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Essay / Research Paper Abstract
A 35 page research paper that explores the nature of adult learning undergraduate learning. By “adult” the writer means those students who are over age 25. The writer explores the idea that these students’ learning processes are different from those of traditional students due to their greater maturity and life experiences. Bibliography lists 16 sources.
Page Count:
35 pages (~225 words per page)
File: D0_khadlund.rtf
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Unformatted sample text from the term paper:
degree. The "traditional" student, that is, the eighteen to twenty-year-old undergraduate was the norm within the context of post-secondary education. This paradigm no longer applies. The following review of
literature focuses on the non-traditional student who return to the education and on the learning processes that this entails. (The student researching this topic should note that the assignment
instructions seemed to suggest that thesis statement should come after background/introductory information. Therefore, this aspect of this example paper appears at the end of the introduction. Chapter
1: Introduction Daloz (1999) begins an informative text on adult education by discussing an adult learner whom he refers to as "Emerald," a thirty-five-year-old widow, whom he mentored. In connection
with aiding her in mapping out her educational goals, Daloz brings up the need for educators to address how best to teach the older student, and help them utilize "a
breadth of experience and depth of emotional capacity largely unavailable to traditional college-age students" (Daloz, 1999, p. 14). Within the scope of this discussion Daloz also points out that the
strategies used to each an eighteen-year-old football player are not likely to address the needs of a student such as Emerald. Rather than traditional instruction strategies, which are basically teacher-focused,
by in large, adults such a Emerald require instruction that shows them how their life knowledge relates to areas of academic study. Statistics show that students such as Emerald are
becoming increasingly more evident on the nations college campuses, which suggests that instructional methodologies should adjust to this new reality and the needs of these adult learners.
Educational approaches tailored for the adult student are not a new idea (Jones, 2007). Nunley (2007) states that when she became a community college administrator in
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