Dr. Kevin Roessger is an associate professor of adult and lifelong learning. He received his B.S. in psychology, M.S. in administrative leadership, and Ph.D. in adult and continuing education from the University of Wisconsin-Milwaukee. Dr. Roessger currently serves as co-editor of adult education's flagship research journal Adult Education Quarterly, as well as reviewer for the journals Adult Learning and Journal of Continuing Higher Education. He has published numerous articles and book chapters in the field’s most respected outlets, and is currently overseeing a longitudinal analysis of predictive factors of nontraditional student participation in Arkansas public universities. Dr. Roessger’s research interests include reflective learning strategies and developing reflective skills in adult learners.
Principles & Practices of Adult Learning (online)—ADLL 5123
Instructional Strategies (online)—ADLL 5143
Advanced Adult Learning Theory (online)—ADLL 6113
Analysis of International Adult & Lifelong Learning Programs (online)--ADLL 6133
Signature Pedagogy: Community Colleges (online)—ADLL 6213
Quant Reasoning 1 for Adult Educators (hybrid)—ADLL 6403
Quant Reasoning 2 for Adult Educators (hybrid)—ADLL 6413
Program Evaluation (hybrid)—ADLL 6433
Dissertation Seminar (hybrid)--ADLL 6443
Ph.D., University of Wisconsin-Milwaukee, Urban Education--Adult & Continuing Education
M.S., University of Wisconsin-Milwaukee, Adult & Continuing Education
B.A., University of Wisconsin-Milwaukee, Psychology
Roessger, K. M., Moy, G. E., Phan, V., Campbell, H., & Parker, D. (in-press). Multi-level factors affecting immediate and delayed concept recall in concept mapping with adult learners. Educational Psychology. doi: 10.1080/01443410.2020.1806211
Roessger, K. M. (2020). Assessment strategies for reflective learning in the workplace: Apragmatic approach. Adult Learning. Advanced online publication. https://journals.sagepub.com/doi/abs/10.1177/1045159520941947?journalCode=alxa
Boeren, E., Roumell, E. A., Roessger, K. M. (2020). COVID-19 and the future of adult education: An editorial. Adult Education Quarterly. Advanced online publication. https://journals.sagepub.com/doi/full/10.1177/0741713620925029
Roessger, K. M., Roumell, E. A., & Weese, J. (2020). Rethinking andragogical assumptions in the global age: How preferences for andragogical learning vary across people and cultures. Studies in Continuing Education. Advanced online publication. https://www.tandfonline.com/doi/abs/10.1080/0158037X.2020.1732335?journalCode=csce20
Parker, D., & Roessger, K. M. (2020). Self-directed learning and retrieval practice: Building a bridge through functional contextualism. International Journal of Lifelong Education, 29(2), 205-218.
Martin, L., & Roessger, K. M. (2020). Skillsets for program evaluation in adult education. In L. H. Hill (Ed.), Assessment, Evaluation, and Accountability in Adult Education (pp. 38-53). Sterling, VA: Stylus.
Roumell, E., & Roessger, K. M. (2019). Humanistic, innovative solutionism: What role data analytics play in developing a more responsive and more intelligent adult and workforce education policy? In F. Salajan & T. Jules (Ed.), The educational intelligent economy: Artificial intelligence, machine learning and the internet of things in education (pp. 127-141). Bingley, West Yorkshire: Emerald.
Roesger, K. M. (2019). Toward a taxonomy of meaning making: A critical latent content analysis of peer-reviewed publications in adult education. New Horizons in Adult Education and Human Resource Development, 31(3), 4-24.
Greenleaf, A., Roessger, K. M., Williams, J., & Motsenbocker, J. (2019). The effects of a rites of passage ceremony on veterans' wellbeing. Journal of Counseling and Development, 97(2).
Roessger, K. M., Eisentrout, K., & Hevel, M. (2019). Age and academic advising in community colleges: Examinig the assumption of self-directed learning. Community College Journal of Research and Practice, 43(6), 441-454.
Dvorak, J., & Roessger, K. M. (2018). Using web conferencing effectively: A case study of an online academic support program. In L. Sanders (Ed.), Learning centers in the 21st century: Design, delivery, and performance (pp. 179-194). Milwaukee, WI: National College Learning Center Association.
Daley, B. J., Martin, L. G., & Roessger, K. M. (2018). A call for discussion, dialogue, and debate: Underlying research issues in adult education. Adult Education Quarterly, 68(2), 157-169.
Roessger, K. M., Daley, B. J., & Hafez, D. A. (2018). The effects of teaching concept mapping using practice, feedback, and relational framing. Learning and Instruction, 54, 11-21.
Roessger, K. M., Greenleaf, A., & Hoggan, C. (2017). Using data collection apps and single case designs to research transformative learning in adults. Journal of Adult and Continuing Education, 23(2), 206-225.
Roessger, K. M., & Daley, B. J. (2017). Concept mapping and knowledge modeling in adult education. In A. B. Knox, L. Martin, and S. Conceiçäo (Eds.), Mapping the field of adult & continuing education: An international compendium—Volume 4: Inquiry and influences (pp. 589-595). Sterling, VA: Stylus.
Roessger, K. M. (2017). From theory to practice?: A quantitative content analysis of adult education’s language on meaning making. Adult Education Quarterly, 67(3), 167-185.
Greenleaf, A., & Roessger, K. M. (2017) The effectiveness of care farming on veterans’ perceived loneliness and well-being. Journal of Humanistic Counseling, 56(2), 85-164.
Roessger, K. M. (2017). Establishing a functional conceptualization of reflection’s meaning making criterion. Studies in the Education of Adults, 49(1), 75-91.
Roessger, K. M. (2016). Skills-based learning for reproducible, demonstrable expertise: Looking elsewhere for guidance. Journal of Vocational Education & Training, 68(1), 118-132.
Greenleaf, A., Williams J. M., & Roessger, K. M. (2015). The health outcomes of connecting with nature: Evidence to guide counselor education. The Sable Journal of Health & Human Development, 1(1), 63-78.
Roessger, K. M. (2015). But does it work? Reflective activities, learning outcomes, and instrumental learning in continuing professional development. Journal of Education and Work, 28(1), 83-105.
Roessger, K. M. (2015). An evaluation tool for reflective activities in trades training: Gilbert’s worthy performance theorem reformulated. Performance Improvement, 54(2), 16-26. doi: 10.1002/pfi.21458.
Roessger, K. M. (2014). The effect of reflective activities on instrumental learning in adult work-related education: A critical review of the empirical research. Educational Research Review, 13, 17-34.
Roessger, K. M. (2014). The effects of reflective activities on skill-adaptation in a work-related instrumental learning setting. Adult Education Quarterly, 64(4), 323-344.
Roessger, K. M. (2012). Re-conceptualizing adult education's monolithic behaviorist interpretation: Toward a new understanding of radical behaviorism. International Journal of Lifelong Education, 31(5), 569-567.
Roessger, K. M. (2012). Toward an interdisciplinary perspective: A review of adult learning frameworks and theoretical models of motor learning. Adult Education Quarterly, 62(4), 371-382.
Dvorak, J. & Roessger, K. M. (2012). Examining the impact of web conferencing training on peer tutors’ attitudes toward distance education. Quarterly Review of Distance Education, 13(1), 31-38.
Dvorak, J., & Roessger, K. M. (2012). Online tutor training. In K. Agee & R. Hodges (Eds.), CRLA handbook for training peer tutors and mentors (pp. 288-291). Mason, OH: Cengage Learning.
Roessger, K. M. (2011). A review of Meyer, Land, and Baillie’s, Threshold Concepts and Transformational Learning. Journal of Transformative Education, 8(4), 286-288.