The evaluation of the Summer School for Adults program at the Nationwide University of the Academic Success will be provided with the aim of revealing its strong and weak points. Taking into account that continuous education is considered one of the most important elements of effective professional development, summer courses should be systematic and comprehensive to address the learning needs and expectations of students. The primary goal of the evaluation is to assess the compliance of the program with the above requirements. This paper will focus on the target organization, the program content, learners’ characteristics, motivational strategies, and a trigger event. The proper evaluation will provide the opportunity to enhance the program and benefit students’ academic performance as well as promote global professional advancement.
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The Nationwide University of the Academic Success specializes in offering a variety of courses, among which summer lessons take a particular place. Every student from all over the world can apply for participating in summer courses, selecting the required discipline: mathematics, physics, sociology, psychology, computer science, et cetera. Upon the completion of the Summer School for Adults program, every student receives a certificate that proves his or her knowledge and skills acquired during both theoretical and practical classes. A typical student of such courses is aged between 18 and 32 years old and highly motivated to research and share the topics of interest. The given program has a successful history of performance for over 20 years. Located in Washington, DC, it consists of five staff members and more than 50 experienced teachers.
The Summer School for Adults program offers a great variety of courses. Among the objects of the program, one may note social sciences, management, languages, physics, and so on. Accordingly, the goals of this program may also be different depending on a certain subject, and the level of previous knowledge and skills. For example, students mat target the advancement of career, contributing to science, or the provision of scholarly studies. This stand-alone program provides stimulating classes and career boost based on the experience of leaders in the field of adult education. One of the most significant elements of the Summer School for Adults program is meetings with professionals in corresponding areas as well as the opportunity of discussing one or another issue with them.
Learners’ Needs, Motivational Methods, a Trigger Event, and Expected Benefits
Since the potential participants of the given program already have some awareness of their profession, they need a more advanced level of education. The first characteristic is that they expect more engaging and exciting lessons, discussions, and assignments that may help them in climbing their career ladder (Ruiz-Alfonso & León, 2016). It is critical to mention that adult learners applying for this program define their needs as the intention to become the best experts and share global knowledge. The cultural diversity is the second characteristic of students since there are Americans, African-Americans, Asians, and many other ethnicities. The attitude of students towards the training contact may be defined as positive – periodical surveys reveal that 95 percent of students consider it rather beneficial. The diverse age and gender of students also promote greater understanding between them and teachers as well as allows for creating an atmosphere of effective teamwork and collaboration.
Speaking of motivational methods applied in the present program, one should focus on enhanced job skills, certification, and grants. While participating in the Summer School for Adults program, students become more aware of their needs and receive relevant skills and information that they may apply in their profession (Ruiz-Alfonso & León, 2016). In addition, they obtain a certificate that proves their skills and knowledge and is approved by many national educational organizations. Before participation, every student is eligible for applying for the grant. It is required to explain the specific needs and the inability to pay for the program. Approximately ten percent of the participants receive grants. The inclusion of the mentioned motivations attracts the most motivated students regardless of their social status, age, and gender.
A trigger reason for the confirmative evaluation is the need to promote continuous education and evoke the interest in professional development (Cho, 2013). The global scholarly community also needs discoveries and discussion of the existing theories, strategies, and practices. In this regard, the expected benefits of the identified program are knowledge sharing, the emergence of new ideas, and the increased attention to advancing one’s career. As a result, the evaluation is expected to benefit adult learners in improving their awareness of the recent trends and upcoming innovations (Cho, 2013). The confirmative evaluation will reveal any weaknesses and strengths of the program and serve as the basis for further recommendations on how to enhance it.
To conclude, the Summer School for Adults program aims at providing summer courses for adult students from different countries and with a diverse background. The pivotal goal of the above program is to assist students in improving their academic knowledge and skills. Grants, certificates, and improved skills act as the key motivational factors, while the need to make education more engaging and comprehensive serves as the triggering reason. It is anticipated that the proposed evaluation will specify any advantages and disadvantages of the program, thus allowing determining recommendations for its enhancement.
Cho, Y. G. (2013). L2 learning motivation and its relationship to proficiency: A causal analysis of university students’ EIL discourses. English Teaching, 68(1), 37-68.
Ruiz-Alfonso, Z., & León, J. (2016). The role of passion in education: A systematic review. Educational Research Review, 19, 173-188.