Student Services for Adult Learners

Institutions of higher education provide numerous support services to undergraduate students. However, it is debatable that those services assist the adult learner population because most services are structured to assist traditional undergraduate students. Gathering an understanding of factors such as the student's individual needs, age/experience, course modality preference, work, and familial obligations will allow higher education administrators and faculty to provide resources specific to the adult learner. The development of key student services such as tutoring, advising, career development, library services, and counseling with post-traditional adult learners in mind will contribute to the success of all students regardless of demographic and/or individual challenges or situations. This chapter explores how higher education institutions can best support academic success for adult learners in an environment typically designed for traditionally aged students.

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Research-Based Best Practices for Student Services for Adult Learners

Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-6762-3.ch011 ◽

2021 ◽

pp. 172-190

Author(s):

Kimberly Morse

Keyword(s):

Higher Education ◽

Adult Learners ◽

Qualitative Analysis ◽

Student Services ◽

The United States ◽

Department Of Education ◽

United States Department ◽

Online Learners ◽

States Department ◽

Research Based Best Practices

The purpose of this chapter is to explore the student services that are available in institutions of higher education and the efficacy in the student experience. This chapter provides a background of the student services that are required per the United States Department of Education and guidelines, legislation, regulations, and other policies containing specific supports that must be provided. A comprehensive qualitative analysis is presented to provide the perspectives of availability of student services among adult online learners and student services representatives. Recommendations are provided based on the findings from the qualitative analysis.

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Socio-demographic influences on language structure and change: Not all learners are the same

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000710 ◽

2016 ◽

Vol 39 ◽

Author(s):

Till Bergmann ◽

Rick Dale ◽

Gary Lupyan

Keyword(s):

Adult Learners ◽

Large Share ◽

Demographic Differences ◽

Language Structure

AbstractThe Now-or-Never bottleneck has important consequence for understanding why languages have the structures they do. However, not addressed by C&C is that the bottleneck may interact with who is doing the learning: While some languages are mostly learned by infants, others have a large share of adult learners. We argue that such socio-demographic differences extend and qualify C&C's thesis.

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Learning Motivation of Adults Involved in AAC Intervention

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac20.2.69 ◽

2011 ◽

Vol 20 (2) ◽

pp. 69-74 ◽

Cited By ~ 3

Author(s):

Amber Thiessen ◽

Christy Horn ◽

David Beukelman ◽

Sarah E. Wallace

Keyword(s):

Adult Learners ◽

Augmentative And Alternative Communication ◽

Learning Motivation ◽

Alternative Communication ◽

Key Characteristics

Abstract The augmentative and alternative communication (AAC) personnel framework identifies the various types of people involved in successful AAC interventions. The purposes of this article are to summarize information in the AAC intervention literature that documents the role and impact of various AAC personnel, describe key characteristics of adult learners, and review research that focuses on learning motivations and preferences of adults within the AAC framework.

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