Adults Returning To College Essay

In the article “Blue-Collar Boomers Take Work Ethic to College” (2008), Libby Sander, a reporter for the Chronicle of Higher Education, argues that there is a sharp increase in the age of the average student at American colleges, and that these institutions are best positioned to adapt themselves to be more supportive of this changing demographic. Sanders supports her claims by showing that 41 percent of the 55 and older population according to the Bureau of Labor Statistics will still be in the workforce, many of whom will use the college experience to acquire the skills they need to change careers or keep the ones they have. And by providing anecdotes and testimonials from older students like electrician David Cox who is using his new education

Going back to college after you have been out of school for quite a few years, had three children, been married, and divorced is a lot harder than I ever imagined. It takes hard work, dedication, and missing out on the little things previously taken for granted. I miss taking naps the most. I believe if you can tough it out through the worst days, you can finish school and provide a better life for your children and yourself. You need a lot of willpower and a large sense of humor.

As the world of work becomes more complex, many workers need training to avoid losing their jobs or being passed over for promotion. Consequently, many who would not have considered college 20 or even 15 years ago are finding themselves back in school. As adults become students, employers, colleges, and workers are changing old notions about how to go about pursuing higher learning.

Returning back to school was a very natural decision for me. It seemed to be the next logical step in my personal and career goals. My ultimate goal is to be happy and healthy and be a good provider and role model. With that set aside for now, my next goal is to be financially stable and able to provide for my family in ways that my family was not able to provide for me. I definitely expect to work for what I want and earn every bit of it. The most recent motivator was that my company was willing to contribute a huge chunk of the yearly tuition, therefore removing some financial burden. This makes me feel like they truly care about my future and they really want to see me succeed.

In the midst of many ambitious national and state level college completion initiatives, Sallie Glickman, David Thornburgh, and Hadass Sheffer joined together in creating Graduate! Philadelphia. With their extensive background experience in workforce and economic development as well as higher education, they sought to raise awareness of the need for more adults to complete college (Graduate Philadelphia, 2015). While attention has historically been focused on the “traditional” college student, Graduate! Philadelphia has focused their attention on adults who have already acquired some college credit but never earned their degrees. Some refer to them as “near completers” or “ready adults” but for G!P they prefer to refer to this unique population

With today’s changing world and the economy the way it is, it is not uncommon for people of all ages to enter the college setting. In fact, two-thirds of students entering the college setting are classified non-traditional (Brown, 2007). Bill (2003) found that there was an 11% increase of non-traditional student enrollment from 1991-1998 displaying 35% in 91 and 46% in 1998. These numbers have since increased according to Jacobson & Harris (2008) showing that half to 75% of undergraduates consist of the non-traditional student sitting the reasons for reentering the college setting to be economic. What exactly defines a non-traditional student and what services may they need in comparison to the traditional student.

One of the key strategies of the University of Phoenix is to dominate the higher education adult market. The philosphy and mission that was put in place by founder John Sperling is one that the company still follows. The U.S. Department reports that “over 6 million, or 40% of all students enrolled in higher education programs are over the age of 24. This nunber is projected to reach 6.7 million in 2011. The market for adult education in the U.S is expected to increase as working adults seek additional education and training to update and improve their skills, to enhance their earnings potential, and to keep pace with the

David Deggs is an assistant professor in the College of Education and Health Professions at the University of Arkansas. He teaches coursework in adult learning theory and teaching strategies, program evaluation, and research methods. His research focuses on how community values affect educational attainment and adult learners in higher education.

Colleges are struggling to adapt to society’s changing requirements for adults entering the work force. John Fawell laments this change and states that humans intrinsically desire to learn more for the purpose of knowing more. However, the focus has shifted away from this and has become more career-oriented. This shift is not well supported in the current college system. The education system is aware of this change and some have modified their programs, but they are too narrow and a broad college education is lost. Even though it has become almost mandatory in society, a college degree does not prepare students for a real-world work environment and is not necessary for most occupations. Many, such as lawyers or doctors, do require further education and a system that instructs them while also training the majority of the workforce would be an improvement.

Researchers surveyed a group of 450 college students in a variety of majors at two different universities. As a result, 41% identified as emerging adults, 33% identified as undecided, and 26% identified as adults. There was a correlation among different qualities in each of the separate categories. For example, students who identified as adults had a better sense of their overall identity, were less depressed, and engaged in less risk-taking behaviors, such as gambling, alcohol-consumption, and cigarette smoking. The researchers also found that students who had paid for most of their college education experienced a quicker

I know that college will be challenging for me because, lacking knowledge of computer skills, health issues, and work. First of all, knowledge of the computer is difficult for me because I grew up not receiving training on computers. Furthermore, I have trouble with my memory, due to my pass , I suffer from several diabilities.Furthermore,my short term memory lost plays a major part in accomplishing my goals.

I am from Colombia, South America and have been living here for 10 years. When I was living in my country, I started studying in the university. My major was Psychology but I had to stop my studies due to some personal problems. When I came to this country, I wanted to return to the University but there was always an obstacle. After so many years, now I have the opportunity to do it; it is challenging, but I will put all my effort to accomplish my goal.

Mature students’ involvement in higher education is life enhancing and vital to social mobility, but current changes to higher education fees and adult skills strategy represent a substantial risk to forthcoming partaking. This research aims at exploring the challenges faced by mature students to access higher education and the motivating factors that helps them to pursue or resume their academic studies. Whatever the motive, going to higher education as a mature student can be very gratifying, not least because it tends to be a bigger enterprise later in life and consequently the wish to excel is often heightened.

For many, the traditional education system is viewed as vital for the next phase of life. However for a select population, it is not effective and an alternative means for obtaining an education is necessary. Adult education provides people a chance to change their previous views about education and, most importantly, the opportunity to change their path in life. In 1968, Henry McNeil had just turned sixteen and thought that he was prepared for the workforce, so he quit high school. After he dropped out, a job was easily achieved even without a high school diploma because of his hardworking attitude. The ability to adapt to his job gave him employment until he was fifty-eight. However, when the economy took a downward spiral, the companies that had once overlooked the education of the applicant in place of a good mentality, now were not able to take the risk. Insurance that the potential employee was educated weighed in more than the experience gained from prior jobs. Henry McNeil needed a new path for his life and decided to go back to school to achieve it. Every person does not go through the same intellectual stages of life at the same time. Every person is different, so diverse options for education are necessary. Therefore, adult education systems in Caldwell County and the United States of America deserve as much attention as youth education systems.

Over the past decade, online learning that is facilitated by technology has become a prominent feature of higher education. As more higher education institutions continue to offer online courses and degree programs, it is evident that majority of the learners signing up for online courses are adults who often have families and full time jobs (Yoo and Huang, 2013). This trend has raised debates and arguments regarding adult online education and the adult learner as a new player in higher education. As higher education tries to accommodate the adult learners, it has become necessary for universities and other higher learning institutions to understand the needs of these learners and weigh the potential benefits and limitations of adult online education. Whereas past studies have explored the features and benefits of adult online education, it is necessary to examine the benefits of adult online education in comparison to classroom education. Research suggests that adult online education is beneficial as it is accessible, flexible, enables personalized learning, and promotes degree attainment rate and career development.