This document discusses strategies for creating an environment that meets the needs of adult learners in continuing education (CE) classrooms. It outlines that adult learners are self-directed, problem-centered, and bring life experiences to the classroom. Instructors, curriculum developers, and administrators each play a role in ensuring adult learner needs are met through preparedness, engaging instructional methods, clearly articulating course objectives and requirements, and gathering feedback through evaluations. The goal is to help adult learners get the most value from their CE experience.

5. Understanding Adult Learners (Adapted from Edmunds, Murray & Seymour, 1999) Children Adults Rely on others to decide what should be learned Decide for themselves what should be learned ( self-directed) Accept information at face value Validate information based on beliefs and values ( experience, self-directed ) Expect to use knowledge in future Expect learning to be immediately useful ( problem-centered ) “ Blank slates” Experienced ( experience ) Limited ability to be a class resource May represent a significant resource ( experience, problem-centered )

10. Instructor Response Student Enrollment Form Name of Course: Intro to Excel Instructor’s Name: Excelsior Excellando Student Name (what you would like to be called in class):____________________ 1. I enrolled for this course because: a. b. 2. My goals in taking this course are: a. b. 3. My knowledge of the software taught in this course is (circle one): a. I have no background whatsoever. b. I have some understanding, but do not use it regularly. c. I use it regularly, but would like to increase my knowledge.

12. Remember CPR (Pike, 1989) C ontent R eview/ R einforce P articipation

15. Connecting Course Evaluations with Adult Learner Needs You can’t fatten a pig by weighing it. Data don’t drive. You don’t win by keeping score.