DC Faculty - Fresno Pacific University

About Adult Students
Source: Indiana Wesleyan University website, 3/17/2010
� Adult students are motivated to learn. Adults who return to school after spending time in the
work force are typically ready to give the effort needed to learn. Because of this, learning
proceeds much more quickly. Accustomed to excellence at work, adults often labor to reach that
same level of quality in their academic pursuits.
� Adults have learned discipline. As a result of managing both professional and personal
responsibilities, adults have developed discipline that helps them complete assignments within
narrow time frames despite busy schedules.
� Adults have broad life experiences. Students learn by relating concepts to their own
experiences. Drawing on a broad background of experiential knowledge (including that acquired
in the work environment) allows adults to quickly grasp ideas.
� Adults desire relevance. Because working adults encounter situations where their learning may
be applied daily, they are more motivated and better able to learn.
� Adults have developed skill in independent learning. Adults have learned to gather information
and process it independently. Thus, they grasp more knowledge and skills on their own without
always relying on an instructor as a “fountain” from which all information flows.
� Adults learn best when they are personally involved. The more active people are in their own
learning, the better their learning. When students interact in small groups, prepare projects, and
apply techniques in the workplace, their learning is deep and retention is long.
� Adults have many insights of their own. When a group of adults with varied backgrounds and
work experiences come together, the accumulated knowledge and wisdom supplements
textbooks and the instructor’s thoughts. Discussion is highly valued.
� Adults can direct their learning to fill in gaps in their knowledge. Reading and research outside
the classroom allow proactive adult students to close the gaps between their current knowledge
and the knowledge necessary to meet course objectives.
� Adults learn well in groups. Group learning is widely recognized as an effective learning process.
Peer tutor each other, offer emotional support and develop friendships, all of which result in a
positive learning climate. Teamwork, cooperation and leadership skills are also fostered.
DC Academic Policies and Procedures
All questions about academic policies should be addressed to the program director.
University Desired Student Learning Outcomes
Students will be able to effectively demonstrate the following values/outcomes as applicable to their
programs of study:
� Oral communication both in individual and group settings
� Written communication to inform and to persuade others
� Content knowledge, including how the liberal arts inform society and the application of such
knowledge to effect change
� Reflection for personal and professional growth to manage change in oneself and one’s vocation
� Critical thinking
� Moral reasoning and ethical decision making, including understanding a Christian world view
� Service and reconciliation as a way of leadership
� Cultural and global perspectives to understand complex systems
� Computational/methodological skills to understand and expand disciplines, including an
understanding of technological systems
Degree Completion Faculty Handbook � Page 11