“Adult learners approach education in a very different way than younger students. Many will be studying part-time as they continue to work and support their families. They tend to know more about their individual strengths and weaknesses as students, have set attitudes toward school, and be more intrinsically motivated.” – readandspell.com
By: The U.S. Department of Labor’s Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program & WorkforceGPS.
Community colleges have long been at the front lines of educating adult learners. While the average age of a community college student is 28, traditional higher education programs were created with 18-to-22-year-old, dependent, full-time students coming right out of high school in mind. These programs were not designed for the needs of adult learners, many of whom are under pressure to enter, reenter or advance in the workforce quickly to support their families.
Accelerating Pathways to Careers for Adult Learners uses case studies to highlight community college accelerated program models and services that were designed for adult students. The case studies are drawn from programs funded by the U.S. Department of Labor’s Trade Adjustment Act Community College and Career Training (TAACCCT) program. The adult-friendly models featured in the report fall into three main categories for evidence-based strategies that help adult learners reenter school and eventually find jobs, as outlined below:
The following resources sheets were created for use with the College Student Inventory, as a resource to easily hand to students. In general, they contain valuable information about Resources on campus and can be used for many purposes. The 6 sheets align with 6 areas in which students can indicate need and receptivity to assistance on the CSI. The sheets should be updated yearly or as needed.
Credit for Prior Learning: Mobilizing to Attract Adult Learners Marsha Danielson
Keeping Up With the Kids~ When Mom & Dad Go Back to College! Lori Wynia
Engaged Students, Engaged Campus, Engaged Community: A Pathway for Student Veteran Success Zac Mangas & Jerry Bulisco
Faculty-Driven Credit for Prior Learning (CPL) Marsha Danielson & Tracy Murphy
Why Do They Swear So Much? And Other Questions We Ask About Our Military Students Shannon Kasperson & Kristi Anthony
Using Adult Learning Principles to Build Trust with Marginalized Students Tam Knapton & Jamaica DelMar
Charting the Future for CPL: A Minnesota State Approach Mary Rothchild, Pakou Yang & Susan Carter
Quality Course Design for Effective Student Engagement Roseann Wolak
It May Hurt Your Heart, But Stop Telling Prospects How Good You Are! Karen Adams & Clinton Nemitz
The Pitfals of Blended/Hybrid, Online and Nonstandard Terms on Veteran Students Robert Ahles
Appreciative Advising Jenny Bloom
We’re Different! What It Takes to Create a Model for Online at a Traditional Brick and Mortar Institution Heather Dieterman & Shellie Nelson
Master-Based Learning Deb McManimon