Practicing Ethical Research To Empower Sexual Assault Survivors In Higher Education: An International Perspective,
2021
University of Tennessee, Knoxville
Practicing Ethical Research To Empower Sexual Assault Survivors In Higher Education: An International Perspective, Amber L. Giffin, Mitsunori Misawa
Adult Education Research Conference
Sexual violence is a major global health concern and sociocultural issue (World Health Organization, 2021), with around one-third of sexual assault survivors developing mental health issues (Carey et al., 2018). However, there is a dearth in research about sexual assault survivors in higher education. Therefore, this paper will explore how researchers can ethically empower sexual assault survivors through research processes in higher education. The questions guiding this study are: 1) What are the current strategies used by researchers to ethically empower sexual assault survivors in higher education? 2) How do researchers employ these strategies in practice?
Transformative Learning Theory, A Theory In Progress? Thoughts From A Habermasian Perspective,
2021
Akkon University of Applied Human Sciences, Berlin
Transformative Learning Theory, A Theory In Progress? Thoughts From A Habermasian Perspective, Saskia Eschenbacher
Adult Education Research Conference
Mezirow borrows heavily from Habermas utilizing core concepts of his theory. However, this activity has serious shortcomings. This paper explores these shortcomings and contributes to the further development of the theory of transformative learning (TL). This paper focuses on three philosophical aspects of transformation theory. I (1) underline inaccuracies and misunderstandings of Habermas' ideas utilized by Mezirow. It will (2) identify theoretical shortcomings and problems in the work of Habermas transposed onto Mezirow's theory of transformative learning. And (3) finally I argue for a way forward for the theory of transformative learning to become a theory in progress.
Prior Learning Assessment: Systematic Review Of Academic Literature,
2021
Texas State University
Prior Learning Assessment: Systematic Review Of Academic Literature, Catherine A. Cherrstrom,, Carrie J. Boden, Todd Sherron, Lindsey Wilson
Adult Education Research Conference
Many argue a college degree is more important than ever and required for many occupations. However, pursuing one requires time and money. Prior learning assessment (PLA) offers one solution to overcome such barriers by documenting outside learning through competency portfolios or assessment testing to receive academic credit. The purpose of this systematic literature review was to examine the academic literature related to PLA within the United States. The review searched 669 databases, across 72 disciplines/fields, and yielded 47 peer-reviewed journal articles, published in 14 journals, during the last decade. Findings included six major themes with implications for adult education theory …
Action Is Demonstrative Of Critical Reflection And “Disorienting Dilemma” Is Démodé,
2021
Cleveland State University
Action Is Demonstrative Of Critical Reflection And “Disorienting Dilemma” Is Démodé, Carol A. Olszewski, Catherine A. Hansman
Adult Education Research Conference
This paper explores transformative learning and 1) roles of decision-making and actions as outward expressions of critical reflection and 2) vocabulary that encapsulates the essence of the “disorienting dilemma.”
Theorizing Embodied, Collective And Societal Learning Through Prefigurative Social Movements,
2021
Westminster College
Theorizing Embodied, Collective And Societal Learning Through Prefigurative Social Movements, Margaret L. Cain, Jennifer Kushner, Cassidy Thomas
Adult Education Research Conference
This paper theorizes adult learning as a multi-leveled, emergent process of interactions between individuals, groups, and societal systems. We theorize from the context of prefigurative social movements that are enacting values of direct democracy, solidarity economics, and equity. We analyze Occupy encampments as sites in which individuals, movement groups, and society learn as complex adaptive systems. The theorizing of these learning processes has implications for adult education theory, research, and practice.
Transformative Listening Across Global Contexts: Fostering Authentic Connection To Self, Other And Community,
2021
St. Catherine University
Transformative Listening Across Global Contexts: Fostering Authentic Connection To Self, Other And Community, Laurie Anderson Sathe, Tes Cotter Zakrzewski, Alessandra Romano, Anne-Liisa Longmore, Deborah J. Kramlich
Adult Education Research Conference
As a group of global scholars, we see authentic listening, with its focus on attention and presence, as crucial to the formation of trust, connection, and the facilitation of learning. We co-created the Transformative Listening Collaborative and a Transformative Listening Protocol (the Protocol) as a means to increase awareness of the importance of authentic listening as a transformative component of learning through story. The Protocol is intended to improve listening skills, foster deep sense-making, and generate contextually situated spaces in which participants may connect with another, understand another, and/or learn more deeply about oneself.
Continuing And Community Education As Engaged Learning,
2021
Cleveland State University
Continuing And Community Education As Engaged Learning, Wendy M. Green, Catherine Hansman, Nancy M. Prattt, Marius Boboc
Adult Education Research Conference
CPE providers focus on understanding learning needs, designing and providing educational offerings, and evaluating programs. Cervero and Daly believe these decisions are made within the contested spaces of the social, professional, institutional, and educational systems; however, CPE continues to focus on the needs of the workplace and economic demands. We argue for a re-framing of how CPE is conceptualized and situated within the realm of adult learning and development specific to higher education institutions which engage in the endeavor, proposing the Community Transformation Model for Continuing and Extended Education to address neo-liberalism bias.
The Power Of The Mindbody: Collective Somatic Learning In Community Organizing Groups,
2021
Westminster College
The Power Of The Mindbody: Collective Somatic Learning In Community Organizing Groups, Jessica Roadman
Adult Education Research Conference
Embodiment theory posits that learning is not limited to the cognitive functions of the brain, but is the adaptation resulting from multi-system responses to inputs. Somatics offers techniques for increased awareness of response mechanisms, which allows for more controlled self-regulation. This paper explores the benefits of engaging in somatic practicing as a tool for individual grounding catalysed for change in the context of the organizing group the Powerful Moms Who Care. It focuses on the emergence of connected activism through trauma processing, gaining body autonomy, and unconstrained visioning of the future as a result of integrating somatic practices.
A Qualitative Meta-Synthesis For A Theory Of Interfaith/Interreligious Learning Through Dialogue,
2021
University of West Georgia
A Qualitative Meta-Synthesis For A Theory Of Interfaith/Interreligious Learning Through Dialogue, Elizabeth M. Pope, Nadira K. Charaniya, Jane West Walsh
Adult Education Research Conference
Interfaith/interreligious (IF/IR) dialogue offers a context through which individuals within various religious communities can learn from and with each other. There are unique aspects to this learning environment. First, learning through conversation. Second, learning through conversation about a difficult topic. And third, learning from and with a religious other. To best understand what learning through IF/IR dialogue is, researchers would benefit from a nuanced understanding of the complexities of the learning environment and the participants within it. In this qualitative meta-synthesis, we examine current research on IF/IR dialogue to outline a theory of dialogical IF/IR learning.
Strengthening Adult Literacy Through Creative Writing,
2021
The Untold Narratives and Lesley University, Cambridge, MA, USA
Strengthening Adult Literacy Through Creative Writing, Elizabeth Santiago
Adult Education Research Conference
This Roundtable will discuss a qualitative study that investigated how creative writing strengthens and deepens the literacy skills of adults. Specifically, the study explores two sub-questions: How can creative writing processes support students’ achievement of personal and/or academic goals? How does a curricular focus on individual storytelling build literacy confidence and/or student agency? Data include: pre- and post-surveys, pre- and post-interviews, curriculum design based on best practices in writing instruction and adult learning, and student writing. The study suggests that creative writing is a viable and effective tool to promote literacy acquisition, build student voice, and support student-centred learning.
The Unintended Consequences Of Good Intentions,
2021
Atlanta Public School/Adult Education Center, USA
The Unintended Consequences Of Good Intentions, Debra Tavaras
Adult Education Research Conference
Adult education programs encourage adults to attend college after they receive their GED, yet the programs do not prepare them for the transition or on how to be successful. Colleges and adult education programs do not give enough attention to the challenges and barriers the adult learner faces. Programs assume that adult learners know how to balance the rigour of college and their other responsibilities. After all they are adults. Yet, studies have shown that 77% of GED graduates who attend community and technical colleges withdrew at the end of the first semester.
Program Evaluation Of The J-1 Visa Teacher Exchange Program From The Perspective Of Exchange Teachers Within A Rural School District,
2021
Gardner-Webb University
Program Evaluation Of The J-1 Visa Teacher Exchange Program From The Perspective Of Exchange Teachers Within A Rural School District, Gradesa Lockhart
Doctor of Education Dissertations
Teacher shortages have had a significant impact on student learning outcomes in a time of immense testing accountability; yet, the way rural school districts handle the teacher shortage varies, from policies to incentive pay, to the use of international teachers. International teachers have become a significant resource for some rural districts to address teacher shortages. This study focused on the lived experiences of a subset of international teachers who are working in United States schools via the Exchange Visitor Program (EVP). The findings of the study authenticated the purpose of the Fulbright-Hays Act of 1946, more commonly known as the …
China’S International Aid To Adult Education,
2021
The Pennsylvania State University
China’S International Aid To Adult Education, Jiang Xiaoying
Adult Education Research Conference
International aid or foreign aid has contributed significantly to world development since the end of World War II. Education is regarded as an indispensable component of international aid strategies. China was once a recipient of international aid. China has also been committed to assisting other countries consistently in decades. The unique role of China as both the donor and the recipient country attract worldwide interest in understanding China’s international aid strategy and how it differs from that of Western countries. This study employs document analysis based on the existing literature, government reports, and state leaders’ speeches from a historical perspective. …
Was It A Dream Or Nightmare? A Narrative Exploration Of Adult Refugee Learners’ Experiences In A Community College,
2021
Pellissippi State Community College
Was It A Dream Or Nightmare? A Narrative Exploration Of Adult Refugee Learners’ Experiences In A Community College, Patricia J. Higgins, Mitsunori Misawa
Adult Education Research Conference
Refugees enter the United States seeking a safe place to rebuild their lives after surviving life-threatening situations. In this journey, education is seen as a bridge from instability to self-sufficiency. The purpose of this narrative inquiry was to better understand the experiences of adult refugee learners as they navigate higher education in the United States. The research questions were: How do adult refugee learners’ prior life experiences influence the transition to higher education? How does the intersection of ethnicity and immigration status influence the higher education experience? and What strategies do adult refugee learners employ to navigate higher education?
Disability Matters: Ideia, Section 504, And Ada: What Do These Acts Mean For African American Learners Who Experience Intellectual Disabilities? A Critical Literature Review,
2021
Cleveland State University
Disability Matters: Ideia, Section 504, And Ada: What Do These Acts Mean For African American Learners Who Experience Intellectual Disabilities? A Critical Literature Review, Marketa President, Elice E. Rogers, Jonathan E. Messemer
Adult Education Research Conference
Adult learners with an intellectual disability have legal protections to access post-secondary learning and vocational opportunities. As individuals strive to maximize potential in the disability space, do cultural barriers of racism disrupt the potential for African American adult learners with intellectual disabilities? One implicit assumption is that race and social status affect advocacy efforts for learners during K-12 experiences, and the adult learners’ ability to self-advocate.
Program Closures: What Happens To Faculty Left Behind?,
2021
University of Missouri-St. Louis
Program Closures: What Happens To Faculty Left Behind?, Lilian H. Hill, E. Paulette Isaac-Savage
Adult Education Research Conference
This autoethonographic study documents the stories of two adult education faculty members’ experiences when their academic programs were closed. In both cases, they each became programs of one after colleagues retired or left for other reasons. Despite their isolation as the only faculty members with adult education credentials, both continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.
Development Of Ego Stages And Intercultural Sensitivity Through Doctoral Study,
2021
Fielding Graduate University
Development Of Ego Stages And Intercultural Sensitivity Through Doctoral Study, Abigail Lynam, Steven Schapiro
Adult Education Research Conference
This study explores the developmental diversity of incoming and graduating students regarding ego stage and intercultural sensitivity and how students develop in the context of their doctoral studies. It also examines the relationship and correlations between the two domains and how they each develop. In this paper, we report on the results in process in year two of this multi-year longitudinal study.
Human Sustainability: Collaborative Learning For Health And Well-Being In The Academy,
2021
University of Memphis
Human Sustainability: Collaborative Learning For Health And Well-Being In The Academy, Edith Gnanadass, Wendy Griswold, Donna Menke
Adult Education Research Conference
This roundtable will help educators develop a holistic focus on their mental, physical, and spiritual well-being to engage fully with learners (hooks, 1994). Faculty affected by the global pandemic and stressors of academia took control of their work-life balance crucial to human sustainability (Sheared, 2019). Researcher One participated in a diabetes prevention program, experienced improved health and overall well-being, then used a community education model to share her learning with colleagues. The researchers are exploring their informal self-directed learning process using Prochaska and DiClemente’s (1982) transtheoretical model, Lave and Wenger’s (1991) community of practice, and Kolb’s (1984) experiential learning model.
Exploring Issues Of Power In Formal Mentoring Programs,
2021
Texas State University
Exploring Issues Of Power In Formal Mentoring Programs, Jeremy W. Bohonos, Sunny L. Munn, Tonette S. Rocco, Schane D. Coker, Myrian Herlle, Mikki L. Johnson
Adult Education Research Conference
The purpose of this project is to explore how power manifests within mentoring relationships that purport to reduce power distances and move away from traditional hierarchical models of mentoring towards reciprocal methods of mentorship. The roundtable will be a discussion of how power presents and can be proactively addressed in mentoring relationships.
Using The Critical Mathematics Pedagogical Framework To Teach Adult Basic Education Learners: A Transformative Convergent Parallel Mixed Methods Study,
2020
University of Nevada, Las Vegas
Using The Critical Mathematics Pedagogical Framework To Teach Adult Basic Education Learners: A Transformative Convergent Parallel Mixed Methods Study, Matthew D. Gromlich
UNLV Theses, Dissertations, Professional Papers, and Capstones
The goal of this study was to design and implement curricula in the Adult Basic Education classroom that aligned to the Critical Mathematics Pedagogical Framework. Specifically, this study assessed if ABE students’ mathematics anxiety and mathematics self-efficacy ware affected by curricula that aligns to the Critical Mathematics Pedagogical Framework. Using a transformative convergent parallel mixed methods study, this study showed that students taught using CMPF-based lessons specifically reflected on their own attitudes towards mathematics self-efficacy, mathematics anxiety, number positioning, and the need for societal change around mathematical concepts. Both quantitative and qualitative data were analyzed to highlight student reflections and …
