Collaboratively produced by: Will Aaron, Tosha Cummings, Shana Savard-Hogge & Jeff Penick
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Adult Learner Barriers – Must be addressed by Administrators
Administrators should proactively work to alleviate barriers to higher education that many non-traditional adult students face. Elizabeth Ritt (2008) suggests that there are three types of barriers adult learners face: personal, professional and institutional.
Personal barriers may come in the form of work schedules and family commitments. Since adult learners must work to provide for their families throughout the day, commuting to classes, and finding childcare during class time becomes problematic. In addition, some adults personally dread returning to school because of their previous experiences at college, while others may worry about their financial limitations (Ritt, 2008).
Professional barriers are at hand when employees are not able to be released from work at night or on weekends to attend class. Although employers may desire an educated workforce, they do not always provide educational assistance, so their employees may obtain degrees. Since some positions do not require a degree, adult students find it difficult to justify the time and expense required to obtain one (Ritt, 2008).
Removing institutional barriers would appear to be the main area where college and university administrators would want to alleviate issues that would discourage adult students from enrolling in their programs. Ritt (2008) addresses the institutional barriers of limited or no access, high costs, and diminished affordability. These are all matters that perceptive administrators can correct by providing increased access for adult students and changing institutional policies that make tuition more affordable.
In 2005, there were more than 12 million adults age 25 and older participating in degree or credentialing programs at universities and colleges. However, institutions were not expanding to meet the growing demand of adult students (U.S. Department of Education, 2006). A growing market such as this should not be ignored by administrators, but should be cultivated and targeted.
John Grable (2011) discusses an innovative Hybrid model designed for adult learners pursuing Doctoral Degrees. This program model gets away from the traditional campus centered approach of doctoral programs (which typically requires a student to give up their regular job, uproot, and move near the campus). However, the Hybrid model responds to the changing resources and demands of society. Utilization of distant learning technology makes it possible for people participating in these programs to complete quality work with quality online interactions. These students are able to meet program demands without being uprooted. Grable (2011) cites Winston & Fields (2003) to make a valid point, “The largest numbers of distance education graduate school applicants are older working professional who have the desire and capability to obtain a doctorate, but do not have the ability to study in a resident program on a full-time basis. These students are willing to make a commitment of a large portion of time to studies, but are not willing to become part-time employees or to relocate” (Grable, 2011, p. 46).
Linda Wyatt (2011) conducted research at the University of Memphis and developed a seven-step model to engage non-traditional adult students and increase their success and retention at both the graduate and undergraduate levels. Wyatt, Grable and Ritt, all argue that adult learners need to be targeted by marketing approaches, and considered thoughtfully by administrators. Wyatt concluded, “Research indicates that a growing segment of the student population…today and for the foreseeable future will continue to be non-traditional students. Consequently, it is imperative that institutional leaders become more effective in integrating and engaging the population of nontraditional students into the collegiate environment” (Wyatt, 2011, p.17).
Non-Traditional Students and the barriers they face.
Non-traditional students have been defined by characteristics that often include age as the most important delineation. However, other characteristics may be more important in assessing risk factors for attrition and decreased persistence. Variables that affect attrition include life circumstances that interfere with the successful completion of learning and educational objectives. These variables lend greater scope to the definition of a non-traditional student and include factors such as a student either delaying enrollment at a post-secondary institution, attending a post-secondary institution part time, working full time, being financially independent, having dependents or not having a high school diploma. These characteristics paint a more detailed picture of the barriers to success this population of student face and can help focus institutional efforts to improve persistence rates among this group (Lake & Pushchak, 2007).
Non-traditional students face barriers to success that differ from those of traditional students. Often the barriers non-traditional students face is a result of the multiple social roles these individuals hold. Non-traditional students’ self perception of the importance of each of these roles also weigh heavily on the effect attrition has on persistence to graduation. Non-traditional students, as defined, have other roles that often conflict or create time management issues. These students may work, have families and attend the institution part time all factors that seek to disengage the student from successful completion of educational goals (Whitbourne, 2008).
Institutional support services exist to support student educational needs. In response to the unique needs of non-traditional students outside of the educational experience in the classroom, institutions are offering expanded services. Educational research has shown that the population made up of non-traditional students has differing needs in comparison to the needs of traditional students. Traditional students have greater persistence rates when they participate in classroom activities. Non-traditional students, however, have higher persistence rates when relationships outside of the classroom were forged and the institutional support services that an institution offers are fully utilized (Gilardi & Guglielmetti, 2011).
Institutions have developed online learning environments to accommodate the unique needs of non-traditional students. Access to a flexible educational environment that also allows for engagement outside of a traditional classroom is the goal of many of these programs. An important component of these online learning communities is the use of technologies that students already have access to and are familiar with (Lake & Pushchak, 2007).
Institutions must ensure that courses taught via online learning communities are of the same quality as the traditional course frameworks. Faculty members utilized for the online courses must be selected for their ability to effectively deliver curriculum via an online environment. They must also be supported by the institution and trained in web-based course development and delivery. Learning environments must be designed with care and evaluated through student learning outcomes and data compiled by student evaluations. Technical concerns must be addressed through institutional policies that encourage monitoring and upgrading. Students must be provided with technical and academic support platforms throughout the learning process (Lake & Pushchak, 2007).
Online delivery of educational content allows institutions to maximize available resources to meet the educational needs of students. From a fiscal standpoint, online courses can reach a wider audience, decreases the need for institutions to invest in capital expenditures and may result in operating and maintenance costs to be lowered. The use of online classrooms allow for more classes to be offered at peak times throughout the day and help alleviate scheduling conflicts that often plague non-traditional students and contribute to attrition (Lei & Govra, 2010).
Technology assisted learning communities help offset barriers to success often faced by non-traditional students. When coupled with resources that promote engagement outside of the classroom environment and institutional support services, the flexibility of online learning communities allow non-traditional students to persist at a higher rate. Institutions also benefit through cost savings over traditional classroom settings and allow growth beyond the constraints of physical resources at the institution (Lake & Pushchak, 2007).
Helping adults secure funding to attend MSU.
The financial aid process can be a lengthy process. There are several steps needed to insure that a student receives financial assistance and not all students are fortunate enough to receive funding from the government.
The first step is to fill out the Free Application for Federal Student Aid (FAFSA). You will file as a dependent or independent. Dependents are those who are under the age of 24 and have to file the FAFSA using their parent’s tax returns. Independent students are those who are 24 years, married or has a child. Many argue this and think they are independent at the age of 18 because they are living on their own and paying own bills, but the government doesn’t see it this way.
The FAFSA is a huge piece to financial aid. It is federal aid, so it decides whether or not a student can receive financial assistance provided by the government. The FAFSA will report back to you with a number, the estimated family contribution number (EFC) that number tells the government based on income that an independent student or the parents can contribute that much to their education. Of course this number is not accepted by many because parents and independents will come back saying there is no way they could contribute that number. The EFC number determines if a student will receive need based aid or non need based aid. The types of financial aid based from the FAFSA are listed below:
Some barriers that can cause students to not receive the financial assistance that they do not turn in all documentation that is required. Also there are other processes that can take place after completing the FAFSA. Some students will be selected for verification and additional documentation is required which will cause students financial aid awards to not post to their bill. Another common barrier is Unsatisfactory academic progress (USAP) While on USAP a student can receive no financial aid until the appeal process has been completed with an “approved” status.
These are the main barriers than can cause students to have a hold or receive no financial assistance until resolved. All of the issues are easy to be resolved as long as all steps are followed to allow a smooth process.
Adult program funding barriers
Adults returning or attempting to earn degrees face specific challenges that can keep them from achieving their educational goals. A first generation adult college student is charting new territory and has no real experience as to what to expect, what the application and enrollment process entails, how to finance their education, or the more common challenges a student will face(academic stress, balancing family and studies, etc.), career path advice, and successful study skill habits. In an effort to address these issues, federal programs were conceived and developed to remove these barriers. These programs, operating under the program umbrella of the Federal Trio Program have made a positive impact on their students for over 45 years. The oldest of these programs is Student Support Services (SSS).
SSS has a primary mission of encouraging the development of good academic habits and choices, and ultimately the successful completion of their degrees. SSS programs and projects can be found from the community and junior college levels up to and including many Ivy League institutions. The core services provided by all programs includes academic tutoring in all general education classes such as math, science, reading, and writing. Students are also offered study skills development classes that teach how to take notes, read for purpose, study for tests, and organize their scholastic lives. Students are also offered assistance in finding and completing scholarship and financial aid opportunities. The program also offers students workshops on economic literacy, mental health, career counseling, transitioning from associate degree programs to bachelor’s degree programs, and from community college to larger universities. Many of the programs also offer graduate school information and assistance with the selection and application process. The program also attempts to broaden horizons by exposing students to various other cultures and life philosophies by attending local and regional cultural events in an effort to foster a respect for diversity and multiculturalism. Students may even benefit from mentoring programs, talking with other adults who have been where they are—and can be an empathetic ear to the issues and concerns the student is experiencing, and offer personal experience and advice from a welcomed perspective. All these services are available, once the student is enrolled. To get those students to that point, another Trio program must first set the stage, so to speak.
The Educational Opportunity Centers (EOC) program is the proactive link between adults considering furthering their education and schools. Program counselors are out in the communities, working with other service agencies, helping any adult through the entire process of finding a school, applying, and financing that desired degree. Counselors answer all these questions and more, addressing the hearsay and rumors that seem to surround post secondary education—at least for first generation adults. EOC counselors provide financial literacy and career workshops, provide personal counseling, assist in setting up admissions testing appointments, coordinate with local universities and colleges on admissions programs, assist in completing admissions and financial aid applications, and basically assist adults in addressing any obstacle preventing enrollment and academic success. This program seeks to serve those traditionally underrepresented in academia. However, as legislation expanded—there came a need for additional outreach programs to serve military members and help them utilize the resources specifically available to them through the GI Bill.
The post 9/11 GI Bill was created to assist military members in expanding their education opportunities. Many of the enlisted were/are first generation, low income adults with little or no experience with higher education—and with no general direction as to where to start the education process. Thus was born the Veterans Upward Bound program, specifically developed to encourage and aide veterans in their post secondary academic pursuits. The program actively targets current military and veteran personnel who are interested in continuing education—helping the future students develop their skill levels in rudimentary reading, writing, science, and math. The program also assists veterans in securing other eligible services from the federal Veterans Administration, state veteran agencies, and local associations and programs a veteran might benefit from. Personal, career, and financial counseling is provided, mentoring programs with professionals who are also veterans. Assistance with admission applications and federal financial aid forms is also available, as well ACT and various other admissions testing preparation.
References
Gilardi, S., & Guglielmetti, C. (2011). University life of non-traditional students: Engagement styles and impact on attrition. Journal Of Higher Education, 82(1), 33-53.
Grable, J. E. (2011, Spring). Innovation in Doctoral Degrees designed for adult learners: A hybrid model in personal financial planning. New Directions for Adult and Continuing Education, 129, 43-51. doi: 10.1002/ace.399
Lake, E. D., & Pushchak, A. J. (2007). Better allocating university resources to create on-line learning environments for non-traditional students in under served rural areas. Innovation: Higher Education, 31(4), 215-225. doi:10.1007/s10755-006-9025-5
Lei, S. A., & Govra, R. K. (2010). College distance education courses: Evaluating benefits and costs from institutional, faculty and students' perspectives. Education, 130(4), 616-631.
Ritt, E. (2008, Winter/Spring). Redefining tradition: Adult learners and higher education. Adult Learning, 19(1/2), 12-16. Retrieved from http://www.aaace.org
Types of aid. (2011). Informally published manuscript, Financial Aid, Morehead State University, Morehead, KY. Retrieved from www.moreheadstate.edu/finaid
U. S. Department of Education (2006, September). A test of leadership: Charting the future of U.S. higher education: A report of the commission appointed by Secretary of Education Margaret Spellings. Washington, DC: U.S. Department of Education.
Whitbourne, S. K. (2008). Adult development and aging: Biopsychosocial perspectives. Hoboken, N.J.: Wiley.
Wyatt, L. G. (2011). Nontraditional student engagement: Increasing adult student success and retention. The Journal of Continuing Higher Education, 59, 10-20. doi: 10.1080/0737773.2011.544977
CREDITS: We acknowledge Morehead State University's Logo "Much More" is used for illustration only purposes for this class . It has not been officially published on the actual World Wide WEB. This "illustrative site" will be removed at the completion of EDAH-641.
Adult Learner Barriers – Must be addressed by Administrators
Administrators should proactively work to alleviate barriers to higher education that many non-traditional adult students face. Elizabeth Ritt (2008) suggests that there are three types of barriers adult learners face: personal, professional and institutional.
Personal barriers may come in the form of work schedules and family commitments. Since adult learners must work to provide for their families throughout the day, commuting to classes, and finding childcare during class time becomes problematic. In addition, some adults personally dread returning to school because of their previous experiences at college, while others may worry about their financial limitations (Ritt, 2008).
Professional barriers are at hand when employees are not able to be released from work at night or on weekends to attend class. Although employers may desire an educated workforce, they do not always provide educational assistance, so their employees may obtain degrees. Since some positions do not require a degree, adult students find it difficult to justify the time and expense required to obtain one (Ritt, 2008).
Removing institutional barriers would appear to be the main area where college and university administrators would want to alleviate issues that would discourage adult students from enrolling in their programs. Ritt (2008) addresses the institutional barriers of limited or no access, high costs, and diminished affordability. These are all matters that perceptive administrators can correct by providing increased access for adult students and changing institutional policies that make tuition more affordable.
In 2005, there were more than 12 million adults age 25 and older participating in degree or credentialing programs at universities and colleges. However, institutions were not expanding to meet the growing demand of adult students (U.S. Department of Education, 2006). A growing market such as this should not be ignored by administrators, but should be cultivated and targeted.
John Grable (2011) discusses an innovative Hybrid model designed for adult learners pursuing Doctoral Degrees. This program model gets away from the traditional campus centered approach of doctoral programs (which typically requires a student to give up their regular job, uproot, and move near the campus). However, the Hybrid model responds to the changing resources and demands of society. Utilization of distant learning technology makes it possible for people participating in these programs to complete quality work with quality online interactions. These students are able to meet program demands without being uprooted. Grable (2011) cites Winston & Fields (2003) to make a valid point, “The largest numbers of distance education graduate school applicants are older working professional who have the desire and capability to obtain a doctorate, but do not have the ability to study in a resident program on a full-time basis. These students are willing to make a commitment of a large portion of time to studies, but are not willing to become part-time employees or to relocate” (Grable, 2011, p. 46).
Linda Wyatt (2011) conducted research at the University of Memphis and developed a seven-step model to engage non-traditional adult students and increase their success and retention at both the graduate and undergraduate levels. Wyatt, Grable and Ritt, all argue that adult learners need to be targeted by marketing approaches, and considered thoughtfully by administrators. Wyatt concluded, “Research indicates that a growing segment of the student population…today and for the foreseeable future will continue to be non-traditional students. Consequently, it is imperative that institutional leaders become more effective in integrating and engaging the population of nontraditional students into the collegiate environment” (Wyatt, 2011, p.17).
Non-Traditional Students and the barriers they face.
Non-traditional students have been defined by characteristics that often include age as the most important delineation. However, other characteristics may be more important in assessing risk factors for attrition and decreased persistence. Variables that affect attrition include life circumstances that interfere with the successful completion of learning and educational objectives. These variables lend greater scope to the definition of a non-traditional student and include factors such as a student either delaying enrollment at a post-secondary institution, attending a post-secondary institution part time, working full time, being financially independent, having dependents or not having a high school diploma. These characteristics paint a more detailed picture of the barriers to success this population of student face and can help focus institutional efforts to improve persistence rates among this group (Lake & Pushchak, 2007).
Non-traditional students face barriers to success that differ from those of traditional students. Often the barriers non-traditional students face is a result of the multiple social roles these individuals hold. Non-traditional students’ self perception of the importance of each of these roles also weigh heavily on the effect attrition has on persistence to graduation. Non-traditional students, as defined, have other roles that often conflict or create time management issues. These students may work, have families and attend the institution part time all factors that seek to disengage the student from successful completion of educational goals (Whitbourne, 2008).
Institutional support services exist to support student educational needs. In response to the unique needs of non-traditional students outside of the educational experience in the classroom, institutions are offering expanded services. Educational research has shown that the population made up of non-traditional students has differing needs in comparison to the needs of traditional students. Traditional students have greater persistence rates when they participate in classroom activities. Non-traditional students, however, have higher persistence rates when relationships outside of the classroom were forged and the institutional support services that an institution offers are fully utilized (Gilardi & Guglielmetti, 2011).
Institutions have developed online learning environments to accommodate the unique needs of non-traditional students. Access to a flexible educational environment that also allows for engagement outside of a traditional classroom is the goal of many of these programs. An important component of these online learning communities is the use of technologies that students already have access to and are familiar with (Lake & Pushchak, 2007).
Institutions must ensure that courses taught via online learning communities are of the same quality as the traditional course frameworks. Faculty members utilized for the online courses must be selected for their ability to effectively deliver curriculum via an online environment. They must also be supported by the institution and trained in web-based course development and delivery. Learning environments must be designed with care and evaluated through student learning outcomes and data compiled by student evaluations. Technical concerns must be addressed through institutional policies that encourage monitoring and upgrading. Students must be provided with technical and academic support platforms throughout the learning process (Lake & Pushchak, 2007).
Online delivery of educational content allows institutions to maximize available resources to meet the educational needs of students. From a fiscal standpoint, online courses can reach a wider audience, decreases the need for institutions to invest in capital expenditures and may result in operating and maintenance costs to be lowered. The use of online classrooms allow for more classes to be offered at peak times throughout the day and help alleviate scheduling conflicts that often plague non-traditional students and contribute to attrition (Lei & Govra, 2010).
Technology assisted learning communities help offset barriers to success often faced by non-traditional students. When coupled with resources that promote engagement outside of the classroom environment and institutional support services, the flexibility of online learning communities allow non-traditional students to persist at a higher rate. Institutions also benefit through cost savings over traditional classroom settings and allow growth beyond the constraints of physical resources at the institution (Lake & Pushchak, 2007).
Helping adults secure funding to attend MSU.
The financial aid process can be a lengthy process. There are several steps needed to insure that a student receives financial assistance and not all students are fortunate enough to receive funding from the government.
The first step is to fill out the Free Application for Federal Student Aid (FAFSA). You will file as a dependent or independent. Dependents are those who are under the age of 24 and have to file the FAFSA using their parent’s tax returns. Independent students are those who are 24 years, married or has a child. Many argue this and think they are independent at the age of 18 because they are living on their own and paying own bills, but the government doesn’t see it this way.
The FAFSA is a huge piece to financial aid. It is federal aid, so it decides whether or not a student can receive financial assistance provided by the government. The FAFSA will report back to you with a number, the estimated family contribution number (EFC) that number tells the government based on income that an independent student or the parents can contribute that much to their education. Of course this number is not accepted by many because parents and independents will come back saying there is no way they could contribute that number. The EFC number determines if a student will receive need based aid or non need based aid. The types of financial aid based from the FAFSA are listed below:
- Grants: Grants do not have to be repaid and the eligibility is based on income tax information.
- Loans: Loans do have to be paid after one graduates or drops below 6 hours. You must be taking 6 hours to be eligible for a loan. There are several types of loans to apply for:
- Federal direct loan subsidized: need based and interest doesn’t accrue until after graduation.
- Federal direct loan unsubsidized: non need based and interest does accrue while in school.
- Parent plus loan- must be repaid soon after student receives the money in their student account.
- Alternative loans- are through an outside lender.
- Scholarships: for scholarship information and criteria you may visit www.moreheadstate.edu/scholarships
- Federal and Institutional workstudies: Federal workstudy is paid by the government and have to have financial need. If one is not eligible for federal workstudy they may apply for an institutional workstudy which is funded through the department.
- For more detail on types of financial aid you may visit www.moreheadstate.edu/finaid
Some barriers that can cause students to not receive the financial assistance that they do not turn in all documentation that is required. Also there are other processes that can take place after completing the FAFSA. Some students will be selected for verification and additional documentation is required which will cause students financial aid awards to not post to their bill. Another common barrier is Unsatisfactory academic progress (USAP) While on USAP a student can receive no financial aid until the appeal process has been completed with an “approved” status.
These are the main barriers than can cause students to have a hold or receive no financial assistance until resolved. All of the issues are easy to be resolved as long as all steps are followed to allow a smooth process.
Adult program funding barriers
Adults returning or attempting to earn degrees face specific challenges that can keep them from achieving their educational goals. A first generation adult college student is charting new territory and has no real experience as to what to expect, what the application and enrollment process entails, how to finance their education, or the more common challenges a student will face(academic stress, balancing family and studies, etc.), career path advice, and successful study skill habits. In an effort to address these issues, federal programs were conceived and developed to remove these barriers. These programs, operating under the program umbrella of the Federal Trio Program have made a positive impact on their students for over 45 years. The oldest of these programs is Student Support Services (SSS).
SSS has a primary mission of encouraging the development of good academic habits and choices, and ultimately the successful completion of their degrees. SSS programs and projects can be found from the community and junior college levels up to and including many Ivy League institutions. The core services provided by all programs includes academic tutoring in all general education classes such as math, science, reading, and writing. Students are also offered study skills development classes that teach how to take notes, read for purpose, study for tests, and organize their scholastic lives. Students are also offered assistance in finding and completing scholarship and financial aid opportunities. The program also offers students workshops on economic literacy, mental health, career counseling, transitioning from associate degree programs to bachelor’s degree programs, and from community college to larger universities. Many of the programs also offer graduate school information and assistance with the selection and application process. The program also attempts to broaden horizons by exposing students to various other cultures and life philosophies by attending local and regional cultural events in an effort to foster a respect for diversity and multiculturalism. Students may even benefit from mentoring programs, talking with other adults who have been where they are—and can be an empathetic ear to the issues and concerns the student is experiencing, and offer personal experience and advice from a welcomed perspective. All these services are available, once the student is enrolled. To get those students to that point, another Trio program must first set the stage, so to speak.
The Educational Opportunity Centers (EOC) program is the proactive link between adults considering furthering their education and schools. Program counselors are out in the communities, working with other service agencies, helping any adult through the entire process of finding a school, applying, and financing that desired degree. Counselors answer all these questions and more, addressing the hearsay and rumors that seem to surround post secondary education—at least for first generation adults. EOC counselors provide financial literacy and career workshops, provide personal counseling, assist in setting up admissions testing appointments, coordinate with local universities and colleges on admissions programs, assist in completing admissions and financial aid applications, and basically assist adults in addressing any obstacle preventing enrollment and academic success. This program seeks to serve those traditionally underrepresented in academia. However, as legislation expanded—there came a need for additional outreach programs to serve military members and help them utilize the resources specifically available to them through the GI Bill.
The post 9/11 GI Bill was created to assist military members in expanding their education opportunities. Many of the enlisted were/are first generation, low income adults with little or no experience with higher education—and with no general direction as to where to start the education process. Thus was born the Veterans Upward Bound program, specifically developed to encourage and aide veterans in their post secondary academic pursuits. The program actively targets current military and veteran personnel who are interested in continuing education—helping the future students develop their skill levels in rudimentary reading, writing, science, and math. The program also assists veterans in securing other eligible services from the federal Veterans Administration, state veteran agencies, and local associations and programs a veteran might benefit from. Personal, career, and financial counseling is provided, mentoring programs with professionals who are also veterans. Assistance with admission applications and federal financial aid forms is also available, as well ACT and various other admissions testing preparation.
References
Gilardi, S., & Guglielmetti, C. (2011). University life of non-traditional students: Engagement styles and impact on attrition. Journal Of Higher Education, 82(1), 33-53.
Grable, J. E. (2011, Spring). Innovation in Doctoral Degrees designed for adult learners: A hybrid model in personal financial planning. New Directions for Adult and Continuing Education, 129, 43-51. doi: 10.1002/ace.399
Lake, E. D., & Pushchak, A. J. (2007). Better allocating university resources to create on-line learning environments for non-traditional students in under served rural areas. Innovation: Higher Education, 31(4), 215-225. doi:10.1007/s10755-006-9025-5
Lei, S. A., & Govra, R. K. (2010). College distance education courses: Evaluating benefits and costs from institutional, faculty and students' perspectives. Education, 130(4), 616-631.
Ritt, E. (2008, Winter/Spring). Redefining tradition: Adult learners and higher education. Adult Learning, 19(1/2), 12-16. Retrieved from http://www.aaace.org
Types of aid. (2011). Informally published manuscript, Financial Aid, Morehead State University, Morehead, KY. Retrieved from www.moreheadstate.edu/finaid
U. S. Department of Education (2006, September). A test of leadership: Charting the future of U.S. higher education: A report of the commission appointed by Secretary of Education Margaret Spellings. Washington, DC: U.S. Department of Education.
Whitbourne, S. K. (2008). Adult development and aging: Biopsychosocial perspectives. Hoboken, N.J.: Wiley.
Wyatt, L. G. (2011). Nontraditional student engagement: Increasing adult student success and retention. The Journal of Continuing Higher Education, 59, 10-20. doi: 10.1080/0737773.2011.544977
CREDITS: We acknowledge Morehead State University's Logo "Much More" is used for illustration only purposes for this class . It has not been officially published on the actual World Wide WEB. This "illustrative site" will be removed at the completion of EDAH-641.