The Application of Adult Learning and Development Theory in the Undergraduate Classroom

Instructors in higher education may have a limited knowledge of ways adults learn and develop. That lack of theoretical understanding may have inhibited the pedagogical practice of faculty in the undergraduate classroom. The purpose of this study was to explore how university instructors described their understanding of adult learning and development in undergraduate settings, and to identify factors that influenced the design and implementation of instructional practice as reported by undergraduate faculty. The study employed an explanatory sequential mixed methods research design. An online survey collected quantitative and qualitative data from 95 university instructors in Northeastern Massachusetts. Follow-up interviews were conducted with ten survey participants to garner additional qualitative data. Consistent with analysis procedures for phenomenological research, significant statements were extracted from surveys and interview transcripts and sorted into concept codes that were categorized and analyzed for emergent themes, resulting in six findings. These findings suggested that the majority of university instructors had minimal training in and understanding of adult learning and development theory. Instructors, however, did not identify understanding of adult learning and development theory as a requisite of effective practice. Rather, instructors were confident in their abilities to support students in learning course content and applying that content in real-world contexts. University faculty demonstrated an interest in employing instructional practices that supported students in understanding new content and concepts. Further, instructors identified experiential learning, coupled with real-world problems, as ways adults learn and develop in the undergraduate setting. Such methods were employed by faculty if they perceived themselves as effective in the implementation of those practices. Professional dialogue, critical reflection on teaching experiences, and student feedback were identified as factors that contributed to the design and implementation of lessons in the undergraduate classroom. Cultivating a professional climate of safety and trust supported adults as they fully engaged in learning experiences. Key recommendations encourage university administrators to examine professional learning structures in K-12 schools. Formalization of learning communities in higher education can support instructors in the deprivitization of practice, engagement in professional discourse, and individual and collective reflection. Investing the time and resources necessary to foster and nurture such conditions can result in institutions of higher education evolving into communities of learners

Detection of Karenia Brevis Blooms on the West Florida Shelf Using in Situ Backscattering and Fluorescence Data

Using shipboard data collected from the central west Florida shelf (WFS) between 2000 and 2001, an optical classification algorithm was developed to differentiate toxic Karenia brevis blooms (\u3e104 cells l-1) from other waters (including non-blooms and blooms of other phytoplankton species). The identification of K. brevis blooms is based on two criteria: (1) chlorophyll a concentration ≥1.5 mg m-3 and (2) chlorophyll-specific particulate backscattering at 550 nm ≤ 0.0045 m2 mg-1. The classification criteria yielded an overall accuracy of 99% in identifying both K. brevis blooms and other waters from 194 cruise stations. The algorithm was validated using an independent dataset collected from both the central and south WFS between 2005 and 2006. After excluding data from estuarine and post-hurricane turbid waters, an overall accuracy of 94% was achieved with 86% of all K. brevis bloom data points identified successfully. Satisfactory algorithm performance (88% overall accuracy) was also achieved when using underway chlorophyll fluorescence and backscattering data collected during a repeated alongshore transect between Tampa Bay and Florida Bay in 2005 and 2006. These results suggest that it may be possible to use presently available, commercial optical backscattering instrumentation on autonomous platforms (e.g. moorings, gliders, and AUVs) for rapid and timely detection and monitoring of K. brevis blooms on the WFS