I have to take medication for bipolar and PTSD. I have 5 sisters and 2 brothers. My parents are separated.
In recent years, there has been an attempt to make the definition more granular and move away from a purely age-based criteria. Attributes of non-traditional students include: How should colleges and universities approach marketing and recruiting this growing population?
Key Message for Adult Learners: Flexibility Prospective adult students want to hear about flexibility. This population needs to understand how they can fit school into their existing life commitments.
Historically, flexibility has taken on two meanings: In our interviews with adult learners, a third dimension emerges: Prospects want to know if they need to take a semester off they can do so without penalty.
Norwich University Online created a week in the life interactive feature to show how different student types fit graduate programs into their lives. Other schools use student testimonials as a tool for demonstrating how current students fit school into their schedules.
Schools should communicate about flexibility across all parts of the student experience — How is financial aid flexible? How are faculty flexible? Recognize the Emotions of Adult Learners and Non-Traditional Students From an emotional perspective, many adult learners do not approach returning to college to complete a degree with the same motivation or enthusiasm of an year old looking for a 4-year residential experience.
As some prospects cut their undergraduate schooling short, these prospects bring negative emotions — shame, fear, apprehension — to the process. Here are some implications to consider: Ensure your marketing materials have a warm, open, and inviting tone.
Watch out for intimidating processes — applications, request information forms, or financial aid information. Make everything simple and accessible. Consider low stakes entry points. Some schools host wine and cheese open houses to offer a non-threatening environment to engage these prospects.
Use calls to action that push for personal interactions with supportive admissions staff. Provide multiple ways to engage — email, phone, chat, and in-person. These prospects pick the one they feel most comfortable with.
Remember, these prospects may choose to remain anonymous for a long time as they are ambivalent about engaging. Every higher education marketing plan needs to include a budget to build out a robust program section on the website for each program that includes: Program overview Faculty information with terminal degrees Tuition or cost per credit Next start date Admission process Outcomes Adult students and professional graduate students care less about the overall student experience and more about the quality and rigor of the classroom experience.
Avoid In-Class Imagery We discovered that adult learners do not tend to like imagining themselves in the classroom. They respond more positively to photography that shows them working in the career or role that they will have after they graduate.
Returning to school is a means to an end. Their focus is on the end results. Emphasize Accreditation and Non-Profit Status With the negative press on for-profit schools and the closing of schools like ITT Tech and Corinthian College, prospects are aware of the risks associated with enrolling at a for-profit school.
Both help prospects feel more comfortable with a school. Highlight Tuition and Aid Transferred credits mean lower tuition to the prospective adult student. They rarely expect to pay full tuition, and they love to be reassured that their credits will transfer.
On your website and brochures, we recommend highlighting any scholarships, discounts, corporate partnerships, or credit transfer policies loudly and directly.
A Campus Builds Credibility A physical campus is another credibility-building proof point for prospective students.
If your school draws mostly from a local radius, the campus offers a means of recourse if there is a problem.
Choice Matters to Adult Learners When asked, prospects report they like having lots of choice. Prospective students like to know that there are lots of options for them and they can find the one that fits their career goals.
They want to start their degree quickly, finish quickly, and get onto the career and higher salary that the new degree will provide for them. Focus on Outcomes For adult learners, outcomes illustrated by alumni testimonials, job placement numbers, or career advancement are a top decision criteria.There are many varying definitions of the terms adult learner and non-traditional student.
A fact that can be agreed on, however, is that the number of students falling into these categories has been on the rise over the past several years and at most institutions, this demographic outweighs the. Student engagement occurs when "students make a psychological investment in learning.
They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives.". The response ignores the claim “it is harder to you to get a job when you graduate” if you’re more than 32 years old upon finishing your PhD (projecting years for completion).
Welcome to the CSS Web page for Adult Learner/Non-Traditional Students at Monmouth University! Whether you are considering the idea of taking a class, just visiting our site, or you are already an adult learner who is interested in exploring ways of obtaining college credits, the available links may be of help in your search for [ ].
Interview with a Non-Traditional Adult Learner: An Interpretative Report Introduction Non-traditional students can be identified as students who may have "non-traditional" characteristics which may include being financially independent, or delayed enrollment into college (not entering right out of high school), or are returning to college after .
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