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Peer Review provides a quarterly briefing on emerging
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Peer
Review, Winter 2011, Volume 13, Number 1
Returning Adult Students
Adult students constitute a growing population on college campuses. This issue features a range of programs that ensure returning adult and other nontraditional students
achieve the full array of liberal education outcomes.
The
table of contents for the Peer Review issue is below, with links to full online articles
where applicable. If you would like to order
multiple copies for a faculty workshop or campus office,
we offer bulk
discounts for purchases of eleven or more copies.
From the Editor
Shelley Johnson Carey, Association of American Colleges and Universities
"Returning adult students—those who attended college but did not persist to graduation—make up an increasing percentage of students matriculating each year to both two- and four-year institutions. To receive a college education that will prepare them for twenty-first-century challenges, these nontraditional students must have a broad set of learning outcomes, including those developed in technical fields and those developed through the arts and sciences."
Strategies for Becoming Adult-Learning-Focused Institutions
Rebecca Klein-Collins, Council of Adult and Experiential Learning
(print only)
What Adult Learners Can Teach Us about All Learners:
A Conversation with L. Lee Knefelkamp
Laura Donnelly-Smith, AAC&U
"L. Lee Knefelkamp is a professor of psychology and education at Teachers College, Columbia University, and a senior scholar at AAC&U.
Knefelkamp talks about how working with adult students can inform our interactions with students of all ages, what tradeoffs come with new educational technology, and why K. Patricia Cross’s research on adult learners from the 1980s is still extraordinarily relevant today."
St. Catherine University’s Weekend College
Julie Michener, Amy Lindgren, Greg Steenson, and Joan Robertson, St. Catherine University
(print only)
Enhancing Veteran Success in Higher Education
Elizabeth O’Herrin, American Council on Education
"Legislative enhancements to the Post-9/11 GI Bill passed in December 2010 will expand benefits to service members and veterans previously excluded. As these veterans arrive on our campuses, they will continue to look to administration, faculty, and other student veterans for support. Fortunately, an abundance of government and private nonprofit resources are designed to help facilitate the transition out of military service into civilian life, and higher education institutions can best serve this unique student population by supplementing existing campus programs and services with veteran-specific resources."
Planning to Succeed: Meeting the Needs of Adult Students Today
Greg von Lehman, University of Maryland University College
(print only)
Adult Students: Meeting the Challenge of a Growing Student Population
Joseph Worth and Christopher Stephens, St. Louis Community College
(print only)
Research on Adult Learners: Supporting the Needs of a Student Population that Is No Longer Nontraditional
Jovita M. Ross-Gordon, Texas State University-San Marcos; Jossey-Bass
"Adult students have been a growing presence on college campuses during recent decades and there are numerous indicators that these students, often referred to as “nontraditional,” constitute a significant proportion of the undergraduate student body. National Center for Education Statistics (NCES) data indicate that 38 percent of the 2007 enrollment of more than eighteen million college students were twenty-five years of age or older (NCES 2009). NCES projections of higher education enrollment from 2007–2018 suggest that the number of students over twenty-five will remain stable or increase during the current decade (Hussar and Bailey 2009). "
AAC&U Work on Community College Students and
Liberal Education Outcomes
(print only)
Finding Purpose and Meaning in and out of the Classroom
Art Chickering, Goddard College
"For the last forty-five years—since before Education and Identity, with its seven vectors of student development, hit the streets in 1969—I have been banging my head and heart against a common mindset in higher education: the total focus on knowing and doing to the neglect of being. Back in the 1960s, the dominant purpose of college was “cultivating the intellect.” AAC&U’s LEAP initiative and its focus on a broad set of essential learning outcomes (ELOs) indicate how far we have come since then. There have been similarly strong strides in our teaching practices, with the inclusion of service learning, internships, and collaborative and problem-based learning."
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