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.