...Working Adult Students Gideon Ayoo In a recent ‘’meeting of the minds conversation’’ that I had with some of my formal colleagues from the Airline, it dawned on me that I was not the only victim of the ‘’working full-time Adult student syndrome’’ In the quest to achieving academic and personal goals, some full-time working adult students, face numerous overwhelming challenges ; including but not limited to financial obligations that have compelled them to working a part-time or full- time job while going to school full-time To effectively and accurately address these issues, it is necessary to obtain and review relevant credible peer-view based information from researched journals, publications and personal experiences. Information garnered from these reliable sources, will be utilized to effectively address the seemingly phenomenal challenges confronting ’’Full-time Adult Working Students’.’ According to Perna, L (2010), Students’ graduating rates have plummeted as a result of the anxiety created—when they juggle multiple roles while attending school and working full time jobs. Perna also indicated that, ‘’Ten to fifteen hours per week, on campus’’ was the response given by faculty members and administrators – who were asked how many hours they deem appropriate for students to work while attending school. Unfortunately due to the various reasons including but not limited to the ‘’Global Economic Crunch,’’ not many students have the seemingly luxury of working...
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...Safeguarding & Child Protection Policy Version Effective Date Review Date Lead Agreed by 2.2 01/08/2015 01/08/2016 Director of Student Services SLT and Governors 1 Contents Introduction 1. Policy Statement 2. Keeping Children Safe 3. Adults Working with Children and Vulnerable adults 4. Monitoring and Reviewing our Policy and Practice Page 3 Page 4 Page 5 Page 9 Page 11 Appendices Appendix A – Guidance for good practice when working with young people Appendix B – Types of abuse and specific safeguarding issues Appendix C – Recognising abuse and indicators of abuse Appendix D – Responding to disclosure Page 14 Page 15 Page 17 Page 18 Appendix E – Guidance on Radicalisation and Extremism Page 19 2 Introduction All schools and colleges are required to have a Safeguarding & Child Protection Policy that guides the procedures and practices of staff when safeguarding and promoting the welfare of children, young people and vulnerable adults (henceforth referred to as students). NewVIc takes very seriously its duty towards all its students who have been entrusted to our care and seeks to provide a college environment where all students are safe, secure, valued, respected, and listened to. NewVIc understands that our work in safeguarding and protecting children and vulnerable adults must always have regard for the national guidance issued by the Secretary of State and should be in line with local guidance and procedures...
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...Factors and alternative strategies Section C – Strategy implementation and conclusion Section a Introduction According to Apollo Group Inc, Corporate Information, “Apollo Group, Inc. was founded in 1973 in response to a gradual shift in higher education demographics from a student population dominated by youth to one in which approximately half the students are adults and over 80 percent of whom work full-time. Apollo's founder, John Sperling, believed and events proved him right that lifelong employment with a single employer would be replaced by lifelong learning and employment with a variety of employers. Lifelong learning requires an institution dedicated solely to the education of working adults. Today, Apollo Group, Inc. through its subsidiaries, the University of Phoenix (including University of Phoenix Online), the Institute for Professional Development, the College for Financial Planning, and Western International University, has established itself as a leading provider of higher education programs for working adults by focusing on servicing the needs of the working adult.” As per the Case 41 - The Apollo Group Inc., Apollo Group has enjoyed continual growth in student enrolments as well as building a strong...
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...the statement can be applied to any type of school and to any type of student. Fresh-faced kindergarteners may find themselves unprepared for a new world in which they must share, take turns with other students and follow a schedule different than that to which they’re accustomed. A new high school student may find it difficult to juggle the demands of several different classes after years spent with the same group of students in a single classroom with the same teacher all day. College students must learn to balance new freedoms and responsibilities while attending school, and will undoubtedly be confronted with experiences and situations that will challenge the values they’ve learned from their families. While any student will likely find school to be a disorienting place, the unique set of challenges and obstacles encountered by adult students are perhaps the most discombobulating. About 30% of adult students entering colleges in the United States are first-generation students: those who are the first in their families to pursue higher education (Ramsey, 2010). “First-generation students face many challenges once enrolled in college as well. Many, for instance, feel out of place in the academic environment. They may lack study and time-management skills, have trouble understanding what faculty expect from them, and underestimate the time needed to complete assignments” (Vien, 2010). Further, adult learners may be unfamiliar with the tools required to complete assignments...
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...changed, if at all? John Sperling started the Apollo Group, parent company of the University of Phoenix, in 1976. Sperling’s goal was to revolutionize orthodox higher education, and most people would say that he has done just that. Rather than catering to 18-22 year olds looking to find themselves, Sperling focused on the then-neglected market of working adults. He also recruited working professionals as teachers, rather than tenured professors. Most radical of all, while nearly all other universities are nonprofit, Sperling ran his university to make money. From the Apollo Group’s website, “Apollo Group, Inc. was founded in 1973 in response to a gradual shift in higher education demographics from a student population dominated by youth to one in which approximately half the students are adults and over 80 percent of whom work full-time. Apollo's founder, John Sperling, believed—and events proved him right—that lifelong employment with a single employer would be replaced by lifelong learning and employment with a variety of employers. Lifelong learning requires an institution dedicated solely to the education of working adults.” The case also provides the following UOP quote: By providing an accessible, high quality education, University of Phoenix is producing successful outcomes—graduates who are better positioned to enjoy the professional financial and personal benefits that a degree brings, as well as a more educated, competitive society as a whole. ...
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...Education 2011(NCES 2011 -033), Table A-43-1). During the same period, online education courses accounted for an estimated 12.2 million enrollments. These numbers are hard to ignore, and it is safe to say that while some people feel traditional education is better for their educational needs; online education is quickly becoming the preference for Americans returning to school, but why? I want to compare the two and let you choose for yourself. From the outside, looking in we can see that both online and traditional education hold their students to a very high academic standard. Both have an academic code of conduct that is in place to ensure the quality of the education provided. With either online or traditional education, penalties are in place for students who violate the academic code of conduct. These penalties are in place to ensure that the highest level of integrity is upheld. Online and traditional educators as well as students feel it is very important to uphold the integrity of their institution, so that their degrees will also be held in high regard. While some people will still feel that traditional education provides a better quality education the...
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...Improving Recruitment of Non-traditional Students Introduction The College of Adult and Professional Studies (CAPS) at Friends University offers working and busy adults an attainable way to earn their bachelor’s degrees. Degrees can be earned through accelerated online and evening classes. Since opening in 1985, it has been the largest and most profitable of the three colleges at Friends University. Despite being the most profitable, CAPS has been impacted by a national trend of declining enrollment and increasing skepticism of the value of a postsecondary education. These two issues combined create a large barrier that is not easy to overcome. The recruitment staff for CAPS needs proven tactics to combat the declining trend and skepticism. This paper will detail the research and findings of proven tactics the CAPS recruitment team can use to combat these issues. Background In the past the post-secondary enrollment forecast has been extremely positive. According to the US Census Bureau, between the years 2000 and 2005, college enrollment grew by 15 percent. From 2005 to 2010, it increased another 20 percent. But the growth has come to a standstill. In 2013 enrollment fell yet again by two percent across the board. Because of the demographics served by CAPS, the decline can be contributed to the decrease in college-age population. This can be contributed to the economic recovery. The adults who lost their jobs during the recession or opted out of the unwelcoming job market...
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...order for us to advance as educators and students we must learn to implement technology as a part of our everyday curriculum. Technology should be the primary factor in our educational system, and become the focal point of how adult students are educated. Technological tools should be used in various educational settings so that adult students are provided the opportunity to be successful in a learning environment as well as in a career environment. Most adults who make the decision to continue their educational goals do so for career advancement and growth as well as utilizing and enhancing their professional and educational knowledge and skills. Adults should be given the opportunity to be successful in all aspects of their lives; which includes their educational endeavors. The way that this opportunity can occur is for adult students to be properly exposed to the advantages that technology can provide them. This report will discuss and demonstrate the advantages of technology and its connection to educating adult students through my explanation and delivery of an educational lesson. The content of the curriculum of focus will be that of Science Research Projects, which will be introduced as group work for the students. Each group will be given a particular topic to complete a Research Project on, and will be expected to answer various questions related to the topic that should be included in the presentation. Adult students will be given a set amount of points for...
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...Running head: The Construction of a Developmental Game Part II: The Construction of a Developmental Game Appropriate for Adults: A Slide Presentation With Accompanying Notes Part II: The Construction of a Developmental Game Appropriate for Adults: A Slide Presentation With Accompanying Notes Rationale for Part II Project Application As an instructor, this writer is charged with the responsibility of challenging students to strengthen critical thinking skills while developing an understanding of course material. College students taking an adult development course are expected to apply critical thinking skills when studying developmental theory and research. This requires that they examine their own assumptions and discern their hidden values. In addition, critical thinking involves their evaluation of evidence and the assessment of conclusions. An important aspect of such a scientific approach is the attitude of humility. Critical thinking requires the humble scrutiny of competing ideas. Students must understand that they may have to reject their own preconceptions (Myers, 2004). One must acknowledge the potentially biasing effects of preconceived ideas. Such ideas can evolve from a number of sources including culture and environment. In contemporary American culture, some regard the aging process view as being undesirable. For them, the term old connotes an inevitable future involving physical frailty, narrow-mindedness...
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...the resources provided to intellectually disabled young adults during school, it is difficult for parents and student to figure out what to do next when those services and professionals go away once the student “ages-out”. There are...
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...should be noted that much of Apollo Group, Inc. [University of Phoenix] success, lies on the fact that they were the first institution that pioneered online education. They have paved the way that other institutions mimic when attempting to venture in this type of setting. As a result they have capitalized on this and have used the lessons learned to leverage their brand into other areas, such as online high school education, and international markets. However, as Apollo Group, Inc. innovates, and their profits grow, the other educational institutions have been cautious about the true value of the quality associated with their degrees; the federal government has been attentive on Apollo Group, Inc.’s practices associated in recruiting students. Due to these complications Apollo Group, Inc. has had to examine its ethics policy, in order to mitigate these threats, and consequently a: Strengths, Weakness, Opportunities, Threats (SWOT) analysis, was conducted. With regards to the SWOT analysis, it is recommended that Apollo Group, Inc. should focus on eliminating its threats first or at the very least mitigate them. Since Apollo Group, Inc. is at the top of the for-profit education market, they are being watched by many institutions for various reasons. The government is watching them for unethical practices, non-profit higher education institutions are making sure that Apollo Group, Inc., does not undercut the value of their work, and competitors are angling to find an edge...
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...According to McCarson (2008), the best feature of Wlodkowski’s book, Enhancing adult motivation to learn: A Comprehensive guide to teaching all adults is his call for action and change among all educators. After considering the sixty different strategies designed to motivate adults to learn and engage in the classroom, the reader cannot help but feel inspired to lead and engage adults to further their studies. The real question is, however, do these instructional strategies translate into helpful tips for advisors working with adults who are returning to college? McCarson believes that Wlodkowski starts with a biological basis for adult willingness. Nonetheless, he explains why our brains are adrenalized in certain ways and why some prompting strategies work better than others. That being said, even the non-scientific reader will find that this clarification provides a solid basis for the rest of the book (McCarson, 2008). There are equivalent strategies and tips throughout the book to remind teachers that their jobs are not only to advise students as they advance through their college careers, but to be encouraging and influential. Mature students particularly can lose attention and commitment in their studies; teachers need to know how to build back that eagerness. Though, Wlodkowski’s reasonable ideas for intensifying...
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...” This is the typical response from faculty members and administrators who are asked how much undergraduate students should work at paying jobs while attending college. Available research supports this recommendation. Quantitative studies consistently show that retention rates are higher for students who work a modest number of hours per week (ten to fifteen) than they are for students who do not work at all or those who work more than fifteen hours per week. Research also shows increased academic success for students working on rather than off campus. Unfortunately, this simple recommendation is no longer feasible or realistic for the typical undergraduate. Most college students are now not only employed but also working a substantial number of hours, a fact not widely understood or discussed by faculty members and policy makers. According to the National Center for Education Statistics, in 2007 nearly half (45 percent) of “traditional” undergraduates—that is, students between the ages of sixteen and twenty-four attending college full time—worked while enrolled. About 80 percent of traditional-age undergraduates attending college part time worked while enrolled. (See figures1 and 2.) The share of full-time, traditional-age undergraduates working fewer than twenty hours per week has declined during the past decade (to about 15 percent in 2007), while the number working between twenty and thirty-four hours per week has increased (to about 21 percent in 2007). Today nearly one...
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...Learning? Open and Distance learning is an educational format designed to offer students the option of attaining their education without having to attend classes. Distance learning provides students with the flexibility and convenience of setting their own pace of work. For example, a student can manage a full time job and continue his or her education at the same time. Distance education has emerged as an important form of education in the last few decades. In recent years, the offering of online courses and programmes has become increasingly popular not only in distance education institutions, but in traditional universities as well (Wheeler, 2002). There are many Universities in Malaysia that offers Open and Distance Learning to adult learners or to the people who are working and wanting to further their studies. Among the first university who offers the Open and Distance learning was Universiti Sains Malaysia, which was known as “Off Campus Study” back in 1971. (Supyan , 2004). Since then, the demand for Open and Distance Learner has increased tremendously. After Universiti Sains Malaysia, many other universities started to offer Open and Distance Learning, such as UPSI (Universiti Perguruan Sultan Idriss), UKM (Universiti Kebangsaan Malaysia), UPM (Universiti Putra Malaysia), UiTM (Universiti Teknologi MARA) and also many private universities, to cope with the increasing demand and number of the adult learners. OUM (Open University Malaysia) is one of the private universities...
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...The legal drinking age should be lowered to 18 and young adults should be allowed to drink in controlled environments such as restaurants, bars and pubs because; outlawing alcohol consumption in colleges for those under 21 is making the problem worse, At the age of 18 the law see’s kids as fully mature, drinking would take place in public and could therefore be supervised by police or security guards. Although the legal age is 21 years of age, a majority of college students under this age consume alcohol but in an irresponsible manner. This is because drinking by these youth is seen as an enticing "forbidden fruit," a "badge of rebellion against authority" and a symbol of "adulthood." As a nation we have tried prohibition legislation twice...
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