Abstract
Adult learners require supports and services to help them successfully transition into taking on the demands and expectations of college students. Transition programs have grown in popularity as a means to aid adult learners as they transition to higher education. Unfortunately, previous research on adult learner participation in transition programs is limited in its scope and depth. There is a need to understand how to develop transition programs to best support adult learners. Drawing on interviews and observation, this narrative study investigates program details about the funding structure, reporting measures, and development of the researched transition program. I identify fundamental elements for effective transition program design that align with adult education and transition theory. This research also points to the importance of connecting adult learners to institutions to give them a sense of mattering to the university.
“Fostering effective relationships is the most critical aspect to consider when developing transition programs.”
Introduction
Over the past two decades, there has been significant upward growth in the number of adult learners entering higher education (Compton, Cox, & Laanan, 2006; Hardin, 2008; O’Donnell & Tobbell, 2007; Sandmann, 2010). In 2015, the National Center for Education Statistics reported that adult learner enrollments increased by 35% from 2000 to 2012. Adult learners seek college degrees for a multitude of reasons including: life transitions, career growth, and personal fulfillment (Genco, 2007; Kasworm, Polson, & Fishback, 2002). Unfortunately, the enrollment process for postsecondary institutions is often complex and can be discouraging for adult learners (Compton et al., 2006; Genco, 2007; Hardin, 2008; Kasworm et al., 2002).
Transition programs have grown in popularity to help adult learners overcome the complexities of enrollment in higher education and to provide preparatory lessons for adult learners aspiring to take college-level coursework (Alamprese, 2004, 2005; Office of Vocational and Adult Education [OVAE], 2010b; Valentine et al., 2009; Zafft, Kallenbach, & Spohn, 2006). Transition programs are designed to give students a comprehensive understanding of the expectations of college so that they can determine if college is right for them (Alamprese, 2005). A main goal of transition programs is to promote adult learner persistence in higher education (Valentine et al., 2009; Zafft, 2008; Zafft et al., 2006). As such, all transition programs seek to limit the barriers that adult learners face in their attempt to pursue higher education (Jenkins, 2004). Unlike First-Year Experience (FYE) programs, which also aim to promote the development of skills necessary for student success, transition programs are intended to be taken prior to enrollment in postsecondary education and specifically designed for adult learners (Alamprese, 2004, 2005).
Five transition program models have emerged in the literature. These models include advising, General Educational Development (GED)–Plus, English for Speakers of Other Languages (ESOL), Career Pathways, and College Preparatory focuses (Zafft et al., 2006). The advising model is often run by a college or university and provides in-depth advising on application, financial aid, and matriculation processes. The GED-Plus model enhances the GED curriculum by incorporating study skills and college counseling. The curriculum for the ESOL model is specifically for adult learners whose first language is not English and emphasizes the advancement of language skills. The Career Pathways model focuses on workforce development. Finally, the College Preparatory model includes academic counseling to create a college-like environment to provide participants with an accurate concept of college expectations and demands.
Unfortunately, there are “serious gaps in our understanding of the effectiveness of specific program elements to support transitions” (Valentine et al., 2009, p. 54). There is also a lack of knowledge regarding adult learners’ perspectives on these programs. The Office of Career, Technical, and Adult Education, formerly known as the OVAE (2010a), noted that “to help adult learners overcome barriers to successful participation in postsecondary education, efforts are underway at the national level to identify effective models of transition” (p. 1). However, at the time of this research, almost five years later, no updated reports on transition program effectiveness had been published.
To determine the influence and effectiveness of transition programs, there is a need to understand how these programs are perceived and experienced by the adult learners who enroll in them (Compton et al., 2006; Genco, 2007; Hardin, 2008; O’Donnell & Tobbell, 2007; Valentine et al., 2009; OVAE, 2010b; Zafft et al., 2006). A fundamental goal of this study is to gather information about specific program elements currently lacking in the literature. The purpose of this article is to detail the elements of the investigated transition program and to make recommendations for future program planning based on the participants’ experiences.
Theoretical Framework: Schlossberg’s Transition Theory and Cross’s Student Barriers
Schlossberg’s Transition Theory explains how individuals adapt to transition based on available supports, personality characteristics, the context of the transition, as well as the individual’s preferred coping mechanisms (Anderson, Goodman, & Schlossberg, 2012). I draw upon Schlossberg’s Transition Theory to understand how adult learners cope with the transition to higher education, and to explore whether transition programs help to facilitate a positive transition experience. To contemplate transition in the context of higher education, I turn to Cross’s (1991) description of adult learner barriers to participation in higher education, which are categorizations of barriers related to personal characteristics (dispositional), the context of the transition (situational), and the policies and processes of the institution (institutional). These barrier categorizations can be viewed as the circumstances related to adult learner entry to higher education, and can define opportunities for support as well as challenge. Schlossberg’s Transition Theory paired with Cross’s discussion of barriers provides a framework for organizing the factors of transition and allows for the investigation of specific program elements, such as the funding structure, student profiles, and curriculum, by relating the program design to factors influencing how transition is experienced.
Method
Narrative inquiry is helpful for studying transition and how individuals perceive transition. Through narrative, individuals make meaning of and perceive experiences, which influence how an individual copes with transition (Anderson et al., 2012; Connelly & Clandinin, 1990, 2006). Both narrative inquiry and transition highlight the influence of context on the meaning associated with an experience (Anderson et al., 2012; Clandinin & Rosiek, 2007). This narrative study took place during an 8-week transition program titled “Transitions: College and Career Prep,” hereby called, TPrep. Multiple types of data were collected to add to the quality and depth of the study (Patton, 2002).
To elicit their stories, I interviewed the participants at the beginning and end of the program using a semistructured format to give the participants the opportunity to shape the conversation. Participants were also asked to reflect on their experiences by journaling a minimum of four times throughout the course. For further understanding of their experiences, I also conducted three observations of the class. In addition, I collected class artifacts, including the participants’ final papers, presentations, and class discussion posts. Finally, I interviewed the instructors to learn more about their backgrounds, to develop knowledge about their interactions with the participants, as well as to ascertain how the program was developed.
After having gathered the data, I took a hermeneutic approach to examine the experiences and perceptions of the participants. Hermeneutics is a vehicle for researchers to interpret narratives to arrive at the intended meaning of the narrator (Bruner, 1991). The process of interpretation through hermeneutics is ambiguous as it “avoids method for method’s sake and does not have a step by step method or analytic requirements” (Kafle, 2011, p. 191). To assist my understanding of the process, I developed an organizing system to “identify predominant themes through which narrative accounts can be meaningfully organized, interpreted, and presented” (Patterson & Williams, 2002, p. 45).
My organizing system followed six steps. First, I immersed myself in each participant’s narrative by reviewing the data multiple times, including reading and rereading the interview transcripts. Second, I identified emergent topics and supporting evidence found in the data related to those topics. Third, to help determine how the topics were connected, I created a concept map for my “visual organizing system” (Patterson & Williams, 2002, p. 48). Fourth, I collapsed the initial emergent topics into broader categories using thematic labels. Fifth, I explored how these themes related to the participants’ different situations by organizing them as themes related to the individual, TPrep, and the broader context. Finally, I compared the themes for each participant for cross-case analysis.
Although presented as ordered stages, my process did not follow a linear progression. I applied the steps by moving through the hermeneutic circle, which is a process of “reading, reflective writing, and interpretation in a rigorous fashion” (Kafle, 2011, p. 187). Engaging in the hermeneutic circle facilitates understanding of the whole narrative through understanding its parts (Bruner, 1991). During data analysis, I continually referenced the whole narrative to determine the relationships between the parts of the narrative.
Role of the Researcher
Narrative researchers are the caretakers of the participants’ narratives, not the creators. As the researcher, I was careful not to shape the participants’ stories through my questions and prompts. However, without intention, my unique experiences may have influenced how I inquired about the participants’ narratives, as well as how I interpreted those narratives (Bruner, 2004; Polkinghorne, 2005). Hermeneutic analysis relies on the lens of the researcher to interpret the participants’ intentions and experiences (Patton, 2002). My previous experiences, including my work as an academic adviser, shade the lens through which I view the world. It is possible that I had a skewed interpretation of the participants’ narratives because I related them to my own experiences. I journaled throughout the study to help me reflect upon and address my potential biases.
Context
TPrep is a transition program that originated from a proposal written by one of the instructors who initiated the partnership for the program. Funding for TPrep was provided by Central Intermediate Unit (CIU) 10, which is a state-run agency; the local school district; and Penn State, University Park. The funding agreement between these three constituents required that the instructors of TPrep continue to fulfill their other respective teaching assignments. Thus, one instructor continued to teach Adult Basic Education (ABE) courses for CIU 10, while the other continued to teach ESL courses for the school district. In addition, part of the funding requirement included the tracking of the students’ Test of Adult Basic Education (TABE) scores. At the beginning and end of the program, students took the TABE, which was administered by a state official.
Instead of giving money, Penn State provided the classroom space and marketing materials for TPrep. The university did not compensate the instructors and did not consider the instructors to be university employees. This funding structure shifted as the course offering changed. Due to budgeting constraints and the desire to provide flexibility for adult learners, the staff at Penn State decided to change TPrep to an online format. My observation of the program took place during its final in-person offering. After the study, TPrep was migrated to a fully online format and the instructors became employees of the university to teach the course.
Generally, students in TPrep have a wide variety of past educational experiences and varying levels of preparedness for higher education coursework. Students in the program are required to have earned their high school diploma or GED (Penn State Continuing Education, 2014). Often there are students who have previously enrolled in postsecondary education and are contemplating reenrollment (B. Esposito, personal communication, January, 24, 2014). There are also students who have already earned degrees, but due to life transitions are seeking education to enter a new career. To ensure the fit of the program and the commitment of students, the instructors interview all prospective students before allowing them to enroll in the course.
During the eight-week transition program, students had class 2.5 hr twice a week. To provide more individualized attention for each student, the instructors used a co-teaching model (Ramsey & Osborn, 2013). Students were taught research, writing, and presentation skills that culminated in a final paper and presentation of one’s desired career path and future plans (Ramsey & Osborn, 2013). In addition, basic computer skills, such as use of email and Microsoft Word, were reviewed. Much of the program also focused on career exploration. To provide a realistic understanding of college expectations, the instructors assigned homework and held students to assignment deadlines. The instructors also incorporated presentations from university staff to introduce students to supports offered in the various offices on campus (Ramsey & Osborn, 2015).
Participants
In all, five of the six TPrep students participated in the study. The one student who did not participate expressed a desire to be included in the study, but could not make the time. The students have been given pseudonyms for the purposes of this article. The students had vastly different situations, but all enrolled in the course to prepare for the possibility of taking college classes. Although two of the students enrolled in additional ABE classes to improve their math skills, none of the participants were also taking college coursework. This is typical of participation in transition programs as their intent is to prepare students prior to college enrollment or reenrollment (Alamprese, 2004, 2005).
Kate was the only participant who was unable to complete the study or TPrep because of significant health issues. Ironically, it is those health issues that prompted her to enroll. Kate had worked for over 20 years in university food services when she injured herself on the job and could no longer perform her daily responsibilities. She needed a position with less physical strain and decided to earn her degree in business so that she could become a manager. One of the instructor’s described Kate’s situation stating, “Her back and her neck and she just can’t do it. She said she’s in so much pain and she just can’t concentrate on what she needs to do here” (interview).
Karen was another participant with serious health issues. She had recently been diagnosed with cancer and at the time of the study was in remission. Around the time of her cancer diagnosis, she divorced her husband and moved with her teenage daughter to be closer to her mother. Karen had her associate’s degree in respiratory therapy, but she had been a stay at home mother for over 18 years. Karen could not meet the physical demands of respiratory therapy and was also thinking of going back to school to get a less physically demanding job. Diane was the third participant with health concerns. She was concerned about her ability to stand for long periods of time during lab courses required for nursing school. However, health concerns did not prompt her enrollment in TPrep. After having worked for over two decades as a lab technician in a hospital and being passed over for a promotion, she decided to pursue her dream of becoming a nurse.
Lucy, who was the youngest student in TPrep, had worked for several years in different retail and waitressing positions after graduating from high school and was looking for a more rewarding career path. After high school graduation, she enrolled in an ultrasound technician program, but did not find it to be fulfilling and eventually left the program. She still had student debt from the ultrasound program that she wanted to pay off before applying to college. Lucy’s mother had recently completed TPrep and was now taking college courses. Lucy’s mother was the catalyst for her enrollment in TPrep. Norman, the oldest participant and only male in the study, had recently retired as a counselor to inmates. He expressed that he had retired earlier than he would have liked due to the stress of his job and was searching for new purpose in his early retirement. He was contemplating a return to school to earn his master’s degree so that he could be a therapist or counselor outside of the correctional system. Norman’s final paper aptly describes his journey to TPrep:
Still searching, yet contemplating furthering my education, a few weeks ago I read a classified about a Transitions program, being offered free of charge . . . for returning adult students. I thought the group would allow me the opportunity to weigh my post-retirement options, and create some resolution for my future. After a few days of contemplation, I called and spoke to (a staff member), who was very encouraging and excited to hear I wanted to participate in the program. So, I enrolled and seven weeks later I am still here learning new skills and sharing ideas. (Final Presentation)
Findings and Discussion
The participant narratives illuminate critical aspects of TPrep. The findings of this study suggest that adult educators developing transition programs should seek to
relate the curriculum to real-life experiences,
integrate technology,
remediate,
foster effective relationships,
connect students to supports and each other,
and provide a genuine college experience.
The rest of this article discusses these elements for transition program design in detail and describes supporting research.
Relate the Curriculum to Real Life Experiences
Relating transition program curriculum to real-life experiences is necessary because planning educational activities for adult learners should be based on the “realities of human experience” (Knowles, 1990, p. 82). The instructors did not follow any particular theory, but relied heavily on their past experiences working with adult learners. They wanted the course to seem relevant and readily applicable to everyday life, but they also wanted students to develop the skills necessary for a successful transition to college. Although the instructors did not rely on theory, their approach to curriculum development is supported by the literature, which indicates that adult learners prefer content that they can apply to their lives (Kasworm, 2003).
The instructors embedded research skills into the curriculum, an effective instructional method that allowed the students to exercise skills needed for future college success. In addition, through research for their final presentations, the students had the opportunity to explore majors and career paths to help them determine whether higher education was a good fit—a goal of transition programs (Alamprese, 2005). In their interviews, the participants expressed that they especially found the opportunity to research careers to be interesting and helpful for defining future goals. Through her research, Lucy established her goals and described, “After talking to the experts, they confirmed and gave me confidence that I could and would succeed in [my desired] field” (Final Presentation).
Integrate Technology
Research skills heavily rely on the ability to navigate search engines and online tools. The use of technology in higher education can serve as a barrier for adult learners (Hansman & Mott, 2010) and thus, technology instruction is another fundamental element of transition program design. All students in TPrep except for Lucy self-identified as needing instruction on technology use. Karen shared her frustration with technology lamenting,
My biggest problems lay in the use of the computer, and the difficulties in maneuvering in the tech world. Where most people are computer literate . . . it is almost a foreign language to me. It makes doing homework and projects frustrating and time consuming for me. (2nd interview)
By incorporating technology into the daily routines and assignments of TPrep, the students developed computer skills and lessened their anxiety about using technology. Research shows that teaching technology should not be focused on the technology itself, but rather on the task that requires the computer use (Chaffin & Harlow, 2005). In TPrep, each student had access to a laptop giving the students opportunities for hands-on application of new skills, another effective way to teach new technology skills (Chaffin & Harlow, 2005). Building computer use into class assignments also motivated students to use the computer to complete their work. A lack of motivation to try technology is often a barrier to learning how to use new technology (Chaffin & Harlow, 2005). All participants indicated that they felt more confident using technology, although some suggested a need to continue practicing their skills.
Remediate
Adult learners often require remediation prior to taking postsecondary coursework (Ginsberg & Wlodkowski, 2010; Hansman & Mott, 2010), and therefore I suggest instruction in basic academic skills be incorporated into transition program curriculum. The TPrep curriculum emphasized remediation in reading and writing. The findings of this study show that remedial instruction, especially remediation for math, is yet another fundamental element of transition program design. Karen described a need to “update (her) education” (1st interview). By mastering basic academic skills, the students’ demonstrated improved self-concepts about their academic abilities, a common desire for many adult learners who participate in preparation classes (Hansman & Mott, 2010). Lucy explained, “So for me . . . confidence is what I’m getting out of this” (1st interview). Improving adult learners’ concepts of their academic abilities can help to lessen dispositional barriers in the transition to higher education (Cross, 1991).
Three students in TPrep specifically expressed a desire to improve their math skills, a shared need for many adult learners (Alamprese, 2005). Aside from their participation in TPrep, Karen and Diane enrolled in remedial courses for math. Diane “found an online course . . . to get [her] algebra” and Karen enrolled in local ABE classes. Kate also expressed a fear of math and a need for remedial instruction. She even contemplated changing her intended major to one with less required math. Lucy and Norman did not express a fear of math, but also did not feel it was a strength.
Foster Effective Relationships
Building effective relationships is also a fundamental element for transition program design. Effective relationships provide students a sense of mattering and foster self-efficacy. Students who have a sense of mattering often feel as if they belong to the university community, which can remove barriers (Schlossberg, Lynch, & Chickering, 1989), and a sense of self-efficacy promotes a successful transition to college (Bandura, 1997; Chemers, Hu, & Garcia, 2001). Effective relationships require open dialogue, an accurate image of college life, and constructive feedback that promotes growth (Merriam, 2005; Zepke & Leach, 2010).
The instructors of TPrep discussed their attempts to balance challenging the students to be self-advocates while also providing support. Encouraging students to build social and cultural capital by utilizing peer networks and university resources helps students to successfully adapt to college life (Zepke & Leach, 2010). Effective relationships can also help adult learners to build self-confidence—a characteristic they commonly lack (Cross, 1991; Ross-Gordon, 2003). Although faculty did not participate in TPrep, Kuh (2008) suggests that faculty–student relationships are also integral to student success. Planning for transition programs should include faculty when possible to further enhance the transition experience for adult learners.
All the students described relationships with the instructors and university staff as especially helpful. The instructors in TPrep enjoyed and had experience working with adult learners, which the students recognized. Hardin (2008) suggests that staff who work with adult learners should have a motivation to work with adults and be aware of their needs. Lucy explained that although she always had her family’s support, “This time around I have you and I have (the instructors)” (2nd interview). Norman, who wrote his journal entries in verse, shared, “I don’t know where this is going but the transitions class has been a treat. I have enjoyed my fellow students and staff can’t be beat” (journal entry).
Karen also journaled about the guest speakers writing, “The special guest speakers have been an added bonus—to the already full and diverse syllabus” (journal entry).
The instructors sought to create a welcoming environment, which helps to facilitate learning (Lizzio, Wilson, & Roland, 2002). In their interviews, the instructors described arriving early to class to greet students and discuss any individual concerns. Karen sensed the inviting environment when she journaled, “Transitions provides a safe, secure and caring atmosphere at a critical and vital phase in my life” (journal entry). This helped the participants to feel as if they mattered (Schlossberg et al., 1989). In their interviews, the students expressed that the opportunity to listen and talk to university staff helped them to feel like they were part of the university community. Having a network of university staff, Diane felt as though she was “at the threshold” (2nd interview). Lucy described that she felt she already “had a foot in the door” (1st interview). Ultimately, relationships are a key factor in how individuals cope with transition (Anderson et al., 2012), and emphasis on relationship building is essential when developing transition programs.
Connect Students to Supports and Each Other
Connecting adult learners to available supports is yet another fundamental element to consider when developing transition programs. TPrep provided the participants with direct connections to university supports and resources, such as the Offices of Disability Services, Students Aid, Career Services, Counseling, and Admissions. Students also learned about online resources and tools. In addition, they had the opportunity to visit the university library as a class. Students described the experience as helping them to feel more comfortable on campus. Karen expressed, “I didn’t realize that the resources available will be able to help me. So I’m not afraid as much to go back” (2nd interview). Diane wrote, “I have learned so many wonderful resources and contacts that I would never have found on my own” (Final Paper).
I also served as a support for the students. Of our one-on-one sessions, Lucy said, “I love them; it’s the best thing that class gave me” (2nd interview). Norman stated, “The good part about talking to you is that I don’t feel as though I have to protect anything” (2nd interview). Despite my wish to remain a nonintrusive observer, the participants knew that I was an adviser and frequently turned to me with questions. Karen thought of me as guest speaker of the class sharing, “I loved all our guest speakers, you included” (2nd interview). In this sense, I provided a university support—academic advising—and fostered effective relationships that provided the participants with information and insight into the university structure.
I found that through career exploration and academic advising the participants had a better sense of self and their future plans. Norman realized that he did not need to earn a master’s degree to find fulfillment postretirement. Through our exploration, Lucy found her intended major. Diane noted that after I showed her “the class schedules and we scanned around for a bit—it made everything come together” (journal entry). Karen wrote in her final paper, “Even though I may not know exactly where I will be, I am more confident and prepared to continue my exploration.”
Of all the available supports, the students expressed that they wished that they had more opportunity to talk to each other and other adult learners. Norman provided the insight that “classroom interaction is the key” (journal entry). Studies have found that peer interaction is strongly correlated to engagement (Zepke & Leach, 2010). The findings of this study indicate that transition programs should allow for peer collaboration and mentorship, which Diane depicts when saying “I may want to give up but my support system will not allow that to happen” (journal entry). Such a support system can greatly influence one’s ability to successfully cope with new demands stemming from change (Anderson et al., 2012). Diane suggested that it would be helpful to have a mentor. She describes:
I think if there was a venue where people like us could sit and talk and say, “You know this is, I’m at this point, he’s at this point and she’s at this point and look at what we’ve done and we’re over 50, we’re over 40, we’re over 30. This is what we have done and it all started here, with this phone call, with this Transitions program. And you can do it too.” (2nd interview)
Alamprese (2005) explains that “mentors can help orient learners to college life and offer ongoing support as they embark on postsecondary education” (p. 7).
Provide a Genuine College Experience
TPrep followed the College Preparatory model, emphasizing academic preparedness and establishing college-like expectations (Alamprese, 2005). Even with measures taken to provide a college-like environment, Lucy, Diane, and Karen continued to question their abilities after completing TPrep. During the transition program, Kate became even more insecure about her ability to succeed in college. These women wondered whether TPrep was truly a reflection of the college-level rigor and expectation, a common worry of adult learners who are often concerned about having a false sense of security due to their initial lack of confidence (Cross, 1991; Ross-Gordon, 2003). Lucy demonstrates this concern writing, “Unfortunately I feel it was too easy. I can only hope that is what real classes are like, but I’m guessing they aren’t” (journal entry). Therefore, another key element of transition program design is to provide a genuine college experience to help adult learners evaluate their preparedness and the obstacles they may face. Being able to predict potential barriers can help adult learners to be prepared for and adapt to challenges (Bandura, 1997) and help them to overcome feelings of inadequacy and self-doubt.
Applicability
These fundamental elements of transition program design are applicable to all transition program settings because they focus on the needs of adult learners rather than on institutional or situational circumstances. In any setting, instructors can relate the curriculum to real-life experiences by making it applicable to future college coursework and providing information that will help adult learners to assess whether postsecondary education is right for them. Even without access to a laptop for each student, as in TPrep, it is still possible to integrate technology by requiring the use of email or other basic computer skills to complete assignments. For programs, such as TPrep, that migrate to an online model, instructors can address the challenges that students may have using technology by recognizing such challenges exist and providing instruction on the tools needed to be used for the class.
It is also possible to incorporate instruction in basic academic skills while also meeting other curricular objectives. For example, teaching students to write a research paper can also include instruction on structure and syntax. At the very least, instructors can make students aware of remedial courses offered elsewhere, thus connecting them to resources. Knowledgeable instructors should be able to foster effective relationships in any program by relating to, encouraging, and challenging their students. Even in an online setting, instructors can use discussion posts to facilitate conversation among students. In fact, TPrep required that students posted to an online discussion board as part of their homework for each class. These discussion posts served as opportunities for students to reflect on what was being learned, to share their concerns, and to respond to each other to create a deeper sense of community. If unable to bring supports to students, instructors can provide students with a toolkit of available resources and discuss how to access such resources. Providing a genuine college experience can be accomplished by using a syllabus and establishing expectations, such as attendance, participation, and assignment completion.
Conclusion
Transition programs can be an effective supports to facilitate the adult learner transition to higher education. The findings of this research suggest that there are six fundamental elements of transition program design. Those elements are relating the curriculum to real-life experiences, integrating technology, remediation, fostering effective relationships, connecting students to supports and each other, and providing a genuine college experience. Of all these elements for transition program design, the findings indicate that fostering effective relationships is the most critical aspect to consider when developing transition programs.
Footnotes
Conflict of Interest
The author(s) declared no potential conflicts of interest with respect to the authorship and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
Author Biography
Courtney Karmelita completed her DEd in adult education with an emphasis on the study of transition and transition programs. She works at the Pennsylvania State University as an academic adviser and assistant director for the Division of Undergraduate Studies where she is responsible for orientation and transition programming. She began her career as a special education teacher before making her own transition to higher education.