2016 Annual Conference

This qualitative study used structured interviews to collect information from full-time, adjunct faculty and faculty with administrator status at an HBCU in the Southeast region. Seven interviewees/participants reflected on their experiences of teaching and observing adult undergraduates in terms of preparing learners, cultivating learning climate, needs assessments, and evaluation.

1) College and university faculty who are seeking to implement new ways of teaching and delivering educational programs to improve the learning experience of full-time non-traditional undergraduate students, especially those of color.
2) College and university administrators who are considering revising existing programs to meet the needs of non-traditional undergraduate students or creating such programs through learning from peers.
3) Adult education/learning theorists who are attempting to build models and frameworks for improving the effectiveness and efficiency of teaching full-time non-traditional undergraduate students, especially those of color.

The number of full-time adult undergraduates has kept increasing since the early 1980s (Ross-Gordon, 2011). In 2009, 28 percent of enrolled full-time undergraduate students were 25 years and older. In addition, the number of Black undergraduate enrollment increased dramatically between 1980 and 2010 (NCES, 2012). However, only a handful literature researched this phenomenon. And, existing adult learning theories can no longer guide teaching and learning practices in this field. This study will add to the body of literature on adult learning by analyzing the learning and teaching exchange from the perspective of instructors who are charged with the task of teaching very (academically and professionally) diverse groups of students. The study will also help to identify trends in teaching techniques that tend to foster student learning, student self-efficacy, and retention.