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It's Not Kid Stuff Anymore

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Topics in Civil ET

Page Count

6

Page Numbers

8.796.1 - 8.796.6

Permanent URL

https://peer.asee.org/12121

Download Count

23

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Paper Authors

author page

Daphene Koch

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session # 2549

Session # 2549

It’s not kid stuff anymore

Daphene Cyr

Indiana University – Purdue University, Indianapolis (IUPUI)

Introduction

It has been shown over time that when the economy is bad more people turn to education to change careers or grow within their current job. Many times these new students are non- traditional, or over 25 years of age. These students have some different needs that educators should be aware of to insure the success of the student. The following paper will help define andragogy as it has been utilized in education. It will analyze the growth of the science as it was introduced and how it has developed over time. There are many theories associated with this science as it defines adult learning. Self Directed Learning (SDL) seems to be the leader in this area, so this will be defined and explained in detail along with other learning environments. Finally, the paper will describe how the industry in areas related to engineering technology could apply these concepts and their needs for adult learning.

Definitions

Andragogy is a term used in the academic area to describe the process of life-long learning in adults. The word was first introduced in Germany in 1833 as Andragogik by Alexander Kapp to describe the education theory of Plato2. Derived from the Greek word aner with the stem andra meaning “man, not boy” or adult, and agogus meaning “leader of” making andragogy. It has been defined by the Department of Andragogy at Bamberg University in Germany as “the science of the lifelong and lifewide education / learning of adult”4. The development of andragogy became evident in the 1920s when teachers were finding that the pedagogy for teaching children did not apply to all of the needs of the adult learners. A social scientist, Rosenstock reported to the Academy of Labour in Frankfort in 1921 that adults should co-operate with the learners1. In 1968, Malcolm Knowles defined the term as “the art and science of helping adults learn”1,2. This was thought to be a new label and a new technology towards education11.

Development

Malcolm Knowles is thought to be the first developer of the American version of andragogy that he learned from Dusan Savicevic in 19677,8. His model was based on the ideas that pedagogy is

“Proceedings of the 2003 American Society of Engineering Education Annual Conference & Exposition Copyright 2003, American Society of Engineering Education”

Koch, D. (2003, June), It's Not Kid Stuff Anymore Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12121

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