Adult learners over the age of 25 make up approximately one-quarter to one-third of all undergraduate students in the United States. However, many higher education institutions are not designed to meet the unique needs of this student population.
Carol Kaswarm, W. Dallas Herring Professor Emeritus at North Carolina State College of Education, is a co-author examining the current state of adult undergraduate practice and policy. Creating a place for adult learners in higher education: Challenges and opportunities.published in January by Routledge.
“We want adult undergraduates to be able to access higher education, be successful, and have the same truly enriching experiences as younger undergraduates, but often that happens in very different ways. ” said Kaswarm. “One of the things we hope to do with this book is to provide maximum insight into how different educational institutions have created environments that support adult learners and provide opportunities for them to succeed. It’s about providing understanding.”
Kasworm, along with co-authors Amy D. Rose and Jovita M. Ross-Gordon, present research on key aspects related to adult higher education, including admissions and financial aid. Flexible curriculum and delivery structure. Adult learning and core instruction. A support system for the whole student. Over 12 chapters, we discuss sustainability and outcomes.
This book explores research and practice on these topics in a variety of higher education settings, including traditional campus settings, evening classes, distance learning, accelerated degree programs, and workplace programs. This encourages higher education institutions to rethink how they can address issues such as admissions, class composition, and the provision of engaging instructional strategies to better serve and engage adult learners. To do.
For example, many four-year colleges operate on a traditional 9-to-5 schedule, Monday through Friday, Kaswarm said. Even when classes for adult learners are scheduled on nights or weekends, student support services, career counselors and academic advisors are not always available outside of traditional business hours, she said.
Students over the age of 25 are six times more likely to have dependents and 78% more likely to be part-time students than their younger classmates, making it easier for institutions to ensure adult learners You should also consider practices that help you find balance in your life, the authors say. .
“I hope the university provides support, but I also have to balance taking classes, working, and caring for my family, which are not part of the traditional undergraduate service agenda. Time and focus. The enormous demands placed on adults in terms of power are not always taken into account,” Kaswarm said.
Additionally, adult learners often face additional financial burdens when pursuing a degree compared to traditional 18- to 24-year-old students. As the authors of this chapter focused on financial aid, Kaswarm points out that the average cost over tuition for adult students is three times that of traditional-age students. However, the majority of adult learners are not full-time students and therefore do not qualify for as much financial aid or scholarships. Additionally, 63% of adult learners come from households that are considered low income, and adult learners are more likely to be single parents.
“We have a lot of people who have a lot of demands financially, and enrolling in university is a really big step in terms of financial impact. This financial aspect is one of the most difficult aspects for young people. One, but it's very difficult for older adults. Only recently have some states stepped up their efforts and created some policies and programs that target institutionalized adults. ” said Kaswarm.
