Postsecondary Program Design for Adult Learners

The purpose of this chapter is to explore the current body of literature surrounding program design to provide administrators and faculty with guidance and best practices for designing programs to support success for all students. As the national landscape of postsecondary education continues to include a substantial population of adult and non-traditional students, understanding these learners' needs is essential to designing programs that will support learner success. In the most straightforward definition, a program is a set of activities gathered for a specific purpose or outcome. Within postsecondary education, design begins with the program mission articulating the theoretical framework that provides the foundation of the program. Shaped by accreditation and regulatory requirements, the program mission drives the definition of the program outcomes, curriculum and instruction, program policy, and delivery method. Beyond the intersection of non-traditional and adult learning needs, the literature identified implications for the process of program design.

Postsecondary Education for Students with Learning Disabilities: A Synthesis of the Literature

Council review ◽

10.1177/001440290106800106 ◽

2001 ◽

Vol 68 (1) ◽

pp. 97-118 ◽

Cited By ~ 56

Author(s):

Charlotte Mull ◽

Patricia L. Sitlington ◽

Sandra Alper

Keyword(s):

Learning Disabilities ◽

Postsecondary Education ◽

Staff Training ◽

Students With Learning Disabilities ◽

Systematic Analysis ◽

Service Staff ◽

Analysis And Synthesis ◽

Definition Of ◽

Type Of Institution ◽

This article is a systematic analysis and synthesis of published research from 1985–2000 recommending or reporting on postsecondary education services for students with learning disabilities. Twenty-six articles met the criteria of recommending services or describing services presently available. The 11 program factors examined were: definition of learning disability, characteristics of adult learners, type of institution, special admission procedures, assessment services, program accommodations, support services, instructional adjustments, instructional staff training, direct service staff training, and program evaluation. Implications and recommendations for postsecondary program development are presented.

Editors’ Introduction to the Special Issue of the Journal of Transformative Education on Assessing Transformative Learning

Journal of Transformative Education ◽

10.1177/15413446211045158 ◽

2021 ◽

Vol 19 (4) ◽

pp. 295-305

Author(s):

Kris Acheson ◽

John M. Dirkx

Keyword(s):

Adult Education ◽

Transformative Learning ◽

Postsecondary Education ◽

Cultural Context ◽

Transformative Education ◽

Special Issue ◽

Jack Mezirow ◽

Education Community ◽

Definition Of ◽

Over 40 Years

Over 40 years ago, Jack Mezirow introduced the idea of transformative learning (TL) to the adult education community. Representing a profound shift in how one thinks and feels about one’s self and the socio-cultural context in which one is embedded, transformative learning has since evolved to reflect numerous theoretical lenses and its framework continues to be extended and elaborated. As TL theory expands within different contexts and across different disciplines, particularly within postsecondary education, the term transformative learning is often employed with scant connection to the theoretical framework in which it was initially grounded. Learners and educators alike frequently describe learning experiences as transformative, yet little consensus exists around a definition of transformative leaning However, if the field is to continue to evolve theoretically, we cannot accept these claims of transformation at face value. The phenomenon must be measured in some manner. The field continues to struggle with several perennial issues related to assessment. This special issue of the Journal of Transformative Education seeks to address the need to wrestle with these underlying theoretical and conceptual issues by critiquing the state of the field, introducing new approaches to operationalizing the phenomenon, and advancing new trajectories for research. We approach this charge through two major threads explored through eight papers that represent Methodological Innovations and Cases of Methodological Application. We close this introduction to the Special Issue with key themes represented in the eight papers and recommendations for addressing the challenges of assessing the processes and outcomes of transformative learning.

Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143418813358 ◽

2018 ◽

Vol 42 (1) ◽

pp. 17-28 ◽

Cited By ~ 1

Author(s):

Meg Grigal ◽

Clare Papay ◽

Frank Smith ◽

Debra Hart ◽

Rayna Verbeck

Keyword(s):

Higher Education ◽

Developmental Disabilities ◽

Postsecondary Education ◽

Future Research ◽

Intellectual And Developmental Disabilities ◽

Institutions Of Higher Education ◽

Federally Funded ◽

Demonstration Program ◽

Gainful Employment ◽

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

Computerized Dynamic Assessment and Second Language Learning: Programmed Mediation to Promote Future Development

Journal of Cognitive Education and Psychology ◽

10.1891/1945-8959.17.2.198 ◽

2018 ◽

Vol 17 (2) ◽

pp. 198-213

Author(s):

Tianyu Qin ◽

Jie Zhang

Keyword(s):

Second Language ◽

Language Learning ◽

Student Performance ◽

Dynamic Assessment ◽

Assessment Method ◽

Learning Needs ◽

Testing Procedures ◽

Diverse Learning ◽

L2 Learners ◽

Dynamic assessment (DA) has been implemented to diagnose language-related issues and to promote second language (L2) learners' development through intervention (Poehner, 2008). The goal is to evaluate not only what a learner can do on his or her own but also how far he or she can go with instructional intervention. Recently, scholars have conducted L2 DA research in a computerized format (C-DA) in which preprogrammed mediational prompts are integrated into the online testing procedures. This breakthrough has yielded promising findings for the scalability of this dynamically administered assessment method. However, due to the fact that it is an emerging field, the possibility of using C-DA to assist in L2 learning requires further examination. This article centers on two projects in which C-DA was used to assess university-level learners' performance in an L2 context. In the first, a listening and reading C-DA project was employed to assess reading and listening comprehension, while the second involved using C-DA to evaluate pragmatic comprehension. We specifically bring into focus how the two approaches address topics including definition of constructs, determination of tasks, design of mediation, scoring procedures, interpretation of scores/performances, and evidence of transfer. Through identifying what has been achieved and what needs to be explored further, we provide a critical analysis of L2 C-DA research and propose future directions for applying this unique technology for helping L2 learners develop language skills. We also examine the pedagogical applications of C-DA in terms of interpreting student performance and developing tailored instruction for individuals with diverse learning needs.

A Model Rural Inclusive Postsecondary Program for Students With Intellectual Disability

Rural Special Education Quarterly ◽

10.1177/87568705211032380 ◽

2021 ◽

Vol 40 (4) ◽

pp. 191-202

Author(s):

Gerlinde Beckers ◽

Colleen Klein-Ezell

Keyword(s):

Intellectual Disability ◽

Rural Communities ◽

Rural Areas ◽

College Experience ◽

Full Potential ◽

Program Outcomes ◽

Federal Financial Aid ◽

Employment Skills ◽

Rural Settings ◽

Lions Connected (LC) is an inclusive postsecondary program approved by the U.S. Department of Education; thus meeting rigorous program standards and accountability. Equally important is that it gives eligible students from rural areas the opportunity to receive federal financial aid to attend college. The purpose of developing LC was to meet the needs and desires of the surrounding rural communities by providing postsecondary opportunities for students with intellectual disability (ID) to enhance their social, academic, and employment skills alongside peers without disabilities. This article describes the program in detail as well as program outcomes, including employment in rural home communities. LC students receive a true college experience while preparing to become contributing members in society regardless of where they live. By following LC’s program structure, there are multiple opportunities for supporting students with ID in rural settings and helping them garner a college experience and become successfully employed in their community and reach their full potential.

Determinants of Postsecondary Education Attendance: Some Implications of Alternative Specifications of Enrollment

Educational Evaluation and Policy Analysis ◽

10.3102/01623737010002171 ◽

1988 ◽

Vol 10 (2) ◽

pp. 171-185 ◽

Cited By ~ 5

Author(s):

James C. Hearn

Keyword(s):

High School ◽

Postsecondary Education ◽

Pell Grant ◽

Policy Studies ◽

Positive Effects ◽

Grant Program ◽

School Graduation ◽

Policy Impacts ◽

Aid Programs ◽

This paper proposes four defensible alternative definitions of “postsecondary education attendance,” then uses data for 1980 high school seniors to examine influences on attendance under each of the definitions. The results suggest that these influences vary somewhat, depending upon the enrollment definition one chooses. For example, the findings suggest that studies focusing solely upon a traditional definition of enrollment (e.g., entry into a two- or four-year institution immediately after high school graduation) may overstate the limiting effects of socioeconomic factors on overall enrollment, and may also understate the positive effects of being female. Some policy studies make recommendations on the basis of analysis using traditional enrollment definitions, even though such definitions are much more restricted than those of the major financial aid programs (e.g., the Federal Pell Grant program). The findings of the present study suggest that such studies may misspecify policy impacts. The implications of these results are discussed.

A literature review of lesson study in initial teacher education

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-06-2017-0030 ◽

2018 ◽

Vol 7 (1) ◽

pp. 8-22 ◽

Cited By ~ 18

Author(s):

Deborah Lynn Sorton Larssen ◽

Wasyl Cajkler ◽

Reidar Mosvold ◽

Raymond Bjuland ◽

Nina Helgevold ◽

...

Keyword(s):

Teacher Education ◽

Literature Review ◽

Student Teachers ◽

Lesson Study ◽

Initial Teacher Education ◽

Learning Needs ◽

Research Papers ◽

Content Type ◽

National Team ◽

Purpose The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE. Design/methodology/approach Each national team (in Norway and Britain) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: how learning is represented and discussed; and the extent to which observation is described and used to capture evidence of learning. Findings The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations. Research limitations/implications This study was limited to a review of a selection of peer-reviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material, e.g. theses and book chapters. Practical implications Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies. Originality/value This literature review suggests that discussion of both learning and observation in ITE LS research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: how to prepare student-teachers to observe (professional noticing being a promising option), the wide variation in the focus of classroom observation in ITE lesson studies, and discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

Nontraditional Adult Learners

SAGE Open ◽

10.1177/2158244017697161 ◽

2017 ◽

Vol 7 (1) ◽

pp. 215824401769716 ◽

Cited By ~ 18

Author(s):

Joseph C. Chen

Keyword(s):

Adult Learners ◽

Postsecondary Education ◽

The United States ◽

Student Diversity ◽

Learning Needs ◽

Full Time ◽

Significant Component ◽

Life Phase ◽

Significant Barrier ◽

Full Time Student

In the discourse on diversity in colleges and universities in the United States, an often-neglected population is nontraditional adult learners. This article explores this invisible aspect of undergraduate diversity, and addresses how competence-based education, which focuses on demonstrating the actual ability to do, is an innovative approach that caters to adult learners’ life phase and learning needs. College arguably is a youth-centric phase of life generally designed for the younger student. However, the stereotypical full-time student who lives on campus is actually a small percentage of the entire postsecondary population. Due to the demands of an increasingly competitive world of work, nontraditional adult learners will continue to seek out postsecondary education. Unfortunately, the credit hour system is a significant barrier for both entry and success of adult learners. Merits of competence-based education are discussed, and implications are provided to best meet this significant component of student diversity.

Reimagining Indian Higher Education: A Social Ecology of Higher-Education Institutions

Teachers College Record ◽

10.1177/016146811812000504 ◽

2018 ◽

Vol 120 (5) ◽

pp. 1-32

Author(s):

William G. Tierney ◽

Nidhi S. Sabharwal

Keyword(s):

Higher Education ◽

Public Good ◽

Postsecondary Education ◽

Social Ecology ◽

Rapid Expansion ◽

Best Interests ◽

The Social ◽

Indian Higher Education ◽

Background/Context Developing countries desire institutions ranked as “world-class,” and want to increase postsecondary participation. Limited public monies require decisions that usually augment the welfare of one objective at the expense of another. An additional conundrum concerns the need for quality assurances. Research needs to be rigorous; students need to be well trained. The authors suggest that the social ecology of higher education has a crucial role to play in India. The challenges are whether to accommodate rapid expansion, how to improve the overall quality of the system, and invest in a research infrastructure. Purpose/Objective/Research Questions/Focus of Study The article's purpose is to ask if the social ecology of postsecondary education that has been created in India is in its best interests. Social ecology refers to the universe of postsecondary organizations that account for the 35,357 institutions in India. Insofar as the ecology is “social,” the citizens and government determine the shape of the ecology. The authors first offer a traditional definition of what has been meant by the public good and then turn to a consideration of India's social ecology of higher education. The article's purpose then, is specific to India and more generalized to postsecondary education in a globalized world. The text situates the institutions and systems of higher education into a social ecology that until recently has been framed by the idea of a public good. Setting The study took place in India during 2015–2016. Research Design The text is an analytic essay that utilized secondary texts pertaining to the structure and quality of the postsecondary system in India. Conclusions/Recommendations The authors suggest that the “'alphabet soup” of institutional forms that currently exists in India does not serve the country well; the taxonomy tends to obscure, rather than clarify, roles and responsibilities. They argue that a new social ecology of higher education needs to be put forward that streamlines relationships, clarifies roles and regulations, improves data analysis, and focuses on quality rather than quantity.

Shifting Identities

Research Involving Participants with Cognitive Disability and Difference ◽

10.1093/oso/9780198824343.003.0011 ◽

2019 ◽

pp. 121-132

Author(s):

Jack Trammell

Keyword(s):

College Students ◽

Social Capital ◽

Postsecondary Education ◽

Cultural Context ◽

Education Programs ◽

Full Inclusion ◽

Individual Program ◽

Non Traditional Students ◽

Shifting Identities ◽

The Voice

Postsecondary programs for non-traditional students, including many specifically designed for students with intellectual disabilities (ID) and/or developmental disabilities (DD), present new questions. Many of these programs aim for some type of full inclusion, including living on campus, taking classes, generating college transcripts, and socializing with other college students. The successes of such programs have made headlines, although the question of exactly what students’ experiences mean in the wider cultural context of employability, independence, and social capital are unclear. It is also unclear that the voice of the actual participants is well-recognized in the design and assessment of such programs. This chapter will frame postsecondary education programs for ID/DD, with recognition of the importance of the “service user” voice and individual program experiences. It will consider the wider extent to which new ID/DD postsecondary identities are affecting pedagogy and research in the postsecondary educational landscape, and the ethical questions generated.