THANKS / GRACIAS !!!

As the semester closes down, I feel like a survivor. This is not only the end of a semester but the end of a long journey, the conclusion of a career, my career. An S.O.S. career. The end of one cycle and the beginning of another. Thank you teacher, the blog experience was more fulfilling that I could have imagine last January.

Conforme el final del semestre se acerca, me siento mas como sobreviviente. Este no es solo el final del semestre, es el final de un largo viaje, la conclusion de una carrera, Mi Carrera. La carrera de una S.O.S. El final de un ciclo y el principio de uno nuevo. Gracias maestra, la experiencia del blog fue mas enriquecedora de lo que pude imaginar en Enero.

ADULT STUDENTS: A DIFFERENT BREED/ ESTUDIANTES ADULTOS UNA ESPECIE DIFERENTE

Adult students are definitely a different breed. To go back to school when most people come back from work and lay down and watch T.V. while sipping beer, takes a different type of person. To mingle with kids half your age and twice your awareness and thrice your technologycal information takes guts.
To do this blog meant discovering that not all schools, professors and students are ready to welcome adult students, but like any other endeavor, also meant to meet friendly and helpful teachers, intelligent young students, and information about many options out there for people like me.

Los estudiantes adultos definitivamente pertenecen a otra especie. Volver a la escuela cuando la mayoria de las personas regresan a casa para sentarse a ver la television y beber cerveza, requiere de personas con otros talentos. Mezclarse con personas la mitad de su edad, con el doble de conocimiento y tres veces mas informacion tecnologica requiere de alguien con caracter.
Este blog significo descubrir no solo que no todas las escuelas, los profesores y los estudiantes estan listos para recibir a estudiantes adultos, pero como en cualquier otra empresa, tambien significo conocer maestr@s amistosos y dispuestos a ayudar, conocer estudiantes jovenes inteligentes, e informacion acerca de las muchas opciones que hay alla afuera para gente como yo.

Money-Saving Tips for Adult Students

Going to college is an important, expensive, and somewhat anxiety-provoking decision for anyone, but adult students especially face daunting challenges associated with school. If you are non-traditional student who is concerned about the costs of college in relation to all of the other obligations in your life, you are in good company. Nowadays, over 40 percent of college students are not recent high school graduates. In addition to family, work, and other monetary obligations, the other main difference between non-traditional students and the majority of traditional students is reflected in federal financial aid procedures. If you are over 24 years old, then you are considered financially independent from your parents. While this may seem intuitive, it also greatly alters the way that students of different ages pay for college.
Even though traditional college students and adult students necessarily face college costs differently, there also is a bit of similarity among all students in how to plan for college costs.
Just as is recommended for traditional college students, your first move toward financing your education absolutely should be filling out the FAFSA (Free Application for Federal Student Aid).
Fill out the FAFSA as early as possible, even if you are not yet sure which school you will attend. Eligibility for aid is based partially on a first-come first-serve basis, and you might miss out on great opportunities by waiting. You especially do not want to miss out on potential grants, which do not need to be repaid. These include the Pell Grant, for which eligibility is based in part on one’s dependents -- which makes them ideal for many adult students, and the Workforce Improvement Grant, which is awarded specifically to adult students.
Traditional students often do not have to worry about planning for their college costs because they have few financial obligations elsewhere (and usually help from parents), but this is not the case with adult students. If you are a prospective adult student, you need to start planning for your expenses as soon as possible. Develop a budget if you have not done so already, and see where you can cut back to use the money towards your tuition. This is important because…
As an adult student, you do not want to take out any more in student loans than is absolutely necessary. In fact, your grant and scholarship search should be completely exhausted before you take out a loan. Whereas traditional students’ loans generally affect only them, your loans may affect the overall financial livelihood of your family. The fewer the costs that you must find a way to finance, the better.
Scholarships are not just for those students fresh out of high school. There are plenty of grants and scholarships to go around, and actually there are many with specific eligibility requirements that are most easily met by adult students. For example, there are many scholarships and grants available to individuals in specific occupations or with certain types of volunteer experience.
Do not pay any company for a scholarship search, because it simply is not necessary. In addition to books and websites full of scholarship opportunities, it may be wise to look right in your own community for financial assistance. Many community organizations, religious institutions, and social groups, as well as universities themselves, offer little-known scholarships for those individuals with enough initiative to find them.
Before you fill out the FAFSA and apply for other types of aid, consider using some money that you have saved for paying off other debts. The financial assets that you possess affect your ability to receive student aid, so now is a great time to relieve some other financial obligations.
Use your life experience to avoid taking unnecessary classes (and therefore, paying unnecessary tuition). Thousands of U.S. colleges give course credit to adult students who pass associated tests given through the College-Level Examination Program (CLEP). Ask your university if they are involved with this program, and/or if they offer alternative “life credits”.
Speak with your human resources department at work about reimbursements for your educational costs. Many employers choose to help out with educational costs because your advanced education is great for them, it because this system also helps with recruitment.
If you are a bit unsure about your decision to go to (or return to) college, consider taking a few classes as an at-large student first before making such a large financial commitment.
Online courses are a great option for adult students. Not only do they provide the obvious benefit of working on one’s own time schedule, but they also can save you a substantial amount of money in commuting costs.
If money is tight, ask a university representative about fee waivers for such expenses as application costs and lab fees.
If you plan to go for a four-year degree, it might make sense financially if you do your first two years at a community college. Community college tuition usually is much cheaper than tuition at four-year schools.As a final tip for those of you about to embark on a college career later in life, take advantage of a university resource that many traditional students do not utilize. If ever you have questions or concerns related to college expenses, meet with a financial aid officer at your school. It is his or her job to come up with a way for you to meet the financial obligations of your education, so do not let a few dollar signs get in the way of your academic goals. Best of luck in your college career!

MYTHS THAT KEEP ADULTS FROM GOING TO COLLEGE

Myth: I can’t afford it.
Reality: Many people believe they will never be able to go to college
because they don’t have the money to pay tuition and other
costs. In fact, most students receive financial aid in the form of
grants, scholarships, and loans. Find out about financial aid
before you close the door to higher education.
Myth: I was a lousy student in high school, so I won’t do well in college.
Reality: Even though your grades and test scores may not have been
great when you were a high school student, what’s important
is who you are now. When considering you as an applicant,
colleges will look at letters of recommendation, community
activities, special talents, past job experiences, and the enthusiasm
or special interest you might show in an interview.You may be
advised to brush up on certain academic skills, but the fact is
that colleges look at the whole person.
Myth: I need to get a job and make money before I go to college.
Reality: In today’s job market, more and more high-skill, high-wage
jobs require a college degree. Studies have shown that a college
graduate earns significantly more during his or her lifetime
than an employee with only a high school diploma.
Myth: No one in my family has ever gone to college, so I probably won’t be
successful.
Reality: Being the first in your family to attend college can be challenging.
You will need to select, apply to, and enroll in a college, and
also apply for financial aid.
Myth: I’m too old and am afraid I won’t be able to succeed as a student.
Reality: Many adults feel they won’t be able to keep up with younger
students in classes. It’s not true. Half of the students in college
programs across the country are 25 or older. They are quite
successful in the classroom, bringing rich life experiences that
enhance discussions and provide strong motivation to learn.
San Diego State has an Enrollment Services Podcast Central that can further answer and disperse myths and confusion.

Adult Education Theorists and their Methods and Techniques/Teóricos de Educación para Adultos, sus Métodos y sus Técnicas

Paulo Freire and Malcom Knowles are two educational theorists who are more frequently mentioned in relation to theories and approaches to adult learning.
Dr. Freire, who was a professor of education at the University of Sao Paolo in Brazil, in particular, "advocated adult education as an empowering process, enabling men and women to define their own world and to make their own decisions." He saw basic adult education as "a political and potentially empowering phenomenon;" especially in Brazil.
In his book, entitled Pedagogy of the Oppressed, he calls traditional, formal, didactic education the "banking approach," which is represented by teachers who seat students in rows, are somewhat stern in announcing or listing the objectives and methods, talk extremely fast, and immediately proceed to testing for comprehension.
He promotes the "problem-posing approach" which considers adult learners as decision makers. This approach is based on using four open-ended questions which will stimulate discussion. These questions get the adult learners to (a) describe a situation; (b) analyze it; (c) apply decisions to solve it; and (d) implement decisions to address the same.

Teóricos de Educación para Adultos, sus Métodos y sus Técnicas

Paolo Freire y Malcom Knowles son dos teóricos de la educación que se mencionan más frecuentemente en relación a las teorías y la manera de abordar la educación para los adultos.

El doctor Freire fue un profesor de ecuación en la Universidad de Sao Paolo en Brasil, y para el abogar por educación para los adultos significaba un proceso de habilitación que le permite a hombres y mujeres definir su propio mundo y tomar sus propias decisiones.
El veía la educación para los adultos como un fenómeno de habilitación política, principalmente en Brasil.

En su libro titulado Pedagogía del Oprimido, el llama a la educación tradicional una forma de educación en la cual los estudiantes son sentados en filas esperando de manera pasiva a que se lees den los objetivos y métodos a seguir, los profesores hablan rápidamente, para proseguir inmediatamente a practicarles un examen para ver su grado de comprensión.

El profesor Freire en cambio promueve la fórmula de presentar un problema determinado y dejar que los estudiantes encuentres la solución. Esta manera de abordar un problema es a través de cuatro preguntas abiertas que estimulan la discusión. Estas preguntas hacen que los estudiantes adultos a) describan la situación b) analicen la situación c) tomar una decisión y aplicarla, y finalmente implementar las decisiones necesarias.

FRIENDS UNIVERSITY/ LA UNIVERSIDAD FRIENDS

Thinking of moving to the Midwest but want to continue your studies?
For more than 100 years, Friends University in Wichita, Kansas, has been providing a Christian-based, liberal-arts education for students of all ages and denominations.
Friends University has developed a unique blend of a strong traditional program with that of strong nontraditional undergraduate and graduate programs for adults who work.
Friends offers several nontraditional undergraduate and graduate programs that deliver programs in a unique way to adults who are employed. Friends was one of the first educational institutions to offer these types of programs in Kansas. Adult students in the programs meet during the evening or weekends to complete their coursework for an associate, bachelors or masters degree during a specified time period. They are able to attend classes while they continue to work.
Pensando en cambiarse al centro de los Estados Unidos para continuar sus estudios?
La Universidad Friends localizada en Wichita, Kansas, provee desde hace cien anos una mezcla de programas de estudio tradicionales y no tradicionales a niver licenciatura y posgrado para estudiantes adultos que trabajan.
La Universidad Friens ofrece diferentes cursos no tradicionales de una manera no convencional y dirigida a personas que trabajan. La Universidad Friends fue una de las primeras intituciones educativas que ofrecen este tipo de programas en Kansas. Estudiantes adultos en estos programas acuden a clases en las tardes o los fines de semana para completar sus asignaturas para carreras cortas, licenciaturas, o maestrias en tiempos preestablecidos. De esta manera pueden atender sus clases sin desatender sus empleos.

ADULT STUDENTS: WHERE DO THEY STAND TODAY/ ESTUDIANTES ADULTOS: DONDE SE ENCUENTRAN HOY?

More than 20 years ago, most colleges and universities segregated adult education courses from those that were administered for the benefit of traditional college students -- Freshmen to Seniors between the ages of 17-22 approximately.
Today, as a result of, among other things, federal laws that prohibit the segregation of students based on age, teachers are finding a new set of dynamics in the classroom; the merging of traditional students with adult students and the resulting need for incorporating different teaching techniques which are effective in transferring knowledge and skills to each group respectively.
More than 40 percent of today's college population consists of adult students; a trend that has been increasing since the mid-eighties as new and emerging technologies have placed new demands on adult workers requiring that they return to school to seek additional training to remain competitive in the workforce.
Adult learners are very responsible students and are very committed to accomplishing goals; not because they perceive the same as being part of a prescribed class syllabus or a set of requirements for a degree; but, because they have a personal vested interest in learning the subject matter for the sake of learning and for improving themselves.

Hace más de 20 años en la mayoría de colegios y universidades la educación para adultos estaba segregada de aquellas clases con que se beneficiaban estudiantes tradicionales de primer ingreso en las edades de 17 a 22 años aproximadamente.
Ahora, y como resultado entre otras cosas de leyes federales que prohíben la segregación de estudiantes basada en la edad, los maestros están encontrando una nueva dinámica en los salones de clases con la fusión de estudiantes tradicionales y estudiantes adultos que resulta en la necesidad de incorporar diferentes técnicas de enseñanza que sean efectivas en transferir conocimiento y herramientas de aprendizaje a cada grupo.
Algunas estadísticas demuestran que más del 40 por ciento de la población escolar está compuesta por estudiantes adultos, una corriente que ha ido en aumento desde mediados de los ochentas mientras que nuevas tecnologías han ido emergiendo y han puesto nuevas demandas en trabajadores adultos que requieren que regresen a la escuela para aprender nuevas técnicas y estar al día para permanecer competitivos en sus fuentes de trabajo.
Los adultos mayores son generalmente estudiantes muy responsables y comprometidos a cumplir con sus metas.

RE-ENTRY PROGRAMS CAN EASE WORRIES OF ADULT STUDENTS/ PROGRAMAS DE REINGRESO AYUDAN A ESTUDIANTES ADULTOS A COMBATIR LA ANSIEDAD

It’s impossible to be an adult student and not feel nervous about being in classrooms with 18-and 19-year olds. Perhaps for that reason, some colleges offer orientation workshops aimed at easing such worries.
Grossmont College, for instance, has an adult re-entry program that pays close attention to students who are older than the average first-time student. Many are working adults who want to upgrade their skills so they don't become obsolete.
Still, many are at risk of dropping out initially because of the difficult adjustments they have to make to fit school into their lives.
They have all these fears, some don’t feel they're going to make it."
Statewide, more than half of the 1.6 million students enrolled in community colleges last fall were 25 or older. One-fifth were 40 or older, according to the Chancellor's Office with the California Community College system.
Community colleges tend to see a rise in working adults during slowdowns in the economy. But older adults enroll for many different reasons, including changing careers.
Many of these older students are high school or college dropouts who want to resume their educations. Many are also college graduates. Some were recently widowed or divorced and needed to supplement their earnings.
Among the concerns of these older adult students is competing with younger students for shrinking space in the classroom.
Last year, 90 thousand students were turned away from community colleges because of budget reductions. It's unclear how many were older students, but vocational classes, the ones they are most likely to take, were cut more than academic classes.
Grossmont and Cuyamaca colleges have added more than 40 classes at each campus. Space remains a concern, however.
Community colleges remain challenged by the increase in the number of younger students going to community colleges.
More students are enrolling to community colleges after high school because it's more affordable and the (University of California) and (California State University) have not been able to accommodate their growth. Older students need not be afraid that their needs are being ignored, however. Community colleges are responsible for helping them keep up with the changing economy.
The number of first-time adult students dropped last year, possibly because of the budget cutbacks.
Prospective adult students are brief about tutoring, financial aid, job placement, educational and vocational programs and registration. Most meet individually with counselors. Some take math and English assessment tests to better identify the classes they needed.
Es imposible ser adulta (o) y no sentir nervios al estar en un salón de clases con adolescentes. Tal vez por esta razón algunas universidades ofrecen cursos de orientación dirigidos a suavizar esas preocupaciones.
Grossmont Collage por ejemplo tiene un programa dirigido a estudiantes que reingresan y que pasan de la edad promedio de estudiantes. Muchos son estudiantes que trabajan y quiere mejorar sus facultades para no volverse obsoletos.
Aún así muchos corren el riesgo de abandonar sus estudios por la dificultad que implican los ajustes que tiene que hacer para que la escuela encaje en sus horarios.
Tiene todos esos miedos piensan que no van a hacerla.
A nivel estatal más de 1.6 millones de estudiantes de colegio comunitarios que se inscribieron el otoño pasado tenían más de 25 años. Uno de cada cinco estudiantes tenía 40 años o más, de acuerdo a la oficina del rector de los colegios comunitarios de California
Los colegios comunitarios tienden a ver un incremento de estudiantes adultos durante épocas en que la economía se estanca, pero también se inscriben por otras razones, incluyendo cambios de carreras.
Muchos de esos estudiantes adultos abandonaron la preparatoria o la universidad y quieren terminar su educación. Muchos, también, son graduados de universidad. Algunos han enviudado recientemente o se han divorciado y necesitan suplementar sus entradas económicas.
El año pasado 90 mil estudiantes fueron rechazados por colegios comunitarios porque los presupuestos se redujeron. No hay datos de cuantos fueron estudiantes adultos, pero clases vocacionales o técnicas son las que se cortan primero.
Los colegios Grossmont y Cuyamaca han incluído más de 40 clases en cada plantel, aunque los lugares son limitados. Los colegios comunitarios se enfrentan al reto del aumento de estudiantes que deciden iniciar sus estudios universitarios en colegios comunitarios para luego transferirse a universidades porque es más económico que las universidades que además no han podido dar cabida a todos los solicitantes.
El número de estudiantes adultos bajó el año pasado posiblemente debido a los cortes presupuestales.
A los estudiantes adultos potenciales se les explica sobre la ayuda que ofrecen en los colegios, muchos de ellos individualmente. Algunos toman exámenes de colocación de matemática e inglés para identificar cuales clases necesitan tomar.

ADULT STUDENTS AND THEIR TEACHERS/ ESTUDIANTES ADULTOS Y SUS MAESTROS

One of the most difficult challenges for teachers whose primary training experience is limited to traditional methods and techniques for teaching traditional students is to understand that the knowledge that adults bring with them to the classroom is based primarily on experiential learning versus the academic abilities of traditional students which are based mostly on theoretical learning acquired in earlier grade levels.

Seasoned teachers who have been in the "impact stage" of teaching for some time tend to be more equipped to work with and to reach adult learners effectively; more so than those who are either in the "survival or task stages" of teaching.

One daunting challenge in particular for the "younger or less experienced" teacher, when dealing with adults, is to be able to differentiate between the adult learners' interest in, and motivation for, expressing different perspectives versus the misconception that adult learners are attempting to "challenge the teacher's background, training experience, or authority."

Another challenge is for teachers to ensure that they address adult students with respect and dignity given the backgrounds and training experience they bring with them to the classroom.

Most values, beliefs, and societal practices that teachers inculcate in the traditional student have long been acquired, tested, and refined by adult learners.

What may appear to the teacher to be a "standard classroom related comment" which is used with traditional students, such as "you're not allowed to use a book or consult other sources while taking this examination" or "we all have problems that we have to deal with," will have the potential of insulting the adult learners' system of values and mores. These comments will be very condescending and demeaning to adult learners.

Uno de los retos mas difíciles para maestros cuya experiencia primordial se limita a métodos y técnicas tradicionales dirigidos a estudiantes tradicionales, es entender que el conocimiento que los adultos traen con ellos a los salones de clases se basa primordialmente en aprendizaje por experiencia y no en las habilidades académicas de estudiantes tradicionales, las cuales se basan mayormente en aprendizaje teórico adquirido en los niveles tempranos de estudios.

HERE'S ONE YOU WON'T FIND IN OPRAH'S BOOK LIST/ ESTE NO LO ENCONTRARAS EN LA LISTA DE LIBROS DE OPRAH

The Success Manual for the Adult College Student, by author Mike Doolin, who by the way took the long road to graduation, is published by AdultStudents.com.
This manual is filled with tips from overcoming your fear of being too old to go back to school, how to earn credit for what you already know, to how to get support from your family and friends, and much more.

El Manual para los Estudiantes Adultos en la Universidad, del autor Mike Doolin, quien por cierto “tomo el camino largo” para graduarse, y que es publicado por AdultStudents.com tiene una infinidad de tips; desde como vencer el miedo de estar demasiado grande para volver a la escuela, como hacer que tu experiencia de vida cuente para tus calificaciones, hasta como encontrar ayuda de tus familiares y amigos, y mucho mas.

LET'S GET PHYSICAL / A MOVER EL ESQUELETO!

Like to swim but never had time to learn? SDSU Aztec Recreation Center has programs and lessons for every level.
Adult Beginner Swim Lessons:
These lessons are once a week for five weeks in the zero depth entry portion of the pool. These lessons are for adult beginner swimmers, with little or no comfort in the water. Students will learn how to hold their breath, float and learn basic water safety skills.
Maximum enrollment is 10 participants and minimum enrollment 3 participants, so bring your buddies.

Te gusta nadar pero no tuviste tiempo de aprender? SDSU en su centro de recreación tiene programas y clases para todos los niveles.
CLASES PARA PRINCIPIANTES
Estas clases son una vez a la semana durante cinco semanas, en la zona de ‘profundidad cero’ de la alberca. Estas lecciones son para adultos principiantes con cierto miedo al agua.
Los participantes aprenderán respiración, flotación y las herramientas básicas para estar dentro del agua.
La ocupación máxima es de diez participantes con un mínimo de tres, así que pasa la voz.

RESEARCH ON ADULT STUDENTS NEEDED / HACE FALTA MAS INVESTIGACION EN ESTUDIANTES ADULTOS

Even though SDSU through the department of Analytic Studies & Institutional Research keeps a reasonable analysis on students' profiles, more in depth research on adult students should be done. For instance there's some comparison between gender and graduation rates, or ethnicity and gender, but not much light's shed as to what adult students accomplish or not.

No obstante que SDSU a traves de su departamento de estudios analiticos e investigacion institucional mantiene un analisis del desempe;o de estudiantes en general, es necesaria una investigacion mas profunda en el tema de adultos mayores. Por ejemplo, existe amplia comparacion entre genero y nivel de graduados, o grupos etnicos y genero, pero poco se ha dedicado al analisis de estudiantes adultos y su desempe;o o falta de.

UPHILL FOR S.O.S. / CUESTA ARRIBA PARA ESTUDIANTES ADULTOS

María Estela Solorio is studying a Spanish mayor with a single teaching credential.
The way she sees her possibilities among younger students is as equal, from the administrative procedures, and the finance department that has help her.
However when it comes to reality and she assess the treatment she receives from younger students, she thinks 50 percent support her, while the other 50 percent are not so understanding. “Sometimes it feels like they are asking me what I am doing here?” not everybody is friendly “
I agree, continues Maria, it takes me longer to learn but this is because I did not grow up in America, I did not grasp much of the culture.
When it comes to the teachers, Maria things they are more reserved, although they change their attitude once they see the effort adult students put in everything they do.
She expresses a little bitterness when she remembers a teacher told her “Spanish teacher? No, try something else there are too many Spanish teachers.” Maria felt so devastated that she put her studies on hold for a semester.
Fortunately, she is back.

María Estela Solorio estudia la licenciatura de español y quiere enseñar español una vez que se gradúe.
En general ve que sus posibilidades de triunfo con estudiantes la mitad de su edad son amplias. La oficina de admisiones y el departamento de finanzas han sido de mucha ayuda.
Sin embargo en el plano real cuando evalúa el trato que recibe por parte de los estudiantes más jóvenes considera que el 50 por ciento la apoya, mientras que el otro 50 por ciento no la entiende. “Algunas veces siento como que me ven y se preguntan ¿Qué hace aquí?” No todos son amigables.
Reconozco –continúa María, que me lleva más tiempo aprender pero esto es porque yo no crecí en los Estados Unidos, no aprendí parte de su cultura.
Respecto a los maestros, María piensa que al principio son reservados, aunque cambian su actitud una vez que ven el empeño, el esfuerzo y entonces te dan tu lugar.
Ella expresa un poco de amargura cuando recuerda las palabras de una maestra que le dijo: “Maestra de español?, no, ya hay muchas”. María se sintió tan desilusionada que dejó la escuela por un semestre.
Afortunadamente, ya está de regreso.

NO PREFERENCIAL TREATMENT FOR YOUR GREY HAIR / LAS CANAS NO GARANTIZAN UN TRATO PREFERENCIAL

Once upon a time adult students were able to enroll at SDSU with some kind of deferment but that has long changed. Selection process is the same for everybody and runs from October first through November 30th. Matthew Herbert from the admissions office says the only help when it comes to adult students is available in the financial area for those 65 and over, where credits have a cost between 13 and 20 dollars per unit.
So, if your grandma's still interested in getting that degree pass the word.

Hubo un tiempo en que los adultos mayores podían inscribirse en SDSU con ciertos tratos especiales, sin embargo esto ha cambiado. El proceso de selección es el mismo para todos y va del primero de Octubre al 30 de Noviembre. Matthew Herbert trabaja en la oficina de admisión y dice que la única ayuda que los adultos mayores tienen es en el área financiera donde estudiantes mayores de 65 años pagan entre 13 y 20 dólares por unidad.

Así que corre la voz, en caso de que tu abuela todavía quiera graduarse.

FROM THE OTHER SIDE / DESDE EL OTRO LADO

Writting about older students only from older students' perspectives doesn't feel right. That's why I went on to find out what an 'average' student could think about S.O.S at SDSU.


Kory Prindle is a senior from the school of Recreation & Tourism Management, apparently SDSU's best kept secret, since according to Kory "very few people even know this coool career exists."


And that's perhaps where Kory draws his very particular ideas about older students. He thinks is an asset to have older people in the classrooms, since they bring their experience not only in life but jobwise, which he founds useful, although there's only one older student for every 20 age average ones.


Perhaps because everybody at Rec & Tourism Management is there because that's what they want to do, students of all walks of life mingle without trouble. The layback attitude, open to everything allows students to get alone despite differences such as age.


However, he finds a drawback for older students when it comes to understanding, although sometimes depends on the topic, usually older students are slower in taking directions and doing, or completing tasks, and ask more clarifications before acting.

Escribir acerca de estudiantes adultos solo desde la perspectiva de los mismos estudiantes adultos no es muy correcto. Por esta razón busqué a un estudiante promedio para ver que opinaba de los estudiantes adultos en SDSU.

Kory Prindle estudia el último año de la carrera de administración en recreación y turismo en SDSU –aparentemente el secreto mejor guardado de la universidad, ya que de acuerdo a Kory “muy pocas personas saben que esta carrera tan padre, existe”.

Y es en esta carrera en donde Kory, tal vez, toma sus ideas acerca de los estudiantes adultos. El piensa que es una ventaja tener estudiantes adultos en los salones de clases, porque aportan su experiencia no solo de vida, sino de trabajo, lo cual es muy útil. Aunque no hay muchos, por cada 20 estudiantes de edad promedio hay un estudiante mayor de 20 años.

Tal vez porque todos en la carrera de Administración de Recreación y Turismo están ahí porque eso es lo que quieren hacer, y vienen de muchos lugares diversos, para nadie es un problema que haya estudiantes de otras edades. Los estudiantes son más bien relajados, de mente abierta y se llevan bien entre todos sin importar diferencias como la edad.

Sin embargo un problema que encuentra entre los estudiantes adultos es que les lleva mas tiempo entender las indicaciones de los profesores, aunque también depende del tema. Usualmente los estudiantes mayores tardan más tiempo en hacer las cosas y hacen más preguntas antes de iniciar una actividad.

MEET B.J.

I sat down with Beneranda Calderon (B.J.)who is studying to get her English-Spanish Interpreters & Translators certificate.
About to retire after 30 years teaching fourth, fifth and sixth graders, as well as newcomer students from Mexico as a bilingual teacher (ESL). I found out she has never stopped studying.
S-O-S: What made you go back to school?
B.J.: I've alway's been in school to avoid brain stagnation.
S-O-S: How you find SDSU environment for older students?
B.J.: I feel great, I feel welcome, is my Alma Mater, is big but nice, it's like going back home. I'm attending the same buildings since 1978.
S-O-S: How do you feel the young students treat you?
B.J.: Well, I like to make friends, I don't think the new generation is nasty.
I think the youngs benefit from the old and viceversa.
Overall is a very nice experience for me.
S-O-S: Is this the only University you ever attended?
B.J.: No, I also attend the branch in calexico and they don't have older students as SDSU.
S-O-S: How hard is for you to take classes now?
B.J.: I've always keep myself up-to-date so school hasn't been difficult, is most like to get used to the teacher. I see disrespect from young students towards some teachers but I don't know if the teachers don't command respect or what happens.
I've some older students having problems because they don't know how to use a computer, they are old and lag a little as to what's going on with technology.
S-O-S: So any complains?
B.J.: I don't like the fact that some young students want to leave everything for tomorrow, is hard to work in teams this way. I'm there because I want to, not because I have to. You look around and they are children with bad habits, I still see that. but if I talk to them they listen.
S-O-S: Thank you B.J.

CONOCE A B.J.

Me reuní con Beneranda Calderón (B.J.) quien está estudiando para obtener su certificado como Intérprete y Traductora en inglés y español.
A punto de retirarse después de 30 años enseñando a estudiantes de cuarto, quinto y sexto año, así como a estudiantes de México como maestra bilingüe (Inglés como Segunda Lengua), por nuestra plática me di cuenta que nunca a parado de estudiar.
SOS: Que te hizo volver a la escuela?
B.J.: Siempre he estado en la escuela, para evitar que se me atrofie el cerebro.
SOS: Cómo encuentras el ambiente de SDSU hacia los estudiantes adultos?
B.J.: Me siento fenomenal, bien recibida, es mi Alma Mater, está muy grande ahora pero es bonita, es como regresar a casa. Vengo a los mismos edificios desde 1978.
SOS: Cómo sientes que los estudiantes jóvenes te tratan?
BJ: Bien, a mi me gusta hacer amistades, no creo que la nueva generación sea malintencionada. Creo que los jóvenes se benefician de los más grandes y a la inversa.
SOS: Está es la única universidad a la que has asistido?
BJ: No, también voy al campus de Caléxico, y allá no tienen tantos estudiantes grandes como en San Diego.
SOS: Qué tan difícil es para ti tomar las clases?
BJ: Siempre me he mantenido al día en la escuela, entonces no ha sido difícil, es mas el acostumbrarme a los maestros, pero no se si es que algunos maestros no demandan el respeto que se merecen o que pasa.
Yo como maestra tengo algunos estudiantes grandes que tienen problemas porque ellos no saben como usar una computadora, ya son mayores y están atrasados en cuanto a la tecnología.
SOS: Alguna queja?
BJ: Pues sí, no me gusta que algunos estudiantes jóvenes quieren dejar todo para mañana, es difícil trabajar en equipo de esta manera. Yo vengo a la escuela porque quiero, no porque tengo que venir. Miras a tú alrededor y vez jóvenes con malos hábitos, pero si hablo con ellos me escuchan.
SOS: Gracias B.J.

adult students fight stigma / Estudiantes adultos luchan contra el estigma

According to Lesley Scanlon adults continually return to education to avoid social and economic marginalization. In order to achieve this, adults engage in a process of self-authoring a reflexive process that allows them to make contextual decisions about their life.
Whereas for author Kellie Crawford Sorey, there are also differential predictors of institutional persistence between adult and traditional-aged degree-seeking, first time enrollees.
For traditional-age students, encouragement and support, academic integration, fall grade-point average, and an expressed intent to leave are more predictive, with adult students is social integration, institutional commitment, degree utility, encouragement and support, finances, and academic integration.

De acuerdo con Lesley Scalon los adultos constantemente regresan a la escuela para evitar la marginalización social y económica. Para conseguir esto los adultos entran en un proceso de auto-educación y procesos reflexivos que les permite tomar decisiones contextuales acerca de sus vidas.
Mientras que para la autora Kellie Crawford Sorey, hay también predoctores diferenciales de persistencia institucional entre los adultos y los estudiantes de edad tradicional en busca de un título profesional, que entran a la escuela por primera vez.
Para los estudiantes de edad tradicional, incentivo y apoyo, integración académica, caída en las calificaciones, e intento expreso de dejar los estudios son más predecibles. Mientras que con los estudiantes adultos es la integración social, compromiso institucional, utilidad del diploma, incentivo y apoyo, finanzas e integración académica.

Adults' motives for returning to study: the role of self-authoring. By: Scanlon, Lesley. Studies in Continuing Education, Mar2008, Vol. 30 Issue 1, p17-32, 16p
Differential Predictors of Persistence Between Community College Adult and Traditional-Aged Students. By: Sorey, Kellie Crawford; Duggan, Molly Harris. Community College Journal of Research & Practice, Feb2008, Vol. 32 Issue 2, p75-100, 26p

OLDER STUDENTS' ENROLLMENT RATE / ESTADISTICAS DE ESTUDIANTES ADULTOS

According to the SDSU Analytic Studies & Institutional Research less than six percent of undergrad students are 30-years-old or older, while 33% of graduate students fall under this category; for a combined percentage of nine percent.

De acuerdo con el departamento de estudios analíticos e investigación institucional de SDSU menos del seis por ciento de los estudiantes de licenciatura tienen 30 años o mas, mientras que el 33 por ciento de estudiantes de maestría están en esta categoría, con un porcentaje combinado de nueve por ciento.

OLDER STUDENTS' STRUGGLES / ESTUDIANTES ADULTOS LA PASAN DURO

According to Mary Andom's "Chronicle of Higher Education," classrooms are a tough environment for baby-boomers. While you could expect mom and pap or grandma and grandpa to be focusing in retirement and leisure, a lot of them are actually pursuing advanced degrees, or simply undergrad school.
However, many barriers stand in the way of their college-level learning, the report by the American Council of Education asserts.
The report found that three percent of all part-time and full-time undergraduate students were 50 or older. And that's perhaps the problem, they are a minority.
Many older adults do not pursue higher education because of demographic barriers, with some instructors' negative perceptions of aging. Lack of money or transportation plays, also, a part.
Older adults from low-income backgrounds without postsecondary education are less likely to seek higher education, while those with more education early in life can adapt to the system, afford the cost, and most likely succeed.

Apparently colleges will have to develop (the sooner the better) new learning options for the ever-growing demand of high quality education for adults.

The report, "Framing New Terrain: Older Adults and Higher Education," is the first to be issued by the council's research project, "Reinvesting in the Third Age: Older Adults and Higher Education." The project is financed by MetLife Foundation.

En su libro “Crónicas de Educación Superior”, Mary Andom dice que los alones de clase son un ambiente difícil para los baby boomers.
Mientras que se podría esperar que tus padres o tus abuelos estuvieran enfocándose a disfrutar su jubilación, muchos de ellos están de hecho tratando de conseguir un mayor nivel educativo.
Sin embargo muchas barreras se interponen para lograr sus metas de acuerdo con La Asociación de Educadores Americana.
El estudio encontró que el tres por ciento de todos los estudiantes de licenciatura o maestrías tienen 50 años o mas, y quizás ese es el problema que son minoría.
Muchos estudiantes adultos no tratan de seguir su educación por barreras demográficas, porque algunos maestros tienen percepciones negativas respecto a la edad. Falta de dinero y medios de transporte también influyen.
Estudiantes con pocos ingresos económicos sin educación superior son los que menos buscan continuar sus estudios, mientras que aquellos con mas educación a una edad temprana pueden adaptarse al sistema, pagar el costo y mas probablemente triunfar.





The report, "Framing New Terrain: Older Adults and Higher Education," is the first to be issued by the council's research project, "Reinvesting in the Third Age: Older Adults and Higher Education." The project is financed by MetLife Foundation.

IT'S NEVER TOO LATE / NUNCA ES DEMASIADO TARDE

The first day of school can be a scary prospect for anyone, but adult students confront special concerns and justified fears. Adults are more likely to have multiple responsibilities, requiring them to juggle commitments to school, family and employers.

Adult students may be haunted by negative earlier experiences with formal education, or worry about being "rusty." Re-entry students may feel uncomfortable when surrounded by younger, technologically-savvy classmates. Previous drop-outs may be anxious about being able to complete the program this time around.

El primer día de clases puede ser intimidante para cualquiera, pero estudiantes adultos confrontan problemas especiales y miedos justificados. Los adultos generalmente tienen mas responsabilidades que los forzan a balancear sus compromisos escolares con los familiares y sus trabajos.


http://adulted.about.com/cs/backtoschool/fr/100_things.htm