Examining the Appreciative Instruction Methods Used by Instructors within an Adult Degree Completion Associate’s Program

This study examines the appreciative instruction methods used by instructors within an online Adult Degree Completion Associates degree program. The researchers conducted a qualitative study that assesses the appreciative instruction methods used by instructors of the Associate of Science in Professional Studies (ASPS) program. The ASPS program is designed to apply students’ past achievements and peak performance learning moments toward degree attainment. The results of the study revealed key themes of the instructional methods used by instructors within the ASPS program which contributed to the development of a Model for Appreciative Instruction within Adult Degree Completion Programs. The study has implications on the faculty and program development frameworks that are used within Adult Degree Completion Programs

Southern Adventist University Adult Degree Completion Catalog 2022-2023

Southern Adventist University\u27s adult degree completion catalog for the academic year 2022-2023.https://knowledge.e.southern.edu/adc_catalog/1000/thumbnail.jp

07-31-2008 SWOSU Offers Adult Degree Completion Program

Southwestern Oklahoma State University in Weatherford is part of a statewide program that aims to help many Oklahomans return to college to finish their bachelor’s degrees

Southern Adventist University Adult Degree Completion Catalog 2021-2022

Southern Adventist University\u27s adult degree completion catalog for the academic year 2021-2022.https://knowledge.e.southern.edu/adc_catalog/1001/thumbnail.jp

03-01-2007 SWOSU Offers New Adult Degree Completion Program

Southwestern Oklahoma State University in Weatherford is part of a new statewide program that has started to help thousands of Oklahomans return to college to finish their bachelor’s degrees

07-24-2009 SWOSU Continues to Offer Adult Degree Completion Program

Southwestern Oklahoma State University in Weatherford is part of a statewide program that aims to help many Oklahomans return to college to finish their bachelor\u27s degrees

Scholarly and Creative Works Conference set April 23-24

Dominican celebrated its graduating seniors, master’s degree students and Adult Degree Completion students at the inaugural Scholarly and Creative Works Conference April 23-24

From stopout to scholar : pathways to graduation through adult degree completion programs.

Although colleges and universities are facing increased scrutiny to demonstrate a return on investment for their students, the demand for college-educated workers continues to grow. As of 2010, the U.S. Census Bureau estimated that more than one-fifth of Americans age 25 and older—around 43.5 million people—have some postsecondary education but no degree (Lumina, 2012). This article presents an integrative review of relevant, rigorous, and research based programs that create a fast path to degree completion for working adults. While national data still shows that postsecondary credentials remain a good investment for individuals and the overall economy (Carnavale & Rose, 2015), the public is asserting a greater demand for accountability as tuition continues to escalate well beyond the rate of inflation. This article provides a review and conceptual links to educational pathways for the large group of adult learners with some college and no degree

Boosting Degree Attainment: A Mixed Methods Examination of an Adult Degree Completion Initiative

Higher education has increased its focus to national degree attainment, especially among adults who have some college education (Hardin, 2008; Nettles, 2017). Research from these entities identifies future economic growth and the strength of the United States economy requires a more highly educated society (Carnevale & Rose, 2014). As a result, Federal and institutional initiatives seek ways to increase the retention rates of current students while also incentivizing students to return to school to complete their degrees (Markle, 2015). A review of the related literature identified economic and social benefits exist for individuals who obtain a postsecondary degree (Chan, 2016). This mixed methods study examines educational attainment through an adult degree completion initiative and seeks to determine its tangible and intangible benefits for the individuals participating in the initiative. A survey was utilized to collect both the quantitative and qualitative data required to answer the research objectives. The survey consisted of 24 questions and was distributed to 2,115 graduates of an adult degree completion initiative. Findings from this study emphasize the financial impact of degree attainment for the participants. Findings also suggest that the participants achieved other work-related and social benefits beyond a monetary value. Future research considerations include incorporating technical certificates to compare with 2-year and 4-year degrees

Analyzing the occurrence transformative learning in faith-based, postsecondary adult degree completion programs utilizing the learning activities survey

Doctor of PhilosophyDepartment of Educational LeadershipJeffrey T. ZacharakisThere has been tremendous growth in adult, degree-completion programs. Enrollment trends continue to reflect a growing adult population, comprising 40% of all postsecondary students (Snyder & Dillow, 2013). In an effort to meet rising demand and capitalize on the opportunity to provide adult-specific programs, schools are focusing more on the administrative benefits and the highly structured format of degree completion programs and diminishing the opportunity for adults to learn and grow beyond course content (Johnson-Bailey, 2015). This ex-post facto study is of adult students enrolled in cohort-based, degree completion programs in faith-based colleges and universities to understand whether students experience transformative learning and if so, if their experience can be predicted or explained by participation in various learning activities. This research uses King’s (2009) Learning Activities Survey, which was specifically developed to measure transformative learning in the classroom. The purpose of this study, using the LAS, is to understand whether adult students in cohort-based, degree completion programs experience transformative learning and if it can be associated with learning activities. Students were surveyed and asked to report whether they experienced transformative learning in their educational program, outside of their experience in the program, or not at all