Putting the brakes on “Stopping in” and “stopping out”
null null funullnullnulltinulle enullnullnulloyee nullas hired to assist adunullt
students nullith null nancianull issues
null nullenull nullaturday and nullunday course onull erings
null null nullriday night degree nullrogranullnullnull
null nullybrid courses
null nullncnulluding nullan adunullt nullearner focusnullnullnull
in facunullty nullob descrinulltions
null null nonnullcredit transitionnulltonull
conullnullege course for adunullts
null Mentors andnullor adnullisors for
adunullt students
null Renulluired ongoing adnullisor
training for facunullty
null nulln adunullt nullearner adnullisory
conullnullittee
nullhy are these innull
nonullations inullnullortantnull
Retentionnull nullhen the
barriers conulle donullnnull
adunullt students sucnull
ceed and earn degreesnull
T
c
Chapman University, University College Widener University, University College
When Chapman University College, with facilities in Pennsylvania’s Widener University gained important
California and Washington, used assessment tools, information using assessment tools to fi nd what was
several areas were ripe for improvement. Three missing, namely a one-stop student services center for
effectiveness principles were involved. the entire campus. Previously, adult students had to
• Outreach: More fl exible admissions criteria request services through the University College’s offi ce.
enabled adult students to submit a portfolio Today students don’t hesitate to make the one phone call
demonstrating readiness for graduate school. that provides them registration, fi nancial aid and bursar
• Technology: Online courses were expanded from 9 services all at once.
to 78, while enrollments increased from 81 to 1,740 Adult students also got better planning tools to
in seven years. Online library holdings were also help them plan course scheduling through the entire
increased, and a technology savvy librarian was hired. enrollment to degree process.
• Assess Learning Outcomes: New credit Widener elicited important feedback on where the
opportunities were made available to institution was performing well. Students gave high scores
undergraduate students, including a 3-credit to teaching and assessment of learning.
online course to help students develop portfolios.
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68