Bridging the Great Divide: Approaches That Help Adults Navigate From Adult Education to College

Zafft, Cynthia

doi:10.1177/104515950801900102

Cited by 13 publications

(15 citation statements)

References 1 publication

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“…Transition programs have grown in popularity to help adult learners overcome the complexities of enrollment in higher education and to provide preparatory lessons for adult learners aspiring to take college-level coursework (Alamprese, 2004, 2005; Office of Vocational and Adult Education [OVAE], 2010b; Valentine et al, 2009; Zafft, Kallenbach, & Spohn, 2006). Transition programs are designed to give students a comprehensive understanding of the expectations of college so that they can determine if college is right for them (Alamprese, 2005).…”

Section: Introductionmentioning

confidence: 99%

Fundamental Elements of Transition Program Design

Karmelita

2017

Adult Learning

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Adult learners require supports and services to help them successfully transition into taking on the demands and expectations of college students. Transition programs have grown in popularity as a means to aid adult learners as they transition to higher education. Unfortunately, previous research on adult learner participation in transition programs is limited in its scope and depth. There is a need to understand how to develop transition programs to best support adult learners. Drawing on interviews and observation, this narrative study investigates program details about the funding structure, reporting measures, and development of the researched transition program. I identify fundamental elements for effective transition program design that align with adult education and transition theory. This research also points to the importance of connecting adult learners to institutions to give them a sense of mattering to the university.

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Section: Introductionmentioning

confidence: 99%

Fundamental Elements of Transition Program Design

Karmelita

2017

Adult Learning

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“…As a result, the federally funded National Reporting System (NRS) was created in August, 1998 to track adult learner performance, characteristics of adult education students, program participation, as well as data management for adult education programs across the United States (U.S. Department of Education, 2016;Zafft et al, 2006). The requirements of the NRS influence funding and grant requirements of transition programs, which in turn impacts program curriculum, testing, evaluation, and target audience (Bragg, 2010;Zafft, 2008;Zafft et al, 2006). Even with the NRS reporting measures, there is a lack of information regarding the outcomes associated with participation in transition programs (Valentine et al, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the experiences of adult learners in a transition program

Karmelita

2018

Journal of Adult and Continuing Education

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Transition programs have emerged as a support for adult learners seeking college education. Adult learners' perspectives are missing in the literature on transition programs. To better support adult learners in transition programs, it is essential to understand their experiences and perspectives. Using Schlossberg's Transition Theory (Anderson, Goodman, & Schlossberg, 2012) and Cross's (1991) student barrier categorizations as a framework, this narrative study investigates the experiences of five adult learners enrolled in a transition program. The findings indicate that the relationships the participants formed through the program served as a support system, and that participation in the program led to a shift in self-perception. The participant narratives also highlight barriers to college enrollment for adult learners, such as difficulty using technology and health related issues.

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“…This is especially true for those students in adult basic education programs directed at students who have decided to pursue post-secondary education. A general understanding of academic planning raises the possibility of further academic success (Zafft, 2008). Self-directed learning was measured by Guglielmino (1977) who developed a self-directed learning scale.…”

Section: Theoretical Perspectives Of Adult Learner Needsmentioning

confidence: 99%

“…Initially, this type of transition model could be realized through a redevelopment of course curriculum that weaves outcomes from both GED and college credit courses. This approach makes GED students aware of greater need to continue post-secondary studies but could also overwhelm GED instructors who have little freedom to adapt curriculum because of the limited time and great amounts of content to be covered (Zafft, 2008). A more deliberate transition program would include GED instructors and community college instructors co-teaching courses.…”

Section: Advising Interactionmentioning

confidence: 99%

The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students

Carson

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Bridging the Great Divide: Approaches That Help Adults Navigate From Adult Education to College

Cited by 13 publications

References 1 publication

Fundamental Elements of Transition Program Design

Fundamental Elements of Transition Program Design

Exploring the experiences of adult learners in a transition program

The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students

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