Where we have been matters : offering non-traditional students greater opportunities for personal connections to "academic discourse"
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With 73 percent of students now being classified as non-traditional in some way according the U.S Department of Education, it is clear that the student populations at the two year colleges as well as universities are no longer as homogeneous as they were originally. This thesis examines the ways in which non-traditional students may differ in their learning styles and how we as educators can better provide better learning opportunities for these students based upon the works of Malcolm Knowles and other education theorists. This thesis explores the ways non-traditional students are placed within ...