Adult Education And Faculty Development: Expanding The Reach In The Academy

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

Expectations And Experiences With Teaching Women At A Private College In Saudi Arabia

The focus of this research is to understand the expectations of faculty and administration at Effat College in Jeddah, Saudi Arabia. I assessed the college’s current status to understand ways to “improve the quality of education at the school” by interviewing the faculty and administration about how they saw the roles. I sought to identify and understand the many issues facing this newly established college in order to build upon its strengths and support its growth and future success. As the college was still developing policies, procedures, and systems, the faculty—mostly expatriate teachers—were very uncomfortable because the expectations and experiences differed significantly between faculty and administration

Going to Teach and Getting Taught in Saudi Arabia: An Auto-Ethnography

This study examines cultural consequences of working in Saudi Arabia. Findings demonstrate that absence of preliminary understanding of cultural differences may adversely impact relationships, both personal and professional

EMBRACING AND EXTENDING THE MARGINS OF ADULT EDUCATION:EXPERIENCES OF INTERDISCIPLINARY COLLABORATION

Adult educators, working in non-traditional interdisciplinary settings, sit at the confluence of where the margins of several disciplines meet to exchange ideas on how to advance theory and practice to facilitate adult learning. This paper uses two case studies of how adult educators work in interdisciplinary non-traditional adult education organizational settings—a state-level family literacy initiative and an interdisciplinary online adult patient education research and development program—to improve programs that facilitate adult learning. The paper concludes with a discussion of barriers to and strategies for integrating adult education principles into mainstream programs

Working With Interdisciplinary Teams Of Boundary Spanners: The Challenges And Potential For Adult Education

Innovative research and development for holistic adult on-line health education (eHealth) is increasingly conducted by interdisciplinary teams of boundary spanners in grant-funded academic institutes. Typically, these teams include fields that represent the whole person with an illness in their social and technological context: medicine, nursing, social and counseling psychology, social work, systems engineering, and the communications and information sciences. However, adult education does not typically sit at these collaborative research tables. This paper uses a case example of a sole adult educator working in such a setting to explore how adult education fits into this new boundary-spanning field of practice and scholarship

Theorizing Radical Practice: Community Arts and Transformative Learning

This roundtable presentation provides an exploration of the role that creative, critical teaching and learning could play in addressing social and personal suffering through reflective practice, expressive ways of knowing and cultural resistance. It will draw on Freirean pedagogy, and feminist, critical and community theory to propose the way ahead

Understanding Popular Education and Arts Based Learning Within Groups Through a Peace Workshop

Through the experience of a Peace Workshop and literature, the importance of both informal and arts-based learning during group events is necessary. Community and group norms provides strong cohesiveness

Reflections on a Teaching Commons Regarding Diversity and Inclusive Pedagogy

Recently, twenty-one instructors at a Midwestern university participated in a faculty development seminar entitled, “Developing Pedagogies to Enhance Excellence and Diversity.” They designed a pedagogical change for the following academic year based on the workshop. During the following year, we collected data on the workshop participants through surveys and interviews to discover if they had implemented the proposed changes and what they discovered in the process. Thirteen of the twenty-one participants responded to our request for information and nine implemented their proposed changes during our data collection. Reviewing the data, we found three areas where participants made changes: application of pedagogical innovations, equal access to learning and inclusive pedagogy, and assessment of power and position as teacher. Many continued to reflect on how to make these changes more effective and indicated a desire for collegiality to sustain them in their efforts to improve their teaching practices

Emerging Leadership Through Coloring: Stories of the Indiana Women of Achievement

Engaging adults in learning can occur through arts-based methods. Building on an oral-history project, we tell women’s leadership stories through both narrative and images through an adult coloring book

Lifelong Learning as Human Ontology: A Freirean Response to Human Capital Education

In this article, we argue that Freire’s view of lifelong learning is a journey toward personal growth and social transformation. Rather than reducing learners to objects of economic globalization, Freire’s pedagogy considers students political participants who actively shape their vocational and social lives