Administrative Roles in Helping Faculty Adapt to Adult Learners.

Autor/in	Miller, Keith A.
Titel	Administrative Roles in Helping Faculty Adapt to Adult Learners.
Quelle	(1987), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Administrative Problems; Administrator Role; Adult Students; Aging Education; Andragogy; Cognitive Style; College Faculty; Communication Research; Higher Education; Nontraditional Students; Program Development; Speech Communication; Teacher Administrator Relationship; Teacher Attitudes; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ageing education; Altenbildung; Andragogics; Andragogik; Cognitive styles; Kognitiver Stil; Fakultät; Kommunikationsforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programmplanung; Lehrerverhalten; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Since the number of adult students engaging in higher education activities is growing rapidly and is expected to continue to climb, this paper is intended to help administrators develop a perspective from which to view adult learners on college campuses and craft programs to help faculty work more effectively with adult students. The first section of the paper discusses the ideal learning environment for adults, while the second section presents a profile of the adult student with respect to (1) social differences; (2) life experience; (3) motivations; (4) academic behaviors; (5) problems faced by returning adults; and (6) life cycles. Basic perspectives on andragogy and pedagogy are the focus of the paper's third section, which includes discussions of pedagogical and andragogical assumptions and their implications for program design. The fourth section deals with adult development, and the fifth is concerned with research findings on how adult/pre-adult students react to lecture versus other methods of instruction, faculty attitudes, and andragogical assumptions. The sixth section contains ideas for improving the learning environment for adults, and concentrates on developing structures to aid students and faculty and helping faculty to learn and experiment. The concluding section notes that the andragogical process shifts the focus from transmitting content to the process of helping students learn. This is followed by 76 references, and an appendix containing the text of an educational orientation questionnaire for use in determining attitudes of college faculty and administration. (SKC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01