Rethinking Adult Learner Persistence: Implications for Counselors

Hensley, Laura G.; Kinser, Kevin

doi:10.1002/j.2161-0029.2001.tb00110.x

Cited by 14 publications

(16 citation statements)

References 11 publications

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“…However, learners whose advising needs remain unmet may feel lost and overwhelmed (Hensley & Kinser, 2001). Furthermore, a limited body of research shows this population's advising needs in the contemporary online, cohort, and classroom environments.…”

Section: Discussionmentioning

confidence: 99%

“…Adult learner advising experiences have been positively correlated with retention, persistence, and alumni donations (CAEL, 2000;Flint, 2005;Frey, 2007;Hensley & Kinser, 2001;Lowe & Toney, 2000;Noel-Levitz, 2008;Noel-Levitz & CAEL, 2011). Crisp (2010) reported a positive association between one's advising experience and his or her grade-point average (GPA), classroom performance, ability to think critically, persistence, future aspirations, and confidence to succeed academically.…”

Section: Advising the Adult Learnermentioning

confidence: 99%

“…For example, the leading misconception is based on the falsehood that adult graduate learners are ''self supporting and do not need the same level of supports as 18-23 year olds'' (CAEL, 2000, p. 11). Adult graduate learners demonstrate advising needs similar to traditional undergraduates; however, despite the similarities, such as the need to follow time lines (Hensley & Kinser, 2001;Jones, 1993;Leonard, 2002), adult learners may not follow linear long-term schedules typical of undergraduates (Hensley & Kinser, 2001;Jones, 1993). Both traditional undergraduates and adult graduate learners want advisors in their support system to provide encouragement and motivation (CAEL, 2000;Frey, 2007).…”

Section: Quality and Holistic Advisingmentioning

confidence: 99%

“…Based on the varying characteristics of individuals described in the literature, we hypothesized that they may present distinct needs (Allen, 1993;CAEL, 1999CAEL, , 2000Hensley & Kinser, 2001;Leonard, 2002;Merriam et al, 2007;Peck & Varney, 2009;Stokes, 2008). Students described similar characteristics of good advising but their conceptualization of good varied.…”

Section: We Undertookmentioning

confidence: 99%

“…Instead, the researchers dis cussed the experience of the learners in relation to their age (Allen, 1993; Council on Adult and Experiential Learning [CAEL], 2000;Flint, 2005;Frey, 2007;Hensley & Kinser, 2001).…”

Section: Advising the Adult Learnermentioning

confidence: 99%

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Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

Schroeder

Terras

2015

NACADA Journal

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Although a majority of graduate students fall under the definition of adult learners (over age 24 years), many traditional institutions do not offer advising specific to them, nor do they recognize advising needs of these older students in online, classroom, or cohort situations. In this phenomenological study, 9 adult graduate learners were interviewed, 3 from each learning environment, to understand and explain the perceived advising needs and experiences within and among learning environments. Findings suggest that adult learners, regardless of learning environment, require complex and holistic advising. Five themes of good graduate advising are discussed. The need for immediate advisor response varied with respect to participants' learning environments. Implications for practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Advising the Adult Learnermentioning

confidence: 99%