serving adult learners models for effective practice carolyn j. palmer jeannette m. passmore john l....

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.)

• 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