Meeting the Special Needs of Adult Students

By Deborah Kilgore; Penny J. Rice | Go to book overview

INDEX
Ability-to-Benefit programs, 28
Academic success factors, 14
Accelerated learning, 71
Access, and adult enrollment, 4
Adaptive Style Inventory (Kolb), 48
ADDIE model of instructional design, 82
Administrators: and program planning, 87; and student retention, 24
Admissions criteria, 15
Admissions officer, and adult student issues, 53
Adult development theories, 45–46
Adult educational marketing: competitive advantage in, 17–18; student diversity and, 18
Adult graduate students, 59–67; advising and mentoring for, 64–65; attrition rates among, 59; career services for, 65; changing demographics of, 59–60; faculty/institutional support for, 63; and graduation rituals, 66; multiple roles and coping capacity of, 63–65; ongoing assessments of, 64; orientation programs for, 60–61; socialization needs of, 60–62
Adult Learning Focused Institutions (ALFIs), 69–70; competency-based approaches in, 73; and information technology, 75; and reentry advising, 71; removal of time and place barriers in, 70–71; and student support systems, 74–75; teaching-learning process in, 73–74; and tuition reimbursement, 72
Adult learning: and age-teaching style, 46–47, 49; andragogical model of, 44; classroom research on, 46–49; selfdirected, 43, 44–45, 49; and significant life events, 45; styles, characteristics of, 48–49; task- or problem-centered orientation to, 44; transformative, 45
Adult student(s): common traits of, 11; defined, 3
Adult student enrollment: comparative, 3–4; female, 5; family considerations in, 8–9; financial considerations in, 8, 12; full- versus part-time, 7–8; incentives and barriers to, 8; and increased student diversity, 4–5; and job role, 8; patterns, compared by age, 7–9; period, information and support for, 53–54; situational barriers to, 12; statistics and projections for, 17; in twoversus four-year institution, 7
Adult student motivators and goals: in andragogical model, 44; and life context, 5–7; proactive life planning as, 6–7; work-skill requirements as, 4, 5
Adult student needs: business sector and, 17; customer service orientation toward, 19–24; graduate, 60; mattering as, 64, 81; for socialization, 60–62; for support, 54, 74–75
Adult student roles, multiple, 11–16; advantages of, 14; conflict and common problems in, 2–14; of graduate students, 63; management of, 63–65; “theory of margin” and, 63
Advising: academic, essential roles and functions of, 64–65; communitybased, 71–72; financial, 32; student services' role in, 65
Alfred P. Sloan Foundation, 37
Alone But Together: Adult Distance Study Through Computer Conferencing, 37
Alternative practices, 69–77; ALFI principles of effectiveness and, 69–70; block scheduling in, 71; for career planning, 71–72; defined, 69; external degree programs as, 74; multiple-entry or -exit approaches in, 70; prior learning assessment in, 73; and workplace readiness, 76
Anderson, M. S., 63
Andragogy, 43–44
Aslanian, C. B., 5, 6, 71, 73
Avis, J., 84
Baird, L. L., 59, 60, 65
Baker, H. K., 61
Baker, T. L., 72
Barker, S., 61, 75
Bauer, D., 13
Baxter Magolda, M., 46
Belenky, M., 46
Benke, M., 35
Benshoff, J. M., 11, 13

-93-

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