Jill Anderson jander89@depaul.edu

1. Jill Andersonjander89@depaul.edu Writing Fellow DePaul University

2. Andragogy and the Adult Student:Tutoring Adult Writers

3. Today’s Presentation will Cover: • Theory of Andragogy • Characteristics of adult learners • Self-Directed Learning • 5 Step Model • Strategies for practical application • Implementation

4. 1950s In 1956, Dodge vehicles boasted dash-mounted pushbutton automatic transmissions, which were both reliable and easy to use. Why did Dodge discontinue the use of these devices?

5. 1960s What is the name of the predecessor to the Internet, inaugurated in 1969?

6. 1970s Which Saturday Night Live character insisted to Candice Bergen that his line of toys, including Bag ‘O Glass, Pretty Peggy Piercing Set, Mr. Skin Grafter, and Johnny Switchblade Adventure Punk, were perfectly safe for children?

7. 1980s What is a tight roll?

8. What is Andragogy? Andragogy is the premise that adults learn differently than children or young people

9. Malcolm Knowles – Father of Andragogy 5 Characteristics of Adult Learners Self-Concept Experience The move away from dependence on others to being a self-directed being As a person grows, they accumulate a wealth of experience that they can draw upon for learning

10. 5 Characteristics of Adult Learners Readiness to Learn Orientation to Learning As learners age, their learning preparedness escalates along with increases in the demands of their social roles. Adult learners understand that their learning is immediate – it is not to be stored for some later use; there is a shift from subject-centeredness to problem-centeredness

11. 5 Characteristics of Adult Learners • Motivation to Learn • As learners age, their incentive for learning is increasingly internal

12. Self-Directed Learning “[a process]... in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” Malcolm Knowles, 1975

13. Eric Moberg The College Writing Center: Best Practices, Best Technologies “Programs that teach writing as a competency rather than a set of discrete skills help students grow faster and further as writers and scholars (Smits et al. 496). The ultimate goal of the tutoring session series should be the overall competency of the student to communicate in a written medium. Learning grammar, spelling, format, or research methods as individual skills are only means to the end. Tutors should interact with students as writers, as opposed to viewing their tutees as grammar students or spelling students or formatting students.”

14. 3 Reasons for Self-Directed Learning Proactive versus Reactive “They enter into learning more purposefully and with greater motivation. They also tend to retain and make use of what they learn better and longer than do the reactive learners” (Knowles 1975: 14)

15. 3 Reasons for Self-Directed Learning A Natural Process “An essential aspect of maturing is developing the ability to take increasing responsibility for our own lives - to become increasingly self-directed” (Knowles 1975: 15).

16. 3 Reasons for Self-Directed Learning Modern Education Models “Students entering into these programs without having learned the skills of self-directed inquiry will experience anxiety, frustration , and often failure, and so will their teachers” (Knowles 1975: 15).

17. 5 Steps: The Self-Directed Learning Process • 1. diagnosing the needs of learners • 2. formulating the needs of learners • 3. identifying human material resources for learning. • 4. choosing and implementing appropriate learning strategies. • 5. evaluating outcomes of learning

18. At DePaul, we recognize adult students generally are: • Anxious • Busy • Motivated • Experienced • Age, Previous Failures • Need flexibility, Clear Expectations, and Respect for their Time • Have high standards for themselves, welcome criticism • Can be both an asset and obstacle to new learning

19. How do we deal with a student who is… Anxious • Ask student to talk about their past experiences with writing • Talk about your own writing, challenges you face • Encourage student to write multiple drafts • Revision as part of the thinking process, not just the finalization • Stress that writing can be learned by everyone • Show them tools/strategies for revision • Help student reach in to their own experiences – make parallels between writing and things they are already confident doing

20. How do we deal with a student who is… Busy • Help student prevent procrastination by scheduling appointments in advance • Establish firm turnaround times for FBE • Ascertain with student how much can be accomplished in time allotted. • Use time effectively • When asking open-ended questions, be clear about your purpose in asking

21. How do we deal with a student who is… Experienced • Help student use his experiences to enhance their writing • Clarity over “academic” sounding words • Talk her through what she wants to say • Narrow her focus to main ideas • Difference between business and academic writing genres • Talk about your own knowledge and experience in writing, your knowledge about their program, your experience working with other adults

22. What would you do? • Which characteristic(s) of adult students best describes the student in this situation? • Use your knowledge of the principles of andragogy and your own tutoring strategies to address each student’s concerns.

23. Implementation - Brainstorm • Marketing – How are you going to convince adults to come into the writing center? What materials will you use? • Who are the people you will have to engage with? • Measurement – How do you measure the success of adult students? Is this different than a measurement for traditional undergraduate students? • What are the obstacles your writing center faces in reaching adult learners? How can you overcome these obstacles?

24. Thank You! jander89@depaul.edu