Runninghead: IMPROVING COLLEGE GRADUATION RATES: A FOCUS ON ADULT LEARNERS

Improving College Graduation Rates:
A Focus on Adult Learners
Lloyd D. Martin II
Western Governors University

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Improving College Graduation Rates: A Focus On Adult Learners
The increasing concern of declining college graduation rates has become a significant issue across the nation, so much even, that it has risen to the top of our current presidential administration’s priority list. Educational institutions and our nation’s leaders have begun the rigorous task of examining the demographics and trends that influence enrollment and retention of students which ultimately determine the success of nation’s graduation rate. Fong (2012) reports that, “Of the three million students who begin U.S. degree programs each year, 1.6 million, or 53 percent never graduate,” (Fong, J. 2012). However, in more recent times, higher education has seen the emerging phenomenon of older working adults returning to college in pursuit of a postsecondary education. This current trend is worthy of examination by universities as an important segment of their student population; this may potentially be able to increase graduation rates of American college graduates. The increasing number of adult learners enrolling in college can solve the problem with the decline in college graduate rates if a better focus on the unique variables on adult learners is made. Pre-assessments of the adult learner upon enrollment and throughout the degree plan, tailored curriculum and increased accessibility to resources which include effective mentorship to guide students toward success will help increase the graduation rate.
Within this essay, I will be using the terms “adult learner” and “non-traditional student” interchangeably. According to Flint (2000), “NCES estimates that over 60 percent of students in
U.S. higher education can be characterized as non-traditional,” (Flint, T. 2000). Dooris (2007) defines an “adult learner” as: “students who are 24 years or older and/or military veterans. This is a heterogeneous group in terms of age, degree type, transfer credits, and veteran status,”
(Dooris, M. J., Guidos, M. 2007). Flint (2000) states that, “While definitions vary, the National

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Center for Education Statistics (NCES) has come up with seven characteristics that typically define non-traditional students. According to the NCES, adult students often: Have delayed enrollment into postsecondary education, Attend part-time, Are financially independent of parents, Work full-time while enrolled, Have dependents other than a spouse, Are a single parent, Lack a standard high school diploma,” (Flint, 2000).
When enrolling a non-traditional student it would beneficial that educational institutions be required to take into account the unique variables of the particular student and also the adult learner student population as a whole. There are unique challenges that are encountered as an adult learner that may cause hindrance to the chances of graduating; these challenges are specific in the approach of and understanding the life of adult learners. I believe improving graduation rates begins with a better assessment of the student’s life outside of being in a classroom. A prescreening questionnaire followed by a personal interview would be ideal. A survey that included questions such as, "are you a single parent?”, "Do you work full-time?”, “Do you lack child care “, etc. If the student were to fall under a certain amount of "yes" answers, this would place the student into a category in which a specific subject could be coupled with a less difficult curriculum, enabling them to complete the assignments, as opposed to being overwhelmed with a plethora of subjects in which 1 or 2 will only be completed.
Typically, a traditional student enrolls into college right after graduating high school; therefore their academic skills and focus are well practiced. These traditional students also tend to have a strong support system. Whether it is help financially or the support of family, they do not face the challenges of supporting one’s self or family members while meeting the basic needs of housing, food and other daily living responsibilities. Traditional students tend to have more freedom in how they utilize their time and resources, thus being able to focus more on the

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curriculum and class requirements versus non-traditional students. In contrast to being able to focus on the same curriculum and requirements, adult learners must thoroughly scrutinize their every daily move as a strategic decision to balance time and resources. In fact, the very decision and commitment to enroll in school can be a significant and life-altering task. Questions that may arise including: How will I afford time away from my job and family to meet the requirements of school? Will it affect my job performance? What if I cannot juggle both work and school, thus causing me to waste money and time on a class or course load I cannot complete? Where do I start? An adult learner does not make this decision lightly. I believe the choice for adult learners to enroll is based on weighing cost-effective variables such as predicting a long-term financial gain in attaining a degree as a means of financial security for one’s future, but also weighing the costs of potential failure and how time spent on school work may potentially negatively affect their other responsibilities.
Adult learners need flexible schedules, easy and attainable access to resources, which are accessible beyond campuses, alterations to curriculum workloads that fit their lifestyle and most importantly mentorship and guidance. Unlike traditional students who have a more polished academic skill set and the ability to obtain support from a wide variety of mentors and advisors in the more personal setting of the college campus, adult learners often are accessing support afterhours, online and by other means of impersonal technological communications. Because of other nonacademic obligations, adult learners often are unable to attend college in a classroom.
Because of this, the opportunity and benefits of peer-to-peer classroom support, face-to-face instruction and/or other significant college relationships, such as the traditional student-professor connection, is more often than not, lost. I believe that educational institutions overcoming this barrier to be able to truly support and understand the needs of non-traditional students are

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crucial. The importance for staff to have a clear picture of how to best serve a particular student population will provide better outcomes to successful graduation rates.
Consistent guidance and mentorship with faculty is prudent for a student to fulfill his/her assignments. Flint’s (2000) research state’s that “Obtaining good advice is as critical for adults in their educational endeavors as it is in any other endeavor. Those institutions that have pioneered successful practice in this area have frequently settled upon systems of mentoring and/or student cohort groups. With mentoring, adult learners establish a trusting, long-term relationship with a person of accomplishment and who has mastered the discipline they are to enter – a person who may or may not be a faculty representative (though preferably should be).
Colleges and universities with very large enrollments, well beyond the ability of their faculty/staff to mentor adult learners, commonly rely upon peer support, often through student cohort groups,” (Flint, 2000). The author goes on to state that, “Clarity about learning outcomes serves many purposes. Once defined, learning outcomes answer questions of accountability to standards of student educational achievement; they foster curricular cohesion and focus instructional efforts; they facilitate intra and inter-institutional evaluation; they place the undergraduate program in relation to secondary and graduate education; they inspire educational planning,” (Flint, 2000). Providing means to interact with teachers and peers needs to be implemented on a global level. Mediums such as open email interfaces, discussion boards and blogs would serve to better connect the student with his/her peers. A better option to connect with ones counselor, mentor or teacher would be to add the option of webcam conferences, utilizing Skype with mentors and web interface for both group and one on one sessions. This serves to connect students, peers and faculty on a more personable level and provides a better relationship than just words on a screen.

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Tailored curriculum based from pre-enrollment and ongoing term-to-term assessments would better benefit the adult leaner as well as the institutions stats pertaining to student retention. Brown (2012) state’s that “Structured degree pathways tailored to the needs of the student are critical to student persistence and success,” (Brown, P. (2012). She states that examples of structured pathways may, “include degree mapping or planning, providing sequential term-to-term outlines of course loads, course availability, delivery modes, and PLA options. The accelerated cohort models of delivery, in face-to-face and online formats, include the degree map as part of the delivery design,” (Brown P. (2012). Data shows that there is a strong disconnect in understanding the adult learner population. In fact, in a study of universities and other educational institutions, Brown (2012) reported “only 77 per cent of the respondents do not know graduation rates for their adult students,” (Brown, J. (2012). More discerning is in
Fong’s (2012) survey at an annual conference of approximately 40 attendees conducted by The
University Professional and Continuing Education Association Center for Research and
Consulting, which concluded that “Only 16% have a good understanding of the root causes of attrition for their nontraditional students, (Fong, J. 2012). This also coincides with the needs for improved mentoring and guidance.
One particular challenge adult learners encounter that speaks to this disconnect in understanding the unique variables that impact non-traditional students can be found in the course load that is generally planned out for them. Students often discover that the number of courses that they’re advised to complete within a semester and the amount of course work required creates an extremely difficult situation. They’re given course work that patterns that of a traditional student and thus making it more difficult to maintain school and home life, which again causes them to question the choice they made to enroll and perpetuates another stressor.

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According to Brown’s (2012) article, typically “More than two-thirds of adult learners are parttime students taking one or two courses per term,” (Brown P. (2012), whereas colleges such as
Western Governors University requires students to enroll full-time.
New students commonly have difficulties navigating the higher education system; while trying to understand the policies and procedures of colleges’ students often seek and trust the advice given from staff as one assumes that institutions understand the needs of their consumer population. However, I believe and have experienced that finding your way in college is often more challenging for non-traditional students. Flint (2000) reports that, “The connection to student goals is not a one-time event at the outset of a program of study. Student goals are a subject of on-going conversation between institutional faculty/staff and its students. This conversation is about continually reviewing and revising what the learner wishes to accomplish, what preparations the learner must make, and how the institution might help the learner to accomplish the stated goals,” (Flint, 2000).
In conclusion, to improve college retention and graduation rates I propose that we focus our resources and efforts into addressing the three challenges that impact the success rate of adult learners; the initial and continual understanding or assessment of the student, the lack of accessibility of resources and the guidance and relationship between educational institutions and the adult learner population. I would suggest eliciting non-traditional alumni or similar students to help educate and/or mentor current students. In an effort to improve their educational experience and work within their unique life variables and the challenges they face as nontraditional students, higher education should increase its attention and allocation of resources to the adult learner student population. Doing this will allow college and universities to better

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meet these students’ unique needs and enable them to better place a foothold on the path towards success and in turn boost overall graduation rates .

References

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Brown, P. A. (2012). Degree Attainment for Adult Learners. 1-28. Retrieved from http://www.acenet.edu/news-room/Documents/Degree-Attainment-for-Adult-Learners-Brown.pdf Dooris, M. J., Guidos, M. (2007). Understanding Adult Learner Program Completion. Office of
Planning and Institutional Assessment. The Pennsylvania State University. 1-12.
Flint, T. (2000). Serving Adult Learners In Higher Education: Executive Summary. Council for
Adult and Experiential Learning. 1-16.

Retrieved from:

http://www.carrollcc.edu/assets/forms/PTA/Summary%20of%20Alfi%20Principles%20o f%20Effectiveness.pdf Fong, J. (2012). Measuring Nontraditional Student Success: An Imperative for Colleges and
Universities. The University Professional and Continuing Education Association Center for Research and Consulting. 1-5. Retrieved from http://www.mybrcc.edu/intranet/attachments/article/110/Measuring%20Non%20Traditio nal%20Student%20Success.pdf