by Louis Soares & Jonathan Gagliardi, American Council on Education, Evolllution
The analysis revealed patterns that have major implications for how post-traditional students engage in learning, and for how policymakers and campus leaders design policies, programs, and services that meet their needs. Post-traditional learners need academic programs that are stackable and which offer more structured entry and exit points to and from employment. Many would benefit from flexible learning models that give credit for applied and experiential learning, and which focus less on traditional measures of seat time. Better articulation agreements across campuses and within systems could help hedge against the potential for credit-loss that occurs in the transfer process. Services that make it easier for them to be parents, soldiers, full-time employees, and students could also help post-traditional learners integrate work, life and school.
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