Maslow - Move Aside! A Heuristical Motivation Model for Leaders in Career and Technical Education

Maslow’s Hierarchy of Needs is often used as an example of motivational theory in both practitioner and scholarly journals, yet considerable motivational research is being conducted that is not widely known, nor applied in practical settings. This paper summarizes several of those lines of inquiry and suggests applications for career and technical educators. Models seeking to integrate motivational theories have been proposed by scholars, but today there is no generally accepted model that integrates all workplace motivation. Educators in the field need useful rules of thumb for motivating on a day-to-day basis. The heuristic workplace motivation model proposed here, while not intended to be theoretically comprehensive, is based upon a literature review of existing theory, and is proposed to assist working professionals as they go about the quotidian charge of helping individuals learn and perform to their potential

The Challenges of Using Service Learning in Construction Management Curricula

The use of experiential learning as a pedagogical mechanism to facilitate the learning of skills taught in the classroom has become common in college curricula. Service learning and community engagement models are frequently used to combine academic skills with real-world experience to foster understanding, and to largely broaden the perspective of the learner. Service-learning and community engagement are both commonly used in construction management (CM) curricula to allow the CM learner to develop a greater understanding of construction materials, processes, and management techniques presented in CM coursework. CM educators, in an effort to formalize the experiential learning process into course curricula, inaccurately describe the experiential learning project as service-learning rather than community engagement because there is confusion about the parameters differentiating these two experiential models. In fact, many CM courses that include experiential learning are in fact practicing community engagement and not service-learning. It is the parameters that set these two forms of experiential learning apart that make the practice of using service-learning in CM curricula a challenge

Do Educational Biographies Have a Place in Extension?

Educational biographies and narratives have been the focus of increasing attention in adult education arenas (Rossiter, 2002). As this adult education method continues to grow in popularity, the question should be asked if educational biographies have a place in Extension. There is evidence that the exercise of completing educational biographies assists adults in their learning. Extension educators can apply the process from two perspectives: 1) Personally writing an educational biography and reflecting on their learning experiences and 2) Encourage program participants to complete the process themselves

Profound Learning and Living: An Exploratory Delphi Study

This study, using Delphi methodology conceptualizes the qualities of profound learning, the profound learner, and profound living

Izkušnje učiteljev v javnem šolstvu s prodornim učenjem

Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity.Učitelji so bistvenega pomena za demokratični proces, saj oblikujejo izobraženo prebivalstvo. Od številnih pričakovanj, ki jih imamo do učiteljev, je učitelj-kot-vseživljenjski-učenec med najbolj zapostavljenimi. Osrednji raziskovalni vprašanji tega prispevka sta, kako učitelji dojemajo učence in kako izkušnjo prodornega učenja. Namen študije je bil bolje razumeti učitelje-kot-učence, in sicer na podlagi podatkov ciljne skupine učiteljev v javnem šolstvu in osredotočenosti na zgornji dve vprašanji. Raziskava je pokazala, da izkušnjo prodornega učenja zaznamujejo naslednje značilnosti: rastoče, čustveno, pretresljivo, pristno, nespremenljivo, ali pozitivno ali negativno, družabno, odpirajoče in presenetljivo. Znotraj procesa prodornega učenja in glede na teme, ki se pojavijo, učenci kažejo globino misli in čustveno inteligenco, življenje jemljejo resno, so pustolovski v mislih in dejanjih, so neomejeni in skromni. S konstruktivističnega vidika nas te lastnosti usmerjajo k naslednjim ugotovitvam: prodorno učenje je nedualistično in holistično, je kumulativen proces in je osrednjega pomena z vidika kompleksne vloge strukturalne identitete

Going Deeper into Profound Learning through Intellectual Humility, Deep-Surface Learning, and Bildung

Profound learning (PL) has recently been introduced as a possible approach and process for lifelong learning. Here, we look through the lens of Bildung, deep-surface learning, and intellectual humility to elaborate this developing construct

Construction Management Service Learning: A How To Process for Success

To ensure that students are prepared for positions in the construction industry, construction management education programs expose students to industry relevant construction management (CM) theory and practice. Traditional transmission teaching methodologies, while arguably effective for teaching management theory and practice, are not as effective for the transfer of practical leadership skills and knowledge of construction specific processes. As an alternative teaching strategy, many CM programs incorporate service-learning (S-L) into curricula; providing students practical experience, focusing on the acquisition of knowledge through goal setting, thinking, planning, experimentation, observation, and reflection. However, from a practical standpoint, the development of a service-learning project can be a daunting task for the educator. Beyond determining a suitable project, a great deal of work must be undertaken to ensure a successful learning experience for the learner, as well as a successful project for the project owner or community partner. Processes must be put in place to ensure that the project is well developed, the student is practicing relevant CM skills, the project is completed in a timely manner to the satisfaction of the owner, and that the student learns through active reflection. Thus, this paper is presented not as a project specific case study, but an attempt to simplify for CM educators the development of CM S-L projects and to provide a step-by-step process to facilitate a successful learning experience

Deming’s System of Profound Knowledge and Continuous Improvement

The aim of this review was to conceptualize continuous and lifelong learning within Deming’s System of Profound Knowledge framework to explore individual learning processes occurring over time