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HOW FACULTY IN LUTHERAN LIBERAL ARTS COLLEGES PERCEIVE NONTRADITIONAL PROGRAMS FOR ADULT LEARNERS (EXTERNAL DEGREE, PRIOR LEARNING, CLEP)
Abstract
The major purpose of this study was to survey how faculty from twelve Lutheran liberal arts colleges perceive specific nontraditional programs and adjustments to the traditional program necessary to accommodate the growing number of part-time adult learners. As essential background information, a descriptive analysis of current nontraditional programs in the twelve colleges was conducted. In order to gather data about faculty perceptions, a questionnaire was constructed. A random sample of 362 faculty members returned the survey instrument. Of this sample, 261 were male and 99 were female. Approximately two-thirds of the sample were in the 40 to 59 year age bracket, either associate or full professors, and Ph.D.'s. The sample closely paralleled the actual population of the twelve colleges. Data from the questionnaire were analyzed using descriptive statistics, chi-square, and Pearson correlation with open-ended responses reported where appropriate. The faculty members in the survey agreed almost unanimously (93%) that their institutions should offer nontraditional programs and that such programs were compatible with their college missions. The respondents were less willing, however, to endorse large changes on their own campuses. Less than one-half of the sample had actually participated in night classes, off-campus courses, weekend colleges, portfolio assessment, telecourses, and correspondence courses; however, 77% indicated that they had adjusted teaching approaches because of the additional experience which adult learners bring to the classroom. While less certain about CLEP (College Level Examination Program) and the external degree, a clear majority of 73% of the respondents accepted the idea that prior learning could be equivalent (in the sense of earning college credit) to learning from a college course. The respondents indicated that time taken from other professional commitments was the major obstacle to implementing nontraditional programs on their campuses. They perceived that meeting the educational needs of a significant group of people was the major benefit to their colleges.
Subject Area
Adult education|Continuing education
Recommended Citation
GEYER, CAROLYN KAY, "HOW FACULTY IN LUTHERAN LIBERAL ARTS COLLEGES PERCEIVE NONTRADITIONAL PROGRAMS FOR ADULT LEARNERS (EXTERNAL DEGREE, PRIOR LEARNING, CLEP)" (1985). ETD collection for University of Nebraska-Lincoln. AAI8602111.
https://digitalcommons.unl.edu/dissertations/AAI8602111