the transition to college of the adult learner

The Transition to College of the Adult Learner

ATP 2007Fall On-line WorkshopJim Valkenburg, HBPEDelta College

Agenda Broad stroke

generalizations Responsibility Support Stress

Non-traditional-Adult Learners

Veterans Adults with

disabilities

Responsibility

Students will face: An increased number

of choices and decisions

More independent reading and studying

The necessity of setting and reaching their own goals

Support

Students should understand that there is:

Reduced contact with instructors

Less individual feedback from faculty

More opportunity and responsibility to choose what and how to proceed

Stress

Students should anticipate: An increased workload with a

faster pace The need to be more independent More financial responsibilities and

social pressures

Stress Family/Work/

School Finances Keeping up to

speed

Stress Technology

Non-Traditional—Returning

After a few years child rearing,

brief stint in job market

Older Skills sets Reintroducing

learning strategies

Non-Traditional—Returning

Channeling motivation

Non-Traditional—Returning

Gaining confidence and learning new skills

Non-Traditional—Returning Time

Management Eliminating time

as the enemy

Non-Traditional—Returning

Socialization

Non-Traditional—Returning

Developing contacts Study groups Positive

relationships Faculty Advisors Career

Counselors

Non-Traditional—Returning

Reintroducing academic regimen

Non-Traditional—Returning

Relearning learning strategies

Non-Traditional—Returning

Going to class

Non-Traditional—Returning

Using textbooks Usually a

dramatic difference from how the student was allowed to use a text in high school

Non-Traditional—Returning

Test taking strategies Just because

they’re in college doesn’t not necessarily imply that they use good test taking strategies.

Non-Traditional—Returning

Retirees

Non-Traditional—Vets The difference of

the vets’ experience Reserve Status The need for

reacclimating to society

Reacclimating to the school environment

Non-Traditional—Vets

What the vet has to offer/what the vet needs to know

Transportal

Non-Traditional—Vets

Seeking help on campus

Non-Traditional—Vets

Motivation is probably not a problem

Focusing on what is needed to achieve the goal

Non-Traditional—Vets

Working in the classroom

Non-Traditional—Vets

Independence and Direction

Adult Students with Disabilities

Special needs, special accommodations

Self-advocacy The major

difference Getting what

they need

Adult Students with Disabilities

College: ADA & 504 Eligibility for reasonable accommodations

is driven by “severity of impact on a major life activity”

Documentation of a disability is required (an IEP is NOT sufficient)

Eligibility is based on definition of disability, not on diagnosis

It is not age restricted (504/ADA cover until death)

Adult Students with Disabilities

Academic EnvironmentStudents should be

aware of and prepared for:

Instruction is primarily by lecture

Reading lengthy assignments

Must adapt to the instructor’s style

Adult Students with Disabilities

Students should realize that: Knowledge Acquisition

Effective reading comprehension skills are important

Taking good lecture notes is necessary

More independent work is required outside of class

What Your Campus Can Do

Establish a campus wide support network to focus on transitioning that could include: Admissions Advising or Counseling Center Learning Support Center Student Affairs Health Center Residential Life

What You Can do, con’t:

Offer summer Transition Programs Organize Student Support Groups Encourage peer mentoring Encourage self-sufficiency Increase campus and faculty

awareness

Transitions

Thank you Please go to the discussion board

and respond to the prompt your will find there about this module.