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2013 Annual Conference

del 5 al 8 de November del 2013

Lexington, KY

It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!

Andragogy in a Shifting Learning Landscape

jueves, el 7 de noviembre de 2013 a las 15:30–16:15 EST
TB4
Type of Presentation

Shared

Session Abstract

This session explores strategies for meeting the learning needs of full-time, non-traditional undergraduate students attending an HBCU by identifying their learning characteristics and challenges and by incorporating adult learning theories.

Target Audience

This session is targeted at:
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.
4) Researchers in the field of adult education/learning who would like to explore possible future directions, exchange information and generate more ideas on this important issue with fellow researchers.

Learning Outcomes

Participants in the concurrent session will know or be able to:
1) How to identify some of the characteristics and learning preferences of full-time, non-traditional undergraduate students in degree programs at a HBCU in Southern Mississippi.
2) What current literature has to say about the learning needs of this particular group of students.
3) Some strategies and best practices for using adult learning theories to help transform academic challenges into learning opportunities at the departmental and administrative levels.
4) Think deeply on building adult learning theories and models that complements ‘andragogy’ framework, applying those theories to practices, and eventually institutionalizing those practices.

Session Description

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). Therefore, studying the characteristics and learning needs of this group of learners is not only necessary, but it is also critical to the development of the field of adult education/learning.
The session starts with presenting the survey result of full-time undergraduate students in the degree programs at a HBCU, in particular, the learning characteristics and challenges of those students, followed by recommendations on how to improve learning results based on a review of literature. Existing practices for improvement in the institution will also be discussed. Lastly, implications for adult education theory and practice as well as future directions are highlighted.

Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.

Friday November 8

Primary Presenter

Deidre L. Wheaton, Ph.D., Jackson State University
Work Title

Assistant Professor of Interdisciplinary Studies

Additional Presenters: Enters In Order.

Jie Ke, Ph.D., Jackson State University
Work Title
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