25 and Over: A Socially Mature Matriculation Approach for

Adult Learners

Sheena Zawacki, M.Ed.

Associate Director, Orientation & Family Relations

Embry-Riddle Aeronautical University 0

Today’s Schedule

• Introduction

• Activity: “Socially Mature Matriculation Scenarios”

• Reflection Panel

• Statistics and best practices in adult learner matriculation support

• Activity: “Adult Learner Transition at YOUR Institution”

• Questions & Answers

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www.Rochester.edu

www.Centenary.edu

www.SRU.edu

www.Duq.edu

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Learning Outcomes

• As a result of engaging in this session, you will: – Gain knowledge of best practices regarding adult learner

co-curricular engagement

– Evaluate the strengths and challenges of your existing Orientation (or Welcome Week, if applicable) programs for adult learner populations

– Apply knowledge and skills to develop one new substantive adult learner social transition initiative you can implement at your respective institutions

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Activity

Socially Mature Matriculation

Scenarios

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Who are our Adult Learners?

• Entry to college delayed by at least one year following high school

• Have dependents

• Single parents

• Employed full time

• Financially independent (25 years or older) – In 2007, this was 38% of all college students (NCES, 2009)

• Attends part time

• Balancing multiple roles – “STUDENT” identity usually not highest priority (Berker and Horn, 2003)

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Who are our Adult Learners?

• It is estimated that adult learners (over the age of 25) will make up 40% of total college enrollment by the year 2018 (Hussar & Bailey, 2009)

• Argument that “non traditional” enrollment is actually much higher (Choy, 2002)

• “An estimated 21% of 25–34-year-olds in the United States, about eight million individuals, have attended college and quit before completing a degree” (Schatzel, Callahan, Scott & Davis, 2011)

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Who are our Adult Learners?

• Veterans (Thank you for your service!)

• US News & World Report, Military Times Article

• Accessibility

• Support right from the start!

– Orientation

– Welcome Weeks

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Intentionality

Shlossberg (1989):

Student Marginality and Mattering

• Foster an inclusive campus community allowing all students to find involvement and importance

• People in transition may feel that they do not matter, concerned about new “student” role

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Continued- Shlossberg (1989): Student Marginality and Mattering

• Adult learners may be conflicted with

dependence and role shifting: i.e., student leaves grad work due to mother’s illness

• How can we help students develop a sense of mattering and importance?

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Get them Connected

Jacobs and Hundley (2010):

Responsiveness and Nurturing of Adult Learners

• Co-curricular involvement may not seem as important for these students compared to their traditionally-aged peers

• Support initiatives and co-curricular opportunities should help develop skills applicable to life circumstances, i.e., financial assistance, wellness

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Adult Learners in Transition

• “…any event or non-event that results in changed relationships, routines, assumptions, and roles.” (Goodman, Schlossberg, & Anderson, 2006, p.33).

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Best Practices during Orientation

• MyVETS Orientation

• Workshops

– Connect with academic area

– Learn practical skills for college success

• Leadership

• Financial literacy

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Best Practices during Orientation

• Group Sessions

– Keep adult learners together

• Transfer student groups

• Veteran groups

• Any others?

What programs are YOUR institutions holding specifically for your adult

learner populations?

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Activity

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Adult Learner Transition at YOUR

Institution

Final Thoughts

• Intentionality: walk in their shoes

• What are some strengths and challenges of your existing OR proposed program?

• Assess, assess, assess!

– CAS Standards

– Skip logic (Baseline-Campus Labs)

– Area of growth: questions not only specific to veterans, inclusive of other adult learners

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Questions?

Thank you for being here!

Sheena Zawacki, M.Ed.

zawackis@erau.edu

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References • Berker, Ali, and Horn, L. (2003). Adult Undergraduates Who Combine

Employment and Postsecondary Enrollment. Washington, DC: National Center for Education Statistics. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003167

• Choy, S. (2002). Findings from the Condition of Education 2002: Nontraditional Undergraduates. Washington, DC: National Center for Education Statistics. http://nces.ed.gov/programs/coe/2002/analyses/nontraditional/index.asp

• Goodman, J., Schlossberg, N.K., & Anderson, M.L. (2006). Counseling adults in transition: Linking Practice with Theory. (3rd ed.). New York: Springer Publishing Company.

• Hussar, W., and Bailey, T.M. (2009). Projections of Education Statistics to 2018. Table 3: Actual and Middle Alternative Projected Numbers for College Enrollment Rates, by Sex, Attendance Status, and Age: Fall 2007, 2013, and 2018. Washington, DC: National Center for Education Statistics. http://nces.ed.gov/programs/projections/projections2018/.

• Jacobs, F. and Hundley, S.P. (2010). Understanding and Supporting Adult Learners: A Guide for Colleges and Universities. San Francisco: Jossey-Bass.

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References (Continued) • Kilgore, D. (2003). Planning programs for adults. New Directions for Student

Services, 102(Summer), 81-88.

• Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119(Fall).

• National Center for Education Statistics. (2009). Digest of Educational Statistics 2009. Table 192. Total fall enrollment in degree-granting institutions by control and type of institution, age, and attendance status of student: 2007. http://nces.ed.gov/programs/digest/d09/tables/dt09_192.asp?referrer=list

• Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. New Directions for Student Services, 5–15.

• Schlossberg, N. K., Lynch, A. Q., & Chickering, A. W. (1989). Improving higher education environments for adults. San Francisco: Jossey-Bass.

• Schatzel, K. Callahan, T. Scott C.& Davis, T. (2011) Reaching the non-traditional stopout population: A segmentation approach. Journal of Marketing for Higher Education, 21(1), 47-60.

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after the session description.