ERIC Number: ED195192
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Student Personnel Administration and the Adult Learner: An Unresolved Issue.
Watson, Rollin J.
The role of college student personnel administration in serving adult learners is considered. Historical trends in the student personnel function and the philosophy that student personnel workers are educators who create programs that contribute to the student's overall educational growth are examined. Changes for the student development personnel function created by a more diversified student body are noted, and goals for this support activity that should be integrated with the academic program are outlined. The need for the integration of nontraditional programs and student services and for new models of administration of the services is considered. The attempt to integrate student development courses into the curriculum has involved three major clusters of courses: courses in human development, life-style planning, and personal understanding; independent study and experimental learning; and remedial and affective learning efforts. The emerging model for student development work emphasizes the student development specialist as a facilitator of the student's intellectual and social growth. Because adult students usually work full-time and are commuters, it is difficult to promote their involvement in extracurricular activities. It is suggested that quality adult education will be achieved in proportion to how well they are integrated with the administration of student personnel services. Different approaches to the administration of student services are examined. (SW)
Descriptors: Adult Students, College Students, Higher Education, Individual Development, Models, Nontraditional Education, Nontraditional Students, Program Administration, Student College Relationship, Student Development, Student Needs, Student Personnel Services, Student Personnel Workers, Trend Analysis
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A