Adult Learner Data Reports
The first two of these adult learner reports were compiled and presented by Noel-Levitz and CAEL. The final reports are national reports that demonstrate how Winona State University compares and contrast to other colleges and universities across the country.
Adult Learner Inventory, Noel-Levitz
Sample size: 899 undergraduate degree-seeking students; Rochester and Winona campuses; 34% rate of return
- Web-based assessment developed by Noel-Levitz
- Nationally benchmarked; 21,939 students
- Students rank items by importance and satisfaction
- Results identify instructional strengths, weakness and gaps
Key Results
Strengths: technology; student support services
Area of Improvement: overcoming barriers in time, place and tradition; life and career planning
The ALI was conducted during the 2012-2013 academic year on both the Winona and Rochester campuses. The results of these online assessments identified strengths, weaknesses, and gaps in adult learner services and satisfaction at Winona State University.
- Winona State University Overall ALI Report (PDF)
- Winona Campus vs. National (PDF)
- Rochester Campus vs. National (PDF)
Adult Learner Focused Education Institution Report
The ALFI (Adult Learning Focused Education Institution) Report is a comprehensive report that compares the results of the Adult Learner Inventory (ALI) and Institutional Self-Assessment Survey (ISAS) using the the 9 principles of effectiveness for serving adult learners from the Council for Adult and Experiential Learning (CAEL):
The ALFI was conducted during the 2012-2013 academic year.
CAEL's 9 Principles of Effectiveness for Serving Adult Learners
Outreach
Conducts its outreach to adult learners by overcoming barriers in time, place, and tradition in order to create lifelong access to educational opportunities
Life & Career Planning
Addresses adult learners’ life and career goals before or at the onset of enrollment in order to assess and align its capacities to help learners reach their goals
Financing
Promotes choice using an array of payment options for adult learners in order to expand equity and financial flexibility
Assessment of Learning Outcomes
Defines and assesses the knowledge, skills, and competencies acquired by adult learners—both from the curriculum and from life and work experience—in order to assign credit and confer degrees with rigor
Teaching-Learning Process
Faculty uses multiple methods of instruction (including experiential and problem-based methods) for adult learners in order to connect curricular concepts to useful knowledge and skills
Student Support Systems
Assists adult learners using comprehensive academic and student support systems in order to enhance students’ capacities to become self-directed, lifelong learners
Technology
Uses technology to provide relevant and timely information and to enhance the learning experience
Strategic Partnerships
Engages in strategic relationships, partnerships, and collaborations with employers and other organizations in order to develop and improve educational opportunities for adult learners
Transitions
Supports guided pathways that lead into and from the institution's programs and services in order to ensure that students' learning will apply usefully to achieving their educational and career goals
Resources for understanding the ALFI
National Reports on Adult Learners
The following reports are taken from various organizations that are national recognized as leaders in higher education and adult learning.
These reports will give you context and background information that support the work that we have done at WSU recently in the area of adult learning research and the work that we will do throughout this academic year.
- National Adult Student Priorities Report (PDF)
- National Adult Online Learners Priorities Report (PDF)
- 9 Principles of Effectiveness for Serving Adult Learners PDF)
- Assessing Adult Learning Focused Institutions (PDF)
- Charting the Future (PDF)
- Fueling the Race (PDF)
- National Trends in the Adult Student Market (PDF)
- Trends in Adult Learning (PDF)
- Understanding the Unique Needs of Post-Traditional Learners Presentation (PDF)
WSU Focus Groups
2 groups; 12 participants
This follow-up to the Adult Learner Inventory focused on areas where we demonstrated the greatest gaps between student priority (importance) and student satisfaction on the ALI and ISAS.
Key Themes
Adult learners want:
- Credit for Prior Learning
- Ease of transfer of credit
- Help navigating through the university
- Help financing their education – a challenge for part-time students, many of whom are working 30+ hours per week
- More program availability and delivery options
Interviews with WSU Students
Nine interviews, WSU-Rochester students
Interview questions developed around the nine principles of effectiveness in adult education
Key Themes
Adult learners want:
- Orientation and resources specific to their needs
- Flexibility from faculty, staff and employers
- Personal connections to faculty, staff, and other students
- More program offerings
- More academic and career advising