Adult Learners at Oakland University - Wayne State University
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Transcript of Adult Learners at Oakland University - Wayne State University
Adult Learners at Oakland University
A Profile and Examination of Outcomes
Susanne CondronOffice of Institutional Research and Assessment
Oakland University
About OU
Presentation Overview
• Define adult learners
• Compare characteristics and outcomes of adult learners and traditional students
• Examine NSSE data to understand differences in engagement and potential challenges
• Consider the most viable and effective supports for adult learners
Key Questions
• Why is it important to understand the needs and challenges of adult learners?
• In what ways do adult learners differ from traditional-aged students?
• What are some institutional supports that would benefit adult learners?
Why is this important?
19%
OU UndergraduatesAge 25+
*on average 2009-2018
• Balancing work, family, and school result in many barriers to full participation in the college experience including institutional, situational, psychological, educational(Hardin, 2008)
Hardin, C.J. (2008). Adult Students in Higher Education: A Portrait of Transitions. New Directions for Higher Education 144, DOI: 10.1002/he.325
Unique needs and challenges
Situational
“There are no resources for students who are returning to school after many years out of [academia]. The childcare options are limited for both students and faculty…”
Institutional
“This school is not designed to work well with parents who work full time and that has been a major challenge and frustration for me as a student. No advisors take appointments past 3:30pm and taking time off work is not always an option... Most services to help students have normal business hours so I also know this effects many students who work full time.” Source: NSSE
Unique needs and challenges
Psychological
“With the growing population of older adults returning to school, there needs to be a better connection for this population as barriers related to age (lack of connection with other students in the same age category) can reflect a lack of social support in the academic environment”
Educational
“The courses are taught as if we have all just graduated from High School recently, rather than decades ago. We need more academic resources focused on helping us catch up with new curriculum standards …the academic standards favor the younger generation and leave returning students at a great disadvantage.”
Source: NSSE
Unique needs and challenges
Defining Adult Learners
Adult Learners at OU• Used age at first entry (25+) to define adult learners
• Only 50 FTIACs over the past 10 years meet this definition
0
100
200
300
400
500New Undergraduates Age 25+
Transfers
FTIACS
99% of new
undergrads
age 25+ are
transfers
Adult Learners at OU - Sample• Combined data from new transfers entering
Oakland in Fall or Winter Semesters between 2009-2015 (n=12,957)
27%32%
31%32%
30%33%
28%31%
26%27%
24%24%
1411
527
1569
593
1604
608
1727
578
1649
542
1620
550
Fall2009
Winter2010
Fall2010
winter2011
Fall2011
Winter2012
Fall2012
Winter2013
Fall2013
Winter2014
Fall2014
Winter2015
Age 25+ Under Age 25
Profile of Adult Learners and Traditional StudentsFall 2009-Winter 2015 transfer cohorts
Profile: Class at Entry
0%
10%
20%
30%
40%
50%
60%
First Year Sophomore Junior Senior
Class at Entry
Aged 25+ Under Age 25
Profile: Demographics
0%
20%
40%
60%
Sex = Male URM = Yes Received Pell = Yes
Sex/URM/Received Pell First Term
Age 25+ Under Age 25
Profile: Web courses/Full or Part
0%
20%
40%
60%
Some Web Courses Part Time
Web courses/Full or Part time
Aged 25+ Under Age 25
Profile: School at Entry
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
CAS SBA SEHS SECS SHS SON UP
School at Entry
Aged 25+ Under Age 25
NSSE ResultsFall 2009-Winter 2015 transfer cohorts
(NSSE 2011, 2013, 2015, 2016)
NSSE 2011, 2013, 2014, 2016
• Merged NSSE data from four administrations with data from new transfers entering Oakland in Fall or Winter Semesters between 2009-2015
• Yielded a subsample of 1,088 cases (8.4% of full sample)
Time Spent Caregiving
0%
10%
20%
30%
40%
50%
60%
70%
0 1-5 6-10 11-15 16-20 21-25 26-30 > 30
Hours Per week
Providing care for dependents
Under Age 25 Age 25+
Time Spent Working
0%
10%
20%
30%
40%
50%
60%
70%
0 1-5 6-10 11-15 16-20 21-25 26-30 > 30
Hours Per week
Working for pay off campus
Under Age 25 Age 25+
Satisfaction Ratings
25%
75%
16%
84%
0%
20%
40%
60%
80%
100%
definitely orprobably no
definitely orprobably yes
If you could start over again, would you go to the SAME INSTITUTION you are now
attending?
Under Age 25 Age 25+
20%
80%
15%
85%
0%
20%
40%
60%
80%
100%
poor or fair good or excellent
How would you evaluate your entire educational experience
at this institution?
Under Age 25 Age 25+
Comparing Outcomes of Adult Learners and Traditional StudentsFall 2009-Winter 2015 transfer cohorts
Outcomes by Cohort
OutcomeFA09
WI10
FA10
WI11
FA11
WI12
FA12
WI13
FA13
WI14
FA14
WI15
Persistence 1yr
Persistence 2yr
Persistence 3yr
Persistence 4yr
Persistence 5yr
Graduated 4yr
Graduated 5yr
Graduated 6yr
Outcome: Persistence
76%68%
64% 61% 62%66%
55%50% 47% 47%
0%
20%
40%
60%
80%
first year second year third year fourth year fifth year
Under Age 25 Age 25+
Outcome: Graduation
46%
55%58%
34%40% 42%
0%
20%
40%
60%
80%
Within 4 years Within 5 years Within 6 years
Under Age 25 Age 25+
Predicting Retention after 1 year
Dependent Variable: Retained after 1 year (yes/no)
Independent Variables• Age 25+ (yes/no)• Upper division at entry (yes/no)• Male (yes/no)• Underrepresented minority (yes/no)• Received Pell first term (yes/no)• First term GPA• First term credits • Web course first term (yes/no)• Full time first term (yes/no)• Transferred from 2y college (yes/no)• Percentage Receiving Pell from HS
Odds Ratios for Significant Variables
0.0 0.5 1.0 1.5 2.0 2.5
Age 25+Upper division
MaleURM
First term pellFirst term GPA
First term creditsWeb course
Full timeTransferred from 2y
% pell HS
Retained after 1 year
Under Age 25
0.0 1.0 2.0 3.0
Upper division
Male
URM
First term pell
First term GPA
First term credits
Web course
Full time
Transferred from 2y
% pell HS
Aged 25+
0.0 1.0 2.0 3.0
Upper division
Male
URM
First term pell
First term GPA
First term credits
Web course
Full time
Transferred from 2y
% pell HS
Retained after 1 year
Predicting Graduation within 4 yrs
Dependent Variable: Graduated within 4 years (yes/no)Independent Variables
• Age 25+ (yes/no)• Upper division at entry (yes/no)• Male (yes/no)• Underrepresented minority (yes/no)• Received Pell first term (yes/no)• First term GPA• Average yearly credits • Web course ever (yes/no)• Percentage of terms full-time• Transferred from 2y college (yes/no)• Percentage Receiving Pell from HS
Graduated Within 4 Years
0.0 0.5 1.0 1.5 2.0 2.5
Age 25+
Upper division
Male
URM
First term Pell
First term GPA
Average yearly credits
Web course
% terms full time
Transferred from 2y
% Pell HS
Odds Ratios for Significant Variables
Graduated Within 4 YearsUnder Age 25
0.0 1.0 2.0 3.0
Upper division
Male
URM
First term Pell
First term GPA
Average yearly credits
Web course
% terms full time
Transferred from 2y
% Pell HS
Aged 25+
0.0 1.0 2.0 3.0
Upper division
Male
URM
First term Pell
First term GPA
Average yearly credits
Web course
% terms full time
Transferred from 2y
% Pell HS
Outcomes Analysis Summary
Retained after 1 Year• Positive: First term GPA, upper division, full-time, and transferring
from a 2-yr college.
• Negative: Being URM, taking a web course, and community disadvantage
• Adult learners: (Positive) First term GPA, full-time; (Negative) web course; (NS) upper division, community disadvantage
Graduated within 4 years• Positive: First term GPA, upper division, taking a web course, and
transferring from a 2-yr college
• Negative: Being URM/Pell eligible
• Adult learners: (Positive) same; (Negative) none; (NS) URM/Pell eligible
Identifying Supports for Adult Learners
Situational
• Offering discounted child care
• Providing counseling or advising on role conflict
Institutional
• Offering extended service hours
• Increasing online course offerings
• Flexibility with meeting internship requirements
Supporting Adult Learners
Psychological
• Establishing a peer support or mentorship program for adult learners
Educational
• Providing support services such as tutoring, supplemental instruction
• Making existing services more widely available (evenings, weekends)
Supporting Adult Learners
