Kevin Roessger

Associate Professor

University of Arkansas

United States

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About

Kevin Roessger is an Associate Professor at the University of Arkansas, USA. His research focuses on adult learning, community college enrollment dynamics, and the effectiveness of pedagogical strategies in promoting reflective thinking among adult learners. Recent publications include studies on the impact of unemployment on education, as well as assessments of training needs for clinical data management. He is committed to advancing the adult learning sciences through innovative quantitative methodologies.

Articles (13)

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2025

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2024

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2024

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2023

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2023

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2022

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2022

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2022

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2021

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2020

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2020

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2020

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2020

Collaborators (3)

Elizabeth Roumell

Associate Professor

Texas A&M University

UNITED STATES

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Michael Hevel

Associate Professor /Associate Dean for Research

University of Arkansas

UNITED STATES

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Tremaine Williams

Assistant Professor

University of Arkansas for Medical Sciences

UNITED STATES

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Kevin Roessger

Research Interests

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About

Articles (13)

A Longitudinal Ecological Study of How Unemployment and University Proximity Shaped Adult Community College Enrollment in Arkansas from 1999 Through 2018

Predictors of a positive attitude towards rural practice in female osteopathic medical students

A Practitioner’s Guide to Evaluating Social Change Initiatives for Adults Using Quantitative Methodologies in Excel

Attitudes Matter: Examining How Teaching Strategies for Attitudinal Change Help Adults Value Reflection and Calibrate Their Reflective Thinking

Bridging the Distance? How Proximity and Online Learning Shape Communities’ Adult Participation in Public Universities

Rethinking andragogical assumptions in the global age: how preferences for andragogical learning vary across people and cultures

Establishing the adult learning sciences through a shared scientific attitude: A vision for the Future

Informing training needs for the revised certified clinical data manager (CCDMTM) exam: analysis of results from the previous exam

Multi-level factors affecting immediate and delayed concept recall in concept mapping with adult learners

Assessment Strategies for Reflective Learning in the Workplace: A Pragmatic Approach

Mattering Is the Minimum: An Editorial From <i>AEQ</i>’s Editors

COVID-19 and the Future of Adult Education: An Editorial

Self-directed learning and retrieval practice: building a bridge through functional contextualism

Collaborators (3)

Elizabeth Roumell

Michael Hevel

Tremaine Williams

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