Baccalaureate Degree Persistence Among Adult Learners PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Baccalaureate Degree Persistence Among Adult Learners PDF full book. Access full book title Baccalaureate Degree Persistence Among Adult Learners by Nickolas Fleezanis. Download full books in PDF and EPUB format.
Author: Nickolas Fleezanis
Publisher:
ISBN:
Category : African American women
Languages : en
Pages : 310
Get Book Here
Book Description
Author: Nickolas Fleezanis
Publisher:
ISBN:
Category : African American women
Languages : en
Pages : 310
Get Book Here
Book Description
Author: Matt Bergman
Publisher: IAP
ISBN: 1641138564
Category : Education
Languages : en
Pages : 235
Get Book Here
Book Description
For at least the last 100 years, more than 40% of all students who enrolled in American colleges and universities have not persisted to graduation at four-year institutions. Their stories are varied, but in every case, something got in the way of that pursuit. Life happened. They became one of the nearly 36 million Americans who have some college but no degree. For many, the stigma of not finishing college is a closely held secret that weighs heavily as they discuss, engage, and compete to meet the challenges of the workforce in the 21st century. Some weren’t ready at age 18 for the focus and commitment that academic studies require. Others found opportunities to create income and meet immediate familial needs or requirements. Many have excelled despite their lack of a college credential. Contrary to the deficit mindset that often permeates the retention and persistence discourse, this book highlights the stories of those who successfully returned to what was left unfinished. The stories here may challenge your assumptions. These are high-quality students who demonstrated a compelling and inspiring commitment to their education, begun long ago and now completed—in some cases decades later. As you read, don’t miss the role that engaged advisors, supportive family members, and well-designed programs such as prior learning assessment played in helping students to the finish line. These narratives also demonstrate that it is time for institutions of higher education to imagine and embrace new ways of serving these students well.
Author: Martha Ellen Mason Gagnon
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 378
Get Book Here
Book Description
Author: Matt J. Bergman
Publisher: Information Age Publishing
ISBN: 9781641138550
Category : Adult college students
Languages : en
Pages :
Get Book Here
Book Description
"For at least the last 100 years, more than 40% of all students who enrolled in American colleges and universities have not persisted to graduation at four-year institutions. Their stories are varied, but in every case, something got in the way of that pursuit. Life happened. They became one of the nearly 36 million Americans who have some college but no degree. For many, the stigma of not finishing college is a closely held secret that weighs heavily as they discuss, engage, and compete to meet the challenges of the workforce in the 21st century. Some weren't ready at age 18 for the focus and commitment that academic studies require. Others found opportunities to create income and meet immediate familial needs or requirements. Many have excelled despite their lack of a college credential. Contrary to the deficit mindset that often permeates the retention and persistence discourse, this book highlights the stories of those who successfully returned to what was left unfinished. The stories here may challenge your assumptions. These are high-quality students who demonstrated a compelling and inspiring commitment to their education, begun long ago and now completed-in some cases decades later. As you read, don't miss the role that engaged advisors, supportive family members, and well-designed programs such as prior learning assessment played in helping students to the finish line. These narratives also demonstrate that it is time for institutions of higher education to imagine and embrace new ways of serving these students well"--
Author: Walter Stephen Pearson
Publisher:
ISBN:
Category :
Languages : en
Pages : 310
Get Book Here
Book Description
The complex interplay of background, motivation, academic performance, PLA portfolio participation, and life changes affects adult student progress throughout the process. The significant variables predicting persistence for this study are grade point average, number of prior college credits, and participation in prior learning assessment. Demographic variables were not significant. Few interventions by adult educators can have as dramatic effect on persistence as the PLA portfolio process. Students within this sample who complete the PLA portfolio process increase their probability of persistence by a minimum of 45% to a high of 281%. Students with mean GPA and mean prior credits increased their probability of persistence by 106%. Three fourths of eligible students who completed the PLA graduated versus 39% of those who did not.
Author: Mathew J. Bergman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 418
Get Book Here
Book Description
For more than 100 years, nearly half of all undergraduate students have failed to persist to degree completion (ACT, 2010; Tinto, 1993; U.S. Department of Education, 2008). To make matters worse, adult students have consistently been victims of higher levels of attrition than their traditional student counterparts (Justice & Dornan, 2001; National Adult Attitudes Report, 2008). This study utilized the theoretical underpinnings from the Bean and Metzner (1985) Conceptual Model of Nontraditional Undergraduate Student Attrition and Braxton, Hirschy, and McClendon's (2004) Theory of Student Departure in Commuter College and Universities model to create a new model to examine variables that impact persistence among adult students over the age of twenty-five in a degree-completion program at the bachelor's level. An internet-based self-report survey was constructed to measure variables from three constructs including student entry variables, internal campus/academic variables, and external environment variables. The sample came from the Bachelor of Science in Workforce Leadership program at the University of Louisville which includes adults ranging from ages 25-67. Hypotheses were tested through correlational and logistic regression analytic procedures. Educational goal, finances, and active learning were all significant predictors of persistence, controlling for all other variables in the equation and accounted for 35.4% of the variance among all variables. Students who reported higher educational goals, sufficient finances to pay for school, and content relevant active learning were more likely to persist. Implications for theory, research, and practice are highlighted as possible strategic leverage points for creating policies and procedures that will aid in adult student retention in degree completion programs at four-year universities.
Author: Janet M. Elko
Publisher:
ISBN:
Category :
Languages : en
Pages : 162
Get Book Here
Book Description
Author: Marilyn K. Wiggam
Publisher:
ISBN:
Category : Adult college students
Languages : en
Pages :
Get Book Here
Book Description
Abstract: To assist adult learners to overcome the time constraint and other barriers and enroll in higher education, a number of degree granting traditional institutions have developed flexible programs for adult learners such as programs using the accelerated delivery method. As adult learners participate in these courses and programs using the accelerated delivery method, little is yet known about academic persistence patterns and trends in courses and programs using the accelerated delivery method. The purpose of the study was to determine the strength of the relationship between age, gender, ethnicity, financial aid, transfer credits and delivery methods (traditional and accelerated) with adult learner academic persistence. Using associational research, student records reflecting adult learner academic persistence rates based on these variables during the first three semesters of enrollment in course work in a computer technology bachelor degree program offered at one location of a university were analyzed. Logistic regression, including descriptive statistics, was used. In addition, an analysis was undertaken to determine how well this relationship predicted patterns of adult learner academic persistence. Varying relationships were found between the independent variables and the dependent variable, academic persistence, among adult learners, defined as being at least 21 or 24 years of age at the time of first enrollment. However, the relationships between many of these independent variables and the dependent variable, academic persistence, were weak. The strongest relationship was found between the independent variable, transfer credits, and academic persistence. The findings in this study suggest that enrolling in a program using the accelerated delivery method did not increase or decrease an adult learner's likelihood of persisting.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
Get Book Here
Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: Raymond J. Wlodkowski
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 54
Get Book Here
Book Description
Includes appendix of student surveys along with instrument.
