2002 Conference (Dekalb, Ill : Northern Illinois University)

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THE EXPERIENCE OF REAL WORLD CONTEXTS IN VIRTUAL ENVIRONMENTS:
(2005-09-27T17:26:46Z) Smith, Regina O.; Dokter, Christina; Dirkx, John M
The purpose of this qualitative case study was to develop a deeper understanding of adult learners’ experiences participating in an online, problem-based course, and to enhance our understanding of PBL as a means to foster a sense of context in these environments. The findings the perception of meaningful context, is constantly mediated through differences among group members, and the need to manage group and interpersonal processes, particularly around unresolved issues of authority and intimacy. Implications for adult educators are discussed.
LEARNING LEADERSHIP IN SOCIAL MOVEMENTS
(2005-09-27T17:28:50Z) Strittmatter Tempesta, Martha
The experiences of learning and leadership development within central city communities to support the activities of a social justice movement are the central focus of this phenomenological research investigation. Informants, identified with nominations from the membership represented the diversity of religious ideology, ethnicity, gender and educational achievement of the coalition. In a three-stage interview process, data collected revealed the leaders’ history, activities and meaning perspectives. Learning processes and implementation, the essential inquiry of the investigation, occur within the community of leaders. In the community-based context, learning modalities included active engagement, problem solving, modeling, mentoring, and critical reflection. Opportunities characterized as multicultural and ecumenical engaged the most significant learning. Relationships that endorsed, empowered, and agitated were crucial in the activity of learning. Within the community of learners, action was the prevailing source of new thinking. Most importantly, the meaning leaders attributed to their leadership centered on faith values. Emitting from passionate self-interest, the meaning making ranged among values of faith, social justice, and citizenship. Underpinning the work are faith values for social justice. Among the roots of adult education are social movements and action in the public arena. Evident at the turn of the 20th century were activism and social movements alongside clubs, radio forums, and kitchen meetings. As we enter the 21st century, social responsibility is revisiting the North American sector of the global landscape. Growing numbers of citizens worldwide are participating in nongovernmental and nonpartisan political activity (Wildemersch, Finger, Jansen, 2000). Contemporary studies reveal that citizens are questioning authority, government, and global capitalism (Inglehart, 1999). Increasingly, they are acting on concerns for democracy outside the traditional public spaces available to them. “Social action, community organizing, and new social movements are characteristic of citizen activity in a reclaiming of civil space” (Scott, 2001, p. 1). Undeniably, community organizing is on the rise. The value of social action in urban communities is dependent upon effective leadership that represents the local community and is organizationally sufficient (McGaughey, 1992). A significant source of prospective leaders is faith-based organizations, one of the more stable constituents of the urban context (Kretzmann & McKnight, 1993). Within faith-based communities exists the potential to inspire, develop, and sustain leadership capacity (Lincoln and Mamiya, 1990). Adult learning strategies supporting the capacity building energize the renewal of local communities and affect positive change to counter the dramatic and continual shifts of the urban landscape. Leadership learning in central city communities is simultaneously a process and an outcome.
THE EXPERIENCE OF LEARNING IN A WEB-ENHANCED COURSE
(2005-09-27T17:34:37Z) Stein, David S.; Calvin, Jennifer
Web based courses are being offered at more and more colleges and universities. In many instances, students do not have a choice whether to enroll in an online course. However, little research has looked at the experiences of these students as they learn in an online environment. This qualitative study used in depth interviews with volunteers from a web-enhanced course to examine the experience of learning online from the students’ perspective. Particular attention was paid to the impact of course structure and interaction and dialog among the students and instructor. The study found that lack of experience with the technology, frequency of feedback, language barriers, group size and subject matter all impacted students’ learning in this webenhanced course.
TRANSFORMING BUSINESS UNITS OF U. S. POSTAL SERVICE INTO A LEARNING ORGANIZATION
(2005-09-27T17:41:23Z) Warren, Susan K
The goal of this evaluation study is to improve the work environment in each business unit of the Central Illinois Performance Cluster (CIPC) within the U. S. Postal Service (USPS). To accomplish this objective we plan to institutionalize the “Action Imperatives” of a Learning Organization, taken from “Dimensions of the Learning Organization instrument by Marsick and Watkins. The measurement instrument used is the Employee Opinion Survey (EOS), which is completed quarterly by 25% of USPS workforce. To date, the participation rate of the survey has increased by 25% and the favorable rating rose by 4.1%, since this initiative has been undertaken. More conclusive evidence will be available at the end of this 3-year study. The secondary goal is to explore the relationships between various interventions with individuals, leading to team interactions derived from the results of the EOS. At the end of each evaluation period a comparison is made with prior period’s data and an Action Plan is established in each work unit. Empirical results suggest that dialogue and learning were most effective in helping teams produce positive EOS results. If this effort is successful it may be identified as a “Best Practice” for considered implementation to a wider audience.
CLAIMING A SACRED FACE: A QUALITATIVE STUDY OF THE ROLE OF SPIRITUAL EXPERIENCE IN CLAIMING A POSITIVE CULTURAL IDENTITY
(2005-09-27T17:44:53Z) Tisdell, Elizabeth J.
This paper discusses the results of a qualitative study where the purpose was to examine the role of spirituality in developing a positive cultural identity among a multicultural group of 31 adult educators, and then considers what the finding suggest for the further development of culturally relevant teaching practices within adult and higher education settings. In recent years, there has been much discussion about dealing with culture, race, gender, class, sexual orientation in teaching for social change and greater equity in society (Guy, 1999; Hayes & Colin, 1994; Hayes & Flannery, 2000; Johnson-Bailey, 2001). There has also been some discussion of the role of spirituality in adult development and learning (English & Gillen, 2000; Tisdell, 2000), and some limited discussion on the connection between spirituality and teaching for social justice related to cultural issues ( Hart & Holton, 1993; Tisdell, Tolliver, and Villa, 2001; Tolliver & Tisdell, 2002). Most of these discussions have been conceptual in nature, and there has been only limited discussion of the role of spirituality in developing a positive cultural identity from a data-based research perspective. Thus, the purpose of this paper is (1) to discuss the results of a qualitative study where the purpose was to examine the role of spirituality in developing a positive cultural identity among a multicultural group of 31 adult educators; and (2) to discuss the implications the findings of the study have for the further development of culturally relevant teaching practices within adult and higher education settings.
PROGRAM PLANNING IN FAITH-BASED DEVELOPMENT ORGANIZATIONS
(2005-09-27T17:51:28Z) Parks, Kari L.
There is a growing demand for scientific efficiency of faith-based development programs, resulting in the need for well-defined program goals. This study explored the presence of a systematic program planning process, based on the Lifelong Education Program Planning (LEPP) Model by Peter Cookson, which can help faith-based organizations formulate program goals. The influence of organizational structure on the systematic program planning process was also explored. Qualitative telephone interviews were used to interview representatives from six faithbased development organizations. Results from this study indicate that systematic program planning does occur in faith-based development organizations. The LEPP Model effectively models the program planning process, but not all quadrants are used at all times. Furthermore, the organizational structure greatly influences the program planning process. Recommendations were made to develop a common terminology for the program planning process to increase effective communication.
PSYCHODYNAMIC PERSPECTIVES ON ADULT LEARNING GROUPS
(2005-09-27T18:06:54Z) Morgan Saturday, Janice
The purpose of this paper is to stimulate thinking among adult educators about how unconscious factors and a participant’s internal world influence the adult learning group. The paper includes excerpts from conversations and interviews with three participants of the same learning group. A psychodynamic perspective was used to understand how the group process affected the learning of these three group participants. The use of a psychodynamic orientation includes the belief that the unique reality of each group member is influenced by temperament, life experience, family of origin, and unconscious processes. Despite the challenges and the seriousness of questions that have been raised by critics of psychoanalysis, it offers a way to look at adult learning which considers multiple perspectives and it recognizes areas that are beyond our conscious awareness yet affect our behavior and learning.
PLANNING AND FACILITATING TRAINING PROGRAMS WITH MULTICULTURAL GROUPS
(2005-09-27T18:23:46Z) Pesch, Mari Jo
Demographic changes in the work environments present numerous challenges for training professionals interested in fostering awareness and sensitivity to cultural diversity when planning and facilitating adult education programs. As a professional trainer who works with multicultural groups in urban settings, I am exploring ways in which race, ethnicity, gender and age influence planning and facilitating training programs. In this paper I am addressing the social construction of race, ethnicity, gender and age and how training professionals might deal with the influence of these concepts in curriculum planning and facilitating training programs.
DIFFERENCE BETWEEN SELF-SUFFICIENCY AND ECONOMIC VIABILITY IN WELFARE-TO-WORK RHETORIC
(2005-09-27T18:30:33Z) Wright, Ursula T.
The purpose of this paper is to examine the issues and implications raised when speaking of ‘self-sufficiency’ and ‘economic viability’ in welfare to work and provide an alternative context for discussing welfare-to-work programs and their success. Drawing on welfare-to-work literature, I clarify the difference between ‘self-sufficiency’ and ‘economic viability’ and discuss two main approaches used by welfare to work policy makers. Although both terms are used interchangeably, research that concludes welfare programs are successful is often misconstrued by (1) ambiguously defining these terms (2) and by inconsistent indicators and outcome measures of achievement. The major issues surrounding the improper use of these terms in welfare to work programs will be addressed followed by a discussion of its implications for adult educators.
STUDENT EXPERIENCES IN SMALL COLLABORATIVE GROUPS ONLINE
(2005-09-27T20:39:44Z) Smith, Regina O
The purpose of this research is to develop a deeper understanding of collaborative learning as experienced by adult learners enrolled in an online course. The findings suggest that the participants in this study were caught in a paradox; they wanted to engage in learning where they were allowed to co-construct knowledge, but they also wanted to learn independently. The students participated in a form of resistance, which resulted in ambivalence rather than collaborative learning.

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