An Assessment of an Adult Learning Model: Implications for Replication

[EN] In response to the national agenda to increasethe number of adults with bachelor’s degrees, East Stroudsburg University (ESU), a regional master-degree granting university, has implemented several degree completion programs geared towards non-traditional students. Using the Council for Adult and Experiential Learning (CAEL) “Eight Principles of Effectiveness for Serving Adult Learners,” this study assessed the first three years of the program’s implementation. This assessment used primary data collection, includinga student and faculty survey. The study found that the program is replicating its teaching processes, use of technology for teaching, and advising and mentoring well. However, the assessment revealed that the program was weaker on three primary items more unique to adult learners:

1. Flexible financing options; 2) Awarding credit for prior learning; and 3) Enhancing strategic community partnerships. Parallels are drawn to similar challenges Europe faces in meeting the social dimension of the Bologna Process. The paper concludes that in order to implement successful degree completion programs, key in advancing completion goals and equity demands in both the U.S. andEurope, institutions need to commit themselves to going beyond the replication of traditional undergraduate programs, and plan for the long-term transformation of current models of education.