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Abstract
Adult Student Engagement
The research project is the first phase of a phenomenological study to describe how adult students perceive and experience engagement in learning. This first phase generated grounded theory about adult student engagement developed through the constant comparative method of data collection and interpretation. A multiple-category design was used to facilitate the comparison of students from different demographic categories. Focus groups and in-depth interviews were conducted with students representing demographic strata groups. The study identified cognitive activities, instructional strategies, conditions and situations that lead to the engagement in learning of adult learners from a variety of demographic backgrounds. Key findings include the roles of instructors, fellow students, family and work; methods of inquiry; classroom conditions; and cultural and gender differences. The next phase of the study is to replicate it at other institutions in other parts of the United States to further test and develop theory on adult student engagement in learning.
Roxanne Eubank, Ed.D. Saint Mary’s University of Minnesota, Minneapolis, MN
Roxanne Eubank earned an Ed.D. in Adult and Higher Education and a MSS in Adult and Higher Education/Counseling/Business Administration from the University of South Dakota and a BS in Home Economics Adult Education from Iowa State University. Dr. Eubank has been a member of the Saint Mary’s University community since 1992 serving in a variety of positions including Dean of Continuing Education, Dean of Graduate Studies and Associate Vice President. In 2001 she “retired” to the position of professor of education. Her primary teaching responsibilities are in the Doctor of Education in Leadership program specializing in adult learning, assessment and higher education. She has done numerous presentations on teaching adult learners and program assessment. In addition, she is actively involved in the regional, national and international Lasallian movement and leads formation programs for members of the Lasallian higher education community at the Generalate of the Christian Brothers in Rome, Italy.
Adult Student Engagement
The research project is the first phase of a phenomenological study to describe how adult students perceive and experience engagement in learning. This first phase generated grounded theory about adult student engagement developed through the constant comparative method of data collection and interpretation. A multiple-category design was used to facilitate the comparison of students from different demographic categories. Focus groups and in-depth interviews were conducted with students representing demographic strata groups. The study identified cognitive activities, instructional strategies, conditions and situations that lead to the engagement in learning of adult learners from a variety of demographic backgrounds. Key findings include the roles of instructors, fellow students, family and work; methods of inquiry; classroom conditions; and cultural and gender differences. The next phase of the study is to replicate it at other institutions in other parts of the United States to further test and develop theory on adult student engagement in learning.
Roxanne Eubank, Ed.D. Saint Mary’s University of Minnesota, Minneapolis, MN
Roxanne Eubank earned an Ed.D. in Adult and Higher Education and a MSS in Adult and Higher Education/Counseling/Business Administration from the University of South Dakota and a BS in Home Economics Adult Education from Iowa State University. Dr. Eubank has been a member of the Saint Mary’s University community since 1992 serving in a variety of positions including Dean of Continuing Education, Dean of Graduate Studies and Associate Vice President. In 2001 she “retired” to the position of professor of education. Her primary teaching responsibilities are in the Doctor of Education in Leadership program specializing in adult learning, assessment and higher education. She has done numerous presentations on teaching adult learners and program assessment. In addition, she is actively involved in the regional, national and international Lasallian movement and leads formation programs for members of the Lasallian higher education community at the Generalate of the Christian Brothers in Rome, Italy.
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