Returning Adults/Non-Traditional Students

             According to Skorupa (2002):

 When we think of adult learners and how to approach them as advisors and instructors, several aspects of their adult status usually come to mind. Among these are the facts that adults play multiple roles in their lives, that they often have anxiety about returning to school, and that many times they are experiencing some sort of life transition at the time they decide to return to school. One characteristic of current and prospective adult students that is often overlooked, particularly by the administration, is the fact that they are consumers and are generally looking for the most out of their time and money.

 Muench (1987) in a paper, A comparative study of the psychosocial needs of adult men and women students in an adult degree program, says:

Non-traditional students need many different kinds of support and assistance from family, friends, and institutions of higher learning. Research evidence suggests that "both sexes have difficulties juggling the roles of student, worker, and family member. Adult students need help in building their self-confidence as students, in acquiring or refreshing study skills, and in managing their time and other resources while in school. In addition, adult students benefit from opportunities to interact with their peers and need to be actively involved in the educational process through sharing their relevant work and life experiences.

1. A. Characteristics
   • May be highly diversified in background, needs, abilities, interests.
   • May have high purpose and motivation.
   • May lack confidence.
   • May be uncertain about how higher education works.
   • May have unrealistic goals.
   • May be in transition.
   • May not understand the aims and purposes of general education.
   • May be anxious to complete general education quickly.
   • May be apprehensive about being compared to traditional students.
   • May have clear need to balance several life roles.
   • May have prior college experience.
   • May need practical orientation.
2. B. Advising techniques
   • Treat like adult consumers.
   • Help develop a sense of belonging, confidence and self-esteem.
   • Provide avenues to realize their potential as students.
   • Assist in contacting campus resources (counseling, career services)
   • Teach them to use the university system and how to effect change.
   • Introduce them to adult student services and organizations.
   • Learn their family obligations.