mature and part time learner supports in canadian universities july 11 2012

Mature and Part-time Learner Supports in Canadian Universities

Brian Poser, Director, ACMAPS, York UniversityJanice Ngeno, Special Projects Assistant, ACMAPS, York University

Student Affairs and Services Symposium, July 11, 2012

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York Facts

• Founded in 1959

• Third largest in Canada

• 10 Faculties

• >50,000 students

• 1400 FT faculty members

• 1000 PT faculty/TA

• 9000+ mature Students

• 7200+ part-time students

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Background: Demographics

York student population101s and 105s

Highly diverse student body

How do we define “Mature”?

admissions categoryage, life experience, etc.

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Atkinson Centre for Mature and Part-time Students

Established August 2007

Pan-university mission and mandate

Four Pillars:

access support

advocacy research

3 Full-time staff, 1 work/study student, 15 volunteer peer mentors

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Context for this research

ACMAPS 5-Year Review• Unit History• Literature review• Environmental Scan• Analysis of institutional data• Unit self-study

Environmental Scan – Rationale

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Learning what supports were “out there” to assess our positioning

Testing the perception/assumption that formalized mature and part-time students supports were a rare phenomenon in Canadian Universities.

Building network of practitioners who work with mature and part-time students with a view to sharing information and best practices and developing research partnerships

Environmental Scan – Preliminary Findings

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Between January and April, 2012, we systematically searched 95 Canadian university* web sites

Search terms included:• mature• part-time• adult learner• étudiants adultes • parents étudiant

*Universities were identified by their listings on CUDO and AUCC


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We were specifically searching for universities with:

• Administrative units to compare to ACMAPS

• Student clubs or associations supporting mature and part-time students

• Continuing education programs (which are a parallel site of support for adult learners on university campuses).

• Nb. we excluded Bridging Programs and supports at Community Colleges.


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Here is what we found on our preliminary scan:

68 Continuing Education programs

Brock University, Carleton University, Laurentian University, Lakehead University, University of Guelph, McMaster University, OCAD University, University of Ottawa, Queens University, Ryerson University, University of Toronto, Trent University, University of Waterloo, University of Western Ontario, University of Windsor, Wilfrid Laurier University, Acadia University, Dalhousie University, Mount Saint Vincent University, Nova Scotia Agricultural College, St. Mary’s University, St. Francis Xavier University, University of Prince Edward Island, Memorial University of Newfoundland, Emily Carr University of Art + Design, Royal Roads University, Simon Fraser University, Kwantlen Polytechnic University, Thompson River University, Trinity Western University, University of British Columbia, University of Northern British Columbia, University of the Fraser Valley, University of Victoria, Vancouver Island University, Concordia University College of Alberta, Mount Royal University, University of Alberta, University of Calgary, University of Manitoba, Canadian Mennonite University, University of Winnipeg, Université de Saint Boniface, Mount Allison University, Université de Moncton, University of New Brunswick, Concordia University, McGill University, École des Hautes Études Commerciales de Montréal, Université St. Anne, École Polytechnique de Montréal, Université de Montréal, Université de Sherbrooke, Université de Laval, Université de Québec, , Université de Québec-École nationale d’administration publique, Université du Québec à Montréal, Université du Québec à Rimouski, Université du Québec a Trois Rivière, Université du Québec en Outaouais, Université du Québec à Chicoutimi, Université du Québec en Abitibi-Témiscamingue, First Nations University of Canada, University of Regina, University of Saskatchewan, York University

22 student associations or

clubsLaurentian UniversityLakehead UniversityUniversity of GuelphRyerson UniversityUniversity of TorontoUniversity of WindsorWilfred Laurier UniversityMount Saint Vincent UniversityUniversity of Prince Edward IslandMemorial University of Newfound LandUniversity of Northern British ColumbiaUniversity of VictoriaMount Allison UniversityUniversity of New BrunswickConcordia UniversityUniversité de MontréalUniversité de SherbrookeUniversité de LavalUniversité du Québec à MontréalUniversité du Québec à RimouskiUniversity of SaskatchewanYork University

16 dedicated administrative services for

Mature/Part-time Students

Carleton UniversityMcMaster UniversityQueens UniversityUniversity of WaterlooUniversity of Western OntarioDalhousie UniversitySt. Mary’s University Trinity Western UniversityMount Royal University University of ManitobaUniversity of WinnipegUniversity of New BrunswickConcordia UniversityMcGill UniversityUniversity of MonctonYork University


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What do these preliminary findings suggest?

•the relatively large proportion of continuing/extended learning programs does provides a point of access, recognition of the learning needs (flexibility, vocational focus) of mature learners, and presumably a source of revenue for the institution

•The smallish number of clubs and associations may tell us something about the level of engagement in co-curricular activities open to mature and part-time students

•The relatively small number of dedicated services for mature and part-time students may reflect smaller populations of mature and part-time students, or perhaps an integration or embeddedness of mature and part-time student needs in all services

Secondary examination – looking at the 16 service units we found

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Having found so few dedicated supports for mature and part-time students in Canadian universities, we wanted to learn more about their histories, mandates, and service profiles.

We conducted a short survey to examine:1. When the unit was founded2. The mandate of the unit3. Whether it is a university or student government office4. How the unit defines mature and part-time5. Staffing complement6. Population of mature and part-time students at the unit’s institution7. Issues faced by students at the institution8. Services offered by the unit


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Results indicate that dedicated service units for students were even more rare than originally thought.

University of WaterlooDalhousie UniversitySt. Mary’s University Trinity Western University*Mount Royal University University of ManitobaUniversity of New BrunswickConcordia UniversityMcGill UniversityUniversity of Moncton

Services connected to non-credit and/or continuing/extended education

Service unit – university administration

Queens UniversityWestern UniversityUniversity of WinnipegYork University

Service unit – student government

Carleton UniversityMcMaster University


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Services connected to non-credit and/or continuing/extended education (n=10)

University of WaterlooDalhousie UniversitySt. Mary’s University Trinity Western University*Mount Royal University University of ManitobaUniversity of New BrunswickConcordia UniversityMcGill UniversityUniversity of Moncton


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Service unit – University administration(n=4)



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Service unit – student government(n=2)



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• Ban Righ Centre• founded 1974 • serving mature student

women • run in conjunction with

University and Ban Righ Foundation

• 1 FT, 3 PT, 3 student staff • Nearly 15,000 students attend

institution. • Numbers of mature and/or

part-time students not reported.


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• Part of what is now called the Student Success Centre

• founded in 1950’s• supports critical transitions of

students throughout their university career

• 4 FT (5-10% each), 1 PT and 2 student staff

• Approx. 21,000 attend institution

• 1500-2500 mature and 3500 part-time students attend


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• Adult Learner Services and Prior Learning Assessment and Recognition

• founded 2006 (PLAR 1999) • advocacy and promotion of

learning environments supportive of adult learners.

• 9500 students attend institution

• 3000 mature students in 2008; number part-time not reported.


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• Atkinson Centre for Mature and Part-time Students

• founded 2007 • 3 FT, 1-2 PT, and 15 student

volunteer staff • Mandate of access, advocacy,

support and research • More than 50,000 students

attend institution • 9000+ mature and 7200+ part-

time


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• McMaster Association of Part-time Students

• founded 1979• representing and advocating

for the distinct needs of part-time students. Also provides lounge and workshops.

• 2 FT, 2 PT/Student staff. • 27,000 students attend

institution • 3000 part-time students attend

any given term; number of mature students not reported.


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• Bill Ellis Centre for Mature and Part-time Students – a service of CUSA, Carleton University Students’ Association.

• Other data not reported.


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Definitions of mature

•Began undergraduate studies at age 21 or later and/or has children; one year or longer interruption to studies (Queen’s, Ban Righ)

•Will be at least 21 years of age in the calendar year in which admission is sought.Do not have a formal basis of admission (applicants having previously attended a university or community college will be reviewed under those regulations). Have not normally been in full-time attendance at an educational institution within the previous four years. Have achieved at least a “C” (60%) standing in ALL academic work attempted within the previous four years. (Western)

•Mature Status - a student who is at least 21 years of age and does not meet Regular Status but meets one of the criteria. Mature Access - a student who is at least 21 years of age who does not meet Mature Status. We use the term, Adult Learner which is defined by a student who has been out of school for at least three years. Adult learners could be Regular Status, Mature Status or Mature Access Status - the latter two are temporary statuses. (Winnipeg)


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Definitions of mature (cont’d)

•21 years or older as of the first day of the session for which you have applied, and if you have been out of full time high school studies for at least two years. You can also apply as a mature student if you have previously attempted less than one full year of studies at an accredited university or college. Undergraduates aged 25 or older. (York)

•21 years of age, out of school 2 years, not completed full year of university (McMaster)


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Definitions of part-time

•Students taking 3 or fewer courses during the term (Western)

•Any student who registers for less than 3 half courses (9 credit hours) per term. A student's status can change from part-time to full-time and back again depending on how many courses they register for in any one term. (Winnipeg)

•Students taking fewer than 9 credits per term. (York)

•There are two definitions of "part-time" at McMaster University. The first is an academic definition used by McMaster University to refer to any student enrolled in less than 24 units (80 percent). The second definition of "part-time" is used by the McMaster Students Union (MSU) and the McMaster Association of Part-Time Students (MAPS) to refer to a student that is enrolled in less than 18 units (60 percent). (McMaster)


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In response to the question “what types of support does your office/service provide to mature and/or part-time students?”:

• Orientations and meet & greets (8 of 8)• Referrals (8 of 8)• Academic advising (6 of 8)• Workshops (6 of 8)• Financial aid (4 of 8) • Advocacy (3 of 8)• Counselling (2 of 8)

•Other support services include: computer lab, quiet work spaces, group work spaces, free soup or salad at lunch, personal and financial advising, speakers series.


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When asked “what are some key issues/barriers/challenges facing mature students at your university?”:

• Financial barriers (8 of 8)• Competing responsibilities (7 of 8)• Academic Transitions (6 of 8)• Course availability (6 of 8)• Engaging in student life (5 of 8)• Childcare (4 of 8)

Other responses: • parking, • a lack of on-line learning, • more options for financial aid and entrance scholarships for non-

traditional students. • emotional and physical issues that are not considered serious enough

to be disabilities, but that still affect school work.

Key take-aways

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• The service units we found share some commonalities, but also suggest different “models” or “elements” of service delivery

• Sharing expertise through network has potential to enhance service to students

• Future directions could include: examination of Bridging Programs, continuing education programs, Community College supports; cataloguing of student clubs/associations; and understanding better how other schools support these populations of students

5-Year Review Update

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From January 2012-end of May 2012, we developed a series of “backgrounder” documents for each of the areas previously mentioned:

• Unit History• Literature review• Environmental Scan• Analysis of institutional data• Unit self-study

A working group whose role will be to generate recommendations for ACMAPS’ mandate going forward has been established and our inaugural meeting takes place this week.

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Contact information

Atkinson Centre for Mature and Part-time Students, York University

www.yorku.ca/acmaps

Brian Poser, Director: [email protected]

mature and part time learner supports in canadian universities july 11 2012

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