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2010 Models for Adult Student Success
This document summarizes a presentation on models for adult student success. It discusses barriers adult students face such as financial issues, work obligations, and lack of support systems. It also presents promising practices identified by the Non-Traditional No More project, such as prior learning assessment, flexible course scheduling, and targeted advising. The Connecticut Distance Learning Consortium's collaborative tutoring model and CAEL's Learning Counts prior learning assessment center are also summarized as examples of programs supporting adult students.
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Similar to 2010 Models for Adult Student Success
2010 Models for Adult Student Success
- 1. Models for AdultStudent Success 22nd Annual WCET Conference La Jolla, California November 11, 2010
- 2. Presenters • Patrick Lane,Project Coordinator, WICHE and Non-Traditional No More • Cathy Brigham, Senior Consultant, Higher Education Services and CAEL • Carolyn Rogers, Director of Student Support Services, CT Distance Learning Consortium • Moderator: Mike Hillman, Vice Chancellor for Academic and Student Affairs, North Dakota University System
- 3. Non-Traditional No More: PolicySolutions for Adult Learners Patrick Lane, WICHE
- 4. What is WICHE? Promotes accessand excellence in higher education for all citizens of the West
- 5. Non-Traditional No More:Project Overview Funding: Lumina Foundation for Education State partners: Arkansas, Colorado, Nevada, New Jersey, North Dakota, South Dakota Targets: “Ready adults” Stop-outs just shy of having enough credits to obtain a degree but haven’t yet returned.
- 6. Non-traditional No More: Goaland Strategies Goal: To stimulate and guide state and institutional policy and practice changes that will make it easier for “ready adults” to earn college degrees. Two-part strategy: Identify ready adults Build pathways to college success
- 7. Dispelling the Myths: WhyStudents Leave College Myth: Most students go to college full- time. If they leave without a degree, it’s because they’re bored and don’t want to work too hard. Reality: Number one reason for leaving school: “I had to work as well, and it was too stressful trying to do both.” Source: Johnson, Jean and Jon Rochkind. “With Their Whole Lives Ahead of Them.” San Francisco: Public Agenda, 2009. www.publicagenda.org
- 8. Dispelling the Myths: WhyStudents Leave College Myth: Most students are supported by their parents and take advantage of available loans, scholarships, and savings plans. Reality: Nearly 6 in 10 students who left college without a degree say they had to pay for college alone. Reality: More than 6 in 10 of those who completed had help from parents or other relatives.Source: Johnson, Jean and Jon Rochkind. “With Their Whole Lives Ahead of Them.” San Francisco: Public Agenda, 2009. www.publicagenda.org
- 9. Dispelling the Myths: WhyStudents Leave College Myth: Students who don’t graduate understand the value of degree and the consequences of leaving without one. Reality: Students who leave college realize that a diploma is an asset, but they may not fully recognize the impact that dropping out will have on their future. Source: Johnson, Jean and Jon Rochkind. “With Their Whole Lives Ahead of Them.” San Francisco: Public Agenda, 2009. www.publicagenda.org
- 10. Dispelling the MythsAbout Ready Adults (Data from South Dakota) Ready adults performed better academically than average students. Why do most students leave? Life Happens! Illness/Injury Work Obligations Personal Problems Health/Mental Health Issues Schedule Conflicts Financial Problems Family Leave
- 11. Barriers and “Promising”Practices Data Academic Affairs Student Services Financing/Financial Aid Communications/Marketing
- 12. Barriers – Data Limitedadult-specific data Who are they? How many are there? Where are they? Why did they leave? How do they do once they reenroll? How well does your institution serve adult learners?
- 13. Promising Practices: Data Identifyand contact former students close to degrees. Objectively assess how well your institution serves adults. CAEL ALFI surveys Disaggregate institutional data by age. Conduct exit interviews.
- 14. Barriers – AcademicAffairs Residency requirements: last 30/15 hours must be completed at the institution. Credit for work-based prior learning and competencies (PLA). Skill “brush up” vs. full remediation. Credit transfer. Previous degree path no longer possible or relevant.
- 15. Promising Practices: AcademicAffairs Robust but transparent and fair Prior Learning Assessment. ACE Military Transcripts CAEL’s Virtual PLA Reverse transfer. F-L-E-X-I-B-I-L-I-T-Y. Skill “brush-up” integrated into adult coursework. Alternative degree pathways. Parachute degrees.
- 16. Barriers – StudentServices Pre-enrollment process usually targets traditional students. Confusion about how to navigate the system. Many services available only during business hours. Advising and counseling services are often designed with traditional students in mind. Number of steps in the enrollment process.
- 17. Promising Practices: StudentServices One-stop “concierge” model. “Secret shopping” to assess services for adults. Alternative business hours, modes of delivery. Professional development on advising non- traditional students. Create Adult Student Centers.
- 18. Barriers – FinancialAid Lump sum tuition. Limited financial aid options for adult/part- time students. Misperception that loans are not a useful or desirable source of aid for adults. Financial holds. Incentives sometimes encourage institutions to attract traditional students.
- 19. Promising Practices: Financing/FinancialAid Monthly, automatic debit payment plans. Present borrowing as a viable option for adults (consider return on investment). Examine financial aid programs limited to traditional students. Debt forgiveness, workout programs.
- 20. Barriers – Communications Adultsoften hear messages that are targeted to traditional students. Overpromising. “Whisper in a hurricane.”
- 21. Promising Practices: Communications Secretshopping, communications audits. Targeted, personalized invitations to return. Selling “promising practices.” Ready adults make compelling news features = FREE exposure.
- 22. Now What? Makingit happen… Institutional buy-in, including support from above. Internal communications plan. Solicit and incorporate feedback from students, faculty, and administration. Balance between serving non-traditional students and “special” treatment.
- 23. Patrick Lane Project Coordinator WesternInterstate Commission for Higher Education [email protected] 303.541.0266 www.wiche.edu/ntnm
- 24.
- 25. Online Adult SuccessCenter Total = 4 Institutions In 3 States
- 26. Problem to BeSolved Targeting adult students slipping through the cracks Good Programs exist, but how do they help adults who: Work part time or full time Raise Children Struggle financially Deal with the complexities of everyday adult life?
- 27. Research Says… Adult StudentRetention Horn & Weko, 2009: 49% of students who enrolled for the first time had been retained at or graduated from the institution For students over 25, that percentage drops to 38%
- 28. Research Says… Student RetentionEnhanced by: articulating clear degree attainment goals attending at least half time during their first year enrolling in a formal degree program
- 29. Research Says… ProgramBenefits are limited to “those that use them.” (Karp, O'Gara, & Hughes, 2008) 62% of the students believe that advising is very important, only 13% access advising often; 39% believe that tutoring is important, but only 7% report using tutoring often (Community College Survey of Student Engagement (CCSSE), 2008).
- 30. Research Says… Adultsapproach higher education in ways that are unlike younger students, including: How they allocate their time amongst competing priorities, How they approach their academic work in terms of their past experiences. (Kasworm, 2000)
- 31. Program Goals Increase Persistencevia Online Coaching help students create Success Plans, identifying academic and career goals; clarifying avenues to achieve goals Help adult learners navigate the world of Higher Education
- 32. Program Goals Provide Accessto Adult Focused Resources creating a returning adult check list; college culture; time management; balancing family, work, and college life; financial aid; budgeting; and study skills.
- 33. CTDLC Director Facilitates Monitors Schedules Trains Create Platform Technical Support Host INSTITUTIONS MarketHire Pay Meet Regularly Set Policy Collectively Supervise Coaches Coordinators CTDLC COLLABORATIVE TUTORING MODEL
- 34. The Collaborative Model CTDLCFacilitates, Monitors, Builds College Partners Manchester Community College (CT) Northwestern CT Community College Middlesex Community College (MA) Passaic County Community College (NJ) Will be open to more 2 and 4 year Institutions
- 36. Learning Counts: An OnlinePrior Learning Assessment Center Cathy Brigham, Ph.D. Higher Education Services Learning Counts The Council for Adult and Experiential Learning (CAEL)
- 37. Higher Education Services ALFIConsortium Prior Learning Assessment Adult-learner focused consulting LiLAs Publications and white papers Conferences and webinars
- 38. How Can PLAHelp? The evaluation for college credit of the knowledge and skills one gains from life experiences (or from non-college instructional programs) including: employment travel hobbies civic activities volunteer service military service Credit for learning, not just experience
- 39. Methods of PLA Standardized exams Challenge exams Evaluation of non-college training (e.g., corporate or military) Individual student portfolios Specialized training for assessors, advisors, administrators Lack of resources – both human and financial – at many institutions
- 40. Why PLA? A CollegeBoard study of 1500 adults rated “credit for prior learning policy” as more important than “small class size” or “availability of financial aid.” A Kentucky survey indicated that the opportunity to earn credit for prior learning is one of 3 motivators for adults with some college but no degree. Contribute meaningfully to national calls to increase degree and certificate completion rates.
- 42. Graduation Rates 6% 13% 15% 43% 1% 0% 78% 44% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Did notearn PLA credit (n=46,881) Earned PLA credit (n=15,594) Did not earn degree or credential Other Earned Bachelor's Degree Earned Associate's Degree
- 43. Credit Accumulation, NoDegree Earners 28% 12% 16% 13% 9% 22% 1% 2% 7% 16% 18% 56% 0% 10% 20% 30% 40% 50% 60% Earned few er than 10% of credits for degree Earned 10- 19% of credits needed Earned 20- 39% of credits needed Earned 40- 59% of credits needed Earned 60- 79% of credits needed Earned 80% or more of credits needed Did not earn PLA credit (n=23,101) Did earn PLA credit (n=1,800)
- 44. Time to Bachelor’sDegree 39.7 36.1 34.5 35.8 29.6 33.1 37.2 20.0 25.0 30.0 35.0 40.0 45.0 No PLA Credit (n=5,342) 1-6 PLA credits (n=860) 7-12 PLA credits (n=782) 13-24 PLA credits (n=1,170) 25-36 PLA credits (n=668) 37-48 PLA credits (n=161) 49 or more PLA credits (n=219) MonthstoBachelor'sDegree
- 45. Time to Associate’sDegree 44.6 47.4 45.4 40.1 42.9 36.0 38.0 40.0 42.0 44.0 46.0 48.0 No PLA Credit (n=1,906) 1-6 PLA credits (n=230) 7-12 PLA credits (n=176) 13-24 PLA credits (n=78) 25-36 PLA credits (n=55) MonthstoAssociate'sDegree
- 46. Learning Counts College Creditfor What You Already Know Online PLA center National faculty pool, available to students and unaffiliated individuals Academic advising Portfolio preparation course Transcript by ACE
- 47. Who Will itServe? Individuals already enrolled Support for institutions w/o programs Augment existing programs Unaffiliated individuals Active duty military and veterans Workers in transition Employers and industry groups Credential employees Document learning and identify skill gaps
- 48. Cathy Brigham, Ph.D. SeniorConsultant Higher Education Services Director of Faculty Development Learning Counts 312.499.2651 [email protected] twitter.com/cathybrigham
Editor's Notes
- #6 Specific definitions up to states. Generally, 75% of credits necessary for a degree (Bachelor’s or Associate’s), over a certain age.
- #8 The realities:The number one reason that students give for leaving school is the fact that they had to work and go to school at the same time – the stress just took it’s toll. Of those who fail to graduate, more than 6 in 10 report that the statement “I had to work as well, and it was too stressful trying to do both” described their first year of school. Few former students say they left because they were bored or that college “just isn’t for them.” And, once they leave, it’s hard to go back. They need to work full-time and have family commitments.Nearly 6 in 10 students in the study who left college without a degree say they had to pay for college alone whereas, more than 6 in 10 of those who completed had help from parents or other relatives. This isn’t just about the money – it’s also about knowing how to navigate the system.Among those who did not finish their degree, two-thirds say they selected their school primarily for its convenience location. Nearly 6 in 10 because its schedule worked with theirs and 57 percent because the tuition and fees were affordable.Students who leave college realize that a diploma is an asset, but they may not fully recognize the impact that dropping out will have on their future. The immediate paycheck is tangible.
- #11 Of our states, South Dakota has done the most comprehensive analysis on the characteristics of their ready adult students. Their findings are very consistent with what Public Agenda found.
- #16 Residency: Some institutions have become more lenient with this policy, but it’s a huge barrier.Remedial education tends to have a bad reputation in state legislatures. What’s important here is that an adult learner who needs a refresher is likely different that the recent high school graduate who never learned the information. The National Center for Academic Transformation has led some efforts to redesign some developmental education courses (Tennessee on the state level).Transfer is critical. Many students have credits from more than one institution, and the residency requirement is a huge barrier (last 30/15 hours). Two general approaches:Associate transfer degree (or set of degrees) (Florida, Arizona, Washington, Arkansas)Common statewide general education curriculum (Texas, Ohio)Credit for prior learning (e.g., corporate and military)About 4.2% of all undergraduates are either in the military or are veterans. Many of them would like credit for the military education – there is a lot of variability in how institutions treat this credit.ACE has a program to recognize military education and experience for college credit. They also have a corporate program.Recent report - 57 percent of responding institutions currently provide programs and services specifically for service members and veteransAlternative modes of delivery (e.g., online learning)Almost 3.9 million students were taking at least one online course during the fall 2007 term; a 12 percent increase over the number reported the previous year. The 12.9 percent growth rate for online enrollments far exceeds the 1.2 percent growth of the overall higher education student population. More than 20 percent of all U.S. higher education students were taking at least one online course in the fall of 2007.
- #20 If a student owes money to the institution, consider forgiving the debt, creating a payment plan, or working it off.