Lifelines, Lenses, and Livelihoods~ Supporting Adult Learners in Higher Education

Lifelines, Lenses, and Livelihoods~ Supporting Adult Learners in Higher Education Katie Abbott, Melanie Booth, Lynn Brown, & Jennifer Sasser Marylhurst University

About Us
Jennifer Sasser
Chair, Department of Human Sciences & Faculty Council
Katie Abbott
Director of Admissions
Melanie Booth
Director of Learning Assessment Center & Prior Learning Assessment Program
Lynn Brown
Coordinator of Career Services & Internship Program
Each of us also serves as advisors to our learners.

About Marylhurst University
Liberal Arts higher educational institution since 1893
Lifelong learning institution for men and women since 1974
“ Dedicated to making innovative post-secondary education accessible to self-directed students of any age.”
Average age of students: 38

Small Group Discussion Questions
What do you believe are some characteristics of adults as college students? (3 minutes only please)
Which of these characteristics might support them as learners? (3 minutes please)
Which of these characteristics might challenge them as learners? (3 minutes please)
How might these characteristics be important for institutions to pay attention to? (3 minutes please)

Adult Learners - A Definition
Not age-related – though age and experience are relevant.
Not stage-related – though maturity and development are relevant.
“ Adult Learner” as defined by the Council for Adult and Experiential Learning:
Students “who have assumed major life responsibilities and commitments, such as work, family, and community activities” (Flint & Associates, 1999, p. ix).

Trends & Projections
The “adult learner" profile is becoming more complex and varied.
With the emerging trend of Baby Boomers returning to higher education will come a new and complex mix of opportunities and challenges.
In fact, the notion of the non-traditional student might be outmoded, especially as adult learners are becoming the norm across the entire higher education landscape.

Implications for Admissions and Outreach
Transfer credit policies acknowledge previous learning.
Entry advising is more than an academic plan.
Limiting administrative barriers helps students focus on the more significant challenges of balancing school with their other commitments.

Implications for Learning and Assessment
New learning is influenced by prior learning.
Diverse assessment practices best support diverse learners.
Andragogical assumptions, such as adults’ self-directed nature, can be harmful when applied across the board.

Implications for Teaching and Advising
Applied, active, and integrated learning activities are critical in designing curriculum.
Opportunities for reflection on learning and on self as learner and citizen support continued development.
Advising requires paying attention to the whole person, not just the “student” part of the learner.

Implications for Career Services
Help learners become of aware of how to translate what they are learning to what is happening in the labor market.
Support students as they experience the ambiguity of professional transition.
Facilitate opportunities for networking and mentoring.
Explore with students the art of life/work balance.

Support & Challenge S U P P O R T C H A L L E N G E Low High High Daloz, L. (1986) Stasis Retreat Confirmation GROWTH

Small Group Reflection
Talking with members of your original small group, please reflect on your earlier conversation in light of these ideas about supporting adult learners in higher education.
(5 minutes only please)

Implications for Us as Women University Educators
Engage in critical reflective practice for continual learning about our students, ourselves, and our institutions.
Acknowledge the “heavy lifting” that working with adult learners can require.
Provide support and challenge for each other.

Session Reflections
As time will allow, please feel free to share your reflections, ideas, or questions with the whole group.
Please complete an evaluation of this session.
THANKS FOR JOINING US!

Lifelines, Lenses, and Livelihoods~ Supporting Adult Learners in Higher Education

by Melanie Booth on Mar 12, 2010

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