1. D E V E L O P I N G T A I L O R E D S T U D E N T S U C C E S S I N I T I A T I V E S A T D E P A U L U N I V E R S I T Y R O S E M A R Y H I L L I A R D C R E A T E D F O R N O N T R A D I T I O N A L L E A R N E R S : A D M I N I S T R A T I V E I M P L I C A T I O N S A N D S T R A T E G I E S D R . M O U N I R A M O R R I S E D U 6 4 4 6 8 1 6 2 7 2 8 J U N E 2 0 1 4 Adult Learners

2. A N D W H Y A R E T H E Y S O I M P O R T A N T ? Who are adult learners? 3. Why focus on adult education? Adult learners account for approximately 44% of postsecondary students in the United States. (Chao, Stover DeRocco, and Flynn, 2007) Adult learners are the fastest-growing student demographic. (Van Der Werf and Sabatier, 2009) Managing time, finding financial resources, taking courses when time permits, understanding the connection to labor market outcomes, 4. Needs of the Adult Learner Leveraging of life experiences to increase engagement. (Hoyt, et al, 2010) Connection between the classroom and future careers. (Jenkins, 2012) Adult undergraduate students typically enroll in a college that is readily accessible, relevant to current life-needs, cost-effective, flexible in course scheduling, and supportive of adult lifestyle commitments. (Rowlands, 2010, p. 8) 5. Problems Faced by Adult Students Considerably less likely to complete their program [of study] than their traditional-aged peers. (Soares, 2013, p. 7) Role strain may affect performance and persistence rates. (Rowlands, 2010) Adult learners are more likely than traditional students to work full time and have family responsibilities that compete for their time, energy, and financial resources. (Chao et al, 2007, p. 15) 6. Challenges for Educators Nontraditional students often have legitimate issues and concerns that differ from those of full-time students age 18-21. (Jenkins, 2012) The term [adult student] encompasses individuals with a range of education needs (Soares, 2013, p. 2) An undergraduate degree is worth about [one] million dollars more over ones lifetime, in job earnings, than a high school degree. (Kahn, 2009) 7. C O N N E C T I N G T H E P A S T & P R E S E N T W I T H T H E F U T U R E O F E D U C A T I O N . DePaul University 8. DePaul University - Chicago, Illinois - Private, liberal arts - Largest Catholic university in the United States - 24,414 students - Ten schools - 300 graduate & undergraduate programs of study (Key Facts, 2014) As a university, DePaul pursues the preservation, enrichment, and transmission of knowledge and culture across a broad scope of academic disciplines. It treasures its deep roots in the wisdom nurtured in Catholic universities from medieval times. The principal distinguishing marks of the university are its Catholic, Vincentian, and urban character. (University Mission Statement, 1991) 9. School for New Learning The School for New Learning (SNL) provides a unique approach to learning for adults, with customized programs that build upon abilities and experiences, add knowledge, and develop skills to help achieve personal and professional goals. (About the School for New Learning, 2014) On-campus & online coursework Limited undergraduate & graduate programs available Course credit available for documentation of life- experiences and ongoing outside work. Students are allowed to complete coursework at their own pace. 10. Adult, Veteran, & Commuter Students Services Adult, Veteran, and Commuter Student Affairs works with the specialized needs of our populations to assist in their transition to college and support them in their academic goals. (Adult, Veteran, and Commuter Student Services, 2014) Offer non-academic support programs aimed specifically at adult (and other non-traditional) student retention. Transitional, community, knowledge acquisition, celebration, suburban outreach, & connection with faculty programming regularly scheduled. Adult Student Center Adult student specific scholarships 11. H O W C A N D E P A U L A N D O T H E R S F U R T H E R I M P R O V E C U R R E N T A D U L T S T U D E N T O F F E R I N G S ? Recommendations for Increased Adult Student Success 12. Increased Online Offerings Adultlearnerswould best be served by blended models of education, in which instruction and other services are performed with different combinations of high-tech and high-touch. (Soares, 2013, p. 4) the redesign of college courses using instructional technology canimprove quality, reduce cost, and result in higher completion and persistence rates. (Chao et al, 2007, p. 22) Top-flight technology is needed for a maximized learning experience. (Fincher, 2010, p.17) 13. Adult Student Specific Programming The biggest institutional support might beeducator awareness of multiple role adult students. (Rowlands, 2010, p. 25) Family support appeared to be the most important factor in succeeding as a student. (Rowlands, 2010, p. 28) 14. Focus on Administrative Efficiency Flexible scheduling of courses, flexible hours for registration and other administrative dutieswerecommonly requested by [adult] students. (Rowlands, 2010, p. 28) Open-entry, open-exit policiescan be critical to an adult learners ability to successfully complete certification and degree programs. (Chao et al, 2007, p. 16) 15. P O S T S E C O N D A R Y L E A D E R S M U S T R E - I M A G I N E T H E I R R O L E F R O M S T E W A R D S O F A N E X I S T I N G E N T E R P R I S E T O I N N O V A T O R S O F A N E W V E N T U R E . ( S O A R E S , 2 0 1 3 , P . 3 ) Final Thought: 16. R O S E M A R Y H I L L I A R D @ G M A I L . C O M Thank You! 17. References About the School for New Learning. (2014). DePaul University. Retrieved from http://www.snl.depaul.edu/About/index.asp Adult, Veteran, and Commuter Student Services. (2011). DePaul University. Retrieved from http://www.studentaffairs.depaul.edu/adultstudentservices/ Chao, E.L.; Stover DeRocco, E.; Flynn, M.K. (2007). Adult learners in higher education: Barriers to success and strategies to improve results. Washington, D.C.: Employment and Training Administration. Fincher, M. (2010). Adult student retention: A practical approach to retention improvement through learning enhancement. The Journal of Continuing Education, 58, p. 12-18. Hoyt, J.E.; Howell, S.L.; Touchet, J.; Young, S.; Wygant, S. (2010). Enhancing nontraditional student learning outcomes in higher education. PAACE Journal of Lifelong Learning, 19, p.23-37. Jenkins, R. (2012). The new traditional student. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/The-New-Traditional-on/135012/ Kahn, D. (2009). The fat envelope, please. The Wall Street Journal. Retrieved from http://online.wsj.com/article/SB123872201620085209.html. Key Facts. (2014). DePaul University. Retrieved from http://www.depaul.edu/about/Pages/key-facts.aspx. Rowlands, S.L. (2010). Nontraditional students: The impact of role strain on their identity. Southern Illinois University Carbondale. Retrieved from http://chronicle.com/article/The-New-Traditional-on/135012/ Soares, L. (2013). Post-traditional learners and the transformation of postsecondary education: A manifesto for college leaders. American Council on Higher Education. Retrieved from http://www.acnet.edu/news- room/Documents/Post-Traditional-Learners.pdf. University Mission Statement. (1991). DePaul University. Retrieved from http://www.mission.depaul.edu. Van Der Werf, M.; Sabatier, G. (2009). The college of 2020: Students. Washington D.C.: Chronicle Research Services.