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Serving Adult Learners
Models for Effective Practice
Carolyn J. PalmerJeannette M. PassmoreJohn L. Garland
ACPA National ConventionWashington, D.C.March 2009
Introductions
• Who are we?
• Who are you?
• Who are adult learners?
• Why are we talking about them?
InspirationPresentation 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)
Moving In
Moving In– Functional Areas
• Recruiting and Admissions
• Financial Aid
• Orientation
Recruiting and Admissions
• Perceptions of college
• Validating prior & experiential Learning
• Services
• Bringing it all together
Financial Aid
• Federal barriers
• Communication
• Non-degree seeking students
Orientation
• Time
• Guests
• Technology
• What to include
Moving Through
Moving Through – Functional Areas
• Counseling Services• Advising• Campus Activities• Learning Assistance• Housing• Service Learning• Studying Abroad
Counseling Services for Adult Learners
• How student needs have shaped college counseling services
• Counseling needs of adult learners
• Examples of good practice
Advising Adult Learners
• Needs of adult learners related to academic advising
• Three basic practices for effective adult learner advising
• Examples of good practice
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
Moving On
Receives the least attention from higher education (and other organizations)
• moving on moving in •“starting over again”
Taking Stock
reflection, discussion, real life experiences, internships, culminating projects, capstone courses, etc. help to answer three fundamental questions:
1. What?2.So what?3.Now what?
Developmental Vectors Revisited
Five particularly important:1.Competence2.Autonomy3.Identity4.Relationships5.Purpose
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
Discussion
• What are your most valuable tools in working with adult learners?• What areas would you like to
see discussed in the future?• Questions?
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.)
– Carolyn J. Palmer• Assistant Professor – Bowling Green State University• Scholar – National Clearinghouse for Commuter Programs• [email protected]
– John L. Garland• Assistant Professor – Alabama State University• Scholar – National Clearinghouse for Commuter Programs• [email protected]
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
