Portfolio

QUEENS UNIVERSITY-A ROYAL EDUCATION

QUEENS COMMUNICATION PLAN CONTENTS:

Mission, Goals and Values                                                                                     p.4

Why Adults return to School                                                                                  p. 5-6

Transitions /Character                                                                                            p.7-8

Communication Team of Counselors                                                                  p.9-10

Scholarships and Testimonials                                                                               p.11-15

Projected Chart for returning to college                                                                        p.16

Adult Learning Styles                                                                                               p.17-20

Stakeholder’s                                                                                                                       p.20

Key messages & Supporting Facts                                                                                   p.21-22

Communication Goals                                                                                           p.23

Components to Look for in School                                                                                  p.24-25

Communication Tactics                                                                                         p.26

Hayworth Students/Prospective Letter                                                               p.28

Queens University of Charlotte makes going back to college more affordable, flexible and a great experience for adults that work, stay@home, or attending college for the first time to receive a Bachelor’s Degree.

Mission, Vision & Values

Our Mission

Queens University of Charlotte provides transformative educational experiences that nurture intellectual curiosity, promote global understanding, encourage ethical living, and prepare individuals for purposeful and fulfilling lives.

Our Vision

Queens University of Charlotte will be recognized as a leading comprehensive university, distinguished by its commitment to transforming the lives of its students and enhancing the intellectual and cultural fabric of its community.

Our Values

To fulfill its mission and its vision, Queens University of Charlotte acts upon the following values.

Focus on Students: We value the factors which foster student success: an intimate learning environment, excellence in teaching, intellectual curiosity, and an education grounded in the liberal arts tradition, one which develops critical thinking, creativity, communication, commitment to ethical behavior, responsible citizenship and which serves as a foundation for successful and fulfilling lives.

Integrity and Respect: We value a sense of caring and community, seek to promote diversity and respect for all people and we recognize the importance of personal integrity and ethical action.

Stewardship: We value and are committed to those who learn and work at Queens, and we are proud of our university. We will responsibly manage our heritage, our resources and our reputation in the community to ensure that we remain a source of pride for our students, faculty, staff, donors and alumni.

Creativity and Innovation: We value creative and innovative thinking and acting, both in the classroom and in advancing Queens toward its vision as a leading comprehensive university and a community asset.

Service: We value responsibility and service to the society at large, in keeping with our Presbyterian connection and as expressed in our motto, “Not to be served, but to serve.”

http://www.queens.edu/About-Queens/Mission-Vision-and-Values.html

Queens makes the transition from work, home to college life , very professional and less bothersome for those individuals waiting to excel on a new branch of life. How does Queens University express that this university is the perfect one for those reaching for the next level or new level of education? Through mission, vision and values

 

WHY ARE ADULTS RETURNING TO SCHOOL?

Many nontraditional students come back to school to complete educational pursuits they began years before as traditional-age students. They may have dropped out of education for a number of reasons, including financial considerations, competing responsibilities, and lack of focus, motivation, and maturity. Changing job requirements or career changes often force adults to get additional education to survive or advance in the job market (Aslanian & Brickell, 1980). According to Brazziel (1989), “the ever upward progression of an educated adult population and workforce and [increased educational requirements for] high-paying jobs–might be the single most powerful factor” (p. 129) in the continued influx of adult students on college campuses. Other major reasons that adults return to college include family life transitions (marriage, divorce, death), changes in leisure patterns, and self-fulfillment (Aslanian & Brickell, 1980).

Aslanian and Brickell (1980) proposed a “triggers and transitions” theory that relates the adult’s decision to return to school to developmental issues and crises faced during midlife. Transitions (the movement from one status to another) require new knowledge, skills, and/or credentials that often lead people back to college. Triggers are events that precipitate the timing of an adult’s decision to return to school, most frequently career events and family changes.

http://www.ericdigests.org/1992-3/college.htm

All of this builds confidence in those seeking to begin a new journey in life. There are many reasons why and ways adults, working or not, return to college:

  • Employer-sponsored training programs
  • Specific adult education programs
  • Auditing courses
  • Summer classes
  • Intercession classes
  • Online classes
  • Instructional Television (ITV) classes
  • Night classes
  • Day classes

http://www.educationbug.org/a/adults-returning-to-college.html

So before you start your journey, even if it’s at Queens University, the school must also make this a great experience for each adult learner taking a new step towards their education goals. One of the main things Queens must do, that is, understand the characteristics and needs of the Adult Learner.

 

 The CHARACTERISTICS OF NONTRADITIONAL STUDENTS

A number of factors characteristically separate nontraditional students from younger college students. Adult learners tend to be achievement oriented, highly motivated, and relatively independent with special needs for flexible schedules and instruction appropriate for their developmental level (Cross, 1980). Adults generally prefer more active approaches to learning and value opportunities to integrate academic learning with their life and work experiences (Benshoff, 1991). Financial and family concerns are two of the biggest considerations that impact on the adult student experience. (Richter-Antion, 1986) distinguish nontraditional students from traditional students include:

*stronger consumer orientation (education as an investment);

*multiple non-school-related commitments and responsibilities;

*lack of an age cohort; and

*limited social acceptability and support for their student status (operating outside of traditional adult roles).

NEEDS OF NONTRADITIONAL STUDENTS

Nontraditional students need many different kinds of support and assistance from family, friends, and institutions of higher learning. Research evidence suggests that “both [sexes] have difficulties juggling the roles of student, worker, and family member” (Muench, 1987, p. 10). Adult students need help in building their self-confidence as students, in acquiring or refreshing study skills, and in managing their time and other resources while in school. In addition, adult students benefit from opportunities to interact with their peers and need to be actively involved in the educational process through sharing their relevant work and life experiences (Muench, 1987).

RESEARCH ON NONTRADITIONAL STUDENTS

Clayton and Smith (1987) identified eight primary motivations for nontraditional women students’ decisions to pursue an undergraduate degree: self-improvement; self-actualization; vocational; role; family; social; humanitarian; and, knowledge. Many of these women (56%) cited multiple motives for returning to school. In a study of married re-entry women students, Hooper (1979) found that: the longer the woman had been a successful student, the higher her self-esteem; the longer the woman had been in school, the higher the anxiety experienced by the husband; and, the more traditional the roles and responsibilities within the family, the greater the guilt the woman experienced about her student role. Other developmental issues for women who return to school (Terrell, 1990) include:

*feeling guilty about not “being there” for their children;

*concerns about quality and expense of childcare;

*feelings of responsibility for maintaining their role within the family;

*making compromises in careers due to family considerations;

*minimal individual free time;

*perceived lack of credibility when returning to college;

*insufficient support from family for returning to school.

http://www.ericdigests.org/1992-3/college.htm

HOW DOES QUEENS UNIVERSITY HELP WITH THOSE TRANSITIONS?   Hybrid and Online for Flexibility, Scholarships, and opportunities for those of adult status, 25, older, and YES the Center of Academic Success. .

Queens Online and Hybrid Courses:

  1. Our online courses are not self-paced.
  2. Online and hybrid courses have the same course materials and objectives and are not considered an easier course.
  3. Tuition and fees for online and hybrid courses are the same as on-campus courses.
  4. All online and hybrid courses qualify for the same number of credit hours as traditional courses.

Being an online student requires self-motivation and time management skills. This is because online classes at Queens are not bound by a typical meeting time and place like traditional, on campus classes. Although the online courses at Queens are not self-paced, you will be able to learn at the times that are convenient for you, wherever you are, as long as you have access to the Internet. Therefore, it is up to you to decide which times are best for you to study and work on assignments and to get assignments completed and submitted on time.

A hybrid course is a blend of face-to-face instruction with online learning. In a hybrid course, a significant amount of learning will take place outside of the classroom, online. As a result, the number of onsite classroom meetings is reduced. Refer to the course schedule or the course syllabus or contact the instructor for onsite meeting dates/times. Meeting dates/times may vary depending on the course.

Students can be assured of a quality learning experience.

Queens is a well-established and highly respected university with a 150 year history of excellence. We are fully accredited by SACS, the Southern Association of Colleges and Schools. Visit the Accreditation page for more information on our accreditation.

Queens values the factors which foster student success.

These values include an intimate learning environment, excellence in teaching, intellectual curiosity, and an education grounded in the liberal arts tradition. Queens is committed to providing our students with an education that develops critical thinking, creativity, communication, commitment to ethical behavior, responsible citizenship and that serves as a foundation for successful and fulfilling lives. As in our traditional courses, we will ensure that students get the same quality experiences from our distance education courses in the following ways:

  1. Online courses will have the same intimate feel as traditional courses.
  2. Course content will be aligned with the standards of the University and the accrediting body.
  3. Course content will be engaging and driven by learning objectives, incorporating meaningful discussion, video, animation, audio, and/or images to facilitate learning.
  4. Course content will be organized in a reliable and recognizable pattern of learning such as a sequence of units, lessons, and activities.
  5. Courses will provide opportunities for students to engage in critical-reasoning activities.
  6. Courses will provide plenty of opportunity for student-instructor interaction and interaction among students in the form of forum discussions, live chats, and/or group activities.
  7. Content will be accurate, current, and free of bias.
  8. Courses will include adequate and appropriate methods of assessing students’ mastery of content.

http://www.queens.edu/Academics-and-Schools/Schools-and-Colleges/Hayworth-College-for-Adult-Studies/OnlineHybrid-Courses.html

Queens answers the call?  Scholarships, Scholarships, Scholarships.

 

Hayworth Adult Undergraduate

Program Name Eligibility Amount Duration
Hayworth Merit Scholarships Merit-based Up to $975 Each Term
Karl & Anna Ginter Fellowships Merit-based Up to $2,000 Annual
Pat & B.D. Rodgers Fellowships Merit- and need-based Up to $2,000 Annual
Pauline Lewis Fellowships Merit-based Up to $2,000 Annual
Clyda Rent Fellowships Merit-based $500-$1,000 Annual
WINGS Scholarship Merit- and need-based; Females only $3,000 Annual

*Only one application is required to be considered for one of the Hayworth Fellowships. The essay is required.

Knight School of Communication

Program Name Eligibility Amount Duration
Knight Scholarship Merit-based Varies 4 years
Wendy Waite Journalism Scholarship Fund Merit-based, Journalism Major Varies Annual
Robert Knowles Scholarship & Internships Merit-based, Journalism Major $1,000-$2,000 Annual

McColl School of Business

Program Name Eligibility Amount Duration
McColl School PMBA Fellowships Merit-based
Not-for-profit
Varies
Varies
Annual
Annual
McColl School EMBA Fellowships Merit-based
Not-for-profit; need-based
Varies
Varies
Program length
Program length
McColl School MSOD Fellowships Merit-based
Not-for-profit
Varies
Varies
Annual
Annual
McColl School MSEC Fellowships Merit-based
Not-for-profit; need-based
Varies
Varies
Program length
Program length
McColl Case Competition Scholarships Merit-based Varies 4 years

Welcome to the Center for Academic SuccessYOUR place on campus geared towards supporting your academic studies and helping you achieve your academic goals. The Center for Academic Success, “The Center,” provides important academic support programs and learning assistance courses for students.

The use of “The Center” is free for all Queens students, and definitely enhances your college experience and helps you strive for excellence. The Center actualizes the Queens motto of Non ministrari sed ministrare – “Not to be served, but to serve.”

Services offered includes individual peer tutoring, review sessions, knowledge workshops, academic success strategies, individual academic assistance and guidance, access to the Writing Center and referrals to the Office of Disability Services.

Testimonials of How Adult Learning at Queens have changed their lives.

Testimonials from Queens Adult Students:

Adult Student Stories

At Queens you will never feel alone as you consider returning to school. Whether you’re thinking about finishing a degree or going for a master’s, Queens offers a number of resources to make your re-entry successful. Our adult students tell that story best:

I’m ready to make my markCorey Black earned a merit scholarship to go back to school as an adult. “It has done a lot for my self-esteem,” he says. “Somebody thinks I’m worth helping. I came in here with a high GPA. It’s inspired me to maintain that.”

Corey says his granddaughter Taylor sees him studying and will now consider college as a given in her future, instead of as an option like he did.

He is already seeing the benefits of his education at work, where he has been promoted to a supervisory position. Now, he’s considering earning a master’s degree.

“I’m becoming valuable as an individual and my education has a lot to do with it,” he said. “I’ve already applied what I’ve learned quite a few times, and it made me feel like there’s more out there for me beyond what I was doing before.”

I’m ready to set an exampleEighteen years after her first college experience, Tia Cunningham has returned to school. “My Queens experience has been superior,” she says. “Everybody has been so helpful from the first person I talked to who walked me step-by-step through the process.”

She says her previous college experience was “a bit of a blur – like walking through a fog,” and that she “felt like a number.” “I was on a bigger campus so class ratio was bigger and I didn’t know what to do for help,” she remembers.

Now, everything has changed. “I was unemployed for four years and felt so isolated,” says the mom and wife. “To receive scholarship money, that lets you know you are on the right track.”

Being back in school has boosted her overall confidence as an individual and a mother. “My boys get to actively see me study; they get to read my comments from my professors. It impresses upon my children to get an education and make me an active role model. They see you walk the walk.”

I’m ready to focus on me“Applying to graduate school seemed overwhelming and insurmountable at first,” says Sharon Findlay. “But because of the personal attention I received, I understood the process and the steps and became empowered to move forward.”

Findlay is a graduate student in the McColl School of Business.

“I’m doing this for myself,” she says. “This is one of the only things I’m doing solely for me, and it feels great. When I’m done, not only will I have received a degree, I will have received an experience that includes a wealth of knowledge, personal growth and extensive network. “

http://www.queens.edu/Academics-and-Schools/Student-Success/The-Center-for-Academic-Success.html

I challenge you to become a stakeholder in your academic career and to embrace the opportunities presented to you@ Queens University.

Research  shows why many adult learners return to college :

http://www.essayforum.com/writing-feedback-3/task-bar-pie-charts-results-survey-adult-education-38912/

Now that Queens can dissect what it takes to motivate or encourage this journey for the adult learners? It is important that the learning styles be surveys or asked when applying for college. It is important to share with the professor the findings so that classes can be more intuitive to the learning styles for the working adult and those venturing to college for the first time.

Learning Styles for Adults

Learning style refers to the “way in which each learner begins to concentrate on, process, and retain new and difficult information” (Dunn, Griggs, Olsen, & Beasley, 1995, p. 353). Whittington and Ravens ravens

during drought, Elijah is fed by them. [O.T.: I Kings 17:1–6]

See : Protectiveness (1995) define learning style as a “predominant pre·dom·i·nant
adj.
1. Having greatest ascendancy, importance, influence, authority, or force. See Synonyms at dominant.

2. and preferred manner in which individuals take in, retain, process, internalizeinternalize

To send a customer order from a brokerage firm to the firm’s own specialist or market maker. Internalizing an order allows a broker to share in the profit (spread between the bid and ask) of executing the order.
….. Click the link for more information., and recall information and can represent both inherited inherited

received by inheritance.


inherited achondroplastic dwarfism
see achondroplastic dwarfism.

inherited combined immunodeficiency
see combined immune deficiency syndrome (disease). characteristics and environmental influences” (p. 9).
Theoretical Framework

One of the three domains of learning style theories that encompasses all aspects of the learning environment is the physiological styles. It takes into account if a person is tactile tactile /tac·tile/ (tak´til) pertaining to touch.


tac·tile
adj.
1. Perceptible to the sense of touch; tangible.

2. Used for feeling.

3. , kinesthetic kin·es·the·sia
n.
The sense that detects bodily position, weight, or movement of the muscles, tendons, and joints.


[Greek k , visual, or auditory auditory /au·di·to·ry/ (aw´di-tor?e)
1. aural or otic; pertaining to the ear.

2. pertaining to hearing.


au·di·to·ry
adj. . Dunn (1984) found that learning styles are not affected by just one aspect of the learning environment. He contends that learning style depends on a person’s environmental, psychological, physical, emotional, and sociological characteristics; therefore, for the purposes of this study, Dunn’s learning theory will be used as the theoretical framework.

Environmental Characteristics of an Adult’s Learning Style

Sound, light, temperature, and design are all environmental characteristics that Dunn (1984) discovered could affect how well a student is able to achieve in a learning atmosphere. These characteristics may not affect some adults’ learning, but it may hamper the abilities of others. Temperature in a room can affect adults, especially elderly adults’ ability to concentrate on new or difficult material. Therefore, there are better learning results when the environmental surroundings are comfortable and relaxing.

Psychological Characteristics of an Adult’s Learning Style
According to Dunn, Griggs, Olsen, and Beasly (1995), adults learn in one of two processing styles: (a) global and (b) analytic. Global learners have the ability to learn through short stories, illustrations, and graphics. Global learners also need to know what is expected of them and why. Analytical learners focus on fact-by-fact accounts of the learning experiences. The information should be presented in a step-by-step manner in order for analytical learners to grasp new information (Burke, 1997, Dunn, 1984; Shaughnessy, 1998).

Physical Characteristics of an Adult’s Learning Style

Perceptual per·cep·tu·al
adj.
Of, based on, or involving perception. strengths, food intake, times of day or night, and mobility are the aspects of the physical environment that affect an adult’s learning experience. Some adults may prefer to learn new material by hearing the information. Others may prefer kinesthetic involvement. Some adults may need to snack at regular intervals while studying. Others may not consume food or beverages for hours while learning. The time of the day in which learning occurs may also have an impact on the adult’s ability to learn. An adult may only be able to enroll in a class in the evening, but the same adult may prefer the morning to learn information. The ability to move around while learning may play an important role in some adults’ ability to learn (Dunn, 1984).

Emotional Characteristics of an Adult’s Learning Style

Motivation, persistence (1) In a CRT, the time a phosphor dot remains illuminated after being energized. Long-persistence phosphors reduce flicker, but generate ghost-like images that linger on screen for a fraction of a second. , responsibility, and a need for some kind of structure make up the emotional characteristics of Dunn’s learning theory model. Emotional characteristics are different from the other characteristics, in that these characteristics are internal. According to Dunn (1990), motivation correlates with achievement. Therefore, if the adult is not motivated mo·ti·vate
tr.v. mo·ti·vat·ed, mo·ti·vat·ing, mo·ti·vates
To provide with an incentive; move to action; impel.


mo , it may be difficult to keep the adult in a learning environment. According to Dunn (1990), if learning styles of the student are considered, then motivation will be increased.

Sociological Characteristics of an Adult’s Learning Style

Sociological aspects of the learning environment are important factors in an adult’s ability to learn. Some adults prefer to learn alone. Some may prefer to learn in groups. Some adults may need a considerable amount of structure; whereas, other adults are extremely self-directed (Dunn, 1984)..

Learning Styles and the Adult Learner Adult learner is a term used to describe any person socially accepted as an adult who is in a learning process, whether it is formal education, informal learning, or corporate-sponsored learning.

In much of learning style research, researchers have focused on learning styles in children. Yet learning styles are just as critical to adults. According to Cross (1981), adult learning approaches are not one-dimensional. She states that one of the foundations for adult learning is life experience. Knowles (1973) notes these characteristics of adult learners: (a) self-directed, (b) centered on solving the problem at hand, (c) focused on the application of the material being presented, and (d) involved in their life experiences. Some adults, based on past learning experiences, have insight into their own learning preferences (Aronson, Hansen, & Nerney, 1996). It is important for adult learners to understand how they can use learning styles to their advantage. Knowing the style of one’s learning can provide connections between teaching strategies and the learning process (Hewitt, 1995).

Learning Styles Linked with Gender

The University of New Mexico (UNM) is a public university in Albuquerque, New Mexico. It was founded in 1889. It also offers multiple bachelor’s, master’s, doctoral, and professional degree programs in all areas of the arts, sciences, and engineering. The study indicated that there was a significant difference in learning styles between males and females. “Females felt as though they did not fit the traditional educational learning style” (Philbin, et al., p. 491).

Lam-Phoon (1986) conducted a study in which she compared the differences between male and female college students based on their preferred learning style. She found that the male students had a significantly higher preference for noise and were more tactile than the female students. She also indicated that females preferred to learn alone and were less persistent than males. He concluded that women preferred more light while learning, a warmer structured environment, and kinesthetic learning Kinesthetic learning is a teaching and learning style in which learning takes place by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. .

Learning Styles Linked with Age

He found that older adults are more motivated and prefer a formal design. Younger adults are kinesthetic learners and are more persistent. Price (1979) also concluded that productivity occurs in the evening for younger adults, whereas older adults are more productive in the morning. Females over the age of 55 were not as productive in the afternoon as they were in the morning. Price came to the conclusion that significant changes occur as an adult ages.

Methodology

Designed to measures 20 adult learning style preferences (noise level, light, warmth, design, motivation, persistence, responsibility, structure, alone/other, authority, several ways, auditory, visual, tactile, kinesthetic, intake, evening, late morning, afternoon, mobility).

The highest reliability was found in the areas of noise level, light, temperature, informal/formal design, persistence, responsibility, structure, learning alone/peer oriented o·ri·ent
n.
1. Orient The countries of Asia, especially of eastern Asia.

2.
a. The luster characteristic of a pearl of high quality.

b. A pearl having exceptional luster.

3. , several ways, auditory, visual, kinesthetic, intake, learning/working in the evening/morning, late morning, afternoon, and mobility. The areas of lowest reliability were authority-oriented learner and tactile preference learner. Price revised the inventory based on the findings and review of each item.

Analyses

A multiple regression Multiple regression

The estimated relationship between a dependent variable and more than one explanatory variable. analysis was conducted for each of the 20 learning style variables, with three predictors. The first independent variable was gender, coded so that female had the higher value. The second independent variable was age in years. Thirdly, the gender-by-age interaction term was computed as the product of the z-scores for gender and age.

Who are the key stakeholders in your adult education plan?

Stakeholder Map

Stakeholder Type Face-to-Face Telephone Email Print Ads Web Ads Direct Mail Radio Social Media
Students * * * * * * * *
Staff/Faculty * * *          
State Level Personnel * * * * * * * *
Organizations     * * * * * *

Key Messages & Supporting Facts:  

Key Messages:

  • This is about changing lives through education. Queens University has the greatest opportunity of being the best of the best in a growing city with change as a way of life. Queens’ being born in the City of Charlotte has the opportunity to stand out for education by being a part of every community within Mecklenburg County for every adult working, staying at home and providing flexibility for all adults.

•   This is about making the transition back to school or beginning with education the best experience as can be.  A new beginning always come with hindrances or lack of faith thereof, but Queens offer so many ways of getting a great education with the help of a great staff and faculty cultivated for the students’ needs to be successful . Whether it’s a different career or a new career with a life change, that transition or life changing event of returning to school should not be accompanied by anxiety, but with the accolades received of Queens, and solid validation of success.

•   The tools are at Queens, use them. Queens University is a major college with over 32 majors and over 80 minors. It has hybrid, online and traditional setting, and night classes. The tools are available, take advantage of what is offered. The tools are available for nurturing, training, and success. Growth is not an option at Queens.

Facts about Queens:

Queens University of Charlotte is a private, co-ed, master’s level university with a commitment to liberal arts and professional studies. Located in the heart of historic Charlotte, Queens serves approximately 2,600 undergraduate and graduate students through its College of Arts and Sciences, McColl School of Business, Blair College of Health (home to The Presbyterian School of Nursing), Wayland H. Cato, Jr. School of Education, James L. Knight School of Communication and Hayworth College for Adult Studies. It was founded in 1857 as a liberal arts college for women by the Presbyterian Church, USA, a connection that continues to enliven our common life together.

Queens is thriving, boasting five N.C. Professors of the Year, NCAA Division II men’s and women’s sports teams, and exemplary international study and internship programs that have been ranked among the best in the country.

Official name: Queens University of Charlotte
Abbreviated:
Queens (NOT Queens University)
Founded:
1857
Religious affiliation: Presbyterian USA
Motto: Non ministrari sed ministrare, “Not to be served, but to serve”

President: Dr. Pamela Davies
Board of Trustees Chair: Benjamin P. Jenkins III

Enrollment: 2,600 (approximate)

Endowment: $55 million

Full-time faculty: 109
Undergraduate student/faculty ratio: 12:1
Percentage of FT faculty with Ph.D. or highest degree: 78

Students studying abroad before graduation: more than 90 percent
On-campus resident undergraduate students: 65 percent

Academic programs
32 majors, more than 80 minors
6 pre-professional programs
10 graduate programs
Colleges & Schools

College of Arts & Sciences
McColl School of Business

Knight School of Communication
Wayland H. Cato, Jr. School of Education
Blair College of Health

 

Communications Goals:

•   Continue to explore a creative ways of getting adults to return to college through corporations, colleges, locals schools and social media.

•   Educate returning student on why their choice to return to college,  and how it can impact the rest of their life, why education can never be wrong but only growth can stem from gaining knowledge and doing what you desire to do.

•   Generate support from all current businesses in the Downtown Charlotte Banking Industry, the Community in Schools and Charlotte Mecklenburg Schools, area hospitals (Carolina Medical) , support from the City of Charlotte , Mecklenburg County , and surrounding cities.

•   Generate positive media attention regarding Queens’s class flexibility, tuition costs, transitions for adults, and how successful students are the graduate for Queens University,

Major components Queens provide and question Adult Learners must ask when looking into Queens for a great education:

                                                         

1. Quality of instruction
Courses must be of high quality with excellent teachers. A broad variety of classes with modern facilities such as computer labs and libraries to support the classes is equally important. Does the program offer the courses and programs you want to study? Look at the school’s catalogue and website for course and degree information. Check the reputation of the programs by talking to students who have attended the program (ask for a list of former students from your country). Most American public and private colleges are accredited by governmental agencies and this accreditation provides a certain guarantee of quality. Some American universities, however, offer a special programs in English, but the international students are not really part of the university and cannot take university classes, only the special ESL classes. Sometimes these English programs are not even offered on the university campus. The word “Extension” sometimes means that the program is not part of the regular university and students are not regular university students and will not have contact with American students.

2. Location
Exactly where is the school located? Be careful about advertising. Some schools imply that they are in locations that they are not in. Be careful with the words “close to”. “Close to” may be 50 miles away! Investigate the city where the school is located. Is it a place where you would want to live for the time you are abroad? Does it offer cultural or sports activities? What is the weather like? Do you want to live in a large urban city, a rural area or a middle sized city? Will transportation to the school be easy or will you have to buy a car? Is the city a university city where you would meet a lot of other students? Are there areas of interest where you would want to visit nearby? If the school is a language school, will you only be with other international students? Will you be on a college campus?

3. Student Services
Help is always there when you need it. A good program will also provide opportunities to meet students and will offer social events and an opportunity to get involved in student activities.

4. Meet Your Needs
It is important to decide your goal in returning to college, be sure that the school you choose can meet your needs.
Does the school offer the types of degrees you might be interested in? You may change your mind about what you want to study so having a variety of programs and degrees is important.

5. Cost
Is the cost reasonable for the program you will receive? Some private colleges are very expensive, but you receive excellent service. Some community colleges are inexpensive and you receive excellent service there as well. Many students who want a university degree attend the first two years at a community college with lower costs and easier admission policies and then transfer for their last two years at a four year university. Compare costs to be sure you are getting value for your money.

©http://www.osvita.org/eng/guides/admission/important.features/ Pablo Buckelew. Studying Abroad. A Dominion Press Publication – Vol. 5 No. 4

How much is QUEENS’s rate for non-traditional students:

  • Hayworth College –$ 440 per credit hour

What can Queens do to Achieve Goals and Create tactics for Adult Learners success?  What are some communication tactics for achieving that communication about Queens WAS successful? What are the learning styles for the Adult Learner and how can Queens balance that in creating a much better environment for returning students?

 

Theoretical Foundation Used to Achieve Goals & Create Tactics

Theory Behind This plan is developed using a combination of Excellence Theory Models 3 & 4:

  • Model 3: Two-Way Asymmetric Model – In the asymmetric model a PR practitioner uses research such as polls and surveys to help persuade their publics. Feedback does occur, but the organization does not change based on the feedback.
    • Primary tactic – educating public on BCBS decision and the negative impact it will create on standards of care
    • Model 4: Two-Way Symmetric Model – This model is also called the mutual understanding model and in it the PR practitioner serves as the intermediary between publics and the organization. The goal is dialogue and both the organization as well as its publics may make changes based on the result of the communication.
      • Primary tactic: Coalition development & participation

Communication Tactics & Execution Order

  • Letters from the University to Key Stakeholder groups:
    • Students
    • Faculty /Staff
    • Local schools / Community
    • State Orgs
    • Email letter to internal employees
    • Materials and initiatives to enable coalition participants to generate awareness and reach BCBS.
  1. Email letter – available for download
  2. Graphical links – available for downloading and posting to their websites – see website
  3. Queens.edu logo – available for download – see website
  • Video testimonial for website and YouTube
  • Established Social Media Initiatives:
    • Facebook page – serves as the community message board allowing patients to share their stories
    • Twitter page – serves as a way for us to push out information
    • YouTube page – serves as a way to distribute and promote video testimonial content
    • Print ad for the news papers
    • Letterhead, envelopes from Queens University
    • Mailing Lists for current students and prospective students
    • Radio ad
    • Facebook /Twitter
    • Press Release- Traditional and Digital
    • Media area on website navigation

The overall plan is to ask Queens are we doing these things and providing a successful outcome for the future of adult students? Are we providing a Royal Education?

  1. What do Queens provide for Adult Learners that makes us the key choice for education?
  2. How can we ensure that our staff/faculty is prepared for any and all questions/obstacles for those looking to broaden their education?
  3. Are we flexible enough to meet any needs for our prospective adult students that may prevent discouragement?
  4. Is our staff and Faculty well chosen to provide the comfort of a great learning environment?
  5. Did our school. Queens provide the prospective student with the sense that success for your education was the goal?

Letters for prospective students as adults: SAMPLE LETTER FOR PROSPECTIVE GRADUATE STUDENTS
TO RECEIVE APPLICATIONS AND INFORMATION
FROM UNIVERSITIES

Your address in English

Your index, city, country

Date

University
School of _______________
Department of ____________________
Name of chairperson
Address(exactly as printed in guidebook)

Dear Name of chairperson,
or
To Whom it may concern:

I am writing to request information on graduate programs of ___________(your specialization) at your department. I graduated (will graduate) from _________________________________( your university) in ____________, (your city) Ukraine in _______ (month, year) where I majored in_____________________ (your field of study). I have completed all the required courses with satisfactory scores in (both) my undergraduate (and graduate) courses. I took (will take) the TOEFL on __________________ (date, year)with a score of __________ (your score). I plan to start graduate school in __________________ (month, year).

Please include information about the possibilities for financial aid at your department. I do not have the funds to finance my education; therefore I will be applying for an application fee waiver and full financial support from the university to cover tuition and living expenses.

If you could send me these materials along with an application form and any special information for international students, I would be very grateful. I look forward to hearing from you.

Sincerely,

Your signature

Your Name

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