Midwest Research-to-Practice Conference

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The Midwest Research to Practice Conference in Adult, Continuing and Community Education is a two day meeting held each fall at a major university in the Midwest United States

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2003-2004 Fall Training Evaluation For Graduate Assistants
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Robinson, Jennifer Lee
The Literacy/Reading program for Graduate Assistants teaching developmental reading students at a large, state university currently provides one week of teacher training prior to the beginning of the Fall Semester. The small group of graduate assistants in this program (including the program coordinator) are primary instructors and teach one or two sections of developmental reading, test taking, time management, and learning strategies. The main purpose for evaluating the training program was to determine the effectiveness of the training. Data was collected through a Likert survey, which included some qualitative questions, and person-to-person interviews. The results of the Likert survey are that the high quality of the training sessions, the presenters, and the strategies that were presented helped graduate assistants to better do their jobs. The results of the qualitative questions and person-to-person interviews also conclude that the fall training was very helpful and should definitely be continued. However, the results of the qualitative portion of the study also yielded additional, unexpected insights into the perceptions of graduate assistants who feel they are marginalized graduate students, teaching marginalized college courses (Reading and Study Strategies), and serving a marginalized population of students—developmental university students.
An Academic Writing Needs Assessment Of Clinical Investigators Who Have English As Their Second Language
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Wang, Min-fen; Bakken, Lori L.
The purpose of this project was to assess ESL clinical investigators’ learning needs for academic writing for English scholarly publication. We used a qualitative evaluation approach to examine the gap between the current and desired proficiency level for academic writing of seven ESL clinical investigators. We considered the perspectives of these seven ESL clinical investigators and those of three mentors’ and three writing instructors’ in this assessment. The findings suggest that ESL clinical investigators do not accurately perceive their writing deficiencies, have little knowledge of criteria for academic writing, and their prior experiences create passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills. We provide suggestions for program planners to develop academic writing services and present useful information for pedagogical practice by adult educators in higher and continuing professional education regarding ESL academic writing.
Access Barriers Experienced By Adults In Distance Education Courses And Programs: A Review Of The Research Literature
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Zirkle, Chris
Distance education in the American education system continues to expand. However, despite technological improvements and nearly universal accessibility to the Internet, adult learners continue to experience barriers to accessing distance education courses and programs. Building on prior work by Cross (1981) and Darkenwald and Merriam (1982), this literature review focuses on the institutional and student barriers experienced by adult learners. Institutional barriers consist of program costs, resource availability, lack of equipment and infrastructure, scheduling, instructional concerns and technical assistance. Student barriers include costs and motivators, feedback and teacher contact, alienation and isolation, student support and services, and a lack of experience and/or training. Recommendations for addressing institutional barriers include continual evaluation of noninstructional areas, faculty training, and adoption of new technologies. Recommendations for alleviating student barriers include providing opportunities for distance students to interact with faculty, other students, and other parts of the campus, providing toll-free phone support to all areas of the campus, requiring faculty to have online office hours, and developing electronic tutorials for new distance students. The use of distance education in the United States continues to grow. A recent study by the National Center for Education Statistics (Waits & Lewis, 2003) documented the increased use of distance education in a multitude of academic and technical disciplines in postsecondary institutions. Private industry and business, along with governmental agencies, have also recognized the attraction of learning “any time and any place” in providing education and training opportunities for their employees. Relieving adult learners of the time and place constraints of a traditional classroom, distance education can present a new set of constraints, or barriers, to accessing educational opportunities. These barriers can be significant for adult learners, many of whom are “non-traditional” students, i.e., older, employed, needing job skill updates, seeking career change, or returning to college after a long absence. These students may also be single parents or transfer students, who, because of family responsibilities, work commitments or geographic limitations, are seeking to access educational opportunities at their convenience. Distance education offers the promise of unfettered access for these individuals; however, at present, the promise remains unfulfilled.
ACTION RESEARCH FOR NURSE EDUCATORS:A MORE NOURISHING ALTERNATIVE TO EATING OUR YOUNG
(2005-12-15T18:48:20Z) Berent, Georgine R
Poster Session- Since Florence Nightengale began professional schools of nursing, socialization in the nursing curriculum has been viewed from multiple perspectives. University-based nursing programs include a professional nursing course at the beginning of students’ studies. This begins the professional development of students. A thorough overview examining the history and evolution of nursing demonstrates a gap in the socialization process and faculty’s influence. In this proposed study, the researcher will examine ways in which the nursing faculty communicates with the student nurses. The question to be explored using action research is: What are the implicit and explicit behaviors nursing faculty integrate into the nursing curriculum that socialize students? This research proposal asserts that Participatory Research (PR) methods impacting the curriculum will support and empower students in this important process. Gajanayake (2001) outlined an eight-phase cycle. This will be used as a flexible template for redesigning the early professional development nursing courses. Collaboration between students and faculty will stimulate the PR method. PR will provide the structure for joint faculty and student exploration of the problem. This methodology includes: 1.Identification of a problem or need: Fewer students are choosing a career in nursing. Many nurses are leaving the profession for various reasons. Many students and nurses verbalize the lack of support throughout nursing education. 2. Reflection: Faculty members and students will be invited through focus groups and interviews to identify the impact of the socialization process. 3. Investigation: Participants will explore historical influences that have changed the face of nursing. 4. Analysis: Data gathered in the investigation phase will be used to identify the major problems and suggest possible solutions. 5. Integration: With the analysis information, participants will stimulate curriculum change by sharing and publishing this research. 6. Action Planning: In this phase, we will engage in grant writing, obtaining administrative support, and coordinating faculty input. As a result, changes in the curriculum will be created. 7. Implementation: The curriculum changes will be evaluated and analyzed. 8. Transformation: The goal of these curriculum changes is an improvement in self-confidence and self-worth in the students and the faculty. This phase will only be able to be evaluated over a period of time. What is advocated here, then, is not merely a PR project but a curriculum “revisioning” with PR as the central pedogogical feature. As a new framework outside the traditional research conducted by nurse researchers, I am aware of possible resistance. I am hopeful that this beginning work will help to reshape and rejuvenate nursing curriculum.
AN ACTION SCIENCE APPROACH TO CREATING AND SUSTAINING PROFESSIONAL LEARNING COMMUNITIES AS A VEHICLE FOR COMPREHENSIVE SOCIAL REFORM
(2005-11-21T18:22:55Z) Folkman, Daniel V
Public education in the United States is in crisis. Far too many children are failing to achieve minimal standards in reading, writing and mathematics. New federal legislation seeks to correct this situation by legislative fiat that is backed with severe sanctions for schools and districts that fail to improve. This situation offers a unique opportunity for adult educators to play a critical role in helping public schools meet this challenge. The strategy is to focus on the learning and professional development of the adults within the system—principals, teachers, staff, parents and community partners. This paper summarizes an action research/intervention project with several Milwaukee public schools that are attempting comprehensive school reform. The research strategy employs action science theory and tools of inquiry to document interpersonal dynamics at the individual, group and organizational level that either inhibit or promote the creation of a learning culture within the school. The intervention strategy is to organize and facilitate a series of participatory action research (PAR) initiatives aimed at implementing the components of the school’s reform initiative. The combined action research/intervention project explores whether action learning technologies like PAR coupled with action science inquiry can make a significant contribution to transforming schools into learning organizations that are capable of embracing all children.
ADULT ARTS EDUCATION: A DELPHI STUDY FORECASTING THE ROLE OF THE ARTS IN A LIFELONG LEARNING SOCIETY
(2005-12-16T14:29:28Z) Laffery, Sue-Anne
Poster Session-As we deal with a rapidly aging population, the arts education and arts policy community needs to take an active role in providing insight into policies that address adult choices. This includes defining the role of the arts beyond K-12 education, intergenerational opportunities, and identifying connections with ‘general well-being’ age-based policies from leisure, recreation, and aging in the United States. The Delphi Technique Method was used to identify what actions need to be taken to serve older adults and forecast the role of adult lifelong learning in the arts, as well as address the attitudes to such programming on the national, state, and local policy level. The anonymous Delphi – a qualitative forecasting method that is a structured group process that outlines the pros and cons of an issue, with the goal of identifying priorities of personal values and social goals – was sent to national stakeholders in arts policy, arts education policy, and gerontology. The stakeholders were chosen due to experience in their field, an exhaustive literature review, and recommendation from their colleagues. The data collected from this group identifies an overview of the attitudes, beliefs, knowledge of, and objectives and goals in serving the needs of adults and older adults in and through the arts. This research will provide insight into the characteristics and identify, if any, future predictions of local, state, and national initiatives of adult arts education. Using the Delphi method, it was possible to develop a theoretical framework based on experts’ vision, multiple perspectives, and comprehensive insight to address the role of the arts in a lifelong learning society. As we enter the twenty-first century, we are engaged in a wide-ranging process of redefining the character of the arts’ common purpose. The door is open for the arts to become an important ingredient in the public purpose by involving the many adult learners of the twenty-first century. In order to take advantage of this opportunity and to accommodate the changing aging demographics, lifelong learning in the arts beyond K-12 education must be redefined.
ADULT DEVELOPMENT FROM THE INSIDE OUT:CONSTRUCTING KNOWLEDGE THROUGH LIFE HISTORY WRITING
(2005-10-14T19:07:20Z) Lawrence, Randee Lipson
Learning occurs through exploring the authentic lived experience of the individual learner. When experience is shared and analyzed in groups, new knowledge is constructed about adult development and learning that transcends existing theory. An inductive approach to teaching adult development and learning through life history is discussed in the paper. Life history is an inductive approach to adult learning and development that starts with the experiences of the learner. Learners not only compose their life histories; they share and discuss them with faculty and peers from a developmental perspective. This approach helps them to gain further insights into their own experiences and at the same time creates a text for others to view adult development and learning from diverse perspectives. Adult Development and Learning is a foundational course in most adult education graduate programs. This course is typically taught by exposing learners to various theoretical perspectives on adult development (psychological, cognitive, sociological, moral) and adult learning (self-directed, transformative, emancipatory). While these theories are valuable sources of knowledge, they often do not take into account the social and cultural context of the learner and his or her experiences. For example, the age and stage theories often assume predictable patterns of development that adults experience. This assumption becomes problematic when we consider the wide discrepancy concerning the onset of adulthood. One individual may become a parent and/or live on one’s own at the age of 16 whereas another may live with her parents into her 30’s and another may become a first time parent at age 42. Adult development cannot be reduced to a series of stages. One’s cultural background and family circumstances vary too widely to generalize development according to a particular age or stage. Many researchers value narrative interviewing as a rich source of data. Participants are given the opportunity to tell their stories in their own voices. In interviewing women researchers, Neumann and Peterson (1997) found that that roles of educator, and researcher were inextricably linked to their personal lives. Baumgartner and Merriam (2000) collected the life stories of a culturally diverse group of adults. Identity, work, intimacy, family life cycle, physical development and learning are themes that emerged from their study of adult development through life story. This paper describes a life history approach that has been developed and facilitated in both introductory graduate adult education courses and in courses in a doctoral program emphasizing critical reflection on practice. The importance of adults’ life histories as vehicles for collaborative knowledge construction is emphasized.
Adult Development Matters In Adult Education
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Scheer, Scott D.
All to often in adult education settings, the learning strategies and methods that we use are tailored as one size fits all. A key component of effective adult learning that can be easily overlooked is the role of adult development with adult learning. This oversight is possible among adult educators because our knowledge base is grounded in education as compared to human development or developmental psychology. The point being made that the developmental characteristics of the adult learners should influence the teaching-learning strategies that are implemented. In other words, developmental differences between a 22 and 77 year-old should be accounted for in a community-learning setting.
Adult Education And Faculty Development: Expanding The Reach In The Academy
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Glowacki-Dudka, Michelle
This evaluation study examines how faculty development courses on teaching and learning (OTLA) contribute to the “learning community” at a Midwestern University that promotes engagement “in the discovery of knowledge, the integration of learning experiences, and [faculty’s] applications through civic and professional leadership.” The study has three objectives: 1) Investigate how participation in the courses promotes collegial relationships across campus. 2) Understand the impact of the courses on faculty participants in establishing a collaborative culture around teaching. 3) Recognize the components of OTLA courses that contribute to the collaborative culture around teaching. Through this study, I seek to find ways that collaboration around teaching and learning occurs interdepartmentally at the university.
ADULT EDUCATION IN THE POST 9/11 WORLD: REFLECTIONS ONE YEAR LATER
(2005-12-15T18:51:42Z) Tolliver, Denise E; Tisdell, Elizabeth J
Poster Session-What is our place in the global community? For many, the tragedies of September 11, 2001 have elevated this question to a level of seriousness that goes well beyond a simple intellectual exercise. Issues of politics, power, and power relations have reached a heightened sense of saliency among adult educators and learners alike. A sense of interconnectedness with others in the world seems to be increasing. At the same time, some of the anger, suffering, and pain experienced in the wake of 9/11 has resulted in calls for retaliation against targeted groups and increased expressions of intolerance for diversity, different beliefs and different voices. Indeed, there have been many public responses to the events of 9/11 from the leaders of prominent organizations of higher education. They all speak to the important role that adult educators and learners have to contribute to a greater understanding of our collective place in the global community. Yet, it is important to ask how has 9/11 shown up in the classroom and other learning environments. Has it been like the elephant in the living room that no one wants to mention because feelings of loss and grief are too intense? Is it so present that it has to be included as part of the process, regardless of the content of a course? Has the nature of learning changed? Has the impact shifted as time has passed? It would make sense that the range of responses varies greatly. Little has been published to date, whether as anecdotal accounts or planned research, about how 9/11 has affected the day-to-day practice of adult educators. This poster presentation will contribute to this area by exploring the impact that the events and aftermath of September 11, 2001 have had on the work of the authors, both of whom are adult educators. We have reflected on how the actual events, our learners' and our own responses to the 9/11 tragedies have affected our specific educational practices. In this poster presentation, we will share the questions that have emerged for us, while identifying dilemmas and issues that we have encountered as we support student learning. We, the authors, hope to foster dialogue about how to utilize the emotional, cognitive, spiritual, and other types of responses to 9/11as a catalyst for learning larger lessons that can support transformative educational practice.

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