This article highlights the multiple crises experienced since the beginning of the pandemic in 2020 that have encouraged adult educators to rethink and revitalize their professional practices to respond to learners with understanding and care as they work through their own challenges. The reflections and perspectives shared inform our own practices as adult educators, giving us renewed sustenance to continue our work with adult learners. We conclude the article with last thoughts about supporting adult educators and learners during times of trauma and crises and ideas for future research and practice.
{"title":"Through a changed lens: Resilience and innovation during times of crises","authors":"R. Wlodarsky, Catherine A. Hansman","doi":"10.1002/ace.20457","DOIUrl":"https://doi.org/10.1002/ace.20457","url":null,"abstract":"This article highlights the multiple crises experienced since the beginning of the pandemic in 2020 that have encouraged adult educators to rethink and revitalize their professional practices to respond to learners with understanding and care as they work through their own challenges. The reflections and perspectives shared inform our own practices as adult educators, giving us renewed sustenance to continue our work with adult learners. We conclude the article with last thoughts about supporting adult educators and learners during times of trauma and crises and ideas for future research and practice.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116105623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kyle A. Znamenak, Mitch Lieberth, Jennifer Murphy, Auburn Sheaffer
This article narrates the experiences of four former PhD students who completed the transition from graduate student to graduates with PhDs during unprecedented external events: The COVID-19 pandemic and a period of civil unrest in response to the 2020 police killings of George Floyd and Breonna Taylor. The authors reflect on some commonalities in how they were able to adjust and persevere to completion.
{"title":"Experiences and viewpoints of PhD students completing their dissertations during crises","authors":"Kyle A. Znamenak, Mitch Lieberth, Jennifer Murphy, Auburn Sheaffer","doi":"10.1002/ace.20450","DOIUrl":"https://doi.org/10.1002/ace.20450","url":null,"abstract":"This article narrates the experiences of four former PhD students who completed the transition from graduate student to graduates with PhDs during unprecedented external events: The COVID-19 pandemic and a period of civil unrest in response to the 2020 police killings of George Floyd and Breonna Taylor. The authors reflect on some commonalities in how they were able to adjust and persevere to completion.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131460900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Belzer, Tesa Leon, Margaret Patterson, Federico Salas‐Isnardi, J. Vanek, Corlis Webb
Abstract This article describes programmatic and instructional responses to the shutdown and the changing needs of learners that were triggered by the spread of COVID‐19. It reports on the findings of a group of researchers who interviewed a convenience sample of state adult education staff, program managers, instructional leaders and supervisors, and instructors soon after the shutdown began and again about 15 months later. They indicate that responding to the initial emergency has been an impetus for meaningful innovation and a broader array of instructional and support options for learners, but challenges and questions remain about how to sustain it.
{"title":"From rapid emergency response to scaling and sustaining innovation: Adult foundational education in the time of COVID‐19","authors":"A. Belzer, Tesa Leon, Margaret Patterson, Federico Salas‐Isnardi, J. Vanek, Corlis Webb","doi":"10.1002/ace.20454","DOIUrl":"https://doi.org/10.1002/ace.20454","url":null,"abstract":"Abstract This article describes programmatic and instructional responses to the shutdown and the changing needs of learners that were triggered by the spread of COVID‐19. It reports on the findings of a group of researchers who interviewed a convenience sample of state adult education staff, program managers, instructional leaders and supervisors, and instructors soon after the shutdown began and again about 15 months later. They indicate that responding to the initial emergency has been an impetus for meaningful innovation and a broader array of instructional and support options for learners, but challenges and questions remain about how to sustain it.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125607002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ellen Scully-Russ, Maria Cseh, Lily Hakimi, Jerry Philip, H. Lundgren, DJ Ralston
Abstract At the start of the COVID‐19 pandemic, some US workers became “essential” overnight and were, therefore, ineligible to work from home. Millions of these workers put their lives at risk to keep society functioning. So, why do we undervalue those we cannot live without? This article explores the transformative potential of learning in and about essential work in the wake of social and economic disruptions of a pandemic. We ask, what potential does this current moment hold to repair the western social and economic order predicated on the precarity of essential work? We review human flourishing within a human capabilities approach and borrow feminist's notion of repair work that evokes transformative learning in individuals and society. Finally, we consider how the perspective of “learning to repair” along the spirit of uBuntu and generative Communitas can enhance transformative learning theory and practice.
{"title":"So you say our work is essential: Essential workers and the potential for transformative learning in the wake of COVID‐19 social and economic disruption","authors":"Ellen Scully-Russ, Maria Cseh, Lily Hakimi, Jerry Philip, H. Lundgren, DJ Ralston","doi":"10.1002/ace.20455","DOIUrl":"https://doi.org/10.1002/ace.20455","url":null,"abstract":"Abstract At the start of the COVID‐19 pandemic, some US workers became “essential” overnight and were, therefore, ineligible to work from home. Millions of these workers put their lives at risk to keep society functioning. So, why do we undervalue those we cannot live without? This article explores the transformative potential of learning in and about essential work in the wake of social and economic disruptions of a pandemic. We ask, what potential does this current moment hold to repair the western social and economic order predicated on the precarity of essential work? We review human flourishing within a human capabilities approach and borrow feminist's notion of repair work that evokes transformative learning in individuals and society. Finally, we consider how the perspective of “learning to repair” along the spirit of uBuntu and generative Communitas can enhance transformative learning theory and practice.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114569542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the interwoven disruptions caused by the multiple crises of the COVID-19 pandemic, violent incidents against persons of color, social justice concerns, and political and civil unrest. Discussion will center on how these crises impacted and continue to affect careers, schools, workplaces, and personal lives. The chapter will conclude with frameworks of care that can be adapted by adult learners and educators to respond to ongoing crises.
{"title":"“We're all in this together”? Reflections on inequity during tumultuous times","authors":"Catherine A. Hansman","doi":"10.1002/ace.20448","DOIUrl":"https://doi.org/10.1002/ace.20448","url":null,"abstract":"This article discusses the interwoven disruptions caused by the multiple crises of the COVID-19 pandemic, violent incidents against persons of color, social justice concerns, and political and civil unrest. Discussion will center on how these crises impacted and continue to affect careers, schools, workplaces, and personal lives. The chapter will conclude with frameworks of care that can be adapted by adult learners and educators to respond to ongoing crises.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"207 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122054252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the disintegration of boundaries of work and family life due to the COVID-19 pandemic and makes visible the chaotic state in which academic and other professional mothers were forced to function. She discusses the struggle to separate personal from professional life, social isolation, lack of motivation and resource challenges, and those who have embraced this disequilibrium. The conclusion highlights research focused on reflection and experiential learning with the intent to promote the well-being and personal and professional growth of working mothers.
{"title":"Working remotely with school‐aged children: Use of reflection to identify strategies to improve work–life balance","authors":"R. Wlodarsky","doi":"10.1002/ace.20456","DOIUrl":"https://doi.org/10.1002/ace.20456","url":null,"abstract":"This article describes the disintegration of boundaries of work and family life due to the COVID-19 pandemic and makes visible the chaotic state in which academic and other professional mothers were forced to function. She discusses the struggle to separate personal from professional life, social isolation, lack of motivation and resource challenges, and those who have embraced this disequilibrium. The conclusion highlights research focused on reflection and experiential learning with the intent to promote the well-being and personal and professional growth of working mothers.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124705109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
W. M. Green, Alexander M. Hoffman, Mariel Manlapaz, Cecile M. Foshee
The COVID-19 pandemic has dramatically affected the way that healthcare is delivered in the United States and has likewise affected the way that health professions education is taught. This article reports a case study of a cohort-based health professions education program that was forced to transition from a blended model to a fully virtual synchronous model and the effects of that transition on learners and educators. These courses are grounded in experiential learning, and the program overall aims to develop a community of practice that extends beyond program completion. The authors reflected on online observations as well as their own experiences in these courses. We argue learners were still able to move through Kolb's stages of experiential learning. Analysis also indicates that the transition and the unique stressors of the COVID-19 pandemic may have expanded and strengthened a burgeoning community of practice.
{"title":"Health professions education cohort programs: A case study of pivoting from in‐person to online learning in cohort‐based programs","authors":"W. M. Green, Alexander M. Hoffman, Mariel Manlapaz, Cecile M. Foshee","doi":"10.1002/ace.20452","DOIUrl":"https://doi.org/10.1002/ace.20452","url":null,"abstract":"The COVID-19 pandemic has dramatically affected the way that healthcare is delivered in the United States and has likewise affected the way that health professions education is taught. This article reports a case study of a cohort-based health professions education program that was forced to transition from a blended model to a fully virtual synchronous model and the effects of that transition on learners and educators. These courses are grounded in experiential learning, and the program overall aims to develop a community of practice that extends beyond program completion. The authors reflected on online observations as well as their own experiences in these courses. We argue learners were still able to move through Kolb's stages of experiential learning. Analysis also indicates that the transition and the unique stressors of the COVID-19 pandemic may have expanded and strengthened a burgeoning community of practice.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115985468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This autoethnographic study documents the stories of two adult education faculty members? experiences when their respective academic programs were closed. We situate our stories within changes in higher education economics and two theoretical frameworks: expectancy theory and psychological contract theory. Despite our isolation as the sole faculty member with adult education credentials, we continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.
{"title":"Doors slam shut: Adult education program closures","authors":"Lilian H. Hill, E. Isaac-Savage","doi":"10.1002/ace.20453","DOIUrl":"https://doi.org/10.1002/ace.20453","url":null,"abstract":"This autoethnographic study documents the stories of two adult education faculty members? experiences when their respective academic programs were closed. We situate our stories within changes in higher education economics and two theoretical frameworks: expectancy theory and psychological contract theory. Despite our isolation as the sole faculty member with adult education credentials, we continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131468416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Teaching and learning in times of crisis like the Coronavirus pandemic is less about crisis management and more about humanizing the crisis. Restorying COVID begins with understanding our students and ourselves as whole people, and their multidimensional needs—academic, socio‐emotional, and socio‐cultural, including racialization, social class, and gendered roles. As faculty, we need to rethink our work and intentionally move beyond the classroom into a humanity mindset consistent with decolonizing theory. We suggest doing this by using engaged pedagogy and profound learning to enact a Critical Capital Theory informed by an anti‐Black racism stance.
{"title":"Restorying COVID‐19: Faculty and graduate students teaching and learning in crisis","authors":"Edith Gnanadass, Lisa R. Merriweather","doi":"10.1002/ace.20449","DOIUrl":"https://doi.org/10.1002/ace.20449","url":null,"abstract":"Abstract Teaching and learning in times of crisis like the Coronavirus pandemic is less about crisis management and more about humanizing the crisis. Restorying COVID begins with understanding our students and ourselves as whole people, and their multidimensional needs—academic, socio‐emotional, and socio‐cultural, including racialization, social class, and gendered roles. As faculty, we need to rethink our work and intentionally move beyond the classroom into a humanity mindset consistent with decolonizing theory. We suggest doing this by using engaged pedagogy and profound learning to enact a Critical Capital Theory informed by an anti‐Black racism stance.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"387 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133651593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Lessons learned during the COVID‐19 pandemic, through trial and error and sharing stories of successes and failures, have resulted in progress in the quest to resume what we refer to as normal or regular college life for students, faculty, and staff. However, it is doubtful that we will ever get back to the exact same situation that we were in prior to March of 2020, and that may not even be an appropriate goal for which to strive. We can learn from this pandemic and continuously improve what we do based on lessons learned rather than simply focusing on getting back to some sort of prepandemic “normal” state. This article and this entire edition of New Directions for Adult and Continuing Education are part of those efforts to document our experiences so we all can learn from them and move forward with that knowledge in mind.
{"title":"Conversations with leaders: Sharing perspectives on the impact of and response to COVID‐19 and other crises","authors":"Steven W. Schmidt, L. English, A. Carr-Chellman","doi":"10.1002/ace.20451","DOIUrl":"https://doi.org/10.1002/ace.20451","url":null,"abstract":"Abstract Lessons learned during the COVID‐19 pandemic, through trial and error and sharing stories of successes and failures, have resulted in progress in the quest to resume what we refer to as normal or regular college life for students, faculty, and staff. However, it is doubtful that we will ever get back to the exact same situation that we were in prior to March of 2020, and that may not even be an appropriate goal for which to strive. We can learn from this pandemic and continuously improve what we do based on lessons learned rather than simply focusing on getting back to some sort of prepandemic “normal” state. This article and this entire edition of New Directions for Adult and Continuing Education are part of those efforts to document our experiences so we all can learn from them and move forward with that knowledge in mind.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132357380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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