AB+-+Harper+and+Ross+(2011)

It is possible that Harper and Ross’s (2011) success in their IS program is because of their subscribing to andragogical principles. Their article lists these principles correctly, and quotes Knowles in several places. They, however, only identify how they applied two of the six principles in the article; that adults should be responsible in the creation and execution of their own education, and that the more relevant a topic is to an adult the more interest they have in learning about it. Harper and Ross’ summary focuses only on providing and encouraging the student in accepting responsibility for their learning and program. With the lack of any kind of specific data regarding how the other principles were applied in practice, or specific results that occurred because of this application, this article does not adequately represent the authors belief that their experience in this program validated andragogy and provided them with “ opportunities to test and prove [their] own learning, experience, and beliefs ” ( p. 166 ), and does not express a full understanding of the theory of andragogy. ||
 * **Reference: ** || Harper, L., & Ross, J. (2011). An application of Knowles' theories of adult education to an undergraduate interdisciplinary studies degree program. //Journal of Continuing Higher Education, 59//(3), 161-166. doi:10.1080/07377363.2011.614887 ||
 * **Author's: ** || Harper, L., & Ross, J. ||
 * **Title:** || An application of Knowles' theories of adult education to an undergraduate interdisciplinary studies degree program. ||
 * **Year:** || 2011 ||
 * **Journal: ** || //Journal of Continuing Higher Education // ||
 * **Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1080/07377363.2011.614887 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Harper and Ross (2011) ascribed their success in an undergraduate interdisciplinary studies (IS) degree program to following the andragogical principles of Knowles. The authors focus for their program was retention and matriculation. Harper and Ross listed the six principles that differentiate adult learners from children, as well as Knowles (1980) six characteristics of good instructors of adults, and claimed to use them in their program. Through the application of adult learning principles, the authors claimed a 7-time increase in the number of graduating students, as compared to the previous IS program. The main focus of the article, that provided no specific research methodology, was the giving of support and guidance and affirming the students’ ownership of their own learning and control over their degree program.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Journal: ** || //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Journal of Continuing Higher Education // ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1080/07377363.2011.614887 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Harper and Ross (2011) ascribed their success in an undergraduate interdisciplinary studies (IS) degree program to following the andragogical principles of Knowles. The authors focus for their program was retention and matriculation. Harper and Ross listed the six principles that differentiate adult learners from children, as well as Knowles (1980) six characteristics of good instructors of adults, and claimed to use them in their program. Through the application of adult learning principles, the authors claimed a 7-time increase in the number of graduating students, as compared to the previous IS program. The main focus of the article, that provided no specific research methodology, was the giving of support and guidance and affirming the students’ ownership of their own learning and control over their degree program.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Harper and Ross (2011) ascribed their success in an undergraduate interdisciplinary studies (IS) degree program to following the andragogical principles of Knowles. The authors focus for their program was retention and matriculation. Harper and Ross listed the six principles that differentiate adult learners from children, as well as Knowles (1980) six characteristics of good instructors of adults, and claimed to use them in their program. Through the application of adult learning principles, the authors claimed a 7-time increase in the number of graduating students, as compared to the previous IS program. The main focus of the article, that provided no specific research methodology, was the giving of support and guidance and affirming the students’ ownership of their own learning and control over their degree program.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Knowles, M. S. (1970). //The modern practice of adult education: Andragogy vs. pedagogy//. New York, NY: Cambridge Book. ||
 * * Knowles, M. S. (1970). //The modern practice of adult education: Andragogy vs. pedagogy//. New York, NY: Cambridge Book. ||