Reflections on teaching undergraduate psychology to part-time adult students

Teaching the part-time adult student provides numerous challenges not encountered in full-time undergraduate teaching. This short report presents these differing characteristics and the steps taken to cater for them in the Discipline of Psychology at the University of the Witwatersrand using an autoethnographic approach (Ellis & Bochner, 2003). These reflections are discussed within the context of andragogy (Knowles, 1980), transformative learning theory (Mezirow, 1997), and situated cognition theory (Caffarella & Merriam, 1999).