1. Zachary K. Merrill zmerrill@ivytech.edu & Tony J. Thomas tthomas@ivytech.edu ©2012 Zachary K. Merrill & Tony J. Thomas

2. Student Development Theories Sanford (1967) - Challenge and Support Erikson (1950) 1. Trust vs. Mistrust 2. Autonomy vs. Shame & Doubt 3. Initiative vs. Guilt 4. Industry vs. Inferiority 5. Identity vs. Role Confusion 6. Intimacy vs. Isolation 7. Generativity vs. Stagnation 8. Integrity vs. Despair

3. Chickering and Reisser (1993) Third vector - “Moving through autonomy toward interdependence.” Fourth vector - “Developing mature interpersonal relationships” Fifth vector - “Establishing identity.” Sixth vector - “Developing purpose”

4. Who are these students?  35 – 44 = “Hurdlers”  45 – 59 = “Retoolers”  60 – up = “Social Seniors”

5. Who are these students?

6. Non-traditional student population groups compared to traditional student population groups: SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System, “Fall Enrollment Survey” (IPEDS-EF:95) and Spring 2010

7. Population groups in remedial courses: Number of Courses Taken

8. “What characteristics define an ideal advisor?” Jaime – “Hurdler”

9. What are some challenges for “Hurdlers”? “Non-accredited Transfers” Lack of support system - Started college earlier but due to life, economics, or employment had to work Time and responsibility issues Lack of “scholastic rhythm”

10. What are some support mechanisms for “Hurdlers”? Look at 8-week courses, night, or weekends Introduce and encourage them to institutional support systems and community support Schedule course with “flow” and eliminating semester gaps Cheerleaders – Academic Logistical Support

11. Don – “Retooler”

12. What are some challenges for “Retoolers”? Students who are back in school - stay current with work or need more education Students who did not need college after high school to find work Flexibility in scheduling Lack of “scholastic rhythm”

13. What are some support mechanisms for “Retoolers”? Thoroughly discuss program and resources for academic success Take time to learn about the student and the background – work with program advisor Look at 8-week courses, night, or weekends Cheerleaders – Academic Logistical Support

14. Eartha – “Social Senior”

15. What are some challenges for “Social Seniors”? Technology gap Interpersonal and age relational gaps Lack of “scholastic rhythm”

16. What are some support mechanisms for “Social Seniors”? Encourage “basic” computer courses and tutoring opportunities Encourage student-life opportunities Keep schedules “simple” 1 or 2 courses Cheerlead, cheerlead, cheerlead!!!!

17. Roles of Advisors for 35 – 44 group: ZackTony PrescriptiveDevelopmental Young Professional*Colleague* Recent StudentAcademic Example Information Kiosk/HubGuide Life CoachSageCheerleader *Not always positive

18. Roles of Advisors for 45 – 59 group: ZackTony PrescriptiveDevelopmental Young Professional*Colleague* Recent StudentTrustworthy Information Kiosk/HubCommunity Kiosk+ Resentfulness/SkepticismResourceCheerleader

19. Roles of Advisors for 60 & up group: ZackTony PrescriptiveDevelopmental GrandsonSon/Friend Young/inexperiencedComfort Information Kiosk/HubPractical Wisdom Academic exampleResourceCheerleader

20. Best Practices Missouri Western State University Dedicated office for nontraditional students Specific workshops and organize events for nontraditional students www.missouriwestern.edu/nontrad Rockland Community College – State U of New York Services To Adult Returning Students (STARS) Orientation and pre-enrollment sessions for nontraditional students, “career in a year” www.sunyrockland.edu

21. Zack’s Best Practices: Carefully balance school and outside responsibilities, particularly the 1 st semester Encourage continuing education – BA/BS Strongly recommend the use of technology Encourage participation in campus activities

22. Tony’s Best Practices: Stress independence Need for communication with others – faculty, staff, and other students Use myself as an example – good an bad Be as honest and positive as possible

23. Final Thoughts

24. References Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco, CA: Jossey Bass. Evans, N.J., Forney, D.S., & Guido, F.M., Patton. L.D., & Renn, K.A. (2009). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey Bass. Heisserer, D. L., Parette, P. (2002) Advising at-risk students in college and university settings. College Student Journal. March. Retrieved from: http://findarticles.com/p/articles/mi_m0FCR/is_1_36/ai_85007770/ Hess, F. (2011). Old school: College's most important trend is the rise of the adult student. The Atlantic. Retrieved from: http://www.aei.org/245823 Kasworm, C. E. (2003). Setting the Stage: Adults in Higher Education. New Directions for Student Services, 2003: 3–10. DOI: 10.1002/ss.83 Knapp, L.G., Kelly-Reid, J.E., and Ginder, S.A. (2012). Enrollment in Postsecondary Institutions, Fall 2010; Financial Statistics, Fiscal Year 2010; and Graduation Rates, Selected Cohorts, 2002-07 (NCES2012-280). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from: http://nces.ed.gov/pubsearch Lakin, M. B., Mullane, L., & Porter Robinson, S. (2007). Framing new terrain: Older adults and higher education. American Council on Education. Retrieved from: http://www.acenet.edu