ERIC Number: ED452771
Record Type: RIE
Publication Date: 2001-Apr-12
Accelerated Degree Programs: Policy Implications and Critique: What We Know about Adult Learners and Its Implications for Policy.
Donaldson, Joe F.
This paper considers the body of research on adult learning and adult college experiences and outcomes that can inform the planning, development, and evaluation of accelerated degree programs. It addresses many of the issues confronting faculty and administrators as they design accelerated programs using a model of college outcomes developed to explain adult learners' experiences in college. The model, which offers a way of describing and understanding the experience for adults and nontraditional students, consists of: (1) prior experience and personal biographies; (2) psychosocial and value orientations; (3) adult cognition; (4) the connecting classroom; (5) life-world experience; and (6) college outcomes. The model was supplemented by research that asked adult students to define success in learning and in college and to identify the factors that led to their perceived success. These findings were used to develop a set of principles to help college administrators design programs that foster the best results. These principles are grouped according to the components of the model of college outcomes. These principles emphasize considering the past experiences of adult students and designing instruction to emphasize the connections between present instruction and past experience. (Contains 16 references.) (SLD)
Publication Type: Guides - Non-Classroom; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).