2003 Conference (Columbus, Ohio : Ohio State University)
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Item Working With Interdisciplinary Teams Of Boundary Spanners: The Challenges And Potential For Adult Education(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Wise, Meg; Glowacki-Dudka, MichelleInnovative research and development for holistic adult on-line health education (eHealth) is increasingly conducted by interdisciplinary teams of boundary spanners in grant-funded academic institutes. Typically, these teams include fields that represent the whole person with an illness in their social and technological context: medicine, nursing, social and counseling psychology, social work, systems engineering, and the communications and information sciences. However, adult education does not typically sit at these collaborative research tables. This paper uses a case example of a sole adult educator working in such a setting to explore how adult education fits into this new boundary-spanning field of practice and scholarship.Item A Comparison Of Faculty Evaluation Systems Between China And Canada(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Brook, Paula A.; Chen, Wei; Luo, QiThis paper discusses characteristics between two different universities in different countries in terms of the teaching evaluation systems. A brief background to the Chinese institution is offered to help set the context for comparison. The Canadian University is a typical large, urban, public research university located in Western Canada. The paper analyzes commonalities and differences in faculty evaluation and suggests that each university can learn and/or adopt some improvement from the other.Item Institutional Ethnography: A Tool For Merging Research And Practice(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Wright, Ursula T.Institutional ethnography draws from ethnomethodology focusing on how everyday experience is socially organized. Power is critically important as an analytic focus which crosses boundaries providing researchers a view of social organization that illuminates practices that marginalize.Item Multigenerational Adult Development Research Project In An Online Graduate Course In Adult Learning(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Merrill, Henry S.This paper describes research in two arenas. First is a research project using the life course dynamics perspective as a lens to investigate the patterns and timing of life events in multiple generations within extended family. Second is an experiment in the scholarship of teaching to pilot test this research project in an online graduate course in adult development and learning. The course is D505 Adult Learning through the Lifespan. The course description reads: Review of selected adult education literature describing the adult lifespan as it relates to participation in learning projects and adult education programming. Identify how social and cultural forces influence the engagement of adults in the learning process.Item From Learned Helplessness To Learned Efficacy: An Action Science Approach To Continuing Professional Education For Comprehensive School Reform(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Folkman, Daniel V.This paper reports the progress and second year findings that flow from a multi-year action research strategy aimed at comprehensive school reform in Milwaukee, Wisconsin. A learned helplessness model is presented as an explanation for why schools continue to struggle with implementing comprehensive reform strategies. An alternative model is offered as a blueprint for empowerment and learned efficacy. Examples from action research projects implemented during the 2002-03 academic year provide evidence that substantial progress can be made in building a learning community within the real world setting of an urban public school system.Item Learning In Teacher Professional Development(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Daley, Barbara J.In this qualitative interpretivist study the interrelationships among teachers’ professional practice, the knowledge gained in teacher professional development programs, and the context of employment within school settings were analyzed. Eighteen semi-structured, tape-recorded interviews were conducted with elementary, middle and high school teachers who had attended continuing education programs 9-12 months previously. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing professional education programs and their professional practice. This process of knowledge construction is affected by elements of the structural, human resources, political and symbolic frames of the contexts in which teachers are employed. Implications for research and practice in teacher professional development are drawn.Item Vaillant’s Contribution To Research And Theory Of Adult Development(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Nolan, Robert E.; Kadavil, NidhinVaillant’s recent synthesis of the findings of three longitudinal studies on aging adds new insights to our theories of adult development. These insights provide us with new sets of variables for quasi-experimental and even descriptive studies of successful aging. His frame of reference is fundamentally Erikson’s to which he adds two stages, Career Consolidation and Keeper of the Meaning. He arrived at his model inductively over years of qualitative and quantitative longitudinal observations.Item Using Critical Race Theory: An Analysis Of Cultural Differences In Healthcare Education(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Coello, Helena M.; Casanas, Jorge A.; Rocco, Tonette S.; Parsons, Michael D.Critical Race Theory (CRT) was used as a lens of analysis to examine cultural competency in healthcare. Fourteen articles were found related to race/ethnicity and equity. Four themes emerged from our thematic analysis, which were cultural differences, access to healthcare, healthcare disparities, and healthcare education. It is evident that disparities do exist within healthcare and vary among cultures. The healthcare industry must continue to address issues of race, ethnicity and equity through cultural competency. Although there is no simple solution to achieve cultural competency, it can be fostered within healthcare practitioners and education to change the way different cultures are viewed. Healthcare institutions and healthcare professionals must bridge the gaps that still exist between individuals to provide fair, equal and impartial care.Item Adults Learning To Reflect: A Study Of The Assessment Of Private Learning(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Geerling, Falinda; Dirkx, John M.Prior Learning Assessment (PLA) is a process used by many postsecondary institutions to award academic credit to adult learners for knowledge derived from life experiences. For the most part, PLA has focused on occupational or work-related experiences. A few institutions have extended this assessment process to significant life experiences not related to work, such as divorce, job loss, or drug and alcohol recovery. However, we know relatively little about adult learners’ experiences in these programs. The life events that are often the focus of this process represent powerful, emotional experiences in the learners’ lives. For this reason, we sought to develop a deeper understanding of their experiences with such a process. In-depth interviews were conducted with six learners enrolled in an accelerated, degree-completion program at Covenant College. The adults’ experiences in the assessment module reflect a preoccupation with meeting its technical and instrumental challenges. While they describe strong emotions and feelings associated with this process, there is less evidence that the process facilitates a reworking of their prior experiences or greater self-awareness as learners.Item Professionalism, Ethics, And Welfare Reform: The Importance Of Ethical Competence(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Ianinska, SilvanaThis paper examines the professional ethics of welfare reform providers to determine its role in the achievement of welfare reform goals and to suggest an alternative context, based on professional ethics, for discussing the success or failure of welfare reform. Four themes emerged from the analysis of literature. First, patriarch authority keeps welfare women at the bottom of society. Second, different political interests weaken partnerships and services at the expense of welfare recipients. Third, welfare recipients are unjustly stereotyped and perceived as deficit-driven and as the single cause for their economic situation. Fourth, teachers’ beliefs, relationships, and learning environments hold a key to sustained and successful engagement and participation in welfare-to-work programs.