Examining the growth of the adult learner demographic and one school's successful implementation of adult-student specific initiatives.

1. D E V E L O P I N G T A I L O R E D S T U D E N T S U C C E S S
I N I T I A T I V E S A T D E P A U L U N I V E R S I T Y
R O S E M A R Y H I L L I A R D
C R E A T E D F O R N O N T R A D I T I O N A L L E A R N E R S :
A D M I N I S T R A T I V E I M P L I C A T I O N S A N D S T R A T E G I E S
D R . M O U N I R A M O R R I S
E D U 6 4 4 6 8 1 6 2 7
2 8 J U N E 2 0 1 4
Adult Learners

2. A N D W H Y A R E T H E Y S O I M P O R T A N T ?
Who are adult learners?

3. Why focus on adult education?
 Adult learners account for approximately 44% of
postsecondary students in the United States. (Chao,
Stover DeRocco, and Flynn, 2007)
 Adult learners are the fastest-growing student
demographic. (Van Der Werf and Sabatier, 2009)
 “Managing time, finding financial resources, taking
courses when time permits, understanding the
connection to labor market outcomes,

4. Needs of the Adult Learner
 Leveraging of life experiences to increase
engagement. (Hoyt, et al, 2010)
 Connection between the classroom and future
careers. (Jenkins, 2012)
 Adult undergraduate students typically enroll in a
college that is readily accessible, relevant to current
life-needs, cost-effective, flexible in course
scheduling, and supportive of adult lifestyle
commitments.” (Rowlands, 2010, p. 8)

5. Problems Faced by Adult Students
 Considerably “less likely to complete their program
[of study]” than their traditional-aged peers. (Soares,
2013, p. 7)
 Role strain may affect performance and persistence
rates. (Rowlands, 2010)
 “Adult learners are more likely than traditional
students to work full time and have family
responsibilities that compete for their time, energy,
and financial resources.” (Chao et al, 2007, p. 15)

6. Challenges for Educators
 “Nontraditional students often have legitimate issues
and concerns that differ from those of full-time
students age 18-21.” (Jenkins, 2012)
 “The term [adult student] encompasses individuals
with a range of education needs…” (Soares, 2013, p.
2)
 “An undergraduate degree is worth about [one]
million dollars more over one’s lifetime, in job
earnings, than a high school degree.” (Kahn, 2009)

7. C O N N E C T I N G T H E P A S T & P R E S E N T W I T H
T H E F U T U R E O F E D U C A T I O N .
DePaul University

8. DePaul
University
- Chicago, Illinois
- Private, liberal arts
- Largest Catholic
university in the United
States
- 24,414 students
- Ten schools
- 300 graduate &
undergraduate
programs of study
(Key Facts, 2014)
 “As a university, DePaul pursues
the preservation, enrichment, and
transmission of knowledge and
culture across a broad scope of
academic disciplines. It treasures
its deep roots in the wisdom
nurtured in Catholic universities
from medieval times. The
principal distinguishing marks of
the university are its Catholic,
Vincentian, and urban character.”
(University Mission Statement, 1991)

9. School for New Learning
 “The School for New Learning (SNL) provides a unique
approach to learning for adults, with customized
programs that build upon abilities and experiences, add
knowledge, and develop skills to help achieve personal
and professional goals.” (About the School for New Learning, 2014)
 On-campus & online coursework
 Limited undergraduate & graduate programs available
 Course credit available for documentation of life-
experiences and ongoing outside work.
 Students are allowed to complete coursework at their
own pace.

10. Adult, Veteran, & Commuter Students Services
 “Adult, Veteran, and Commuter Student Affairs works
with the specialized needs of our populations to assist in
their transition to college and support them in their
academic goals.” (Adult, Veteran, and Commuter Student Services, 2014)
 Offer non-academic support programs aimed specifically
at adult (and other non-traditional) student retention.
 Transitional, community, knowledge acquisition,
celebration, suburban outreach, & connection with
faculty programming regularly scheduled.
 Adult Student Center
 Adult student specific scholarships

11. H O W C A N D E P A U L A N D O T H E R S F U R T H E R
I M P R O V E C U R R E N T A D U L T S T U D E N T
O F F E R I N G S ?
Recommendations for Increased
Adult Student Success

12. Increased Online Offerings
 “Adult…learners…would best be served by blended
models of education, in which instruction and other
services are performed with different combinations
of high-tech and high-touch.” (Soares, 2013, p. 4)
 “…the redesign of college courses using instructional
technology can…improve quality, reduce cost, and
result in higher completion and persistence rates.”
(Chao et al, 2007, p. 22)
 “Top-flight technology is needed for a maximized
learning experience.” (Fincher, 2010, p.17)

13. Adult Student Specific Programming
 “The biggest institutional support might
be…educator awareness of multiple role adult
students.” (Rowlands, 2010, p. 25)
 “Family support appeared to be the most important
factor in succeeding as a student.” (Rowlands, 2010,
p. 28)

14. Focus on Administrative Efficiency
 “Flexible scheduling of courses, flexible hours for
registration and other administrative
duties…were…commonly requested by [adult]
students.” (Rowlands, 2010, p. 28)
 “Open-entry, open-exit policies…can be critical to an
adult learner’s ability to successfully complete
certification and degree programs.” (Chao et al,
2007, p. 16)

15. “ P O S T S E C O N D A R Y L E A D E R S M U S T R E -
I M A G I N E T H E I R R O L E F R O M S T E W A R D S O F
A N E X I S T I N G E N T E R P R I S E T O I N N O V A T O R S
O F A N E W V E N T U R E . ” ( S O A R E S , 2 0 1 3 , P . 3 )
Final Thought:

16. R O S E M A R Y H I L L I A R D @ G M A I L . C O M
Thank You!

17. References
 About the School for New Learning. (2014). DePaul University. Retrieved from
http://www.snl.depaul.edu/About/index.asp
 Adult, Veteran, and Commuter Student Services. (2011). DePaul University. Retrieved from
http://www.studentaffairs.depaul.edu/adultstudentservices/
 Chao, E.L.; Stover DeRocco, E.; Flynn, M.K. (2007). Adult learners in higher education: Barriers to success
and strategies to improve results. Washington, D.C.: Employment and Training Administration.
 Fincher, M. (2010). Adult student retention: A practical approach to retention improvement through learning
enhancement. The Journal of Continuing Education, 58, p. 12-18.
 Hoyt, J.E.; Howell, S.L.; Touchet, J.; Young, S.; Wygant, S. (2010). Enhancing nontraditional student learning
outcomes in higher education. PAACE Journal of Lifelong Learning, 19, p.23-37.
 Jenkins, R. (2012). The new ‘traditional student.’ The Chronicle of Higher Education. Retrieved from
http://chronicle.com/article/The-New-Traditional-on/135012/
 Kahn, D. (2009). The fat envelope, please. The Wall Street Journal. Retrieved from
http://online.wsj.com/article/SB123872201620085209.html.
 Key Facts. (2014). DePaul University. Retrieved from http://www.depaul.edu/about/Pages/key-facts.aspx.
 Rowlands, S.L. (2010). Nontraditional students: The impact of role strain on their identity. Southern Illinois
University Carbondale. Retrieved from http://chronicle.com/article/The-New-Traditional-on/135012/
 Soares, L. (2013). Post-traditional learners and the transformation of postsecondary education: A manifesto
for college leaders. American Council on Higher Education. Retrieved from http://www.acnet.edu/news-
room/Documents/Post-Traditional-Learners.pdf.
 University Mission Statement. (1991). DePaul University. Retrieved from http://www.mission.depaul.edu.
 Van Der Werf, M.; Sabatier, G. (2009). The college of 2020: Students. Washington D.C.: Chronicle Research
Services.