Treating first-year students like adult learners: exploring first-year seminar instructors’ classroom environments, teaching techniques, and philosophies

Abstract

The transition from high school to college is a crucial period for students, marked by personal and academic growth as they adapt to a more independent higher education environment. First-year seminars are offered by colleges and universities to support this transition, emphasizing the importance of instructors recognizing and treating students as adult learners. The purpose of this study is to gain insight into the strategies employed by first-year seminar instructors within 4-year higher educational institutions in the New England region of the United States (CT, MA, ME, NH, RI, and VT) to cultivate adult-like learning environments and to delve into the potential outcomes associated with this approach. This research drew upon three key adult learning concepts to form the theoretical framework for this study: (a) andragogy (Knowles, 1970, 1973/1978, 1980), (b) the Psychological Teaching Environment (Brockett, 2015), and (c) the Learning Partnerships Model (Baxter Magolda, 2012). The primary goal of this investigation was to identify the significant characteristics that contribute to the establishment of adult learner-focused learning environments within first-year seminars. To achieve this, the research was conducted through a basic qualitative study utilizing semi-structured interviews, observations, and document analysis as the research method. Three rounds of coding cycles were employed: provisional, thematic coding, and pattern coding. The results found that first-year seminar instructors treat their students as adult learners, making it crucial to integrate adult learning theories into their training and teaching practices to enhance educational outcomes. Supporting first-year seminar instructors in understanding and applying these principles is essential due to the significant role they play in shaping the first-year college experience.