Karyn Rabourn, Rick Shoup, & Allison BrckaLorenz — Adult learners are academically engaged despite fewer interactions with peers and faculty. Adult learners are a growing population who have unique desires for and challenges with higher education. A study of the academic engagement and campus interactions of adult learners found that compared to their traditional-aged peers, adult learners are more engaged academically, interact less with their peers and […]
Amber Dumford, Cindy Cogswell, and Angie Miller — A recent study examined the congruence between student use and faculty encouragement of learning strategies associated with student learning for academic disciplines. The results indicate that certain fields of study, including health professions; biology, agriculture, and natural resources; and social service professions, most frequently emphasized and used learning strategies.
Allison BrckaLorenz, Jason Garvey, Sarah Hurtado, & Keely Latopolski — Student-faculty interaction may directly influence success for students in the minority of gender identity. A study of gender-variant (students who do not identify with the woman/man gender binary) students’ participation in high-impact practices found few differences between these students and those who identify as men and women.