Beyond Pedagogy: Lessons Learned through a Teacher Prep Cohort.

Adults are returning to college. Whether attempting to acquire knowledge and skills necessary to function within the workforce, to earn advanced degrees, or simply to enrich their lives, adults are now a prominent segment of the college population. Adult students are considered and consequently labeled nontraditional. Specifically, their age range of mid-twenties to geriatric, their employment status of full-time workers to unemployed, their prolonged absence from formal education due to family and career-related decisions, and their diverse needs categorize them as nontraditional (Fairchild, 2003). Throughout the last decade, factors including an aging American population, an influx of women entering the workforce, and a workforce requiring myriad technical skills have significantly influenced adult participation in postsecondary education (National Center for Education Statistics, 2000). Until recently, little attention has been given to the degree-seeking adult student over 30 years of age. Previous focus has been on younger nontraditional adult students over the age of 21 (Solmon, Gordon, & Ochsner, 1979) and over 22 (Roelfs, 1975), perhaps because they were considered more successful in degree programs than older adult students (Cross, 1981). In an effort to cater to large populations of younger residential students, traditional campuses largely operate in much the same way as they have for years: Most degree programs are designed for those able to attend during the day, most campus support offices close at 5:00 pm, most support and study sessions are formed and convene during daylight hours, and most classes still span a traditional 16-week semester. These factors often impact adults and make accelerated continuing education or speedy career re-tooling nearly impossible. Because adults now represent the most quickly emerging student population in America (American Council on Education, 2000) and are responsible for a significant portion of enrollment (even full-time enrollment), traditional colleges and universities must examine factors essential to attracting and retaining them. While traditional institutions have recently modified certain degree programs to meet adult student needs, Lindeman (1926) was, perhaps, one of the first to indicate that the approach to adult education should be to consider a student's needs and interests before the needs and interests of the institution. He asserted that instructor-centered teaching strategies and inauthentic assessments had no place within adult education. Gessner (1956) expanded upon these concepts while advocating for cooperative and group participation within adult education within a process-focused model (Knowles, Holton, and Swanson, 1973). Recent research conducted by Drago-Severson et al. (2001) concluded that cohort experiences facilitate learning, feelings of belonging, and learner persistence. It is possible, therefore, that campuses offering programs through the cohort model create opportunities for both academic and social community and are most successful in attracting adult students to their degree programs. A Unique Teacher Preparation Program and its Participants Traditional colleges and universities are just beginning to understand nontraditional adult learners' desires and demands within higher education, and many are tailoring programs and services to meet the needs of this emerging population of students. Northern Arizona University (NAU), for example, is dedicated to serving nontraditional adult learners and caters to them through a variety of degree and certificate programs. NAU's Professional Education Unit's Conceptual Framework (2007) is the cornerstone of this important work. The vision and mission statements within the framework focus on the unit's commitment to developing competent and committed educational leaders who make positive differences for children, young adults and others in school. …