2006 Conference (St. Louis, Missouri : University of Missouri-St. Louis)

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Browsing 2006 Conference (St. Louis, Missouri : University of Missouri-St. Louis) by Subject "Nontraditional Students"

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    “Putting the Puzzle Together”: Reflection, Learning, and Transformation In an Integrated Liberal Arts Course
    (2006) Daly, Jacqueline
    Over fifty percent of students in higher education are non-traditional adult learners. Some institutions have developed and implemented integrative liberal arts courses enhancing effective study strategies with interactive methods of instruction, relative and practical content, and a learning environment encouraging a deep learning approach through reflection. As part of a larger exploratory qualitative research study, this paper reports on the contribution of an integrated liberal arts course, the Proseminar, on learning identity and the learning process of the adult student. The findings suggest that participants of the integrated liberal arts course experienced significant changes in their identities as learners and the learning process through reflective activities and self-exploration within a liberal arts breadth of knowledge: Increased confidence as a learner, awareness of varied perspectives, impact of life experiences on values, beliefs, and assumptions of self, and their role in the world.
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    Service Learning, Non-Traditional Students, And The Historic Black University: The Harris-Stowe Model
    (2006-10) Abbott, Mark; Beech, Richarlene
    The university traditionally has had three roles: a) student instruction, b) pure research, and c) community service. While these roles have become disconnected in the contemporary university, they have remained integrated in Historically Black Colleges and Universities (HBCUs). Due to budgetary constraints and constituent expectations, HBCU faculty and students have pursued these roles simultaneously. In recent years, the concept of “service learning” has been used by HBCUs to further integrate traditional university roles. Service learning involves student performance of course competencies in a community setting. This pedagogical approach has been beneficial for HBCUs because a) student projects aid the community, b) data from student projects may form the basis for faculty research, and c) service learning has shown promise as an effective form of instruction for non-traditional students who are a large contingent of HBCU students. This paper describes how service learning has been used at one HBCU—Harris-Stowe State University—to assume the roles of a university as it transitions from being a college to a university.