Retaining the Struggling Adult Learner

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cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorBertran, Liz
dc.date.accessioned2016-12-05T21:42:46Z
dc.date.available2016-12-05T21:42:46Z
dc.date.issued2016
dc.description.abstractAs a goal of higher education, faculty and staff members can aid in retention of both the struggling and non-struggling adult learners by integrating a few simple practices into their interactions with students. The approach begins with understanding that this population has identifiable characteristics. Since childhood, their learning struggles and confidence levels may have been undermined. Many are right-brained, picture thinkers that do not learn by techniques that focus on standard instructional methods. By recognizing how these students learn and incorporating some simple practices into how to interact with them, students will be free to become confident and successful learners. Application of these techniques will aid those who participate in face-to-face classes and in online formats. The recommendations suggested are designed to embolden this population of adult learners to be more confident and successful so that they can accomplish their goals; and also have the outcome of better retention.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/612
dc.language.isoen
dc.publisherCreateSpace
dc.publisher.institutionCity University of Seattle (CityU)
dc.relation.ispartofSupporting the Success of Adult and Online Students
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectretention of struggling adult learners
dc.subjectadult problem learners
dc.subjecthelping problem students
dc.subject.lcshAdult college students
dc.subject.lcshStudent-centered learning
dc.subject.lcshUnderachievers--Education (Higher)
dc.subject.lcshDropouts--Prevention
dc.titleRetaining the Struggling Adult Learner
dc.typeBook Chapter
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