Opinions of Adult Learners About Negotiating Syllabi Rules in a Baccalaureate Nursing Program

Schrader, Vivian; Davis, Shoni

doi:10.3928/01484834-20081201-07

Cited by 1 publication

(3 citation statements)

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“…Although this method may not fit within every course, faculty who want to help students broaden knowledge to solve real‐world problems should feel encouraged to reach beyond their current instructional boundaries. Additionally, this type of methodology, along with other types of methods that require active student participation, such as case studies, provides an opportunity for faculty “to establish and maintain a collaborative relationship with students,” thus embracing an adult‐learner centered philosophy (Schrader and Davis, 2008, p. 565).…”

Section: Discussionmentioning

confidence: 99%

“…Students were then asked to contribute information from their response cards, which promoted group discussions. We felt group discussions were important because one of the premises of andragogy is that adults desire to feel respected and educators should create a climate where a feeling of respect is fostered (Merriam et al, 2007; Schrader and Davis, 2008; Chan, 2010). The discussions provided an opportunity for Tom to show respect for the students’ viewpoints and experiences.…”

Section: Plan For Implementationmentioning

confidence: 99%

“…The discussions provided an opportunity for Tom to show respect for the students' viewpoints and experiences. These discussions also assisted in fostering relationships with students, which is another important consideration in an adult-learner centered environment (Schrader and Davis, 2008).…”

Section: Plan For Implementationmentioning

confidence: 99%

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A Unique Approach to Teaching Co-Listed Science Courses: “Forty Chances” for Improved Graduate Student Education

DeSutter

2017

Natural Sciences Education

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Core Ideas Graduate students read, reflected, and discussed Forty Chances for a co‐listed course. Students learned about the importance of soil health to food security. Using trade books in graduate courses helps link research to global, human issues. The trade book Forty Chances: Finding Hope in a Hungry World was used as a requirement for graduate students enrolled in an undergraduate–graduate co‐listed course. Forty Chances describes the complexities of food insecurity with specific linkages to soil health. Students were required to read, reflect, participate in group discussions, and, at the end of the course, answer a feedback form. The use of andragogy and self‐directed learning methods allowed students to connect the factual and theory‐based information from the course to a human issue. Although trade books may not be a substitute for studying the sub‐disciplines of soil science (chemistry, physics, biology), the first author found that inclusion of a trade book may support the next generation of agricultural scientists to understand how soil health and human health are related. Impact Statement Using trade books, group discussions, and reflective writing can be a teaching method to link students’ research to a human experience. As an example, Forty Chances was used to help students understand the importance that soil health has on food insecurity. After reading, discussing, and exploring the professional literature, more than 90% of students indicated an improved awareness of food insecurity and understood the importance that soil health has in helping combat food insecurity.

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Section: Discussionmentioning

confidence: 99%

Section: Plan For Implementationmentioning

confidence: 99%