The Transition to College of the Adult Learner
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Transcript of 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.