MAJOR PROJECT 2 Sarah Sampe

Northern Arizona University

PROPOSED PROGRAM NAME: ADULT STUDENT
ACHIEVEMENT PROGRAM (ASAP)

Student Population Served: All graduate students, as well as

undergraduate students who are older than 25
(National Student Clearinghouse, 2012; Caruth, 2014; Schroeder & Terras, 2015; Benshoff, Cashwell, &
Rowell, 2015)
WHAT IS THE IDENTIFIED NEED:
The program will address three identified areas of need for adult students, they are:
Access: Making higher education possible for adults
Affordability: Making higher education affordable for adults
Aspiration: Making higher education an aspiration that is attainable for adults
(Kentucky Council on Postsecondary Education, 2009)
THE ISSUES AND TRENDS IN STUDENT SERVICES
THAT IMPACT THIS PROGRAM
Nontraditional Students
Student Engagement
Academic and Student Affairs Partnerships
Life, Work, School Balance
(Grace, 2015; Nesheim, Guentzel, & Kellogg, 2007; Tinto, 1997; Benshoff et al.,
2015)
DESCRIPTION OF THE PROGRAM/SERVICE
The Adult Student Achievement Program will help to support adult learners with
attainment of a post-secondary degree.
Remaining focused on the three identified needs of this population access,
affordability, and aspiration; the program will provide students with:
Students will be assigned a Support Specialist, who will:
Guide students with issues of access, such as flexible scheduling and service access
Assist students with issues of affordability, such as prior learning assessment and financial aid
Support students with issues of aspiration, such as encouragement and motivation
(Astin as cited in Richmond, 1986; Kistler, 2011)
DESCRIPTION OF THE PROGRAM/SERVICE
Students will receive specialized support service (Partnerships with: Campus
Counseling Services, Financial Aid, Academic Advising, Campus Tutoring Services)
Access to Campus Online Tutoring
Relevant Skills Workshops
Specialized Academic Advisor in each Major
Specialized Financial Aid Advisor
Psychological Services

(Benshoff et al., 2015)

SIMILAR PROGRAMS AT OTHER INSTITUTIONS
Adult Degree Programs & Online Adult EducationAshford University
College of Adult and Professional StudiesIndiana Wesleyan University College
Ursuline College Adult ProgramUrsuline College

(Ashford University, nd; Indiana Wesleyan University College, 2015; Ursuline College, 2015)
PROGRAM OUTCOMES
Program Outcome 1: Students who participate in ASAP will have a higher rate of
degree completion then those who do not participate in the program.
Program Outcome 2: Students who participate in ASAP will self-report a higher
degree of engagement with the university, feeling a sense of community through the
relationships they build.
(Grace, 2015)
LEARNING OUTCOMES
Students Needs
Students who participate in ASAP will increase their level of confidence in their aspirations of college
degree completion.

Student Satisfaction
Students will self-report that they are highly satisfied with ASAP student success.

Student Engagement
Students will increase participation in campus activities through involvement in ASAP.

Student Learning
Students will self-report gains in campus navigational skills after participating in ASAP.

(Grace, 2015)
ASSESSMENT METHODS
Pre and Post Surveys
Participation Data
Student Self-Reports
Informal and Formal Observations

(Grace, 2015)
PROPOSED BUDGET
Operational Budget (Grace, 2015) Capital Budget (Grace, 2015)
Budget Line Title Estimated Cost Budget Line Description Estimated Cost
Staffing Director 65,000 Furniture 5,000
Support 40,000 x 4 Computers IT Maintenance 10,000
Specialists (4) Software 5,000
Partnerships 35,000 Equipment Phone, Fax, 5,000
Business Costs Printing 5,000 Copy Machines
Supplies 5,000
Total Estimated Costs
Activities 5,000
Operational Budget Capital Budget
Professional Workshops, 10,000
Development Speakers 295,000 25,000
Travel Conferences 10,000 TOTAL 320,000
POTENTIAL FUNDING SOURCES
Funding Source Estimated Dollars
Student Fees (16,050 x $2.00) 32,100
Business Partnership Dollars 200,000
Campus Partnership Dollars 100,000
Development Dollars 150,000
TOTAL BUDGET 482,100
REFERENCES
Ashford University. (nd). Adult Learners. Retrieved from
http://www.ashford.edu/admissions/working_adults.htm
Benshoff, J.M., Cashwell, C.S., & Rowell, P.C. (2015). Graduate students on campus:
Needs and implications for college counselors. Journal of College Counseling,
18. [PDF Document] Retrieved from
http://onlinelibrary.wiley.com/doi/10.1002/j.2161-
1882.2015.00070.x/pdf
Caruth, G.D. (2014). Meeting the needs of older students in higher education.
Participatory Educational Research, 1-2. [PDF Document] Retrieved from
http://files.eric.ed.gov/fulltext/ED552755.pdf
Grace, J. (2015). Student learning and student affairs. [Blackboard Notes]. Retrieved
from
https://bblearn.nau.edu/webapps/blackboard/content/listContent.jsp?course
_id=_105223_1&content_id=_3480252_1&mode=view
REFERENCES
Grace, J. (2015). Program development & evaluation. [Blackboard Notes]. Retrieved from
https://bblearn.nau.edu/webapps/blackboard/content/listContent.jsp?course_id=_1
05223_1&content_id=_3480252_1&mode=view
Indiana Wesleyan University College. (2015). College of Adult and Professional Studies.
Retrieved from https://www.indwes.edu/academics/caps/
Kentucky Council on Postsecondary Education. (2009). Helping Adults Succeed in
Postsecondary Education: A Policy Framework. [PDF Document]. Retrieved from
http://files.eric.ed.gov/fulltext/ED507796.pdf
Kistler, M. (2011). Adult learners: Considerations for education and training. Techniques. [PDF
Document] Retrieved from http://files.eric.ed.gov/fulltext/EJ926047.pdf
REFERENCES
National Student Clearinghouse. (2012). More than one-third of college students are over 25.
[Press Release, April 19, 2012]. Retrieved from
http://www.studentclearinghouse.org/about/media_center/press_releases/files/rele
ase_2012-04-19.pdf
Neshheim, B.E., Guentzel, M.J., & Kellogg, A.H. (2007). Outcomes for students of student affairs
Academic affairs partnership programs. Journal of College Student Development, 48-4. [PDF
Document]. Retrieved from https://bblearn.nau.edu/bbcswebdav/pid-3480283-dt-content-
rid-29083404_1/courses/1157-NAU00-CCHE-620-SEC001-18718.NAU-PSSIS/1157-
NAU00-CCHE-620-SEC001-18718.NAU
PSSIS_ImportedContent_20150507092737/Reserves%20Files/Nesheim_-
Outcomes_for_students_of_student_affairs_academic_affairs_partnership_programs_
PDF.pdf
Richmod, J. (1986). The importance of student involvement: A dialogue with Alexander Astin.
Journal of Counseling and Development, 65. [PDF Document] Retrieved from
https://bblearn.nau.edu/webapps/blackboard/execute/content/file?cmd=view&cont
ent_id=_3480285_1&course_id=_105223_1&launch_in_new=true
REFERENCES
Schroeder, S.M. & Terras, K.L. (2015). Advising experience and needs of online, cohort, and
classroom adult graduate learners. NACADA Journal, 35-1. [PDF Document].
http://files.eric.ed.gov/fulltext/EJ1069233.pdf
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student
persistence. Journal of Higher Education, 68-6. [PDF Document]. Retrieved from
https://bblearn.nau.edu/bbcswebdav/pid-3480296-dt-content-rid-
29083409_1/courses/1157-NAU00-CCHE-620-SEC001-18718.NAU- PSSIS/1157-
NAU00-CCHE-620-SEC001-18718.NAU-
PSSIS_ImportedContent_20150507092737/Reserves%20Files/Tinto_-
_Classrooms_as_communities_PDF.pdf
Ursuline College. (2015). Ursuline College Adult Program. Retrieved from
http://www.ursuline.edu/adult/