1. Student Learning or the Student Experience: The Shift from Traditional to Non-Traditional Faculty in Higher Education Dr. Pamela Allen, Dr. Paul Withey, Dr. Deb Lawton, and Dr. Carlos Tasso Aquino University of Phoenix @ACBSPAccredited #ACBSP2016

2. Agenda K-W-L Interactive Activity Introduction Traditional Education Shifts in the Adult Population National Center for Education Statistics Projections Interactive Activity (Pulse Check) Theoretical Framework Carousel Interactive Activity Significance of the Study Method Data Analysis and Interpretation Implications Limitations and Suggestions for Future Research Conclusions Comments and Questions @ACBSPAccredited #ACBSP2016

3. K-W-L Interactive Activity Objective: To activate thoughts about the topic prior to the introduction. Instructions: The Facilitator will arrange participants into teams (A, B, C ). Each team will create three vertical columns with the letters K-W-L above each column. @ACBSPAccredited #ACBSP2016

4. K-W-L Interactive Activity K= What we know. Use key words to answer the question “What do you already know” about traditional and non-traditional (education, faculty and students) W=What we want to know. Use key words to answer the question “What you want to know” about traditional and non-traditional (education, faculty and students) Choose a spokesperson to report the results for your team. L=What we learned. Leave this column blank until after the “Introduction” @ACBSPAccredited #ACBSP2016

5. Introduction Traditional Education Shifts in the Adult Population National Center for Education Statistics Projections @ACBSPAccredited #ACBSP2016

6. Interactive Activity (Pulse Check) L=What we learned. Use key words to answer the question “What you learned” about traditional and non-traditional (education, faculty and students) 5 minutes @ACBSPAccredited #ACBSP2016

7. Theoretical Framework Carousel Activity Adult Learning Theory(Andragogy)  Students are independent and self-directed  Students are intrinsically motivated  Learning characterized by inquisitive projects, experimentation and independent studies  A more informal learning environment  Learning based on experience  Student-centered performance Transformational Learning Theory  Adults demonstrate higher levels of commitment when they believe that training goals are important  Adults are in control of the learning method  Establish firm connections in everyday life experiences  The learning process is incomplete self-development that is constantly changing  Evolve from the individual learner’s perspective to multidimensional perspectives. Transformative Learning Theory  Transformative learning became popular in the early 1980’s  Explains how adult learners make sense or meaning of their experiences  Encourages transformation of perspective  Adults understand “how to negotiate and act upon individual purpose, values, feelings and meanings rather than those assimilated from others @ACBSPAccredited #ACBSP2016

8. “ ” Create New Knowledge Developing New Adult Learning Theories for New Non-Traditional Students in Higher Education. Carousel Activity Each team will decide on the name of a New “Adult Learning Theory” and write it at the top of the post-it-paper. Each team will create three one sentence descriptions explaining their theory. Each team will choose one spokesperson to present their adult learning theory. @ACBSPAccredited #ACBSP2016

9. Research Study Summary Significance of the Study Method Data Analysis @ACBSPAccredited #ACBSP2016

10. Research Study Summary Significance of the Study Why Should We Care? Method Grounded Theory @ACBSPAccredited #ACBSP2016

11. Data Analysis Moving beyond description for conceptualization and theory development Concurrent data collection and analysis Theoretical sampling with participants selected based on the data that emerges through constant comparison An openness for theory development as it emerges in the data @ACBSPAccredited #ACBSP2016

12. Research Questions RQ1. How do faculty members in postsecondary education perceive changes in their role? RQ2. How do faculty members in postsecondary education perceive changes in their teaching methods? RQ3. How has the traditional adult student population changed? RQ4. How has the non-traditional adult student population changed? @ACBSPAccredited #ACBSP2016

13. RQ1. How do faculty members in postsecondary education perceive changes in their role? Classroom Facilitation Student Engagement Student and Faculty Evaluations @ACBSPAccredited #ACBSP2016

14. RQ2. How do faculty members in postsecondary education perceive changes in their teaching methods? Traditional versus Non-Traditional Classroom Teaching Methods Student Engagement @ACBSPAccredited #ACBSP2016

15. RQ3. How has the traditional adult student population changed? 2004 to 2012 Change: Other Characteristics @ACBSPAccredited #ACBSP2016 ¹ SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003-04 National Postsecondary Student Aid Study (NPSAS:04). NOTICE OF REVISIONS: The NPSAS:04 weights were revised in June 2009. The revised weights will produce 2003-04 estimates that differ somewhat from those in any tables and publications produced before June 2009. See the description for the total Stafford loan variable (STAFFAMT) for details. Computation by NCES QuickStats on 4/29/2016 College study: Degree ProgramTraditional Certificate-10.98% Associate's degree-14.98% Bachelor's degree-11.39% Not in a degree program or others-25.83% GenderTraditional Male-15.41% Female -9.05%

16. Traditional Student - Definition Age 24 or Younger No longer a need to qualify as a dependent, working-full time, and dependent on family for financial support @ACBSPAccredited #ACBSP2016

17. Non Traditional Student - Definition Age 24 or older No longer a need for working full-time, have dependents, and marriage qualifiers. @ACBSPAccredited #ACBSP2016

18. RQ4. How has the non-traditional adult student population changed? 2004 to 2012 Changes Other Characteristics @ACBSPAccredited #ACBSP2016 ¹ SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003-04 National Postsecondary Student Aid Study (NPSAS:04). NOTICE OF REVISIONS: The NPSAS:04 weights were revised in June 2009. The revised weights will produce 2003-04 estimates that differ somewhat from those in any tables and publications produced before June 2009. See the description for the total Stafford loan variable (STAFFAMT) for details. Computation by NCES QuickStats on 4/29/2016 College study: Degree Program Non- Traditional Certificate-1.11% Associate's degree4.32% Bachelor's degree37.72% Not in a degree program or others12.39% Gender Non- Traditional Male11.76% Female 6.75%

19. Research Findings What Do We Do Now? New Model Adjust Teaching Techniques Limitations Research Scope Research Data Collection Recommendations for Future Research Specific Sampling and Data Collection Comparisons Between @ACBSPAccredited #ACBSP2016

20. Questions @ACBSPAccredited #ACBSP2016

21. Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformation theory. In E. W. Taylor, P. Cranton, & Associates (Eds) The handbook of transformative learning: Theory research and practice. San Francisco, CA: Jossey-Bass, 73-75. Wang, V.C.X., Cranton, P. (2011). Transformative Learning. International Journal of Adult Vocational Education and Technology, 2(4), 56-66. DOI: 10.4018/javet.2011100105 Jarvis, P. (1985). The Sociology of Adult and Continuing Education. Beckenham: Croom Helm. References