Don’t Forget Us! Advising Students 35 and Older

Zachary K. Merrillzmerrill@ivytech.edu

& Tony J. Thomas

tthomas@ivytech.edu

©2012 Zachary K. Merrill & Tony J. Thomas

Student Development Theories• Sanford (1967) - Challenge and Support• Erikson (1950)

1. Trust vs. Mistrust2. Autonomy vs. Shame & Doubt3. Initiative vs. Guilt4. Industry vs. Inferiority5. Identity vs. Role Confusion6. Intimacy vs. Isolation7. Generativity vs. Stagnation8. Integrity vs. Despair

Don’t Forget Us! Advising Students 35 and Older

• Chickering and Reisser (1993)

• Third vector - “Moving through autonomy toward interdependence.”

• Fourth vector - “Developing mature interpersonal relationships”

• Fifth vector - “Establishing identity.”

• Sixth vector - “Developing purpose”

Don’t Forget Us! Advising Students 35 and Older

• Who are these students?

35 – 44 = “Hurdlers”

45 – 59 = “Retoolers”

60 – up = “Social Seniors”

Don’t Forget Us! Advising Students 35 and Older

• Who are these students?

Don’t Forget Us! Advising Students 35 and Older

Summer - 09

Fall- 09

Spring- 10

Summer- 10

Fall- 10

Spring- 11

Summer- 11

Fall- 11

Spring- 12

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00%

22.10%

17.87%

17.18%

21.95%

17.85%

16.14%

19.78%

15.59%

13.62%

13.59%

9.28%

9.63%

11.79%

8.45%

8.81%

9.89%

7.33%

6.77%

2.09%

1.55%

1.45%

1.97%

1.57%

1.01%

1.27%

0.97%

0.83%

Student Population Groups

35-45

46-59

60+

• Non-traditional student population groups compared to traditional student population groups:

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System, “Fall Enrollment Survey” (IPEDS-EF:95)

and Spring 2010

Don’t Forget Us! Advising Students 35 and Older

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 20200

5,000

10,000

15,000

20,000

25,000

19,10320,428 20,582 20,688 20,727 20,948 21,320 21,651 21,968 22,251 22,546 22,821 23,016

3,273

3,531

3,480

3,461

3,453

3,501

3,590

3,681

3,777

3,869

3,967

4,046

4,105

Total enrollment 35 years old and over

• Population groups in remedial courses:

Don’t Forget Us! Advising Students 35 and Older

Summer

- 09

Fall-

09

Sprin

g- 10

Summer-

10

Fall-

10

Sprin

g- 11

Summer-

11

Fall-

11

Sprin

g- 12

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Under 35 ASA Courses

1 2 3 4 5

Summer

- 09

Fall-

09

Sprin

g- 10

Summer-

10

Fall-

10

Sprin

g- 11

Summer-

11

Fall-

11

Sprin

g- 12

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

35+ ASA Courses

1 2 3 4 5

Number of Courses TakenNumber of Courses Taken

• “What characteristics define an ideal advisor?”

Jaime – “Hurdler”

Don’t Forget Us! Advising Students 35 and Older

• What are some challenges for “Hurdlers”?

• “Non-accredited Transfers”

• Lack of support system - Started college earlier but due to life, economics, or employment had to work

• Time and responsibility issues

• Lack of “scholastic rhythm”

Don’t Forget Us! Advising Students 35 and Older

• What are some support mechanisms for “Hurdlers”?

• Look at 8-week courses, night, or weekends

• Introduce and encourage them to institutional support systems and community support

• Schedule course with “flow” and eliminating semester gaps

• Cheerleaders – Academic Logistical Support

Don’t Forget Us! Advising Students 35 and Older

Don – “Retooler”

Don’t Forget Us! Advising Students 35 and Older

• What are some challenges for “Retoolers”?

• Students who are back in school - stay current with work or need more education

• Students who did not need college after high school to find work

• Flexibility in scheduling

• Lack of “scholastic rhythm”

Don’t Forget Us! Advising Students 35 and Older

• What are some support mechanisms for “Retoolers”?

• Thoroughly discuss program and resources for academic success

• Take time to learn about the student and the background – work with program advisor

• Look at 8-week courses, night, or weekends

• Cheerleaders – Academic Logistical Support

Don’t Forget Us! Advising Students 35 and Older

Eartha – “Social Senior”

Don’t Forget Us! Advising Students 35 and Older

• What are some challenges for “Social Seniors”?

• Technology gap

• Interpersonal and age relational gaps

• Lack of “scholastic rhythm”

Don’t Forget Us! Advising Students 35 and Older

• What are some support mechanisms for “Social Seniors”?

• Encourage “basic” computer courses and tutoring opportunities

• Encourage student-life opportunities

• Keep schedules “simple” 1 or 2 courses

• Cheerlead, cheerlead, cheerlead!!!!

Don’t Forget Us! Advising Students 35 and Older

Roles of Advisors for 35 – 44 group:

Zack Tony

Prescriptive Developmental

Young Professional* Colleague*Recent Student Academic ExampleInformation Kiosk/Hub GuideLife Coach SageCheerleader Cheerleader

*Not always positive

Don’t Forget Us! Advising Students 35 and Older

Roles of Advisors for 45 – 59 group:

Zack Tony

Prescriptive Developmental

Young Professional* Colleague*Recent Student TrustworthyInformation Kiosk/Hub Community Kiosk+Resentfulness/Skepticism ResourceCheerleader Cheerleader

Don’t Forget Us! Advising Students 35 and Older

Roles of Advisors for 60 & up group:

Zack Tony

Prescriptive Developmental

Grandson Son/FriendYoung/inexperienced ComfortInformation Kiosk/Hub Practical WisdomAcademic example ResourceCheerleader Cheerleader

Don’t Forget Us! Advising Students 35 and Older

Best Practices

Missouri Western State UniversityDedicated office for nontraditional studentsSpecific workshops and organize events for nontraditional studentswww.missouriwestern.edu/nontrad

Rockland Community College – State U of New YorkServices To Adult Returning Students (STARS)Orientation and pre-enrollment sessions for nontraditional students, “career in a year”www.sunyrockland.edu

Don’t Forget Us! Advising Students 35 and Older

Zack’s Best Practices:

• Carefully balance school and outside responsibilities, particularly the 1st semester

• Encourage continuing education – BA/BS

• Strongly recommend the use of technology

• Encourage participation in campus activities

Don’t Forget Us! Advising Students 35 and Older

Tony’s Best Practices:

• Stress independence

• Need for communication with others – faculty, staff, and other students

• Use myself as an example – good an bad

• Be as honest and positive as possible

Don’t Forget Us! Advising Students 35 and Older

Final Thoughts

Don’t Forget Us! Advising Students 35 and Older

References

Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco, CA: Jossey Bass.

Evans, N.J., Forney, D.S., & Guido, F.M., Patton. L.D., & Renn, K.A. (2009). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey Bass.

Heisserer, D. L., Parette, P. (2002) Advising at-risk students in college and university settings. College Student Journal. March. Retrieved from: http://findarticles.com/p/articles/mi_m0FCR/is_1_36/ai_85007770/

Hess, F. (2011). Old school: College's most important trend is the rise of the adult student. The Atlantic. Retrieved from: http://www.aei.org/245823

Kasworm, C. E. (2003). Setting the Stage: Adults in Higher Education. New Directions for Student Services, 2003: 3–10. DOI: 10.1002/ss.83

Knapp, L.G., Kelly-Reid, J.E., and Ginder, S.A. (2012). Enrollment in Postsecondary Institutions, Fall 2010; Financial Statistics, Fiscal Year 2010; and Graduation Rates, Selected

Cohorts, 2002-07 (NCES 2012-280). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from: http://nces.ed.gov/pubsearch

Lakin, M. B., Mullane, L., & Porter Robinson, S. (2007). Framing new terrain: Older adults and higher education. American Council on Education. Retrieved from: http://www.acenet.edu

Don’t Forget Us! Advising Students 35 and Older