缅北强奸

I had a traditional college experience, graduating from high school in听June and moving into a high-rise dorm on a university campus that听August. I graduated after four years of classes, sorority life and an听exciting senior year on a steering committee well-known for running听a famous bicycle race. My summer jobs during college included bank听teller, shopkeeper, babysitter and house cleaner with my earnings used听for spending money through the school years.

I stayed to pursue a master鈥檚 degree in College Student Personnel听Administration where I learned from a professor the importance of听seeing college students as whole persons鈥攏ot just tuition dollars,听seats filled in classrooms or beds in dormitories. She emphasized听college was far from a 鈥渙ne size fits all鈥� experience, and the importance听of acknowledging diversity and recognizing the social and emotional听needs of students.

My first experience with adult learners came from my family. My three听older sisters were all married by the time I was 12 years old. My sister Jane听had interrupted her college experience to marry and start a family. When听her two sons were teenagers, her desire to return to college was strong,听and she was happy to see that Indiana State鈥攚here she began college鈥攐pened its campus in Evansville (ISUE). It offered her the chance to finish听the degree she'd begun many years earlier. Starting slowly with general听education classes, she took one night class. She could maintain her roles as听mother and farm wife and still work toward a degree. She knew she would听have to pay all college expenses and began working part-time in sales and听clerical work to cover tuition, books, gas, etc.

Jane, then in her 30s, worried she wouldn't succeed because of the听time elapsed since her last college class. Her years as a 4-H leader, PTA听president and Junior League member, however, brought experience in听volunteerism, leadership and communications that gave her a strong advantage in听every class. One class assignment involved creating a听survey and making phone calls to gather opinions and data. Jane later听turned this classroom exercise into a 22-year career in marketing听research after graduating from Indiana鈥檚 newest university in 1986鈥攖he听缅北强奸.

Today, there is no 缅北强奸 alum prouder than my sister Jane. Her college听journey was much more difficult than my traditional experience, and听her story continues to inspire me. I have worked with adult learners for听over 20 years, helping them navigate college classes toward graduation.听I know that many face challenges of limited time and limited funds and听often do not get support from family and co-workers as they juggle time听commitments and competing priorities.

Nevertheless, they thrive. Just as Jane found value in her life experiences听in leadership and volunteerism, many adult students bring strengths听and motives that traditional students often lack.

1. Adult learners know exactly why they are in college and have听specific goals鈥攐ften to enhance career opportunities.

2. Adult learners know how to set priorities, manage time and other听resources to reach their goals.

3. Adult learners can integrate classroom learning with lived听experience from family, career and community activities.

4. Adult learners rarely make excuses and blame others for their听failings, rather they attend class, participate in discussions and听meet assignment deadlines.

My career in higher education has rewarded me with the opportunity听to work with adults like my sister, seeing them survive and thrive at 缅北强奸.听Through it all, I never lost sight of the fact that adult learners are 鈥渨hole听persons鈥� with life stories, challenges, goals and grit.