Using the Experiences of Nontraditional Students in the Classroom

Brumagim, Alan L.

doi:10.1177/105256299902300410

Cited by 4 publications

References 3 publications

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A Systematic Approach to Educating the Emerging Adult Learner in Undergraduate Management Courses

Dachner

Polin

2015

Journal of Management Education

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Management education research has provided educators with new instructional tools to improve course design and update the methods used in the classroom. In an effort to provide the typical undergraduate management student with the best possible learning experience and outcomes, it is important to recognize how and why these new activities benefit the student. To reach this goal, one must first understand that the traditional undergraduate management student, aged 18 to 25 years, is in a phase of life development referred to as emerging adulthood in which they are distinctly different from mature adults demographically, cognitively, emotionally, and socially. With this understanding, our research analyzes how each of the six assumptions of andragogy can be applied uniquely to the emerging adult undergraduate management student. We provide the management educator with a method for classifying the level of development of students along the focus areas of andragogy, general instructional design ideas for addressing those particular levels of development, and a number of specific activities identified in a review of Journal of Management Education articles with notes on the conditions under which activities will be most effective. Student learning experiences can be improved when course activities are designed more intentionally and meaningfully.

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A Systematic Approach to Educating the Emerging Adult Learner in Undergraduate Management Courses

Dachner

Polin

2015

Journal of Management Education

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There Goes the Grading Curve: The Development of the Attitudes toward Non-Traditional Students Scale

Whatley

Bos

Kennedy

et al. 2002

Journal of College Student Retention: Research, Theory & Pr

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The purpose of this study was to develop an instrument allowing the assessment of attitudes toward non-traditional students. A non-traditional student is defined as a person for whom going to school is not his or her full-time job. One hundred forty-eight undergraduates completed a 75 item survey assessing their attitudes toward non-traditional students. The data were subjected to an exploratory factor analysis that revealed the presence of two factors. The first factor consisted of primarily positive statements and accounted for 14.9% of the variance. The second factor consisted of negative statements and accounted for 8.97% of the variance. Implications for colleges and universities are discussed.

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Experience as a Catalyst to Student Classroom Learning in Management Education

Plakhotnik

2017

Innovation and Shifting Perspectives in Management Education

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The chapter describes how instructors can capitalize on student prior experiences and create opportunities for new experiences in the classroom to foster student learning in management education programs. The chapter provides an overview of research around experiential learning (Kolb, 1984; Kolb & Kolb, 2005), learning from experience or on-the-job learning by managers, and teaching techniques that have been shown to foster student learning in management undergraduate and graduate programs. The chapter focuses on experiences that could be created in-class or in the context of one course and does not discuss practices related to a program and curriculum design.

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Using the Experiences of Nontraditional Students in the Classroom

Cited by 4 publications

References 3 publications

A Systematic Approach to Educating the Emerging Adult Learner in Undergraduate Management Courses

A Systematic Approach to Educating the Emerging Adult Learner in Undergraduate Management Courses

There Goes the Grading Curve: The Development of the Attitudes toward Non-Traditional Students Scale

Experience as a Catalyst to Student Classroom Learning in Management Education

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