Extending the Boundaries: Graduate Education for Nontraditional Learners

Nesbit, Tom

doi:10.1080/07377366.2001.10400418

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…Previous studies of cohorts have focused on university residential settings (Lawrence, 1997;Maher, 2001;Norris & Barnett, 1994), graduate education (Reynolds & Sitharaman, 2000;Tisdell & Strohschen, 2002), and adult education (Lawrence, 1997;Nesbit, 2001). This study fills a knowledge gap in regards to cohorts by both employing a comparison group and focusing on developmental students at five community colleges located across the country.…”

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confidence: 99%

The Difference a Cohort Makes: Understanding Developmental Learning Communities in Community Colleges

Wathington

Pretlow

Mitchell

2010

Journal of College Student Retention: Research, Theory & Pr

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Learning communities, a small cohort of students enrolled together in two or more linked courses, have become a popular intervention to help underprepared students succeed in college. Though learning communities abound in practice, the key structural feature of a learning community-the cohortmay not be fully understood. Authors posit that a cohort needs both a structural and communal component to function well. This study examines qualitative data from a pilot site and four community colleges that participated in a random assignment evaluation. Authors observed differences between learning community and non-learning community experiences in terms of classroom climate and academic support networks for students. Differences can be attributed to both the structural nature of the cohort as well as emergent social group dynamics. As such, the cohorts within learning communities appeared to act as mechanisms for increasing student interaction and interdependence. The authors anticipate that these gains in the student experience will enhance student retention.

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confidence: 99%

The Difference a Cohort Makes: Understanding Developmental Learning Communities in Community Colleges

Wathington

Pretlow

Mitchell

2010

Journal of College Student Retention: Research, Theory & Pr

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“…Kuzhabekova and Temerbayeva (2018) cited the importance of both advisors and peers in promoting learning at a conference. Collective forms of learning, either as a group or a cohort, promotes conversation and aspires to be more than the sum of their parts (Nesbit, 2001;Scribner & Donaldson, 2001). Cohorts have become increasingly popular within school leader programs for promoting student interactions, widening student engagement in the community, and enhancing critical thinking (Scribner & Donaldson, 2001).…”

Section: Review Of Literaturementioning

confidence: 99%

Education Leadership Students’ Reflections on a Conference Course

Bain

Barakat

Baugh

et al. 2019

IJDS

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Aim/Purpose: The purpose of this case study is to describe the experiences of educational leadership doctoral students when taking a conference course for the fulfillment of their program’s experiential learning requirements. The research explains how the course added to students’ understanding of educational research and development as research scholars. Background: Research on doctoral student learning experiences in the contexts of professional conferences is limited. The present research examines a unique group context and the perceptions of doctoral student learning and development through the lens of adult learning theory. Methodology: This basic qualitative case study includes doctoral student perspectives on their learning and development as a result of participation in a professional educational leadership conference as course experience. Researchers conducted a review of literature, engaged with participants in a focus group style debriefing, and completed a document analysis of participants’ written reflections following a multi-day conference. Contribution: The present research contributes to the field of educational leadership research by providing first-hand accounts of participation in a conference as course experience to promote student learning and development as research scholars. Findings: Findings suggest that participant learning experiences varied when analyzed through the lens of adult learning theory and are categorized into three types of learning that include non-learning, non-reflective learning, and reflective learning. In addition, participants’ development as research scholars is reported to be influenced by the conference and course design elements that promoted relative autonomy, embedded reflection, and interpersonal support. Recommendations for Practitioners: The present research has implications for both doctoral program design and professional conference planning. Experiential learning activities that extend beyond classrooms present students with opportunities for learning and socialization into a field of study. Recommendation for Researchers: The paper informs and challenges researchers to focus on the experiences of conference attendees and highlights a need for a more nuanced evaluation of conference courses. Impact on Society: Professional conferences present opportunities for doctoral students to develop as research scholars that ask questions to address societal problems. The following research suggests that conference learning experiences may be enhanced through an experiential course design and principles of relative autonomy, incorporation of reflection, and embedded interaction. Future Research: In the future, research of doctoral student learning at conferences may consider applying other methodologies (e.g., narrative research, quantitative) and consider the inclusion of student outcome variables like doctoral student motivation, interests, and social and emotional learning.

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“…Emerging efforts to link graduate teacher professional development to both practical and personal knowledge, as well as the more traditional discipline-based knowledge, reflects the natural convergence of constructivism and transformational learning (Nesbit, 2001). …”

Section: Values-based Decision Makingmentioning

confidence: 99%