The First-Year Experience
at University of Maine at Augusta
for Adult and Non-Traditional Learners
Marc P. Singer
Council for Adult and Experiential Learning
Scott Campbell Vice President Higher Education
312-499-2399 scampbell@cael.org
Consultant
CAEL’s Overarching Goal
Meaningful Learning, Credentials, and Work for Every Adult
For more than 40 years, CAEL has been linking adults’ lifelong learning with credits and careers
CAEL's Focus on Adults
Ten Principles for Effectively Serving
Adult Learners
How are adult and non-traditional learners different?
They are characterized by maturity, self-confidence, autonomy, solid decision-making, and are generally more practical, multi-tasking, purposeful, self-directed, experienced, and less open-minded and receptive to change.
Christopher Pappas, eLearningIndustry.com, 2013
They are characterized by maturity, self-confidence, autonomy, solid decision-making, and are generally more practical, multi-tasking, purposeful, self-directed, experienced, and less open-minded and receptive to change.
Christopher Pappas, eLearningIndustry.com, 2013
They are characterized by maturity, self-confidence, autonomy, solid decision-making, and are generally more practical, multi-tasking, purposeful, self-directed, experienced, and less open-minded and receptive to change.
Christopher Pappas, eLearningIndustry.com, 2013
How will their first-year experience differ from that of other students?
Employed part-time or full-time
Financially independent
Supporting dependents
Attending school part-time
Out of school for a while
More likely to be:
Ruffalo Noel Levitz/CAEL survey:
Adult/non-traditional students want:
- Course flexibility--scheduling, formats
- Flexible pacing
- More course offerings in their majors
- Availability of generous transfer and PLA policies
- Multiple options for financial aid and billing
FYE should
Be flexible and accommodating
Meet them where they are
Engagement
What is it?
Engagement
for Adult Learners:
Behavioral
Affective
Cognitive
but also practical!
Scaffolding
- Academic
- Personal
- Professional
Effective Models for Adult/Non-Traditional Student FYE
- Orientation course
- Intensive advising
- Coaching
- Community Partnerships
- Academic and other supporting initiatives
COL 100
Overview/Orientation course
Where stuff is
Who is in charge of what
What is the plan
Why do I have to...?
Challenge: should be the same course that all students take, but it should also be different
College 101
for adult students:
How to brush up on academics
Career alignment and planning
How flexible are we?
Must this be three credits?
What other options might work for your program?
Intensive Advising
Developing a plan of action
Who are you? Where have you been?
Where are you now? (resources, availability)
Where are you going?
Identify services and programs that will help
Coaching
Just need one connection!
Coaching
Focus on soft skills:
study habits
time management
effective writing and communication
planning
leading to increased confidence and self-efficacy
Community Partnerships
You are not the only one who wants your students to succeed
Adult students play multiple roles
- student
- employee
- parent
- community member
And can be supported in and through these roles.
Who can help?
- Employers
- provide flexibility
- tuition support
- pathways to success
- experiential learning opportunities
- State Workforce Board
- Child and Elder Care
- Community organizations
- Local government
Academic Initiatives
- New Student Colloquium
- One Book, One Program
- Online Discussion Boards/Special Interest Groups
- Intranet--announcements, events, news
- Cross-discipline programming
What works best?
A comprehensive, flexible approach
Requires support from across the institution
Allow students to choose what their own approach
Check Out Our Latest Research and Insight!
Maine Augusta FYE presentation
By Marc Singer
