ADVISING ADULTS FROM THE COMMUTER PERSPECTIVE
This article redefines adult learners as part of the broader commuter student population and identifies four areas of concern common to students who commute: mobility, integrating support systems, multiple life roles, and involvement in campus life. Implications of these con-in the advising setting are discussed, and four roles for advisors working with adult learners are proposed: (1) dealing with issues of transition, (2) translating the institution to the student, (3) assisting the student in forming campus connections, and (4) advocating on behalf of the student. Three case studies based on interviews with adult students are provided which illustrate practical applications of concepts developed in the article.
Contributor Notes
* DeVILLO SLOAN is publications coordinator of the National Clearinghouse for Commuter Program. He has taught writing and literature to traditional and nontraditional students at the State University of New York at Buffalo, Syracuse Univerity, and Auburn University.
MARTHA BAER WILMES is assistant director of the National Clearinghouse for Commuter Programs and assistant director of the Office of Commuter Affairs at the University of Maryland at College Park. Previously she served as an academic advisor at two other University of Maryland campuses and has developed and presented a module for training advisors.
