When higher education leaders ask me how they can more effectively integrate and support the growing number of adults enrolling in their institutions, I suggest they go back to school to gain a deeper understanding of adult learners’ challenges and needs.
Unfortunately, returning to school while working in higher education (or any industry) is often not feasible, so I am sharing the insights I gained from earning my doctorate as an only parent while serving as a school dean. This experience has profoundly influenced every step of my career in higher education.
Most adult learners share several key characteristics: limited time, meaningful life and work experience, and a need for a robust support system. They often juggle multiple responsibilities, some more than others. I will always remember my parents helping care for my children so I could complete my assignments or the friends from my graduate programs who provided motivation. This support was critical to my success.
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It is crucial to evaluate the effectiveness of our support for adult students. From my perspective, the original design of higher education did not consider today’s diverse student body.
This shift has left many traditional schools flat-footed. Some educators have responded by creating separate programs designed for adult learners, but many adult learners I have spoken to have expressed their desire for their college or university to support them rather than separate them from their fellow students.
When I went to law school right out of college, I was the youngest person in my law school class; however, my best friend turned out to be the oldest. Together our unique strengths and weaknesses complemented each other, helping us navigate the demands of law school. I learned a lot from her, and she from me.
Adult students bring significant knowledge and experience to the classroom. Here are some practices that may help adult learners feel more welcomed and supported in higher ed:
1. Reconsider teaching and assessment methods
While undergraduate education may primarily rely on a pedagogical teaching model, teaching adult learners should center around “andragogy.” Unlike pedagogy, andragogy is student-led, with the teacher acting as a facilitator. This approach is often used in upper-level courses, independent research projects and online or hybrid learning environments.
Learning in andragogy is flexible and collaborative, allowing adults to access materials and resources at their convenience while encouraging participation from all involved. A key component of andragogy is experience: Many adults enter college with experience that informs their identity and abilities.
Adult students should be encouraged to bring their professional knowledge to their education. For example, you can encourage students to connect the topics taught in class to what they may have confronted at work.
Assessments should also consider the student’s life/work experience while meeting the degree requirements. We have found success in offering students options when it comes to assessments. For example, they may complete a virtual evaluation or submit a paper or presentation on time.
Institutions could also consider adopting credit for prior learning (CPL), the practice of documenting a student’s existing knowledge and skills through written assessments and portfolios of work. CPL may increase the likelihood to complete college credentials while improving cost and time savings.
2. Establish support systems for adult learners
Schools can do more to provide specific support services for adult learners without alienating them from other students. I credit much of my success as an adult learner to the cohort of other adult learners I found while earning my degrees.
We were all single, working mothers who understood and supported one another. I was lucky to have found these like-minded students on my own but schools can also help organize these adult learner cohorts. They can also assign specific advisors for adult learners who understand and can help them navigate the challenges.
Establishing these support systems from the start is essential. Imagine you’ve been out of school for 15-20 years and are thinking, “How do I find anything?” A thorough onboarding program can alleviate a lot of the back-to-school anxiety adult learners may face by connecting them to critical resources and programs.
3. Offer flexible learning options
Instructors and administrators should give students the flexibility to fit learning into their lives. Options are key.
Asynchronous learning—the ability to view lectures and complete modules on a student’s own time—is essential. Still, it can be equally important to offer synchronous learning sessions so that students can connect with other students. We only recently began offering synchronous sessions at Capella University and have found that students appreciate a mix of synchronous sessions that allow them to meet and interact with their classmates.
Another flexible model is competency-based education. It allows students to acquire and demonstrate knowledge, skills, and professional dispositions by engaging in learning exercises, activities, and experiences that align with clearly defined and pre-determined programmatic outcomes. Often at a personalized pace, competency-based education permits learners to earn credentials by demonstrating mastery through multiple assessment forms.
4. Show empathy
Encourage professors and advisors to show empathy. We have found that students appreciate it when instructors proactively reach out and ask how they can support them—whether that is a modified assignment, a deadline extension or just a note of encouragement. Adjunct professors who are also in the working world may relate more to these students.
I know firsthand that going back to school can be an uphill battle. Adult students are challenged at every turn—from figuring out how to register for classes to making it to class on time after a long day at work. As higher education leaders, we can do more to support their journey and recognize the value that they bring to our colleges and universities. Retrofitting an institution to better meet all students’ needs is well worth the challenge.