCES....23

APPENDICES.....32

APPENDIX A (Classroom Design).......35

APPENDIX B (MyRoute 66 Course Outline) ..36

APPENDIX C (Classroom Handout) ...38

APPENDIX D (Course Power Point) ...57


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CHAPTER 1

INTRODUCTION

Background

Linda had been a successful sales manager for over 20 years with a Fortune 500

company. She was beginning to become frustrated in her current job. The things that

used to make her excited about going to work no longer held any joy. She was becoming

a bit burned out. Fortunately, she was able to choose an early retirement package. After

crunching the numbers of her pension plan, healthcare options, 401K savings, and her

husbands financial contribution, she decided that she would be able to leave her current

company and move on to something she really wanted to do in retirement. Although she

was excited about her new change, she was a bit overwhelmed with what to do next.

After talking to friends and searching online opportunities, she felt that, while there were

many choices available to her, she was frustrated with the jobs (both volunteer and paid),

educational choices, and other career choices available to her at age 60. She felt that

there must be a number of good fits for her, but she also felt sheer frustration at the

lack of her ability to delineate the ones that would be perfect for her.

This is not an atypical scenario for many baby boomers. Estimated at numbering

78 million American-born and another 6 million immigrants, for a total of up to 82

million people, this group has been restructuring American society for nearly six decades

(Ingram, 2006). Much has been written in concern with this cohort as it approaches the

age of retirement. Many issues have been raised about the workforces ability to cope

with the loss of such a large number of highly skilled workers; other issues have been

raised about the healthcare needs and subsequent burden and/or job opportunities


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afforded from an influx of over 70 million people in the coming years; and last, other

issues have been raised about how to address this groups retirement choices by career

counselors, educators and other training professionals.

The baby boomers have radically changed everything that they have touched.

According to Adam Hurtubise, director of public relations forElderhostel(which

recently changed its name toRoad Scholarin order to try to attract more baby boomers to

its programs), this generation wants to keep learning. These retirees have chosen both

kinds of learning informal (continuing education for the sake of learning something new,

without college credit) and formal (Boomers Lead, 2007). According to the latest census

information, 88% of adults with at least a high school education (or over 38 million)

participate in some sort of adult education (U.S. Census, 2006). For example, a 2006

seminar encompassing a series of talks on retirement issues developed for the employees

of Coastal FCU (a financial services company) was expected to draw 100 or so members.

In actuality, over 750 people came to the seminar (Messmore, 2006).

In 2007, there were more than 500 lifelong learning institutes at colleges or

universities in the U.S., serving approximately 150,000 older learners. Seniors who

engage in lifelong learning discover education enhances their sense of well-being and

improves their perception of aging (Katz, 2007, p. 10).

Purpose and Statement of the Problem

The purpose of the project was to address the baby boomer populations lack of

information and subsequent anxiety about the second-half opportunities (including

educational, as well as career- and volunteer-related, options) that may be available to

them as they move into retirement. More specifically, this research project is designed as


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a two or three-hour course in a continuing education setting. Given this groups high

desire for education (Smith & Clurman, 2007), there should be a significant participation

rate in such a course.

This course could be delivered by educators through a junior college or university

to a general population, as well as by corporate trainers hoping to alleviate their

companies employees of their retirement apprehension. Therefore, the problem of this

research was to identify components of a continuing education course for baby boomers

or other older adults seeking new opportunities in their second halves of their lives.

Significance of the Problem

Labor analysts have predicted that the U.S. economy may possibly face a shortage

of 6 million workers by 2012, with this number rising to 35 million by 2030 (Moos,

2008). Therefore, the boomers decisions of whether to remain in the labor force, either

part-time or full-time, will have significant impacts on the face of the workforce. The

projected participation rates show an annual projected growth rate for those workers 55

and older. This group is projected to increase from 38.0% to a 42.8% from 2006-2016

(U.S. Census, 2006). In other words, the anticipated deficit left by a mass exodus of this

population may, in fact, not occur.

There are many factors which may influence the boomers decisions to remain

active beyond retirement. People are now living longer, healthier livesallowing them

to extend their working years. The removal of the Social Security penalty for working

retirees allows them to continue to earn a paycheck and not have their governmental

checks reduced. The increases in the age eligibility for Social Security also make

working longer more beneficial to the older adult (Franklin, 2007).


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Many companies are no longer offering a secured pension plan, but rather opting

for defined contribution plans (such as a 401K). Thus, todays older worker may not

have counted on this loss of a pension plan and may need to recoup some of these losses

by additional working years. Four out of five baby boomers have told pollsters that they

plan to work past their traditional retirement age, with many wanting to find new jobs

with a higher social purpose and more flexible hours (Moos, 2008).

According to the U.S. Department of Labor Bureau of Labor Statistics (2010), a

person is less likely to be unemployed if he or she has attained some degree of higher

education. The 2009 unemployment rate for women aged 25 and over with a bachelors

degree or higher was 5.2%, versus 9.7% with no college and 14.6% with only a high

school diploma. Because the divorce rate among baby boomers is significant, education

for women in this group becomes significant. As Ben Bernanke, Federal Reserve

Chairman, noted at the Education and Workforce Summit, 2007:

More highly-educated individuals are happier on average, make better personal

financial decisions, suffer fewer spells of unemployment, and enjoy better health.

Benefiting society as a whole, educated individuals are more likely to participate

in civic affairs, volunteer their time to charities, and subscribe to personal

valuesthat are increasingly crucial for the healthy functioning of our diverse

society. (Schejbal & Wilson, 2008, p. 42)

Schejbal and Wilson (2008) stated that more educated people are better off

economically, socially, physically, and emotionally; (therefore) strong and well-

functioning continuing education units are critical for helping to improve the quality of

life of the people in the communities they serve (p. 42).


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And serving communitieslocally, nationally, and globallyis something that

the baby boomers may embrace with much fervor. Einolf (2009) provided proof of this

in his study comparing three cohorts (Baby Boom, Silent, and Long Civic). His

conclusion was that the boomers will be much more likely to volunteer in large numbers

than members of these earlier cohorts. Even if they volunteer in similar percentages as

prior generations, the sheer size of their cohort will create a much greater number of older

volunteers than ever before. Community colleges can provide a critical service,

preparing boomers for work they want in the nonprofit, service sectors that need them

(Neal, 2007, p. 41).

Professor Stephen Barnes, San Diego State University, who teaches a popular

course (Baby Boomers: What Are You Going To Do For The Next 20 Years?) and a series

of shorter miniboomer seminars that instruct adults on their second adulthood options,

stated First adulthood is what you do because you have to. Second adulthood is what

you want to do (Petrillo, 2007, p. B.1). Sally Hass, Weyerhaeusers education manager,

has taught a retirement options class for over 15 years. Her 2 1/2 day seminar held

monthly for 50 employees and their spouses (aged 50+) sells out a year in advance. In

2000, she reached approximately 1,000 employees. In 2006, she estimated that she

reached well over 5,000 annually and counting (Hedger, 2007; Elswick, 2006). The time

is right for developing programs for boomers trying to launch the next phase of their

working lives (as well as their leisure, volunteer, and educational pursuits) and for

helping those employers faced with a brain drain over the next couple of decades (Moos,

2008). The intent of this project was to be a catalyst for changeto open new doors, to


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inspire new ideas, and to offer unknown possibilitiesfor those adults wishing to know

what else is available to them in the second halves of their lives.

Definition of Terms

According to Einolf (2008), these are the definitions used in this research and

development project.

Baby Boomer or Boomer: A person born between 1946-1964; generally

considered to be part of the post-World War II generation.

Long Civic Cohort: The generation born 1926-1935.

Second Half: The portion of years remaining in a persons life during which he or

she remains active, either in work or volunteering, post-retirement. This generally

occurs after the age of 50-55.

Silent Cohort: The generation born 1936-1945.


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CHAPTER 2

REVIEW OF LITERATURE

The purpose of the project was to address the baby boomer populations lack of

information and subsequent anxiety about the second-half opportunities (including

educational, as well as career- and volunteer-related, options) that may be available to

them as they move into retirement. More specifically, this research project is designed as

a two or three-hour course in a continuing education setting. Given this groups high

desire for education (Smith & Clurman, 2007), there should be a significant participation

rate in such a course.

This literature review will take a closer look at some of the articles and studies

that take an in-depth look at these trends, and the interplay of eachfrom the e-training

of adults in a university or corporate setting, to the partnership of corporations and higher

education, to the role that is played by adult educators in these various subject areas, with

a final focus on the Baby Boom cohort and its approach to retirement. All of the articles

were accessed in October and November, 2009, directly from the professional

associations websites or via the Southern Illinois University Morris Library resource

page through a variety of database search engines (mainly Ebscohost, ProQuest, and

Google Scholar) available to university faculty and students. The dissertations and

manuscripts were obtained from the Morris Library at Southern Illinois University

Carbondale.

Background

American adult continuing education can trace its roots back to the Chautauqua

Movement, 1874, a training assembly for Sunday-school teachers at Chautauqua Lake,


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N.Y., but gradually spread to circuit "chautauquas" and broadened in scope to include

general education and popular entertainments (Adult Continuing Education, 2009).

By definition, adult continuing education includes such diverse methods as independent

study; broadcast, videotape, online, and other forms of distance learning; group

discussion and study circles; conferences, seminars, and workshops; and full- or part-time

classroom study (Adult Continuing Education, 2009, para. 1). Much research has

been devoted to learning more about the worlds adult population in order to address its

needs of lifelong learning. Both the private and public sectors focus much of their

resources on defining the needs and addressing the educational desires of this population.

While many occupations address adult education, examples of those which pertain to this

review include the college or university instructor, corporate trainer, instructional

designer (corporate and campusclassroom as well as e-learning), and adult program or

event planner.

Overview

While a seemingly endless list of topics being reviewed and researched in the area

of adult continuing education exists, a few have received more than their fair share of

focus in the last decade. One topic of particular importance is the proliferation and

metamorphosis of on-line instruction. This e-training has taken shape in both formal

(college credit or certification bearing) and nonformal (noncredit) capacities and as on-

site and distance learning. In addition to e-training, another trend in adult continuing

education is the development of corporate universities and their partnering with

traditional colleges and universities. A third issue which yields a plethora of research

information is the effect of the aging baby boom generation on the workforce and the


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changing face the second halves of their lives as this cohort approaches and embraces

retirement.

Issues and Trends in Adult Continuing Education

E-training and Distance Learning

It has only been within the last 15 years or so that on-line training or distance

education has been considered a mainstream delivery system of adult education. Citing

several reasons for e-learning acceptance in his recent article, OLawrence (2006)

revealed that distance learning opens up new opportunities for students who would be

excluded from participating due to financial or distance or other means; it is cost-

effective, allowing institutions to educate a larger number of students with fewer

instructors; and it allows learners easy access to lifelong learning. Many instructors,

program planners, CEOs and administrators once felt that this new way of teaching

could be the savior needed to cut costs from the deeply wounded college budgets (Moller,

2008). However, because this delivery system must sustain upfront program design,

infrastructure, technology and other start-up costs, the return on investment has not yet

been fully determined (Newton & Doonga, 2007).

The University of Maryland University College (UMUC) is devoted exclusively

to adult learning (Hundley, 2002). UMUC provides courses and degrees for all branches

of the military and has recently begun offering an online Master of Science in Health

Administration Informatics. They have seen enrollment double in 2009 to 68 from 35

students in 2008 (Gilligan, 2009). A similar program at Northwestern University School

of Continuing Studies was rolled out in 2006, with an online degree offered in 2007.

Today they have an enrollment of 350 students (Gilligan, 2009).


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Students themselves are often drawn to online classes as a way to incorporate

further studies while not interrupting their lifestyles. Some of their reasons given in

OLawrences (2006) qualitative study were (a) the flexibility to do much of the work at

times and places of their own choosing, (b) self-tailored learningto learn at their own

pace, and (c) preventing a drive to campus, yet still maintaining the ability to interact

with classmates. This need for flexibility, autonomy and the need to interact socially are

also referenced by Cercone (2008). She stated that adults are different from traditional

college students. Many of them have jobs and families that can interfere with face-to-

face instruction. She also stated that online learning will continue to grow in importance

for adult learners, and the challenge will be how to provide a positive social atmosphere

in an electronic environment.

Not only will it be a challenge to adult program designers to provide a social

atmosphere in their e-training designs, but it will also be a challenge to stem the tide of

high attrition in these programs. In his article about early attrition among first-time e-

learners, Tyler-Smith (2005) determined that there are four dimensions of readiness

which contribute to a learners persistence. They are on-line or computer skills, self-

management and time management or organization, self efficacy or the belief that one

can achieve the course objectives, and the degree of interaction he will pursue with the

instructor. Kerr, Rynearson and Kerr (2006) found that students with higher self-esteem

were more likely to be independent learners and, therefore, also more likely to have high

computer, reading and writing skills. Their mixed methods study showed that the four

characteristics for predicting online success were reading and writing skills, independent

learning, motivation and computer literacy. Flexibility was also a key component to


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working adults success in a study of two online degree programs at Pace University and

Bismarck State College conducted by Chapman (2007).

OLawrence (2006) found that the lack of self-discipline and time-management

skills, as well as a lack of reading and writing skills, was a major contributor to learners

failures. He also concluded that most students are not suited to this type of learning and

some subjects are not taught as effectively (p. 49). Cognitive overload has been a factor

for new learners frustration (Tyler-Smith, 2005). Another weakness in program design

has been finding a good instrument and conducting standardized or generally accepted

evaluations of e-learning modules. Howell, Williams and Lindsay (2003) listed this need

as number 17 in their 32 trends affecting distance education. OLawrence (2006) and

Aslanian and Giles (2009) both agreed that current and on-going evaluation of data are

necessary to achieve a quality product. A three-year empirical investigation by Kerr,

Rynearson, and Kerr (2006) showed that the Test of Online Learning Success (TOOLS)

was one such valid and reliable measurement device.

Perhaps incorporating e-training with the traditional classroom experience is an

answer to future program design. Hannay and Newvine (2005) suggested that by

blending 50% online with 50% in the traditional classroom, students may be encouraged

to take charge of their own learning experience. While not consistent with her

expectations, Sandeen (2008) found that three generations (Baby Boomersborn

between 1943 and 1960; Generation Xborn between 1961 and 1981; and Millennials

born between 1982 and 2003) were not that different in the type of learning they

preferred. She found the blended classroom/online format was a strong preference of all

three groups. Newton and Doonga (2007) also found that there is a universal trend


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toward a blended approach to adult education. However, while the research base on

blended learning is not yet developed, its influence on higher education may be far

greater in the years to come (Picciano, 2006, p. 100).

Because the on-line component of adult training is still in its infancy, many

educators are searching for ways to improve the delivery and educational outcome of

distance education programs, including incorporating a blended model. The research for

this educational platform is just beginning. Much can still be learned about successful e-

training design, delivery and evaluation. Further study is indicated for all three.

Corporate Universities and Higher Education Universities

In 2002-03, approximately 68.5 million adults in the U.S. took formal courses or

training that were not part of a degree, certification program or apprenticeship but for

other reasons related to their jobs (NCES, 2005). The research in the NCES (2005) study

also suggested that there has been an increased demand for work-related adult education.

Enter the corporate university. According to Allen (2007), a corporate university is an

educational entity that is a strategic tool designed to assist its parent organization in

achieving its mission by conducting activities that cultivate individual and organizational

learning, knowledge, and wisdom (p. 4). It appears that the first corporate university

was established in the 1920s by General Motors (Morin & Renaud, 2004). The General

Motors Institute (GMI) was exclusively for GM employees until it became a private

independent college in 1982, changing its name to Kettering University (Morin &

Renaud, 2004). In the 1950s, General Electric established its own university, with

Disney not far behind when in 1955 it established Disney Universitycomplete with

Mousters and Ducktorate degrees (Morin & Renaud, 2004; Blass, 2001; Prince & Beaver,


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2001). Motorola renamed its training and education center the Motorola University in

1989 (Blass, 2001). Today there are more than 2000 learning centers under the corporate

university concept (Leyda, 2002). Moore (1997) stated that these corporations adopted

the title University to demonstrate a new commitment to learning.

A recent trend in corporate universities is the partnering of the companys

training department with a traditional university. One example of a successful

partnership given was the merger of JetBlue and New York University (NYU), thus

becoming JetBlue University (JBU). After realizing a major growth in staff (nine hires

per day), JetBlue teamed with NYU to design, deliver and evaluate world-class

corporate education that meets JetBlues exceptional standards (Lynch & Barger, 2006,

p. 85). Whirlpool Corporation also entered into alliances with Indiana University and

the University of Michigan, among others, to offer executive training programs to its

employees (Poon, 2006). Valencia Community College, in Orlando, Florida, included a

variety of clients, including Walt Disney World and Universal Studios. These contracts

brought in revenues of$1.5 million to $2.0 million for thecollege each year (Meister,

2001).

Both the corporation and the university continue to reap many rewards from their

joint venture. Often, professors are actually delivering the training to employees or

trainers, which could be developed into regular academic classes with college credits

(Morin & Renaud, 2004).

Some institutions may view the development of corporate universities as a threat.

Hundley (2002) stated that corporate universities were created to meet clear business

needs and are focused on their own agendas; however, they are much more likely to seek


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collaborative arrangements with colleges and universities than to be viewed as

competitors. Blass (2001) felt giving corporate training programs the title of university

is allowing companies to use this term in inappropriate ways. He also offered his

suggestion that the message for those who work in the public university sector is clear

the value of service is diluted and eroded. However, Meister (2001) noted that the

increasingly competitive adult education environment presents a significant threat to

higher-education institutions. As a result, colleges must think more strategically and act

more entrepreneurially (Meister, 2001, p. 11). A new model of higher education is in

the process of emerging, with students and corporations being treated as customers whose

needs must be addressed through personalized programs (Poon, 2006).

Marketing to Older Students

Americans are living longer and healthier lives than ever before and can expect to

continue to work as they enter retirement age (Pitkalis & Morgan, 2009). As of 2006, the

U.S. Census Bureau estimated the baby boomer population at just over 77,900,000 (U.S.

Census, 2006). As these boomers age, the growth rate of the labor force will slow

significantly in the next 10 years. Also, the participation rate of prime-age workers (aged

24-54) is expected to increase slightly, but their share of the labor force is projected to

decline. The share of the 16 to 24-year-old labor force is projected to decrease (Toosi,

2007). This trend leads educators to believe that the seats in local colleges will be filled

with many more non-traditional faces. These baby boomers will need a place to

landeither for second-career training or simply a place to pursue lifelong learning.

In her article, Cafferty (2009) cited a study by the American Association of State

Colleges and Universities which found that some of the greatest increases in college


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enrollment between 1992 and 2003 were found with people over the age of 50. Lifelong

learning, cultivating interests and seeking second careers were some of the reasons given.

Halfof American adults have never attended college and 25% have a bachelors degree.

That means that many adults will be interested in attending college to stay employable

(Aslanian, 2005). Many colleges and other continuing education providers are embracing

this new older worker and non-traditional student.

Central Piedmont Community College (CPCC) launched its Lifetime Learning

Institute in 2006 in order to focus on helping boomers, not retired seniors, explore career

changes, life transitions and new interests (Kelley, 2006). And CPCC is not alone.

Clemson, Harvard, Duke and the University of North Carolina Asheville are also offering

life-planning courses to boomers (Kelley, 2006). The Osher Lifelong Learning Institute

at the University of California Irvine announced its Boomer Generation Program in

2007 (Shannon, 2007).

If institutions are to survive, distance-learning programs must be marketed as

widely as possible, enrolling not only local students, but also those from across the

country (Kressley & Huebschmann, 2002). More classes should be offered during the

weekdays and on weekends to accommodate the older adults desire to conduct their

business during daylight hours. Distance learning has the advantage of flexibility for both

the instructors and the students, therefore accommodating the needs of the older learners.

Another innovation already being undertaken by 60 or more colleges across the

U.S. is the college-affiliated retirement community where older adults enjoy being

integrated into the educationally and culturally rich college community. This is referred

to as a win-win-win situation, for the older adult, for the younger student, and for the


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university that oversees a profit-making venture that can also lead to inheritance

donations (Haber, 2009, p. 289).

Corporations are also noting the importance of educating their older workers.

One of the best models for this is Weyerhaeusers retirement education course: an

intensive 2 1/2 day seminar for employees aged 50 years and older (Elswick, 2006). The

seminar reached over 5000 employees in 2006 and space for them sells-out a year in

advance. West Bend was recognized in 2002 as an innovative employer for its proactive

steps in educating its employees about retirement savings through workshops held every

three years for older workers (Bridgeford, 2002). A clinical study by Dolvin and

Templeton (2006) measured the impact of a retirement planning seminar on the actual

asset allocations of attendees. Their findings suggested that attendees appear to diversify

and reduce the risk level of their retirement portfolios, making their investments more

efficient. They implied that employers should pay attention to the financial education

needs of their employees. Finally, by serving this segment of the population, institutions

can also insure their continued prosperity and survival (Kressley & Huebschmann, 2002,

p. 850).

Preparing the Baby Boomers for Retirement

The term middlescence is one that has been applied to the newly extended

middle age of this generation (Erickson, 2008). In essence, because todays boomers can

expect to live until their mid-eighties, many should have up to three decades of good

health and robust mental capacity (National Center, 2005). This will most likely extend

their productive capability and create a need to find something with which to fill their

traditional retirement years, instead of simply submitting to a void of 30 or more years of


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leisure activities. The inevitable health issues that occur in the elderly will eventually put

a halt to this productivity, thus creating urgency for educating this cohort about the

opportunities available to them in the last decades of their lives prior to this decline in

wellness. Timeliness of the delivery of this message is important in order to maximize

the number of the retirees productive years. A message received too late is a worthless

message indeed.

Many older Americans who retire from full-time jobs find themselves drawn to part-

time or bridge jobs upon retirement. It is the minority of the American workforce that

seeks a complete cessation of work in the traditional sense of retirement (Cahill et al.,

2007). The current state of the economy will no doubt add to this mindset as the boomers

retire. The reason seems to be due to fundamental changes in Social Security, private

pensions, health, and longevity. Traditional retirement seems to be evolving into a

process and not a single event for the majority in the baby boom generation and beyond

(Cahill et al., 2005). There are varied reasons for this.

One reason for the choice of remaining in the workforce is a lack of substantive funds.

Some baby boomers have under saved or lacked adequate planning for the number of

years that await them in retirement (Haveman, et al., 2007). Another reason for

continuing to work may be a fear of facing the end of ones life. This psychological

factor of facing death was a factor in 7 out of 20 participants in a qualitative study

(Mearns, 2007). These respondents mentioned anecdotal instances of people they knew

who died soon after retiring.

Perhaps the most commonly noticed reason for boomers continued activity was their

noted desire to remain an active part of society for as long as possible. In his quantitative


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study of 500 baby boomers, Ingram (2006) found that while this cohort had engaged in a

fairly low level of retirement planning to date, they also reported a high level of intention

to plan in all areas, including general, financial, work, health and lifestyle. According to

her comparison of adults over the age of 55 in the 1995 and the 2005 studies conducted

by the Adult Education National Household Education Surveys (AE-NHES), Miller

(2009) found that in the 2005 survey, the older age groups (60-79 years old) were twice

as likely to participate in personal interest courses than in the previous 1995 survey. Her

study also found that adults 55-59 did participate in adult education and do so

consistently until age 80.

Summary

Rowe and Kahn (1998) defined a highly accepted successful aging model. The

three components included (a) avoiding disease and disability, (b) maintaining physical

and cognitive function, and (c) continuing active engagement in life. Add to this a

fourth, nurturing spirituality (Crowther, et al., 2002), and the definition for aging well

seems to be complete.

Abeyta (2009) listed six reasons that adults participate and find value in an adult

continuing education program: (a) social contact, (b) social stimulation, (c) professional

advancement, (d) community service, (e) external expectations, and (f) cognitive interest.

All six play significant roles in the issues and trends which appear in this review.

Certainly distance education professionals will need to address the social aspects of

online learning. The successful e-learner shows an inherent cognitive interest and usually

deals with strong external expectations from family and friends. The corporate

universities and their higher education partners must take all six into consideration when


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developing new training courses for company employees. And last, the program

designers for the baby boomer cohort must allow for not only the social aspects

(remember the Pepsi or Woodstock Generation?), but also those who have decided to use

their second halves by doing what they want to dowhether it is to make a difference in

the world or simply to make ends meet. Whatever the challenges, tomorrows adult

educators have their work cut out for them as they develop curriculum in order to reach,

encourage, and inspire the largest generation in American history.


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CHAPTER 3

RESEARCH PROJECT

The objective of this project was to develop a two to three-hour course which

highlighted the opportunities available to adults that are considering, approaching, or

beginning retirement or other mid/later life change. Many of the people in this audience

will undoubtedly be baby boomers, but other generations may also be in attendance. This

project outlined a continuing education class to be used on a campus or corporate setting.

The focus of this class was to highlight for the adult learners their opportunities

available to them as they approach their second halves of their lives. It was the intent of

the designer to formulate a malleable, yet focused model, designed specifically with the

older adult in mind. An androgogical approach should be the teaching style of the

instructor. The instructor should act as facilitator and not lecturer. Adult learners enjoy

participating with others in class and sharing their knowledge. This should be

encouraged.

This course was designed utilizing the Analysis, Design, Development,

Implementation and Evaluation or ADDIE process. This process is a widely accepted

planning design for adults.

This curriculum addressed the students various learning styles {kinesthetic,

auditory, and visual} and their subsequent multiple intelligences {visual/spatial, verbal

linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, and

intrapersonal} (Armstrong, 1999). In order to do this, the content must be varied, up-to-

date, and relevant. The delivery must be energetic and filled with multiple audio/visual


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examples. The content and delivery must remain flexible as the audience dictates

different needs each session.

In order to accommodate the visual learner, for example, the course offered

samples of pamphlets, books, and video clips or other visually stimulating websites. The

kinesthetic learner would enjoy actually using a computer in the classroom to visit these

websites, while the auditory learning simply wants to hear all he can about the

opportunities he may not yet understand. Also, music would play a role in his overall

memory of the class. While Dr. Armstrongs website mentioned an eighth intelligence

(naturalistic), it would be difficult for this particular class to use nature as a retirement

opportunities teacher (Armstrong, 2010).

Not only did the designer of this project need to take these multiple intelligences

into consideration when developing the curriculum, but she also considered how to

educate the learner in ways to discover his own learning preferences. This may help to

define the learners ability or inability to find a path which may be better suited to him.

Many kinesthetic adults may not realize why they hate their office jobsthey just do. A

brief overview of these styles should enlighten some about their own preferences in life,

not just the classroom. These styles included in the design are:

words (auditory-linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (visual-spatial intelligence) music (musical intelligence) self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence)

(Armstrong, 2010)


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At the end of the class, the evaluation handout found on page 57 (Appendix C)

should be filled out by each student, thus completing the final letter (E) in the ADDIE

design. A $10 gift card will be offered to each participant who fills out t he form. This

drawing should be held immediately upon receiving the last form.

Recommendations

This researcher focused on a course to be delivered on-site to the baby boomer

population as it moves toward retirement. One recommendation for further research

would include taking a similar design to this one and creating a distance learning course

covering the same information. As technology changes, a blended approach (utilizing

both on-site and distance learning) to this course may also be designed. A last

recommendation would be to encompass future generations as they approach retirement

in the next decade (Generation X, specifically) with a unique approach to their needs.

The next ten years will dictate that course design.


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APPENDICES


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APPENDICES

The elements that were included in this project are following this description.

Each one is vital to the purpose of the course.

Appendix A shows the desired location and amenities conducive to a successful

class for the adult learner. While this class could be conducted without some of these, the

incorporation of all of these requests would ensure the comfort level is adequate and that

the needs of the learner are well met.

Appendix B shows the course outline. This outline should be followed as closely

as possible, but with the understanding that each class will have varying degrees of

interaction, and thus dictate ongoing change to the course of instruction.

Appendix C is the handout packet that each student in the class will be given.

This should be bound or placed in a folder for ease of retrieval by the learner throughout

the duration of the class. The final page of the handout is the evaluation form provided

for each student. At the end of the class, the instructor should encourage all learners to

participate in evaluating the course. In order to ensure that a large percentage of the class

fills out the form, the instructor might offer to hold a drawing for a gift card to be

received one recipient or something of a similar nature. Upon receiving the completed

evaluations, the instructor should use the results to determine any changes or additions to

the course curriculum. As with any good instructional design, this course should be

malleable and the redesign ongoing.

Appendix D is the Power Point developed to coincide with the course design.

The slides referenced on each main point of Appendix B are found here. This


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presentation was developed specifically with the visual/linguistic/spatial and logical

intelligences learners in mind. This Power Point presentation was also developed to

ensure that the instructor stays on task and keeps the flow of the course on track.


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APPENDIX A

Classroom Design

1. Temperature-controlled classroom2. Comfortable desks or chairs and tables, specifically designed with adults in mind.

Depending on class size, a conference table would also accommodate this

classrooms needs. Otherwise, tables and chairs would be preferred over the

traditional student desk.

3. Projector4.

Computers for students (this is not a necessity, but they would be very helpful. If

a computer lab is unavailable, a projector and computer for the instructor is a

must.)

5. Adequate lighting6. Sound equipment--microphone needed only if room is large. (I-pod and player

provided by instructor)

7. Optimum class size should range from 5-12 adult students.


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APPENDIX B

Lesson Plan Outline for MyRoute 66 (One-night design, 6-9 p.m.)

A Continuing Education Course for Adults Seeking Second-Half Opportunities

I.

Welcome and Introduction (15 minutes)

A. Begin Power Point (slide 1). Instructor introduces self. (2 minutes)B. (slide) Students introduce each other via new best friend method. Each person

finds someone he/she doesnt know & spends two minutes answering the

following questions: 1) What is your hometown? 2) Are you retired or working?

3) What is/was your last job? 4) Why did you leave? 5) Why are you in this

class? Each introduces the other to the class. (up to 15 minutes)

1. Instructor hands out a binder specifically designed to correlatewith tonights course discussion during their learning about

each other time. This will eliminate time taken to hand these

out and should also help to accommodate late-comers.

II. (slide ) Instructor addresses reasons listed in introductions/course objectives. (3minutes)

III. (slide ) Each student writes his/her own obituary. (5 minutes)IV. (slide ) Instructor begins with a video of retirees doing what they have chosen in

retirement. (6 minutes)

A. (slide ) Following the video, instructor asks for comments or other stories from class.(up to 10 minutes)

V. (slide ) Introspective. Instructor begins discussion on ways to understand ones self.Shows websites of learning styles/multiple intelligences. Goes to website for test(use paper/pencil copy if computers not available). (20 minutes)

VI. (slide ) Introspective 2. Instructor hands out interest sheet for students to fill out(Appendix C). (10 minutes)

VII. (slide ) Instructor facilitates discussion about results on handout. (5 minutes)


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VIII. (slide ) BREAK (10 minutes) Instructor encourages discussion of test results duringbreak.

IX. (slide ) Instructor introduces video #2 {AARP interview with Kelly Hannon WhatsNext?} (3 minutes) and facilitates brief discussion (5 minutes).

X. (slide ) Instructor describes and defines the website and other reading materialsinformation on pp. ? of the handout.(60 minutes)

XI. (slide) Video #3. Merrill Lynch site with second acts on videoXII. (slide ) Instructor facilitates any further questions or discussions. (10-15 minutes or as

needed)

XIII. (slide ) Each student writes his/her revised obituary (5 minutes)XIV. (slide ) Instructor asks for all attendees to fill out the evaluation form & turn it in. A

drawing for a $10 gift card for all those who turn it in will be rewarded at the end of

class. ( 10 minutes)

XV. (final slide)NOTE: The Power Point presentation designed for this course was for the one-night

class. In order to utilize this for the two-night format, one would need to make a few

simple slide changes. This should not be labor intensive.

Marketing ideas

This class lends itself to a community college or corporate setting. The colleges

or corporations offering such a class should also market it accordinglyvia their

newsletters, adult continuing education flyers and online websites, and in-house or

external information sources. Other marketing needs would be met as the venue dictates.


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Lesson Plan Outline for MyRoute 66 (Two-night design)

A Continuing Education Course for Adults Seeking Second-Half Opportunities

Night One (6-8:30 p.m.)

I.

Welcome and Introduction (15 minutes)

a. Begin Power Point (slide 1). Instructor introduces self. (2 minutes)b. (slide) Students introduce each other via new best friend method. Each

person finds someone he/she doesnt know & spends two minutes

answering the following questions: 1) What is your hometown? 2) Are

you retired or working? 3) What is/was your last job? 4) Why did you

leave? 5) Why are you in this class? Each introduces the other to the

class. (up to 15 minutes)

1. Instructor hands out a binder specifically designed to correlatewith tonights course discussion during their learning about

each other time. This will eliminate time taken to hand these

out and should also help to accommodate late-comers.

II. (slide ) Instructor addresses reasons listed in introductions/course objectives. (3minutes)

III. (slide ) Each student writes his/her own obituary. (5 minutes)IV. (slide ) Instructor begins with a video of retirees doing what they have chosen in

retirement. (6 minutes)

a. (slide ) Following the video, instructor asks for comments or other storiesfrom class. (up to 10 minutes)

V. (slide ) Introspective. Instructor begins discussion on ways to understand onesself. Shows websites of learning styles/multiple intelligences. Goes to website

for test (use paper/pencil copy if computers not available). (20 minutes)

VI. (slide ) Introspective 2. Instructor hands out interest sheet for students to fill out(Appendix C). (10 minutes)


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APPENDIX C


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Obituary for_____________________________________________

1. Family:

2. Best Friends:

3. Work (jobs):

4. Loved to:

5. Passions not followed include:

6. Traveled to:

7. Wanted to travel to:

8. Made a difference:(locally)___________________________________________________________

(nationally)________________________________________________________

(globally) __________________________________________________________

9. Did not get to:

10.Always planned to:

11.Descriptive words others would use at your funeral:

12.Words you wish they would use:


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These are printed copies (pp. 40-44) of an interactive test available online at

www.businessballs.com. If there is no computer lab available for each student to

utilize the site during class, these hard copies can be used and tallied in class by each

learner.


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Gardner's Multiple Intelligences - descriptions, preferences, personalpotential, related tasks and testsintelligencetype

intelligencedescription

typical roles,preferences, potential

related tasks,activities or tests

preferredlearning style

1. Linguistic words and language,written and spoken;retention, interpretation

and explanation ofideas and informationvia language,understandsrelationship betweencommunication andmeaning

writers, lawyers, journalists,speakers, trainers, copy-writers, English teachers,

poets, editors, linguists,translators, PR consultants,media consultants, TV andradio presenters, voice-overartistes

write a set ofinstructions; speak ona subject; edit a

written piece or work;write a speech;commentate on anevent; apply positiveor negative 'spin' to astory

words andlanguage

2. Logical -mathmatical

logical thinking,detecting patterns,scientific reasoning anddeduction; analyseproblems, performmathematicalcalculations,understandsrelationship betweencause and effecttowards a tangibleoutcome or result

scientists, engineers,computer experts,accountants, statisticians,researchers, analysts,traders, bankersbookmakers, insurancebrokers, negotiators, deal-makers, trouble-shooters,directors

perform a mentalarithmetic calculation;create a process tomeasure somethingdifficult; analyse how amachine works; createa process; devise astrategy to achieve anaim; assess the valueof a business or aproposition

numbers andlogic

3. Musical musical ability,awareness,appreciation and use ofsound; recognition oftonal and rhythmicpatterns, understandsrelationship betweensound and feeling

musicians, singers,composers, DJ's, musicproducers, piano tuners,acoustic engineers,entertainers, party-planners, environment andnoise advisors, voicecoaches

perform a musicalpiece; sing a song;review a musical work;coach someone to playa musical instrument;specify mood music fortelephone systems andreceptions

music, sounds,rhythm

4. Bodily -Kinesthetic

body movementcontrol, manualdexterity, physicalagility and balance; eye

and body coordination

dancers, demonstrators,actors, athletes, divers,sports-people, soldiers, fire-fighters, PTI's, performance

artistes; ergonomists,osteopaths, fishermen,drivers, crafts-people;gardeners, chefs,acupuncturists, healers,adventurers

juggle; demonstrate asports technique; flip abeer-mat; create amime to explain

something; toss apancake; fly a kite;coach workplaceposture, assess work-station ergonomics

physicalexperience andmovement, touchand feel

5. Spatial -Visual

visual and spatialperception;interpretation andcreation of visualimages; pictorialimagination andexpression;understandsrelationship betweenimages and meanings,

and between space andeffect

artists, designers,cartoonists, story-boarders,architects, photographers,sculptors, town-planners,visionaries, inventors,engineers, cosmetics andbeauty consultants

design a costume;interpret a painting;create a room layout;create a corporatelogo; design abuilding; pack asuitcase or the boot ofa car

pictures, shapes,images, 3D space

6.Interpersonal

perception of otherpeople's feelings;ability to relate toothers; interpretation ofbehaviour andcommunications;understands therelationships betweenpeople and their

therapists, HRprofessionals, mediators,leaders, counsellors,politicians, educators, sales-people, clergy,psychologists, teachers,doctors, healers,organisers, carers,advertising professionals,

interpret moods fromfacial expressions;demonstrate feelingsthrough bodylanguage; affect thefeelings of others in aplanned way; coach orcounsel anotherperson

human contact,communications,cooperation,teamwork


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situations, includingother people

coaches and mentors;(there is clear associationbetween this type ofintelligence and what isnow termed 'EmotionalIntelligence' or EQ)

7.Intrapersonal

self-awareness,personal cognisance,

personal objectivity, thecapability to understandoneself, one'srelationship to othersand the world, andone's own need for,and reaction to change

arguably anyone who isself-aware and involved in

the process of changingpersonal thoughts, beliefsand behaviour in relation totheir situation, otherpeople, their purpose andaims - in this respect thereis a similarity to Maslow'sSelf-Actualisation level, andagain there is clearassociation between thistype of intelligence andwhat is now termed'Emotional Intelligence' orEQ

consider and decideone's own aims and

personal changesrequired to achievethem (not necessarilyreveal this to others);consider one's own'Johari Window', anddecide options fordevelopment; considerand decide one's ownposition in relation tothe EmotionalIntelligence model

self-reflection,self-discovery

businessballs.com A Chapman and V Chislett MSc 2005, based on Gardner'sMultiple Intelligences Model. From www.businessballs.com. Notto be sold or published. The authors accept no liability.


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VAK Learning Styles Self-Assessment Questionnaire

Circle or tick the answer that most represents how you generally behave.

(Its best to complete the questionnaire before reading the accompanying explanation.)

1. When I operate new equipment I generally:a) read the instructions firstb) listen to an explanation from someone who has used it beforec) go ahead and have a go, I can figure it out as I use it

2. When I need directions for travelling I usually:a) look at a mapb) ask for spoken directionsc) follow my nose and maybe use a compass

3. When I cook a new dish, I like to:a) follow a written recipeb) call a friend for an explanationc) follow my instincts, testing as I cook

4. If I am teaching someone something new, I tend to:a) write instructions down for themb) give them a verbal explanationc) demonstrate first and then let them have a go

5. I tend to say:a) watch how I do itb) listen to me explainc) you have a go

6. During my free time I most enjoy:a) going to museums and galleriesb) listening to music and talking to my friendsc) playing sport or doing DIY

7. When I go shopping for clothes, I tend to:

a) imagine what they would look like onb) discuss them with the shop staffc) try them on and test them out

8. When I am choosing a holiday I usually:a) read lots of brochuresb) listen to recommendations from friendsc) imagine what it would be like to be there


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9. If I was buying a new car, I would:

a) read reviews in newspapers and magazinesb) discuss what I need with my friendsc) test-drive lots of different types

10. When I am learning a new skill, I am most comfortable:

a) watching what the teacher is doingb) talking through with the teacher exactly what Im supposed to doc) giving it a try myself and work it out as I go

11. If I am choosing food off a menu, I tend to:a) imagine what the food will look likeb) talk through the options in my head or with my partnerc) imagine what the food will taste like

12. When I listen to a band, I cant help:a) watching the band members and other people in the audienceb) listening to the lyrics and the beatsc) moving in time with the music

13. When I concentrate, I most often:a) focus on the words or the pictures in front of meb) discuss the problem and the possible solutions in my headc) move around a lot, fiddle with pens and pencils and touch things

14. I choose household furnishings because I like:a) their colours and how they lookb) the descriptions the sales-people give mec) their textures and what it feels like to touch them

15. My first memory is of:a) looking at somethingb) being spoken toc) doing something

16. When I am anxious, I:a) visualise the worst-case scenariosb) talk over in my head what worries me mostc) cant sit still, fiddle and move around constantly

17. I feel especially connected to other people because of:

a) how they lookb) what they say to mec) how they make me feel


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18. When I have to revise for an exam, I generally:

a) write lots of revision notes and diagramsb) talk over my notes, alone or with other peoplec) imagine making the movement or creating the formula

19. If I am explaining to someone I tend to:

a) show them what I meanb) explain to them in different ways until they understandc) encourage them to try and talk them through my idea as they do it

20. I really love:a) watching films, photography, looking at art or people watchingb) listening to music, the radio or talking to friendsc) taking part in sporting activities, eating fine foods and wines or dancing

21. Most of my free time is spent:a) watching televisionb) talking to friendsc) doing physical activity or making things

22. When I first contact a new person, I usually:a) arrange a face to face meetingb) talk to them on the telephonec) try to get together whilst doing something else, such as an activity or a meal

23. I first notice how people:a) look and dressb) sound and speakc) stand and move

24. If I am angry, I tend to:a) keep replaying in my mind what it is that has upset meb) raise my voice and tell people how I feelc) stamp about, slam doors and physically demonstrate my anger

25. I find it easiest to remember:a) facesb) namesc) things I have done

26. I think that you can tell if someone is lying if:

a) they avoid looking at youb) their voices changesc) they give me funny vibes


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27. When I meet an old friend:

a) I say its great to see you!b) I say its great to hear from you!c) I give them a hug or a handshake

28. I remember things best by:

a) writing notes or keeping printed detailsb) saying them aloud or repeating words and key points in my headc) doing and practising the activity or imagining it being done

29. If I have to complain about faulty goods, I am most comfortable:a) writing a letterb) complaining over the phonec) taking the item back to the store or posting it to head office

30. I tend to say:a) I see what you meanb) I hear what you are sayingc) I know how you feel

Now add up how many As, Bs and Cs you selected.

As = Bs = Cs =

If you chose mostly As you have aVISUAL learning style.

If you chose mostly Bs you have anAUDITORYlearning style.

If you chose mostly Cs you have a KINAESTHETIC learning style.

Some people find that their learning style may be a blend of two or three styles, in this case readabout the styles that apply to you in the explanation below.

When you have identified your learning style(s), read the learning styles explanations andconsider how this might help you to identify learning and development that best meets yourpreference(s).

Now see the VAK Learning Styles Explanation.


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VAK Learning Styles Explanation

The VAK learning styles model suggests that most people can be divided into one of threepreferred styles of learning. These three styles are as follows, (and there is no right or wronglearning style):

Someone with a Visual learning style has a preference for seen or observed things,including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.These people will use phrases such as show me, lets have a look at that and will bebest able to perform a new task after reading the instructions or watching someone elsedo it first. These are the people who will work from lists and written directions andinstructions.

Someone with anAuditory learning style has a preference for the transfer ofinformation through listening: to the spoken word, of self or others, of sounds andnoises. These people will use phrases such as tell me, lets talk it over and will be bestable to perform a new task after listening to instructions from an expert. These are the

people who are happy being given spoken instructions over the telephone, and canremember all the words to songs that they hear!

Someone with a Kinaesthetic learning style has a preference for physical experience -touching, feeling, holding, doing, practical hands-on experiences. These people will use

phrases such as let me try, how do you feel? and will be best able to perform a newtask by going ahead and trying it out, learning as they go. These are the people who like

to experiment, hands-on, and never look at the instructions first!

People commonly have a main preferred learning style, but this will be part of a blend of allthree. Some people have a very strong preference; other people have a more even mixture oftwo or less commonly, three styles.

When you know your preferred learning style(s) you understand the type of learning that best

suits you. This enables you to choose the types of learning that work best for you.

There is no right or wrong learning style. The point is that there are types of learning that areright for your own preferred learning style.

Please note that this is not a scientifically validated testing instrument it is a free assessment

tool designed to give a broad indication of preferred learning style(s).

More information about learning styles, personality, and personal development is at

www.businessballs.com.

With acknowledgements to Victoria Chislett for developing this assessment.Victoria Chislett specialises in performance psychology and its application within organisations,and can be contacted via email: performance_psychologist at yahoo.com.

V Chislett MSc & A Chapman 2005 www.businessballs.com
http://www.businessballs.com/http://www.businessballs.com/http://www.businessballs.com/


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WEBSITES

General Information

o aarp.orghttp://www.aarp.org/personal-growth/transitions/info-042010/author_interview_whats_next.html

o encore.org (especially career-oriented)o realage.com

Volunteeringo http://www.aarp.org/giving-back/volunteering/o guidestar.orgo idealist.orgo nationalserviceresources.orgo networkforgood.orgo ofcn.org (local community listings)o http://www.travelandleisure.com/articles/15-life-changing-trips-2009/1o volunteermatch.orgo volunteer.gov

Fan Favorite

Travel/Leisureo elderhostel.com (aka roadscholar.com)o handsupholidays.com (holidays with a conscience)o http://babyboomertrips.com/


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o http://www.boomeropia.como myitchytravelfeet.como travelandleisure.com (magazine also)o http://www.travelandleisure.com/articles/15-life-changing-trips-2009/1o http://www.sih.net/home.nsf/content/SecondAct

Multiple Intelligences/Self Exploration

o businessballs.com (online version of Gardners test and more)o http://www.humanmetrics.com/cgi-win/JTypes2.asp (Free Myers-Briggs

type test)

Owning Your Own Business

o http://econdev.siuc.edu/o http://www.southernillinois.biz/o hosting-review-center.com (website design/hosting sites)o http://www.totalmerrill.com/totalmerrill/pages/Webcast_Retire_0610_TM

.aspx# (webcasts)

o franchise.orgo franchisegator.como franchise.como franchisesforsale.com (also good books listed here) Fan Favorite

Job Searcho encore.orgo indeed.com


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o monster.como careerbuilder.como http://us.manpower.com/us/en/default.jspo mantracon.orgo illinoisworknet.como retirementjobs.como http://www.dontretirerewire.com/o http://www.encore.org/find/careerfinder

Continuing and Higher Education (southern Illinois)

o siuc.edu (Southern Illinois University Carbondale)o jalc.edu (John A. Logan, Carterville)o rlc.edu (Rend Lake College, Ina)o shawneecc.edu (Shawnee Community College, Ullin)o sic.edu (Southeastern Illinois College, Harrisburg)o fastweb.com (free scholarship search engine)

Fan Favorite


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Revised Obituary for_______________________________________

1. Family:

2. New Best Friends:3. Work (jobs) in Second Act:

4. Loved to:

5. Passions followed include:

6. Traveled to:

7. Made a difference:(locally)___________________________________________________________

(nationally)________________________________________________________

(globally) __________________________________________________________

8. Finally got to:

9. Surprised family & friends by:

10. Descriptive words others would use at your funeral:

11. Found hidden talent in:


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Course Evaluation & Feedback My Route 66

Date

Please be candid. I will not be offended by any of your comments.I will only hope to improve this course and my delivery of it. THANKS!!

None A little Some A lot Specific highlights and/or suggestions for improvements

Enjoyment:Did I enjoy thecourse?

NewKnowledgeand Ideas:Did I learn whatI needed to, anddid I get somenew ideas?

Applying the

learning:Will I use theinformation and

ideas?

Effect onresults:Do I think thatthe ideas andinformation will

give me ajumping-offpoint for finding

my ownpassion/interests in retirement?

Any other

comments?

Name (optional, but necessary for drawing):


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APPENDIX D

(see attached Power Point)


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VITA

Graduate SchoolSouthern Illinois University

Deborah K. Whitlatch Date of Birth: November 13, 1952

9959 Karnes Road

West Frankfort, IL 62896

[email protected]

Documents

Boomer Paper w Pagination2