Introducing Legal Courses Into Adult Education Graduate Curricula

This paper discusses research concerning the argument for the introduction of legal training into adult education graduate curricula

Legal Content in Adult Education Graduate Curricula: Moving Forward

This roundtable discusses data gathered and steps currently being taken concerning including legal content in certain adult education graduate programs

How Adult ESL Students Perceive Prior-Experience-Based Instruction

Experience-based education arguably has been widely venerated by adult educators in the United States for several decades (Lindeman, 1926; Dewey, 1938; Knowles, 1970; Kolb, 1984; Mezirow, 1991). Incorporating students‘ prior experience into the learning experience is commonly practiced in this country, and evidence suggests that adult students favor such instructional strategies (Andresen, Boud, & Cohen, 2000; Wlodkowski, 1999, 2004; Vella, 2002). Moreover, globalization as well as ever increasing immigration and international student populations continue to change the composition of adult learners (Institute of International Education, 2011a, 2011b; U.S. Census Bureau, 2010). The U.S. Census Bureau (2010) reported that about 12% of the total population is foreign-born. This population continues to grow and ―is reflected in the ABE and GED classrooms‖ (Larrotta, 2010, p. 199). These circumstances have made the concept of culturally responsive teaching, which espouses teaching to the strengths of culturally diverse students (Gay, 2000; Banks, 2001), progressively pertinent. Research might suggest that students from differing cultures have different instructional strategy preferences (Hofstede, 2001). The kinds of strategies preferred, and whether differences exist in strategy preference between culture groups is pertinent information in the quest to improve and enhance culturally responsive teaching. Such teaching prompts an investigation to discover whether students from other cultures prefer instructional strategies that incorporate prior experience as well. In order to examine these questions, researchers used a mixed method approach to survey 152 students in five different English as a Second Language (ESL) programs across Wyoming to gather information on preferred instructional strategies and how student prior experience should be related to the teaching and learning process. Although results regarding preferred instructional strategies varied between the three main culture groups identified (Hispanic, Asian and Arabic), overall findings indicate that students from these cultures value the incorporation of prior experience in instruction. Results also indicate that students perceive instruction stressing prior experience to promote language learning, personal growth and social identity

The Effects of Attending Annual Professional Conferences on the Personal Development of International Faculty

Especially given the current emphasis on internationalization and globalization, international faculty members constitute an important part of the overall faculty of higher education in the US and abroad. Personal as well as professional well-being is important in retaining international faculty. While annual professional conferences, by design, support and enhance professional development, little information exists as to the effect they have on personal development of international faculty members. This qualitative study was designed to provide foundational information on which to build further research as to the impact attending professional conferences have on the personal development and well-being of international higher education faculty members. Results indicate positive effects and support the notion that conferences are essential in fostering personal growth and development

The Exploration of a Multi-Theoretical Framework for Holistic and Democratic Adult ESL Instruction

This paper explores a multi-theoretical framework that capitalizes on the use of students’ prior experiences in practicing culturally responsive education among adult English as a Second Language (ESL) learners, with an aim to promote language proficiency, socio-cultural competence, and personal growth, and therefore to facilitate holistic and democratic instruction

Groundings in Nature Mysticism and Adult Learning

Historically, American education has functioned as the benefactor and disseminator of nature education, although that role has diminished in direct proportion to the diminutive presence of American natural landscapes. This withdrawal has led many to adulthoods typically devoid of a sense of place on the planet, as well as potentially limiting the ability to experience the sublime or mystical insights of life. This discussion investigates an experiential, interdisciplinary-action approach, used at Yellowstone National Park and a Canadian wilderness project, that supports and informs the reintegration of nature for the sublime or mystical development of adult students in higher education

New Diversity Publishing Outlet: Adult Educators Overcome Exclusionary Policies

Research strongly supports the notion that publishing houses lack sufficient diversity in both high and middle-level staff members to allow for a diverse philosophical outlook and appreciation to fairly support underrepresented groups wishing to publish their research findings in multiculturalism, gender/sexual orientations studies, race and class. Resultantly, these biases confront both adult educators and other authors writing in the areas of social justice and diversity. This presentation will investigate the historical factors of exclusion in the publishing industry, and more specifically within university presses, to explain an initiative (praxis) launched to open access by way of creating a progressively new adult education publishing concern at the University of Wyoming: the College of Education Monograph Series’ American Adult Educators

Exploring Ways to Investigate Instructors’ Roles in Facilitating Transformative Learning Processes for International Students

The purpose of this roundtable session is to identify, and develop ideas and methods to research ways in which face-to-face and online instructors of international students can most effectively facilitate positive transformation. The transitions and challenges that international students often experience will be discussed as well as varying perspectives about how these adult learners can be optimally supported. The benefits and limitations of previous research methods used to investigate international students’ transformation will be explored

The Worsening Political Divide: Adult Education as Part of the Cure

The US is experiencing extreme social and political polarization not seen since the Civil War. This divisiveness is causing civil unrest and governmental dysfunction which threatens the stability of the nation. Four major causes of the current state are party realignment, the deregulation of news broadcasting, algorithmic personalization of electronic information, and an unknowing public. Adult education can and should be part of the remedy reducing or eliminating harmful polarization. Knowledge of authoritative systems is key to the solution. To promote such knowledge, adult educators can create practical and theoretical learning experiences about authoritative systems and incorporate such knowledge into existing courses and programs. Breadth of the field should produce myriad ways to do so particular to each educator’s practice

Cervical spinal cord dimensions and clinical outcomes in adults with Klippel-Feil syndrome: A comparison with matched controls.

Study Design Retrospective case–control study. Objectives To confirm the fact that spinal cord dimensions are smaller in adults with Klippel-Feil syndrome (KFS) than in pediatric patients with KFS and to compare the clinical characteristics and outcomes of neurologic complications in patients with KFS with matched controls. Methods We performed an independent 1:2 case–control retrospective radiographic and chart review of a consecutive series of adults with KFS who underwent surgical intervention. The control group consisted of consecutive non-KFS surgical patients. Patients were matched in 1:2 case–control manner. Their charts were reviewed and the clinical characteristics were compared. Axial T2-weighted magnetic resonance imaging (MRI) was used to measure the anteroposterior and mediolateral axial spinal cord and spinal canal at the operative levels and measurements were compared. Results A total of 22 patients with KFS and 44 controls were identified. The KFS group had a tendency of more myeloradiculopathy, and the control group had a tendency toward more radiculopathy. Both tendencies, however, were not significantly different. MRIs of 10 patients from the KFS group and 22 controls were available. There was no difference in the area of both spinal cord and canal at the operative levels. Conclusion Contrary to the finding in previous reports on pediatric patients, there were no differences between KFS and well-matched control groups in terms of age of onset, presentation, revision rate, complication rate, surgical outcome, and cross-sectional spinal cord and canal dimensions at the operative level