Difference in age: If I knew then what I know now...
From my own experience, I can attest to the differences in student motivation based on age. As an undergrad right out of high school, academics were not my top priority. I was like most 20-year-olds in college: the social life came first. My grades were well below what I was capable of, and this became even more evident during my junior year when my father became terminally ill. My grades improved dramatically as I took more serious approach to life in general.
I never imagined myself in grad school, and it was about 15 years before I went ... the first time. I maintained a 4.0 through much of it, and actually felt it ws a burden in some ways, because, while i had it I wanted to keep it. I fell a little short, but completed an MBA with about a 3.8.
A few years later I went back for another Master's, this time in teaching. Same situation, a 4.0 for the first semester or two. It was a relief in some ways to get a B. I finished with about a 3.93.
As an undergrad, grades were almost an afterthought. As an adult, I was driven to succeed. This applies to many -- though certainly not all -- students in these two age groups.
Sounds a little like my own life, except for the Masters degree part. As an inerior designer a Masters is over achieving unless you want to teach, and early in my life I did not want to teach. So, out of high school I went to jr college and got through with average grades, being told all the time that I could do better. After a stent in the service, my second attempt at school, that experience was far better and more enjoyable. I actually wanted to go to school and learn something. My point here is that the career change or older student is far more likely to suceed than the younger student because they want to be there.
i agree. I see such motivation from my "30" something students. They know what life has to offer and they really want everything out of their education. My "18" stduents still kind of feel like what is life giving me
Hi Angela,
Good point about the value of being a learner. You were able to not only learn more about your field but also enjoy the experience of being a student in a graduate program. This is what I try to emphasize with my doc students. Enjoy not only the end result but the journey as well.
Gary
It's so funny, my experience, strictly from a grade point average experience, was very different!
During high school and my early years in college, I was very paranoid about grades and was devastated when I got anything below an A-, let alone a C. However, once I got into grad school everything changed. I didn't care about grades anymore because I was just enjoying my classes and the material, and in grad school there were only two options at my university: A= good, B= ok. anything less and you were required to repeat the course. Having things be so cut and dry, not to mention the fact that as an English major the days of studying for tests were over and done with (just loooots of reading and writing for me, thank you) The stress of "making the grade" was completely elliminated. It was such a relief!
It's important to find a subject that everyone regardless of age is willing to discuss and feel good about sharing. This also gives an opportunity to get some background on the individual participants.
Hi Stuart,
Congratulations on such a tremendous effort to further your career opportunities through hard work and study. You are a great example of what a person can do when focused and dedicated.
Gary
I also can relate to Mark's experience. However, I ask the question; is age the only definition of being an adult learner?
I dropped out of high school when I was 16 and went to work as an electrician. At 20 my wife and I had our only child and I decided to go back to school.
I quickly got my G.E.D. then continued to work full time while going to school. I earned my A.S. in 2.5 years with a 4.0. From there I earned a B.S. and M.S. in 4 years with a accumulated GPA of 3.9.
Currently, I'm 26 and still feel like a kid most of the time. However, I take learning and teaching very seriously.
I think our interests drive our successes in education. I have found, through my short tenure as a teacher, no matter how old the student if they are not interested they will not learn. Maybe, it just takes some people longer to figure out what those interests are.
Hi Ellen,
Great story. Thanks for sharing it with us. I know this story is inspiring to and for your students. They know you know what you are talking about since you have walked in the shoes they now occupy.
Gary
Hi Ellen,
I commend you on your reaching out and bringing the class back to center in relation to keeping on topic and not getting into individual attacks or frustrations. This is how you develop respect for yourself and the other students in the class.
Gary
My story is similar, except I knew SO MUCH that I didn't go to college at all until I was in my late 30s. Today, two degrees and a lot of experience later, I can totally relate with my mature learners and never miss an opportunity to tell all students what a smart decision they've made and how well it will serve them the rest of their life. A good education can never be taken away - no matter how bad the economy or poor the job market.
My online classes also have a wide range of ages, and I agree that the more mature students immediately point out where they stand. Even if they didn't, it wouldn't take me long to figure out which were which because life experiences come to light pretty quickly in the discussion forums. I try to use their experience to advantage by responding in ways that both affirm what they are saying and help the younger generations get their point. Occasionally more mature students get noticeably frustrated with younger students for inexperienced or poorly thought out responses. I nip that in the bud immediately and use it as an opportunity to locate that common ground you speak of.
Hi Gail,
Great of example of "blending" generations for the good of all. Your leading such a discussion about differences and changes really helps to set the stage for the success of your class.
Gary
Hi Mark,
Thank you for sharing your story as well. I enjoy hearing these stories because it helps to show today's students that we have all been where they are and have been successful. It truly is motivation that drives individuals to be successful and that motivation has to be developed at a time in the life of each person where it is useable. In your case it really shaped your future to where it is today.
Gary
I thought I was a genius in college! I truly wish I knew then what I know now. I was mediocre at best and the prospect of going to grad school is worrisome. I try not to let my own fear translate to the classroom when I have adult learners who have returned after quite a few years. There is always the "why" question when I have a student in class who is, let's say, over 40 and is returning to school. It's really enjoyable to have him/her explain to twenty-somethings the whole attitude of "now I want to do something I really think I'll like". I like to concentrate on the concept of perspective when I have an all ages class...it really works well.
In my classes I have a wide age range of students. There is usually two things that happen right from day one. The "older" students usually point out exactly how long they have been out of school. That is followed by a discussion of how computers have changed, classroom learning has changed, etc. I use all of these comments right in my discussion of how to be successful at college. I try very hard to find common ground among the age groups, and it usually turns into a great discussion of how each age group thinks the other age group has it "easier". Of course, this turns out to be a very bonding experience. Once this ice is broken, classes seem to be more cohesive.
I can relate also to Mark. I went through four years of college working during the summer. I had difficulty keeping up my grades due my feeling I had to socialize instead of studying. I graduated but not with a stellar grad point. About 2 years later I went back to school and was working 2 different jobs, sleeping very little and no time for socialization. I ended up being on Dean's or President's lists every semester for the entire 2 years and graduated with a 4.0. Best grades I had gotten in my life! The motivation was there - get good grades and graduate or go back to the no-where jobs I was in.
Hi Mark,
Thank you for sharing your personal journey through higher education. You are correct about how age and experience has a real impact on how well one does in addition to how high the motivation level is. This example I know should inspire your students.
Gary
