Abstract
Purpose. The purpose of this study was to describe the perceptions of alumni from Adult Baccalaureate Degree Completion (ABDC) Programs offered in selected Christian colleges about the effectiveness of experiential learning activities uniquely designed to accomplish the goals of four specific modules of the program. Methodology. To complete this research, a random sample of 242 students for four ABDC Programs was surveyed via a researcher-developed questionnaire. Descriptive data were tabulated from the questionnaire, including mean, frequency, and standard deviation for each module. Research questions. Four research questions were developed, with each pertaining to a specific module. The modules included Adult Development and Life Planning Module, Organizations and Environment Module, Groups and Organizational Behavior Module, and Individuals in the Organization Module. The research questions examined to what degree specific experiential learning activities were effective in accomplishing the goal of the four modules as perceived by alumni. Findings and conclusions. Based on survey responses, five activities were found to be very effective, including Myers-Briggs, Learning Style Inventory, Desert Survival Simulation, Best Relationships and Humanness vs. Objective Treatment. These activities represented a variety of learning activities, including small group with discussion, instrument with discussion, and simulation. There were twenty activities that were rated as effective. No activities were listed as ineffective. Recommendations. A combination of activities--small group and assignments, case study instruments, simulation, and simulation with role play--should be utilized to accomplish learning outcomes. Because simulation was predominant as effective in research findings, it is important that people who assess curriculum for adult programs not rely solely on simulations or any other one activity without assessing if the content meets the learning outcomes. Further, to counteract negative perceptions of an activity, the facilitator should spend sufficient time explaining what the students' roles are and the necessary processes to accomplish the activity goal. The researcher also recommends that all first-time major professors be mentored in how to carry out the activity by a professor who is experienced in teaching the module.