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Three-Weekend Course Format and Adult Student Satisfaction

The age composition of a university or college classroom is much different than it was in the past. No longer is a classroom dominated by traditionally aged college students. According to the National Center for Education Statistics (NCES), adult student enrollments increased 114 percent between 1970 and 1985 (1989). A recent 1999 report by NCES indicates approximately 90 million students over the age of 25 are presently enrolled in some form of adult education classes. This figure represents 46 percent of American adults. Of this total, 23 percent are enrolled in personal development courses while another 25 percent are enrolled in work-related classes (McMaster, 2000). According to NCES (1999), during the period of 1995 to 2000, the number of students in the over-25 age category enrolled full-time in institutions of higher education has increased approximately from 61 million to 63.5 million (up 2.5%). And enrollment among this population is projected to increase to nearly 65 million by 2007 (NCES, 1999). These data illustrate that adult students are becoming a more common population on college campuses. This age shift poses implications for educators, many of whom have been accustomed to teaching in settings dominated by 18-22-year-old students. While many of these non-traditionally aged students are required by their employers to earn extended degrees in order to qualify for raises and promotions, others are merely seeking more knowledge to quench their inquisitive thirst. This study is designed within the theoretical framework of andragogy, the art and science of helping adults learn (Knowles, 1980, p. 43). As Knowles posits, adult students have varying needs; further, they desire information they can readily use in their occupations. The intention of the descriptive research is to examine a three-weekend