| s want their education to be relevant to their specific | | | | technology, accounting and nursing. You may also |
| needs. What they are learning must be applicable to | | | | need materials other than books such as access to a |
| their job, values or other responsibilities. Once they | | | | personal computer, special types of calculators or |
| see the relevancy in their learning, adults want to | | | | other equipment, certain types of paper or portfolios. |
| create goals for their education. They will desire to | | | | 5. Determine your instructor's availability to respond |
| see the path that leads them from the beginning to | | | | to questions and meet with you. Find out the |
| the end of a course, or even a whole curriculum. | | | | instructor's office hours, phone number and email |
| Each step of this path must make its value evident | | | | address. Most of the time the instructor will give this |
| to the adult learn - why its important, how it will help | | | | information in the first class, but you should be able |
| them on their job, or how it will help improve their | | | | to easily find this information if you are considering |
| life. Finally, adults already have many life experiences | | | | enrolling in a class. You can test the responsiveness |
| and have acquired knowledge from a variety of | | | | of your instructor by contacting him prior to the first |
| sources outside of a formal educational environment. | | | | day of the class. |
| So they want to understand how they can connect | | | | 6. Review the course description and outline. This is |
| this prior knowledge, what they already know, with | | | | the most important step. You want to make sure |
| what they will be learning. | | | | that the class you are investing your time and money |
| Here are the steps to take to select the best value | | | | in is what you really need or want. The course outline |
| in an adult education class depending on what your | | | | is your map of the class. It should describe the |
| specific needs are: | | | | objectives of the class (what you will know once the |
| 1. Determine whether the location of the class is | | | | course is over) and the topics you will cover (how |
| convenient for you. This includes taking into | | | | you will reach the objectives). |
| consideration the time class begins and the time it | | | | You may attend an adult education course for many |
| ends. Typically, continuing education classes will be | | | | reasons: it is required by your job, it is an initiative |
| held in the evening due to adults working during the | | | | you are taking to further your career, to increase |
| day. | | | | your general knowledge of a topic, to network with |
| Ask these questions: How will I get to class (driving, | | | | your peers, or to even just get away for a few |
| public transportation)? Will I leave for class directly | | | | hours a week. Whatever your reason, you need to |
| after work, or do I need to make a stop at home? | | | | make sure you are getting what you need from the |
| How far is the location of the class from my home | | | | course. If you review the course outline and find that |
| and my job? Will I have to allow extra time before | | | | only one topic is relevant to your needs then this is |
| or after class because of traffic? Is there parking | | | | probably not the class for you. Search for another |
| near the class (college campuses usually have limited | | | | course that perhaps focuses specifically on that topic. |
| parking for commuters) or will I need to walk a | | | | In some cases, this course may be required for the |
| distance? | | | | particular curriculum you have chosen. If you feel you |
| 2. Determine whether the class and the institution | | | | have enough experience with the topics of the |
| offering the class allow for flexibility that you need. | | | | required class, you can often discuss with your |
| Often these requests will be handled by the individual | | | | instructor about "testing out" of the course. |
| instructor, but if a diploma or certification is being | | | | 7. Determine what you get for completing the adult |
| offered at the completion of the class, the | | | | education course or curriculum. You want to see the |
| institutions offering the class may have certain | | | | value of having taken the class or classes. At the end |
| guidelines you must follow. | | | | of a class you may receive a certificate of |
| Ask these questions: How many days am I allowed | | | | completion, diploma or even a professional |
| to miss? Does the instructor offer a make-up class | | | | certification. If you are attending a college or |
| for those who might miss? Am I allowed to leave | | | | university, you will most times end with a degree, |
| class early or arrive late? | | | | graduate certificate or continuing education credits. |
| 3. Identify the prerequisites for the class. This simply | | | | Try to understand what these completion "rewards" |
| means understanding what you need to know before | | | | mean to you, your career and your life. It could mean |
| enrolling. If you do not have the basic background for | | | | a new designation you can place on your resume or |
| the subject matter being taught, a great class can | | | | a diploma to display proudly on your wall, but it should |
| end up being a frustrating experience. The | | | | be something to make you happy and appreciate the |
| prerequisites are normally listed along with the class | | | | hard work you have put into the class. |
| description and will indicate other classes that should | | | | Being an adult learner is exciting, but can also have |
| be taken first or skills you should already have before | | | | serious negative effects on a person. Self-esteem |
| enrolling. | | | | can be lowered if performance in the class is not as |
| 4. Identify all of your required materials and | | | | expected, frustration can occur if there is lack of |
| determine their costs. Most classes will require a | | | | convenience, and boredom is evident if the class |
| textbook. The prices of textbooks are rising all the | | | | does not seem practical. So be sure to thoroughly |
| time and are often not affordable for many students. | | | | review all of the information you can about a class |
| Depending on the subject matter of your class, your | | | | you may be interested in enrolling and be certain you |
| books can cost upwards of $100 each, particularly in | | | | feel you will get what you need out of it. |