Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 196-198. Includes bibliographical references (leaves 199-208).

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 196-198. Includes bibliographical references (leaves 199-208).

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.94-108).

Thesis (Ed.D.)--University of Wyoming, 2009. / Title from PDF title page (viewed on Apr. 16, 2010). Includes bibliographical references (p. 54-58).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiii, 126 p.; also includes graphics Includes bibliographical references (p. 119-124). Available online via OhioLINK's ETD Center

The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit existence of all three elements in the curriculum. There are many who suggest that, given the changing profile of those now engaging in higher education, these features need to be made more explicit. This study attempts to illustrate how these elements can be made more explicit within a unique teaching and learning context and with a specific non traditional group of adult learners. Barnett (1997) goes further and suggests that these features, which he refers to collectively as the practice of critical being, are an essential requirement for those engaging in higher education. He does not give specifics on how this practice can be taught or how it might find expression in the lives or educational understanding and knowledge of participating students, which is one of the issues this research will attempt to address.

This thesis focuses on the academic advising and teaching needs of adult learners. It1 is a qualitative study involving twelve Ball State University adult learners, three academic advisors, three college instructors from different departments, and four Student Affairs administrators from different campus offices. The past research explores demographics of adult learners, academic advising strategies, classroom etiquette, and campus resources. The researcher used observations and interviews in the research design. The information was divided into common themes. The themes were demographics, reasons for returning to higher education, concerns, classroom procedures, advising procedures, and campus resources. The conclusion includes a discussion on adult learner needs on-campus and how to address them. There is also a discussion on the responsibilities of the institution.. Included in the thesis are recommendations for future research. / Department of Educational Leadership

Research in Second Language Acquisition indicates that using English outside of the classroom is an important part of the language learning process. However, studies done on university level ESL and EFL students indicate that students use English minimally when outside of the classroom. This thesis furthers the research on English use outside of the classroom in order to more fully understand all types of language learners and the link between language proficiency and out-of-class English use.