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Handbook Of Practical Program Evaluation

This article presents and focuses on the Institutional Support Questionnaire (ISQ) that was developed and validated to complement the Learning Needs Questionnaire (LNQ). While the LNQ, validated and published earlier, assessed students’ perceived learning needs, the ISQ assesses students’ psychological perspectives of their institution, particularly how they perceive their institution supports their learning. Both questionnaires work in tandem to support resource optimisation efforts in establishing targeted academic support structures within teaching-focused tertiary institutions. This study found that the 42-item ISQ had adequate psychometric properties and that institutional support could be represented by four factors (i.e., academic competency support, teaching practices, tutors’ characteristics, and use of technology in instruction) that reflected in large part the factors characterised by the LNQ (i.e., perceived academic competency, time management, preferred tutors’ characteristics, and use of technology). Practical applications of the use of both the ISQ and LNQ (i.e., how both could be applied in a tertiary education setting to identify perceived students’ learning needs and whether an institution is providing adequate support to meet these needs) and limitations on their use are discussed.

/pdf/supporting-student-learning-needs-in-tertiary-education-27xivp4n.pdf

Supporting Student Learning Needs in Tertiary Education: Institutional Support Structures Based on the Institutional Support Questionnaire

Higher education institutions have witnessed an increase in the share of adult and non-traditional learners that make up their student bodies. With this increase in the representation of adults and non-traditional learners on college campuses comes a need to understand the unique needs that adult and non-traditional college students have when motivating them for success and providing the right learning supports. This starts with promoting a sense of belonging, so students recognize they are a valued part of the student body. Educational programs should include attention to the affective and conative domains of learning, empowering students to take responsibility for their educational journeys, promoting a growth mindset, activating learners' intrinsic motivations, creating opportunities for self-directed learning, and designing courses with supportive structures and resources.

Best Practices for Motivating and Supporting Learning for Adult and Non-Traditional Learners

This paper draws upon a case study of a campus-community partnership program in Ontario that delivers tuition-free college courses to low-income adult learners in community hub locations. By co-locating college classrooms in existing neighbourhood gathering places (i.e., a community centre and a public library), our research explores whether integrating college capacity and resources in community hub locations can help increase the accessibility of post-secondary education. In doing so, we address a gap in the research in exploring how community hubs provide a support structure that can help boost the motivation of low-income adult learners and better facilitate their pathway to a post-secondary education. Drawing upon a thematic analysis of interview data, we (a) analyze partners’ perspectives on the community hub–based approach in bolstering the accessibility of higher education, (b) reflect on the process of campus-community engagement underpinning the partnership structure, and (c) critically assess the efficacy of the community hub model in connecting learners with an educational pathway.

https://cjsae.library.dal.ca/index.php/cjsae/article/download/5669/4649

Rethinking Postsecondary Access and Engagement for Low-income Adult Learners Through a Community Hub Partnership Approach

This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway.

/pdf/teaching-is-a-learning-experience-exploring-faculty-1wx6e8ll3h.pdf

"Teaching Is a Learning Experience": Exploring Faculty Engagement with Low-Income Adult Learners in a College-Community Partnership Program.

This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway.
Keywords: post-secondary access, adult learners, low-income student engagement, socialjustice education

/pdf/teaching-is-a-learning-experience-cusjgib4xr.pdf

Hayley Bell

Papers

"Teaching Is a Learning Experience": Exploring Faculty Engagement with Low-Income Adult Learners in a College-Community Partnership Program.

Teaching is a learning experience