at University of Maine at Augusta
for Adult and Non-Traditional Learners
312-499-2399 scampbell@cael.org
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
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
Employed part-time or full-time
Financially independent
Supporting dependents
Attending school part-time
Out of school for a while
Adult/non-traditional students want:
Be flexible and accommodating
Meet them where they are
for Adult Learners:
Behavioral
Affective
Cognitive
but also practical!
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
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?
Who are you? Where have you been?
Where are you now? (resources, availability)
Where are you going?
Identify services and programs that will help
Just need one connection!
Focus on soft skills:
study habits
time management
effective writing and communication
planning
leading to increased confidence and self-efficacy
You are not the only one who wants your students to succeed
And can be supported in and through these roles.
A comprehensive, flexible approach
Requires support from across the institution
Allow students to choose what their own approach
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