I'm not sure if I'm becoming cynical, but the cliché: "the more things change, the more they stay the same" is not ringing true with our school. Our campus has been changing and it is in the wrong direction. I have seen ABC 20/20 pieces and other journalistic approaches to career colleges and they never seem to be in the best light. The CE that I worked on (ED209-Students as Customers) shed a light on this subject of “admissions AND retention.” I have a few friends that work at other schools as well, and the new term: “Pell and a pulse” seems to be the resounding battle cry for admissions. “Get their butts in chairs” gives the impression career colleges are just institutions of profit. Yes a profit can be made, but it shouldn’t be at the expense of someone getting ‘some’ education versus high-quality direction. While I don’t want to paint with such a broad stroke, but more directors and managers (not just instructors/teachers) need to take this module/CE. “In fact, the majority of technology students believe that the students-as-customers approach should not be used because: • This approach affects instructor performance. • The goal of the institution may change from providing education to making a profit. • This approach affected relationships between instructor and student (Watjatrakul, 2009).” I can honestly say I have seen this approach weaken our ability in bringing the best information or discussions to our class rooms. Vice Presidents, directors and other management have focused on the ‘front end’ and less on the middle (education) or back end (certification/graduation/placement). Since certification has no bearing on our school ranking or our Federal Government standings, the focal point has been the exact opposite of this module: students are customers we need in our buildings. “Will educators try to avoid critical feedback when using the students-as-customers approach?” (Bharadway, 1993 and Johnson, 2003 cited in Watjatrakul, 2009) Unfortunately this has been a resounding “yes” at our campus. I believe our campus and our field have the opportunity to be great again: but reeducation for our management is sorely needed.

More often than not, I find that I am faced with a classroom of learners that range from seventeen and eighteen up to fifty. I struggle with creating common ground in a classroom like this. Does anyone have reccomendations about how to relate?

When teaching, I think it is important to imbue a sense of almost obsession with the topic as an instructor. I teach literature and love books to death, but a criminal justice student might not think the same way. If I can get that student to understand in a small sense how I feel, we start to meet at a crossroads. This is how I get students motivated. They see my motivation to learn more and they follow.

Often I will have students leave the classroom with an assignment for the next class that includes a discussion topic. This allows them to return and engage other students in what they are interested in. At times, I will have them pick news topics that interest them and lead a discussion for fifteen minutes in the classroom. This allows them to have control as well as become familiar with a topic they pick.

I enjoy seeing students return with response papers after a lengthy assignment and really give feedback to what they have learned and what it means to them personally. There are many methods to allow students to share personal reactions without opening any wounds or calling them out when they are not ready to share personal information. I think response papers are key to this. They are forced to respond personally, but can discuss a sliver of their opinion without judgement.

When my classes first begin I make certain not to call out my adult students, but rather allow themselves to discuss their age and why they returned to school. I find that adult learners are often open if THEY are allowed to discuss their return to academia and will talk to everyone in class about this if the instructor simply allows them to do it in their terms.

Enthusiasm is the learning environment is key to successful teaching. Passing through to the students your excitement for the content and subject matter draws students in and keeps them attentive on learning and achieving.

As a 20 yr sports coach I've never had any issues energizing a team, but students can present a different challenge when trying to keep the curriculum fresh and exciting for students. Some ways I use on the court/field that help are connecting with personal interests and motivations which supports a renewed sense of interest in students.

Student retention is a different concern for the more passive student learners vs active adult learners. We as teachers need to engage with adult learners on both peer and respect levels for successful retention. This can be done through personal connections and clear, fair policies.

Can anyone suggest new innovative ways to connect with adult learners?

When we can share our excitment about what we do it spreads like fire through out the class. It gets people intrested, maybe not in exactly what we are talking about but intrested in how they can discover what it is in life that can bring out that kind of excitment in themselves.

Its about having the tenacity to regroup that truly teaches our students about what its like out in the real world. You fall down you get back up- you try again.

What about those students who will not participate in classroom activities? As an example, during one session demonstrating the various button strokes needed to solve problems on the school calculators, one student would not touch his calculator. During a practice quiz, immediately afterward, The student still would not use his calculator to solve the conversion problems and missed all of the example problems. After the quiz we reviewed any problems students had trouble with and still no participation from this individual. What more can I do?

Most of our courses are associated with some sort of lab experience for the students allowing them to apply their newly obtained skills or knowledge with hands on application. I have found this greatly enhances their understanding of the subject matter before a course final exam is administered. I think this gelling of information experience has allowed some students who were lacking in the needed knowledge to pass the final exam, pass a course they might not. I think this is proof, this method be continued and even extended into some sort of "lab" experience for other subjects. Am I off base?

What about those students that despite all efforts to get them involved with class activities, just will not join in?

Students can be motivated by several activities which include the expertise of the instructor, instructor's passion, and the sequencing of events

Instructor's skills and ability to express content should be coupled with excitement

Showing respect to all students will show that all students are valued equally and inso doing maintain an amicable classroom experience

Adult learners bring to the classroom special qualities for a multigeneration population. students of all ages learn from each other's experiences

I have notice (after handing out) any topic of paper work to the class, most students just place that paper work away. But once I start, and bring up (what said topic) is about, they wake up. But not all students, read or at less look at it. To keep students focus, show why these "handout" are good for like: reference, the next test, or projects, and how it must be used. Not all topics are in books so "handout" are the next best think.