Assessing Undergraduate Curriculum for the Adult Learner: Focus Group Research.

Autor/in	McCormick, Cynthia B.
Titel	Assessing Undergraduate Curriculum for the Adult Learner: Focus Group Research.
Quelle	(1994), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Students; Curriculum Development; Curriculum Evaluation; Educational Needs; Educational Quality; Evening Programs; Higher Education; Program Improvement; Student Attitudes; Undergraduate Study + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Educational need; Bildungsbedarf; Quality of education; Bildungsqualität; Evening studies; Evening class; Abendstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Grundstudium
Abstract	Focus group discussions were held to determine the perceptions of 8 male and 28 female adult students regarding the quality of their undergraduate evening program at a medium-sized public liberal arts college. The students voluntarily participated in one of three group sessions at which the following topics were discussed: whether evening students are considered as important as students attending classes during the day, primary concerns as an evening student, steps the college can take to strengthen course offerings and scheduling for evening students, and the ideal college experience for evening students. The students were selected so as to provide a group that was representative of the evening student population from the standpoints of age, gender, class rank, and major. The students' main concerns were related to the lack of upper-level courses, the need for more course variety, and scheduling overlaps. Among additional issues and concerns raised were the following: availability of advisors, access to facilities, and visibility of security. The adult students were more interested in being able to enroll in the courses required for their degrees than in being able to participate in "typical" campus activities. Most students considered their experiences as evening students positive, and most found the faculty responsive. Contains 7 references. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC