Abstract
This article critiques the prevailing practice of placing returning adult learners in mainstream speech communication classes designed for traditional undergraduates. Using concepts from adult education and andragogy, it contends that teacher centered pedagogy, rigid semester schedules, and campus bound delivery limit learner engagement and skill transfer. The narrative reviews logistical adaptations such as evening sessions, weekend college, corporate venues, and distance media, yet reveals that instructional style remains dominated by directive methods rooted in pedagogy rather than student centered learning. Through analysis of curricular patterns and faculty practices, the discussion demonstrates the need for strategies that leverage adult experience, cooperative climate, and flexible formats. The article concludes by advocating faculty development initiatives that realign communication curricula with developmental leadership principles, thereby enriching instructional quality for diverse higher education populations.
Recommended Citation
Dick, Robert C. and Balmert, Michael E.
(1991)
"A Case Against Mainstreaming Adult Learners in Speech Communication Classes,"
Association for Communication Administration Bulletin: Vol. 77, Article 4.
Available at:
https://stars.library.ucf.edu/aca/vol77/iss1/4
